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Individual differences > Emotional intelligence > Flashcards

Emotional intelligence Flashcards

1
Q

recap: general intelligence

A

Initially aimed at predicting school success (Binet)
-Mental age/chonological age) x 100 = IQ

One dimension of mental ability that everyone can be scored and compared

Limited and limiting

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2
Q

criticisms of g

A

culture

excludes aspects of intelligece

  • Sternberg
  • Gardner

doesnt explain why intellectual abilities develop at different rates

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3
Q

recap : multiple intelligences

A

Howard Gardner, 1983

  • General intelligence tested based on IQ testing is limited
  • 8 intelligences
  • Culturally, theres an imbalance between linguistic and logical-math intelligence and other types of intelligence
  • often leads to labels such as ADD, underachievers etc
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4
Q

Gardeners Multiple intelligence

A
  1. Verbal/linguistic
  2. logical - mathematical
  3. Visual/spatial
  4. bodily kinesthetics
  5. musical/rhythmic intelligence
  6. interpersonal
  7. interpersonal
  8. naturalistic
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5
Q

verbal / lingustics

A

capacity to use words effectively, orally or written

ability to manipulate the structure , phonology semantics and pragmatic dimensions of language

journalists, poets, playwrights, public speakers

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6
Q

logical/mathematicla

A

capacity with numbers, logical patterns and relationships

use of categorisation, classification, calculation and hypothesis testing

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7
Q

visual / spatial

A

perception of the visual spatial world accurately

sensitivity to colour, line, shape, form, space

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8
Q

bodily kinaestheic

A

expertise in using ones body to express ideas and feelings

ability to use ones hands to produce or transform things

co-ordination, dexterity , flexibility

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9
Q

interpersonal

A

ability to perceive and make distinctions in the moods, intentions, motivations and feelings of other people

counsellors, politicians

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10
Q

intrapersonal

A

having an accurate picture of ones strengths and limitations

an awareness of ones inner moods intentions, motivations and desires

self knowledge

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11
Q

multiple vs single intelligence

A

MI is not a test score

Intelligences are affected by culture (MI)

MI supports that development occures at differnt rates for various intellectual abilities.
-G factor implies that all children would develop all skills at the same rate

Someone strength in one area of performance doesn’t predict comparable strengths in other areas

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12
Q

Criticism of Gardnerrs MI

A

use of ‘intelligence” to define an ability or aptitude

no tests for MI theory

overemphasizing the role of general intelligence and ignore the domains

a 2006 study has claimed that the MI thoery lacks empirical support

the 8 MI correlate to a degree with g factor

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13
Q

emotional intelligence

A

an array of noncognitive capabilities, competencies and skills that influence ones ability to succeed in coping with environmental demands and pressures

emotional intelligence is the capacity to reason about emotions and of emotions to enhance thinking. it includes the abilities to accurately perceive emotions, to access and generate emtions so as to assist thought, to understand emotions and emotional knowledge and to relectively regulate emotions as to promote emotional and intellectual growth

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14
Q

emotional intelligence becoming mainstream

A

Salovey and Mayer coin the term in 1990
-Although Payne had used the term before, he did not define it. It was used generally in his dissertation

Goleman publish “emotional intelligence: why it can matter more than IQ” 1995 and made it mainstream

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15
Q

3 types of EI models

A

Goleman (1997) Mixed model. conbines what have subsequently been modelled separately as ability EI and trait EI

Petrides (2001) trait model: It encompasses behavioural dispositions and self perceived abilities and is measured throgh self report

Salovery, Mayer (2004) ability model. The individual’s ability to process emotional information and use it to navigate the social environment

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16
Q

ability vs trait vs mixed models

A

Salovey and Mayer

  • EI can be viewed as a wide set of competencies that are organized into clusters
  • emotions can be seen as a useful source of information
  • they help make sense of and navigate the social environment
  • people vary in this ability
4 types of abilities:
1- perceiving emotions 
2- using emotions 
3- understanding emotions 
4. managing emotions
17
Q

perceiving emotions

A
  1. detect and decipher emotions in faces, pictures, voices, etc
  2. identifying OWN emotions
  3. perceiving emotions makes all other processing of emotional information possible
18
Q

Using emotions

A
  1. harness emotions to facilitate various cognitive activities
  2. capitalising fully upon his or her changing moods in order to best fit for the task at hand
  3. generate an emotion and reason with it ( also called facilitation of though, or assimilating emotions
19
Q

understanding emotions

A
  1. comprehending emotion language
  2. grasp complicated relationships among emotions. eg ability to be sensitive to slight variations between emotions, to recognise and describe how emotions evolve over time
  3. understanding emotional chains - how emotions transition from one stage to another
20
Q

managing emotions

A
  1. regulating emotions in both ourselves and others

2. harnessing emotions, even negative ones, and manage them to achieve intended goals

21
Q

Goleman (late 90s)

A

EI as a wide array of competencies and skills

he includes a set of emotional competencies within each construct of EI

Not innate talent but learned abilities

one can work with these abilities to improve them

individuals are born with a general emotional intelligence that determines their potential for learning emotional competencies

22
Q

emotional intelligence - original model and review

A

original:
1. self awareness
2. sel regulation
3. social skills
4. empathy
5. motivation

current

  1. self awareness
  2. self management
  3. social awareness
  4. relationship management
23
Q

Petrides (200s)

A

Trait EI: “a constellation of emotional self-perceptions located at the lower levels of personality

Investigated within a personality framework
-leads to a construct that lies outside the taxonomy of human cognitive ability

self-perceptions of emotional abilities
- includes behavioural dispositions

measured with self reports

trait EI model is general and includes the Goleman model

24
Q

Measures: trait model

A

EQ-i2.0/ BarOn EQ-i assesses 5 areas:

  1. intrapersonal
  2. interpersonal
  3. stress management
  4. adaptability
  5. general mood
  • (1990s); predates golemans best selling book
  • has the best norms, reliability, validity of any self report instrument

Swinburne University Emotional Intelligence Test (SUEIT)

Schutte EI Model

TEIQue (petrides)

  • conceptualises EI in terms of personality
  • 15 sub scales organised under four factors:1) well-being, 2) self-control, 3)emotionality 4) sociability
  • scores were unrelated to nonverbal reasoning
  • scores were positively related to some of the big five personality traits to others (neuroticism)

A number of quantitative genetic studies have been carried out within the trait EI model, which have revealed significant genetic effects and heritabilities for all trait EI scores

25
Q

measures : ability based models

A

Mayer-Salovery-Caruso Emotional intelligence test (MSCEIT), 2003 - highly criticised

  • results of 111 business leaders were compared with employees description of themselves
  • no correlation
  • test contained 141 items but it was found after publishing that 19 of these did not give the expected answers

Diagnostic analysis of non-verbal accuracy

  • the assessment tests receptive (decoding) and expressive (encoding) nonverbal abilities of 4 sub-scales
    1) facial expression
    2) paralanguage/voices
    3) postures
    4) gestures
26
Q

Measures : mixed models

A

the emotional competency inventory (ECI) (1999)
- emotional and social competency inventory (ESCI) 2007 - new edition

The emotional intelligence appraisal (2001) can be taken as a self-report or 360-degree assessment

27
Q

Criticism

A

Not recognized as form of intelligence

  • Goleman’s early work has be criticized for assuming from the beginning that EI is a type of intelligence or cognitive ability
  • Doubts about whether EI is a real intelligence and whether it has incremental validity over IQ and the Big Five personality traits

the tendency to class almost any type of behaviour as an intelligence

if these ‘abilities’ define EI, we expect that they are highly correlated

Individual differences (3 decks)

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