The Interpersonal Reactivity Index (IRI) is commonly used to assess empathy through both cognitive and affective dimensions. However, its validation and normative data in Ecuadorian university populations remain limited, which constrains its applicability in academic and research contexts. to evaluate the psychometric properties of the Spanish-adapted version of the Interpersonal Reactivity Index (IRI) specifically in Ecuadorian university students. A total of 1454 university students from various institutions participated in the study. The original English version was translated into Spanish and reviewed by experts for cultural and linguistic accuracy. This included adjusting certain items in the Fantasy subscale and rephrasing negative statements to improve clarity while preserving the core concepts of the original version. Confirmatory factor analysis demonstrated good model fit (CFI = 0.969; TLI = 0.966; RMSEA = 0.078; SRMR = 0.049), with significant loadings (λ > 0.50) and adequate convergent and discriminant validity. Internal consistency was satisfactory across all dimensions (ω > 0.70), and factorial invariance by gender confirmed metric equivalence between men and women. Normative scores were established for the four dimensions (Perspective Taking, Fantasy, Empathic Concern, Personal Distress), with means ranging from 11,8 to 16,5 and score ranges from 0 to 28 points. Findings indicate that the adapted Spanish version of the IRI is a valid and reliable instrument for assessing empathy in Ecuadorian university contexts, with specific norms that strengthen its utility in psychological training and practice.

Introduction: Verbal fluency (VF) is a neuropsychological measure sensitive to lexical–semantic organization and prefrontal circuits. Its link with social cognition—specifically with the recognition of mental states from the eyes—remains scarcely explored in Latin American contexts. Objective: To examine the association between performance on the Verbal Fluency Test (phonological and semantic) and mental-state recognition, as measured by the Reading the Mind in the Eyes Test (RMET) in Ecuadorian adults, controlling for sociodemographic variables. Method: A cross-sectional correlational study with 397 healthy adults (Mage = 36.8 years, SD = 11.5; range: 18–83; 219 women, 178 men) assessed in Quito, Ecuador, using the multidomain ECUACOG neuropsychological battery. Pearson’s correlations with 95% CIs, Spearman’s correlations, the Kolmogorov–Smirnov test, one-way ANOVA with η², Tukey’s HSD post hoc comparisons, and simple linear regressions were computed. Results: Total VF was significantly associated with RMET score (r = 0.227, 95% CI [0.131, 0.319], p < 0.001, N = 390). Semantic VF showed a higher correlation than phonological VF (r = 0.239, 95% CI [0.144, 0.331] vs. r = 0.163, 95% CI [0.065, 0.258]; Steiger’s Z = 1.86, p = 0.063, non-significant trend). Educational level was associated with both VF (semantic VF: η² = 0.093, p < 0.001) and RMET (η² = 0.045, p < 0.001) scores. The semantic VF–RMET association remained significant after statistically controlling for TMT-B and for educational level (partial r = 0.202, p < 0.001). Conclusions: Lexical–semantic richness is significantly associated with mental-state recognition in Ecuadorian adults. These findings contribute to the generation of neuropsychological normative data in Ecuador.