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Personality and Intelligence at Work > Lecture 4 - Emotional Intelligence (Chapter 8) > Flashcards

Lecture 4 - Emotional Intelligence (Chapter 8) Flashcards

1
Q

What is hot intelligence?

A

Abilities that involve non-cognitive traits - interpersonal, social and emotional intelligences.

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2
Q

What is cold intelligence?

A

Typical cognitive abilities such as solving mathematical problems.

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3
Q

What are the 4 assumptions of hot intelligence theories?

A
  • IQ is not everything
  • Interpersonal skills are independent of cognitive abilities.
  • Interpersonal skills are more important in real life than academic abilities.
  • Interpersonal skills should be conceptualised as a form of ability or intelligence.
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4
Q

What were the two domains Ed Thorndike conceptualised individual differences in, that were separate from the typical predictors of academic and occupational success?

A
  • The ability to manage others

- The ability to act wisely in relationships

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5
Q

What construct did Thorndike’s two domains represent?

A

Social intelligence

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6
Q

What were the three major facets that Thorndike believed intelligence had?

A
  • Mechanical intelligence
  • Abstract intelligence
  • Social intelligence
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7
Q

What is mechanical intelligence, according to Thorndike?

A

The ability to manage concrete objects

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8
Q

What is abstract intelligence according to Thorndike?

A

The ability to manage ideas

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9
Q

What is social intelligence according to Thorndike?

A

The ability to understand and manage other people, and to act wisely in human relations.

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10
Q

What was the definition that Moss and Hunt (1927) provided?

A

A simplified definition of social intelligence, which was:

The ability to get along with others

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11
Q

Who provided the simplified definition of social intelligence, ‘The ability to get along with others’?

A

Moss and Hunt (1927)

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12
Q

What was Vernon’s (1933) more comprehensive definition of social intelligence?

A
  • The ability to get along with people in general.
  • Social technique
  • Knowledge of social matters
  • Susceptibility to stimuli from other members of a group and insight into the temporary moods or underlying personality traits of strangers.
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13
Q

What did Gardner (1983) argue about social intelligence?

A

The capacity to know oneself and to know others is an inalienable part of the human condition.

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14
Q

Who’s quote is this:

“The capacity to know oneself and to know others is an inalienable part of the human condition.”

A

Gardner (1983)

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15
Q

Why is Wong et al’s (1995) conceptualisation of social intelligence representative of modern approaches?

A

Because their proposed construct is multi-faceted/multidimensional.

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16
Q

Which components of social intelligence does Wong et al. (1995) distinguish between?

A

Social perception
Behavioural social intelligence
Social Insight
Social knowledge

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17
Q

Why might it be important to study individual differences in social intelligence?

A
  • Academic ability tests are not fully predictive of performance and life success.
  • One may be clever in an academic sense, but not in an interpersonal sense.
  • Success may be more dependent on our ability to relate to and manage others, than to think abstractly and manage ideas.
  • Individual differences in social intelligence may help us to understand psychological disorders - many of them involve deficiencies in social attributes, rather than cognitive abilities.
18
Q

What did Ford (1986) report about the importance placed on hot intelligence by teachers, parents and students?

A

Teachers, parents and students believe the development of hot intelligences are of critical importance.

19
Q

What does GWSIT stand for, and who devised it?

A

George Washington Social Intelligence Test, Hunt (1928).

20
Q

What is GWSIT?

A

One of the earliest social intelligence tests, devised by Hunt (1928), and included:

  • Judgement of social situations
  • Memory for names and faces
  • Observation of human behaviour
  • Recognition of the mental states behind words
  • Recognition of mental states behind facial expressions
  • Social information
  • Sense of humour
21
Q

What did Hunt (1928) report about what can be predicted with the GWSIT?

A

The components of the GWSIT correlates with:

  • Job status
  • Extracurricular activities
  • Supervisor’s ratings at work
22
Q

What did opposition to Hunt’s (1928) GWSIT consist of?

A

GWSIT scores were significantly correlated with extraversion and verbal intelligence tests.

Thorndike and Stein (1937) concluded that the GWSIT is so heavily loaded with work and ideas that differences in social intelligence also means differences in abstract intelligence - the GWSIT cannot seem to separate the two constructs.

23
Q

What is the major problem with social intelligence measures?

A

They are often not distinguishable from traditional cognitive ability tests.

24
Q

What do validation studies (such as Keating, 1978) attempt to show?

A

That social intelligence is:

  • different from academic intelligence (IQ)
  • a better predictor of social outcomes than IQ scores are.
25
Q

What did Wechsler (1955) argue about social intelligence?

A

That social intelligence is a form of general intelligence that is simply applied to social situations.

26
Q

What is the problem with using self report measures to assess social intelligence?

A

They are often a test of personality/are influenced by personality, rather than intelligence.

27
Q

What is the attempts of vignettes in trying to measure social intelligence?

A

They attempt to encapsulate real life scenarios or everyday problems which theoretically require skills associated with the latent construct that is being measured (i.e social intelligence).

28
Q

What is the main difference between social and traditional measures of intelligence?

A

Measures of social intelligence are based on ill-defined prboems that have no clear-cut solutions, and are very context dependent.

Whereas measures of traditional intelligence each have one, objective solution, regardless of the context.

29
Q

How did Ford and Tisak (1983) redefine the construct of social intelligence, with great success?

A

In terms of behavioural effectiveness, and the use of multiple measures.

30
Q

How many dimensions of social intelligence did Marlowe (1986) construct?

A

5

31
Q

What were the dimensions of social intelligence that Marlowe (1986) constructed?

A
  • Interest and concern for other people
  • Social performance skills
  • Empathic ability
  • Emotional expressiveness and sensitivity to others’ emotional expressions
  • Social anxiety and lack of social self-efficacy and self-esteem.
32
Q

Why were Marlowe’s (1986) dimensions successful?

A

Because they were unrelated to measures of verbal and abstract intelligence.

33
Q

What were the distinguishable constructs that Barnes and Sternberg (1989) found?

A
  • Cognitive component = decoding nonverbal cues

- Behavioural component = self reported social competence

34
Q

Schnieder, Ackerman and Kanfer (1996) found what constructs of social competence?

A 
Extraversion
Warmth
Social influence
Social insight
Social openness
Social appropriateness
Social maladjustment
35
Q

Wong et al., (1995) identified which measures of social intelligence?

A

Social perception
Social knowledge
Social behaviour

36
Q

What does EQ/EI refer to?

A

Emotional intelligence

37
Q

Define emotional intelligence

A

An individual’s capacity to identify and manage their own emotional state and to accurately deal with and interpret others’ emotions.

38
Q

What does TEIQ stand for?

A

Trait emotional intelligence

39
Q

Who constructed TEIQ?

A

Petrides and Furnham (2001)

40
Q

What is TEIQ?

A

The theory of emotional intelligence as a personality trait, assessed by self report inventories rather than performance tests. EI therefore considered as a self-perceived construct rather than an ability.

Personality and Intelligence at Work (19 decks)

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