Emotional Intelligence in Young and Middle Adulthood:
Cross-Sectional Analysis of Latent Structure and Means
Benjamin P. Chapman
University of Rochester Medical Center
Bert Hayslip Jr.
University of North Texas
Differentiation of the construct of emotional intelligence was investigated in young and middle-aged
adults, on the basis of hypotheses generated from differential emotions theory, discrete emotions
functionalist theory, and empirical literature on age-related changes in affective complexity and differ-
entiation of abilities. Both age groups were characterized by the same set of comparably related
dimensions. However, midlife adults reported significantly greater use of optimism as a mood-regulation
strategy than was reported by young adults. This study considers implications of possible structural
continuity in emotional intelligence in conjunction with mean increases in the use of optimism as a
strategy for managing affect.
Keywords: emotional intelligence, midlife, differentiation
Since its introduction by Salovey and Mayer (1990) and popu-
larization by Goleman (1995), emotional intelligence (EI) has been
a heavily researched individual difference construct. The EI field
has more recently focused on two putatively distinct forms of EI.
Trait EI is hypothesized to be a component of personality space
that is distinct from other traits such as the Big Five (Petrides &
Furnham, 2001), and it is measured by self-report inventories.
Ability EI is hypothesized to be a mental ability that is distinct
from other abilities (Mayer, Caruso, & Salovey, 1999), and it is
measured by performance tests.1
The issue of whether EI “behaves” more like a personality
trait or a cognitive ability has implications for its lifespan
trajectory, which with only a few exceptions, has been ne-
glected by researchers. Focusing mainly on the period from
infancy to young adulthood, Mayer, Salovey, Caruso, and Si-
tarenios (2001) proposed a “developmental criterion” for EI,
predicting that EI will increase with age, because it is an
adaptive function that develops in concert with cognitive and
social skills. Schaie (2001) pinpointed midlife as a time of peak
emotional functioning and called for cross-sectional compari-
sons involving samples of older adults. Kafetsios (2004) re-
ported that middle-aged persons scored higher than young per-
sons on performance EI tasks involving the facilitation,
understanding, and management of emotion. However, Ka-
fetsios’s primary concern was EI’s relationship to attachment
patterns, rather than its relationship to existing adult theories of
emotion related to development and aging.
The developmental criterion for EI implies mean-level
change in one or more dimensions of EI, but another question
prefigures this issue: Do the same specific dimensions charac-
terize the construct and/or exhibit similar interrelationships at
midlife as in young adulthood? Schaie (2001) raised this con-
cern on the basis of the literature o ...
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.
Personality and Individual Differences 51 (2011) 764–768Cont.docxherbertwilson5999
Personality and Individual Differences 51 (2011) 764–768
Contents lists available at ScienceDirect
Personality and Individual Differences
j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c a t e / p a i d
Emotional intelligence and social perception
Kendra P.A. DeBusk, Elizabeth J. Austin ⇑
Department of Psychology, School of Philosophy, Psychology, and Language Sciences, University of Edinburgh, 7 George Square, Edinburgh EH8 9JZ, UK
a r t i c l e i n f o a b s t r a c t
Article history:
Received 18 March 2011
Received in revised form 22 June 2011
Accepted 24 June 2011
Available online 23 July 2011
Keywords:
Emotional intelligence
Social perception
Cross-race
Cross-cultural
0191-8869/$ - see front matter � 2011 Elsevier Ltd. A
doi:10.1016/j.paid.2011.06.026
⇑ Corresponding author.
E-mail address: [email protected] (E.J. Au
One of the key facets of emotional intelligence (EI) is the capacity of an individual to recognise emotions
in others. However, this has not been tested cross-culturally, despite the body of research indicating that
people are better at recognising facial affect of members of their own culture. Given the emotion recog-
nition aspect of EI, it would seem that EI should be related to correctly identifying emotion in others
regardless of race. In order to test this, a social perception inspection time task was carried out in which
participants (41 Caucasian and 46 Far-East Asian) were required to identify the emotion on Caucasian and
Far-East Asian faces that were happy, sad, or angry. Results from this study indicate that EI was not
related to correctly identifying facial expressions. The results did confirm that participants are better able
to recognise people of their own ethnicity, though this was only applicable to negative emotions.
� 2011 Elsevier Ltd. All rights reserved.
1. Introduction
Emotion perception is an important capability which impacts
the ability of individuals to negotiate their social environment.
There is evidence that the ability to perceive others’ emotions is af-
fected by whether the target person is a member of the same racial
or cultural group as the perceiver. This phenomenon is conceptu-
ally linked to that of facial recognition as a function of target
race/culture. In order to place the literature of cross-race and
cross-culture facial emotion recognition in context, we first review
the literature on cross-group face recognition.
A meta-analysis (Meissner & Brigham, 2001) indicated a robust
own-race bias in memory for faces. The theoretical interpretation
of this phenomenon has been based on the idea that greater expo-
sure to an individual’s own racial group than to other groups al-
lows them to develop greater expertise in recognising own-race
faces. More detailed studies have linked this performance advan-
tage to more efficient encoding and greater use of holistic process-
ing when the target is an own-race face (e.g. Michel, Caldara, &
Rossion, 2006; Walker & .
Social and Personality Psychology Compass 101 (2016) 11–25, .docxwhitneyleman54422
Social and Personality Psychology Compass 10/1 (2016): 11–25, 10.1111/spc3.12229
Exploring the Toolkit of Emotion: What Do Sadness and
Anger Do for Us?
Heather C. Lench*, Thomas P. Tibbett and Shane W. Bench
Texas A&M University
Abstract
What do negative emotions do for people? We present a framework that defines the function of emotions
as the degree to which discrete emotions result in better outcomes in particular types of situations. Focus-
ing on sadness and anger, we review evidence related to the situations that elicit these emotions; the cog-
nitive, physiological, and behavioral changes associated with the emotions; and the extent to which these
changes result in demonstrably better outcomes in the type of situation that elicits the emotion. Sadness is
elicited by perceived goal loss without possibility of restoration given current abilities and is associated
with deliberative reasoning, reduced physiological activity, and behavioral expression. There is prelimi-
nary evidence suggesting that sadness can permit coping with loss, and that expression of sadness can re-
cruit others to assist in goal attainment. Anger is elicited by perceived goal loss that can be prevented if an
obstacle is overcome and is associated with heuristic reasoning, increased physiological activity, and be-
havioral expression. There is evidence that expression of anger prompts others to remove themselves as
obstacles, and preliminary evidence that anger can promote overcoming obstacles and goal attainment.
Like precision tools, specific emotions are best utilized to resolve particular problems.
People often assume that being in a constant state of happiness would be ideal for human func-
tioning. In fact, the majority of people consider being happy to be of paramount importance in
their lives (Diener, 2000). Yet research findings have revealed that happiness is not the panacea it
might appear, and that instead a mixture of positive and negative emotions is related to positive
outcomes (Cole, Martin, & Dennis, 2004). In the present review, we address the question of
what negative emotions do for people. We utilize a class of emotion theories – functional ac-
counts – to integrate findings related to the consequences of emotions. Broadly speaking, func-
tional accounts of emotion posit that emotions are functional in the sense that they do
something useful for people. We present a framework that defines the function of emotions
as the degree to which the changes associated with discrete emotions result in better outcomes
in particular types of situations. To use an analogy, emotions do not function as sledgehammers that
can deal with any problem, but rather as a Swiss army knife with a multitude of tools that are
best utilized to resolve particular problems.
Functional Accounts of Emotion
The term “emotion” is used in a variety of ways in the research literature and in colloquial
speech. Although debate continues, there is an emerging consensus that a pr.
Running head EFFECTS OF AGE ON DETECTION OF EMOTION 1Effe.docxtodd271
Running head: EFFECTS OF AGE ON DETECTION OF EMOTION 1
Effects of Age on Detection of Emotional Information
Christina M. Leclerc and Elizabeth A. Kensinger
Boston College
Author Note
This research was supported by National Science Foundation Grant BCS 0542694
awarded to Elizabeth A. Kensinger.
Correspondence concerning this article should be addressed to Christina M. Leclerc,
Department of Psychology, Boston College, McGuinn Hall, Room 512, 140 Commonwealth
Avenue, Chestnut Hill, MA 02467. Email: [email protected]
Christina M. Leclerc and Elizabeth A. Kensinger, Department of Psychology,
Boston College.
Author Note
arch was supported by National Science Foundation Grant BCS 0542694
beth A. Kensinger.
ndence concerning this article should be addressed to Christina M. Leclerc,
sychology, Boston College, McGuinn Hall, Room 512, 140 Commonwealth
ut Hill, MA 02467. Email: [email protected]
M. Leclerc and Elizabeth A. Kensinger, Department of Psychology,
Writing the abstract, 2.04
Establishing a title, 2.01; Preparing the
manuscript for submission, 8.03
Formatting the author name (byline) and
institutional affiliation, 2.02, Table 2.1
Double-spaced manuscript,
Times Roman typeface,
1-inch margins, 8.03
Elements of an author note, 2.03
EFFECTS OF AGE ON DETECTION OF EMOTION 2
Abstract
Age differences were examined in affective processing, in the context of a visual search task.
Young and older adults were faster to detect high arousal images compared with low arousal and
neutral items. Younger adults were faster to detect positive high arousal targets compared with
other categories. In contrast, older adults exhibited an overall detection advantage for emotional
images compared with neutral images. Together, these findings suggest that older adults do not
display valence-based effects on affective processing at relatively automatic stages.
Keywords: aging, attention, information processing, emotion, visual search
Figure 2.1. Sample One-Experiment Paper (The numbers refer to numbered
sections in the Publication Manual.)
Paper adapted from “Effects of Age on Detection of Emotional Information,” by C. M. Leclerc and E. A. Kensinger,
2008, Psychology and Aging, 23, pp. 209–215. Copyright 2008 by the American Psychological Association.
EFFECTS OF AGE ON DETECTION OF EMOTION 3
Effects of Age on Detection of Emotional Information
Frequently, people encounter situations in their environment in which it is impossible to
attend to all available stimuli. It is therefore of great importance for one’s attentional processes to
select only the most salient information in the environment to which one should attend. Previous
research has suggested that emotional information is privy to attentional selection in young
adults (e.g.,
& Tapia, 2004; Nummenmaa, Hyona, & Calvo, 2006), an obvious service to evolutionary drives
to approach rewarding situations and to avoid threat and danger (Davis & Whalen, 200.
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.
Personality and Individual Differences 51 (2011) 764–768Cont.docxherbertwilson5999
Personality and Individual Differences 51 (2011) 764–768
Contents lists available at ScienceDirect
Personality and Individual Differences
j o u r n a l h o m e p a g e : w w w . e l s e v i e r . c o m / l o c a t e / p a i d
Emotional intelligence and social perception
Kendra P.A. DeBusk, Elizabeth J. Austin ⇑
Department of Psychology, School of Philosophy, Psychology, and Language Sciences, University of Edinburgh, 7 George Square, Edinburgh EH8 9JZ, UK
a r t i c l e i n f o a b s t r a c t
Article history:
Received 18 March 2011
Received in revised form 22 June 2011
Accepted 24 June 2011
Available online 23 July 2011
Keywords:
Emotional intelligence
Social perception
Cross-race
Cross-cultural
0191-8869/$ - see front matter � 2011 Elsevier Ltd. A
doi:10.1016/j.paid.2011.06.026
⇑ Corresponding author.
E-mail address: [email protected] (E.J. Au
One of the key facets of emotional intelligence (EI) is the capacity of an individual to recognise emotions
in others. However, this has not been tested cross-culturally, despite the body of research indicating that
people are better at recognising facial affect of members of their own culture. Given the emotion recog-
nition aspect of EI, it would seem that EI should be related to correctly identifying emotion in others
regardless of race. In order to test this, a social perception inspection time task was carried out in which
participants (41 Caucasian and 46 Far-East Asian) were required to identify the emotion on Caucasian and
Far-East Asian faces that were happy, sad, or angry. Results from this study indicate that EI was not
related to correctly identifying facial expressions. The results did confirm that participants are better able
to recognise people of their own ethnicity, though this was only applicable to negative emotions.
� 2011 Elsevier Ltd. All rights reserved.
1. Introduction
Emotion perception is an important capability which impacts
the ability of individuals to negotiate their social environment.
There is evidence that the ability to perceive others’ emotions is af-
fected by whether the target person is a member of the same racial
or cultural group as the perceiver. This phenomenon is conceptu-
ally linked to that of facial recognition as a function of target
race/culture. In order to place the literature of cross-race and
cross-culture facial emotion recognition in context, we first review
the literature on cross-group face recognition.
A meta-analysis (Meissner & Brigham, 2001) indicated a robust
own-race bias in memory for faces. The theoretical interpretation
of this phenomenon has been based on the idea that greater expo-
sure to an individual’s own racial group than to other groups al-
lows them to develop greater expertise in recognising own-race
faces. More detailed studies have linked this performance advan-
tage to more efficient encoding and greater use of holistic process-
ing when the target is an own-race face (e.g. Michel, Caldara, &
Rossion, 2006; Walker & .
Social and Personality Psychology Compass 101 (2016) 11–25, .docxwhitneyleman54422
Social and Personality Psychology Compass 10/1 (2016): 11–25, 10.1111/spc3.12229
Exploring the Toolkit of Emotion: What Do Sadness and
Anger Do for Us?
Heather C. Lench*, Thomas P. Tibbett and Shane W. Bench
Texas A&M University
Abstract
What do negative emotions do for people? We present a framework that defines the function of emotions
as the degree to which discrete emotions result in better outcomes in particular types of situations. Focus-
ing on sadness and anger, we review evidence related to the situations that elicit these emotions; the cog-
nitive, physiological, and behavioral changes associated with the emotions; and the extent to which these
changes result in demonstrably better outcomes in the type of situation that elicits the emotion. Sadness is
elicited by perceived goal loss without possibility of restoration given current abilities and is associated
with deliberative reasoning, reduced physiological activity, and behavioral expression. There is prelimi-
nary evidence suggesting that sadness can permit coping with loss, and that expression of sadness can re-
cruit others to assist in goal attainment. Anger is elicited by perceived goal loss that can be prevented if an
obstacle is overcome and is associated with heuristic reasoning, increased physiological activity, and be-
havioral expression. There is evidence that expression of anger prompts others to remove themselves as
obstacles, and preliminary evidence that anger can promote overcoming obstacles and goal attainment.
Like precision tools, specific emotions are best utilized to resolve particular problems.
People often assume that being in a constant state of happiness would be ideal for human func-
tioning. In fact, the majority of people consider being happy to be of paramount importance in
their lives (Diener, 2000). Yet research findings have revealed that happiness is not the panacea it
might appear, and that instead a mixture of positive and negative emotions is related to positive
outcomes (Cole, Martin, & Dennis, 2004). In the present review, we address the question of
what negative emotions do for people. We utilize a class of emotion theories – functional ac-
counts – to integrate findings related to the consequences of emotions. Broadly speaking, func-
tional accounts of emotion posit that emotions are functional in the sense that they do
something useful for people. We present a framework that defines the function of emotions
as the degree to which the changes associated with discrete emotions result in better outcomes
in particular types of situations. To use an analogy, emotions do not function as sledgehammers that
can deal with any problem, but rather as a Swiss army knife with a multitude of tools that are
best utilized to resolve particular problems.
Functional Accounts of Emotion
The term “emotion” is used in a variety of ways in the research literature and in colloquial
speech. Although debate continues, there is an emerging consensus that a pr.
Running head EFFECTS OF AGE ON DETECTION OF EMOTION 1Effe.docxtodd271
Running head: EFFECTS OF AGE ON DETECTION OF EMOTION 1
Effects of Age on Detection of Emotional Information
Christina M. Leclerc and Elizabeth A. Kensinger
Boston College
Author Note
This research was supported by National Science Foundation Grant BCS 0542694
awarded to Elizabeth A. Kensinger.
Correspondence concerning this article should be addressed to Christina M. Leclerc,
Department of Psychology, Boston College, McGuinn Hall, Room 512, 140 Commonwealth
Avenue, Chestnut Hill, MA 02467. Email: [email protected]
Christina M. Leclerc and Elizabeth A. Kensinger, Department of Psychology,
Boston College.
Author Note
arch was supported by National Science Foundation Grant BCS 0542694
beth A. Kensinger.
ndence concerning this article should be addressed to Christina M. Leclerc,
sychology, Boston College, McGuinn Hall, Room 512, 140 Commonwealth
ut Hill, MA 02467. Email: [email protected]
M. Leclerc and Elizabeth A. Kensinger, Department of Psychology,
Writing the abstract, 2.04
Establishing a title, 2.01; Preparing the
manuscript for submission, 8.03
Formatting the author name (byline) and
institutional affiliation, 2.02, Table 2.1
Double-spaced manuscript,
Times Roman typeface,
1-inch margins, 8.03
Elements of an author note, 2.03
EFFECTS OF AGE ON DETECTION OF EMOTION 2
Abstract
Age differences were examined in affective processing, in the context of a visual search task.
Young and older adults were faster to detect high arousal images compared with low arousal and
neutral items. Younger adults were faster to detect positive high arousal targets compared with
other categories. In contrast, older adults exhibited an overall detection advantage for emotional
images compared with neutral images. Together, these findings suggest that older adults do not
display valence-based effects on affective processing at relatively automatic stages.
Keywords: aging, attention, information processing, emotion, visual search
Figure 2.1. Sample One-Experiment Paper (The numbers refer to numbered
sections in the Publication Manual.)
Paper adapted from “Effects of Age on Detection of Emotional Information,” by C. M. Leclerc and E. A. Kensinger,
2008, Psychology and Aging, 23, pp. 209–215. Copyright 2008 by the American Psychological Association.
EFFECTS OF AGE ON DETECTION OF EMOTION 3
Effects of Age on Detection of Emotional Information
Frequently, people encounter situations in their environment in which it is impossible to
attend to all available stimuli. It is therefore of great importance for one’s attentional processes to
select only the most salient information in the environment to which one should attend. Previous
research has suggested that emotional information is privy to attentional selection in young
adults (e.g.,
& Tapia, 2004; Nummenmaa, Hyona, & Calvo, 2006), an obvious service to evolutionary drives
to approach rewarding situations and to avoid threat and danger (Davis & Whalen, 200.
Running head EFFECTS OF AGE ON DETECTION OF EMOTION 1Effe.docxsusanschei
Running head: EFFECTS OF AGE ON DETECTION OF EMOTION 1
Effects of Age on Detection of Emotional Information
Christina M. Leclerc and Elizabeth A. Kensinger
Boston College
Author Note
This research was supported by National Science Foundation Grant BCS 0542694
awarded to Elizabeth A. Kensinger.
Correspondence concerning this article should be addressed to Christina M. Leclerc,
Department of Psychology, Boston College, McGuinn Hall, Room 512, 140 Commonwealth
Avenue, Chestnut Hill, MA 02467. Email: [email protected]
Christina M. Leclerc and Elizabeth A. Kensinger, Department of Psychology,
Boston College.
Author Note
arch was supported by National Science Foundation Grant BCS 0542694
beth A. Kensinger.
ndence concerning this article should be addressed to Christina M. Leclerc,
sychology, Boston College, McGuinn Hall, Room 512, 140 Commonwealth
ut Hill, MA 02467. Email: [email protected]
M. Leclerc and Elizabeth A. Kensinger, Department of Psychology,
Writing the abstract, 2.04
Establishing a title, 2.01; Preparing the
manuscript for submission, 8.03
Formatting the author name (byline) and
institutional affiliation, 2.02, Table 2.1
Double-spaced manuscript,
Times Roman typeface,
1-inch margins, 8.03
Elements of an author note, 2.03
EFFECTS OF AGE ON DETECTION OF EMOTION 2
Abstract
Age differences were examined in affective processing, in the context of a visual search task.
Young and older adults were faster to detect high arousal images compared with low arousal and
neutral items. Younger adults were faster to detect positive high arousal targets compared with
other categories. In contrast, older adults exhibited an overall detection advantage for emotional
images compared with neutral images. Together, these findings suggest that older adults do not
display valence-based effects on affective processing at relatively automatic stages.
Keywords: aging, attention, information processing, emotion, visual search
M A N U S C R I P T S T R U C T U R E A N D C O N T E N T 41
Figure 2.1. Sample One-Experiment Paper (The numbers refer to numbered
sections in the Publication Manual.)
Paper adapted from “Effects of Age on Detection of Emotional Information,” by C. M. Leclerc and E. A. Kensinger,
2008, Psychology and Aging, 23, pp. 209–215. Copyright 2008 by the American Psychological Association.
S A M P L E P A P E R S42
EFFECTS OF AGE ON DETECTION OF EMOTION 3
Effects of Age on Detection of Emotional Information
Frequently, people encounter situations in their environment in which it is impossible to
attend to all available stimuli. It is therefore of great importance for one’s attentional processes to
select only the most salient information in the environment to which one should attend. Previous
research has suggested that emotional information is privy to attentional selection in young
adults (e.g.,
& Tapia, 2004; Nummenmaa, Hyona, & Calvo, 2006), an obvious service to evolutionary d ...
A Review Study on Spiritual Intelligence, Adolescence and Spiritual Intellige...Jonathan Dunnemann
This study reviewed the articles about adolescence, its relation to spiritual intelligence and the related theories. The adolescence period is the best time to develop positive emotions and training skills, because adolescents are seeking to find their identity and their future personality at this period. Approach: Spiritual intelligence had a significant influence on the quality of life and it goes without saying that adolescence is a sensitive period which requires specific
training to make a brighter future and be exposed to the difficulties. Spirituality can be viewed as a form of intelligence because it predicts functioning and adaptation and offers capabilities that enable people to solve problems and attain goals. Results: Conceiving spirituality as a sort of intelligence
extended the psychologist’s conception of spirituality and allowed its association with the rational cognitive processes like goal achievement and problem solving. Conclusion: Emotional intelligence allowed us to judge in which situation we were involved and then to behave appropriately within it.
Spiritual intelligence allowed us to ask if we want to be in this particular situation in the first place.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Emotions are subjective feelings related to mood and affect. Emotions are biologically basic, present at birth, and universally experi- enced, but can be shaped by culture and learn- ing.
A Review Study on Spiritual Intelligence, Adolescence and Spiritual Intellig...Jonathan Dunnemann
This paper reviewed the articles about adolescence, its relation to spiritual intelligence and the related theories. The adolescence period is the best time to develop positive emotions and training skills, because adolescents are seeking to find their identity and their future personality at this period. Spiritual intelligence has a significant influence on the quality of life and it goes without saying that adolescence is a sensitive period which requires specific training to make a brighter future and be exposed to the difficulties. Spirituality can be viewed as a form of intelligence because it predicts functioning and adaptation and offers capabilities that enable people to solve
problems and attain goals. Conceiving spirituality as a sort of intelligence extends the psychologist’s conception of spirituality and allows its association with the rational cognitive processes like goal achievement and problem solving. Emotional intelligence allows us to judge in which situation we are involved and then to behave appropriately within it. Spiritual intelligence allows us to ask if we want to be in this particular situation in the
first place.
1Running head INTROVERSION-EXTRAVERSION AND MARRIAGE BLISS.docxeugeniadean34240
1
Running head: INTROVERSION-EXTRAVERSION AND MARRIAGE BLISS
Add page number.
Use header. Note the phrase “Running head” is uppercase-lowercase, but the short title is all capital letters. Short title should be different from the main title, no more than 50 letters including spaces. Make sure the font type and size through out the document is the same, this includes headers.
Include an APA-style title page with your submission. This is one example of a title page.
Introversion and Extraversion Personality Traits and Marital Bliss
Jason King
Argosy University
Add the main title in the middle of the page; your name in the second line and the university’s name in the third line.
Add “Author Note”. Observe the word “Note” is singular. Use your name and email address in the note.
Author Note
This research was carried out as partial fulfillment towards the Research Methods course at Argosy University by Jason King.
Correspondence concerning this article should be addressed to Jason King, Department of Psychology, Argosy University, Phoenix 2233 West Dunlap Avenue, Phoenix, AZ 85021 Email: [email protected]
Introversion and Extraversion Personality Traits and Marital Bliss
This is the first summary of your study. Please note that the study reference is now different form M1A3 assignment.
Put main title of the study here.
Emotional responses tell us how an individual is processing her environment, and if it contains negative stimuli, emotions reflect such negativity in behavior. Tamir, Robinson, and Clore (2002) carried out four experiments in this study and investigated reaction time (RT), to positive and negative adjectives. In the first study, 102 participants responded to a RT task and then completed Positive and Negative Affect Schedule (PANAS) developed by Watson, Clark, and Tellegen, (1988) to determine their moods, followed by International Personality Item Pool (IPIP) scales (short form) by Goldberg (1997) to assess their extraversion. The RT task required each participant to respond to a block of words, the participants wanted (e.g., love, happiness etc), or not wanted (failure, pain, etc.,) or neutral (afternoon, definition, etc.,). Extraverts were faster than introverts on positive mood task, and introverts were faster with negative mood tasks. For both type of individuals, RT slowed down if they performed the opposite mood tasks. After the first experiment Tamir et al., (2002) carried out three other experiments manipulating mood conditions and found essentially the same results. This study proposes that traits of introversion and extraversion regulate mood and behavior to pleasant and non-pleasant stimulus material, and would be useful for my proposal, because it suggests that extraverted and introverted individuals may process pleasant and unpleasant affective stimulation from the spouse differently leading to marital bliss or nightmare.
Why is it that extraverts associate with positive moods and introverts w.
Emotion differentiation (ED) ) or emotional granularity refers to the precision with which people can identify and distinguish their emotions or labeling emotional experience with a high degree of specificity and has been associated with well-being (i.e. depressive symptoms, positivity and negativity intensity and propensity, implicit theories of emotions) in
Adults.
Adolescents
Teens
People high in this ability
provide themselves more information about how best to act in a given situation laden with intense negative emotion.
They show improved emotion regulation ability
Have more options to generate and execute better focused strategies to reduce negative emotions and increase positive emotions.
Get an adaptive advantage.
Helps us achieve greater psychological and social well-being because we have focused responses to deal with life’s issues.
Our increased focus fosters easier emotion regulation.
This process enables us to pursue our strivings.
AFRICAResearch Paper AssignmentInstructionsOverview.docxSALU18
AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
the nature of organized crime in the assigned area (you may narrow the scope of
your analysis through your introduction or thesis stat.
Adversarial ProceedingsCritically discuss with your classmates t.docxSALU18
Adversarial Proceedings
Critically discuss with your classmates the claim that adversarial proceedings can be distinguished as relying more on the government’s ability to prove guilt (following specific rules of criminal procedure the defendant’s guilt whereas the inquisitorial process spends more time on investigations to determine if the defendant truly committed the crime).
.
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Running head EFFECTS OF AGE ON DETECTION OF EMOTION 1Effe.docxsusanschei
Running head: EFFECTS OF AGE ON DETECTION OF EMOTION 1
Effects of Age on Detection of Emotional Information
Christina M. Leclerc and Elizabeth A. Kensinger
Boston College
Author Note
This research was supported by National Science Foundation Grant BCS 0542694
awarded to Elizabeth A. Kensinger.
Correspondence concerning this article should be addressed to Christina M. Leclerc,
Department of Psychology, Boston College, McGuinn Hall, Room 512, 140 Commonwealth
Avenue, Chestnut Hill, MA 02467. Email: [email protected]
Christina M. Leclerc and Elizabeth A. Kensinger, Department of Psychology,
Boston College.
Author Note
arch was supported by National Science Foundation Grant BCS 0542694
beth A. Kensinger.
ndence concerning this article should be addressed to Christina M. Leclerc,
sychology, Boston College, McGuinn Hall, Room 512, 140 Commonwealth
ut Hill, MA 02467. Email: [email protected]
M. Leclerc and Elizabeth A. Kensinger, Department of Psychology,
Writing the abstract, 2.04
Establishing a title, 2.01; Preparing the
manuscript for submission, 8.03
Formatting the author name (byline) and
institutional affiliation, 2.02, Table 2.1
Double-spaced manuscript,
Times Roman typeface,
1-inch margins, 8.03
Elements of an author note, 2.03
EFFECTS OF AGE ON DETECTION OF EMOTION 2
Abstract
Age differences were examined in affective processing, in the context of a visual search task.
Young and older adults were faster to detect high arousal images compared with low arousal and
neutral items. Younger adults were faster to detect positive high arousal targets compared with
other categories. In contrast, older adults exhibited an overall detection advantage for emotional
images compared with neutral images. Together, these findings suggest that older adults do not
display valence-based effects on affective processing at relatively automatic stages.
Keywords: aging, attention, information processing, emotion, visual search
M A N U S C R I P T S T R U C T U R E A N D C O N T E N T 41
Figure 2.1. Sample One-Experiment Paper (The numbers refer to numbered
sections in the Publication Manual.)
Paper adapted from “Effects of Age on Detection of Emotional Information,” by C. M. Leclerc and E. A. Kensinger,
2008, Psychology and Aging, 23, pp. 209–215. Copyright 2008 by the American Psychological Association.
S A M P L E P A P E R S42
EFFECTS OF AGE ON DETECTION OF EMOTION 3
Effects of Age on Detection of Emotional Information
Frequently, people encounter situations in their environment in which it is impossible to
attend to all available stimuli. It is therefore of great importance for one’s attentional processes to
select only the most salient information in the environment to which one should attend. Previous
research has suggested that emotional information is privy to attentional selection in young
adults (e.g.,
& Tapia, 2004; Nummenmaa, Hyona, & Calvo, 2006), an obvious service to evolutionary d ...
A Review Study on Spiritual Intelligence, Adolescence and Spiritual Intellige...Jonathan Dunnemann
This study reviewed the articles about adolescence, its relation to spiritual intelligence and the related theories. The adolescence period is the best time to develop positive emotions and training skills, because adolescents are seeking to find their identity and their future personality at this period. Approach: Spiritual intelligence had a significant influence on the quality of life and it goes without saying that adolescence is a sensitive period which requires specific
training to make a brighter future and be exposed to the difficulties. Spirituality can be viewed as a form of intelligence because it predicts functioning and adaptation and offers capabilities that enable people to solve problems and attain goals. Results: Conceiving spirituality as a sort of intelligence
extended the psychologist’s conception of spirituality and allowed its association with the rational cognitive processes like goal achievement and problem solving. Conclusion: Emotional intelligence allowed us to judge in which situation we were involved and then to behave appropriately within it.
Spiritual intelligence allowed us to ask if we want to be in this particular situation in the first place.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Emotions are subjective feelings related to mood and affect. Emotions are biologically basic, present at birth, and universally experi- enced, but can be shaped by culture and learn- ing.
A Review Study on Spiritual Intelligence, Adolescence and Spiritual Intellig...Jonathan Dunnemann
This paper reviewed the articles about adolescence, its relation to spiritual intelligence and the related theories. The adolescence period is the best time to develop positive emotions and training skills, because adolescents are seeking to find their identity and their future personality at this period. Spiritual intelligence has a significant influence on the quality of life and it goes without saying that adolescence is a sensitive period which requires specific training to make a brighter future and be exposed to the difficulties. Spirituality can be viewed as a form of intelligence because it predicts functioning and adaptation and offers capabilities that enable people to solve
problems and attain goals. Conceiving spirituality as a sort of intelligence extends the psychologist’s conception of spirituality and allows its association with the rational cognitive processes like goal achievement and problem solving. Emotional intelligence allows us to judge in which situation we are involved and then to behave appropriately within it. Spiritual intelligence allows us to ask if we want to be in this particular situation in the
first place.
1Running head INTROVERSION-EXTRAVERSION AND MARRIAGE BLISS.docxeugeniadean34240
1
Running head: INTROVERSION-EXTRAVERSION AND MARRIAGE BLISS
Add page number.
Use header. Note the phrase “Running head” is uppercase-lowercase, but the short title is all capital letters. Short title should be different from the main title, no more than 50 letters including spaces. Make sure the font type and size through out the document is the same, this includes headers.
Include an APA-style title page with your submission. This is one example of a title page.
Introversion and Extraversion Personality Traits and Marital Bliss
Jason King
Argosy University
Add the main title in the middle of the page; your name in the second line and the university’s name in the third line.
Add “Author Note”. Observe the word “Note” is singular. Use your name and email address in the note.
Author Note
This research was carried out as partial fulfillment towards the Research Methods course at Argosy University by Jason King.
Correspondence concerning this article should be addressed to Jason King, Department of Psychology, Argosy University, Phoenix 2233 West Dunlap Avenue, Phoenix, AZ 85021 Email: [email protected]
Introversion and Extraversion Personality Traits and Marital Bliss
This is the first summary of your study. Please note that the study reference is now different form M1A3 assignment.
Put main title of the study here.
Emotional responses tell us how an individual is processing her environment, and if it contains negative stimuli, emotions reflect such negativity in behavior. Tamir, Robinson, and Clore (2002) carried out four experiments in this study and investigated reaction time (RT), to positive and negative adjectives. In the first study, 102 participants responded to a RT task and then completed Positive and Negative Affect Schedule (PANAS) developed by Watson, Clark, and Tellegen, (1988) to determine their moods, followed by International Personality Item Pool (IPIP) scales (short form) by Goldberg (1997) to assess their extraversion. The RT task required each participant to respond to a block of words, the participants wanted (e.g., love, happiness etc), or not wanted (failure, pain, etc.,) or neutral (afternoon, definition, etc.,). Extraverts were faster than introverts on positive mood task, and introverts were faster with negative mood tasks. For both type of individuals, RT slowed down if they performed the opposite mood tasks. After the first experiment Tamir et al., (2002) carried out three other experiments manipulating mood conditions and found essentially the same results. This study proposes that traits of introversion and extraversion regulate mood and behavior to pleasant and non-pleasant stimulus material, and would be useful for my proposal, because it suggests that extraverted and introverted individuals may process pleasant and unpleasant affective stimulation from the spouse differently leading to marital bliss or nightmare.
Why is it that extraverts associate with positive moods and introverts w.
Emotion differentiation (ED) ) or emotional granularity refers to the precision with which people can identify and distinguish their emotions or labeling emotional experience with a high degree of specificity and has been associated with well-being (i.e. depressive symptoms, positivity and negativity intensity and propensity, implicit theories of emotions) in
Adults.
Adolescents
Teens
People high in this ability
provide themselves more information about how best to act in a given situation laden with intense negative emotion.
They show improved emotion regulation ability
Have more options to generate and execute better focused strategies to reduce negative emotions and increase positive emotions.
Get an adaptive advantage.
Helps us achieve greater psychological and social well-being because we have focused responses to deal with life’s issues.
Our increased focus fosters easier emotion regulation.
This process enables us to pursue our strivings.
AFRICAResearch Paper AssignmentInstructionsOverview.docxSALU18
AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
the nature of organized crime in the assigned area (you may narrow the scope of
your analysis through your introduction or thesis stat.
Adversarial ProceedingsCritically discuss with your classmates t.docxSALU18
Adversarial Proceedings
Critically discuss with your classmates the claim that adversarial proceedings can be distinguished as relying more on the government’s ability to prove guilt (following specific rules of criminal procedure the defendant’s guilt whereas the inquisitorial process spends more time on investigations to determine if the defendant truly committed the crime).
.
Advances In Management Vol. 9 (5) May (2016)
1
Generation Gaps: Changes in the Workplace due to
Differing Generational Values
Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra*
Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA
*[email protected]
Abstract
The purpose of this study is to discuss the
generational gaps that are found in the workplace
today. With multiple generations working together,
and the oldest generation having to work longer and
retire later, generational changes are occurring in the
workplace and for management. There is a lack of
communication and understanding between the
different generations caused through differing values
and goals. Younger generations are also entering
different fields than those that were popular for older
generations. There is a serious new problem in the
workplace, and it has nothing to do with downsizing,
global competition, pointy-haired bosses, stress or
greed. Instead, it is the problem of distinct
generations — the Veterans, the Baby Boomers, Gen
X and Gen Y — working together and often colliding
as their paths cross.
Individuals with different values, different ideas,
different ways of getting things done and different
ways of communicating in the workplace have always
existed. So, why is this becoming a problem now? At
work, generation differences can affect everything
including recruiting, building teams, dealing with
change, motivating, managing, and maintaining and
increasing productivity All of these ideas are
explored, discussed, and evaluated, through looking
at current research on the topic and case studies that
have been conducted not only in the United States but
around the world.
Keywords: Generation gap, workplace, values.
Introduction
Throughout the years, as the population has continued to
both grow and age, it has caused generational changes to
take place in the various aspects of life. With the changes in
the demographics of the world’s population, there have also
been changes in how each group thinks and what they
value. This not only affects the way people behave in their
personal lives, but it also affects the workplace. As
generational changes occur in the workplace, a lack of
communication has caused adisconnect to occur between
the values and goals present among the different age groups
along with newer generations choosing different career
paths.
* Author for Correspondence
In order to understand where these differences stem from,
you need to analyze how each generation is different when
it comes to their beliefs and values. So, it is best to identify
the different groups present in workplace which range from
those born in 1922 to those born in the early 1990’s.
Moving chronologically, the fi.
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African-American Literature: An introduction to major African-American writers from the earliest expressions to the present. An examination of the cultural milieu from which the writing arose, the ideological stance of each writer studied, and the styles and structure of the works considered
8 wks
.
African American Women and Healthcare I want to explain how heal.docxSALU18
African American Women and Healthcare
I want to explain how healthcare is perceived in the African American community especially amongst women and if their concerns and apprehension are justified. The paper must include a title page, introduction section, abstract section, literature review section, methods section, results section, discussion section, and a signature page. I will attach some samples that were given to me.
.
Advocacy & Legislation in Early Childhood EducationAdvocacy & Le.docxSALU18
Advocacy & Legislation in Early Childhood Education
Advocacy & Legislation in Early Childhood Education
Advocating for Early Childhood Education
Rasmussen College
COURSE#: EEC 4910
Doreen Anzalone
July 15, 2019
Advocating for Early Childhood Education
· What is advocacy?
Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws.
· Why is advocacy important to early childhood education?
Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family.
· What is your role as an early childhood educator in making legislative changes?
Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the
· Family Education Rights & Poverty Act
· The No Child Left Behind
· Individuals with Disabilities Education Act
With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about
· Teacher Retirement
· Teacher evaluations
· Charter schools
· State Testing requirements
· The required learning standards
· Much more
Your school board is also a great place to help with policies and regulations and any revisions that need to be done.
· What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit?
In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.
Advertising is one of the most common forms of visual persuasion we .docxSALU18
Advertising is one of the most common forms of visual persuasion we encounter in everyday life. The influence of advertising in our society is persuasive and subtle. Part of its power comes from our habit of internalizing the intended messages of words and images without thinking deeply about them. Once we begin decoding the ways in which advertisements are constructed, once we view them critically, we can understand how, or if, they work as arguments. We may then make better decisions about whether to buy products and what factors convinced us or failed to convince us.
What are the different forms of advertising?
Modern media comes in many different formats, including print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of media involves both content and also a device or object through which that content is delivered.
TEAM TASK:
As a team you are going to Review Chapter 4: Visual Rhetoric: Thinking About Images as Arguments. You will
be assigned a Section of the Chapter (written, visual, unfit, political, caricature, photography-maps graphs charts ) and as a Team you willResearch
the content of that Chapter Area (you will see topic page overlap ) and implement the following:
You will look at and interpret a media campaign or advertisement. Focus on social or ethical aspects * Seek to find one or more of the FALLACY TYPES identified Chapter 9 pages 363- 380. Include this information in your findings. Consider and incorporate as many of the following 16 categories :
The objectives: What role does the ad play in the economy?
The audience: Is it targeted to a group that could be considered vulnerable?
Effectiveness: Does it promote something that is socially desirable?
Role in marketing mix: What role does the ad play in the economy?
Image, product differentiation and branding: Is the ad misleading?
Other promotion factors
The unique selling proposition.
The basis for the appeal(s).
How would you make improvements?
The creative philosophy
The slogan
Secondary or supporting points or claims
The tone or mood and manner: Is the ad misleading?
Type of presenter
The motivational appeal: Does it promote something that is socially desirable?
Executional style
Each TEAM will develop a
15 minute class presentation
about their researched area. You have
options to use
power points, maps, videos, and other resources that will help educate your audience about your research.
Your Presentation should include:
A Power Point, the media piece or some type of visual presentation~~
A Question and Answer {Q & A} & Interactive session, quiz,.
Adult Health 1 Study GuideSensory Unit Chapters 63 & 64.docxSALU18
Adult Health 1 Study Guide
Sensory Unit
Chapters 63 & 64
Remember that assigned textbook readings should be supplemental to reviewing & studying the Powerpoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, Powerpoint presentations, as well as class lectures & in-class activities.
Chapter 63: Assessment & Management of Patients with Eye & Vision Disorders
Conditions to Know
: Glaucoma, Cataracts, Retinal Detachment, Macular Degeneration, Conjunctivitis, Eye trauma
· Know the basic structures & functions of the eye – lens, pupil, iris, cornea, conjunctiva, retina, and sclera
· Questions to ask patients regarding issues with the eyes/vision – Chart 63-1
· Snellen Chart is used to assess visual acuity – 20/20 is considered perfect vision (patient can read line 20 of chart while standing 20 feet away) – this is tested in each eye
1. What are some of the most common causes of blindness?
2. What is responsible for the damage to the optic nerve in patients diagnosed with glaucoma?
3. Glaucoma can lead to what primary complication if not treated properly?
4. What are the differences between open-angle & closed-angle glaucoma?
5. What are the primary signs & symptoms of glaucoma?
6. What are the primary treatment goals for patients with glaucoma?
7. What is the first line treatment of glaucoma? What medication teaching points would you want to include in your patient education?
8. What are some common risk factors for the development of cataracts? See Chart 63-7.
9. What are the primary signs & symptoms of cataracts?
10. The most common treatment for cataracts is outpatient surgery, in which the lens affected by the cataract is replaced with a man-made one. Explain the pre and post-operative nursing management & education that is needed for patients undergoing cataract surgery. See Chart 63-8.
11. Retinal detachment is considered a medical emergency. What happens during retinal detachment?
12. What are some symptoms of retinal detachment?
13. Macular degeneration is the most common cause of vision loss in people > 60 years old. What is macular degeneration?
14. What are some risk factors for dry macular degeneration?
15. What are some signs and symptoms of macular degeneration?
16. Nursing management for patients diagnosed with macular degeneration focus on safety & supportive measures. What are some accommodations we should make or educate patients on regarding how to help improve their vision & ADLs when they have this condition?
17. Conjunctivitis is also called “pink eye”. What are the different types of conjunctivitis and what are some symptoms of this condition? Are any of these types considered contagious?
18. What are some teaching points to include when educating a patient diagnosed with viral conjunctivitis? See Chart 63-11.
19. Explain the emergency nursing treatment needed when a patient presents with eye trauma.
Chapter 64: Assessment & Manag.
Advertising Campaign Management Part 3Jennifer Sundstrom-F.docxSALU18
Advertising Campaign Management
Part 3
Jennifer Sundstrom-Fitzgerald
1
Learning Objectives
Analyze advertising campaign parameters
Identify how a creative brief facilitates effective advertising
Describe the implications of advertising management in the global arena
2
Advertising Campaign Parameters
Advertising goals
Media selection
Tagline
Consistency
Positioning
Campaign duration
Effective advertising campaigns require careful planning and attention to specific parameters including Advertising goals, media selection, tagline, consistency, positioning and campaign duration. We will review each parameter beginning with goals.
3
Advertising Goals
A primary goal of advertising is to build brand awareness among existing and new customers. The creative should inform and persuade them to make purchases and build brand loyalty.
4
Build brand awareness
Inform, persuade, support marketing efforts
Encourage purchase decisions
Building Brand Awareness
Successful brands possess two characteristics. Top-of-mind are brands a consumer mentions first when asked about brands in a particular product category – these are brands in our Evoked Set. Top choice is the brand within a product category that consumers prefer the most. So top choice requires top-of-mind. Brand equity, which is the level of brand strength perceived by consumers, leads to top-of-mind and top choice brands.
This is also applicable on the B2B side when business people are faced with modified rebuy situations. A common dilemma I had was for every Fox Graduation Ceremony, there are three per year, and the need for graduation program booklets. There was a printer who I always wanted to hire because I enjoyed working with them, they always had fair prices and delivered high-quality programs in a timely manner. However, due to non-profit regulations, I had to bid the job to at least three vendors. So my top-of-mind, first choice brand was always included but I had to add two other vendors as well. Tell story about Bill DeVece and misspelled student names and how wonderful he was in fixing these issues.
5
Brand image begins with awareness
Consumers recognize the brand
Brand equity leads to top-of-mind and top choice
B2B important in modified rebuy situations
Building Brand Awareness
Successful brands possess:
Top-of-mind
Top choice
The 10 Most Valuable Brands in the World per 2018 study
Coca Cola brand is a good example of a brand with these characteristics. Here is a recent list of a top 10 most valuable and recognized list of global brands. (click link)
6
Goal to Persuade
Dare to be Devoted Campaign
Every Kiss Begins with Kay Campaign
Another common goal of advertising is to persuade consumers that a particular brand is superior to others and should be their top choice. Both of these brands, owned by the same parent company (Signet), do extensive advertising, but only Kay Jewelers has successfully used the same slogan, “Every Kiss Begins w.
Adopt-a-Plant Project guidelinesOverviewThe purpose of this.docxSALU18
Adopt-a-Plant Project guidelines
Overview:
The purpose of this project is for you to choose a plant, conduct online research into the biology of the plant, and communicate what you have learned. You will be preparing an annotated bibliography on the plant you choose. The entire project is worth 50 points
Annotated Bibliography (50 points)
You will prepare an annotated bibliography with a list of the top 10 most interesting facts about your plant.
· Each fact should be paraphrased (i.e. written in your own words, no quotations allowed).
· Then tell me why this is interesting to you – make connections to your life or to currents issues in our world.
· Finally, give a full citation and tell me why you think this is a reliable, trustworthy source. Use this libguide to help you come up with reasons why your source is trustworthy.
· At least one of your sources should be from a peer-reviewed, science journal article.
Here is an example:
Fact 1: Taxol is a chemotherapy agent derived from the bark of the Pacific Yew Tree. The chemical itself is derived from a fungal endophtye within the bark. I thought this was very interesting, because the Pacific Yew tree is native to the state of Washington, and my aunt Jane received Taxol while undergoing chemotherapy for ovarian cancer. I also thought it was interesting because of the mutualistic relationship between the plant and the fungus.Citation: Plant natural products from cultured multipotent cells
Roberts, Susan; Kolewe, Martin. Nature Biotechnology28.11 (Nov 2010): 1175-6.
This is a reliable source because it is published in a peer-reviewed science journal article, written by two PhDs that are providing a review of the current literature on the topic
To complete the assignment, you should first choose a plant, gather articles discussing your plant, read the articles sufficiently enough to discuss the plant, and finally write the annotated bibliography. You are expected to produce original work, and any plagiarism will receive a zero. The paper should be double-spaced, and typed in 12 point font size, with normal margins. The instructions for how to properly cite your sources are at the end of this handout.
*** Reminder: The scientific name of a plant should always be typed in italics, with the first letter of the Genus capitalized. For ex.: Digitalis lanata. When you search for information on your plant online, make sure to use the scientific name, which will bring back a wider variety of results
The bibliography is worth 50 points and will be graded on:
1. Effort
• Quality of references
•Depth/breadth/quality of material covered
2. Following directions/ requirements
I will use the following rubric to grade your bibliography:
Research, Critical Reading and Documentation
Balanced, authoritative sources; correctly cited sources; effectively integrated outside sources. Most sources from science journals
10 pts
Effective sources, correctly cited, Could have a few more.
ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 1 .docxSALU18
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 1
Assignment # 4
Decision Analysis and Project Scheduling
ADM2302 students are reminded that submitted assignments must be typed (i.e. can NOT be hand
written), neat, readable, and well-organized. Assignment marks will be adjusted for sloppiness, poor
grammar, spelling, for technical errors as well as if you submit a PDF file.
The assignment is to be submitted electronically as a single Word Document file via Brightspace by
Friday April 3rd prior to 23:59. Front page of the Word document has to include title of the assignment,
course code and section, student name and student number. Second page is the individual/group
statement of integrity that must be signed.
E-mail questions related to the assignment should be sent to the Teaching Assistant or posted on the
Brightspace course website “Discussion page” (viewed by all).
Section M: Parisa Keshavarz ([email protected])
Section N: : Niki Khorasanizadeh ([email protected])
Section P: Makbule Kandakoglu ([email protected])
Section Q: Afshin Kamyabniya ([email protected])
Problem 1: Payoffs/Decision Table (13 points)
A small building contractor has recently experienced two successive years in which work opportunities
exceeded the firm’s capacity. The contractor must now make a decision on capacity for next year.
Estimated profits (in $ thousands) under each of the two possible states of nature are as shown in the
table below.
NEXT YEAR’S DEMAND
Alternative Low High
Do nothing
Expand
Subcontract
$50**
20
40
$60
80
70
** Profit in $ thousands.
Which alternative should be selected if the decision criterion is:
a. The optimistic approach? (3 points)
b. The conservative approach? (3 points)
c. Minimize the regret? (7 points)
Problem 2: Payoffs/Decision Table (15 points)
Dorothy Stanyard has three major routes to take to work. She can take Tennessee Street the entire way,
she can take several back streets to work, or she can use the expressway. The traffic patterns are,
however, very complex. Under good conditions, Tennessee Street is the fastest route. When Tennessee
is congested, one of the other routes is preferable. Over the past two months, Dorothy has tried each of
route several times under different traffic conditions. This information is summarized in minutes of
travel time to work in the following table:
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 2
No Traffic Congestion
(Minutes)
Mild Traffic
Congestion
(Minutes)
Severe Traffic
Congestion
(Minutes)
Tennessee Street
Back roads
Expressway
15
20
30
30
25
30
45
35
30
In the past 60 days, Dorothy encountered severe traffic congestion 10 days and mild traffic congestion
20 days. Assume that the past 60 days are typical of traffi.
After completing the assessment, my Signature Theme Report produ.docxSALU18
After completing the assessment, my Signature Theme Report produced the following results: Communication, Relator, Individualization, Consistency, and Strategic. When I first saw the themes presented, I was a little skeptical at first but after reading the detailed descriptions I felt like it made a lot of sense and mirrored a lot of what I had already thought about myself.
A core value that I would like to continue to strengthen would be the value of acceptance. One of my top five themes was relator which explained that I have a comfortability with gravitating towards people I already know and building relationships from there. I don’t have issues with making new relationships, but I can see that sometimes I close myself off initially to embracing new ones. With acceptance, you have to understand that there are some situations you can control and some that you can’t but embracing the latter can lead to new experiences that could be beneficial (Riley, 2021). Another core value that I would like to improve upon would be calmness. This fits in well with my theme of consistency. While I am a firm believer of things being fair and consistent, I can get easily upset when things don’t balance out like they are expected to. I know that working on being calm in tense situations will help me adapt easier when things don’t always work out as they should.
One of the strengths that I would like to embrace fully and continue to improve upon is communication. It was no surprise to me that communication was at the top of my list for my themes. When I am in a position of leadership at work, I make it a priority to keep my staff updated on everything that is going on for that night and it is something I expect from my charge nurse when I am working the floor also. A communicator is only effective when they are aware of their style of communicating and how others perceive or respond to it (Marshall & Broome, 2021). As a communicator I know that I can always work on how I communicate non-verbally and with body language especially. The other strength that I would like to continue to work on is of being strategic. The report explained that the strategic theme fit me because I am able to sort through the clutter and find the best route when I am trying to accomplish something. I really believe this about myself because when I have a task I need to accomplish, whether I am in a leader position or not, I will break everything down and reorganize it to make sure I have come up with the best solution. I feel like the best way to do something is the way that makes it concise and without a lot of excess getting in the way.
A characteristic of mine that I would like to strengthen would be that of instinct. My theme of individualization points out that I have an instinct about others and how they work and function. I have always felt that I easily read people and can get a sense of who they truly are and for example in the workplace how they are as a staff member. S.
After careful reading of the case material, consider and fully answe.docxSALU18
After careful reading of the case material, consider and fully answer the following questions:
1. What were the primary reasons for changing the current system at Butler?
2. What role did Butler's IS department play?
3. List the objectives of the pilot. Were there any problems?
4. Do you think Butler made the right decision to utilize this new technology? What implications does this decision hold for Butler's IT department in the long run?
NOTE: Butler refers to it's IT department as IR. You may consider these two acronyms as synonymous (i.e. IT = IS = IR for purposes of this assignment)
.
Affluent
Be unique to
Conform
Debatable
Dominant
Enforce
Ethnic
Internalize
Rank
Restrict
You will write your own sentences using each of the vocabulary words. The sentence
must be an
original sentence
created by you, AND it must use the vocabulary word correctly.
Your sentence
MUST
demonstrate that you understand the meaning of the word.
.
Advanced persistent threats (APTs) have been thrust into the spotlig.docxSALU18
Advanced persistent threats (APTs) have been thrust into the spotlight due to their advanced tactics, techniques, procedures, and tools. These APTs are resourced unlike other types of cyber threat actors.
Your chief technology officer (CTO) has formed teams to each develop a detailed analysis and presentation of a specific APT, which she will assign to the team.
.
Your report should use
The Cybersecurity Threat Landscape Team Assignment Resources
to cover the following five areas:
Part 1: Threat Landscape Analysis
Provide a detailed analysis of the threat landscape today.
What has changed in the past few years?
Describe common tactics, techniques, and procedures to include threat actor types.
What are the exploit vectors and vulnerabilities threat actors are predicted to take advantage of?
Part 2: APT Analysis
Provide detailed analysis and description of the APT your group was assigned. Describe the specific tactics used to gain access to the target(s).
Describe the tools used. Describe what the objective of the APT was/is. Was it successful?
Part 3: Cybersecurity Tools, Tactics, and Procedures
Describe current hardware- and software-based cybersecurity tools, tactics, and procedures.
Consider the hardware and software solutions deployed today in the context of defense-in-depth.
Elaborate on why these devices are not successful against the APTs.
Part 4: Machine Learning and Data Analytics
Describe the concepts of machine learning and data analytics and how applying them to cybersecurity will evolve the field.
Are there companies providing innovative defensive cybersecurity measures based on these technologies? If so, what are they? Would you recommend any of these to the CTO?
Part 5: Using Machine Learning and Data Analytics to Prevent APT
Describe how machine learning and data analytics could have detected and/or prevented the APT you analyzed had the victim organization deployed these technologies at the time of the event. Be specific.
Part 6: Ethics in Cybersecurity.
Ethical issues are at the core of what we do as cybersecurity professionals. Think of the example of a cyber defender working in a hospital. They are charged with securing the network, medical devices, and protecting sensitive personal health information from unauthorized disclosure. They are not only protecting patient privacy but their health and perhaps even their lives. Confidentiality, Integrity, Availability - the C-I-A triad - and many other cybersecurity practices are increasingly at play in protecting citizens in all walks of life and in all sectors. Thus, acting in an ethical manner is one of the hallmarks of cybersecurity professionals.
Do you think the vulnerability(ies) exploited by the APT constitutes an ethical failure by the defender? Why or why not?
For the APT scenario your group studied, were there identifiable harms to privacy or property? How are these harms linked to C-I-A? If not, what ethically si.
Advanced persistent threatRecommendations for remediation .docxSALU18
Advanced persistent threat
Recommendations for remediation of the threat
Research the use of network security controls associated to your threat and industry
Do Not use topics network security,VPN,FIREWALL,ETC
10-12 pages. Double spaced APA style
At least 10 REFERENCES
5 ATLEASt PEER REVIEWED SCHOLARLY
.
Adultism refers to the oppression of young people by adults. The pop.docxSALU18
Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case.
By Day 3
Post
an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics.
.
ADVANCE v.09212015
•
APPLICANT DIVERSITY STATEMENT IN FACULTY SEARCH PROCESS
FREQUENTLY ASKED QUESTIONS
1) How does University of California define “diversity?”
A: The academic senate adopted in 2009 the following broad definition of diversity:
Diversity - defining features of California past, present and future - refers to a variety of
personal experiences, values, and worldviews that arise from differences of culture and
circumstance. Such differences include race, ethnicity, gender, age, religion, language,
abilities/disabilities, sexual orientation, socioeconomic status, geographic region and more.
2) Why does UC Irvine expect a diversity statement from applicants for faculty positions?
A: UC Irvine’s commitment to inclusive excellence is integral to our ascendancy among globally
preeminent universities. It provides applicants with an opportunity to discuss how their past or
future contributions will advance this enduring campus commitment. For more information,
please see the Provost’s memo on Inclusive Excellence.
3) Is the diversity statement consistent with University of California policy?
A: Yes. APM 210.1-d, which governs appointment, appraisal and promotion, recommends that
faculty be both encouraged and rewarded for activity that promotes inclusive excellence:
“The University of California is committed to excellence and equity in every facet of its mission.
Teaching, research, professional and public service contributions that promote diversity and
equal opportunity are to be encouraged and given recognition in the evaluation of the
candidate's qualifications. These contributions to diversity and equal opportunity can take
a variety of forms including efforts to advance equitable access to education, public
service that addresses the needs of California's diverse population, or research in a
scholar's area of expertise that highlights inequities.”
4) Is UC Irvine alone among UC campuses in adopting this statement?
A: No. UC San Diego adopted this statement in 2010.
5) How will applicants learn about the diversity statement expectation?
A: Per Provost Gillman’s memo of June 2014, all ads for faculty positions will include the following
sentence: “Applicants are encouraged to share how their past and/or potential contributions to
diversity, equity and inclusion will advance UC Irvine’s commitment to inclusive excellence.”
6) How do applicants provide their diversity statement?
A: There is a dedicated field in UC Recruit for applicants to submit their diversity statement.
7) If an applicant does not provide a diversity statement, will his or her application be considered
incomplete?
A: Yes
http://www.provost.uci.edu/news/InclusiveExcellence.html
http://www.ucop.edu/academic-personnel/_files/apm/apm-210.pdf
http://www.provost.uci.edu/news/Diversity-Statement-June-2014.html
ADVANCE v.09212015
8) What are the components of a diversity statement?
.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Emotional Intelligence in Young and Middle AdulthoodCross-S.docx
1. Emotional Intelligence in Young and Middle Adulthood:
Cross-Sectional Analysis of Latent Structure and Means
Benjamin P. Chapman
University of Rochester Medical Center
Bert Hayslip Jr.
University of North Texas
Differentiation of the construct of emotional intelligence was
investigated in young and middle-aged
adults, on the basis of hypotheses generated from differential
emotions theory, discrete emotions
functionalist theory, and empirical literature on age-related
changes in affective complexity and differ-
entiation of abilities. Both age groups were characterized by the
same set of comparably related
dimensions. However, midlife adults reported significantly
greater use of optimism as a mood-regulation
strategy than was reported by young adults. This study
considers implications of possible structural
continuity in emotional intelligence in conjunction with mean
increases in the use of optimism as a
strategy for managing affect.
Keywords: emotional intelligence, midlife, differentiation
Since its introduction by Salovey and Mayer (1990) and popu-
larization by Goleman (1995), emotional intelligence (EI) has
been
a heavily researched individual difference construct. The EI
field
2. has more recently focused on two putatively distinct forms of
EI.
Trait EI is hypothesized to be a component of personality space
that is distinct from other traits such as the Big Five (Petrides &
Furnham, 2001), and it is measured by self-report inventories.
Ability EI is hypothesized to be a mental ability that is distinct
from other abilities (Mayer, Caruso, & Salovey, 1999), and it is
measured by performance tests.1
The issue of whether EI “behaves” more like a personality
trait or a cognitive ability has implications for its lifespan
trajectory, which with only a few exceptions, has been ne-
glected by researchers. Focusing mainly on the period from
infancy to young adulthood, Mayer, Salovey, Caruso, and Si-
tarenios (2001) proposed a “developmental criterion” for EI,
predicting that EI will increase with age, because it is an
adaptive function that develops in concert with cognitive and
social skills. Schaie (2001) pinpointed midlife as a time of peak
emotional functioning and called for cross-sectional compari-
sons involving samples of older adults. Kafetsios (2004) re-
ported that middle-aged persons scored higher than young per-
sons on performance EI tasks involving the facilitation,
understanding, and management of emotion. However, Ka-
fetsios’s primary concern was EI’s relationship to attachment
patterns, rather than its relationship to existing adult theories of
emotion related to development and aging.
The developmental criterion for EI implies mean-level
change in one or more dimensions of EI, but another question
prefigures this issue: Do the same specific dimensions charac-
terize the construct and/or exhibit similar interrelationships at
midlife as in young adulthood? Schaie (2001) raised this con-
cern on the basis of the literature on differentiation of abilities.
Unfortunately, it is difficult to make a strong prediction about
EI’s differentiation on the basis of this literature alone, for two
3. reasons: (1) Zelinski and Lewis (2003) have called into question
whether such a pattern is universally true for abilities, and (2)
EI appears to be a construct “somewhere at the intersection
between the domains of intelligence and personality” (Schaie,
2001, p. 202). Schaie’s observation suggests that the structural
configuration of EI might remain constant, because the struc-
ture of personality generally remains stable across time (cf.,
McCrae & Costa, 2003).
At least two theories may provide some basis for speculation
about the development of EI across the life span. Differential
emotions theory (DET) (Izard, 1991) posits that 11 basic emo-
tions function as the primary motivational units of human
personality (Izard & Malatesta, 1987) and suggests that the
1 Measurement poses a serious and unresolved problem for EI
research-
ers, because self-report items reflecting EI may or may not
elicit accurate
depictions, and “objectively correct” answers to items dealing
with emo-
tional experience are difficult to justify due to cultural and
contextual
differences in what may be “emotionally intelligent.” (For a
review of these
details, see MacCann, Roberts, Mathews, & Zeidner, 2004;
Mathews,
Roberts, & Zeidner, 2004; Mathews, Zeidner, & Roberts, 2002;
Roberts,
Zeidner, & Mathews, 2001; Zeidner, Mathews, & Roberts, 2001;
vs.
Mayer, Salovey, & Caruso, 2004a, 2004b; Mayer, Caruso, &
Salovey,
1999; Mayer, Salovey, Caruso, & Sitarenios, 2001).
Benjamin P. Chapman, Department of Psychiatry, Laboratory of
4. Per-
sonality and Development, University of Rochester Medical
Center, and
Bert Hayslip Jr., Department of Psychology, University of
North Texas.
This project was part of Benjamin P. Chapman’s dissertation
research,
conducted under the supervision of Bert Hayslip Jr. Portions of
this
research were presented at the 113th Annual Convention of the
American
Psychological Association, in Washington, DC, August 20,
2005.
Correspondence concerning this article should be addressed to
Ben Chapman, University of Rochester Medical Center,
Department
of Psychiatry, Laboratory of Personality and Development. E-
mail:
[email protected]
Psychology and Aging Copyright 2006 by the American
Psychological Association
2006, Vol. 21, No. 2, 411– 418 0882-7974/06/$12.00 DOI:
10.1037/0882-7974.21.2.411
411
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basic quality of emotional experience remains constant over the
life span, which preserves the coherence of personality (Dough-
erty, Abe, & Izard, 1996). Malatesta and Wilson (1988) ex-
panded this notion with discrete emotions functionalist theory
(DEFT), arguing from the perspective of dynamic systems
(Magai & Nussbaum, 1996) that the habitual experience of
basic emotions drives crystallization of personality, but that a
period of acute high emotion may also lead to sudden per-
sonality change. Empirical literature supports both strong
temporal stability of individual differences in basic emotions
and close longitudinal links between discrete emotional expe-
riences and personality traits (Costa & McCrae, 1996; Costa,
McCrae, & Zonderman, 1987; Izard, Libero, Putnam, &
Haynes, 1993).
However, DET also proposes that the complexity of
affective– cognitive structures increases with age, through
growth in the associational network of images and thoughts
associated with each basic emotion (Dougherty et al., 1996).
This hypothesis is consistent with the cognitive–affective de-
velopmental theory (CADT) of Labouvie-Vief (1996;
Labouvie-Vief, DeVoe, & Bulka, 1989; Labouvie-Vief, Hakin-
Larson, DeVoe, & Schoeberlein, 1989), which proposes that
midlife is a time of increasing complexity in immediate emo-
tional experience. A growing body of empirical work on age-
related differences in the complexity of affect has produced
mixed results. In an experience-sampling study, Carstensen,
Pasupathi, Mayr, and Nesselroade (2000) found a correlation
between age and the number of eigenvalues extracted from
intraindividual correlation matrices of ratings of affect over
10. time. Lawton, Kleban, Rajagopal, and Dean (1992), in explor-
atory factor analyses of several dimensions of affect across age
groups, found an additional factor in midlife adults not evident
in their sample of young adults that was related to the damp-
ening of positive affect. Labouvie-Vief, DeVoe, & Bulka
(1989) also found evidence of greater cognitive–affective com-
plexity in narratives of midlife adults than in those of young
adults.
Other evidence suggests similarity, rather than differences, in
the experience of affect across age. Lawton, Kleban, Dean, Ra-
jagopal, and Parmelee (1992) found no differences between
young
and middle-aged adults in the correlation of factors related to
positive and negative affect; the loadings of emotion adjectives
were similar in the two groups. In another analysis of differenti-
ation of affect, Terracciano, McCrae, Hagemann, and Costa
(2003)
found that young adults produced a near-circular structure of
affect
while terms, midlife adults produced more clustered (i.e., less
differentiated) affect ratings in circumplex space. More recent
work suggests greater emotional heterogeneity in older versus
young adults (Charles, 2005), greater emotional specificity in
reaction to emotionally arousing stimuli among older adults
(Kun-
zmann & Gruhn, 2005), but less amplification and more
suppres-
sion of emotions in older persons (Kunzmann, Kupperbusch, &
Levenson, 2005).
Although these findings are mixed,2 one implication for the
EI construct—and one consistent with the stability of basic
emotional patterns implied by DET and DEFT—is that any
differentiation that does occur in the emotion system happens at
the molecular level of immediate affective experience, not at
11. the molar level of the higher emotional skills or traits. Terrac-
ciano et al. (2003) speculated that the differentiation of specific
emotions was a function of EI or its components, suggesting
that dimensions of EI may be organizational elements of per-
sonality structure. This hypothesis is consistent with DET,
which proposes that increasing, complexity in cognitive–
affective units occur against a backdrop of basic stability
(Dougherty et al., 1996); presumably, such stability would
require invariant organizational components of the emotion
system itself. From the standpoint of DEFT, the stability of
such underlying structures would contribute to the continuity in
emotional functioning requisite for personality coherence
(Malatesta & Wilson, 1988).
In this study, we sought to address Schaie’s (2001) question of
midlife differentiation of EI dimensions. On the basis of the
basic
continuity in emotional systems suggested by DET and DEFT,
we
hypothesized that the exploratorily derived factor structure of a
self-report measure of EI in young adults would be replicable in
midlife adults. This hypothesis was also informed by a
molecular–
molar distinction between basic affective experience, which
may
grow more complex and differentiated by midlife, and the EI
dimensions overseeing such experience, which would be
expected
to remain stable.
Another aim was to explore mean differences likely to
emerge along dimensions of EI. One reliably occurring dimen-
sion in EI factor analyses is emotion regulation; Kafetsios
(2004) found age-related increases in this component of EI.
This finding is consistent with several theories also suggesting
12. greater emotion-regulation at midlife. CADT proposes that
emotion regulation may improve at midlife as a function of
increasing cognitive–affective complexity and sensitivity to
context and that regulation efforts seek to maximize positive
affect and minimize negative affect (e.g., Labouvie-Vief,
Hakin-Larson et al., 1989). Maximization of positive affect is
also seen as an age-related shift tied to interpersonal patterns in
socioemotional selectivity theory (SST) (Carstensen, 1992,
1995). SST predicts that with age, individuals shift the breadth
and depth of their social networks in an effort to regulate
emotion, which becomes increasingly important relative to
other goals such as knowledge acquisition. Because emotion
regulation in our measure of EI taps the use of expectations of
positive outcome, findings on optimism in middle age are also
relevant. Chang & Sanna (2001) developed a model in which
optimism’s effects on life satisfaction were partially mediated
by positive affect, suggesting that optimism may be a mood-
regulation tool. Isaacowitz’s (2005) results reveal that midlife
adults are also more likely to use an optimistic explanatory
style
than are young adults. John and Gross (2004) also suggest that
reappraisal strategies, which involve positive construal of
emotion-eliciting events, are used more in midlife than in young
adulthood. We thus expected that midlife adults would report
better mood regulation, particularly to the extent that this di-
mension taps optimism.
2 These mixed findings may also be artifacts of the methods
used to
assess differentiation.
412 BRIEF REPORTS
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We offered no a priori hypotheses about mean differences
likely to emerge across other dimensions of EI, but we explored
these to the extent possible. Finally, on the basis of Schaie’s
(2001) speculation that EI may be differently related to person-
ality and intelligence at different points in the life span, we also
explored EI’s convergent and discriminant validity with per-
sonality traits and intellectual abilities in each study sample.
Method
Participants and Procedure
The sample of young adults consisted of 308 undergraduates
from a
large public university in the southern United States (74%
women; M �
20 years of age, SD � 2.2; 66% Anglo American) who were
recruited
through large courses in introductory psychology. The midlife
sample
consisted of 256 adults from the community (62% women; M �
49
years of age, SD � 5.4; 76% Anglo American), who were
reached
through community organizations and contacts in undergraduate
18. courses. The sample of midlife adults contained proportionally
more
women and Anglo Americans than the sample of college
students and
the midlife adults had more education than the college sample
did
(15.23 years vs. 13.58 years). Study participants completed a
battery of
measures for the North Texas Personality–Ability–Emotional
Intelli-
gence Project (Chapman, 2005), and these results were
confidential.
Emotional Intelligence Measure
EI was assessed by the Schutte Self-Report Inventory of
Emotional
Intelligence (SSRI) (Schutte et al., 1998), which is the most
commonly
used short measure of EI. It contains 33 five-point Likert-type
items
sampling equally from the domains of the original Salovey and
Mayer
(1990) model of EI: emotional appraisal, emotion regulation,
and utiliza-
tion. The SSRI correlates strongly in the expected direction
with measures
of alexithymia, depression, mood awareness and repair,
interpersonal func-
tioning, and cognitive task persistence (Schutte et al., 2001;
1998; Schutte,
Schuettpelz, & Malouff, 2002); discriminates between prisoners
and ther-
apists (Schutte et al., 1998); predicts partner satisfaction in
intimate dyads
(Schutte et al., 2001); and predicts emotional well-being
19. (Schutte, Malouff,
Simunek, McKenley, & Hollander, 2002). Internal consistency
ranges from
.84 to .90 (Austin, Saklofske, Huang, & McKinney, 2004;
Saklofske,
Austin, & Minski, 2003), and 2-week test–retest reliability is
.78 (Schutte
et al., 1998).
One criticism of the scale has been its potential overlap with
five-
factor instruments (Brackett & Mayer, 2003), although it
diverges more
from these constructs than other self-report measures such as
Bar-On’s
(1997) EQi (Mathews, Zeidner, & Roberts, 2002). Another
criticism has
been the scale’s unclear dimensionality. Petrides and Furnham
(2000a)
encouraged researchers to factor analyze the scale each time it
is used.
Results have consistently yielded factors for Emotion Appraisal,
Opti-
mism/Emotion Regulation, and Emotion Utilization (Austin et
al.,
2004; Petrides & Furnham 2000a; Saklofske et al., 2003); an
occasional
fourth dimension is Social Skills. These four factors have
differential
incremental validity in predicting adjustment to college
(Chapman &
Hayslip, 2005), and they differentially moderate the relationship
be-
tween stress and mental health (Ciarrochi, Dean, & Anderson,
2002).
20. Personality and Intelligence
Personality was assessed with the NEO-Five-Factor Inventory
(Costa &
McCrae, 1992), and intelligence was assessed with the matrices
and
synonyms subtests of Horn’s (1975) Fluid-Crystallized Sampler.
The
NEO-Five-Factor Inventory is a well-established and frequently
used in-
strument assessing the Big Five personality traits. The Fluid-
Crystallized
Sampler comprises objective tests of fluid ability and
crystallized ability
(Hayslip, 1989; Hayslip & Brookshire, 1985; Hayslip & Sterns,
1979;
Horn, 1977, 1975).
Results
Exploratory Analysis
Consistent with Petrides and Furnham’s (2000a) recommen-
dations, a principal axis exploratory factor analysis (EFA) was
conducted in the young adults, to determine the number of
dimensions underlying EI. A Minimum Average Partial Corre-
lation Test and Parallel Analysis (Zwick & Velicier, 1986)
revealed the lowest average partial correlations in the residual
correlation matrix after the extraction of the third factor, and
that only the first three Eigenvalues (8.09, 2.21, and 2.08) were
higher than the average corresponding Eigenvalues (1.67, 1.58,
1.52) of random matrices, respectively. These factors explained
38% of the common variance, and this result was comparable to
the findings of Austin et al. (2004); Petrides and Furnham
(2000a); and Saklofske et al. (2003).
21. Rotation proceeded obliquely and a stepwise variable selection
program (Kano & Harada, 2000, http://koko16.hus.osaka-
u.ac.jp/
�harada/sefa2002/stepwise/) was employed in order to provide
an
empirical evaluation of the items salient to each factor. The
first
factor—Appraising Others’ Emotions—was defined by four
items
(18, 25, 29, and 32) that dealt with perceiving and Appraising
Others’ Emotions, for example, “I am aware of the nonverbal
messages other people send.” The second factor—Optimistic
Mood Regulation—was defined by five items (3, 10, 12, 22, and
23), which dealt with maintaining an optimistic mood, for
exam-
ple, “I motivate myself by imagining a good outcome to tasks I
take on” and “When I experience a positive emotion, I know
how
to make it last.” The final factor—Emotion Utilization—was de-
fined by four items (7, 8, 26, and 27), which dealt with using
emotions for problem solving, motivation, or empathy, for
exam-
ple, “When I feel a change in emotions, I tend to come up with
new ideas.” These factors were consistent with those reported in
other analyses (cf., Austin et al., 2004; Petrides & Furnham,
2000b; Saklofske et al., 2003). When computed as unweighted
composites of constituent items, the factors correlated .30 –.40
(see
Table 1).
Confirmatory Analyses
The factor model was then tested in the midlife sample by using
CFA, fixing loadings of marker items on each factor, and
estimat-
22. ing all other parameters of the model with robust maximum-
likelihood estimation, which produces the Satorra-Bentler chi-
square (Satorra & Bentler, 2001) and scaled fit indices to
correct
for non-normality. The model was a good fit for the data on
the midlife adults, SBX2 (62) � 87.35, p � .02, CFI � .946,
413BRIEF REPORTS
T
hi
s
do
cu
m
en
t i
s
co
py
ri
gh
te
d
by
th
e
26. to
b
e
di
ss
em
in
at
ed
b
ro
ad
ly
.
RMSEA � .040.3 A series of nested models then followed in
which elements of the factor structure were constrained to
equality
across groups and degradations in fit evaluated by difference
SBX2
(Satorra & Bentler, 2001) and difference CFI (Cheung & Rens-
vold, 2002), releasing offending constraints before proceeding
to
more restrictive models. Equality tests proceeding in the
following
order (Horn & McCardle, 1992; Hertzog & Schaie, 1988): factor
loadings (metric invariance), item residuals (equal
27. uniquenesses),
factor variances (equal individual differences), and factor
covari-
ances (differentiation). The model achieved metric invariance,
partial uniqueness invariance, and invariant factor variances and
covariances, yielding no evidence of greater differentiation
among
the midlife adults than among the young adults. The multigroup
factor model and its standardized estimates are shown in Figure
1.
After these tests, mean and covariance structure modeling (cf.,
Hertzog & Schaie, 1988) revealed no differences in latent means
for the Appraising Others’ emotions or Emotion Utilization
factors
in the two age groups. However, the latent mean for Optimistic
Mood Regulation in midlife adults was significantly higher than
that for young adults (d � .34). To control for potential
confound-
ing by gender (Petrides & Furnham, 2000b), the series of nested
models and the Mean and Covariance Structure Analysis
(MACS)
model were repeated using a subset of the young adult sample in
which females were randomly eliminated until gender
proportions
were equal (Ns � 203 young, 246 midlife adults). Results were
nearly identical, but the differences in latent means for
Optimistic
Mood Regulation increased (d � .48).
Finally, the convergent and discriminant correlation matrices of
EI dimensions, the Big Five, and fluid ability and crystallized
ability in each group were submitted to an omnibus test of
corre-
lation matrix equality. This process revealed that five
correlations
28. differed significantly across groups, including three involving
di-
mensions of EI and the Big Five (see Table 1).
Discussion
Overall, this cross-sectional analysis yields preliminary evi-
dence that self-reported EI is configured similarly in midlife
and
young adulthood. This finding has several implications. First,
dimensions of EI, at least those measured by the SSRI, may be
more associated with the structurally invariant personality
system
than with differentiating cognitive abilities. Low or
nonsignificant
EI correlations with measures of fluid ability and crystallized
ability in Table 1 support such an interpretation. Second, the
dimensions characterizing EI may correspond more closely to
higher order emotional tendencies that constitute part of the
stable
backdrop of emotional continuity posited by DET (Dougherty et
3 Because our goal was to test the equivalence of various
elements of the
factor structure, (particularly factor covariances), the model was
tested
individually via CFA in the young adult sample in which it was
derived
preliminary to multiple group analyses. As expected, it fit well,
SBX2
(62) � 75.26, p � .12, CFI � .975, RMSEA � .027. Analyses
used only
complete cases in each sample (young, N � 305; midlife, N �
246).
35. em
in
at
ed
b
ro
ad
ly
.
al., 1996). Both the theoretical differentiation of cognitive–
affective structures supposed by DET and the increasing
complex-
ity of immediate emotional experience (e.g., Carstensen et al.,
2000) may represent a more molecular level of emotional
experi-
ence, whereas broad EI dimensions function as molar,
individual
difference constructs.
The EI factors that emerged were consistent with those reported
in previous research, and midlife adults’ higher latent means for
Optimistic Mood Regulation echo Kafetsios’ (2004) findings of
better emotion management in midlife adults. This factor dealt
primarily with maintaining hope and optimism. Isaacowtiz’s
(2005) results also indicate that optimism tends to increase with
age. Thus, optimism may be used as a strategy to maximize
positive affect, consistent with Diehl, Coyle, and Labouvie-
Vief’s
36. (1996) findings that older adults may regulate mood with more
cheerful interpretations of conflict situations.4 Finally, “looking
on
the bright side” may be a form of what Shulz and Heckhausen
(1998) have deemed secondary control. Primary control
involves
instrumental action on the environment to regulate emotion;
sec-
ondary control involves altering one’s internal perspective to
reg-
4 As one reviewer pointed out, Optimistic Mood Regulation
shares
empirical and conceptual overlap with Extraversion and
Neuroticism, two
affectively loaded Big Five traits. However, midlife adults’
observed
scores were still significantly higher than young adults’ scores
in an
analysis of covariance controlling for Extraversion and
Neuroticism, F(1,
504) � 5.01, p � .026.
Figure 1. Fit of final multiple groups covariance structure
model � SBX2 (150) � 182.22, p � .038, CFI �
.969, RMSEA � .020. Parameters with two estimates indicate
elements of model that differ across groups;
boldfaced estimates are for midlife adults (N � 246). Young
adults N � 305.
415BRIEF REPORTS
T
hi
s
41. b
ro
ad
ly
.
ulate emotion; and midlife marks the beginning of a shift
between
relative preference for primary over secondary control
strategies.
John and Gross’ (2004) notion of age-related increases in reap-
praisal and decreases in suppression as emotional regulatory
mech-
anisms is similarly commensurate with greater use of optimism
among midlife adults.
With respect to the other two dimensions of EI, midlife adults
did not report better appraisal of others’ emotions. This finding
is
inconsistent with DET predictions of improved emotion percep-
tion; the increased attention to context in emotion regulation,
suggested by CADT (Labouvie-Vief, 1996); and the notion that
better perception of others’ emotions may facilitate increased
interpersonal intimacy in significant relationships, derived from
SST. This null finding may not be an artifact of self-report,
because Kafetsios (2004) also failed to find age differences on
an
emotion perception task. One explanation may rest in the link
between emotion perception and the facial displays of others.
Midlife adults may interact more with older individuals, whose
facial expressions may be harder to judge, whereas younger
indi-
42. viduals may interact primarily with each other and with midlife
parents. Midlife adults also did not report greater use of
emotions
to solve problems or empathize with others.
However, both Emotion Utilization and Emotion Regulation
were differentially correlated with Agreeableness and
Extraversion
in the two groups. Because Agreeableness and Extraversion
have
sometimes been conceptualized as the dominance (vs.
submissive-
ness) and friendliness (vs. hostility) axes of the interpersonal
circumplex (Trapnell & Wiggins, 1990), these results may in
part
reflect age-related changes in the interplay between emotional
functioning and interpersonal relationships supposed by SST.
Op-
timistic Mood Regulation may be more tied to Agreeableness or
friendliness in young adulthood than in middle adulthood,
because
as SST posits, young adults use broader social networks in the
service of emotion regulation and for knowledge acquisition
(Carstensen, 1992, 1995). The finding that Emotion Utilization
is
more tied to Agreeableness or friendliness in midlife than in
young
adulthood is consistent with the findings of previous work sug-
gesting that midlife adults attend more to interpersonal
information
in problem solving than young adults do (Strough, Berg, & San-
sone, 1996; see also Blanchard-Fields & Abeles, 1996). On the
other hand, Emotion Utilization is slightly more tied to
Extraver-
sion or dominance in young adults than in midlife adults. Con-
ceivably, declines in the activity and excitement-seeking
43. compo-
nents of Extraversion (cf., Terracciano, McCrae, Brant, &
Costa,
2005) could alter this correlation in middle age. These
interpreta-
tions are preliminary, and links between EI and personality
across
the life span deserve further investigation in their own right, as
Schaie (2001) pointed out.
On balance, this study provided important initial information on
self-reported EI in young adulthood and middle age. However,
results must be qualified by the limitations of self-report.
Individ-
uals do not always reliably report their characteristic behavior
and
experience, and they may be even less able to accurately judge
skills of the sort implied by the term emotional “intelligence.”
Similarly, the stability of such self-reports is uncertain, because
test–retest intervals for the SSRI are limited. The use of a cross-
sectional design precludes statements about developmental
change, and limitations are compounded by variations in sample
demographics. Future work might use multiple methods
sampling
broader emotional functions and cohort sequential strategies to
disentangle age-related change, cohort effects, and antecedents
and
consequents of the change or stability of individual differences
in EI.
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Received January 27, 2005
Revision received December 2, 2005
Accepted December 28, 2005 �
418 BRIEF REPORTS
T
hi
s
do
69. ro
ad
ly
.
fairly well satisfied before safety needs become im-
portant, and so on. As applied to social work prac-
tice, Maslow’s theory indicates that social workers
must first help clients meet basic needs (e.g., physio-
logical needs). Once clients’ basic needs are met,
higher-level needs can be dealt with.
Maslow did not offer an age-stage approach to
development. Striving for self-actualization is seen
as a universal process that can be observed at
nearly all ages. However, it is likely that there is
some progression among age groups. Infants prob-
ably have a strong emphasis on physiological
needs. As a person gradually grows older, safety
needs are emphasized, and then belongingness
and love needs, and so on. Because middle-aged
adults have had a variety of learning experiences
and tend to be at the peak of their earning poten-
tial, they tend to have a greater opportunity to fo-
cus on meeting self-actualization needs. However,
such crises as unemployment, prolonged illness,
and broken relationships can switch the emphasis
to a lower level of need.
Emotional Intelligence
Psychologists Peter Salovey and John Mayer coined
the term emotional intelligence (EI) in 1990 (Papalia
70. et al., 2009). It refers to the ability to recognize and
deal with one’s own feelings as well as the feelings of
others. Daniel Goleman (1995) popularized the EI
concept and expanded it to include such qualities
as empathy, motivation, social competence, optimism,
and conscientiousness.
McClelland had done some earlier work on
factors related to emotional intelligence (Papalia
et al., 2009). In the 1960s, the U.S. State Depart-
ment concluded that a test of general knowledge
was a poor predictor of how well those applying
to be foreign service officers would perform. In
addition, the test tended to screen out women
and people of color. McClelland devised a selec-
tion process that had nothing to do with general
knowledge. He found that the best foreign service
officers had positive expectations of others, were
perceptive of the needs of others, and were skillful
in forming social networks. His selection process
emphasized these characteristics, and led to the ap-
pointment of effective foreign service officers. It
also ended the discrimination against women and
people of color.
Goleman (1995) developed an EI test. Studying
nearly 500 corporations, Goleman found that those
who rose to the top of the corporate ladder tended to
score highest on EI. Goleman (1998, 2001) found the
following competencies to be most closely associated
with effective work performance:
• Self-awareness (accurate self-assessment, emotional
self-awareness, and self-confidence)
71. • Self-management (trustworthiness, achievement drive,
initiative, adaptability, and self-control)
• Social awareness (empathy, organizational aware-
ness, and service orientation)
• Relationship management (exerting influence,
conflict management, leadership, communication,
building bonds, teamwork and collaboration, be-
ing a catalyst for change, and developing others
Goleman (1998) found that excelling in at least one
competency in each of these four areas appears to be
a key to success in almost any job.
Emotional intelligence is not the opposite of cog-
nitive intelligence. Some very bright people score
high in EI, whereas others score lower. Some less-
than-average scorers on IQ tests score high on EI,
whereas others score lower.
Emotional intelligence is not easy to measure.
Papalia, Olds, and Feldman (2004, p. 478) note:
Hard as it is to assess cognitive intelligence, EI
may be even harder to measure. For one thing,
lumping the emotions together can be misleading.
How do we assess someone who can handle fear
but not guilt, or who can face stress better than
boredom? Then too, the usefulness of a certain
emotion may depend on the circumstances. Anger,
for example, can lead to either destructive or con-
structive behavior.
Self-
actualization
73. time if subsequent rights restrictions require it.
Social Intelligence
Closely related to emotional intelligence is social in-
telligence. Social Intelligence (SI) has been defined
in a variety of ways.
According to the original definition of Edward
Thorndike (1920, p. 228), social intelligence is “the
ability to understand and manage men and women,
boys and girls, to act wisely in human relations.”
According to this definition, it is equivalent to inter-
personal intelligence.
Some authors have restricted the definition of SI
to deal only with knowledge of social situations.
With this perspective, SI is synonymous with social
cognition or social marketing intelligence.
Daniel Goleman (2006) has drawn on social neu-
roscience research to propose that social intelligence
is made up of social awareness (including social cog-
nition, empathy, attunement, and empathic accu-
racy) and social facility (including self-presentation,
influence, concern, and synchrony).
There are various types of intelligence, including
intellectual competencies, emotional intelligence, and
social intelligence. Counseling/psychotherapy often
involves helping people to modify their patterns of
social intelligence, particularly those that cause clients
to have problems in their interpersonal relationships.
Some tests have been developed to measure SI
74. (Goleman, 2006). Like IQ tests, SI tests are usually
based on a 100-point scale in which 100 is the aver-
age score. Most people score between 85–115. Scores
of 140 are considered to be very high. People with SI
scores below 80 may have an autism spectrum disor-
der. These people are apt to have trouble making
friends, and with communication. They might need
social skill training. People with SI scores over 120
are considered to be very socially skilled and well
adjusted, and probably will excel in jobs that involve
direct contact and communication with people.
Mezzo-System Interactions:
Nonverbal Communication
In seeking to assess human behavior, it is also im-
portant to attend to nonverbal communication. Sig-
mund Freud (quoted in Knapp & Hall, 1992) noted,
“He that has eyes to see and ears to hear may con-
vince himself that no mortal can keep a secret. If his
lips are silent, he chatters with his finger tips;
betrayal oozes out of him at every pore” (p. 391).
It is impossible not to communicate. No matter
what we do, we transmit information about our-
selves. Even an expressionless face communicates
messages. As you are reading this, stop for a minute
and analyze what nonverbal messages you would be
sending if someone were observing you. Are your
eyes wide open or half closed? Is your posture
According to Maslow, we have a basic need to “belong” and a
basic need to be “loved.”
D
av
75. id
Yo
un
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/P
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Ed
it
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
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When psychological dependence occurs, the user
feels psychological discomfort if use is terminated.
Dependent users tend to believe that they will use
the chemical for the rest of their lives as a regular
part of social or recreational activities. They question
whether the desired emotional state can be achieved
without the use of the chemical, and they have a pre-
occupation with thinking and talking about the chem-
76. ical and activities associated with using it.
Users also generally develop a tolerance for some
drugs, which means they have to take increasing
amounts over time to achieve a given level of effect.
Tolerance depends partly on the type of drug, be-
cause some drugs (such as aspirin) do not create
tolerance.
Drug addiction is difficult to define. In a broad
sense, addiction refers to an intense craving for a
particular substance. The problem is that this defini-
tion could be applied to an intense craving for a
variety of substances—pickles, ice cream, potato
chips, strawberry shortcake. To avoid this problem,
we will define addiction as an intense craving for a
drug that develops after a period of heavy use.
Why Do People Use and Abuse Alcohol and
Other Drugs?
The effects of using drugs are numerous, ranging
from feeling light-headed to death through overdos-
ing. Drug abuse may lead to deterioration in health,
relationship problems, automobile accidents, child
abuse, spouse abuse, loss of job, low self-esteem, loss
of social status, financial disaster, divorce, and arrests
and convictions.
A distinction needs to be made between responsi-
ble drug use and drug abuse. Many drugs do have
beneficial effects when used responsibly; aspirin re-
lieves pain, alcohol helps people relax, tranquilizers
reduce anxiety, antidepressant drugs reduce depres-
sion, amphetamines increase alertness, morphine is a
painkiller, and marijuana is useful in treating glau-
coma. Irresponsible drug use is abuse, which was
77. defined earlier in this chapter.
Why do people abuse drugs? The reasons are nu-
merous. Drug companies widely advertise the bene-
ficial effects of their products. The media (such as
television and movies) glamorize the mind-altering
effects. Many popular songs highlight drinking.
Bars and cocktail lounges have become centers for
socializing, and promote drinking. Through such
channels, Americans have become socialized to ac-
cept drug usage as a part of daily living. Socializa-
tion patterns lead many people to use drugs, and for
some the use is a stepping-stone to abuse.
Attitudes toward drug use also encourage abuse.
For example, some college students believe they
should get blitzed or stoned after a tough exam.
Ryne Duren (1985), former pitcher for the New
York Yankees, asked this question: “I started becom-
ing an alcoholic at age four, even though I had my
first drink at age nine—how can this be?” Duren went
on to explain that at a very young age he became
socialized to believe that a real man was “someone
who could drink others under the table,” and that
the way to have fun was to get high on alcohol.
People abuse drugs for a variety of reasons. Some
people build up a tolerance to a drug and then
HIGHLIGHT 11.6
Steroid Use in Baseball
On March 30, 2006, baseball commissioner Bud Selig asked
former Senator George Mitchell to investigate steroid use in
baseball. On December 13, 2007, Mitchell released his report.
78. The report found steroid use to be rampant among former
and current players.
Eighty-six former and current players were named in the
report. (It is thought that there are many other users among
baseball players who have not yet been identified.) Steroids
have been on baseball’s banned substance list since 1991; how-
ever, testing of Major League players did not begin until 2003.
Seven Most Valuable Player Award winners were named
in the report, along with 31 All-Stars—at least one for every
position. Some of the biggest names in baseball are alleged to
have been users, including Barry Bonds, Roger Clemens, Mark
McGwire, David Justice, Jason Giambi, Gary Sheffield,
Miguel Tejada, Lenny Dykstra, Rafael Palmeiro, Andy
Pettitte, Chuck Knoblauch, and Alex Rodriguez. (Some
of these players have denied, under oath, that they used
steroids.)
To avoid testing positive for steroids, many athletes
looking for an edge have now turned to human growth hor-
mone (HGH) to build muscle. It is difficult to detect, and
the best test available has a window of detection of only
48–72 hours.
Psychological Aspects of Young and Middle Adulthood 505
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
79. time if subsequent rights restrictions require it.
increase the dosage to obtain a high. Physical and
psychological dependence usually leads to abuse.
People with intense unwanted emotions (such as
loneliness, anxiety, feelings of inadequacy, guilt, de-
pression, insecurity, and resentment) may turn to
drugs. For many abusers, their drug of choice be-
comes their best friend because they tend to person-
alize it and value it more highly than they value their
friends. The drug is something that they can always
count on to relieve pain or give them the kind of
high they desire. Many abusers become so highly
attached to their drug that they choose to continue
using it even though it leads to deterioration of
health, divorce, discharges from jobs, automobile
accidents, alienation from children, loss of friends,
depletion of financial resources, and court appear-
ances. Drug abusers usually feel they need their
drug as a crutch to make it through the day.
Abusers develop an intimate relationship with
their drug of choice. Even though this relationship
is unhealthy, the drug plays a primary role in the
abuser’s life, dictates a certain lifestyle, fills a psycho-
logical need, and more often than not takes prece-
dence over family, friends, and work. Most abusers
deny their drug usage is creating problems for them,
because they know that admitting they have a drug
problem means they will have to end their relation-
ship with their best friend, and they deeply believe
they need their drug to handle their daily concerns
and pressures. Drug abusers are apt to use a number
of defense mechanisms in order to continue using
80. drugs. They rationalize adverse consequences of drug
abuse (such as the loss of a job) by twisting or dis-
torting reality to explain the consequences of their
behavior while under the influence. They minimize
the adverse consequences of their drug use. They
use projection to place the blame for their problems
on others; for example, “If you had a wife like mine,
you’d drink too.”
Theories About Drug Use
A variety of theories have been offered as to why
people use drugs. Biological theories assert that
physiological changes produced by the drugs eventu-
ally generate an irresistible craving for the drug.
Some biological theories also postulate that some
people are predisposed by their genetic structure to
abuse certain types of drugs. For example, some au-
thorities believe that genes play a role in predispos-
ing some people to alcoholism. Behavioral theories
hold that people use drugs because they find them
pleasurable and continue to use them because doing
so prevents withdrawal distress. Interactionist theo-
ries maintain that drug use is learned from interac-
tion with others in our culture. For example, people
drink alcohol because drinking is widely accepted.
Interactionist theories assert that those who use ille-
gal drugs such as marijuana or cocaine have contact
with a drug subculture that encourages them to ex-
periment with illegal drugs.
Interaction in Family Systems: A Theoretical
Approach to Drug Abuse
Wegscheider (1981) maintains that chemical depen-
dency is a family disease that involves and affects
each family member. Although she focuses on the
81. families of alcoholics, much of what she says may
also apply to the families of other types of chemical
substance abusers.
She cites several rules that tend to characterize
the families of drug abusers. First, the dependent
person’s alcohol use becomes “the most important
thing in the family’s life” (Wegscheider, 1981, p. 81).
The abuser’s top priority is getting enough alcohol,
and the family’s top priorities are the abuser, the abu-
ser’s behavior, and keeping the abuser away from al-
cohol. The goals of the abuser and of the rest of the
family are at completely opposite poles.
A second rule in an alcoholic family is that alco-
hol is not the cause of the problem. Denial is para-
mount. A third family rule maintains that the
dependent person is not responsible for his or her
behavior and that the alcohol causes the behavior.
There is always someone or something else to
blame. Another rule dictates that no one should
rock the boat, no matter what. Family members
strive to protect the family’s status quo, even when
the family is miserable. Yet other rules concern for-
bidding discussion of the family problem either
within or outside of the family, and consistently
avoiding stating one’s true feelings. Wegscheider
(1981) maintains that these rules protect the depen-
dent person from taking responsibility for his or her
behavior, and that the rules serve to maintain the
drinking problem.
Wegscheider (1981) goes on to identify several
roles that family members typically play. In addition
to the chemically dependent person, there is the chief
enabler, the family hero, the scapegoat, the lost
82. child, and the mascot.
The chief enabler’s main purpose is to assume the
primary responsibility for family functioning. The
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not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any
time if subsequent rights restrictions require it.
abuser typically continues to lose control and relin-
quishes responsibility. The chief enabler takes on
more and more responsibility and begins making
more and more of the family’s decisions. A chief
enabler is often the parent or spouse of the chemi-
cally dependent person.
Conditions often continue to deteriorate as the
chemically dependent person loses control. A posi-
tive influence is needed to offset the negative. The
family hero fulfills this role. The family hero is often
the person who does well at everything he or she
tries. The hero works hard at making the family
look as though it is functioning better than it is. In
this way, the family hero provides the family with
self-worth.
83. Another role typically to played by someone in
the family is that of scapegoat. Although the alco-
hol abuse is the real problem, a family rule man-
dates that this fact must be denied. Therefore, the
blame must be placed elsewhere. Frequently, an-
other family member is blamed for the problem.
The scapegoat often behaves in negative ways that
draw attention to him or her (for example, the per-
son gets caught stealing, runs away, or becomes ex-
tremely withdrawn). The scapegoat’s role is to
distract attention away from the chemically depen-
dent person and onto something else. This role helps
the family avoid addressing the problem of chemical
dependency.
Often, someone plays the role of lost child. This
is a person who seems relatively uninvolved with the
rest of the family and never causes any trouble. The
lost child’s purpose is to provide relief from some of
the pain the family is suffering. At least there is
someone in the family who neither requires much
attention nor causes any stress. The lost child is sim-
ply there.
Finally, chemically dependent families often have
someone playing the role of mascot. The mascot is
someone who has a good sense of humor and appears
not to take anything seriously. Despite how much the
mascot might be suffering inside, he or she provides a
little fun for the family.
In summary, chemical dependency is a problem
affecting the entire family. Each family member suf-
fers from the chemical dependency, yet each assumes
a role in order to maintain the family’s status quo
and help the family survive. Family members are
84. driven to maintain these roles no matter what hap-
pens. The roles eventually become associated with
survival.
The Application of Theory to
Client Situations: Treatment for
the Chemically Dependent
Person and His or Her Family
One of the first tasks in treatment is for
the chemically dependent person to
take responsibility for his or her own
behavior. The abuser must acknowl-
edge that he or she has a problem before beginning
to solve it. Several concepts are critical in working
with the family (Wegscheider, 1981). Family members
must first come to realize the extent of the problem.
They need to identify the chemical abuse as their ma-
jor problem. Additionally, they need to learn about
and evaluate their family dynamics. They need to eval-
uate their own behavior and break out of the roles that
have been maintaining the chemical abuse. The chief
enabler, in particular, must stop making excuses and
assuming the chemically dependent person’s responsi-
bilities. If the chemically dependent person is sick from
a hangover and cannot make it to school or work the
next day, it must be that person’s responsibility, not a
parent’s or spouse’s, to call in sick.
Family members eventually learn to confront the
chemically dependent person and give him or her
honest information about his or her behavior. For
instance, they are encouraged to tell the dependent
exactly how he or she behaved while having a black-
out. If the dependent person hit another family
member while drunk, this fact needs to be con-
fronted. The confrontation should occur not in an
85. emotional manner but rather in a factual one.
The family also needs to learn about the pro-
gression of the disease. We’ve already discussed
some characteristics of drug dependence. There is
a typical progression of an alcoholic’s feelings and
behavior. At first, only occasional relief drinking
occurs. Drinking becomes more constant. The de-
pendent person then begins to drink in secret and
to feel guilty about drinking. Memory blackouts
begin to occur and gradually increase in frequency.
The dependent person feels worse and worse about
his or her drinking behavior, but seems to have less
and less control over it. Finally, the drinking be-
gins to seriously affect the person’s work, family,
and social relationships. A job may be lost or all
school classes flunked. Perhaps family members
leave or throw the dependent person out. The de-
pendent person’s thinking becomes more and more
impaired.
EP 2.1.3b,
2.1.6b,
2.1.10a,
d, e, g, & j
Psychological Aspects of Young and Middle Adulthood 507
Copyright 2012 Cengage Learning. All Rights Reserved. May
not be copied, scanned, or duplicated, in whole or in part. Due
to electronic rights, some third party content may be suppressed
from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does
not materially affect the overall learning experience. Cengage
Learning reserves the right to remove additional content at any