Valence in the Reading the Mind in the Eyes task

Area of Science:

• Psychology
• Cognitive Neuroscience
• Social Cognition

Background:

• The Reading the Mind in the Eyes task (RMET) assesses theory of mind.
• Previous studies on RMET performance and item valence lack consistency due to varied valence assessment methods.

Purpose of the Study:

• To establish reliable reference valence ratings for RMET items.
• To investigate the impact of item valence on RMET performance using a continuous approach.

Main Methods:

• Study 1: Collected valence ratings for RMET items from 164 raters.
• Study 2: Analyzed archival data to compare categorical versus continuous valence approaches.

Main Results:

• Valence ratings are continuously distributed and influenced by sample size, questioning categorical distinctions.
• A U-shaped pattern emerged: extreme valence (positive/negative) RMET items showed better performance than neutral items.

Conclusions:

• The study provides reference valence ratings for RMET items.
• Treating item valence as a continuous predictor enhances consistency in RMET research.
• This approach clarifies the relationship between emotional valence and theory of mind performance.