hot intelligence

Question 1

AQ

Answer 1

Brief, self-administered, questionnaire for measuring the degree to which an adult with normal intelligence has traits associated with the autism spectrum.
High scorers show more ‘autistic-like’ traits than low scorers.
Score >32, could be indicative of Asperger syndrome, but usually not.
Individuals with Asperger syndrome almost always have AQ score > 32.
High AQ scorers may have a non-harmonious IQ profile.

1. Social skills
2. Attention switching
3. Attention to detail
4. Communication
5. Imagination

Question 2

EQ

Answer 2

Brief, self-report, questionnaire (40 questions, plus 20 filler questions).

Low scorers show more ‘autistic-like’ traits than high scorers.

Women score significantly higher than men.

Question 3

SQ

Answer 3

High scorers show more ‘autistic-like’ traits than low scorers.

Males score higher than females.

Especially in Maths, Physics, IT.

Question 4

Thorndike

Answer 4

three facet’s of intelligence.

Mechanical intelligence:
the ability to manage concrete objects.

Abstract intelligence:
the ability to manage ideas.

Social intelligence:
the ability to manage people, or to act wisely in human relations.

Question 5

gardner

Answer 5

evidence for specific cognitive impairments: dissociation between cognitive and social ability.
[in conflict with Spearman’s g factor]

Alzheimer’s disease may progressively lead to the decay of cognitive but not social functions.

The case of Phineas Gage: The brain regions associated with cognitive operations are independent of those responsible for social skills

Question 6

measuring social intelligence

Answer 6

Thorndike observed that:
“convenient tests of social intelligence are hard to devise” and that social intelligence could be found “in the nursery, on the playground, in barracks, in factories, and salesrooms, but it eludes the formal conditions of the laboratory”.

One of the earliest attempts was the George Washington Social Intelligence Test (GWSIT: Hunt, 1928). Scores were significantly correlated with job status, extracurricular activities, and supervisor’s work ratings.
But… Scores were also correlated with extraversion and verbal intelligence

Ford and Tisak (1983) used multiple measures (e.g. self, teacher, and peer ratings of social competence and behavioural observations) and identified a psychometrically coherent social intelligence factor in 600 high-school students.

Academic and social intelligence loaded onto different factors. This finding has been replicated (e.g. Marlowe, 1986).

Question 7

components and correlates of social intelligence

Answer 7

Components:
Interest and concern for other people
Social performance skills
Empathic ability
Emotional expressiveness and sensitivity to others’ emotional expressions

Barnes and Sternberg (1989) found two distinguishable aspects:
a cognitive component: decoding nonverbal cues
a behavioural component: social competence

Correlates of social intelligence

Social intelligence predicts popularity, prosocial behaviour and helpfulness to peers (e.g. Coie and Kupersmidt, 1983).

Social intelligence is more important than academic ability when it comes to be liked and accepted by friends (e.g. Meijs et al., 2010).

Question 8

emotional intelligence

Answer 8

The ability to perceive, appraise, and express emotions.
- The ability to access and or generate emotions advantageous for thought.
- The ability to understand emotion and emotional knowledge.
- The ability to regulate emotions that enable emotional and intellectual growth.
It is independent from IQ.
It is more important than IQ for determining performance in real-life settings.

Question 9

assessiing emotional intelligence

Answer 9

The Mayer-Salovey-Caruso Emotional Intelligence Test
Ability to identify emotion

Ability to use emotion - e.g. to control a situation What mood might be helpful to feel when meeting in-laws for the first time? (Tension, surprise, joy)

Ability to understand emotion

Question 10

goleman

Answer 10

linked EI to amygdala
hierarchy - identify own emotions; manage own emotions; emotion related to a drive for achievement; assess and influence others’ emotions; sustain good interpersonal relationships

Question 11

correlates of EQ

Answer 11

Positive behaviours in school e.g. performance, absence, anti-social behaviour (e.g. Petrides et al. (2004).

EQ is related to job performance and job satisfaction (e.g. Wong & Law, 2002).

EQ is related to physical health (r = .22), mental health (r = .29), and psychosomatic health (r = .31) (e.g. Schutte et al., 2007).

EQ is related to life satisfaction (e.g. Externera & Fernandez- Berrocal, 2005)

Question 12

practical intelligence

Answer 12

Sternberg’s theory of practical intelligence: one’s ability to find effective solutions, solve problems and apply ideas to real life contexts (which is independent from academic ability).
Measures of practical intelligence involve situational- judgement inventories (tapping tacit knowledge).
Individuals with greater experience in a domain therefore achieve higher practical intelligence scores for that domain.
Higher practical intelligence scores relate to higher salaries, better performance ratings, and more productivity (e.g. Sternberg et al., 1995)