Lecture 7 Flashcards
What do ability scales for emotional intelligence tests involve?
Participants evaluate some sort of emotional stimuli and make judgements about it
What do rating scales for emotional intelligence involve?
Assessing typical performance
What are the 2 different theoretical models of emotional intelligence?
- Ability models (e.g. Four-Branch Model)
2. Mixed models (e.g. the TEIQue)
What are the 2 different kinds of measurement models for emotional intelligence?
- Ability scales (maximum performance)
2. Rating scales (typical performance)
Describe the ability models of emotional intelligence
Emotional intelligence as an ability
♣ Domain is emotional stimuli
Describe the mixed models of emotional intelligence
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
Describe the number of Stream 1 tests in comparison to other (Streams 2 and 3) tests
Concept very broad – high predictive utility but too broad to be a meaningful construct on its own (Trait EI Questionnaire)
What are the 3 “levels” of the Tripartite Model of EI?
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)
Describe the ‘knowledge of emotions’ (declarative knowledge) level of the Tripartite Model of EI
♣ 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)
Describe the ‘ability to apply the knowledge’ (procedural knowledge/skill) level of the Tripartite Model of EI
♣ Refers to emotion-related abilities (i.e. ability to apply knowledge to a problem-solving situation and actually implement a given strategy)
Describe the ‘tendency to apply this knowledge’ (typical behaviours, thoughts, feelings) level of the Tripartite Model of EI
♣ Refers to emotion-related dispositions (or traits) (i.e. propensity to behave in a certain way in emotional
What is emotionally intelligent behaviour in the Tripartite Model of EI?
o Knowing what to do
o Knowing how to do it
o Be willing to do it
What are the 3 streams of emotional intelligence?
o Stream 1: Ability scales
o Stream 2: Self-reports of ability
o Stream 3: Self-reports of wider concepts
What are some examples of Stream 1 (Ability Scales) assessments?
♣ 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
What are some examples of Stream 2 (Self-reports of Ability) assessments?
♣ 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
What are 2 examples of Stream 3 (Self-reports of Wider Concepts) assessments?
♣ TEIQue (Trait EI Questionnaire)
♣ EQ-I (Emotional Quotient Inventory)
What is a feature of most of the models in the 3 streams?
Emotion regulation
What is the MSCEIT?
- Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)
- 8 ability measures (2 for each branch)
- 4-branch model that measures ability-based EI
What are the 4 branches of the MSCEIT?
- Emotion perception
- Emotion facilitation
- Emotional understanding
- Emotion management
What ability measures are involved in the Emotion Perception branch of the MSCEIT?
♣ 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
What ability measures are involved in the Emotion Facilitation branch of the MSCEIT?
♣ Facilitation + Sensations
♣ Also uses the “rate the extent” scale in Emotion Perception tasks
What ability measures are involved in the Emotional Understanding branch of the MSCEIT?
♣ Blends + Progressions
♣ Multiple-choice tasks (unlike rest of MSCEIT)
What ability measures are involved in the Emotion Management branch of the MSCEIT?
♣ 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
What are the alternative approaches to testing EI?
♣ Emotion Perception/Recognition Tests
♣ The Situational Test of Emotional Understanding (STEU)
♣ Situational Test of Emotion Management (STEM)
♣ Multimedia Emotion Management Assessment (MEMA)
What are some well-known emotion perception/recognition tests?
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
Describe the Diagnostic Analysis of Nonverbal Accuracy (DANVA) test?
♣ 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
Describe the Multimodal Emotion Recognition Test (MERT) test?
♣ 83 items, each with 14 emotions
• VERY long test
♣ Uses dynamic stimuli (short multimedia video clips)
♣ More difficult than DANVA
Describe the Japanese and Caucasian Brief Affect Recognition Test (JACBART) test?
♣ 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
Describe the Reading the Mind in the Eyes test?
♣ 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
What is the correlation between MSCEIT and other measurement paradigms?
♣ Correlates positively with DANVA (doesn’t seem to be specifically measuring emotion perception – general measure of emotional intelligence)
• Correlates similarly with other measurement tests
What may be some problems with emotion perception/recognition tests?
- 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”
What are some ways to deal with the possible reduced variability (and, therefore, reduced reliability) of emotion perception/recognition tests?
• 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)
Describe some aspects of the ecological validity of emotion perception/recognition tests
♣ Mirror phenomenon with micro-expressions (try to hide expressions but they still “leak” through)
• Mirror the expectation-time paradigm
♣ Telephone/email exchanges
Describe the Situational Test of Emotional Understanding (STEU)
- 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…)
What is the theoretical basis of the Situational Test of Emotional Understanding (STEU)?
Roseman’s (2001) Appraisal Theory: Theoretical basis for STEU item development and scoring
Describe the Situational Test of Emotion Management (STEM)
- 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
Who are the “experts” used in the STEM scoring key generation?
“Experts”: Life coaches, academics, psychologists, etc.
What is the STEM often used in?
Organisational Psychology
What is the validity evidence for the STEM and STEU?
- 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)
Describe the Multimedia Emotion Management Assessment (MEMA)
- 16 scenarios, each with 4 possible responses
- Each scenario and response is provided in video-form
What are some issues with emotional intelligence tests?
- Issues with scoring can create ceiling effects
- Possible construct-irrelevant variance of verbal ability / reading comprehension
- Issues of cultural relativity / different social norms
Describe how emotional intelligence tests can have issues with scoring that can create ceiling effects
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
How can the possible construct-irrelevant variance of verbal ability / reading comprehension in emotional intelligence tests be overcome?
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)
Describe the issues of cultural relativity / different social norms in emotional intelligence testing
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)
