Are emotional intelligent workers also more empathic?

This paper analyzes whether emotional intelligence and self-monitoring are related to empathy among a sample of workers in both the public and private employment sectors. Two hundred and forty-two employees (42.5% men and 57.5% women) with a mean age of 35.21 years (SD = 10.07, range 18-61) completed a questionnaire that measured the variables of interest. The results showed that emotion regulation, a dimension of emotional intelligence, accounts for most of the variance of empathy, followed by the ability to understand emotions and the management of others' emotions. Furthermore, gender did not yield any moderator effect on the relations among emotional intelligence, self-monitoring and empathy. We conclude that the intrapersonal aspects of emotional intelligence, in particular, emotion regulation, help explain the empathy of workers. The implications of these findings are discussed herein.

Dificultades lectoras en niños con sordera / Reading difficulties of deaf children

El presente trabajo analiza las dificultades con las que se encuentran los niños sordos profundos cuando se enfrentan al aprendizaje de la lectura. Los estudios sobre adquisición de vocabulario, comprensión lectora y metafonología en niños sordos han sido llevados a cabo mayoritariamente en inglés o francés. Éstos muestran un desfase significativo a favor de los oyentes en el desarrollo y adquisición de las habilidades lingüísticas básicas y de la lectura. En este trabajo analizamos los resultados obtenidos por un grupo de niños sordos profundos españoles en amplitud de vocabulario en denominación de figuras, comprensión lectora y habilidades metafonológicas. Los datos encontrados son similares a los hallados con niños sordos de lengua inglesa y francesa (AU)

The present work analyses the difficulties which profoundly deaf student-children meet when they learn how to read. Different studies on vocabulary, reading comprehension and metaphonology are carried out mostly in English or French comparing profoundly deaf children and non-deaf children. The most of these studies show a significant difference in the development of these two groups regarding language skills and reading acquisition. In this paper, we analyze the results obtained by a group of profoundly deaf Spanish children concerning extent of vocabulary by visual confrontation naming, reading comprehension and metaphonological abilities. The data found are similar to those observed in English and French deaf children (AU)