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PSYC3015 Personality & Intelligence > Lecture 7 > Flashcards

Lecture 7 Flashcards

1
Q

What do ability scales for emotional intelligence tests involve?

A

Participants evaluate some sort of emotional stimuli and make judgements about it

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2
Q

What do rating scales for emotional intelligence involve?

A

Assessing typical performance

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3
Q

What are the 2 different theoretical models of emotional intelligence?

A
  1. Ability models (e.g. Four-Branch Model)

2. Mixed models (e.g. the TEIQue)

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4
Q

What are the 2 different kinds of measurement models for emotional intelligence?

A
  1. Ability scales (maximum performance)

2. Rating scales (typical performance)

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5
Q

Describe the ability models of emotional intelligence

A

Emotional intelligence as an ability

♣ Domain is emotional stimuli

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6
Q

Describe the mixed models of emotional intelligence

A

Emotional intelligence as an accumulation of different traits that impact emotional functioning
♣ Mix of a number of different characteristics drawn from different areas of psychology that combine to produce emotionally intelligence behaviour

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7
Q

Describe the number of Stream 1 tests in comparison to other (Streams 2 and 3) tests

A

Concept very broad – high predictive utility but too broad to be a meaningful construct on its own (Trait EI Questionnaire)

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8
Q

What are the 3 “levels” of the Tripartite Model of EI?

A

o Knowledge of emotions (declarative knowledge)
o Ability to apply the knowledge (procedural knowledge/skill)
o Tendency to apply this knowledge (typical behaviours, thoughts, feelings)

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9
Q

Describe the ‘knowledge of emotions’ (declarative knowledge) level of the Tripartite Model of EI

A

♣ Refers to complexity and width of conceptual-declarative emotion knowledge (i.e. number of differentiated concepts and number of links in the connected web of multimodal emotion-related concepts)

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10
Q

Describe the ‘ability to apply the knowledge’ (procedural knowledge/skill) level of the Tripartite Model of EI

A

♣ Refers to emotion-related abilities (i.e. ability to apply knowledge to a problem-solving situation and actually implement a given strategy)

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11
Q

Describe the ‘tendency to apply this knowledge’ (typical behaviours, thoughts, feelings) level of the Tripartite Model of EI

A

♣ Refers to emotion-related dispositions (or traits) (i.e. propensity to behave in a certain way in emotional

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12
Q

What is emotionally intelligent behaviour in the Tripartite Model of EI?

A

o Knowing what to do
o Knowing how to do it
o Be willing to do it

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13
Q

What are the 3 streams of emotional intelligence?

A

o Stream 1: Ability scales
o Stream 2: Self-reports of ability
o Stream 3: Self-reports of wider concepts

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14
Q

What are some examples of Stream 1 (Ability Scales) assessments?

A 
♣	MEIS (Multi-factor EI Scale)
♣	MSCEIT (Mayer-Salovey-Caruso EI Scale)
	•	Expensive (hard to get a lot for large samples)
	•	Have to administer whole test (not allowed to only administer one part)
	•	People have started using STEM/STEU because they’re non-commercial and freely available
♣	STEM/STEU 
	•	Non-commercial
	•	Freely available
♣	Emotion recognition assessments
	•	JACBART
	•	DANVA
	•	MERT/GERT
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15
Q

What are some examples of Stream 2 (Self-reports of Ability) assessments?

A

♣ SREIS (Self-Report EI Scale)
♣ PEC (Profile of Emotional Competencies)
• Provides extra scale (than SREIS) for emotional expression
♣ Schutte scale
♣ TEIRA (Three-branch EI Rating Assessment)
♣ Wong-Law Scale

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16
Q

What are 2 examples of Stream 3 (Self-reports of Wider Concepts) assessments?

A

♣ TEIQue (Trait EI Questionnaire)

♣ EQ-I (Emotional Quotient Inventory)

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17
Q

What is a feature of most of the models in the 3 streams?

A

Emotion regulation

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18
Q

What is the MSCEIT?

A
  • Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)
  • 8 ability measures (2 for each branch)
  • 4-branch model that measures ability-based EI
19
Q

What are the 4 branches of the MSCEIT?

A
  1. Emotion perception
  2. Emotion facilitation
  3. Emotional understanding
  4. Emotion management
20
Q

What ability measures are involved in the Emotion Perception branch of the MSCEIT?

A

♣ Faces + Pictures
♣ Have to look at a face and rate the extent to which several emotions are present in the face
• Differs from emotion recognition tests where you’re meant to rate the presence of an emotion – in MSCEIT, you rate the extent of emotions

21
Q

What ability measures are involved in the Emotion Facilitation branch of the MSCEIT?

A

♣ Facilitation + Sensations

♣ Also uses the “rate the extent” scale in Emotion Perception tasks

22
Q

What ability measures are involved in the Emotional Understanding branch of the MSCEIT?

A

♣ Blends + Progressions

♣ Multiple-choice tasks (unlike rest of MSCEIT)

23
Q

What ability measures are involved in the Emotion Management branch of the MSCEIT?

A

♣ Management + Relations
♣ Situational judgement tests for management (scenario + # of response –> rate effectiveness of responses)
• Unusual for tests of cognitive ability to use rate-the-extent scales
o Typical of situational judgement tests that test tacit knowledge

24
Q

What are the alternative approaches to testing EI?

A

♣ Emotion Perception/Recognition Tests
♣ The Situational Test of Emotional Understanding (STEU)
♣ Situational Test of Emotion Management (STEM)
♣ Multimedia Emotion Management Assessment (MEMA)

25
Q

What are some well-known emotion perception/recognition tests?

A

o Diagnostic Analysis of Nonverbal Accuracy (DANVA; 2004)
o Multimodal Emotion Recognition Test (MERT; 2009) and Geneva Emotion Recognition Test (GERT; 2009)
o Japanese and Caucasian Brief Affect Recognition Test (JACBART; 2000)
o Reading the Mind in the Eyes Test

26
Q

Describe the Diagnostic Analysis of Nonverbal Accuracy (DANVA) test?

A

♣ Sort of an inspection time paradigm (but an image is visible for so long that the test is quite easy)
• Used to be much-reduced time that the images were up for (more accurate, no floor/ceiling effects) more difficult
♣ Reasonably easy
♣ Focuses on emotion recognition
♣ Used to try to identify deficits in brain damage – focus on trying to identify the types of problems that people have
• E.g. psychopaths may have trouble identifying fear in other people but no issue with identifying other emotions; children with callous emotional traits

27
Q

Describe the Multimodal Emotion Recognition Test (MERT) test?

A

♣ 83 items, each with 14 emotions
• VERY long test
♣ Uses dynamic stimuli (short multimedia video clips)
♣ More difficult than DANVA

28
Q

Describe the Japanese and Caucasian Brief Affect Recognition Test (JACBART) test?

A

♣ 56 items, each expressing one of 7 emotions
♣ Each item has a neutral face as forwards/backward mask
♣ Faces shown for 0.2-0.05 of a second

29
Q

Describe the Reading the Mind in the Eyes test?

A

♣ Used to test psychopaths
♣ Get a stimulus that’s only a small portion of a person’s face (only the eyes) compared to the whole body/face (as in other tests)
• MERT and GERT do incorporate some of this

30
Q

What is the correlation between MSCEIT and other measurement paradigms?

A

♣ Correlates positively with DANVA (doesn’t seem to be specifically measuring emotion perception – general measure of emotional intelligence)
• Correlates similarly with other measurement tests

31
Q

What may be some problems with emotion perception/recognition tests?

A
  • Can be issues with difficulty and, therefore, variability
    o Reduced variability = reduced reliability (reduced correlations with outcomes)
    o Ecological validity – how it resembles real-life emotional tasks
  • Is the process assessed by the task (e.g. inspection time) more pertinent than the content (i.e. emotions)?
  • Emotion “perception” may not be the same as emotion “recognition”
32
Q

What are some ways to deal with the possible reduced variability (and, therefore, reduced reliability) of emotion perception/recognition tests?

A

• Limit viewing time
o Inspection time paradigm: Stimulus shown for a brief period with a forward and backwards mask
• Use subtle expressions
• Limit information (give partial information; e.g. single channel or eyes only)

33
Q

Describe some aspects of the ecological validity of emotion perception/recognition tests

A

♣ Mirror phenomenon with micro-expressions (try to hide expressions but they still “leak” through)
• Mirror the expectation-time paradigm
♣ Telephone/email exchanges

34
Q

Describe the Situational Test of Emotional Understanding (STEU)

A
  • Three items for each of the 14 emotions (42 multiple-choice items)
  • Items consist of a character’s unwanted situation stopping with the person involved most likely to feel:
    a) Regret
    b) Hope
    c) Joy
    d) Sadness
    e) Relief
  • Items have added context
    o Personal life (e.g. An irritating neighbour of Eve’s moves to another state…)
    o Work life (e.g. A supervisor who is unpleasant to work with leaves Alfonso’s workplace…)
35
Q

What is the theoretical basis of the Situational Test of Emotional Understanding (STEU)?

A

Roseman’s (2001) Appraisal Theory: Theoretical basis for STEU item development and scoring

36
Q

Describe the Situational Test of Emotion Management (STEM)

A
  • 44 multiple-choice items
  • Situational Judgement Test (SJT) technique developed in three steps:
    o Situation generated
    ♣ Semi-structured interviews to elicit everyday emotional events (N = 51, ½ students)
    o Responses generated
    ♣ Free response “best” and “worst” answers to 138 situations (n = 30 for 3 x 46 items)
    ♣ Asked about managing emotions
    o Scoring key generated
    ♣ 11 experts answer items – score = proportion of experts rating that option
    o Often used in organisational psychology
37
Q

Who are the “experts” used in the STEM scoring key generation?

A

“Experts”: Life coaches, academics, psychologists, etc.

38
Q

What is the STEM often used in?

A

Organisational Psychology

39
Q

What is the validity evidence for the STEM and STEU?

A
  • Cronbach’s Alpha Reliability (MacCann & Roberts, 2008; Allen et al., 2014; Allen et al., 2015)
    o STEM: .71
    o STEU: .68
  • Correlation of STEM with STEU: .70
  • Correlation of STEU and STEM with MSCEIT
    o STEU+MSCEIT: .61
    o STEM+MSCEIT: .38 (r=.45 for STEM and Understanding measure of MSCEIT)
40
Q

Describe the Multimedia Emotion Management Assessment (MEMA)

A
  • 16 scenarios, each with 4 possible responses

- Each scenario and response is provided in video-form

41
Q

What are some issues with emotional intelligence tests?

A
  • Issues with scoring can create ceiling effects
  • Possible construct-irrelevant variance of verbal ability / reading comprehension
  • Issues of cultural relativity / different social norms
42
Q

Describe how emotional intelligence tests can have issues with scoring that can create ceiling effects

A

o For any test with a defendable scoring weight (high expert agreement), the right answer is reasonably obvious (unambiguous – easiest for experts to agree)
♣ E.g. “Attractive distractors” are difficult to create for tests with socio-emotional content
♣ Therefore, most ability-based EI test items are best at discriminating at the bottom end rather than the top end

43
Q

How can the possible construct-irrelevant variance of verbal ability / reading comprehension in emotional intelligence tests be overcome?

A

o Multimedia assessment may overcome verbal ability / reading comprehension
o No difference in cognitive ability correlations for the MEMA (multimedia clips) vs. the MSCEIT Management (text only)

44
Q

Describe the issues of cultural relativity / different social norms in emotional intelligence testing

A

o What the “correct” answer is may depend on social norms and expectations
o Scoring may need to be re-normed for different countries/cultures
o Test scenarios may need to be re-created for different countries/cultures
o Language issues (different countries and cultural groups utilise different languages)

PSYC3015 Personality & Intelligence (25 decks)

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