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A meta-analysis of the relationship between emotion recognition ability and intelligence.
Journal article

A meta-analysis of the relationship between emotion recognition ability and intelligence.

  • Schlegel K Institute for Psychology, University of Bern, Bern, Switzerland.
  • Palese T Faculty of Business and Economics, University of Lausanne, Lausanne, Switzerland.
  • Mast MS Faculty of Business and Economics, University of Lausanne, Lausanne, Switzerland.
  • Rammsayer TH Institute for Psychology, University of Bern, Bern, Switzerland.
  • Hall JA Department of Psychology, Northeastern University, Boston, MA, USA.
  • Murphy NA Department of Psychology, Loyola Marymount University, Los Angeles, CA, USA.
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  • 2019-06-22
Published in:
  • Cognition & emotion. - 2020
Emotion recognition ability
emotional intelligence
intelligence
interpersonal accuracy
meta-analysis
English The ability to recognise others' emotions from nonverbal cues (emotion recognition ability, ERA) is measured with performance-based tests and has many positive correlates. Although researchers have long proposed that ERA is related to general mental ability or intelligence, a comprehensive analysis of this relationship is lacking. For instance, it remains unknown whether the magnitude of the association varies by intelligence type, ERA test features, as well as demographic variables. The present meta-analysis examined the relationship between ERA and intelligence based on 471 effect sizes from 133 samples and found a significant mean effect size (controlled for nesting within samples) of r = .19. Different intelligence types (crystallized, fluid, spatial, memory, information processing speed and efficiency) yielded similar effect sizes, whereas academic achievement measures (e.g. SAT scores) were unrelated to ERA. Effect sizes were higher for ERA tests that simultaneously present facial, vocal, and bodily cues (as compared to tests using static pictures) and for tests with higher reliability and more emotions. Results were unaffected by most study and sample characteristics, but effect size increased with higher mean age of the sample. These findings establish ERA as sensory-cognitive ability that is distinct from, yet related to, intelligence.
Language
  • English
Open access status
closed
Identifiers
Persistent URL
https://folia.unifr.ch/global/documents/49182
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