Emotional Intelligence: Theoretical and Cultural Perspectives - Essay Example

Personality and Individual Differences Guildford’s contributions to modern intelligence research According to studies, Guildford was an American psychologist and the leading advocate of feature investigation in the valuation of character or behavior. His major contributions was has researches of human intelligence and inventiveness; he argued that intelligence is not a ‘unitary’ idea. Grounded on his concern in personal variances, he discovered the multidimensional features’ of the human mind, illustrating the framework of the human brainpower founded on a number of diverse capabilities (Bar-On, 2006). His researches highlighted that scores on intelligence tests cannot be taken as a unidirectional classification that some scholars have claimed point out the supremacy of some individuals, groups of individuals over others. Guilford demonstrated that the most inventive individuals might score lesser on a normal IQ test because of their method to the complications, which produces a bigger amount of likely resolutions some of which are innovative. Therefore, Guilford`s research permits superior obligation of the assortment of human intelligent and capabilities, without accrediting diverse value to dissimilar individuals. Thus, this shows the contributions that Guildford had on research concerning the modern human intelligence and creativity. For instance, he related different intelligent with innovativeness assigning it numerous attributes, such as fluency, which is the capability to generate a considerable number of notions or solutions to problems in a short time given. Accordingly, there is flexibility, which is the capacity to propose simultaneously a variability of methods or strategies to a specific complication. Another related feature includes uniqueness, which is the capability to generate new and primary concepts as well as amplification aspect that enables a person to classify and arrange the facts of an idea ahead and perform it successfully. The concept of fluid and crystallized intelligence Fluid intelligence is the ability of an individual to think or reason cogently and solve complications in a given circumstances, sovereign of attained information. Fluid intelligence is the capacity to examine unique issues, recognize forms and associations that underpin issues and the extrapolation of this using rationality. Research shows that this intelligence is vital for all coherent problems resolving including sciences, mathematical, and nominal problem solving. Fluid intelligence encompasses inductive cognitive and empirical intellectual (Emmerling, 2008). On the other hand, crystallized intelligence is the capacity to employ abilities, understanding, as well as expertise. It does not associate to memory or facts; however, it does depend on retrieving information from long-term celebration. Research shows that crystallized intelligence is one`s lifespan of intellectual accomplishment, as illustrated fundamentally over one`s terminology and general understanding. This advances yet, with age as experiences tend to increase an individual`s indulgenne. In short, candied intellect is the accrued information, and terminology achieved from knowledge establishments, and daily life; it also contains the application of skills and knowledge to solving problems. Conversely, it is illustrated that crystallized intelligence can change (Salovey, 2004). This is because every new entity a person’s studies, enhances their candied intellect. This type of understanding can alter by addition, deduction, or intensification where previous understanding is reviewed. It is noted that crystallized intelligence has not influence on fluid intelligence, although a great fluid intelligence can affect crystalized intelligence because a bigger ability to learn affects the amount a person knows. Therefore, both two forms of intelligence crystalized and fluid in most cases have the tendency to increase progressively all through babyhood and teenage years (Kalat, 2013). Fluid intelligence heightens during the teenage years and starts to reduce around the age of thirty-to-forty. On the other hand, crystallized intelligence endures to nurture all through early and late parenthood. Compare and contrast Goleman and Bar-on’s models of Emotional Intelligence According to Goleman regarding models of emotional intelligence, it is apparent that IQ and Emotional intelligence are two different ideas which exist independent of each other in a person`s character. From Goleman`s point of view, emotional intelligences plays a vital role in life achievement; it provides a modest advantage in place of work. This means that individuals who understands and can manage their personal emotions and feelings as well as those of others are at an advantage in any domain of life (Schultz, 2008). Goleman additionally describes that even though a person possesses high emotional intelligence, does not imply that he requires learning and developing emotional competence. This is a learned capacity grounded on emotional intelligence that results into great performance at work and that the level of emotional intelligence regulates a person`s possibilities for learning the applied abilities that are founded on its features. Examples of such features encompass self-awareness, inspiration, compassion, and proficiency in association. On the contrary, Bar-On (2006) demonstrates that emotional intelligence is a selection of non-cognitive abilities, proficiencies, as well as abilities that affect a person`s capability to flourish in managing the environmental anxieties and forces. Research reveals that Bar-On (2006) has assumed to some extent dissimilar opinion concerning the concepts of emotional intelligence. According to his opinions, emotional intelligence is concerned with understanding oneself and others, connecting or involving to individuals, as well as adjusting to and dealing with the instantaneous settings to be more effective in handling the environmental strains. He defines emotional intelligence as an electric mix of characters such as optimism, self-organization, and self-esteem, instead of capability based. On the other hand, Goleman refers to the concept of emotional intelligence in a broader sense as a form of intelligence associating to the emotional side of life, the capability to identify and manage a person`s individual and other`s emotions, to inspire oneself and restrain impulses as well as to manage interpersonal and intrapersonal associations efficiently. However, both the scholars view emotional intelligence as a vital tool in a person`s success. For instance, they both demonstrate that a person can have a great advantage in life when he or she has the ability to understand themselves and others in a particular environment. A case in point includes the views of Goleman that individuals who understands and can manage their personal emotions and feelings as well as those of others are at an advantage in any domain of life. This is similar to Bar-On`s (2006) views that emotional intelligence is concerned with understanding oneself and others, as well as adjusting to and dealing with the instantaneous settings to be more effective in handling the environmental strains. Describe Binet’s contribution to intelligence testing Research shows that physiognomy activities were employed to identify children that were most likely not achieve or earn high grades in school. To achieve this, children were examined based on their external bodily attributes in order to define their level of intelligence. It was extensively believed that irregularities in people were signals that the person may have shortcomings in emotional abilities. Unfortunately, these practices were frequently not complete in evaluating the general intellectual or emotional operation of learners. However, Binet made great contributions in intelligence testing by introducing the notion of measuring a person`s intelligence by means of testing as an optional approach to identifying learners at risk of failing at school. He had the belief that such intelligence tests could offer much improved evaluations between the acceptable variances displayed through personal intelligence stages. This idea of classifying at risk learners became reality as Binet established the first intelligence test in 1905. The work of Binet in intelligence testing illustrated that people`s intelligence integrates a number of multifaceted procedures. More prominently, Binet revealed a consistent estimation to intelligent can be obtained by selecting these element procedures and summing the outcomes through these samples. This implies that accurate estimates of intelligence can be attained by organized tests through multiple features of intelligence. Through the compilation of the data from these tests, the intellectual idea of human intelligence can be methodically examined. One of the key objectives of IQ tests was to permit for the objective quantity of a learner's overall capability. This was a direct importance of Binet's skepticism concerning the dependability of teachers' parents', and principals' valuations concerning learner aptitude. For instance, educators may provide poorer approximations of learner aptitude to learners, which the educator does not like. On the contrary, the educator may expand approximations of aptitude for learners, which the teacher does like. These discrepancies and prejudices present countless complications to the assignment of evaluating overall learner aptitude. Thus, the appearance of Binet's IQ test efficaciously delivered a mutual base as to quantity the comparative skill of every learner in the world. Describe Maslow’s hierarchy of needs and define the characteristics of selfactualisers Maslow`s hierarchy of needs is a model in psychology that was advocated for by Abraham Maslow. This grading is often shown in the form of a pyramid with the main, most rudiments; stages of wants at the bottom and need for self-actualization at the top (Martinez, 2000). Maslow`s hierarchy of needs is inspired by needs; people`s most needs are natural, having grew many years ago (Sigmund, 2009). Thus, Maslow’s pyramid helps in demonstrating how these needs stimulate people. The hierarchy demonstrates that people must fulfill every need in turn, beginning with the major, which deals with the most noticeable needs for endurance itself. This is because it is only after meeting the needs concerning the physical and emotional welfare that the advanced order needs of effect and personal growth are considered. Nevertheless, in case the things that fulfill people`s minor needs are done away with, people are no longer apprehensive about the upkeep of their higher order needs. Maslow`s hierarchy of needs include five needs involving biological needs such as accommodation, food, air among others, safety needs encompassing security, law, order, limits and stability. There is also a love need, which includes family, affection, and associations. In addition, esteem needs such as accomplishments, self-esteem, reliance, and dominance. Finally, there is as self-actualization needs, which involve recognizing individual potential, personal satisfaction, and pursuing individual development. Self-actualization is the greatest stage on Abraham`s Maslow`s hierarchy of needs. For a person to attain self-actualization, he or she must first shift through the lower stages. There are various characteristics of self-actualization as identified by Maslow and they contain powerful sense of realism, which is the process of being aware of real circumstance. Accordingly, there is need for confidentiality and contented being without help, dependence on personal involvements and ruling, not vulnerable to social anxieties, and communally kindhearted. Clusters of Axis II of DSM-IV personality disorders According to research, personality disorders are psychiatric illnesses that start in early years of a person into the late years and are most likely to result into a great deal of pain. These disorders have the tendency to inhibit with an individual`s capability to enjoy life or even accomplish contentment in relations, work or at college (Locke, 2005). Personality disorders are or organized structured into three clusters mainly known as the DSM-IV-TR; the disorders in every cluster share main attributes or have overlap in terms of the attributes of a person who is diagnosed within that particular cluster. For instance, the cluster ‘A’ personality disorder are attributed by odd deeds. People with personality disorder in this group have the tendency to encounter major destructions in interactions because their characters may be viewed as strange. Cluster B personality disorder are attributed by dramatic behavior, where people have encounters with intense emotions, and the cluster C personality disorders are attributed by anxiety. The Variance between ‘Objective’ and ‘Projective’ Examinations of Disposition These forms of examinations are used to assess personality; ‘projective tests’ include queries that are open-ended and relatively unframed, which permits the individual being tested to have more liberty to react suitably. The best example of ‘projective tests’ includes the ‘inkblot tests ’The outcomes are scored grounded on what form of shape is viewed on the inkblot as well as the design or subject is perceptible in a person`s sets (Li, 2006). Another best illustration of ‘projective test’ is the “Thematic Apperception Test,” which involves cards that vary in color portrayals on them, and an individual is supposed to create a short around. The tales that are developed are then analyzed based on the themes that appear which aid in recognizing a person`s personality. On the other hand, objective tests differ greatly from projective tests; for instance, unbiased examinations are very organized surveys including numerous choices as well as true or false queries. The tests are earned in a basic way grounded on the presumption that individuals generally approve the scores. In these tests, people have limited liberty and choice when reacting to them. This is because scoring is very direct and every response gets a particular amount of points grounded on a point scale. Objective tests according to research are extra effective and consistent than projective tests. Freud`s stages of development According to Freud, growth and increase in infantile takes place in a sequences of fixed phases. There is the verbal phase, which is the oral stage that takes place from delivery to around two years. In case needs are not fulfilled during this stage, a person may go through life trying to achieve them. The second phase includes ‘anal training,’ where the kid studies to regulate their body tasks. In case such changes are not dealt with properly, the child may become distressed and may become anal absorbent or stiff (Kaufman, 2008). The third stage is the phalkic stage where the child becomes aware of male or female, while the fourth stage is the latency stage where there is little new development, which is noticeable during this stage, and the fifth stage is the genital stage, which starts at the age of twelve and is categorized with the revitalization of sexual interests. An example of fixation in these development stages includes finger chewing, which is acquired by a child during the oral stage and it may persist if not well controlled thus a child becoming fixated. References Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18 , supl., 13-25. Emmerling, R. (2008). Emotional Intelligence: Theoretical and Cultural Perspectives. Washington, DC: Nova Publishers. Kalat, J. (2013). Introduction to Psychology. New York: Cengage Learning. Kaufman, S. (2008). The Cambridge Handbook of Intelligence. Cambridge: Cambridge University Press Li, R. (2006). A Theory of Conceptual Intelligence: Thinking, Learning, Creativity, and Giftedness. Westport: Praeger. Locke, A. (2005). "Why emotional intelligence is an invalid concept". Journal of Organizational Behavior 26 (4): 425–431 Martinez, M. (2000). Education as the Cultivation of Intelligence. California: Taylor & Francis. Salovey, P. (2004). Emotional Intelligence: Key Readings on the Mayer and Salovey Model. Boston: NPR Inc. Schultz, T. (2008). Theories of Personality. New York, NY: Wadsworth Publishing. Sigmund, F. (2009). Introductory Lectures on Psychoanalysis. Boston, CA: Penguin Freud Library. Read More