pysch textbook notes

8/2/2019 Pysch Textbook Notes

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Language and Thinking 1/10/2012 12:21:00 PM

Adaptive Functions of Language

Mental representations

We manipulate them through language, thinking, reasoning andproblem solving

Include image, idea, concepts and principlesLanguage

Consists of a system of a system of symbols and rules forcombining these symbols in ways that can generate infinite number

of possible ideas and messages

the jewel in the crown of cognition our reasoning, problem solving and thinking involves using

language

psycholinguistics: the scientific study of the psychological aspects oflanguage, such as how people understand, produce and acquire

language

Properties of Language

Language is Symbolic and Structured

Uses sounds, written characters or some other system of symbolsto represent objects, events, ideas, feelings and actions

The symbols used in any given language are arbitrary Has a rule governed structure Language grammar: the set of rules that dictate how symbols can

be combined to create meaningful units of communication

Syntax: the rules that govern the order of wordsLanguage Conveys Meaning

Once people learn symbols and rules, they are able to form andthen transfer mental representations to the mind of another person

Semantics: the meaning of words and sentenceso Can be tricky

Language is Generative and Permits Displacement

Generativity: the symbols of language can be combined to generatean infinite number of messages that have novel meaning

o English language has 26 letters, but by combining themresults into half a million of words


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Displacement: the fact that language allows us to communicateabout events and objects that about events and objects that are not

physically present

o Language frees us from being restricted to focusing on eventsand objects that are right before us in the present

The Structure of Language

Language as having a surface structure and a deep structure

Surface Structure: consist of the symbols that are used and their order

Syntax of a language provides the rules for ordering words properlyDeep Structure: the underlying meaning of the combined symbols, which

brings-semantics

Sometimes, a single surface structure can give rise to two deepstructures as happens when people speak or write ambiguous

sentences

When you read or hear speech, you are moving from the surfacestructure to deep structure

When you express your thoughts to other people, you musttransform deep structure(the meaning you want to communicate)

into a surface structure that other can understand

The Hierarchical Structure of Language Human language has a hierarchical structure Phoneme: the most elementary building block, the smallest unit of

speech sound in a language that can signal a difference in meaning

100 phonemes in the human language, 40 in the English language phonemes have no inherent meaning but they alter meaning when

combined with other elements

next level of the hierarchy, phonemes are combined intomorphemes

o smallest units of meaning in a languageo they are not always syllableso players: 2 syllables, 3 morphemes; fans: 1 syllable, 2

morphemes

in every language, rules determine how phonemes can be combinedinto morphemes


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English 40 phonemes can be combined into more than 100,00morphemes

Morphemes in turn, are the stuff of which words are formedo English morphemes can be combined into over 500 000

words, words into countless phrases and phrases into aninfinite number of sentences

Discourse: sentences are combined into paragraphs, articles, books,conversations and so fourth

Understanding and Producing Language

Context plays a key role in understanding language

The Role of Bottom-up Processing

Your brain must recognize and interpret patterns of stimuli-the sounds of

speech, shapes of letters, movements that are detected by your sensory

systems

Extracting information from linguistic stimuli involves the jointinfluence of bottom up and top down processing

Bottom up Processing

Individual elements of a stimulus are analyzed and then combinedto form a unified perception

Analyzing the hierarchical structure of spoken language as a set ofbuilding blocks that involve the sue of phonemes to createmorphemes and the combination of morphemes to create words

reflects a bottom up approach

The Role of Top-Down Processing

Top down processing: sensory information is interpreted in light ofexisting knowledge, concepts, ideas and expectations

Peoples unconscious expectations literally shape what they visuallyperceive

Language involves top down processing because the words youwrite, read, speak or hear activate and draw on your knowledge of

vocabulary, grammar and other linguistic rules

Speech Segmentation

Perceiving where each word within a spoken sentence begins andends seems to occur automatically


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When psycholinguists measure the sound energy produced aspeople utter sentences, they find that the decreases in energy

output between words often are smaller than the decreases

between segments within the same words

In English, about 40% of words consist of 2 or more syllables thatare stressed when spoken

Psycholinguist have discovered:

We use several cues to tell when on e spoken word ends andanother begins

We use the context provided by the other words in a sentence tointerpret the meaning of any individual word

Pragmatics: The Social Context of Language

It takes more than having a vocabulary and arranging wordsgrammatically to understand language and communicate effectively

with other

Involvespragmatics: a knowledge of the practical aspects of usinglanguage

Occurs in a social context and pragmatic knowledge not only helpsyou understand what other people are really saying, but also helps

you make sure that other people get the point of what youre

communicating

Pragmatics is another example of how top down processinginfluences language use

Social Ruleso Guides communication between peopleo Messages should be clear as possible, we usually adjust your

speech rate, choice of words and sentence complexity

depending on the situation

Pragmatics also depend on other aspects of the social contextLanguage Functions, the Brain, and Sex Differences

Language functions are distributed in many areas of the braino Located in Brocas area and the Wernickes area

People with damage in one or both areas typically suffer fromaphasia: an impairment in speech comprehension and/or production

that can be permanent or temporary


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o Men who suffer left hemisphere strokes are more likely thanwomen to show aphasic symptoms

Acquiring A First Language

Humans are born linguists, inheriting a biological readiness to recognize and

eventually produce the sounds and structure of whatever language they areexposed to

Biological Foundations

Human children, despite their limited thinking skills, begin tomaster language early in life without any formal instruction

Despite their differences at the phoneme level, all adult languagesthroughout the world-including sign languages seem to have

common underlying structural characteristics

Language acquisition thus represents the unfolding of a biologicallyprimed process within a social learning environment

Between 6-12 months of age, they begin to discriminate only thosesounds that are specific to their native tongue

Language acquisition device (LAD)-an innate biological mechanismthat contains the general grammatical rules are common to all

languages

o Noun phrases and verb phrases are arranged in a specificorder

Social Learning Processes

Social learning plays a central role in acquiring a language Early on, parents attract their childrens attention and maintain

their interest by conversing with them in what has been termed

child directed speech, a high pitched intonation that seems to be

used all over the world

Skinner developed an operant conditioning explanation for languageacquisition

o Childrens language development is strongly governed byadults positive reinforcement or correction of inappropriate

verbalizations

o By 2nd grade, children acquire about 5000-6000 wordso Parents do not typically correct their childrens grammar as

language skills are developing because the parents


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corrections focus primarily on the truth value or deep

structure of what the child is trying to communicate

Language acquisition support system (LASS)- represent factors inthe social environment that facilitate the learning of a language

o LAD and LASS interact in a mutually supportive fashion,normal language development occurs

Developmental Timetable and Sensitive Periods

As biological factors and experiential factors combine theirinfluences, language acquisition proceeds according to a

developmental timetable that is common to all cultures

Telegraphic speech: by 2 years of age, children are utteringsentences that at first consist of a noun and a verb with a

nonessential words left out as in a telegraph message

There is a sensitive period from infancy to puberty during which thebrain is most responsive to language input form the environment

o Language deprived children who were found when they werepast puberty seemed unable to acquire normal language skills

despite extensive training

o Importance of early language exposure applies to anylanguage, not just spoken language, sign languages is

included

Bilingualism: Learning A Second LanguageA second language is learned best and spoken most fluently when it is

learned during the sensitive period of childhood

The vocabulary of any language can be learned at any age, butmastery of the syntax or grammar depends on early acquisition

Bilingual children show superior cognitive processing whencompared with their monolingual peers, also perform better on

perceptual tasks that require them to inhibit attention to an

irrelevant feature of an object and pay attention to another feature

o Greater flexibility in thinking an better performance onstandardized intelligence test

Learning a Second Language: Is Earlier Better?

Children are language sponges There is a critical period for learning a second language that ends in

childhood or possibly in early teenspsycholinguists theory


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o If you start earlier, you would have more years of exposure toit that language than if you had first started to learn it in you

late teens

Studies have shown that that to sepak a second language with thefluency and accent of a native speaker, people must begin toacquire that language in childhood

Linguistic Influences on Thinking

Linguistic relativity hypothesis: that language not only influences but also

determines what we are capable of thinkin

If correct: people whose cultures have onlh a few words would havegreater difficulty in perceiving the words since there isntt that

many words to choose from

Language can influence how we think, categorize information and attend to

our daily experiences

Language colour our perceptions, the decisions we make, and theconclusions we draw

Language not only influences HOW WE THINK but also may influence HOW

WELL we think in certain domains

Language provides the foundation of many human behaviours and

capabilities

Thought, Brain and MindThe specific pattern of brain activity that composes a dominant subset varies

from moment to moment as we experience different thoughts and respond

to changing stimuli

Patterns exist as patterns of neural activityAt the psychological level, thinking may seem to be the internal language of

the mind-inner speech

Propositional thought-it expresses a proposition, or statement Imhungry its almost time for dinner

Imaginal thought-consist of images that we can see, hear, or fell inour mind

Motoric thought-relates to mental representations of motormovements such as throwing object

Concepts and Propositions

Propositions


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Statements that express ideas Consist of concepts combined in a particular way

Concepts

Basic units of semantic memory-mental categories into which weplace objects, activities, abstractions and events that have essentialfeatures in common

Concepts can be acquired through explicit instruction or through ourown observations of similarities and differences among various

objects and events

Many concepts are difficult to define explicitly Concepts are defined by prototypes

o Most typical and familiar members of a category or class Concepts: Students, intelligent people Proposition: students are intelligent people; the use of prototypes is

perhaps the most elementary method of forming concepts, it

requires that we note only similarities among objects

o Thus childrens early concepts are based on prototypes of theobjects and people they encounter personally, they then

decide whether or not new objects are similar enough to the

prototype

Reasoning

One aspect of intelligent thinking is the ability to reason and think logically Helps us acquire knowledge, make sound decisions and solve

problems

Reasoning helps us avoid the hazards and time consuming efforts of trial and

error

Most people solve problems by developing solutions in their mindsbefore applying them in the external world

Deductive Reasoning

Reason from the top down, from general principles to a conclusionabout a specific case

When people reason deductively, they begin with a set of premisesand determine what the premises imply about a specific situation

Basis of formal mathematics and logic


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The underlying deductive principle may be stated: Given thegeneral proposition if X, then Y if X occurs, then you can infer Y-

syllogism

Inductive Reasoning

We reason from the bottom up, starting with specific facts and tryto develop a general principle

Scientist use induction when they discover general principle or lawsas a result of observing a number of specific instances of a

phenomenon

Difference between Inductive and Deductive Reasoningo Certainty of the resultso Deductive conclusions are certain to be true if the premises

are true

o Inductive reasoning leads to likelihood rather than certaintybecause some new observation can change the outcome of

the conclusion

Stumbling Blocks in Reasoning

Ability to reason effectively is a key factor in critical thinking, sounddecision making and problem solving

Distraction by irrelevant informationo People often fail to solve problems because they simply dont

focus on the relevant information. Instead, they take intoaccount irrelevant information that leads them astray

Belief Biaso A tendency to abandon logical rules in favor of our own

personal beliefs

Emotions and Framingo When we valuate problems or making decisions, at times we

may abandon logical reasoning in favor of relying on our

emotions-trusting ones gut to guide us

o Framing-the idea that the same information, problem oroptions can be structured and presented in different ways

Influences how we perceive information and caninterfere with logical reasoning-especially true when

choices are framed to highlight potential positive or

negative outcomes thereby triggering emotions that


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may alter our perceptions of the risks associated with

various choice options

It can also enhance reasoningProblem Solving

People can systematically use inductive and deductive reasoingingto solve problems

Understanding/Framing the problemo How we mentally frame a problem can make a huge

difference in problem solving

o A knack for framing problems in effective ways that differfrom conventional expectations has been called outside the

box thinking, it is a prized ability in many academic and work

environments

Generating Potential Solutionso Once we have interpreted the problem, we can begin to

formulate potential solutions or explanations

Determine which procedures and explanations will beconsidered

Determine which solutions are consistent with theevidence that has so far been observed. Rule out any

solutions that do not fit the evidence

Testing the Solutiono Mental set: the tendency to stick to solutions that have

worked in the past-can result in less effective problem solving

Evaluating the ResultsThe Role of Problem-Solving Schemas

Problem solving schemas: mental blueprints or step by step scripts for

selecting information and solving specialized classes of problems

We all have learned many of them: schemas in cooking, drawing tostudying

Algorithms and Heuristics

Two important strategies to problem solving Algorithms: formulas or procedures that automatically generate

correct solutions

Heuristics: general problem solving strategies that we apply tocertain classes of situations


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o Means-ends analysis is one example of a heuristico Means-ends analysis: we identify differences been the present

situation and the desired state or goal and them a=make

changes that will reduce these differences

Sub goal analysis: formulating sub goals or intermediate stepstowards a solution

Uncertainty, Heuristics and Decision Making

Representative heuristic: to infer how closely something orsomeone fits our prototype for a particular concept or class and

therefore how likely it is to be a member of that class

Availability heuristic: causes us to base judgments and decisions onthe availability of information in memory (can lead us astray)

o We tend to remember events that are most important andsignificant to us, usually this principle serves us well, keeping

important information at the forefront in our memories, ready

to be applied

Confirmation and Overconfidence

Confirmation bias

Tends to look for evidence that will confirm what they currentlybelieve rather than looking for evidence that could disconfirm their

beliefs

o When people have strong beliefs about something, they arevery selective in the kinds of information they expose

themselves to

o They seek like minded people, compatible mass mediasources

Confirmation bias often contributes to a distorted sense of howcorrect our opinions and beliefs are

Overconfidence: the tendency to overestimate ones correctness infactual knowledge, beliefs and decisions, is another reason why

people do not challenge their beliefs

o Widespread Overconfidence and confirmation bias can be potent adversaries in

our search for correct predictions and decisions. When were

confident in the correctness of our views and reluctant to seek


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evidence that could prove them wrong we can easily be blinded to

the truth

Acquiring Knowledge: Schemas and Scripts

Schema

A mental framework, an organized pattern of though about someaspect of the world

Concepts and categories represent types of schemas, and togetherthey help you build a mental framework of your word

Algorithms and heuristics are also types of schemas-problemsolving schemas that provide you with mental frameworks for

solving certain types of problems

Script

A type of schema A mental framework concerning a sequence of events that usually

unfolds in a regular, almost standardized order

Knowledge grows as you acquire new scripts, concepts and other types of

schemas, as your existing schemas become more complex, and as you form

connection between schemas

The measurement of Intelligence

Wechsler tests are the most popular individually administered intelligence

tests in North America

They provide a good illustration of how intelligence is assessed Weschler believed that intelligence tests should measure a wide

array of different mental abilities

Increasing the Informational Yield from Intelligence Tests

The original Stanford-Binet yielded a single IQ score based mainly on verbal

items, but todays test samples a wider range of abilities and provides, in

addition to a composite IQ score, separate scores for verbal reasoning

Theory Based Intelligence Tests

Advances in the theory of intelligence have stimulate the development of

new instruments to test the specific abilities dictated by the theories

Kaufman Test has 3 crystallized subscale test and 3 fluid subscale test

Crystallized intelligence scales require respondents to define words,listen to and answer questions about a detailed new story and study

2 sets of words and then produce a work that relates to both


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Fluid intelligence subtest require respondents to break mysterycodes, solve logic problems and associate words with complex

drawings and then read sentences composed of the drawings

This test is popular in education, job screening and clinical settingsShould we Test for Aptitude or AchievementAchievement test

It is designed to find out how much they have learned so far in theirlives

Good predictor of future performance in a similar situation Argument: everybody had the same opportunity to learn the

material before being tested

Aptitude test

Containing novel puzzle like problems that presumably go beyondprior learning and are thought to measure the applicants potential

for future learning and performance

Difficult to construct a test that is independent of prior learningMost intelligence tests measure a combination of aptitude and achievement,

reflecting both native ability and previous learning

Raised major scientific and social issues concerning the meaning oftest scores, the extent to which improvement can be fostered by

educational experiences and the usefulness of the measures for

describing mental competence and predicting performance in nontest situations

Psychometric Standards for Intelligence Tests

Psychological Test

A method for measuring individual differences related to somepsychological concept or construct based on a sample of relevant

behaviour in a scientifically designed and controlled situation

Intelligence is the construct and scores obtained on the test are its

operational definition

Reliability: refers to consistency of measurement, refer to consistency of

measurement over time, consistency of measurement by the items within

the test itself, or consistency in scores assigned by different examiners

Consistency over time measurement stability over time is definedas test-retest reliability which is assessed by administering the


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measure to the same group of participants on two or more

separate occasions and correlating the two or more sets of scores

Internal consistency-do all the items on the measure seem to bemeasuring the same thing, as indicated by high correlations among

them? Interjudge reliability: do different raters or scorers agree on their

scoring or observations

Validity: refers to how well a test actually measures what is designed to

measure

Construct validity: to what extent is the test actually measuring theconstruct of interest

Content validity: do the questions or test items relate to all aspectsof the construct being measured?

Criterion-related validity-do scores on the test predict some presentor future behaviour or validity outcome assumed to be affected by

the construct being measured


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Intelligence Chapter 10

Intelligence in Historical Perspective

Sir Francis Galton: Quantifying Mental Ability

Galton showed through the study of family trees that eminence andgenius seemed to occur within certain families

His research convinced him that eminent people had inheritedmental constitutions: that made them more fit for thinking than

their less successful counterparts dismissed the fact of coming

from a a privileged environment

Based his research though the reaction speed, hand strength, andsensory acuity, he even measured the size of peoples skulls,

believing that skull size reflected brain volume and hence

intelligence

Galtons approach to mental skills was disproved because hismeasures of nervous-system efficiency proved unrelated to socially

relevant measures of mental ability, such as academic and

occupational success

Alfred Binets Mental Tests

French psychologist, Alfred Binet was commissioned by FrancesMinistry of Public Education to develop the test that was to become

the forerunner of all modern intelligence tests

Binet was interested in solving a practical problem rather thansupporting a theory

o Problem: certain children seemed unable to benefit fromnormal public schooling. Educators wanted an objective way

to identify these children as early as possible so that some

form of special education could be arranged for them

2 assumptions in the test:o mental abilities develop with ageo the rate at which people gain mental competence is a

characteristic of the person and is fairly constant over time

mental age: the mental level(or age) at which a child is performingas determined by a standardized interview in which the child

responds to a series of questions

o ex)if an 8 year old child could solve problems at the level ofthe average 10 year old, the child would be said to have a

mental age of 10


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William Sterns intelligence quotient(IQ) test was the ratio of mental age to

chronological age multiplied by 100

(mental age/chronological age) x 100 a child who was performing at exactly his or her age level would

have an IQ of 100 IQ test doesnt really work for adults because his test would show

an actual decline at older ages

Binets Legacy: An Intelligence Testing Industry Emerges

Stanford-Binet-this test had become widely accepted in NorthAmerica as the gold standard for measuring mental aptitude

The Stanford-Binet contained mostly verbal items, and it yielded asingle IQ score

o Became the prototype for the army alpha, a verbally orientedtest that was used to screen large numbers of US army

recruits for intellectual fitness

Terman

He built a test that can be measure verbal and non verbal abilities He developed an intelligence test for adults and for children that

measured both verbal and non verbal intellectual skills

Wechsler Adult Intelligence Scale(WAIS) & Weschler Intelligence Scale for

Children (WISC)

It has gone under several revisions Most popular individually administered intelligence tests in North

America

Intelligence is the ability to acquire knowledge, to think and reason

effectively and to deal adaptively with the environment. Because cultural

environments differ in the skills most important for adaptation, cultural

conceptions of intelligence may differ markedly

The Psychometric Approach: The Structure of Intellect

Psychometrics:

The statistical study of psychological tests The psychometric approach to intelligence tries to identify and

measure the abilities that underlie individual differences in

performance

It tries to provide a measurement based map of the mindFactor Analysis


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Researchers administer diverse measures of mental abilities andcorrelate them with one another

o If certain tests are correlated highly with one another, if theycluster mathematically then performance on these tests

probably reflects the same underlying mental skillo If the test within a cluster correlate highly with one another

but much less with tests in other clusters, then these various

test clusters probably reflect different mental abilities

o Main goal: researchers hope to determine the number of testclusters and to use this information to infer the nature of the

underlying abilities

Factor analysis: reduces a large number of measures to a smallernumber of clusters, or factors with each cluster continuing variables

that correlated highly with one another but less highly with

variables in other clusters

o A factor allows us to infer the underlying characteristic thatpresumably accounts for the links among the variables in the

cluster

o Can identify clustersThe G Factor: Intelligence as General Mental Capacity

Intellectual performance is determined partly by a g factor orgeneral intelligence and partly by whatever special abilities mightbe required to perform that particular task

The g factor cuts across virtually all tasks, it constitutes the core ofintelligence

o Your math skill would depend mainly on your generalintelligence but also on your specific ability to learn

mathematics

The g factor is the core of what we call intelligenceo G matters a great deal as a predictor of both academic and

job performance

o The same general mental ability is significantly related tosuccess in both areas of life

o Measures of the g factor predict job success even better thando measures of specific abilities tailored to individual jobs


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G is clearly the most important dimension uncovered in the study ofcognitive abilities to date

Intelligence as Specific Mental Abilities

Human mental performance depends not on a general factor butrather on seven distinct abilities called primary mental abilities

Educators tend to find the specific-abilities notion of intelligencemore attractive and useful than the general mental abilities

o Main focus is to identify the specific mental skills involved inlearning subjects such as reading, math, and science

Crystallized and Fluid Intelligence

Crystallized intelligence(gc)o The ability to apply previously acquired knowledge to current

problems

o Vocab and information tests are good measures of crystallizedintelligence

o It depends on the ability to retrieve previously learnedinformation and problem solving schema

Fluid intelligence (gf)o The ability to deal with novel problem solving situations for

which personal experience doesnt provide a solution

o Involves inductive reasoning and creative problem solvingskills

o Dependent primarily on the efficient functioning of the centralnervous system rather than on prior experience and cultural

context

o People high in fluid intelligence can perceive relations amongstimulus patterns and draw inferences from relationships

o Requires the abilities to reason abstractly, think logically andmanage information in working short term memory so that

new problems can be solved on the blackboard of the mind

Long term memory contributes strongly to crystallizedintelligence, whereas fluid intelligence in particularly

dependent on efficient working memory

o We use our crystallized intelligence by calling up appropriateinformation and schemas from long term memory


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Long term memory remains strong even as we age, performance ontests of crystallized intelligence improves during adulthood and

remains stable well into late adulthood

Carrolls Three-Stratum model: A Modern Synthesis

Establishes three levels of mental skills-general (g skills), broad(fluid intelligence, crystallized intelligence, general memory and

learning, broad visual perception, broad auditory perception, broad

retrieval ability, broad cognitive speediness, processing speed) and

narrow-arranged (specific cognitive, perceptual and speed tasks

used in studies of cognitive ability)in a hierarchical model

Cognitive Process Approaches: The Nature of Intelligent Thinking

Cognitive process theories-explore the specific informationprocessing and cognitive processes that underlie intellectual ability

Triarchic Theory of Intelligence: addresses both the psychologicalprocesses involved in intelligent behaviour and the diverse forms

that intelligence can take

o Divides the cognitive processes that underlie intelligentbehaviour into 3 specific components

Metacomponents: are the higher order processes used to plan andregulate task performance

o They include problem solving skills such as identifyingproblems, formulating hypotheses and strategies, testingthem logically and evaluating performance feedback

o Fundamental source of individual differences in fluidintelligence

o Intelligent people spend more time framing problems anddeveloping strategies than do less intelligent people, who

have a tendency to plunge right in without sufficient

forethought

Performance components: the actual mental processes used toperform the task

o Include perceptual processing, retrieving appropriatememories and schemas from long term memory and

generating responses


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Knowledge-acquisition components: allow us to learn from ourexperiences, store information in memory and combine new

insights of the previously acquired information

o Underlie individual differences in crystallized intelligenceSternberg believes that there is 3 different classes of adaptive problemsolving

1.Analytical intelligence: involves the kinds of academically orientedproblem solving skills measured by traditional intelligence tests

2. Practical intelligence: refers to the skills needed to cope with everydaydemands and to manage oneself and other people effectively

3. Creative intelligence: comprises the mental skills needed to dealadaptively with novel problems

Broader Conceptions of Intelligence: Beyond Mental Competencies

Gardners Multiple Intelligences

1. Linguistic intelligence: the ability to use language well, as writers do2. Logical mathematical intelligence: the ability to reason mathematically

and logically

3. Visuospatial intelligence: the ability to solve spatial problems or tosucceed in a field such as architecture

4. Musical intelligence: the ability to perceive pitch and rhythm and tounderstand and produce music

5. Bodily-kinesthetic intelligence: the ability to control body movements andskillfully manipulate objects, as demonstrated by a highly skilled dancer,

athlete or surgeon

6. Interpersonal intelligence: the ability to understand and relate well toothers

7. Intrapersonal intelligence the ability to understand oneself8. Naturalistic intelligence: the ability to detect and understand phenomena

in the natural world, as a zoologist r meteorologist might

Emotional Intelligence

Involves the abilities to read others emotions accurately, torespond to them appropriately, to motivate oneself, to be aware of

ones own emotions and to regulate and control ones own

emotional responses

The Mayer-Salovey-Caruso Emotional Intelligence Test(MSCEIT)includes specific tasks to measure each branch


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o Perceiving emotions, using emotions to facilitate thought,understanding emotions, managing emotions

o The scoring method for the MSCEIT tasks yields highreliability among expert scorers; it produces scores for each

branch as well as total emotional intelligence scoreIncreasing the Informational Yield From Intelligence Tests


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1/10/2012 12:21:00 PM

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