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<div class="contactInformation">Mob.: +31 (0)6 295 26 884 <a href="mailto:paul.jansen@pibuckle.com">paul.jansen@pibuckle.com</a></div>
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11.1.1 EI History and Definition
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<a name="Topic47"></a>
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<span class=outlineNumberFirst>11.1.1 </span><span class=topicLineFirst>EI History and Definition</span>
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<div class="topicTextNotes"><div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">History and Definition of "Emotional Intelligence"</span></font><span></span></div>
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<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">In 1985 a graduate student at an alternative liberal arts college in the USA
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wrote a doctoral
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dissertation which included the term "emotional intelligence" in the title. This seems to
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be the
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first academic use of the term "emotional intelligence."</span></font><span></span></div>
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<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">Then in 1990 the work of two American university professors, John Mayer and Peter
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Salovey,
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was published in two academic journal articles. Mayer, (U. of New Hampshire), and Salovey
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(Yale), were trying to develop a way of scientifically measuring the difference between
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people's ability in the area of emotions. They found that some people were better than others
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at things like identifying their own feelings, identifying the feelings of others, and solving
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problems involving emotional issues.</span></font><span></span></div>
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<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">Since 1990 these professors have developed </span></font><font face="Times New Roman" color="#0000ff" size="3"><span
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style="font-size:12pt"><u>two tests</u></span></font><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt"> to attempt to measure what they are
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calling our "emotional intelligence." Because nearly all of their writing has been done in
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the
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academic community, their names and their actual research findings are not widely known.</span></font><span></span></div>
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<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">Instead, the person most commonly associated with the term emotional intelligence
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is actually a
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New York writer named </span></font><font face="Times New Roman" color="#0000ff" size="3"><span style="font-size:12pt"><u>Daniel
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Goleman</u></span></font><font face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">.
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Goleman had been writing articles for the magazine
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Popular Psychology and then later for the New York Times newspaper. Around 1994 and
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early 1995 he was evidently planning to write a book about "emotional literacy." For that
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book
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he was visiting schools to see what programs they had for developing emotional literacy. He
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was also doing a lot of reading about emotions in general. In his reading he came upon the
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work of Mayer and Salovey. At some point it seems Goleman or his publisher decided to
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change the title of his upcoming book to "Emotional Intelligence." (For a very interesting
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and
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well written story on the history of emotional intelligence see this </span></font><font face="Times New Roman" color="#0000ff" size="3"><span
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style="font-size:12pt"><u>Article by Annie Paul</u></span></font><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">)</span></font><span></span></div>
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<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">So in 1995 the book "Emotional Intelligence" was published. The book
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made it to the cover of
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Time Magazine, at least in the American market. Goleman began appearing on American
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television shows such as Oprah Winfrey and Phil Donahue. He also began a speaking tour to
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promote the book. As a result of his own and his publisher's efforts, the book became an
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international best seller. It remained on the New York Times best-seller list for approximately
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one year, which one can assume made Daniel Goleman a multi-millionaire.</span></font><span></span></div>
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<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">In his book he collected a lot of interesting information on the brain, emotions,
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and behavior.
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Goleman offered very few of his own ideas, though he did share a few of his personal
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prejudices and beliefs. Mostly what he did was collect the work of many others, organize it,
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and dramatize it. On my </span></font><font face="Times New Roman" color="#0000ff" size="3"><span style="font-size:12pt"><u>Daniel
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Goleman</u></span></font><font face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">
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page you can read my notes and criticisms of the
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book, but for now I will just say that in my opinion Goleman basically stole the term "emotional
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intelligence" from Mayer and Salovey and greatly misrepresented the public about what
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emotional intelligence actually is. </span></font><span></span></div>
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<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">Since his rise to fame in 1995, Goleman seems to have ignored the actual research
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on
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emotional intelligence and moved even further from scientific truth. This, however, does not
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seem to have stopped his popularity as a speaker and consultant, and most people still believe
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that his version of emotional intelligence is the correct one. So many people have now taken
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hold of his version of emotional intelligence, cited him as the "guru" and promoted his
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misleading version of emotional intelligence that it is now difficult to separate truth from fiction. </span></font><span></span></div>
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<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">While I believe there definitely is validity to the concept of emotional intelligence
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as Mayer and
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Salovey are attempting to establish it, Goleman has unfortunately made wildly exaggerated and
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premature claims about what it is and what it means. After writing his 1995 book, for example,
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Goleman found out that business managers were willing to pay big money for his ideas.
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Goleman capitalized on this. He quit his job writing for the New York Times, and started his
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own consulting practice and a "</span></font><font face="Times New Roman" color="#0000ff" size="3"><span
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style="font-size:12pt"><u>consortium</u></span></font><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">," both of which cater to multi-national corporations.
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He also quickly put together another book specifically for the business market. In that book he
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stretched the definition of emotional intelligence even farther, claiming that it consists of 25
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"skills, abilities and competencies". It may be no coincidence that these kinds of competencies
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are just the kinds of things which large corporations (who can afford high-priced consultants)
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want in their employees. For that reason I call Goleman's version of emotional intelligence the
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"corporate definition." </span></font><span></span></div>
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<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">For a more thorough explanation of why Goleman's corporate definition of EI is
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misleading,
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see my </span></font><font face="Times New Roman" color="#0000ff" size="3"><span style="font-size:12pt"><u>article</u></span></font><font
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face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt"> originally published in
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HR.com or the articles: </span></font><font face="Times New Roman" color="#0000ff" size="3"><span style="font-size:12pt"><u>Models
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of emotional intelligence</u></span></font><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">
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and </span></font><font face="Times New Roman" color="#0000ff" size="3"><span style="font-size:12pt"><u>Emotional
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Intelligence as Zeitgeist, as Personality, and as a Mental Ability</u></span></font><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">, both written by
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Mayer, Salovey and Caruso. Reprints are available at no charge from </span></font><font face="Times New Roman" color="#0000ff"><span><u>akendal@cisunix.unh.edu</u></span></font><font
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face="Times New Roman" color="#010101"><span>
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</span></font><font face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">You
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may also read a few of my own </span></font><font face="Times New Roman" color="#0000ff" size="3"><span
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style="font-size:12pt"><u>notes on these articles</u></span></font><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">.</span></font><span></span></div>
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<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">Mayer and Salovey, though, have been very cautious about making claims as to
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what
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emotional intelligence means on a practical level and what it might predict in terms of "success",
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happiness or the "ideal" member of society. In my opinion they have much more integrity than
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Goleman and they seem to be more interested in scientific truth than in making money. </span></font><span></span></div>
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<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">Here I will discuss only the definition of emotional intelligence as proposed
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by Mayer, Salovey
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and their recent colleague David Caruso. (Referred to below as MSC.)</span></font><span></span></div>
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<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">MSC suggest that EI is a true form of intelligence which has not been scientifically
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measured
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until they began their research work. One definition they propose is "the ability to process
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emotional information, particularly as it involves the perception, assimilation, understanding,
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and management of emotion." </span></font><font face="Times New Roman" color="#0000ff" size="3"><span
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style="font-size:12pt"><u>(Mayer and Cobb, 2000)</u></span></font><span></span></div>
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<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">Elsewhere they go into more detail, explaining that it consists of these "four
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branches of mental
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ability": </span></font><span></span></div>
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<blockquote>
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<div align="left" style="margin-left=14mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">1. Emotional identification, perception and expression</span></font><span></span></div>
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</blockquote>
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<blockquote>
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<div align="left" style="margin-left=14mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">2. Emotional facilitation of thought </span></font><span></span></div>
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</blockquote>
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<blockquote>
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<div align="left" style="margin-left=14mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">3. Emotional understanding </span></font><span></span></div>
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</blockquote>
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<blockquote>
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<div align="left" style="margin-left=14mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">4. Emotional management </span></font><span></span></div>
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</blockquote>
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<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">In one publication they describe these areas as follows:</span></font><span></span></div>
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<blockquote>
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<div align="left" style="margin-left=14mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">The first, Emotional Perception, involves such abilities as identifying emotions
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in faces,
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music, and stories. </span></font><span></span></div>
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</blockquote>
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<blockquote>
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<div align="left" style="margin-left=14mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">The second, Emotional Facilitation of Thought, involves such abilities as relating
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emotions to other mental sensations such as taste and color (relations that might be
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employed in artwork), and using emotion in reasoning and problem solving. (Also:
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"integrating emotions in thought," Mayer and Cobb)</span></font><span></span></div>
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</blockquote>
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<blockquote>
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<div align="left" style="margin-left=14mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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style="font-size:12pt">The third area, Emotional Understanding involves solving emotional problems such
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as
|
||||
knowing which emotions are similar, or opposites, and what relations they convey. </span></font><span></span></div>
|
||||
</blockquote>
|
||||
<blockquote>
|
||||
<div align="left" style="margin-left=14mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">The fourth area, Emotional Management involves understanding the implications
|
||||
of
|
||||
social acts on emotions and the regulation of emotion in self and others. </span></font><span></span></div>
|
||||
</blockquote>
|
||||
<blockquote><blockquote>
|
||||
<div align="left" style="margin-left=26mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">(</span></font><font face="Times New Roman" color="#0000ff" size="3"><span style="font-size:12pt"><u>see
|
||||
reference</u></span></font><font face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">
|
||||
in <b><i>Selecting a Measure of Emotional Intelligence</i></b>: <i>The
|
||||
Case for Ability Scales</i>, 2000)</span></font><span></span></div>
|
||||
</blockquote>
|
||||
</blockquote>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">In a 1997 publication Mayer and Salovey listed these branches as follows and
|
||||
offered a
|
||||
detailed chart reflecting their thoughts. In that article they say that the branches in the chart are
|
||||
"arranged from more basic psychological processes to higher, more psychologically integrated
|
||||
processes. For example, the lowest level branch concerns the (relatively) simple abilities of
|
||||
perceiving and expressing emotion. In contrast, the highest level branch concerns the
|
||||
conscious, reflective regulation of emotion." They add that abilities that emerge relatively early
|
||||
in development are to the left of a given branch; later developing abilities are to the right."
|
||||
And
|
||||
they also say that, "people high in emotional intelligence are expected to progress more quickly
|
||||
through the abilities designated and to master more of them." </span></font><font face="Times New Roman" color="#010101"><span>(From
|
||||
What is Emotional Intelligence,
|
||||
by John Mayer and Peter Salovey. Chapter 1, pp. 10,11 in <i>Emotional Development and Emotional
|
||||
Intelligence: Educational Implications</i>, by Peter Salovey and David Sluyter. 1997.)</span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">The Four branches of EI: </span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">1. Perception Appraisal and Expression of Emotion <br/>
|
||||
2. Emotional Facilitation of Thinking <br/>
|
||||
3. Understanding and Analyzing Emotions; Employing Emotional Knowledge <br/>
|
||||
4. Reflective Regulation of Emotions to Promote Emotional and Intellectual Growth </span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101"><span><b>Perception,
|
||||
Appraisal and Expression of Emotion</b></span></font><span></span></div>
|
||||
<table width="562" cellpadding="1" style="border-collapse: collapse; border: none">
|
||||
<tr>
|
||||
<td valign="middle" width="20%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Ability to identify
|
||||
emotion in one's
|
||||
physical states,
|
||||
feelings, and
|
||||
thoughts. </span></font><span></span></div>
|
||||
</td>
|
||||
<td valign="middle" width="29%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Ability to identify emotions in
|
||||
other people, designs,
|
||||
artwork, etc. through
|
||||
language, sound, appearance,
|
||||
and behavior.</span></font><span></span></div>
|
||||
</td>
|
||||
<td valign="middle" width="23%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Ability to express
|
||||
emotions accurately,
|
||||
and to express needs
|
||||
related to those
|
||||
feelings.</span></font><span></span></div>
|
||||
</td>
|
||||
<td valign="middle" width="27%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Ability to discriminate
|
||||
between accurate and
|
||||
inaccurate, or honest vs.
|
||||
dishonest expressions of
|
||||
feeling.</span></font><span></span></div>
|
||||
</td></tr>
|
||||
</table>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101"><span><b>Emotional
|
||||
Facilitation of Thinking</b></span></font><span></span></div>
|
||||
<table width="562" cellpadding="1" style="border-collapse: collapse; border: none">
|
||||
<tr>
|
||||
<td valign="middle" width="20%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Emotions prioritize
|
||||
thinking by
|
||||
directing attention
|
||||
to important
|
||||
information.</span></font><span></span></div>
|
||||
</td>
|
||||
<td valign="middle" width="24%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Emotions are
|
||||
sufficiently vivid and
|
||||
available that they can
|
||||
be generated as aids to
|
||||
judgment and memory
|
||||
concerning feelings.</span></font><span></span></div>
|
||||
</td>
|
||||
<td valign="middle" width="28%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Emotional mood swings
|
||||
change the individual's
|
||||
perspective from optimistic
|
||||
to pessimistic, encouraging
|
||||
consideration of multiple
|
||||
points of view.</span></font><span></span></div>
|
||||
</td>
|
||||
<td valign="middle" width="28%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Emotional states
|
||||
differentially encourage
|
||||
specific problem-solving
|
||||
approaches such as when
|
||||
happiness facilitates
|
||||
inductive reasoning and
|
||||
creativity.</span></font><span></span></div>
|
||||
</td></tr>
|
||||
</table>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101"><span><b>Understanding
|
||||
and Analyzing Emotions; Employing Emotional Knowledge </b></span></font><span></span></div>
|
||||
<table width="562" cellpadding="1" style="border-collapse: collapse; border: none">
|
||||
<tr>
|
||||
<td valign="middle" width="25%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Ability to label emotions
|
||||
and recognize relations
|
||||
among the words and the
|
||||
emotions themselves,
|
||||
such as the relation
|
||||
between liking and
|
||||
loving.</span></font><span></span></div>
|
||||
</td>
|
||||
<td valign="middle" width="25%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Ability to interpret the
|
||||
meanings that emotions
|
||||
convey regarding
|
||||
relationships, such as
|
||||
that sadness often
|
||||
accompanies a loss.</span></font><span></span></div>
|
||||
</td>
|
||||
<td valign="middle" width="26%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Ability to understand
|
||||
complex feelings:
|
||||
simultaneous feelings of
|
||||
love and hate or blends
|
||||
such as awe as a
|
||||
combination of fear and
|
||||
surprise.</span></font><span></span></div>
|
||||
</td>
|
||||
<td valign="middle" width="24%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Ability to recognize
|
||||
likely transitions among
|
||||
emotions, such as the
|
||||
transition from anger to
|
||||
satisfaction or from
|
||||
anger to shame. </span></font><span></span></div>
|
||||
</td></tr>
|
||||
</table>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101"><span><b>Reflective
|
||||
Regulation of Emotion to Promote Emotional and Intellectual Growth</b></span></font><span></span></div>
|
||||
<table width="562" cellpadding="1" style="border-collapse: collapse; border: none">
|
||||
<tr>
|
||||
<td valign="middle" width="20%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Ability to stay open
|
||||
to feelings, both
|
||||
those that are
|
||||
pleasant and those
|
||||
that are unpleasant.</span></font><span></span></div>
|
||||
</td>
|
||||
<td valign="middle" width="25%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Ability to reflectively
|
||||
engage or detach from an
|
||||
emotion depending upon
|
||||
its judged
|
||||
informativeness or utility.</span></font><span></span></div>
|
||||
</td>
|
||||
<td valign="middle" width="25%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Ability to reflectively
|
||||
monitor emotions in
|
||||
relation to oneself and
|
||||
others, such as
|
||||
recognizing how clear,
|
||||
typical, influential or
|
||||
reasonable they are. </span></font><span></span></div>
|
||||
</td>
|
||||
<td valign="middle" width="30%">
|
||||
<div align="left"><font face="Times New Roman" color="#010101"><span>Ability to manage emotion in
|
||||
oneself and others by
|
||||
moderating negative emotions
|
||||
and enhancing pleasant ones,
|
||||
without repressing or
|
||||
exaggerating information they
|
||||
may convey.</span></font><span></span></div>
|
||||
</td></tr>
|
||||
</table>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">I have a few concerns about their definition and some suggestions I would like
|
||||
them to
|
||||
consider. </span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">First, I would like to see them focus more on the idea that intelligence is <i>potential. </i>An
|
||||
infant
|
||||
can be intelligent, for example, without being able to read, write or take intelligence tests. In
|
||||
other words, he may have no demonstrable abilities as yet, but he may have extremely high
|
||||
potential ability. He simply has not had a chance to develop his potential and his intelligence
|
||||
into competencies which can be measured by any existing tests.</span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">The word "ability" itself can have two meanings. First, it can mean
|
||||
potential, yet undeveloped
|
||||
ability. Second, it can mean potential which has been developed into something which can be
|
||||
demonstrated, measured or tested. At present it is impossible to measure pure potential, thus
|
||||
the MSC tests (</span></font><font face="Times New Roman" color="#0000ff" size="3"><span style="font-size:12pt"><u>MEIS
|
||||
and MSCEIT</u></span></font><font face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">)
|
||||
focus on only the second form of ability. (I suspect,
|
||||
though, that one day brain scanning devices will be able to tells us much more about a baby's
|
||||
potential.)</span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">Second, their definition and the way they discuss EI in their writing ignores
|
||||
the fact that a child
|
||||
can start out with high innate emotional intelligence and then be emotionally damaged. (I
|
||||
discuss this further in my section on </span></font><font face="Times New Roman" color="#0000ff" size="3"><span
|
||||
style="font-size:12pt"><u>EI vs EQ</u></span></font><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">.) I would like to see them address this more in
|
||||
their work.</span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">Third, I would like to see them emphasize that an emotionally intelligent person
|
||||
is capable of
|
||||
mastering an extensive vocabulary of what I call feeling words. By mastering I mean having the
|
||||
ability to not only perceive an extensive range of feelings in oneself and others, but also to
|
||||
quickly assign the most specific label to the feeling, for example in conversation with others or
|
||||
in self-reflection. In some of their writing MSC do include the ability to express emotion as
|
||||
part of their first branch of EI, but they seem to limit their test to only a few emotions
|
||||
compared with the much broader available scope of feeling words which are available in the
|
||||
English language.</span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">Fourth, in the section on emotional understanding much of this is probably better
|
||||
called
|
||||
knowledge of emotions, rather than an aspect of emotional intelligence itself. Knowledge can
|
||||
be taught but intelligence represents potential before any learning has taken place. Of course, if
|
||||
one is more intelligent, emotionally or otherwise, this learning takes place faster and can go
|
||||
further.</span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">Fifth, is my concern with measuring emotional facilitation of thought and emotional
|
||||
management. I don't see how you can really do this with a paper and pencil test. The MSC
|
||||
team say they are measuring some of these things with their tests, but it is hard to say how
|
||||
much their test scores reflect actual ability in real life situations, or when under extreme stress.
|
||||
And these are the situations when highly developed emotional intelligence may be the most
|
||||
important.</span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">Finally their definition is a bit too abstract for me when it comes to things
|
||||
like identifying
|
||||
emotion in art and music. I found this section of their CD ROM test a little hard to take
|
||||
seriously when it asks you to look at a graphic design and try to guess what emotions it is
|
||||
conveying. Therefore I would like to see them test for something like the ability to identify
|
||||
emotion in tone of voice or body language instead.</span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">Now I will give you my adaptation of their definition. </span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">1. Emotional identification, perception and expression</span></font><span></span></div>
|
||||
<ul style="margin-top: 0pt; margin-bottom: 0pt">
|
||||
<ul style="margin-top: 0pt; margin-bottom: 0pt">
|
||||
<li style="margin-left=-2mm; margin-right=0mm; padding-left=0mm; font-family= Times New Roman; font-size= 12pt; color= #010101; "><font
|
||||
face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">The ability to perceive
|
||||
and identify emotions in faces, tone of voice, body language </span></font><span></span></li>
|
||||
<li style="margin-left=-2mm; margin-right=0mm; padding-left=0mm; font-family= Times New Roman; font-size= 12pt; color= #010101; "><font
|
||||
face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">The capacity for self-awareness:
|
||||
being aware of your own feelings as they are
|
||||
occurring </span></font><span></span></li>
|
||||
<li style="margin-left=-2mm; margin-right=0mm; padding-left=0mm; font-family= Times New Roman; font-size= 12pt; color= #010101; "><font
|
||||
face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">The capacity for emotional
|
||||
literacy. Being able to label specific feelings in yourself and
|
||||
others; being able to discuss emotions and communicate clearly and directly. </span></font><span></span></li>
|
||||
</ul>
|
||||
</ul>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">2. Emotional facilitation of thought </span></font><span></span></div>
|
||||
<ul style="margin-top: 0pt; margin-bottom: 0pt">
|
||||
<ul style="margin-top: 0pt; margin-bottom: 0pt">
|
||||
<li style="margin-left=-2mm; margin-right=0mm; padding-left=0mm; font-family= Times New Roman; font-size= 12pt; color= #010101; "><font
|
||||
face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">The ability to incorporate
|
||||
feelings into analysis, reasoning, problem solving and
|
||||
decision making </span></font><span></span></li>
|
||||
<li style="margin-left=-2mm; margin-right=0mm; padding-left=0mm; font-family= Times New Roman; font-size= 12pt; color= #010101; "><font
|
||||
face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">The potential of your feelings
|
||||
to guide you to what is important to think about </span></font><span></span></li>
|
||||
</ul>
|
||||
</ul>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">3. Emotional understanding </span></font><span></span></div>
|
||||
<ul style="margin-top: 0pt; margin-bottom: 0pt">
|
||||
<ul style="margin-top: 0pt; margin-bottom: 0pt">
|
||||
<li style="margin-left=-2mm; margin-right=0mm; padding-left=0mm; font-family= Times New Roman; font-size= 12pt; color= #010101; "><font
|
||||
face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">The ability to solve emotional
|
||||
problems </span></font><span></span></li>
|
||||
<li style="margin-left=-2mm; margin-right=0mm; padding-left=0mm; font-family= Times New Roman; font-size= 12pt; color= #010101; "><font
|
||||
face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">The ability to identify
|
||||
and understand the inter-relationships beween emotions, thoughts
|
||||
and behavior. For example, to see cause and effect relationships such as how thoughts
|
||||
can affect emotions or how emotions can affect thoughts, and how your emotions can
|
||||
lead to the behavior in yourself and others. </span></font><span></span></li>
|
||||
<li style="margin-left=-2mm; margin-right=0mm; padding-left=0mm; font-family= Times New Roman; font-size= 12pt; color= #010101; "><font
|
||||
face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">The ability to understand
|
||||
the value of emotions to the survival of the species </span></font><span></span></li>
|
||||
</ul>
|
||||
</ul>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">4. Emotional management</span></font><span></span></div>
|
||||
<ul style="margin-top: 0pt; margin-bottom: 0pt">
|
||||
<ul style="margin-top: 0pt; margin-bottom: 0pt">
|
||||
<li style="margin-left=-2mm; margin-right=0mm; padding-left=0mm; font-family= Times New Roman; font-size= 12pt; color= #010101; "><font
|
||||
face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">The ability to take responsibility
|
||||
for one's own emotions and happiness </span></font><span></span></li>
|
||||
<li style="margin-left=-2mm; margin-right=0mm; padding-left=0mm; font-family= Times New Roman; font-size= 12pt; color= #010101; "><font
|
||||
face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">The ability to turn negative
|
||||
emotions into positive learning and growing opportunities </span></font><span></span></li>
|
||||
<li style="margin-left=-2mm; margin-right=0mm; padding-left=0mm; font-family= Times New Roman; font-size= 12pt; color= #010101; "><font
|
||||
face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">The ability to help others
|
||||
identify and benefit from their emotions </span></font><span></span></li>
|
||||
</ul>
|
||||
</ul>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">Because the above attempt at a definition is still a bit cumbersome, here are
|
||||
two less
|
||||
complicated ways to look at it:</span></font><span></span></div>
|
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<blockquote>
|
||||
<div align="left" style="margin-left=14mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
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||||
style="font-size:12pt">The mental ability we are born with which gives our emotional sensitivity and
|
||||
potential
|
||||
for emotional management skills that help us maximize our long term health, happiness
|
||||
and survival.</span></font><span></span></div>
|
||||
</blockquote>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">Or more simple yet: </span></font><span></span></div>
|
||||
<blockquote>
|
||||
<div align="left" style="margin-left=14mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">Knowing how to separate healthy from unhealthy feelings and how to turn negative
|
||||
feelings into positive ones.</span></font><span></span></div>
|
||||
</blockquote>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">For a more detailed description of the definitions used by Mayer et al, see the </span></font><font
|
||||
face="Times New Roman" color="#0000ff" size="3"><span style="font-size:12pt"><u>academic section</u></span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt"> </span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">Innate Emotional Intelligence vs "EQ"</span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">Most writers interchange the terms EQ and emotional intelligence. In my writing,
|
||||
however, I
|
||||
make a distinction between the two. I use emotional intelligence to refer to a person's innate
|
||||
potential. I believe each baby is born with a certain potential for emotional sensitivity,
|
||||
emotional memory, emotional processing and emotional learning ability. It is these four inborn
|
||||
components which I believe form the core of one's emotional intelligence.</span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">This innate intelligence can be either developed or damaged with life experiences,
|
||||
particularly
|
||||
by the emotional lessons taught by the parents, teachers, caregivers and family during
|
||||
childhood and adolescence. The impact of these lessons results in what I refer to as one's level
|
||||
of "EQ." in other words, as I use the term, "EQ" represents a relative measure of
|
||||
a person's
|
||||
<i>healthy or unhealthy development </i>of their innate emotional intelligence.</span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">When I say "EQ" I am not talking about a numerical test score like
|
||||
IQ. It is simply a
|
||||
convenient name I am using. As far as I know, I am the only writer who is making a distinction
|
||||
between inborn potential and later development or damage. I believe it is possible for a child
|
||||
to begin life with a high level of innate emotional intelligence, but then learn unhealthy emotional
|
||||
habits from living in an abusive home. Such a child will grow up to have what I would call low
|
||||
EQ. I would suspect that abused, neglected and emotionally damaged children will score much
|
||||
lower on the existing emotional intelligence tests compared to others having the same actual
|
||||
original emotional intelligence at birth.</span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">As I see it, I believe, then, that it is possible for a person to start out with
|
||||
high EI, but then be
|
||||
emotionally damaged in early childhood, causing a low EQ later in life. On the other hand, I
|
||||
believe it is possible for a child to start out with relatively low EI, but receive healthy emotional
|
||||
modeling, nurturing etc., which will result in moderately high EQ. Let me stress however that I
|
||||
believe it is much easier to damage a high EI child than to develop the EQ of a low EI child.
|
||||
This follows the principle that it is generally easier to destroy than create.</span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">In comparison to say, mathematical intelligence, it is important to note that
|
||||
relatively few
|
||||
people start out with high innate mathematical abilities and then have this ability damaged
|
||||
through misleading or false math training or modeling. I say relatively few because I mean in
|
||||
comparison to the number of emotionally sensitive children who receive unhealthy and self-
|
||||
destructive emotional imprinting from any number of sources. Parents and television shows
|
||||
don't generally teach that 2+2=968. But they do often teach emotional lessons which are as
|
||||
equivalent in unhealthiness as this equation is in inaccuracy. Or we might say which would be
|
||||
as damaging to an intimate relationship as the false equation would be to the career of an
|
||||
accountant. </span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">At present, all other models of emotional intelligence, including even the most
|
||||
"pure" of the
|
||||
group, the Mayer/Salovey/Caruso model, combine the measurement of the innate emotional
|
||||
variables (sensitivity, memory, processing and learning) with the environmental affects on those
|
||||
same variables. Certain writers have defined intelligence in general as "potential." (</span></font><font
|
||||
face="Times New Roman" color="#0000ff" size="3"><span style="font-size:12pt"><u>1</u></span></font><font
|
||||
face="Times New Roman" color="#010101" size="3"><span style="font-size:12pt">) I agree
|
||||
with this and this is why I want to distinguish between EI and EQ.</span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><br/>
|
||||
</div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">Notes</span></font><span></span></div>
|
||||
<div align="left" style="margin-left=1mm; margin-right=0mm; text-indent=0mm"><font face="Times New Roman" color="#010101" size="3"><span
|
||||
style="font-size:12pt">1. For example, Howard Gardner in "A case against spiritual intelligence."</span></font><span></span></div></div>
|
||||
|
||||
|
||||
|
||||
|
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<div class="footerText">Dissertation of Paul L. Jansen Ph.D., MBA</div>
|
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<a href="http://www.pibuckle.com" target="_blank">Part of the Pibuckle website</a>
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<div class="lastUpdated">
|
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<span>Last updated:</span>
|
||||
<span>19-8-2005</span>
|
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|
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Reference in New Issue
Block a user