Showing posts with label emotional intelligence. Show all posts
Showing posts with label emotional intelligence. Show all posts

Friday, March 13, 2026

Research alert: Cognitive dark matter: Measuring what AI misses - #AI #intelligence #cognitive

 


Link to open access copy of article here

Abstract

We propose that the jagged intelligence landscape of modern AI systems arises from a missing training signal that we call “cognitive dark matter” (CDM): brain functions that meaningfully shape behavior yet are hard to infer from behavior alone. We identify key CDM domains—metacognition, cognitive flexibility, episodic memory, lifelong learning, abductive reasoning, social and common-sense reasoning, and emotional intelligence—and present evidence that current AI benchmarks and large-scale neuroscience datasets are both heavily skewed toward already-mastered capabilities, with CDM-loaded functions largely unmeasured. We then outline a research program centered on three complementary data types designed to surface CDM for model training: (i) latent variables from large-scale cognitive models, (ii) process-tracing data such as eye-tracking and think-aloud protocols, and (iii) paired neural–behavioral data. These data will enable AI training on cognitive process rather than behavioral outcome alone, producing models with more general, less jagged intelligence. As a dual benefit, the same data will advance our understanding of human intelligence itself.

Sunday, July 10, 2016

Stephen Greenspan on "Why DSM5 suggested a switch from adaptive behavior to adaptive reasoning": APA Div 33 featured conversation


My long time friend and professional colleague Dr. Stephen Greenspan, is conducting a featured conversation hour for Division 33 at the forthcoming APA convention in Denver.  He has provided me an advanced copy of his outline and has graciously given me permission to make it available at the ICDP blog.  A copy can be obtained by clicking here.

Stephen is one of the great "thinkers" in the field of intellectual disabilities.  Our professional lives crossed long distance when I was a doctoral student.  My advisor, Dr. Robert Bruininks, put me in charge of a series of studies investigating the constructs of adaptive and maladaptive behavior.  These studies eventually led to my dissertation--which was a CFA validation study of Greenspan's Model of Personal Competence (see 1990 reference below).  To the best of my knowledge, this was the first published article validating Greenspan's model.

Below are links to the various articles (I simply grabbed them from my MindHub web page--please visit if you want additional information).  Consistent with Stephen's outline notes, in this validated model of personal competence, conceptual intelligence was operationalized as measured by intelligence tests, and was not considered a domain of adaptive behavior.

Of interest is the recent study by MaCann et al. that provides structural (CFA) evidence for a separate cognitively oriented social-emotional construct, distinct from the other cognitive domains in the CHC taxonomy of human intelligence.  Although MaCann et al. refer to the construct as emotional intelligence, a reading of the dimensions suggest it could easily be called social intelligence.  

Finally, as Bruininks and I were pulled away from our AB/PC program of research for different reasons, I continue to be perplexed why other researchers have not tried to extend and refine the research on the model of personal competence, particularly given its prominence (and disagreements) in definitions of ID.


Adaptive Behavior and Personal Competence Research (select articles)

Saturday, December 12, 2015

Reseach byte: Working memory training (Gwm) may improve emotion regulation ability

Working memory training improves emotion regulation ability: Evidence from HRV


Highlights

The training group's working memory capacity was increased after training.
The HF-HRV in emotion regulation condition was enhanced by training.
Working memory training improves emotion regulation ability.

Abstract

Emotion regulation during social situations plays a pivotal role in health and interpersonal functioning. In this study, we propose a working memory training approach to improve emotion regulation ability. This training promotes an updating function that is a crucial modulated process for emotion regulation. In the present study, the participants in the training group completed a running memory task over 20 days of training. Their working memory capability and high-frequency heart rate variability (HF-HRV) data on pretest and posttest were assessed and analyzed. Compared with the control group, the training group's reaction time in the 2-back working memory task was reduced significantly. In addition, the HF-HRV in the emotion regulation condition was increased after the 20-day training, which indicates that the working memory training effect could transfer to emotion regulation. In other words, working memory training improved emotion regulation ability.

Keywords

  • Emotion regulation;
  • Working memory training;
  • High-frequency HRV;
  • Attention control

Saturday, February 08, 2014

Emotional Intelligence (EI) a new broad CHC ability?

Very interesting study suggesting that Ge (broad emotional intelligence) should be considered as a new entry into the CHC taxonomy of intelligence. I love the "big picture" model figure.....of course, it is an adaption of my 2009 model in the journal Intelligence.


 

Wednesday, August 18, 2010

Research bytes 8-18-2010: Is emotional intelligence (EI) a valid construct distinct from Gc and Gf?

MacCann, C. (2010). Further examination of emotional intelligence as a standard intelligence: A latent variable analysis of fluid intelligence, crystallized intelligence, and emotional intelligence. Personality and Individual Differences, 49(5), 490-496.
 

Abstract

This study tests whether emotional intelligence (EI) is distinct from existing factors of intelligence after controlling for method factors in EI measurement. The relationship between EI, fluid intelligence (Gf), and crystallized intelligence (Gc) latent factors is examined in a sample of Australian undergraduates (N = 207). EI measures are all multiple-choice so as to control for response format, and the study also examines the effect of consensus scoring on the distinction of EI from Gf and Gc. Results show that EI forms a latent factor distinct from Gf and Gc, though strongly related to Gc, and that consensus scoring has only minor effects on the factor structure. EI and Gc factors show similar relationships with big five personality, relating only to Openness. Females tend to score higher on EI, whereas males tend to score higher on Gf and Gc. It is suggested that EI might be considered a different content domain for acquired knowledge than is typically examined by Gc tests, and may have different motivational pathways to development.
Article Outline

1. Introduction

1.1. Summary of hypotheses

2. Method

2.1. Participants
2.2. Materials

2.2.1. Situational Test of Emotional Understanding – short form (STEU)
2.2.2. Situational Test of Emotion Management – short form (STEM)
2.2.3. Blends and Changes test from the MEIS
2.2.4. Vocabulary test
2.2.5. Esoteric analogies
2.2.6. General knowledge
2.2.7. Letter series
2.2.8. Nonsense syllogisms
2.2.9. Letter counting
2.2.10. Five factor model of personality

3. Results

3.1. Reliability and descriptive statistics
3.2. Structural analyses

3.2.1. EFA

3.2.1.1. Intelligence tests scored dichotomously
3.2.1.2. Intelligence tests scored by consensus

3.2.2. CFA

3.2.2.1. Intelligence tests scored dichotomously
3.2.2.2. Intelligence tests scored by consensus

3.2.3. Hierarchical factor analysis

3.3. Personality correlates of Gf, Gc, and EI factors

4. Discussion

4.1. The effect of consensus scoring on factor structure
4.2. Limitations and future directions

5. General conclusion
Acknowledgements
References

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Thursday, May 14, 2009

Fluid IQ (Gf), personality and emotional IQ: Guest post by Walter Howe

This is a guest post by Walter Howe, Director of Psychological Assessments Australia. This is the third time he has guest blogged (click here and here for prior posts that dealt with cognitive load theory and working memory). I would urge others to take up my standing offer to provide guest posts, especially if a reader sees a journal article of interest and doesn't have access to the journal. I can typically secure a PDF copy of most articles and would send them privately to individuals in exchange for a guest blog post about the article. Come one----many of you are dying to read and comment on the blogosphere. I would LOVE to have a number of regular contributors.

DiFabio, R. & Palazzeschi, L. (2009). An in-depth look at scholastic success: Fluid intelligence, personality traits or emotional intelligence? Personality and Individual Differences, 49 (2009) 581 585.

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.

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.
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