“All learning has an emotional base”, this quote was said by one of the greatest Greek philosophers Plato. The idea that emotions are the bases of learning is the foundation of emotional intelligence. Emotional intelligence was the term coined by psychologist John Mayer and Peter Salovey. It referred to the ability for an individual to observe, manage and assess their emotions. There were many researchers who believed that individuals could learn and strengthen their emotional intelligence, and others claimed it to be an innate trait that people were born with. Nonetheless both agreed that emotional intelligence was an essential tool needed to make assessments of emotions in one self and in others (Sternberg, 2000, p. 300).
As early as the 1940’s psychologist started to focus more on cognition, they began to research and write more on intelligence and other cognitive aspects, such as problem solving and memory. But it was David Wechsler who started to recognize that there were certain non-cognitive aspects that needed to be taken in to account. Wechsler himself defined intelligence as "the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment". Wechsler believed that it was both non-intellective and intellective elements that were important in detecting a person’s ability to succeed in life. And these elements included environmental factors and other personal factors of an individual’s life (Wechsler, 1940, p. 103).
David Wechsler’s work on intelligence had influenced many psychologists to continue research in this field. Like Wechsler, Robert Thorndike was also researching on intelligence. Thorndike, with Saul Stern, attempted to review so...
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...tion, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed.), Emotion, disclosure, and health (pp. 125-154). Washington, DC: American Psychological Association.
5. Wechsler, D. (1940). Nonintellective factors in general intelligence. Psychological Bulletin, 37, 444-445.
6. Thorndike, R.L., and Stern, S. (1937). An evaluation of the attempts to measure social intelligence. Psychological Bulletin, 34, 275-284.
7. Gardner, H. (1993). Frames of Mind: Theory of multiple intelligences. New York: Basic Books
8. Jones, D. K. & Nugent, F. A. (2009). Introduction to profession of counseling: Fifth edition. New Jersey: Pearson Inc.
9. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. NewYork: BantamBooks.
10. Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
General intelligence tends to relate to various degrees with each other (Cohen 2012). An example of this is that if an individual is good in math, they may also be good in spelling. In this weeks reading we reviewed several different models of measurement of intelligence. In regard to these theories and general intelligence (g), the theories are various but have commonality and overlap. The Spearman's two-factor theory is if a test has high correlation with other test than the measurement of g is highly saturated (Cohen, 2012). The greater the importance of g on a test, the better the test is believed to predict intelligence
Terman, L. M. (1916). The measurement of intelligence: an explanation of and a complete guide for the use of the Stanford revision and extension of the Binet-Simon Intelligence Scale. Massachusetts: The Riverside Press.
Intelligence tests have been developed by scientists as a tool to categorize army recruits or analyze school children. But still discussing what intelligence is, academics have a difficult time defining what intelligence tests should measure. According to the American researcher Thorndike, intelligence is only that what intelligence tests claim it is (Comer, Gould, & Furnham, 2013). Thus, depending on what is being researched in the test and depending on the scientist’s definition of intelligence the meaning of the word intelligence may vary a lot. This essay will discuss what intelligence is in order to be able to understand the intelligence theories and aims of intelligence tests.
Many psychology theories have been developed in order to determine how to measure intelligence. Volume 63 of the Annual Review of Psychology details a few studies citing popular theories from the 1970s to 2000 (Deary, 2012), including the measurement of, “sensory discrimination and reaction time,” (Deary, 2012). After 2000, however, “interest has focused, in the broadly psychometric-experimental levels, on processing speed and working memory as potential explanatory variables for intelligence,” (Deary, 2012). In measuring intelligence, scientists are focu...
The scope of emotional intelligence includes the verbal and nonverbal appraisal and expression of emotion, the regulation of emotion in the self and others, and the utilization of emotional content in problem solving. (pp. 433)
In the early 80s, the concept of social intelligence resurfaces under the theory of multiple intelligences presented by Howard Gardner in which interpersonal and intrapersonal intelligences were included. Interpersonal intelligence was defined as having the ability to understand the feelings of others, whereas intrapersonal intelligence focuses on understanding one’s own emotions (Cartwri... ... middle of paper ... ... onal intelligence "debate".
The ability to express and control our own emotions is vital for our survival in society and the work place but so is our ability to understand, interpret, and respond to the emotions of others. Salovey and Mayer proposed a model that identified four different factors of emotional intelligence (Cherry, 2015).
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of intelligence. New York: Cambridge University Press.
Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2.0. Emotion, 3(1), 97-105.
The true nature of intelligence has been debated more intensely then ever over the last century. As the science of psychology has developed one of the biggest questions it had to answer concerned the nature of Intelligence. Some of the definitions that have been given for intelligence have been the ability to adjust to one’s environment. Of course by such a definition even a person who is generally considered to be dull can be regarded as being intelligent if he can take care of himself. Other definition is such as having the tendency to analyze things around yourself. However it can be argued that such behavior can lead to over-analyzing things and not reacting to one’s environment and dealing with it in an intelligent manner.
In a 1921 symposium entitled “Intelligence and Its Measurement”, psychiatrists were asked to define intelligence and their answers varied greatly. One described intelligence as “equivalent to the capacity to learn.” Other definitions included “the ability to adapt adequately to relatively new situations”, “the capacity to learn or profit from experience”, and “the knowledge that an individual possesses.” And one stated that there was no simple definition to the word because “intelligence involves two factors- the capacity for knowledge and knowledge possessed” (Sternberg & Detterman, 1986, p.39-40).
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...
Visser, B. A., Ashton, M. C., & Vernon, P. A. (2006). g and the measurement of multiple intelligences: A response to Gardner. Intelligence, 34(5), 507-510.
Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment.’ (Wechsler, 1944, p. 3)
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).