emotional intelligence engaging the affective domain engaging the affective domain for effective...

24
EMOTIONAL INTELLIGENCE EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE FOR EFFECTIVE PEDAGOGY PEDAGOGY IN DISTANCE AND DISTRIBUTED IN DISTANCE AND DISTRIBUTED HIGHER EDUCATION HIGHER EDUCATION

Upload: calvin-ferguson

Post on 03-Jan-2016

239 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

EMOTIONAL INTELLIGENCEEMOTIONAL INTELLIGENCE

ENGAGING THE AFFECTIVE DOMAINENGAGING THE AFFECTIVE DOMAIN

FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY

IN DISTANCE AND DISTRIBUTED IN DISTANCE AND DISTRIBUTED HIGHER EDUCATIONHIGHER EDUCATION

Page 2: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

WHY ENGAGE THE AFFECTIVE WHY ENGAGE THE AFFECTIVE DOMAIN?DOMAIN?

Page 3: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

CURRENT RESEARCHCURRENT RESEARCH

Emotional intelligence may beEmotional intelligence may be related to related to

academic achievement.academic achievement.

Using an Emotional Intelligence Test Instrument, the MSCEIT, V.2, designed by Using an Emotional Intelligence Test Instrument, the MSCEIT, V.2, designed by Professors Peter Salovey, Chair of the Psychology Dept. at Yale University, Professors Peter Salovey, Chair of the Psychology Dept. at Yale University, and Jack Mayer, Psychology Dept., the University of New Hampshire, and Jack Mayer, Psychology Dept., the University of New Hampshire,

previous research shows a relation of emotional intelligence to the general previous research shows a relation of emotional intelligence to the general intelligence involved in academic achievement (Mayer, Salovey and intelligence involved in academic achievement (Mayer, Salovey and Caruso, 2000), Caruso, 2000),

and current research shows that higher level emotional intelligence is and current research shows that higher level emotional intelligence is significantly related to the current-semester GPAs of the MSCEIT, V.2 test-significantly related to the current-semester GPAs of the MSCEIT, V.2 test-takers (Edison, 2002). For more information email: takers (Edison, 2002). For more information email: [email protected]@Yale.edu or access the professional healthcare website mhs.comor access the professional healthcare website mhs.com

Page 4: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

My research using the MSCEIT, My research using the MSCEIT, V.2 detected a tendency for V.2 detected a tendency for

undergraduates who undergraduates who understand and manage understand and manage

emotions to have higher GPAs.emotions to have higher GPAs.

Page 5: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

Analyzing the MSCEIT, V.2 test results using Analyzing the MSCEIT, V.2 test results using the Pearson r found that test scores on the Pearson r found that test scores on Understanding Emotions correlated Understanding Emotions correlated significantly with test-takers’ GPA at r significantly with test-takers’ GPA at r = .432, which is significant at the p<.01 = .432, which is significant at the p<.01 level (2-tailed). level (2-tailed).

GPA also correlated significantly with GPA also correlated significantly with Managing Emotions at r = .314, which is Managing Emotions at r = .314, which is significant at the p<.05 level (2-tailed). significant at the p<.05 level (2-tailed).

The p levels mean that there is a 99% The p levels mean that there is a 99% certainty, and a 95% certainty, that the certainty, and a 95% certainty, that the correlations are true and did not occur by correlations are true and did not occur by chance.chance.

Page 6: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

INSIDE THE PEARSON CORRELATION:INSIDE THE PEARSON CORRELATION:

Understanding EmotionsUnderstanding Emotions GPA 3.6 to 4.0GPA 3.6 to 4.0 Mean MSCEIT, V.2 score = 113 Mean MSCEIT, V.2 score = 113GPA 3.0 to 3.59GPA 3.0 to 3.59 Mean MSCEIT, V.2 score = 111 Mean MSCEIT, V.2 score = 111GPA Below 3.0GPA Below 3.0 Mean MSCEIT, V.2 score = 100 Mean MSCEIT, V.2 score = 100

Note the 13-point scores difference in Understanding Emotions, Note the 13-point scores difference in Understanding Emotions, for higher GPAs versus lower GPAs. for higher GPAs versus lower GPAs.

Managing EmotionsManaging Emotions GPA 3.6 to 4.0GPA 3.6 to 4.0 Mean MSCEIT, V.2 score = 106 Mean MSCEIT, V.2 score = 106GPA 3.0 to 3.59GPA 3.0 to 3.59 Mean MSCEIT, V.2 score = 104 Mean MSCEIT, V.2 score = 104GPA Below 3.0GPA Below 3.0 Mean MSCEIT, V.2 score = 97 Mean MSCEIT, V.2 score = 97

Note the 9-point scores-difference in Managing Emotions Note the 9-point scores-difference in Managing Emotions for higher GPAs versus lower GPAs.for higher GPAs versus lower GPAs.

Page 7: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

GENDER DIFFERENCEGENDER DIFFERENCE Current research using the MSCEIT, V.2 shows Current research using the MSCEIT, V.2 shows

that females tend to score somewhat higher that females tend to score somewhat higher than males in Understanding Emotions and than males in Understanding Emotions and Managing Emotions.Managing Emotions.

However, focus group comments by high-However, focus group comments by high-scoring MSCEIT, V.2 test-takers of both scoring MSCEIT, V.2 test-takers of both genders indicate that it is the male genders indicate that it is the male undergraduate, AND NOT the FEMALE, who undergraduate, AND NOT the FEMALE, who manages emotions before beginning a manages emotions before beginning a learning task. (Is this ‘difference’ a cultural learning task. (Is this ‘difference’ a cultural expectation?)expectation?)

Page 8: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

The MSCEIT, V.2 TEST-The MSCEIT, V.2 TEST-TAKERSTAKERS

In this study, 15 emotional intelligence ability In this study, 15 emotional intelligence ability tasks were tested and scored for a special sample tasks were tested and scored for a special sample of 61 high-achieving undergraduates who took of 61 high-achieving undergraduates who took the MSCEIT, V.2 on-line at a top-ranked public the MSCEIT, V.2 on-line at a top-ranked public university in the southeastern United States with university in the southeastern United States with high admission standards. Each year at this high admission standards. Each year at this campus, over 8,000 apply for admission; 1,332 campus, over 8,000 apply for admission; 1,332 are accepted. In this study, 14 participants were are accepted. In this study, 14 participants were Phi Beta Kappa, 20 were designated Monroe Phi Beta Kappa, 20 were designated Monroe Scholars (the higher achievers of the high Scholars (the higher achievers of the high achievers admitted to this campus), and 24 were achievers admitted to this campus), and 24 were neither Phi Beta Kappa nor Monroe Scholars.neither Phi Beta Kappa nor Monroe Scholars.

Page 9: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

The MSCEIT, V.2 TasksThe MSCEIT, V.2 Tasks Branch 1X Tasks are about Perceiving Emotions in facial Branch 1X Tasks are about Perceiving Emotions in facial

expressions and pictures of objects.expressions and pictures of objects.

Branch 2X Tasks are about Using Emotions and recognizing Branch 2X Tasks are about Using Emotions and recognizing moods that facilitate thinking.moods that facilitate thinking.

Branch 3X Tasks ask higher level abstract reasoning Branch 3X Tasks ask higher level abstract reasoning questions about Understanding Emotions and combinations questions about Understanding Emotions and combinations and blends of emotions in response to resolving an and blends of emotions in response to resolving an emotional situation.emotional situation.

Branch 4X Tasks ask complex higher level abstract Branch 4X Tasks ask complex higher level abstract reasoning questions about Managing Emotions in self and reasoning questions about Managing Emotions in self and others, in order to solve a problem in a personal others, in order to solve a problem in a personal relationship.relationship.

Page 10: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

The MSCEIT, V.2 ResultsThe MSCEIT, V.2 Results A significant relation to academic A significant relation to academic

achievement was found in the higher level achievement was found in the higher level problem-solving Tasks in Branches 3X and problem-solving Tasks in Branches 3X and 4X: Understanding and Managing Emotions. 4X: Understanding and Managing Emotions. In these Tasks, the test-taker was asked “to In these Tasks, the test-taker was asked “to reason with emotions” (Mayer and Salovey, reason with emotions” (Mayer and Salovey, 1997).1997).

““Basically the question posed is whether a Basically the question posed is whether a human being ever does thinking without human being ever does thinking without feeling” (Krathwohl, Bloom and Masia, 1964), feeling” (Krathwohl, Bloom and Masia, 1964), from Bloom’s Taxonomy of Educational from Bloom’s Taxonomy of Educational Objectives, Handbook II: Affective Domain.Objectives, Handbook II: Affective Domain.

Page 11: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

Bloom’s TaxonomyBloom’s Taxonomy

Educational Objectives Educational Objectives for the Affective Domainfor the Affective Domain

““What is missing is a systematic effort to What is missing is a systematic effort to collect evidence of growth in affective collect evidence of growth in affective

objectives objectives which is in any way parallel which is in any way parallel

to the very great and systematic efforts to to the very great and systematic efforts to evaluate cognitive achievement”evaluate cognitive achievement”

(Krathwohl, Bloom and Masia, 1964, p. 16).(Krathwohl, Bloom and Masia, 1964, p. 16).

Page 12: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

APPLICATIONS FOR EFFECTIVE PEDAGOGY APPLICATIONS FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED HIGHER IN DISTANCE AND DISTRIBUTED HIGHER

EDUCATIONEDUCATION

PAYING ATTENTIONPAYING ATTENTION

Page 13: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

BLOOM’S INSTRUCTIONAL STEP BLOOM’S INSTRUCTIONAL STEP 11

Step 1.1 Present the Learning Stimulus*Step 1.1 Present the Learning Stimulus*

Step 1.2 Engage Willingness to Receive It*Step 1.2 Engage Willingness to Receive It*

Step 1.3 Promote Willingness to Respond to Step 1.3 Promote Willingness to Respond to It*It*

*Resulting in: ‘CONTROLLED’ ATTENTION*Resulting in: ‘CONTROLLED’ ATTENTION

Page 14: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

SIMPLE AWARENESS OF SIMPLE AWARENESS OF

THE LEARNING THE LEARNING STIMULUSSTIMULUS

WITHOUT COGNITIONWITHOUT COGNITION

Page 15: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

WILLINGNESS TO WILLINGNESS TO RECEIVERECEIVE

THE LEARNING STIMULUSTHE LEARNING STIMULUS

Page 16: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

SATISFACTION SATISFACTION

IN RESPONDINGIN RESPONDING

Page 17: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

CONTROLLED OR ‘SELECTED’ CONTROLLED OR ‘SELECTED’

ATTENTIONATTENTION

Page 18: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

THE TWO DOMAINSTHE TWO DOMAINS ““COGNITIVE COGNITIVE

OUTCOMES HAVE TO OUTCOMES HAVE TO DO WITH THE DO WITH THE UTILIZATION OF UTILIZATION OF HIGHER-ORDER HIGHER-ORDER INTELLECTUAL INTELLECTUAL PROCESSES SUCH AS PROCESSES SUCH AS KNOWLEDGE KNOWLEDGE ACQUISITION, ACQUISITION, DECISION-MAKING, DECISION-MAKING, SYNTHESIS AND SYNTHESIS AND REASONING” REASONING”

(Pascarella and (Pascarella and Terenzini, 1991, p.5)Terenzini, 1991, p.5)

““AFFECTIVE AFFECTIVE OUTCOMES ARE OUTCOMES ARE ATTITUDES, VALUES, ATTITUDES, VALUES, ASPIRATIONS, AND ASPIRATIONS, AND PERSONALITY PERSONALITY DISPOSITIONS” DISPOSITIONS”

(Pascarella and (Pascarella and Terenzini, 1991, p.5)Terenzini, 1991, p.5)

Page 19: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

TOWARDS A NEW TOWARDS A NEW TAXONOMYTAXONOMY

WHAT EMOTIONS ARE WHAT EMOTIONS ARE EFFECTIVE FOR ACADEMIC EFFECTIVE FOR ACADEMIC ACHIEVEMENT?ACHIEVEMENT?

CAN ACADEMIC INSTRUCTION CAN ACADEMIC INSTRUCTION ENGAGE THE TWO ENGAGE THE TWO DOMAINSDOMAINS??

Page 20: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

WHAT DOES IT MEAN? WHAT DOES IT MEAN? (Disclaimer)(Disclaimer)

THE RESULTS OF THIS STUDY CANNOT THE RESULTS OF THIS STUDY CANNOT EXPLAIN HOW EMOTIONAL INTELLIGENCE IS EXPLAIN HOW EMOTIONAL INTELLIGENCE IS RELATED TO HIGHER ACADEMIC ACHIEVEMENTRELATED TO HIGHER ACADEMIC ACHIEVEMENT

AND, AS FOR DESIGNING THAT NEW AND, AS FOR DESIGNING THAT NEW EPISTEMOLOGY, AND NEW INSTRUCTIONAL EPISTEMOLOGY, AND NEW INSTRUCTIONAL STRATEGIES To SIMULTANEOUSLY ENGAGE STRATEGIES To SIMULTANEOUSLY ENGAGE THE TWO DOMAINS, THIS STUDY DOES NOT THE TWO DOMAINS, THIS STUDY DOES NOT SUGGEST THE ‘HOW TO’ --ONLY THE ‘WHY TO’SUGGEST THE ‘HOW TO’ --ONLY THE ‘WHY TO’

Page 21: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

WHAT NEXT?WHAT NEXT? FUTURE RESEARCH IS NEEDED TO FUTURE RESEARCH IS NEEDED TO

IDENTIFY THE ACHIEVEMENT BEHAVIORS IDENTIFY THE ACHIEVEMENT BEHAVIORS OF EMOTIONALLY INTELLIGENT STUDENTS OF EMOTIONALLY INTELLIGENT STUDENTS WHO ARE ALSO HIGH ACHIEVERS.WHO ARE ALSO HIGH ACHIEVERS.

THE STUDENTS IN THIS STUDY WERE ALL THE STUDENTS IN THIS STUDY WERE ALL HIGH ACHIEVERS. THEY DESCRIBED THEIR HIGH ACHIEVERS. THEY DESCRIBED THEIR EAGERNESS TO BEGIN LEARNING, THEIR EAGERNESS TO BEGIN LEARNING, THEIR EXCITEMENT ABOUT THE SUBJECT, AND EXCITEMENT ABOUT THE SUBJECT, AND CONFIDENCE, AS EFFECTIVE EMOTIONS CONFIDENCE, AS EFFECTIVE EMOTIONS THEY EXPERIENCE DURING ACADEMIC THEY EXPERIENCE DURING ACADEMIC PERFORMANCE IN HIGHER EDUCATION.PERFORMANCE IN HIGHER EDUCATION.

Page 22: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

SUGGESTIONS FOR FUTURE SUGGESTIONS FOR FUTURE RESEARCHRESEARCH

FUTURE RESEARCH IS NEEDED TO IDENTIFY NEW FUTURE RESEARCH IS NEEDED TO IDENTIFY NEW INSTRUCTIONAL STRATEGIES THAT CAN FULFILL INSTRUCTIONAL STRATEGIES THAT CAN FULFILL NEW EDUCATIONAL OBJECTIVES, NAMELY, HOW NEW EDUCATIONAL OBJECTIVES, NAMELY, HOW TO ACADEMICALLY DEVELOP THE ‘INTELLIGENCE’ TO ACADEMICALLY DEVELOP THE ‘INTELLIGENCE’ OF BOTH DOMAINS.OF BOTH DOMAINS.

ON-LINE INSTRUCTION SHOULD VISUALLY ON-LINE INSTRUCTION SHOULD VISUALLY MANIPULATE THE AFFECTIVE DOMAIN, TO BRING MANIPULATE THE AFFECTIVE DOMAIN, TO BRING OPTIMAL LEARNING EMOTIONS ON-LINE, AND OPTIMAL LEARNING EMOTIONS ON-LINE, AND MERGE THE ‘INTELLIGENCE’ OF EACH DOMAIN MERGE THE ‘INTELLIGENCE’ OF EACH DOMAIN FOR HIGH ACHIEVEMENT EFFORTS THAT FOR HIGH ACHIEVEMENT EFFORTS THAT STUDENTS ARE EAGER TO PERFORM.STUDENTS ARE EAGER TO PERFORM.

Page 23: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

Emotional Intelligence – Emotional Intelligence – WHAT IN THE WORLD IS IT?WHAT IN THE WORLD IS IT?

Emotions are an additional ‘intelligence’ that along with Emotions are an additional ‘intelligence’ that along with cognition conveys information about objects of cognition conveys information about objects of perception. Emotional ‘intelligence’ is expressed in perception. Emotional ‘intelligence’ is expressed in feelings, images, colors, movement, sounds, symbols feelings, images, colors, movement, sounds, symbols that augment cognitive understanding. Human that augment cognitive understanding. Human emotions express a common ‘meaning’ that is emotions express a common ‘meaning’ that is understandable by everyone (and so can be tested understandable by everyone (and so can be tested by researchers). Yet emotions deliver information by researchers). Yet emotions deliver information that is uniquely personal for each individual, and may that is uniquely personal for each individual, and may especially enrich ‘thinking’ if encouraged to especially enrich ‘thinking’ if encouraged to participate in complex higher level reasoning for participate in complex higher level reasoning for abstract problem-solving (as the results of this study abstract problem-solving (as the results of this study suggest).suggest).

Page 24: EMOTIONAL INTELLIGENCE ENGAGING THE AFFECTIVE DOMAIN ENGAGING THE AFFECTIVE DOMAIN FOR EFFECTIVE PEDAGOGY FOR EFFECTIVE PEDAGOGY IN DISTANCE AND DISTRIBUTED

REFERENCESREFERENCES

For books, journal articles, dissertation, For books, journal articles, dissertation, and other references used in this study, and other references used in this study, please contact: please contact:

[email protected]@earthlink.net

Or, go on-line to PsychLit and search for Or, go on-line to PsychLit and search for emotional intelligence journal articles emotional intelligence journal articles by Professors Peter Salovey and Jack by Professors Peter Salovey and Jack Mayer.Mayer.