Does Higher IQ mean lower EQEI.pptx
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A study found that gifted individuals had higher levels of emotional intelligence (EI) than non-gifted individuals. The EI measurement models showed a larger difference when actual emotional competence was assessed rather than perceived competence. Another aspect of EI, self-awareness, was also higher in gifted children according to other research analyzing self-concept.
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Now well into their 40s, Bill and John came from similar backgrounds. They did equally well in school and on college admission tests, went to the same university where they performed comparably, and embarked on careers in business. However, whereas Bill has been very successful, consistently gaining promotions in a top company, John has been unable to climb the corporate ladder. Given that Bill and John began in so similar a manner, what accounts for their differential success in business? There could be many reasons, among them the possibility that there are skills that are important in business—and perhaps as well in adult life in general—that do not show up in academic exercises such as schoolwork and tests.
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Youth are the major seekers of employment as they traverse their journey of life from adolescent to youth. A significant proportion of youth take over the business of their family as heir apparent, but the major proportion of youth becomes the first time jobseekers and searches for economic opportunities as existing in their country of residence. Employment market is a dynamic system where people keep getting in and out of system. Through this paper the authors are interested to explore the relationship among the emotional intelligence with the Indian youth with respect to leadership and entrepreneurial ability. The author’s are explored the measurement techniques for the emotional intelligence
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Describe learning and
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Characterize the nature of
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Mind-wandering-in-children--Examining-task-unrelated-thou_2019_J.docx
Mind-wandering-in-children--Examining-task-unrelated-thou_2019_Journal-of-Ex.pdf
Journal of Experimental Child Psychology 179 (2019) 276–290
Contents lists available at ScienceDirect
Journal of Experimental Child
Psychology
journal homepage: www.elsevier .com/locate/ jecp
Mind wandering in children: Examining
task-unrelated thoughts in computerized
tasks and a classroom lesson, and the
association with different executive functions
https://doi.org/10.1016/j.jecp.2018.11.013
0022-0965/� 2018 Elsevier Inc. All rights reserved.
⇑ Corresponding author.
E-mail address: [email protected] (E.H.H. Keulers).
1 Both authors contributed equally to this work.
Esther H.H. Keulers a,⇑,1, Lisa M. Jonkman b,1
aDepartment of Neuropsychology & Psychopharmacology, Faculty of Psychology and Neuroscience, Maastricht University,
6200 MD Maastricht, The Netherlands
bDepartment of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University,
6200 MD Maastricht, The Netherlands
a r t i c l e i n f o a b s t r a c t
Article history:
Received 8 June 2018
Revised 16 November 2018
Available online 15 December 2018
Keywords:
Educational setting
Executive function
Inhibition/interference control
Mind wandering
Task-unrelated thought
Typically developing children
Mind wandering is associated with worse performance on cogni-
tively demanding tasks, but this concept is largely unexplored in
typically developing children and little is known about the relation
between mind wandering and specific executive functions (EFs).
This study aimed, first, to measure and compare children’s mind
wandering in controlled computerized tasks as well as in an educa-
tional setting and, second, to examine the association between
mind wandering and the three core EFs, namely inhibition, work-
ing memory, and set shifting/switching. A total of 52 children aged
9–11 years performed a classroom listening task and a computer-
ized EF battery consisting of flanker, running span, and attention
switching tasks. Mind wandering was measured using online
probed and/or retrospective self-reports of task-unrelated
thoughts (TUTs) during task performance. Children reported TUTs
on 20–25% of the thought probes, which did not differ between
classroom and EF tasks. Regression models, hierarchically adding
the three core EFs, accounted for a small but significant portion
of variance in TUT frequency when measured in class and retro-
spectively after EF tasks, but not when measured online in EF tasks.
Children with worse inhibition were more prone to mind wander
during classroom and EF tasks. Lower attention switching accuracy
http://crossmark.crossref.org/dialog/?doi=10.1016/j.jecp.2018.11.013&domain=pdf
https://doi.org/10.1016/j.jecp.2018.11.013
mailto:[email protected]
https://doi.org/10.1016/j.jecp.2018.11.013
http://www.sciencedirect.com/science/journal/00220965
http://www.elsevier.com/locate/jecp
E.H.H. Keulers, L.M. Jonkman / Journal of Experimental Child Psychology 179 .
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Introduction to psychologyHolley SimmonsWalden UniversityI.docx
Introduction to psychology
Holley Simmons
Walden University
Introduction to psychology
Psychology deals with the scientific study of the mind and the behavior of a person. The word psychology is derived from two Greek words, “psyche” and “logos” which mean life and explanation respectively. Therefore, psychology generally is the meaning of life where we endeavor to understand life. In everyday life we apply psychology either knowingly or unknowingly with popular television shows such as Dr. Phil utilizing psychologists to help people understand what they are going through. There are many types of psychologists, each dealing with a certain specific aspect of life (Mangal, 2019). Examples of this include school counselors, marriage and family therapists, religious therapists among many others.
Engagement statements/ questions:
· What is your opinion on what psychology is?
· What do you expect to learn in this course?
Point 1. Why is using intuition about everyday behavior insufficient for a complete understanding on the causes of behavior?
Psychologists rely on existing research which is based on scientific methods to understand the causes of a behavior. Therefore, utilizing intuition to carry out an activity which is achieved using scientific methods is not possible. However, human being is often compelled to utilizing their intuition to understand their behavior and in essence, they get to learn the principles of human behavior (Ross, 1977).
Examples of this instances include:
· Tendency to be depressed after failing at something important
· Giving bad news often leads to being blamed even in instances where one is not responsible for the bad news.
Scientific data is based mostly on these observations. However, it is not advisable to utilize intuition because it is not particularly thorough. Often one explanation of a behavior is taken as long as it seems right, however, there exists other explanations which are not taken into consideration. An example of this is where eyewitnesses are overconfident in the identification of a crime perpetrator. However, research has shown that they are often overconfident in incidences where they are wrong.
When using intuition, there are cognitive and motivational biases which may influence the way we interpret a behavior. This often led to drawing of erroneous conclusions. Therefore, it is important to accept the explanations of events after they have been scientifically tested to ensure that the conclusion made is not erroneous but the facts.
More often, after being presented by the results of a scientific research, one believes that they would have made a similar inference. Therefore, many people tend to disregard the importance of research since they believe that research arrives at similar conclusions as theirs. However, this feeling is caused by hindsight bias where after learning the results, we often connect it with examples in real life which support the findings. These examples may not come in.
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Critique of Emotional Intelligence in Organizations
The concept of emotional intelligence is invalid, both because it is not a form of intelligence, and because it is so broad and inclusive that it has no intelligible meaning. The extension of the term "intelligence" distorts the meaning of the concept. The final reason would be egalitarianism, so that everyone would be considered equal in intelligence.
DOI: 10.13140/RG.2.2.17749.04329
Critique of Emotional Intelligence in Organizations
The concept of emotional intelligence is invalid, both because it is not a form of intelligence, and because it is so broad and inclusive that it has no intelligible meaning. The extension of the term "intelligence" distorts the meaning of the concept. The final reason would be egalitarianism, so that everyone would be considered equal in intelligence.
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Now well into their 40s, Bill and John came from similar backgrounds. They did equally well in school and on college admission tests, went to the same university where they performed comparably, and embarked on careers in business. However, whereas Bill has been very successful, consistently gaining promotions in a top company, John has been unable to climb the corporate ladder. Given that Bill and John began in so similar a manner, what accounts for their differential success in business? There could be many reasons, among them the possibility that there are skills that are important in business—and perhaps as well in adult life in general—that do not show up in academic exercises such as schoolwork and tests.
This proposition is supported by research on the extent to which intelligence test scores predict real-world performance. On average, the validity coefficient between cognitive ability tests and measures of job performance is about .2 (Wigdor & Garner, 1982). This means that only 4% of the variance in job performance is accounted for by scores on ability tests. Even after validity coefficients are corrected for unreliability in test scores and criterion measures, and restriction of range caused by the fact that only high scorers were hired, the average validity coefficient rises only to .5 (J. Hunter & R. Hunter, 1984; Schmidt & J. Hunter, 1981). Thus, even with the corrections, only 25% of the variance in job performance is accounted for by ability test scores. Put the other way, even the corrected estimates leave unexplained a full three-fourths of the variance in job performance. Sternberg, Wagner, W. Williams, and Horvath (1995) concluded that “even the most charitable view of the relations between intelligence test scores and real-world performance leads to the conclusion that the majority of the variance in real-world performance is not accounted for by intelligence test scores” (p. 913). Clearly, there is more operating in adult success than the academic skills captured on ability tests.
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Discuss what intelligence is,
how it is measured, theories of multiple intelligences, the neuroscience of intelligence,
and some controversies and issues about its use by educators.
Describe learning and
thinking styles.
Characterize the nature of
personality and temperament.
Emotional Intelligence
Emotional intelligence is the ability of individuals to recognize their own and others' emotions, to discern between different feelings and to label them correctly, using emotional information to guide thinking and behavior, and to manage and adjust emotions to adapt to the environment or to achieve their own goals. There are several models that aim to measure emotional intelligence levels. Goleman's original model is a mixed model that combines abilities with traits. A trait model was developed by Konstantinos V. Petrides in 2001, with a focus on self-knowledge, and an ability model was developed by Peter Salovey and John Mayer in 2004 focusing on social relationship.
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Psychology 102: Intelligence & intelligence assessment
Overview of the psychology, history, and application of intelligence and intelligence testing.
D0361016025
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Mind-wandering-in-children--Examining-task-unrelated-thou_2019_J.docx
Mind-wandering-in-children--Examining-task-unrelated-thou_2019_Journal-of-Ex.pdf
Journal of Experimental Child Psychology 179 (2019) 276–290
Contents lists available at ScienceDirect
Journal of Experimental Child
Psychology
journal homepage: www.elsevier .com/locate/ jecp
Mind wandering in children: Examining
task-unrelated thoughts in computerized
tasks and a classroom lesson, and the
association with different executive functions
https://doi.org/10.1016/j.jecp.2018.11.013
0022-0965/� 2018 Elsevier Inc. All rights reserved.
⇑ Corresponding author.
E-mail address: [email protected] (E.H.H. Keulers).
1 Both authors contributed equally to this work.
Esther H.H. Keulers a,⇑,1, Lisa M. Jonkman b,1
aDepartment of Neuropsychology & Psychopharmacology, Faculty of Psychology and Neuroscience, Maastricht University,
6200 MD Maastricht, The Netherlands
bDepartment of Cognitive Neuroscience, Faculty of Psychology and Neuroscience, Maastricht University,
6200 MD Maastricht, The Netherlands
a r t i c l e i n f o a b s t r a c t
Article history:
Received 8 June 2018
Revised 16 November 2018
Available online 15 December 2018
Keywords:
Educational setting
Executive function
Inhibition/interference control
Mind wandering
Task-unrelated thought
Typically developing children
Mind wandering is associated with worse performance on cogni-
tively demanding tasks, but this concept is largely unexplored in
typically developing children and little is known about the relation
between mind wandering and specific executive functions (EFs).
This study aimed, first, to measure and compare children’s mind
wandering in controlled computerized tasks as well as in an educa-
tional setting and, second, to examine the association between
mind wandering and the three core EFs, namely inhibition, work-
ing memory, and set shifting/switching. A total of 52 children aged
9–11 years performed a classroom listening task and a computer-
ized EF battery consisting of flanker, running span, and attention
switching tasks. Mind wandering was measured using online
probed and/or retrospective self-reports of task-unrelated
thoughts (TUTs) during task performance. Children reported TUTs
on 20–25% of the thought probes, which did not differ between
classroom and EF tasks. Regression models, hierarchically adding
the three core EFs, accounted for a small but significant portion
of variance in TUT frequency when measured in class and retro-
spectively after EF tasks, but not when measured online in EF tasks.
Children with worse inhibition were more prone to mind wander
during classroom and EF tasks. Lower attention switching accuracy
http://crossmark.crossref.org/dialog/?doi=10.1016/j.jecp.2018.11.013&domain=pdf
https://doi.org/10.1016/j.jecp.2018.11.013
mailto:[email protected]
https://doi.org/10.1016/j.jecp.2018.11.013
http://www.sciencedirect.com/science/journal/00220965
http://www.elsevier.com/locate/jecp
E.H.H. Keulers, L.M. Jonkman / Journal of Experimental Child Psychology 179 .
A Study On Emotional Intelligence Among Management Students.Pdf
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The relationship between emotional intelligence and various psychological quo...
The purpose of this study is to critically analyze the relationship between emotional intelligence and various psychological quotients. This research is qualitative in nature and based on reviewing the previous studies done on emotional intelligence (EQ) and the various quotients. The different quotients taken into consideration are intelligence quotient (IQ), Meaning quotient (MQ), Global Quotient (GQ), Motivational quotient (MQ), Experience quotient (XQ), People quotient (PQ), Learning quotient (LQ), Cultural quotient (CQ), Consciousness quotient (CQ), Reputation quotient (RQ), Spiritual quotient (SQ), Adversity quotient (AQ), and Empathy quotient (EQ). After analyzing the literature, a brainstorming session was done to conclude a critical review
Introduction to psychologyHolley SimmonsWalden UniversityI.docx
Introduction to psychology
Holley Simmons
Walden University
Introduction to psychology
Psychology deals with the scientific study of the mind and the behavior of a person. The word psychology is derived from two Greek words, “psyche” and “logos” which mean life and explanation respectively. Therefore, psychology generally is the meaning of life where we endeavor to understand life. In everyday life we apply psychology either knowingly or unknowingly with popular television shows such as Dr. Phil utilizing psychologists to help people understand what they are going through. There are many types of psychologists, each dealing with a certain specific aspect of life (Mangal, 2019). Examples of this include school counselors, marriage and family therapists, religious therapists among many others.
Engagement statements/ questions:
· What is your opinion on what psychology is?
· What do you expect to learn in this course?
Point 1. Why is using intuition about everyday behavior insufficient for a complete understanding on the causes of behavior?
Psychologists rely on existing research which is based on scientific methods to understand the causes of a behavior. Therefore, utilizing intuition to carry out an activity which is achieved using scientific methods is not possible. However, human being is often compelled to utilizing their intuition to understand their behavior and in essence, they get to learn the principles of human behavior (Ross, 1977).
Examples of this instances include:
· Tendency to be depressed after failing at something important
· Giving bad news often leads to being blamed even in instances where one is not responsible for the bad news.
Scientific data is based mostly on these observations. However, it is not advisable to utilize intuition because it is not particularly thorough. Often one explanation of a behavior is taken as long as it seems right, however, there exists other explanations which are not taken into consideration. An example of this is where eyewitnesses are overconfident in the identification of a crime perpetrator. However, research has shown that they are often overconfident in incidences where they are wrong.
When using intuition, there are cognitive and motivational biases which may influence the way we interpret a behavior. This often led to drawing of erroneous conclusions. Therefore, it is important to accept the explanations of events after they have been scientifically tested to ensure that the conclusion made is not erroneous but the facts.
More often, after being presented by the results of a scientific research, one believes that they would have made a similar inference. Therefore, many people tend to disregard the importance of research since they believe that research arrives at similar conclusions as theirs. However, this feeling is caused by hindsight bias where after learning the results, we often connect it with examples in real life which support the findings. These examples may not come in.
Emotional Competence among the Higher Secondary Students
The present study focuses on the Emotional Competence among the higher secondary students. The investigator used the random sampling technique for this study. The findings of this study are i Female Students have high Emotional Competence when compared to Male students. ii There is no significant difference in mean scores of Emotional Competence with respect to Religion, iii There is no significant difference in mean scores of Emotional Competence with respect to Medium of Instruction, iv Government School Students have high Emotional Competence when compared to Private and Aided School students, v There is no significant difference in mean scores of Emotional Competence with respect to Family type, vi There is no significant difference in mean scores of Emotional Competence with respect to Father’s Occupation, and vii There is no significant difference in mean scores of Emotional Competence with respect to Mother’s Occupation. Dr. R. Muthaiyan "Emotional Competence among the Higher Secondary Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50239.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50239/emotional-competence-among-the-higher-secondary-students/dr-r-muthaiyan
Critique of Emotional Intelligence in Organizations
The concept of emotional intelligence is invalid, both because it is not a form of intelligence, and because it is so broad and inclusive that it has no intelligible meaning. The extension of the term "intelligence" distorts the meaning of the concept. The final reason would be egalitarianism, so that everyone would be considered equal in intelligence.
DOI: 10.13140/RG.2.2.17749.04329
Critique of Emotional Intelligence in Organizations
The concept of emotional intelligence is invalid, both because it is not a form of intelligence, and because it is so broad and inclusive that it has no intelligible meaning. The extension of the term "intelligence" distorts the meaning of the concept. The final reason would be egalitarianism, so that everyone would be considered equal in intelligence.
DOI: 10.13140/RG.2.2.17749.04329
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- 2. Surprisingly, gifted individuals actually have better EQ or EI than non- gifted individuals.
- 3. According to this study: The study findings reveal that gifted individuals had higher EI levels than their non-gifted counterparts. The EI measurement models heighten this disparity, when the actual emotional competence is assessed, rather than the perceived competence. (Ogorlu, 2021)
- 4. According to this study: The study findings reveal that gifted individuals had higher EI levels than their non-gifted counterparts. The EI measurement models heighten this disparity, when the actual emotional competence is assessed, rather than the perceived competence. (Ogorlu, 2021) Another important aspect of EI is self-awareness. Meta-analyses on self-concept in gifted children indicated that gifted children demonstrated a higher global and academic self-concept than other types of self-concept (e.g. Litster & Roberts, 2011; Pang, 1998).
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