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Conclusion on emotion and decision making
Speach about Emotional intelligence
Speach about Emotional intelligence
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In the book written by Daniel Goleman (1995) called ‘Emotional Intelligence: Why it can matter more than IQ’ explains how we have two minds. The emotional and rational mind, and they both operate in tight agreement for the most part. Usually there is a balance between the two, the rational mind mostly refining and time-to-time vetoing the inputs of our emotions. But still, they are semi-independent, each reflecting the operation of distinct, but interconnected, electrical structure in the brain. A major transition between the information that the brain takes in, is the secret pathway to our reactions and actions in many parts of our life. Goleman 1995 explains this transformation between the thalamus, the amygdala and the visual cortex. He writes, “as the repository for emotional memory, the amygdala scans experience, comparing what is happening now with what happened in the past. Its method of comparison is associative: when one key element of a present situations is similar to the past, it can call it a “match”- which is why this circuit is sloppy: it acts before there is full confirmation. It frantically commands that we react to the present in ways that were imprinted long ago, with thoughts, emotions, reactions learned in response to events perhaps only dimly similar, but close enough to alarm the amygdala.” (p. 21) Usually a visual signal first goes from the retina to the thalamus, where it is translated. Most of the message than goes to the visual cortex, where it is analyzed and assessed for meaning and appropriate response and if that response is emotional, a signal goes to the amygdala to activate the emotional centers. But sometimes there is a small portion of the original signal that goes straigh... ... middle of paper ... ...cial media such as Facebook, Dosomething.org website for campaign information material, Taking EQ quizzes and scholarships are a few way to get involved. Organizations that work directly with youth can educate about the power of Emotional Intelligence as well as social gatherings through concerts or fitness, expressing the positive vibrations being formed. And anything else you'd like: An award for the best-written essay on how EQ improved their life, the lives of the people of their surrounding, and the advantages/effects brought to them by this change. “If EQ were to become as widespread as IQ has become, and as ingrained in society as a measure of human qualities, then I believe our families, schools, jobs, and communities would be all the more humane and nourishing.” (Goleman 1995, p. xxii) Works Cited Goleman, Daniel. Emotional Intelligence
The Bell Curve is a book originally published in 1994. It was written by Richard Herrnstein and Charles Murray to explain the variations of intelligence in American Society. They accomplished this by using statistical analysis, for the purpose of raising warnings regarding the consequences of the intelligence gap. This was also made to propose a national social policy with the goal of mitigating bad consequences that have been attributed to this intelligence gap. Much of the information is widely considered controversial. An example of this is the low African-American scores compared to whites and Asians, and genetic factors in intelligence abilities. The introduction of the book starts with a brief history of intelligence theory and recent developments in intelligence thought and testing. The author creates six assumptions that has to do with the validity of the “classical” cognitive testing techniques.
In Daniel Goleman’s “Emotional Intelligence,” he dives into the science behind the brain and how emotions can affect a person’s decision making process. The human brain consists of two main parts: the neocortex, or the thinking brain, and the amygdala, the emotional brain. The neocortex is the part of the brain that is responsible for rational thoughts. “It contains the centers that put together and comprehend what the senses perceive” (Goleman 11). Contrasting the neocortex is the amygdala, which “acts as a storehouse of emotional memory; life without the amygdala is a life stripped of personal meanings” (Goleman 15). According to Goleman, one man, whose amygdala was surgically removed, became completely uninterested in people, preferring to sit in isolation with no human contact. “Without an amygdala he seemed to have lost all recognition of feeling, as well as any feeling about feelings” (Goleman 15). The amygdala has its own circuitry attaching it to the pre-frontal cortex, which is the center for the brain for working memory. If this circuitry was cut, a person’s decision making process would be greatly affected. However, if this connection was broken, a person’s score on an IQ test would not be affected at all. This is true because the emotional aspect of the brain, which is used in making decisions, would be affected but the rational thinking portion would not be affected. The amygdala
LeDoux, J. (1998). The emotional brain. London: Weidenfeld & Nicolson. (Chapter 4 will go on LN).
That each individual is unique, that there are factors outside of a person's awareness (unconscious thoughts, feelings, and experiences) which influence his or her thoughts and actions, that the past shapes the present that human beings are always engaged in the process of development throughout their lives. (American Psychoanalytic Association, 2013)
3). By drawing on more advanced biological knowledge of the brain’s activities in different areas, Storbeck and Clore (2007) concluded that the visual cortex could actually identify subliminal stimuli (which is regarded as a kind of cognitive activities) without its being consciously aware of by the subject. The only difference between a conscious and unconscious cognitive processing, they argued, was the strength of firing of the neurons which determined whether such information entered the subject’s consciousness, and leading to a more confident identification of the stimuli. Hence an unconscious processing doesn’t rule out cognitive activities and implies a preferential processing of affective components. Furthermore, they argued that amygdala was not the essential part in the mere exposure effect by citing the case of a patient GY whose amygdala has been severed from his visual cortex (Greve & Bauer, 1990) yet who was still shown to have the mere exposure effect. Therefore, they concluded that emotion and cognition should be treated as interdependent faculties functioning alongside with each other. This advocate was supported by a later meta-analytical review of the brain basis of emotion (Lindquist, Wager, Kober, Bliss-Moreau, & Barrett,
The amygdala is further supported as an emotional evaluator by studies that indicate it is used in decision making processes, and especially when these decisions rely on one’s emotions and opinions (Cognition, p. 34). The connection the amygdala to decision making can be recognized when a person feels one option is logically the right choice, but emotionally they view another as right (Cognition, p.35). Capgras syndrome also reminds psychologists and neuroscientists that each area of the brain has a unique function, and cooperative work of all areas allows cognitive processes to occur (Cognition,
In the book Emotional Intelligence by Daniel Goleman, the central thesis that he tries to point out is that emotional intelligence may be more important than I.Q. in determining a person’s well being and success in life. At first I didn’t know what Goleman was talking about when he said emotional intelligence, but after reading the book I have to say that I agree completely with Goleman. One reason for my acceptance of Goleman's theory is that academic intelligence has little to do with emotional life. To me, emotions can be just as intelligent as your I.Q. In this essay I hope to provide sufficient evidence to show why I agree with Goleman’s thesis on emotional intelligence.
Emotion is the “feeling” aspect of consciousness that includes physical, behavioral, and subjective (cognitive) elements. Emotion also contains three elements which are physical arousal, a certain behavior that can reveal outer feelings and inner feelings. One key part in the brain, the amygdala which is located within the limbic system on each side of the brain, plays a key role in emotional processing which causes emotions such as fear and pleasure to be involved with the human facial expressions.The common-sense theory of emotion states that an emotion is experienced first, leading to a physical reaction and then to a behavioral reaction.The James-Lange theory states that a stimulus creates a physiological response that then leads to the labeling of the emotion. The Cannon-Bard theory states that the physiological reaction and the emotion both use the thalamus to send sensory information to both the cortex of the brain and the organs of the sympathetic nervous system. The facial feedback hypothesis states that facial expressions provide feedback to the brain about the emotion being expressed on the face, increasing all the emotions. In Schachter and Singer’s cognitive arousal theory, also known as the two-factor theory, states both the physiological arousal and the actual arousal must occur before the emotion itself is experienced, based on cues from the environment. Lastly, in the cognitive-mediational theory
On the ‘nature’ side of the debate is the psychometric approach, considered to be the most dominant in the study of intelligence, which “inspired the most research and attracted the most attention” (Neisser et al. 1996, p. 77). It argues that there is one general (‘g’) factor which accounts for intelligence. In the 1880s, Francis Galton conducted many tests (measuring reaction times to cognitive tasks), (Boundless 2013), in order to scientifically measure intelligence. These tests were linked to the eugenic breeding programme, which aimed to eliminate biologically inferior people from society. Galton believed that as intelligence was inherited, social class or position were significant indicators of intelligence. If an individual was of high social standing, they would be more intelligent than those of a lower position. However he failed to show any consistency across the tests for this hypothesis, weakening his theory that social class correlated with intelligence. Nevertheless, his creation of the intelligence test led many to continue to develop...
Well, let's take a look at the brain. From being in class, my awareness about what I'm doing, what I'm seeing, what I'm hearing, what I'm thinking has come to reflect upon not just what, but how is it all being done by my brain. This morning I woke up, my eyes opened, I looked out my window, I saw the sun rising, it was this beautifully deep yellow/orange color. I thought, "How beautiful" and I smiled with a sense and feeling of wonderment. It could be said that I experienced nothing out of the ordinary this morning. Yet, if I could narrate these few activities in terms of the networking of neurons resulting in my eyes opening, my sight of the sun, my ability to perceive its color, my inner acknowledgment of its beauty and the emotions that sight evoked in me, you would be reading for a very long time and what I did this morning would indeed present itself in quite an extraordinary light. It is in recognition of this, with respect to the brain's aptitudes, that Howard Hughes in his paper, "Seeing, Hearing and Smelling the World" quoted May Pines in expressing, "We can recognize a friend instantly-full face, in profile, or even by the back of his head. We can distinguish hundreds of colors and possibly as many as 10,000 smells. We can feel a feather as it brushes our skin, hear the faint rustle of a leaf. It all seems so effortless: we open our eyes or ears and let the world stream in. Yet anything we see, hear, feel, smell, or taste requires billions of nerve cells to flash urgent messages along linked pathways and feedback loops in our brains, performing intricate calculations that scientists have only begun to decipher"(1).
The study of IQ and how it operates in the education field has been argued through various theories. Theorist such as Howard Garner, R...
One scientist, Damasio, provided an explanation how emotions can be felt in humans biologically. Damasio suggested, “Various brain structures map both the organism and external objects to create what he calls a second order representation. This mapping of the organism and the object most likely occurs in the thalamus and cingulate cortices. A sense of self in the act of knowing is created, and the individual knows “to whom this is happening.” The “seer” and the “seen,” the “thought” and the “thinker” are one in the same.” By mapping the brain scientists can have a better understandi...
Goleman, D., 2005. Emotional Intelligence: Why It Can Matter More Than IQ. London: Bloomsbury Publishing.
Psychologists have differed on the definition for intelligence and how to measure intelligence. In this paper the definition of intelligence and how it is measured will be discussed by comparing and contrasting the two intelligence tests and two achievement tests chosen from the Mental Measurement Yearbook. The intelligence tests chosen were the Primary Test of Nonverbal Intelligence (PTONI) and the Test of Memory and Learning, 2nd ed., (TOMAL-2) and the achievement tests chosen were the Basic Achievement Skills Inventory (BASI) and the Differential Ability Scales, 2nd ed. (DAS-II). The measures of the intelligence tests will be evaluated for reliability, validity, normative procedure, and bias, and then compared with the achievement tests.
An individual’s ability to control and express their emotions is just as important as his/her ability to respond, understand, and interpret the emotions of others. The ability to do both of these things is emotional intelligence, which, it has been argued, is just as important if not more important than IQ (Cassady & Eissa, 2011). Emotional intelligence refers to one’s ability to perceive emotions, control them, and evaluate them. While some psychologists argue that it is innate, others claim that it is possible to learn and strengthen it. Academically, it has been referred to as social intelligence sub-set. This involves an individual’s ability to monitor their emotions and feelings, as well as those of others, and to differentiate them in a manner that allows the individuals to integrate them in their actions and thoughts (Cassady & Eissa, 2011).