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Individual differences (YEAR 2) > Learning, creativity & emotional intelligence > Flashcards

Learning, creativity & emotional intelligence Flashcards

1
Q

What is crystallised intelligence

A

accumulation of knowledge

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2
Q

What is fluid intelligence

A

speed/acquisition of learning

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3
Q

How do Piaget and Vygotsky differ in their views on the learning environment?

A

Piaget: Views the child as active and the environment as passive
Vygotsky: Sees both the child and the environment as active

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4
Q

What is the macro level of analysis?

A

Focuses on large-scale social and cultural factors that impact behavior and cognition

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5
Q

What is the meso level of analysis?

A

Examines intermediate influences, such as group or class dynamics

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6
Q

What is the micro level of analysis?

A

Looks at individual and family-level factors, offering the most detailed level of analysis

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7
Q

What did Zuckerman (2012) find regarding intelligence and religiosity at the sociocultural level?

A

Zuckerman (2012) found that intelligent individuals are less likely to be religious. This may be due to their tendency to resist conformity, adopt an analytic thinking style, and direct cognitive resources to areas other than religion

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8
Q

What family factors are associated with intelligence levels in children?

A

Parental factors, environmental factors, birth order, family size

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9
Q

What is “behavioral grouping,” and how has it been used in research on family factors?

A

Behavioral grouping categorizes individuals based on similar behaviors to identify patterns that may influence these behaviors. For example, Power (2021) used this method to study correlations between family factors and adolescent cannabis use

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10
Q

What relationship exists between brain activity and IQ?

A

For the same task, individuals with higher IQ tend to show less brain activity, suggesting more efficient brain processing

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11
Q

How is the connectome related to intelligence?

A

The connectome is the brain’s complex network of connections. Research by Seidlitz found that “hubbiness” (dense connectivity in higher-order brain regions) correlates with higher IQ scores

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12
Q

How do personality traits relate to job performance and academic success?

A

High Conscientiousness (C) and low Neuroticism (N) are consistently linked to better job performance and academic success. Extraversion/Introversion (E/I) scales are connected to educational factors

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13
Q

What did Damian’s (2015) study on high school students reveal about personality traits and IQ?

A

In a study of 81,000 US high school students, Damian found that:

  • Different types of stimuli affect arousal levels.
  • Personality traits can partly compensate for disadvantages like socioeconomic status but not fully bridge the gap.
  • IQ is a stronger predictor for overcoming background disadvantages than emotional traits, which showed limited relevance
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14
Q

What is the Resource Substitution Hypothesis?

A

suggests that as parental socioeconomic status decreases, personality traits and intelligence become stronger predictors of educational attainment

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15
Q

What is the Matthew Effect Hypothesis?

A

individuals with initial advantages, like wealth, tend to accumulate more advantages over time—essentially, “the rich get richer.”

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16
Q

What is the Independent Effects Hypothesis?

A

personality traits and intelligence are significant predictors of later life outcomes, such as education, attainment, income, and occupational prestige, independently of parental socioeconomic status

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17
Q

What are the correlations between personality traits and intelligence?

A
  • Openness: Strongest correlation with cognitive ability.
  • Neuroticism: Negative emotions inhibit cognitive functioning.
  • Extraversion: Generally negligible impact on intelligence, but high sociability is linked to lower cognitive ability.
  • Conscientiousness: Positively related to self-regulation, slightly negatively associated with routine seeking.
  • Agreeableness: Weakest overall correlation, but slight positive for compassion and interpersonal sensitivity
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18
Q

What are unconscious influences on the mind?

A

mind is considered a limited system that manages mental resources. This regulation affects personality, intelligence, general ability, and mental wellbeing by determining how much mental energy is allocated to different tasks.

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19
Q

What is metacognition?

A

process of “thinking about thinking.” It involves both knowledge and regulation of one’s own cognitive processes, helping to manage tasks and cognitive demands effectively

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20
Q

What are the steps in self-regulation according to Miller & Brown (1991)?

A
  1. Receive relevant info
  2. Evaluate info and compare to norms
  3. Trigger change
  4. Search for options
  5. Formulate a plan
  6. Implement the plan
  7. Assess the effectiveness of the plan
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21
Q

How is self-regulation measured according to Miller & Brown (1991)?

A
  • Greater than 239 = High or intact self-regulation capacity
  • Between 214–238 = Intermediate self-regulation capacity
  • Below 213 = Low or impaired self-regulation capacity
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22
Q

What is ego depletion and how does it affect decision making?

A

occurs when willpower and self-regulation energy are used up, leading to weaker inhibitions and behavioral restraints. This results in poor decision making, weaker resistance to temptations, and stronger urges than when willpower is at normal levels (Baumeister, 2014).

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23
Q

How can ego depletion be addressed?

A

Reducing or removing resource-heavy tasks allows the mind to focus more on self-improvement, conserving mental resources

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24
Q

Why is ego depletion difficult to establish experimentally?

A

challenging to replicate in experimental settings due to the complexity and cumulative nature of real-life, resource-heavy situations

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25
Q

What is extrinsic motivation and when is it useful?

A

involves external factors like rewards, punishment, or pleasing others. It is useful for learners who do not find the task personally meaningful or for those who are not yet autonomous (Hadre, 2009)

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26
Q

What is the effect of external judgment on creativity?

A

reduce creativity in children by focusing more on compliance than creative thinking

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27
Q

What is intrinsic motivation and how does it impact learning?

A

involves internal drivers like skills development, intellectual achievement, and self-improvement. It fosters a deeper connection to the learning process and community-based identification, which is critical for long-term learning

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28
Q

What are the three pillars of intelligence?

A

Conscientiousness
‘g’ general intelligence
intellectual curiosity

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29
Q

How does ‘g’ (general intelligence) function in predicting achievement?

A

‘G’ acts as a threshold variable, specifying the minimum ability required for various achievements

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30
Q

How do intellectual curiosity and effort relate to intelligence?

A

The combination of intellectual curiosity and effort can rival the influence of intelligence in predicting achievement. These personality traits have an additive effect on outcomes alongside cognitive ability.

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31
Q

How are interpersonal skills related to intelligence?

A

Interpersonal skills are a form of ability or intelligence independent of cognitive abilities like IQ. People who score highly on IQ tests may not necessarily excel in social or emotional intelligence, which are crucial for success in everyday life

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32
Q

Why might IQ not account for success in everyday life?

A

doesn’t fully capture factors like emotional intelligence, interpersonal skills, or practical problem-solving abilities

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33
Q

What is “Hot Intelligence”?

A

refers to the ability to manage emotions and social relationships effectively

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34
Q

What is social intelligence?

A

Social intelligence, as defined by Thorndike (1920), is the ability to understand social cues, navigate relationships, and influence others effectively in impersonal situations

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35
Q

What are multiple intelligences according to Gardner?

A

Gardner (1983) proposed that intelligence is not a single entity but consists of multiple types, including bodily-kinesthetic intelligence, interpersonal intelligence, and others that cover different skill sets

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36
Q

What is practical intelligence?

A

defined by Sternberg (1985), is the ability to handle everyday tasks and make practical decisions, often referred to as “street smarts.”

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37
Q

What is emotional intelligence?

A

defined by Salovey, Mayer, and Goleman (1990), is the ability to recognize, understand, and manage one’s own emotions as well as the emotions of others

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38
Q

How do brain injuries relate to social intelligence?

A

Phineas Gage’s case supports the idea that cognitive operations and social skills are largely independent. Despite severe brain injury, Gage’s social behavior and interactions were significantly affected, showing the distinction between cognitive functions and social abilities

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39
Q

How does Alzheimer’s disease affect social intelligence?

A

Luria’s (1972) case of Zazetsky showed that Alzheimer’s disease can cause progressive cognitive decline while preserving social functions, indicating that social intelligence may be independent of cognitive abilities

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40
Q

What do Wong, Day, Maxwell, and Meara (1995) suggest about social intelligence?

A

distinguish between components of social intelligence such as social perception, behavioral social intelligence, social insight, and social knowledge, highlighting its complexity.

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41
Q

Why is social intelligence difficult to measure?

A

social intelligence “eludes the formal standardized conditions of the testing laboratory,” as it is challenging to define and replicate in experimental settings. Real-life social intelligence involves context-specific problem-solving, which is hard to standardize in tests

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42
Q

What types of questions are used to measure social intelligence?

A

Social intelligence can be measured using self-perception questions (e.g., “I am generally a perceptive person”) and scenario-based questions (e.g., presenting hypothetical social situations)

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43
Q

Which intelligences are included in traditional IQ tests according to Gardner?

A

The first three intelligences in Gardner’s theory that are included in traditional IQ tests are linguistic intelligence, logical-mathematical intelligence, and spatial intelligence

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44
Q

What are the six intelligences not typically included in IQ tests according to Gardner?

A

bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential intelligence

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45
Q

What is a critique of Gardner’s Theory of Multiple Intelligences?

A

does not expand the understanding of intelligence but instead denies its traditional conceptualization. Critics argue that multiple intelligences are empirical expressions of general intelligence and that the criteria used to define intelligence in Gardner’s theory are arbitrary, with no empirical evidence or usable tests to support it.

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46
Q

How does Gardner’s theory compare to Carroll-Horn theories of intelligence?

A

both challenge the traditional understanding of intelligence, but critics argue that neither offers something truly new, as both essentially rest on the broader concept of general intelligence

47
Q

What is the shift in educational focus regarding learning styles?

A

moved from focusing on innate ability and standardized teaching practices to emphasizing individual differences in learners, acknowledging various learning styles

48
Q

What are the three main learning styles according to the shift in education?

A

Visual learners: Learn through visual elements like reading, watching videos, and using diagrams.
Auditory learners: Learn through listening, such as lectures and discussions.
Kinaesthetic learners: Learn through physical activity and hands-on experiences

49
Q

What is Kolb & Fry’s Experiential Learning Cycle (1975)?

A

Kolb & Fry’s Experiential Learning Cycle emphasizes learning as a process grounded in experience. It consists of four stages:

Concrete experience
Reflective observation
Abstract conceptualisation
Active experimentation

50
Q

What is the significance of mindset according to Edward De Bono and Dweck?

A

Edward De Bono emphasizes that the way you think is crucial for performance, with the right mindset influencing learning and improvement. Dweck (1999) expanded this idea by focusing on how we think about ourselves, claiming that changing your thinking can improve intelligence and ability

51
Q

What is the difference between a growth mindset and a fixed mindset?

A

Growth Mindset: Belief that abilities can be developed with effort and the right strategies.
Fixed Mindset: Belief that abilities are static and unchangeable

52
Q

What did Berliner & Eyre argue regarding mindset and talent?

A

anyone, without cognitive impairments, can reach a standard level of talent if they are taught the right attitudes and approaches to learning, fostering the attributes of a high performer

53
Q

What are the issues with the growth mindset theory?

A
  • It lacks strong support for adults.
  • It doesn’t dispute the possibility of underlying intelligence.
  • Variations in IQ may still persist, even if students are encouraged to utilize
    different mindsets.
  • It assumes a universal standard ability and often ignores the impact of neurological and cognitive impairments on learning, ability, performance, and intelligence.
54
Q

How are learning disabilities and neurodiversity related to life outcomes?

A

Neurodiverse individuals, especially those with learning disabilities (LD) and below-average IQ, often face disparities in life outcomes, including lower life expectancy
- men: 13-20 years younger than average
- women: 20-26 years

55
Q

What is the triarchic theory of intelligence (Sternberg)

A
  • Analytical intelligence: traditional problem-solving, often measured by IQ tests
  • Creative intelligence: ability to deal with novel situations and create new ideas
  • Practical intelligence: ability to read and adapt to the contexts of everyday life
56
Q

What is implicit (tacit) knowledge?

A

“Knowing-how” – practical, hands-on understanding, often unspoken

57
Q

What is explicit knowledge?

A

“Knowing-that” – factual, codified knowledge, like the information on standard tests

58
Q

What is creativity, and how is it different from intelligence?

A

involves producing valuable outcomes in novel ways, often through divergent thinking. While intelligence is often seen as the ability to solve problems and adapt to new situations, creativity is more about thinking outside the box

59
Q

How does Sternberg (2013) view intelligence and creativity?

A

suggests that both intelligence and creativity can be seen as habits, meaning they can be learned and developed over time

60
Q

How are creativity and mental health related?

A
  • Many artists with psychological disorders, like mood disorders and alcoholism, contribute to the ‘mad genius’ stereotype
  • Visual artists often show traits of schizotypal personality disorders (Knudsen, 2019).
  • Mood disorders may stimulate creative work, particularly in the arts (Damasio)
61
Q

What are the key factors in creativity?

A
  • Expertise: Depth of knowledge in a particular field
  • Imaginative thinking: Ability to think in novel ways
  • Venturesome personality: Willingness to take risks
  • Intrinsic motivation: Personal drive and passion for creative tasks
  • Creative environment: Surroundings that encourage and support creative pursuits
62
Q

Why is creativity difficult to measure?

A

often involves divergent thinking, which generates multiple solutions or ideas, making it difficult to standardise and measure accurately

63
Q

How are analytic thinking and creativity related?

A

Analytic thinking (structured thinking and reasoning) and creativity are complementary. The purpose of education should be to teach how to think, not what to think.

64
Q

Why can creativity lead to resistance from others?

A

Creativity often challenges norms, and as Sternberg states, “Creative people automatically create their own opposition.”

65
Q

What are Sternberg’s 12 key components of creativity?

A
  • Redefine problems
  • question and analyse existing beliefs
  • sell idea
  • generate ideas
  • Knowledge as a double-edged sword
  • identify and get over barriers
  • tolerate ambiguity
  • constructive self-doubt
  • love what you do
  • delay gratification
  • serious risk taking
  • environments that foster creativity
66
Q

What is emotional intelligence (EI) and how does it relate to personality theories?

A

Emotional factors are present in all personality theories. Emotions can interfere with cognitive functioning and decision-making abilities

67
Q

How can emotional intelligence (EI) predict life outcomes?

A

EI can predict life outcomes (e.g., relationship quality, job success) beyond what personality and traditional intelligence measures account for

68
Q

What are the characteristics of emotions?

A

Short duration
High intensity
Caused by specific reaction to stimuli
Source: conscious and unconscious
Effect: immediate and often physical

69
Q

What are the characteristics of feelings?

A

Moderate duration
Moderate intensity
Caused by psychological reactions to emotions
Source: one component of emotions
Effect: decisions, memory, intention

70
Q

Characteristics of mood

A

Long duration
Low intensity
Cause: general
Source: thoughts, behaviour and actions
Effects: well-being, health and behaviour

71
Q

What is Eysenck (2000) scientific approach to emotional intelligence?

A

combining intelligence and personality in a single model is unscientific due to difficulty in separating their influences on behavior. Takes an extreme positivist stance

72
Q

What is the pragmatic perspective on emotional intelligence (EI)?

A

emphasized by Goleman (1998), highlights the usefulness of EI for identifying qualities like leadership and high achievement in real-world settings, especially at work, without requiring a rigid definition of E

73
Q

What is the middle-ground perspective on emotional intelligence?

A

acknowledges that emotional intelligence is a construct that includes both personality and intelligence components, recognizing its multifaceted nature

74
Q

What is the Ability EI model?

A

views emotional intelligence (EI) as a set of skills or abilities related to understanding and managing emotions

75
Q

What is the difference between emotional intelligence and emotional quotient (EQ)?

A

Emotional intelligence (EI) refers to the potential for emotional skills, while emotional quotient (EQ) reflects the achieved or attained emotional skill

76
Q

Who explored EI as a measurable ability?

A

Fiori & Vesely-Maillefer (2018)

77
Q

What experiment demonstrated EI as an ability?

A

Salovey et al. (1990) demonstrated EI as an ability through experiments on recognizing emotions in facial expressions

78
Q

What is the Trait EI model?

A

sees emotional intelligence as a personality trait, with Petrides and colleagues (2000 onwards) viewing it as a set of self-perceived emotional traits, distinguishing it from cognitive abilities.

79
Q

What is the Mixed EI model?

A

combines both ability and trait components. Goleman (1995) introduced this broad model, emphasizing EI-related competencies and skills, and highlighting the potential for development over time

80
Q

What are the key abilities of emotional intelligence according to Sternberg & Kaufman (1998)?

A

Perceive, appraise, and express
emotions

Access and generate emotions for thought

Understand emotions and emotional knowledge

Regulate emotions for growth

81
Q

What challenges does emotional intelligence present for psychology?

A

involves the integration of thoughts and feelings, cognitive and affective processes, and the relationship between reason and emotion

82
Q

What are the main claims of emotional intelligence?

A

It is independent from traditional cognitive ability (IQ).

It expands beyond Gardner’s ‘intrapersonal’ and ‘interpersonal’ intelligences to focus on specific emotional abilities.

It is more important than IQ in determining real-life success.

A key factor in success is the ability to recognize and control one’s own emotions, crucial in both personal and professional contexts

83
Q

What are the main features of ability emotional intelligence?

A

Perceiving - Detecting and interpreting emotions, including identifying one’s own emotions.

Using - Harnessing emotions to enhance cognitive processes like problem-solving.

Understanding - Comprehending emotional language and appreciating complex emotional relationships.

Managing - Regulating emotions in oneself and others.

84
Q

What is Trait Emotional Intelligence (Trait EI)?

A

Refers to self-perceived emotional capabilities

85
Q

What are the 5 factors of Trait Emotional Intelligence?

A

Well-being
Self-control
Emotionality
Sociability
Adaptability

86
Q

How is Trait EI assessed?

A

Assessed through self-report measures and personality-like test instruments

87
Q

What is Trait EI also known as?

A

Trait emotional self-efficacy.

88
Q

Where does Trait EI fit in personality hierarchies?

A

Defined as a constellation of emotional self-perceptions at the lower levels of personality hierarchies

89
Q

What is “Emotional competence”?

A

A term used by critics of EI to emphasize practical skills in managing emotions

90
Q

What are the key components of Emotional Competence?

A

Reading others’ emotions
Appropriate responses
Self-motivation
Self-awareness
Emotion regulation

91
Q

What test is used to measure Emotional Intelligence?

A

The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)

92
Q

What are the key components of the Mixed Emotional Intelligence model?

A

Self-awareness: Ability to read one’s own emotions and recognize how they influence thoughts and behavior.
Self-management: Capacity to control emotions and impulses.
Social awareness: Ability to sense and understand others’ emotions.
Relationship management: Skill to inspire, influence, develop others, and manage conflict

93
Q

What neurological response is the Mixed Emotional Intelligence model based on?

A

Based on the fight or flight response and the role of the amygdala.

94
Q

What does the Mixed Emotional Intelligence model include in terms of emotional competencies?

A

Emotional competencies that can be learned and developed

95
Q

According to Petrides and Furnham (2001) what is Ability Emotional Intelligence?

A

The capacity to perform tasks related to emotional processing.
Conceptualized as a cognitive ability akin to IQ

96
Q

According to Petrides and Furnham (2001) what is Trait Emotional Intelligence?

A

Represents perception of one’s own emotional abilities.
Viewed more as a personality trait or disposition

97
Q

How does Trait Emotional Intelligence mediate learning and academic performance?

A

Trait EI helps students with lower cognitive abilities (IQ) to manage emotions, stay motivated, and persist in learning, improving their academic performance.

98
Q

What is the relationship between Trait Emotional Intelligence and job performance?

A

Trait EI is related to better job performance and job satisfaction.
Work teams with high Trait EI employees perform better than those with low Trait EI employees (Jordan, Ashkanasy, Hooper, 2002).

99
Q

How does culture affect Trait Emotional Intelligence (EI)?

A

Hispanic and African American students tend to score higher on Trait EI than White Americans (Van Rooy, 2005).
This is attributed to collectivism

100
Q

What is the relationship between Life Experience and Emotional Intelligence?

A

EI is associated with crystallised intelligence, suggesting that life experiences may play a significant role in developing emotional intelligence

101
Q

What is Cultural Intelligence?

A

refers to the capacity to understand and navigate different cultural settings effectively.

102
Q

Why is Emotional Intelligence (EQ) more popular than Intelligence Quotient (IQ)?

A

People dislike IQ tests for being limiting and not reflective of real-world success.

EQ focuses on emotional awareness and interpersonal skills, which are more relevant in daily life.

103
Q

How does Emotional Intelligence (EQ) contribute to success?

A

Being in touch with one’s own and others’ emotions is crucial for personal success.
People with high EQ can relate to others better, which is essential for success, even if they score poorly on IQ tests

104
Q

What complicates the clarity and applicability of research findings on emotions and feelings?

A

In everyday life, emotions and feelings are often used interchangeably, despite being distinct in research.
This makes it difficult to draw clear distinctions in studies

105
Q

How do cognitive processes affect emotions?

A

Emotions involve cognitive appraisal (evaluating stimuli), which impacts emotional regulation. Cognitive abilities (such as intelligence) influence how emotions are managed.

106
Q

Why is it difficult to classify emotions as purely internal or external?

A

Emotions are deeply influenced by social and cultural contexts, complicating the distinction between internal emotional states and external prompts

107
Q

What are the main problems with measuring Ability EI?

A

Measurement issues: Difficulty in accurately assessing emotional abilities.

108
Q

What are the problems with defining Trait EI?

A

Definition and differentiation: It is hard to clearly differentiate Trait EI from other personality traits.
It is often assessed through self-report measures, which can be biased

109
Q

Why is Mixed EI problematic?

A

Validity issues: The combination of ability and personality traits complicates the validity of mixed EI models.
It struggles with how to measure emotional intelligence across different components

110
Q

What is the distinction between maximal and typical performance measures, and why is it a problem for EI?

A

Maximal performance measures assess a person’s best possible performance, while typical performance measures assess normal behavior.
EI is more aligned with typical performance but often assessed as if it were maximal.

111
Q

Why can’t emotional intelligence be calculated like IQ?

A

No normal distribution: Unlike IQ, which has well-established normal distributions, EI lacks a clear threshold for classification

112
Q

Why is EI considered to be in a “no man’s land” between personality and intelligence?

A

EI lacks clear boundaries between personality traits and cognitive intelligence, which complicates its classification.
Claims to be an ability, but is often assessed as a personality trait or disposition

113
Q

What is required for training Emotional Intelligence according to Goetz et al. (2005)

A

Education & knowledge: Understanding sociocultural influences on emotions.
Motivation & regulation: Developing individual skills for emotional self-management

114
Q

What is the PEILAS model?

A

focuses on the promotion of Emotional Intelligence in learning and achievement situations.
Based on the ability model, it emphasizes skill development over innate ability

Individual differences (YEAR 2) (5 decks)

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