Abstract This study was conducted to determine whether levels of emotional intelligence influenced recall of emotion-induced stimuli. Thirty participants who were either on a psychology or a psychology and counselling university course took part in this research task which consisted of (11M, 18F, 1N-B), aged 18- 51 (M= 30, S.D = 9.96). Upon completing a TEIQue-SF questionnaire and a mix of hot and cold cognition tasks. The participants levels of emotional intelligence were calculated, and a mixed multi-factorial design was utilised to investigate this information and a mixed ANOVA executed to examine these findings. Nevertheless, the results show the minute difference negative wording had on recall, which rejects the hypothesis and accepts the null hypothesis. Introduction This report will examine whether there is an impact between Emotional Intelligence (EI) and memory recall using emotion-induced stimuli. Peter Salovey and John Mayer first proposed EI in 1990 and developed a model in 1997 to investigate and construct validation where they defined EI as a mental ability separate from personal traits. (McMahan, 2000) However, Lea et al. (2018) illustrated how EI is a combination of the rational side of the brain and the limbic system where emotions are situated, which, when harnessed, can improve thinking and result in better mental health. EI is the ability to manage and identify the emotions of those around you and your own. EI comprises emotional awareness, the knowledge to not only obtain but apply these emotions productively, such as problem-solving and thirdly managing emotions by regulating your own and others around you. (Roman & Roman, 2017) Barrett's (2006b), built on Russell's (2003) core affect theory, is based on how the sub-emotional variables of arousal and valence are the foundation of emotional life. These variables are considered properties of stimuli, neurophysiological state, and conscious experiences. A combination of values on the sub-emotional variables is called "affective quality". This affective quality can cause a "core affect" on a person depending on the stimuli. Thus, the foundation of emotional life fuses to form a core effect, not specific emotions. Barrett emphasises that people can categorise an episode of core effect as fear or sadness depending on acquired conceptual knowledge such as emotion scripts. (Houwer & Hermans, 2013) This study hypothesises that participants with higher emotional intelligence would achieve a higher recall of negative stimuli overall. There is also an expectation that participants with low EI would recall fewer words than those with high EI. Method Participants Thirty psychology and psychology and counselling university students volunteered to partake in this study. Participants were recruited through the Experiment Management System (EMS), which consisted of one non-binary, eighteen females and eleven males. The age range was from eighteen to fifty-one (M=30, S.D=9.96). Design A 2 x 3 mixed-design ANOVA was performed to explore the effect of participants recall towards emotion-induced wording (Positive, Negative and Neutral) against levels of emotional intelligence (High/Low). This was a between-subjects factor with two levels; high and low. Participants would be categorised as low or high once the data is collected and the mean score calculated. Within-subjects factor had three levels which were positive, negative and neutral stimuli. Descriptive statistics for all variables concerned in this investigation are outlined in Table 1 below. Table 1 Emotion Stimuli Emotional Intelligence Groups High Low M SD M SD Positive 10.73 3.77 9.37 3.90 Negative 9.73 4.31 9.53 3.44 Neutral 8.91 2.98 7.63 3.00 Materials Trait EI was measured through Trait Emotional Intelligence Questionnaire - Short Form (TEIqueSF) (Zampetakis, 2011). The TEIQueSF consisted of 30 items to which participants responded on a Likert seven-point scale (strongly agree to strongly disagree; see Appendix A for sample items), resulting in an assessment and providing a global trait EI score and scores on four specific factors (well-being, self-control, emotionality, and sociability) for example one of the statements for self-control is ‘I tend to change my mind frequently’. (Sullivan & Artino, 2013). First, TEIQueSF was used to deliver comprehensive coverage of the trait EI sampling domain. Secondly, its psychometrical properties are ideal, and its robust four-factor structure shows functional identity across languages (Mikolajczak et al., 2009). Thirdly, it has exhibited discriminant validity by showing there was unrelated relationship. The reliability of the analysis was 0.627, which was uploaded onto Qualtrics for administration. Finally, a unique program called Superlab was used to assess memory recall of emotion-induced words. Data was collected using the Qualtrics survey system and Superlab in a lab setting. In addition, a laptop was set up with the Qualtrics survey for the participant to efficiently switch between the Superlab task on the computer and the TEIQueSF on the laptop. The participant would first be given a consent form (see appendix B). Upon completion, they can be instructed how to complete the time-constructed task and be given an information sheet (see appendix C). Three experimental trials were implemented using emotional stimuli ranging from positive, negative and neutral wording. These were then displayed individually for 200ms, alternating with a blank screen inserted between each word for 400ms. At the end of each emotional-induced stimuli was shown, the participant was then instructed to think of something such as 'think of your favourite food' for one minute. The participant would then be informed that the Superlab would record the timing and then prompt them to the next task once the time was up. Participants were then asked to recall as many of the 20 words they could and type them into a box supplied on screen, which would be repeated for the other two trials. Once all three trials were completed, a debrief form and information would be given (see appendix D), reiterating that all answers would be anonymised and confidential following online data protection guidelines (see appendix E). Whilst also adhering to the ethical form created for this study (see appendix F). Procedures All research and tasks were carried out following online data protection guidelines (see appendix E). Whilst also adhering to the ethical form created for this study (see appendix F), The British Psychological Society ethical guidelines (see appendix G), the University of Wales Trinity Saint David policies (see appendix H) and approved by the UWTSD School Research Ethics Committee. Participants were recruited through EMS and then led to the psychology labs, where the study would be conducted. The laptop and computer required to complete both tasks would have the correct software uploaded ready. Upon arrival, the participants would be tested individually then the researcher would then provide an information sheet and carry out the consent procedure. Once finalised and all correct forms signed, demographic data such as age and gender would be collected before completing the TEIQue-SF through Qualtrics. Upon completion, the participant would then switch computers to use Superlab and complete the memory task by completing three trials. Once concluded, the participant would be given a debrief form and thanked for participating in the study. Results An alpha level of 0.5 was implemented for all statistical tests for this study. The data was analysed using a 2 x 2 Analysis Of Variance (ANOVA) mixed design. One independent variable was emotional intelligence with two levels which were high and low. Another independent variable was the emotional stimuli, consisting of three levels: positive, negative, and neutral wording. The dependent variable in this study was the number of words correctly recalled. The two-way interaction between levels of EI and the emotion-induced words was non-significant, F (2,56)=2.25, p>0.5 (=.12) np2=.07 thus, not reaching statistical significance. The main effect of the emotion-induced words was non-significant (F (2,56) = .27, p> 0.5 (=.76) np2=.01), indicating that the amount of emotion-induced words recalled was not affected by participants having low or high levels of EI. For example, how many positive, negative and neutral words were recalled. There was no distinction between high and low EI groups, which rejects the hypothesis that low EI would recall fewer words than participants with high EI. The main effect of EI was non-significant, F (1, 28) = 1.1, p >0.5 (=.30) np2= .04. Cronbach alpha was .627, which indicates acceptable levels of reliability. If some data items were deleted, this would create a more reliable result. Yet, it would also mean it would not be replicable. Nevertheless, the results show the minute difference negative wording had on recall, which rejects the hypothesis and accepts the null hypothesis. It also contradicts the hypothesis that low EI would recall fewer words comparatively against participants with high EI, therefore again accepting the null hypothesis. Discussion The results found that the hypothesis was rejected as there was no significant difference in participants who had either high or low EI and the number of words recalled from any of the three levels of emotion-induced stimuli as shown in table 1. There was also no significant difference with participants who had low EI and recalling fewer words than those who were categorised with EI. Metacognitive abilities impact performance and behaviour; however, this is heavily influenced by the individual's emotional response, which may be due to past experiences, or potentially even revising their behaviour under the Hawthorne effect. (Houwer, 2012) Another potential limitation could be low mood disorders such as depression as moods last longer than emotions. There is also emotional differentiation such as Alexithymia when a person lacks the ability to identify, distinguish, and appropriately describe their inner feelings and emotions. (Shreeve, 2012) Barrett et al., (2001) have suggested that having the ability to regulate emotions, specifically negative ones, is a vital characteristic of those who display high EI. Working memory (WM) is seen as a set of mechanisms; however, EI factors are based on trait factors regarding the TEIQue. The Working Memory Capacity (WMC) is also where long-term memory can be retrieved through activating, rehearsing, and updating mental representations and action plans while performing complex tasks such as time-pressured tasks. (Engle, 2001) Baddely (2012), who created the working memory system, explained that the central executive is a versatile and vital component of working memory and resembles an attentional system; however, it does not store information unlike the iconic memory. Iconic memory can affect the results of this visual memory recall task because iconic memory is a sensory store that holds visual information for approximately 500 milliseconds compared to auditory information, which lasts roughly two full seconds. (Eysenck & Keane, 2015) However, Sperling (1960) argued that iconic memory is preattentive, which Atkinson and Shiffrin accepted with their multi-store model, which dictates that attention occurs after stored information. However, Persuh et al. (2012) found that the sensory storage for iconic memory was critically disrupted if the participant simultaneously engaged in attention requiring tasks. McCabe et al. (2010) found that individuals with high and low WMC differed in their attentional control. In addition, Sorqvist (2010) found that high-capacity individuals were better at controlling their internal and external distracting information and less likely than low-capacity individuals to exhibit goal neglect. (Ekman, 2012). Goal-oriented emotion regulation operates in two potential directions resulting in either a positive or negative effect on the emotional outcomes, especially those that can result in a hedonic reward. Um et al. (2012) study found that positive emotions facilitate learning and contribute to academic accomplishment, being mediated by the levels of self-motivation and satisfaction with learning materials. The Pollyanna hypothesis suggests how positive terms are used more frequently in the early stages of development in people lexicon, which is then learned quicker with more experience in recalling the positive wording. Lea et al. (2018) strengthen this argument, which found a positive relationship between EI and positive emotionally induced stimuli. They then noticed that participants with high EI responded better to positive emotional stimuli than negative. Overall they also found that EI is associated with a propensity for emotional over neutral information consisting to their thesis. (Mavrou, 2021) However, a study reported by D'Mello et al. (2014) found that negative learning-centred states such as confusion enhanced learning because of increased focus on learning material, resulting in higher performances on post-tests and transfer tests. As this was a TEIQSF due to the time constrict, it would be beneficial to reserve the findings from this study until the full TEIQ had been tested. In addition, a gender and age composition was also unbalanced, which could have affected the results that could be adapted—for example, potentially changing the stimuli from words to visual stimuli as memory is retained for a longer time. Finally, the participants could also be an outlier as it could be assumed that as students of psychology and psychology of counselling, they could potentially already understand and obtain a higher EI.