Emotions TOKUHAMA Part 2 1-30-15 Positive Psychology Jan 15.pptx

S
The Concept of
“Emotional Intelligence”
Tracey Tokuhama-Espinosa, Ph.D.

Overview
Part 2
1. Definitions
2. Models of Emotional Intelligence
3. Tests of Emotional Intelligence
4. Emotional Intelligence vs. Multiple Intelligence
5. Emotional Intelligence vs. Social Cognition

“Emotions”
S Psychological
S Physiological
S Behavioral
S The term emoción comes from
the Latin emotĭo, -ōnis que
which means the impulse that
induces action.

“Intelligence”
S The word intelligence comes from the Latin intelligentĭa, which
comes from inteligere, which combined with intus ”between” and
legere “to choose", which is why etymologically means, the one
who knows how to choose.
S Other definitions include, the ability to understanding and the
ability to resolve problems.
S Intelligence appears to be linked to other mental functions, like
perception (the ability to receive information), and to memory
(the ability to store information).
Academia Real Española
(2010)

“Intelligence”
S A general mental capacity that implies being able to
reason, plan, resolve problems, think abstractly,
comprehend complex ideas, learn quickly and learn
from experiences.
S Intelligence is not just related to “book learning” or to
academic abilities, or to “talents,” but rather the concept
refers to the capacity to understand our environment.
Mainstream Science on Intelligence (1994)

“Intelligence”
S Individuals differ from one another in their ability to understand
complex ideas, to adapt effectively to the environment, to learn
from experience, to engage in various forms of reasoning, to
overcome obstacles by taking thought.
S Although these individual differences can be substantial, they
are never entirely consistent: a given person's intellectual
performance will vary on different occasions, in different
domains, as judged by different criteria.
S Concepts of "intelligence" are attempts to clarify and organize
this complex set of phenomena.
American Psychological Association (1996)

Verbs related to “intelligence”
S Adaptability (to environment)
S Learn (rapidly and by experience)
S Comprehend (complex ideas)
S Create
S Identify various forms of reasoning
S Understand
S Memorize
S Think (abstractly)
S Perceive
S Plan
S Reason
S Reflect
S Resolve (problems)
S Know (choose)
S Overcome (obstacles mediated by reflection)

Words used with “emotions”
S Feel
S Perceive
S Disquiet
S Reactions
S Pleasures
S Alarms

Emotional Theories
Paul Ekman; Carl Jung

Emotional Intelligence
S Emotional intelligence (EI) is the ability to identify,
assess, and control the emotions of oneself, of others,
and of groups.
Wikipedia

Goleman’s Model
1. Self-awareness – the ability to know one's
emotions, strengths, weaknesses, drives, values
and goals and recognize their impact on others
while using gut feelings to guide decisions.
2. Self-regulation – involves controlling or redirecting
one's disruptive emotions and impulses and
adapting to changing circumstances.
3. Social skill – managing relationships to move
people in the desired direction
4. Empathy - considering other people's feelings
especially when making decisions and
5. Motivation - being driven to achieve for the sake
of achievement.
6. (Leads to) Superior Decision-Making

Model: Salovey & Grewal
S Salovey and Mayer (1990, p. 189) proposed a formal definition of
emotional intelligence as ‘‘The ability to monitor one’s own and others’
feelings, to discriminate among them, and to use this information to
guide one’s thinking and action.’’
1. Perceiving emotions - is the ability to detect and decipher emotions in faces,
pictures, voices, and cultural artifacts. It also includes the ability to identify
one’s own emotions. Perceiving emotions may represent the most basic
aspect of emotional intelligence, as it makes all other processing of emotional
information possible.
2. Using emotions - is the ability to harness emotions to facilitate various
cognitive activities, such as thinking and problem solving.
Salovey, P. & Grewal, D. (2005) The science of emotional intelligence. Current Directions in
Psychological Science, 14, 6.

Model: Salovey & Grewal
3. Understanding emotions - is the ability to comprehend emotion
language and to appreciate complicated relationships among
emotions.
4. Managing emotions - consists of the ability to regulate emotions in
both ourselves and in others.

Models of
http://lonerganpartners.com/article/what-makes-leader

Models of
http://aaamp.org/2012/10/21/emotional-intelligence-teaches-practical-skills-for-anger-management/

Model: Daniel Goleman
1. Self-awareness – the ability to know one's emotions, strengths,
weaknesses, drives, values and goals and recognize their impact
on others while using gut feelings to guide decisions.
2. Self-regulation – involves controlling or redirecting one's disruptive
emotions and impulses and adapting to changing circumstances.
3. Social skill – managing relationships to move people in the
desired direction
4. Empathy - considering other people's feelings especially when
making decision
5. Motivation - being driven to achieve for the sake of achievement.
Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books

http://eiinsider.wordpress.com/2011/05/13/leadership-development-the-four-corners-of-empathetic-assertiveness/

http://www.trimo.eu/career/why-trimo/competence-development/

Emotional Intelligence Tests
S Are there “correct” answers in emotional
intelligence tests?
S Multi-Factor Emotional Intelligence Scale
(MEIS) (Mayer, Caruso & Salovey, 1999): 12
diverse tasks.
Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2001). Emotional intelligence as a standard
intelligence.

Emotional Intelligence Tests
S Measuring EI is a lot like measuring general
intelligence:
Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2001). Emotional intelligence as a standard
intelligence.

Bar-On EQ-I
S The Bar-On model provides the theoretical basis for the EQ-i,
which was originally developed to assess various aspects of
this construct as well as to examine its conceptualization.
S According to this model, emotional-social intelligence is a
cross-section of interrelated emotional and social
competencies, skills and facilitators that determine how
effectively we understand and express ourselves, understand
others and relate with them, and cope with daily demands.
Bar-On, R., Handley, R., & Fund, S. (2006). The impact of emotional intelligence on
performance. Linking emotional intelligence and performance at work: Current research
evidence with individuals and groups, 3-19.

Bar-On EQ-I
S In brief, the EQ-i contains 133 items in the form of short
sentences and employs a 5-point response scale with a
textual response format ranging from «very seldom or not true
of me» (1) to «very often true of me or true of me» (5).
S A list of the inventory’s items is found in the instrument’s
technical manual (Bar-On, 1997b). The EQ-i is suitable for
individuals 17 years of age and older and takes approximately
40 minutes to complete.4
Bar-On, R., Handley, R., & Fund, S. (2006). The impact of emotional intelligence on
performance. Linking emotional intelligence and performance at work: Current research
evidence with individuals and groups, 3-19.

The Marshmallow Test
S Delayed gratification: Key component of emotional intelligence.
S Self control+impulse control+willpower
S The Marshmallow Test (3 minutes)
S https://www.youtube.com/watch?v=QX_oy9614HQ

Emotions and the Brain
S Damasio: Emotional
competencehttp://www.youtube.
com/watch?v=Nen2OxDefZA&feat
ure=related

versus IQ
S Which is more important in academics?
S Which is more important in social contexts?

Why is emotional intelligence
different from multiple intelligence?
Note: Naturalistic intelligence was added in 2000.

“Emotional intelligence” vs.
“social cognition”

Faces and Voices
S The human brain judges others’ faces and tones of voices for
threat levels in a rapid and often unconscious way, influencing
the way information from these sources is perceived (i.e.,
valid, invalid, trustworthy, untrustworthy, etc.)
S Students determine the level of teacher self-efficacy (and their
confidence in their abilities) in part through their facial
expressions and their voices.
S According to researchers, when a student feels that her
teacher doesn’t believe in her abilities to learn—because the
teacher “looked at her funny” or his voice seemed
condescending—then the student’s actual performance is
impaired.
S Even if the student misinterprets facial expressions, what
students think their teacher thinks about her influences her
performance.
Tenet: While proven in
psychology, not yet well-
established because
documentation in school
contexts is sparse.

Stress is both positive and negative
S Stress impacts learning: ‘good’ stress (eustress)
heightens attention and helps learning, while ‘bad’
stress detracts from learning potential.
S When students feel negative stress, parts of their brain
actually block the uptake of new information and new
learning. However, a certain level of stress is needed
to help focus and pay attention.
S This is equivalent to the sprinter at the starting line
who needs a certain level of stress (adrenaline) to start
on time; too much stress, however, and he will either
jump the gun or waste his energy.
S Eustress involves keeping students “on their toes”
without creating panic.
While proven in education,
neuroscience and
psychology, not yet well-
established because
documentation in school
contexts is missing.

Alexithymia and
S Alexithymia is the
combination of the Greek
λέξις (lexis) an θυμός
(thumos) (literally “lack of
words"). Introduced by Peter
Sifneos in 1973 to describe
people with deficiencies in
processing and describing
emotions.

Consequences of Alexithymia?
1. Difficulty identifying feelings and distinguishing between feelings
and the bodily sensations of emotional arousal difficulty describing
feelings to other people constricted imaginal processes, as
evidenced by a scarcity of fantasies a stimulus-bound, externally
oriented cognitive style.
2. Difficulty describing feelings to other people constricted imaginal
processes, as evidenced by a scarcity of fantasies a stimulus-
bound, externally oriented cognitive style.
3. Constricted imaginal processes, as evidenced by a scarcity of
fantasies
4. A stimulus-bound, externally oriented cognitive style.
Taylor (1997)

Helping small children develop
emotional intelligence
S Children 2-4 years old
S “I am special because…”
S Breath: When I feel mad…
S Articulate emotions

Activities to cultivate
emotional intelligence
S Children 5-7 years old
S “How would you feel
if…”
S Write to another
person: “You are a
good friend
because…”

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Contact information:
Tracey Tokuhama-Espinosa, Ph.D.
tracey.tokuhama@gmail.com

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