Emotional intelligence Flashcards
(27 cards)
recap: general intelligence
Initially aimed at predicting school success (Binet)
-Mental age/chonological age) x 100 = IQ
One dimension of mental ability that everyone can be scored and compared
Limited and limiting
criticisms of g
culture
excludes aspects of intelligece
- Sternberg
- Gardner
doesnt explain why intellectual abilities develop at different rates
recap : multiple intelligences
Howard Gardner, 1983
- General intelligence tested based on IQ testing is limited
- 8 intelligences
- Culturally, theres an imbalance between linguistic and logical-math intelligence and other types of intelligence
- often leads to labels such as ADD, underachievers etc
Gardeners Multiple intelligence
- Verbal/linguistic
- logical - mathematical
- Visual/spatial
- bodily kinesthetics
- musical/rhythmic intelligence
- interpersonal
- interpersonal
- naturalistic
verbal / lingustics
capacity to use words effectively, orally or written
ability to manipulate the structure , phonology semantics and pragmatic dimensions of language
journalists, poets, playwrights, public speakers
logical/mathematicla
capacity with numbers, logical patterns and relationships
use of categorisation, classification, calculation and hypothesis testing
visual / spatial
perception of the visual spatial world accurately
sensitivity to colour, line, shape, form, space
bodily kinaestheic
expertise in using ones body to express ideas and feelings
ability to use ones hands to produce or transform things
co-ordination, dexterity , flexibility
interpersonal
ability to perceive and make distinctions in the moods, intentions, motivations and feelings of other people
counsellors, politicians
intrapersonal
having an accurate picture of ones strengths and limitations
an awareness of ones inner moods intentions, motivations and desires
self knowledge
multiple vs single intelligence
MI is not a test score
Intelligences are affected by culture (MI)
MI supports that development occures at differnt rates for various intellectual abilities.
-G factor implies that all children would develop all skills at the same rate
Someone strength in one area of performance doesn’t predict comparable strengths in other areas
Criticism of Gardnerrs MI
use of ‘intelligence” to define an ability or aptitude
no tests for MI theory
overemphasizing the role of general intelligence and ignore the domains
a 2006 study has claimed that the MI thoery lacks empirical support
the 8 MI correlate to a degree with g factor
emotional intelligence
an array of noncognitive capabilities, competencies and skills that influence ones ability to succeed in coping with environmental demands and pressures
emotional intelligence is the capacity to reason about emotions and of emotions to enhance thinking. it includes the abilities to accurately perceive emotions, to access and generate emtions so as to assist thought, to understand emotions and emotional knowledge and to relectively regulate emotions as to promote emotional and intellectual growth
emotional intelligence becoming mainstream
Salovey and Mayer coin the term in 1990
-Although Payne had used the term before, he did not define it. It was used generally in his dissertation
Goleman publish “emotional intelligence: why it can matter more than IQ” 1995 and made it mainstream
3 types of EI models
Goleman (1997) Mixed model. conbines what have subsequently been modelled separately as ability EI and trait EI
Petrides (2001) trait model: It encompasses behavioural dispositions and self perceived abilities and is measured throgh self report
Salovery, Mayer (2004) ability model. The individual’s ability to process emotional information and use it to navigate the social environment
ability vs trait vs mixed models
Salovey and Mayer
- EI can be viewed as a wide set of competencies that are organized into clusters
- emotions can be seen as a useful source of information
- they help make sense of and navigate the social environment
- people vary in this ability
4 types of abilities: 1- perceiving emotions 2- using emotions 3- understanding emotions 4. managing emotions
perceiving emotions
- detect and decipher emotions in faces, pictures, voices, etc
- identifying OWN emotions
- perceiving emotions makes all other processing of emotional information possible
Using emotions
- harness emotions to facilitate various cognitive activities
- capitalising fully upon his or her changing moods in order to best fit for the task at hand
- generate an emotion and reason with it ( also called facilitation of though, or assimilating emotions
understanding emotions
- comprehending emotion language
- grasp complicated relationships among emotions. eg ability to be sensitive to slight variations between emotions, to recognise and describe how emotions evolve over time
- understanding emotional chains - how emotions transition from one stage to another
managing emotions
- regulating emotions in both ourselves and others
2. harnessing emotions, even negative ones, and manage them to achieve intended goals
Goleman (late 90s)
EI as a wide array of competencies and skills
he includes a set of emotional competencies within each construct of EI
Not innate talent but learned abilities
one can work with these abilities to improve them
individuals are born with a general emotional intelligence that determines their potential for learning emotional competencies
emotional intelligence - original model and review
original:
1. self awareness
2. sel regulation
3. social skills
4. empathy
5. motivation
current
- self awareness
- self management
- social awareness
- relationship management
Petrides (200s)
Trait EI: “a constellation of emotional self-perceptions located at the lower levels of personality
Investigated within a personality framework
-leads to a construct that lies outside the taxonomy of human cognitive ability
self-perceptions of emotional abilities
- includes behavioural dispositions
measured with self reports
trait EI model is general and includes the Goleman model
Measures: trait model
EQ-i2.0/ BarOn EQ-i assesses 5 areas:
- intrapersonal
- interpersonal
- stress management
- adaptability
- general mood
- (1990s); predates golemans best selling book
- has the best norms, reliability, validity of any self report instrument
Swinburne University Emotional Intelligence Test (SUEIT)
Schutte EI Model
TEIQue (petrides)
- conceptualises EI in terms of personality
- 15 sub scales organised under four factors:1) well-being, 2) self-control, 3)emotionality 4) sociability
- scores were unrelated to nonverbal reasoning
- scores were positively related to some of the big five personality traits to others (neuroticism)
A number of quantitative genetic studies have been carried out within the trait EI model, which have revealed significant genetic effects and heritabilities for all trait EI scores
