Example Of Intellectual Intelligence Models

There are many different definitions of what emotional intelligence is and exactly which components should be included to comprise it. The most basic model of emotional intelligence is the "four branch model" described by John Mayer and Peter Salovey in 1997. The key concepts included in the four branch model are: "emotional intelligence is the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional meanings, and to reflectively regulate emotions so as to promote both better emotion and thought (Mayer & Salovey, 1997).” The scientific definition of emotional intelligence, according to John Mayer, Peter Caruso and Peter Salovey is that "emotional intelligence refers to an ability to recognize the meanings of emotion and their relationships, and to reason and problem-solve on the basis of them. Emotional intelligence is involved in the capacity to perceive emotions, assimilate emotion-related feelings, understand the information of those emotions, and manage them (Mayer, Caruso, & Salovey, 2000)."

While emotional intelligence is vital to human behavior, it only accounts for a portion of a person as a whole. The author states, “IQ, personality, and EQ are distinct qualities we all possess. Together, they determine how we think and act. It is impossible to predict one based upon another. People may be intelligent but not emotionally intelligent, and people of all types of personalities can be high in EQ and/or IQ. Of the three, EQ is the only quality that is flexible and able to change” (p. 19). There is no know

Emotional intelligence is the ability of a person to recognize and assess their, and others’ emotions. It enables an individual to distinguish between the different sentiments they exhibit and being able to label them. The theory of Emotional Intelligence (EI) was originally developed by psychologists Howard Gardner, Peter Salovey and John Mayer. Later, a science journalist, Daniel Goleman identified and came up with five domains of emotional intelligence:

Fully explain emotional intelligence, and give two (2) examples of the concept. Next, examine the concept of “emotional quotient” compared to traditional “intelligence quotient.”

Two psychologists, John Mayer and Peter Salovey, first introduced the concept of “emotional intelligence”, or EI, in a journal article in 1990 (Goleman, 2005). It was then popularized in 1995, with the book Emotional Intelligence: Why It Can Matter More Than IQ by Daniel Goleman. Goleman posited that EI is as important, if not more important, than IQ in terms of success in academics, business, and interpersonal relationships (2005).

As suggested in Salovey and Mayer’s theory of emotional intelligence (1990), the instrument has three categories: the appraisal and expression of emotion assessed by 13 items; the regulation of emotion assessed by 10 items; and the utilisation of emotion assessed by 10 items.

Emotional intelligence plays a very critical role in the overall quality of our personal and professional lives. In fact, many people feel that emotional intelligence (EQ) is more important than one’s intelligence quotient (IQ) when it comes to attaining success in their lives and careers.

Next, the authors were to determine defining attributes of emotional intelligence. They concluded there were two defining attributes: 1. Emotional intelligence as the individual trait 2. Emotional intelligence as the ability to understand, express and control emotions of one’s self and others (Yekta & Abdolrahimi, 2015).

Firstly, the construct of EI is plagued with theoretical critique. There are multiple conceptual models of EI, causing confusion and a lack of consensus among researchers (Conte, 2005; Zeidner, Matthews, & Roberts, 2012). A major disagreement within the literature is whether EI should be conceptualised as a cognitive ability or a trait (Zeidner et al., 2012). These disparate conceptualisations provide two conflicting methods of measuring EI, with ability-based EI being measured by cognitive-performance type tasks and trait-based EI being measured by self-report questionnaires (Zeidner et al., 2012). Trait-based measures tend to correlate highly with measures of personality and often when personality and intelligence are controlled for, the predictive validity of EI measures reduce significantly (Zeidner et al., 2012). This is problematic, as for EI to be perceived as a viable psychological construct then it needs to be distinct from these well-established constructs (Fiori & Antonakis, 2011; Zeidner et al., 2012). Due to this issue, validity evidence for measures of EI is lacking (Conte, 2005). Another major critique is that the research is heavily based on self-report data. Self-reporting is highly subjective and it gives rise to participant misinterpretation of the items as well as response bias (Zeidner et al., 2012). Moreover, there is a lack of comparative groups and control groups, which creates unrepresentative findings and thus reduces the meaningfulness of the results. The research is also heavily cross-sectional, so although these findings can provide a useful description of the problem, causal links cannot be

IQ tests are not the only way to measure intelligence. In fact, we make informal decisions about others’ intelligence all the time, even after short interactions. The ability to express and control our emotions is essential, but so is our ability to understand, interpret, and respond to the emotions of others. Psychologists refer to this ability as emotional intelligence, and some experts even suggest that it can be more important than IQ. Multiple intelligences represents different intellectual abilities (Edutopia, 2003).

Emotional intelligence was described formally by (Salovey & Mayer). They defined it as ‘the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions’. They also provided an initial empirical demonstration of how an aspect of emotional

Emotional Intelligence is defined as a ‘type of social intelligence that involves the ability to monitor one’s own and other’s emotions, to discriminate among them and to use the information to guide one’s thinking and actions’ (Salovey and Mayer, 1990: 189). According to Goleman (2001), ‘emotional intelligence comprises of 4 key components which are, Self

Abstract: In this analysis, it is shown throughout the many different agencies how the intelligence cycle is interpreted. Within each of the different agencies everyone has their own way of obtaining information and different policies that they follow, within the constriction of the US constitution. The intelligence cycle states the many different steps taken to obtain intelligence from domestic to foreign information.

The original International Personality Item Pool (IPIP) focused on Goldberg’s 100-adjective markers of the psycholexical FFM structure (Goldberg, 1990/1992). The current IPIP-50 is a 50-item prototype public domain (the NEO-PI-R is a commercial questionnaire) personality questionnaire (Goldberg et al., 2006; Goldberg, 2011). Since the questionnaire is free of charge over 600 different studies have employed it (Goldberg, 2016). Until 2005 the IPIP big-five factor markers lacked validating evidence, but research conducted in 2005 found that the IPIP-50 had a high internal consistency and related strongly to both Costa and McCrae’s NEO-FFI and Eysenck’s EPQ-R Short Form (Gow et al., 2005). In addition, Gow et al. (2005) found that although Intellect and Openness related less strong, it was still 0.59. A study carried out in New Zealand found that there was hardly any evidence to suggest hidden biases at the item or scale level of the IPIP-50 (Guenole & Chernyshenko, 2005). Before looking at the research examining the relation between the FFM and EI, this literature review first presents some of the current findings in EI.

The parameters for assessing one’s own emotional intelligence are mainly pegged on the ability to accurately interpret other people’s emotions and being able to design suitable responses. More importantly, emotional intelligence hinges on our ability to read