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Emotional Intelligence
Emotional intelligence (EI), also known as emotional quotient (EQ), is the ability to perceive, use, understand, manage, and handle emotions. High emotional intelligence includes emotional recognition of emotions of the self and others, using emotional information to guide thinking and behavior, discerning between and labeling of different feelings, and adjusting emotions to adapt to environments. This includes emotional literacy. The term first appeared in 1964, gaining popularity in the 1995 bestselling book '' Emotional Intelligence'' by psychologist and science journalist Daniel Goleman. Some researchers suggest that emotional intelligence can be learned and strengthened, while others claim that it is innate. Various models have been developed to measure EI: The ''trait model'' focuses on self-reporting behavioral dispositions and perceived abilities; the ''ability model'' focuses on the individual's ability to process emotional information and use it to navigate the soc ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Emotion Recognition
Emotion recognition is the process of identifying human emotion. People vary widely in their accuracy at recognizing the emotions of others. Use of technology to help people with emotion recognition is a relatively nascent research area. Generally, the technology works best if it uses multiple modalities in context. To date, the most work has been conducted on automating the recognition of facial expressions from video, spoken expressions from audio, written expressions from text, and physiology as measured by wearables. Human Humans show a great deal of variability in their abilities to recognize emotion. A key point to keep in mind when learning about automated emotion recognition is that there are several sources of "ground truth", or truth about what the real emotion is. Suppose we are trying to recognize the emotions of Alex. One source is "what would most people say that Alex is feeling?" In this case, the 'truth' may not correspond to what Alex feels, but may corr ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Peter Salovey
Peter Salovey (; born February 21, 1958) is an American social psychologist and former academic administrator. He served as the 23rd president of Yale University from 2013 to 2024. He previously served as provost of Yale University from 2008 to 2013, dean of Yale College from 2004 to 2008, and dean of Yale Graduate School of Arts and Sciences from 2003 to 2004. Salovey is one of the early pioneers in emotional intelligence. Early life and education Salovey was born in 1958 in Cambridge, Massachusetts to a Jewish family. He is the oldest child of Elaine Salovey, who was a registered nurse, and Ronald Salovey, who was a polymer chemist and professor of chemical engineering and materials science at the University of Southern California. Salovey spent his early years in New Providence, New Jersey, and attended high school at Williamsville North High School in a suburb of Buffalo, New York, before moving to suburban Los Angeles in 1975, when his father was appointed a prof ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Social Norms
A social norm is a shared standard of acceptance, acceptable behavior by a group. Social norms can both be informal understandings that govern the behavior of members of a society, as well as be codified into wikt:rule, rules and laws. Social normative influences or social norms, are deemed to be powerful drivers of human behavioural changes and well organized and incorporated by major theories which explain human behaviour. Institutions are composed of multiple norms. Norms are shared social beliefs about behavior; thus, they are distinct from "ideas", "attitudes", and "values", which can be held privately, and which do not necessarily concern behavior. Norms are contingent on context, social group, and historical circumstances. Scholars distinguish between regulative norms (which constrain behavior), constitutive norms (which shape interests), and prescriptive norms (which prescribe what actors ''ought'' to do). The effects of norms can be determined by a logic of appropriateness ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
IQ Tests
An intelligence quotient (IQ) is a total score derived from a set of standardized tests or subtests designed to assess human intelligence. Originally, IQ was a score obtained by dividing a person's mental age score, obtained by administering an intelligence test, by the person's chronological age, both expressed in terms of years and months. The resulting fraction (quotient) was multiplied by 100 to obtain the IQ score. For modern IQ tests, the raw score is transformed to a normal distribution with mean 100 and standard deviation 15. This results in approximately two-thirds of the population scoring between IQ 85 and IQ 115 and about 2 percent each above 130 and below 70. Scores from intelligence tests are estimates of intelligence. Unlike, for example, distance and mass, a concrete measure of intelligence cannot be achieved given the abstract nature of the concept of "intelligence". IQ scores have been shown to be associated with such factors as nutrition, parental socio ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Mayer–Salovey–Caruso Emotional Intelligence Test
The Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) is an ability-based measure of emotional intelligence. The test was constructed by academics John D. Mayer, Peter Salovey, and David R. Caruso at Yale and the University of New Hampshire in cooperation with Multi-Health Systems Inc. The test measures emotional intelligence through a series of questions and tests the participant's ability to perceive, use, understand, and regulate emotions. Using questions based on everyday scenarios, the MSCEIT measures how well people respond to social tasks, read facial expressions, and solve emotional problems. The MSCEIT is used in corporate, educational, research, and therapeutic settings. Test structure MSCEIT measures four aspects of emotional intelligence: See also * Emotional intelligence Emotional intelligence (EI), also known as emotional quotient (EQ), is the ability to perceive, use, understand, manage, and handle emotions. High emotional intelligence includes ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Construct Validity
Construct validity concerns how well a set of indicators represent or reflect a concept that is not directly measurable. ''Construct validation'' is the accumulation of evidence to support the interpretation of what a measure reflects.Polit DF Beck CT (2012). Nursing Research: Generating and Assessing Evidence for Nursing Practice, 9th ed. Philadelphia, USA: Wolters Klower Health, Lippincott Williams & Wilkins Modern validity theory defines construct validity as the overarching concern of validity research, subsuming all other types of validity evidence such as content validity and criterion validity. Construct validity is the appropriateness of inferences made on the basis of observations or measurements (often test scores), specifically whether a test can reasonably be considered to reflect the intended construct. Constructs are abstractions that are deliberately created by researchers in order to conceptualize the latent variable, which is correlated with scores on a given me ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Predictive Validity
In psychometrics, predictive validity is the extent to which a score on a scale or test predicts scores on some criterion measure. For example, the validity of a cognitive test for job performance is the correlation between test scores and, for example, supervisor performance ratings. Such a cognitive test would have ''predictive validity'' if the observed correlation were statistically significant. Predictive validity shares similarities with concurrent validity in that both are generally measured as correlations between a test and some criterion measure. In a study of concurrent validity the test is administered at the same time as the criterion is collected. This is a common method of developing validity evidence for employment tests: A test is administered to incumbent employees, then a rating of those employees' job performance is, or has already been, obtained independently of the test (often, as noted above, in the form of a supervisor rating). Note the possibility for res ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Face Validity
Face validity is the extent to which a test is subjectively viewed as covering the concept it purports to measure. It refers to the transparency or relevance of a test as it appears to test participants. In other words, a test can be said to have face validity if it "looks like" it is going to measure what it is supposed to measure. For instance, if a test is prepared to measure whether students can perform multiplication, and the people to whom it is shown all agree that it looks like a good test of multiplication ability, this demonstrates face validity of the test. Face validity is often contrasted with content validity and construct validity. Some people use the term face validity to refer only to the validity of a test to observers who are not expert in testing methodologies. For instance, if a test is designed to measure whether children are good spellers, and parents are asked whether the test is a good test, this measures the face validity of the test. If an expert is asked ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Mood (psychology)
In psychology, a mood is an affective state. In contrast to emotions or feelings, moods are less specific, less intense and less likely to be provoked or instantiated by a particular stimulus or event. Moods are typically described as having either a positive or negative valence. In other words, people usually talk about being in a good mood or a bad mood. There are many different factors that influence mood, and these can lead to positive or negative effects on mood. Mood also differs from temperament or personality traits which are even longer-lasting. Nevertheless, personality traits such as optimism and neuroticism predispose certain types of moods. Long-term disturbances of mood such as clinical depression and bipolar disorder are considered mood disorders. Mood is an internal, subjective state, but it often can be inferred from posture and other behaviors. "We can be sent into a mood by an unexpected event, from the happiness of seeing an old friend to the anger of d ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Trait Theory
In psychology, trait theory (also called dispositional theory) is an approach to the study of human personality psychology, personality. Trait theorists are primarily interested in the measurement of ''traits'', which can be defined as habitual patterns of behavior, thought, and emotion. According to this perspective, traits are aspects of personality that are relatively stable over time, differ across individuals (e.g. some people are outgoing whereas others are not), are relatively consistent over situations, and influence behaviour. Traits are in contrast to Mental state, states, which are more transitory dispositions. Traits such as Extraversion and introversion, extraversion vs. introversion are measured on a spectrum, with each person placed somewhere along it. Trait theory suggests that some natural behaviours may give someone an advantage in a position of leadership. There are two approaches to define traits: as internal causal properties or as purely descriptive summaries ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Intellect
Intellect is a faculty of the human mind that enables reasoning, abstraction, conceptualization, and judgment. It enables the discernment of truth and falsehood, as well as higher-order thinking beyond immediate perception. Intellect is distinct from ''intelligence'', which refers to the general ability to learn, adapt, and solve problems, whereas ''intellect'' concerns the application of reason to abstract or philosophical thought. In philosophy, intellect () has often been contrasted with , a term referring to the faculty of direct intuitive knowledge. While intellect engages in discursive reasoning, breaking down concepts into logical sequences, ''nous'' is considered a higher cognitive faculty that allows for direct perception of truth, especially in Platonism and Neoplatonism. Aristotle distinguished between the active intellect (), which abstracts universal concepts, and the passive intellect, which receives sensory input. During late antiquity and the Middle Ages, ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
