Double click on images to enlarge
- iPost using BlogPress from Kevin McGrew's iPad
Generated by: Tag Generator
I must confess I am a fan of the construct of emotional intelligence because it bridges the sometimes artificial divide between cognition and affect. It provides a useful framework for understanding the interaction of cognition and affect. Emotions not only influence how we think but also what we think about, which makes them even more powerful than most people would acknowledge.Technorati Tags: psychology, personality, school psychology, education, educational psychology, neuropsychology, emotional intelligence, EI, IQ, Gf.fluid intelligence, IQs Corner
Di Fabio and Palazzeschi’s study is an attempt to validate emotional intelligence as a predictor of school success (teacher rated GPA). Their sample was drawn from senior high school students (mostly girls) in Tuscany. They examined the influence of fluid intelligence (Gf) (Raven’s Advanced Progressive Matrices); personality (Eysenck Personality Questionnaire – Extraversion; Neuroticism & Psychoticism) and two measures of emotional intelligence, one trait based (BarOn Emotional Quotient Inventory - EQi) and the other ability based (Mayer Salovey Caruso Emotional Intelligence Test - MSCEIT) on school success as measured by GPA.
Their results show that emotional intelligence added incremental validity over both fluid intelligence (Gf) and personality as predictors of school success, especially ability based emotional intelligence, with the skill of managing emotions working the best.
Some studies with adults using different outcome measures, such as business success, have also shown the positive predictive power of ability based emotional intelligence, and of managing emotions.
The work of Mark Brackett at Yale also supports the contention that emotional intelligence can contribute to school academic success. Students who undertook a program he designed, achieved higher grades than those who didn’t. He is currently involved in a large, school district wide training program in the UK.
Many school psychologists are involved in whole school, evidence-based, primary prevention programs, but most of these programs have a mental health focus. Programs based on ability based emotional intelligence theory have the added advantage of also improving school grades, something all us wholeheartedly support. School psychologists might also consider a measure of ability based emotional intelligence, as part of an assessment of academic difficulties. Multi Health Systems (MHS), publishers of the MSCEIT has an adolescent version currently in development.
Every once in a while researchers report something about intelligence that is startling and weird: symmetrical people tend to score higher on IQ tests than people whose fingers, palms, ears, ankles, and elbows are differently sized. Of all the things associated with intelligence, being symmetrical does not usually leap to mind. Now, if an unexpected finding comes from only one study with a small sample, it is probably a fluke. However, if three different research teams with 5 different samples all report the same thing, the finding deserves serious attention. This is now the case with the correlation of intelligence with symmetry (Bates, 2007).
It is no small feat of engineering that our genes are able to get our body parts that come in pairs (arms, legs, ears, eyes, etc.) to be roughly the same size and stay that way throughout our development. It is true that developmental processes fail to get it exactly right in everyone all the time, but it is amazing that it works at all. When one side of the body is substantially larger than the other, it is not usually due to abnormal genes but is instead the result of an environmentally caused disturbance of development such as exposure to a parasite, a toxin, a stroke, or any number of stressors that strike at random. For each individual, we can measure the size differences between body part pairs and calculate an overall measure of asymmetry. This overall measure, called fluctuating asymmetry, is hypothesized to be a rough index of how much biological stress an individual has endured during development, particularly during pregnancy and infancy. The logic behind the connection between intelligence and fluctuating asymmetry goes something like this: the kinds of stressors that result in asymmetry might also have an effect on the brain. Therefore, when we see a very asymmetrical person, it is likely that the processes that disrupted development in the person's body, have have also (but not necessary) disrupted aspects of brain development that lead to lower IQ test scores.
Before we get carried away with this finding and starting using calipers to make hiring and college admission decisions, it is important to remember that the kinds of correlations found in these studies, although substantial enough (between .2 and .4) to be scientifically interesting, are not sufficiently strong to suggest that fluctuating asymmetry measures should be used for decisions about individuals, especially in the absence of other information. In the Bates (2007) study, it appeared that highly symmetrical people tended to score higher on intelligence tests but could also score low. In contrast, highly asymmetrical people almost always scored lower on IQ tests. Thus, it appears that asymmetry is a signal that something may have gone wrong with brain development but being symmetrical does not necessarily mean that a person is highly intelligent.
powered by performancing firefox