Task 3 Flashcards
What kind of different time-related strategies are there regarding ER (Process Model of ER)?
- Situation selection: confrontation, avoidance
- Situation modification: direct situation modification, help/support-seeking, conflict resolution
- Attentional deployment: distraction, rumination, mindfulness
- Cognitive change: self-efficacy appraisal, challenge & threat appraisals, positive reappraisal, acceptance
- Response modulation: emotion sharing, verbal/physical aggression, substance use, expressive suppression
What is emotional intelligence (EI)? –> main characteristics
- -> High EI individuals?
- -> 3 levels?
- High EI individuals: take into account and maximize intra-individual & inter-individual long-term survival and welfare & rules of culture in which one lives
- 3 levels: knowledge, abilities & trait
Ability EI perspective?
o Salovey & Meyer: EI as a set of interrelated cognitive-emotional abilities& proposed an initial three-branch hierarchical model of EI focusing on the appraisal and expression, regulation& utilization of emotions
–> ability EI perspective: EI as a constellation of cognitive-emotional abilities located in frameworks of human intelligence –> maximal performance measure
Trait EI perspective?
o TEI perspective: EI as a collection of affective-motivational dispositions & self-perceptions located in existing frameworks of human personality
–> Typical-performance measure
o TEI theory: multidimensional, hierarchical representation of TEI ==>
-global TEI factor is posited to reside at the apex of the TEI hierarchy
-sociability, self-control, emotionality & dispositional wellbeing traits at the first-order level
-finite affective-motivational traits and self-perceptions at the base of the hierarchy
What is high EI associated with?
improved mental health, better social problem solving, superior relationship quality, enhanced academic & job performance
EI- Bar-On’s mixed model
EI is defined as an array of ‘noncognitive abilities’, which influence an individual’s adaptive success by shaping his/her interpretation & response to environmental demands and pressures
- -> trait EI (personality)
- -> based on self-report
EI- Integrative model (Salovey & Mayer)
EI as the confluence of a set of emotional abilities that enable individuals to ‘carry out accurate reasoning about emotions and the ability to use emotions and emotional knowledge to enhance thought’
- -> ability based model (ability EI)
- -> favoured over Bar-On’s model since not based on self-reports but empirical evidence
Relation of EI and ER –> situation selection
- high ability EI make more accurate affective forecasts, less avoidant coping strategies & strive more to attain their goals –> positive correlation (graph)
Relation of EI and ER –> situation modification
- more constructive conflict resolution strategies
- higher ability EI ==> greater use of problem-focused coping & more social support seeking –> positive correlation (graph)
Relation of EI and ER –> attentional deployment
- high trait EI ==> more mindful attention awareness & ruminate less about negative/stressful events
- high trait EI individuals focus more on positive things –> positive correlation (graph)
Relation of EI and ER –> cognitive change
- High EI trait –> more challenge appraisal & low EI trait –> threat appraisal
- high EI freshmen reported higher self-efficacy
- all kinds of higher efficacies
- high trait EI people: greater use of reappraisal strategies than low EI people
- higher trait EI associated with greater use of humor
- ability EI shows same pattern as trait EI ==> positive correlation (graph)
Relation of EI and ER –> response modulation
-negative relationship between EI & most response modulation strategies, or at least those strategies whose relationship with EI has been investigated (==> negative graph)
• only exception concerns “exercise as a mood-regulation strategy,” which shows a positive correlation with trait EI
==> high EI: vent less, less aggression, less alcohol consumption, less (ab)use of food as ER
ER & EI traditions –> ER tradition
- focuses on the processes which permit individuals to influence which emotions they have, when they have them& how they experience and express these emotions
- ER= refers to the processes by which individuals modify the trajectory of one or more component(s) of an emotional response
- ER can influence: type, intensity, time course & quality of emotions
- can be automatic or effortful, conscious or unconscious
- can be intrinsic/ intrapersonal or extrinsic/ interpersonal
- up- or down-regulation
ER & EI traditions –> EI tradition
- focuses—among other things—on individual differences in ER
- each individual can thus be characterized by a certain ER style, which contributes to make him/her predictable in the eyes of others & also carries certain consequences for long-term adaptation
- people scoring high on EI tests are assumed to regulate their emotions better than people scoring low on EI tests
ER & EI traditions –> what both entail
- both concerned w/ emotion management
- two relatively independent at first
When can ER become beneficial or harmful? Does that depend on EI?
- all ER strategies: higher EI –> higher ER (more beneficial) EXCEPT ER response modulation
- some ER strategies may be harmful
e. g. response modulation: aggression, substance use, expressive suppression
When can we say that people are emotionally intelligent?
- take into account & maximize intra-individual & inter-individual long-term survival & welfare & rules of culture in which one lives
- Integrative model (Salovey & Mayer): EI as the confluence of a set of emotional abilities that enable individuals to ‘carry out accurate reasoning about emotions and the ability to use emotions and emotional knowledge to enhance thought’
Which four domains of EI ability are there (Hogeveen et al., 2016)?
- Recognizing Emotional States in the Self & Others (emotional awareness & emotion recognition)
- Using Emotions to Facilitate Thought & Behavior (Empathy & Prosocial Behavior, emotional memory)
- Understanding How Emotions Shape One’s Own Behavior & the Behavior of Others
- Emotion Regulation
4 domains of EI ability (Hogeveen et al., 2016) –> Recognizing Emotional States in the Self & Others ==> emotional awareness
- lesion?
- brain areas involved?
Emotional awareness:
- dysfunction: alexithymia
- damage to anterior insula (AI) –> higher levels of alexithymia
- AI integrates ascending signals about the state of one’s own body (i.e., interoceptive signals) –> sent to ACC: initiates the selection and planning of motor and nonmotor regulation of sensory processing) responses to emotional events
- vmPFC –> lesioned: diminished experience of regret after bad decision & generally reduced emotional intensity
- Iowa Gambling Task: vmPFC lesioned pp use inappropriate strategy
4 domains of EI ability (Hogeveen et al., 2016) –> Recognizing Emotional States in the Self & Others ==> emotion recognition
-brain areas?
-amygdala lesions: disrupt the ability to recognize emotional facial expressions
• amygdala: plays specific role in processing emotionally salient exteroceptive stimuli (e.g., observed facial expressions of others) –> reciprocal interactions between vmPFC & amygdala are crucial for detecting and representing motivationally salient stimulus events
-lesion studies: somatosensory cortex, insula & ACC
4 domains of EI ability (Hogeveen et al., 2016) –> Using Emotions to Facilitate Thought & Behavior ==> Empathy & prosocial behaviour
-brain areas?
• Affective empathy: ability to share the emotional state of another person & is a critical source of motivation driving individuals to perform prosocial behaviors intended to benefit the other
==> empathy facilitates prosocial behaviour
• vmPFC & insula lesions: diminished affective empathy
4 domains of EI ability (Hogeveen et al., 2016) –> Using Emotions to Facilitate Thought & Behavior ==> emotional memory
–> brain areas
- superior memory for emotional events relative to neutral ones, with emotional memories being significantly less likely to be forgotten over time
- impaired if lesioned MTLs (amygdala, hippocampus & perirhinal cortex)
- amygdala: role in coordinating the enhanced consolidation & recall of emotionally salient information relative to more affectively neutral ones
4 domains of EI ability (Hogeveen et al., 2016) –> Understanding How Emotions Shape One’s Own Behavior and the Behavior of Others
–> brain areas
- theory of mind (TOM)
- Impaired when lesioned vmPFC (left)
- bilateral amygdala lesions –> impaired on faux-pas recognition
4 domains of EI ability (Hogeveen et al., 2016) –> Emotion regulation
- dysfunctional: acquired brain injury, particularly patients with vmPFC lesions (medial orbitofrontal damage)
- vlPFC & amygdala lesions have also been found to disrupt ER abilities
Which brain areas have been named ‘core emotion network’?
amygdala, AI, ACC & vmPFC
By what kind of processes might high trait EI individuals/students increase their academic achievement? –> cognitive processes
- positive association between TEI & achievement may be attributed to both ER dispositions & emotional self-efficacy
- low TEI: tend not to regulate the emotions–> experience of negative affect may interfere with academic tasks
- TEI may also facilitate achievement by mobilizing the cognitive resources required for optimal learning & performance
- TEI encompasses dispositional tendencies to experience positive emotions in general
By what kind of processes might high trait EI individuals/students increase their academic achievement? –> motivational processes
- high TEI–> optimistic disposition may promote achievement by increasing engagement in efforts to meet the academic demands of the physical environment
- high TEI–> high levels of self-motivation ==> regulate the effort & attention necessary for optimal academic functioning, leading the individual to persist in efforts to achieve academic goals & focus on valued academic tasks
- TEI –> dispositional self-control; low impulsivity –> better at delayed gratification (study for exam instead of watching TV)
- TEI: influences the ways in which individuals cope with stressful events
By what kind of processes might high trait EI individuals/students increase their academic achievement? –> interpersonal processes
- TEI may regulate interpersonal relationships & coordinate social interactions in ways that enhance the individual’s navigation of collaborative educational settings towards maximizing achievement e.g. group projects, presentations
- High TEI: better at emotion-based communication –> sustained flow of affective communication may provide socially-relevant information about partners’ emotional states & social intentions that sufficiently prepares the individual to respond adaptively to social events
Empirical relations between TEI & achievement
-age & academic level moderated the summary effect, such that (a) the effect increased as a function of decreasing age & (b) the effect was stronger in primary samples than tertiary samples, respectively => results suggest that TEI may confer a small, yet important, advantage in academic learning & testing contexts
So, how exactly does EI relate to academic achievement?
through mediators: cognitive, emotional & interpersonal processes
