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PIP > Intelligence & Emotional Intelligence > Flashcards

Intelligence & Emotional Intelligence Flashcards

1
Q

what is intelligence seen as in western cultures?

A

practical problem-solving, verbal ability, social competence, ability to connect/compare, goal orientation, fluid thought, adapts to environment

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2
Q

what is intelligence seen as in eastern cultures?

A

solve problems by considering other people, interpersonal harmony, responsive to social/contextual changes, self-awareness, modesty

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3
Q

summarise Spearman’s work

A
  1. one of the first to formulate an intelligence theory. factor analysis on several different tests in schoolchildren. ‘g’ and ‘s’
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4
Q

define ‘g’

A

general intelligence underlying positive correlation between different abilities. essential fundamental ability, mental energy

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5
Q

define ‘s’

A

specific abilities

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6
Q

summarise Thurstone’s work

A

also used factor analysis but included that a ‘g’ only reflected correlation between different abilities. theoretically independent. 7 factors

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7
Q

what were Thurstone’s 7 factors?

A

associative memory, number, perceptual speed, reasoning, spatial visualisation, verbal comprehension
word fluency

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8
Q

summarise Cattell’s theory

A

2 aspects of intelligence: fluid vs crystallised

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9
Q

summarise Guildford’s theory

A

150 factors

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10
Q

describe Carroll’s hierarchical model

A

reanalysed data sets previous researchers and used. CFA. there is a g factor, but you can also look further. 3 stratums

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11
Q

describe stratum I (Carroll)

A

60+ specific cognitive abilities

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12
Q

describe stratum II (Carroll)

A

8-10 including fluid, crystallised, and some of Thurstone’s

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13
Q

describe stratum III (Carroll)

A

g

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14
Q

describe historical intelligence tests

A

tasks matched to child’s developmental stage, assumes there is 1 thing called intelligence

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15
Q

what are the current dominant tests?

A

Wechsler Adult Intelligence Scale (WAIS) and Raven’rs Progressive Matrices (1938)

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16
Q

describe the WAIS

A

tests verbal comprehension, perceptual reasoning, working memory and processing speed

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17
Q

describe Raven’s Progressive Matrices

A

taps into ‘g’ directly. symbols rather than letters and numbers. logic and reasoning tasks

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18
Q

what are more recent theories of intelligence based on?

A

cognitive neuroscience

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19
Q

describe the PASS theory

A

how different areas of intelligence develop in different areas of the brain. 4 main processes: attention, successive, simultaneous and planning

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20
Q

what is the equation for deviation IQ?

A

test score / expected score for age X 100

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21
Q

what is the mean and sd of IQ?

A

m = 100, sd = 15

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22
Q

describe the test-retest reliability of IQ tests

A

typically high but not perfect

23
Q

describe the problem with discriminant validity of IQ tests

A

learned experiences. test taking skills and practice. motivation/incentive

24
Q

describe the validity of the CAS cognitive test

A

high reliability

25
Q

how much variance in intelligence does genetics explain?

A

40-80%. varies between individuals and increases with age (in childhood you are more affected by your environment).

26
Q

how much variance in childhood IQ does shared environment explain?

A

20-40% - drops to 0% by adulthood.

27
Q

what are some non-shared environmental factors that can be influential on intelligence?

A

prenatal factors eg early nutrition (Oddy et al., 2004); birth order (first borns may get more time and resources); school education increases IQ test scores (Ceci, 1991)

28
Q

describe the ‘Mozart Effect’

A

Rauscher, Shaw & Ky (1993): 10 min of Mozart sonata (vs silence or the music) left to • 8-9 points higher on spatial-temporal parts of IQ tests

29
Q

describe the contradictory nature of the ‘Mozart Effect’

A

subsequent studies have contradictory results. Pietsching et al. (2010) met-analysis. effects signifiant but small and temporary. May reflect positive mood and levels of cortical arousal. Larger effects in studies conducted by original researchers. Not specific to Mozart: can happen with any music eg Blur

30
Q

summarise Gardner’s (1993) theory of multiple intelligence

A

Theoretically independent. Emotional intelligence: Intrapersonal (self smart) and Interpersonal (people smart)
Cognitive: Linguistic (word smart) and Logical-Mathematical (logic smart)
Sensori-motor: Musical (music smart) and Bodily-Kinaesthetic (body smart).
Naturalistic (nature smart); Spatial (picture smart)

31
Q

how well validated is Teele’s Multiple Intelligences?

A

not well validated

32
Q

what did Visser, Ashton & Vernon (2006) find out about Gardner’s (1993) theory of multiple intelligences?

A

Assessed each intelligence with 2 tests. Factor analysis showed 1 ‘g’ factor. All tests except for bodily-kinesthetic, musical, and one intrapersonal (least cognitive) loaded onto ‘g’. Supported hierarchical structure (not independence)

33
Q

define emotional intelligence

A

The ability to perceive, understand, and manage emotions in the self and others. Both intrapersonal and interpersonal

34
Q

describe the ability model of emotional intelligence

A

the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and us this information to guide one’s thinking and actions. 4 branches. perceiving, facilitate, understanding, and managing emotions

35
Q

describe facilitate thinking (ability model of emotional intelligence)

A

ability to use your emotions to inform problem solving, creativity and decision making

36
Q

describe understanding (ability model of emotional intelligence)

A

relations between emotions, causes, time course etc.

37
Q

describe managing emotions (ability model of emotional intelligence)

A

relations between emotions, causes, time course etc.

38
Q

describe the Mayer-Salovery-Caruso E.I. Test (MSCEIT)

A

Wanted it to be like an IQ test and objective Eg. Perceiving emotions task. Given a set of faces, and asked how much a series of emotions is present in that face. same thing for abstract images: how much emotions are conveyed in this image. Argued there was a correct answer that responses could be compared to Eg. Facilitate thinking. MCQ questions: given a situation Injustice + ____ = anger? a) frustration, b) guilt, c) melancholy, d) fatigue

39
Q

describe MSCEIT Reliability and validity

A

High internal consistency and test re-test validity. Hierarchical factor structure. What is correct scoring Results differ. Consensus: how much you agree with others in sample. Sample specific patterns: cannot compare. Expert: how much you agree with experts. Relatively high agreement between experts, but why would they be more emotionally intelligent?

40
Q

what was Goleman’s 1998/2001 theory?

A

emotional competence inventory. separate self vs others’ emotions. widely used in organisations BUT not well-validated. Developed so they can be bought for a lot of money

41
Q

what was Bar-On’s 1997 theory?

A

emotional quotient inventory. self-report. scored to give normed “EQ” (like IQ). separate self vs others’ emotions. widely used in organisations BUT not well-validated. Developed so they can be bought for a lot of money

42
Q

describe the trait model of emotional intelligence (Petrides & Furnham, 2003)

A

Emotion-related self-perceptions and dispositions (also known as emotional self-efficacy). Trait EI Questionnaire (TEIQue)
Reliable; valid factor structure

43
Q

what are the different factors in the trait model of emotional intelligence? (Petrides & Furnham, 2003)

A

wellbeing, sociability, emotionality, self-control, self-motivation, adaptability

44
Q

describe what it means for emotional intelligence to be an ability

A

Only ability to perceive, understand, and manage own/others’ emotions. Part of general intelligence (‘g’). Assessed using objectively scored test/peer-report

45
Q

describe what it means for emotional intelligence to be trait

A

Self-perceptions of ability PLUS dispositional tendencies to do with emotions. Emphasise predicting success. Assessed using subjective self-report

46
Q

according to the ability model of EI, where does it come from?

A

Parents’ emotional talk (Dunn et al., 1991). Women score higher than men. No official data on heritability

47
Q

according to the trait model of EI, where does it come from?

A

Behavioural genetic study (TEIQue) (Vernon et al., 2008). Genetic influence ~ 30-50%. Unique but not shared environment. Similar % to personality traits

48
Q

does IQ correlate with ability EI?

A

yes (mostly with verbal IQ tests - vocal?)

49
Q

does big 5 correlate with ability EI?

A

weak (+) its agreeableness, openness (+ sometimes neuroticism, conscientiousness)

50
Q

does Dark Triad correlate with ability EI?

A

(-) with psychopathy, narcissism in men, machiavellianism ns

51
Q

does IQ correlate with trait EI?

A

no

52
Q

does big 5 correlate with trait EI?

A

separate factor but overlap wit neuroticism (-). correlates with extraversion and conscientiousness (+)

53
Q

does Dark triad correlate with trait EI?

A

(-) with psychopathy; machiavellianism in men; narcissism ns (+ with sociability/wellbeing)

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