Alle Publikationen
2019
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(2019): Understanding others: Emotion recognition in humans and other animals. In: Genes, brain, and behavior 18 (1). DOI: 10.1111/gbb.12544
DOI: https://doi.org/10.1111/gbb.12544 Abstract: Emotion recognition represents the ability to encode an ensemble of sensory stimuli providing information about the emotional state of another individual. This ability is not unique to humans. An increasing number of studies suggest that many aspects of higher order social functions, including emotion recognition, might be present in species ranging from primates to rodents, indicating a conserved role in social animals. The aim of this review is to examine and compare how emotions are communicated and perceived in humans and other animals, with the intent to highlight possible new behavioral approaches and research perspectives. We summarize the evidence from human emotion recognition, and latest advances in the development of nonhuman animal behavioral tests, using or implying the use of this cognitive function. The differential implication of sensory modalities used by animals to communicate and decipher emotional states is also discussed. The opportunity to measure emotion recognition abilities in rodents may allow us to better identify the neural mechanisms mediating this complex function, thus promoting the development of new intervention strategies for several neuropsychiatric disorders characterized by social cognitive dysfunctions.
2018
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(2018): Social and emotional intelligence process-driven training. Liautaud Institute and servant leadership. ProQuest Information & Learning, US.
Abstract: Due to flattened organizations, market volatility, and globalization there is a need for socially and emotionally intelligent leaders to nurture and empower teams for organizational success. There is a disconnect between the learning programs provided for leaders by organizations and learning that focuses upon social and emotional intelligence learning. There are many programs advertised via the Internet that purport to increase social and emotional intelligence in participants but lack the scholarly research that may prove or disprove their claims. This study homed in upon the process-driven training program created by the Liautaud Institute of the University of Illinois quantitatively evaluating their archived data of pre-and post PDT self-surveys by leader participants and pre-and post PDT surveys of their direct reports. After correcting for self-selection bias our findings revealed significant problems with the data and our assumptions. The further implications of this study contributed to existing theory and offer recommendations for future studies. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
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(2018): A Review of Emotion Recognition Using Physiological Signals. In: Sensors (Basel, Switzerland) 18 (7). DOI: 10.3390/s18072074
DOI: http://www.ncbi.nlm.nih.gov/pubmed/29958457 Abstract: Emotion recognition based on physiological signals has been a hot topic and applied in many areas such as safe driving, health care and social security. In this paper, we present a comprehensive review on physiological signal-based emotion recognition, including emotion models, emotion elicitation methods, the published emotional physiological datasets, features, classifiers, and the whole framework for emotion recognition based on the physiological signals. A summary and comparation among the recent studies has been conducted, which reveals the current existing problems and the future work has been discussed.
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(2018) : A Wizard of Oz Study of Human Interest Towards Robot Initiated Human-Robot Interaction: 2018 27th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN): Nanjing, China: IEEE Robotics & Automation Society, S. 515-521
DOI: https://doi.org/10.1109/ROMAN.2018.8525583 Abstract: Service robots have become a widely used tool in human-friendly assistive tasks in many aspects including social environments. Maintaining a sustainable interaction with humans is essential in performing assistive tasks in this regard. Therefore, a robot must be equipped with intelligent cognitive skills in decision making as well as in making friendly relationships with its human user. Human-like capabilities such as initiating a conversation at the right moment without distracting and maintaining an appropriate interaction are important cues in this context. This paper presents a human study conducted by means of a wizard-of-oz (WoZ) experiment to identify the behavioral features in humans that can be utilized by an assistive robot in a domestic environment to assess the situation prior to an interaction. Both verbal and nonverbal responses of participants towards an interaction initiated by a robot were recorded and analyzed to identify human behavioral changes that portray an interest towards interaction. The experiment was conducted in a simulated domestic environment and findings of the experiment are presented and discussed so that these findings could be made use of when designing human-like social robots in future. Furthermore, human behavioral changes observed during the study are analyzed and critical observations are highlighted.
Keywords: Angemessen(heit) (von Technik), assistive robot, Attitude control, Cognition, Decision Making, Emotional Intelligence, human behavioral changes, Human Factors, human interest, Human robot interaction, human user, human-friendly assistive tasks, human-like social robots, human-robot interaction, ieee xplore, intelligent cognitive skills, interaction initiation, robot initiated human-robot interaction, service robot, Social Environments, Social intelligence, Task Analysis, Tools, wizard of oz, wizard-of-oz experiment, WoZ experiment -
(2018): Nunchi, a Korean value of social intelligence, and its relationships to emotional intelligence, psychological functioning, and interpersonal problems. ProQuest Information & Learning, US.
Abstract: Nunchi, a foundational Korean indigenous cultural value, refers to one's ability to evaluate social situations and understand others' intentions and emotions through implicit cues. Although Nunchi is an important consideration when implementing culturally sensitive interventions and research, it has only recently started to be empirically explored (Kim, Kim, & Kelly, 2006; Heo, Park, & Kim, 2012). The current study attempted to validate the measurement model of the Nunchi Scale with Korean American and Caucasian American samples. In addition, the current study examined Nunchi's relationships to similar Western concepts such as social and emotional intelligence, and to diverse aspects of interpersonal and psychological functioning, separately for Korean American and Caucasian American samples. The role of the level of adherence to Asian cultural values in the relationship between Nunchi and emotional intelligence among Korean Americans was also examined. The sample comprised of 102 Korean Americans and 241 Caucasian Americans. Participants completed measures of Asian cultural values, Nunchi, social intelligence, emotional intelligence, satisfaction with life, subjective happiness, psychological distress, and interpersonal problems. A confirmatory factor analysis did not provide evidence to support the measurement model of the Nunchi Scale, but suggested the need to delete two items. Furthermore, results indicated that Nunchi is related to social and emotional intelligence. On the contrary to hypothesized predictions, the level of adherence to Asian cultural values did not moderate the relationship between Nunchi and emotional intelligence among Korean Americans. Similarly, ethnicity did not moderate the relationship between Nunchi and (a) emotional intelligence, (b) psychological functioning, and (c) interpersonal problems. Results indicated that Nunchi is positively related to psychological functioning and negatively related to interpersonal problems for both Korean Americans and Caucasian Americans. Ethnicity only moderated the relationship between the Nunchi-Interpersonal Awareness subscale and the Attention to Feelings subscale of emotional intelligence. Post hoc analyses were conducted to examine social and emotional intelligence as mediators, and found social intelligence as a stronger mediator for Korean Americans as compared to emotional intelligence as a stronger mediator for Caucasian Americans. A direct positive relationship of Nunchi on psychological distress among Korean Americans was also found in the mediation model. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
2017
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(2017): Emotional-social intelligence. Development during online and on-campus holistic healthcare programs. ProQuest Information & Learning, US.
Abstract: As with traditional healthcare providers, emotional-social intelligence (ESI) plays a role in the holistic practitioner-client relationship. It is important to determine if students in holistic healthcare programs increase their ESI, and subsequently better serve their clients. The purpose of this quantitative, quasi-experimental study was to determine if online education can develop students' ESI at levels similar to that of traditional programs. This study is based on the theory of ESI and transformative learning theory. The sample consisted of 95 students in an online program and 61 in a traditional program. Multiple linear regression, ANCOVA, and Pearson Correlation's were used to explore the relationships between the independent variables professional standing, program delivery method, program progress, and number of classes with elements consistent with transformative learning theory, and the dependent variable emotional-social intelligence, as measured by the EQ-i 2.0 survey. The results of the study revealed no significant differences in the development of ESI between online and traditional methodologies, except within the self-expression category, for which online was higher. The number of transformative classes taken had no effect on the dependent variable. The positive social change implications of this study include a better understanding of the development of ESI for holistic healthcare, which could lead to a greater potential for success, as well as being better able to contribute to the stability of their communities through meeting the needs of those seeking their services. In addition, determining the relationship between transformative theories of learning and ESI development may assist in creating courses better suited to increasing students' ESI. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2017): Enhancing managerial effectiveness via four core facets of emotional intelligence. Self-awareness, social perception, emotion understanding, and emotion regulation. In: Organizational Dynamics 46 (3), S. 140-147. DOI: 10.1016/j.orgdyn.2017.05.007
DOI: https://doi.org/10.1016/j.orgdyn.2017.05.007 Abstract: Emotional intelligence–—a concept proposed by academic researchers about 25 years ago–—is a set of capabilities that managers can leverage to be more effective. Equipped with emotional capabilities, managers can leverage opportunities and address challenges that they encounter on a daily basis. Managers can develop better relationships with their employees, influence them more effectively, and have better performing employees and teams to the extent that they leverage emotional intelligence. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
Keywords: Arbeits - und Organisationspsychologie, Awareness, emotion regulation, emotion understanding, Emotional Intelligence, Emotional Regulation, Emotions, Emotionsforschung, Management Personnel, managerial effectiveness, Personalmanagement, self-awareness, Social intelligence, Social Perception, Soziale Intelligenz, Supervisor Employee Interaction -
(2017): The relationship between emotional and social intelligence and conflict management behavior in leadership. ProQuest Information & Learning, US.
Abstract: The purpose of this work was to evaluate the relationship between emotional and social intelligence (ESI) and the conflict management behavior (CMB) of lower level members of management or managers in training in a public sector organization in a country in the British Caribbean. The instruments that were utilized were SPSS, the Emotional Intelligence Appraisal-Me Version , and the Conflict Dynamic Profile-Individual (CDP-I). In all cases, due to non-normality, Spearman's rho was used in order to test the five hypotheses incorporated within this study. The Spearman rho, which is also known as the Pearson correlation coefficient between ranked variables, is a nonparametric measure of statistical dependence between variables, which assesses how well the relationship between the independent variable of ESI and the dependent variable of CMB, can be described through the employment of a monotonic function. The results of this research highlighted the influence that the emotional & social intelligence of a leader may have on his or her ability to manage interpersonal conflict between subordinates effectively, and to display personalized deliberations that move toward the reduction of workplace conflict. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2017): Adolescent communication and its relationship to emotional-social intelligence. ProQuest Information & Learning, US.
Abstract: Over the past two decades the way in which we communicate has changed drastically with the evolution of mobile phones and the Internet. Professionals in the field of psychology have raised concerns regarding the impact these changes are having on the adolescent population. Research in this area has been vacillating between both positive and negative outcomes. The present study sought to identify a connection between time spent communicating though technology and emotional social intelligence (ESI), defined as the ability to identify emotions in one's self and others, utilize that knowledge effectively, and cope with the stress of normal life (Bar-On, 2006). In this study, 74 students from a high school in northern New Jersey completed two self report measures, the Emotional Quotient Inventory: Youth Version (Short) and a technology survey, which asked participants to estimate the amount of time they spend engaging with friends and family both face-to-face and through technology. Results suggest that time spent communicating through technology has no relationship to general ESI. However, a closer look at the components of ESI, resulted in the identification of statistically significant relationships. Contrary to the hypothesis, the more time participants reported communicating through technology, the higher their scores on the Interpersonal scale. Increased time communicating through technology was also related to decreases in the Stress Management scale. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
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(2017): Emotional intelligence predicts peer-rated social competence above and beyond personality traits. In: Current Issues in Personality Psychology 5 (2), S. 91-101. DOI: 10.5114/cipp.2017.64490
DOI: https://doi.org/10.5114/cipp.2017.64490 Abstract: Background: This study investigated the relationship between trait emotional intelligence (EI) and social competences (SC), which determine effective functioning in three types of social situations: intimate situations, situations of social exposure and situations requiring self-assertion. Social competences were assessed using a peer nomination method. It was hypothesized that trait EI predicts SC above and beyond personality traits. Participants and Procedure: Data were collected from among 111 adolescents (46.95% girls). The study was conducted among five classes from three public high schools. Participants first completed the Personality Inventory NEO-FFI and the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). Subsequently, the descriptions of three different persons were presented to the participants. Each description concerned one of the SC: intimate competence, social exposure competence and assertive competence. Participants were asked to nominate three classmates who suited each description best. Results: A series of hierarchical regression analyses was performed. Personality traits and trait EI were regressed on each competence. Analyses involved two-step hierarchical regressions, entering personality traits at step 1 and adding trait EI at step 2. The results demonstrated that personality traits explained a substantial portion of the variance in each SC. Beyond these variables, trait EI was significant as a predictor of nominations for each SC, explaining an additional amount of the unique variance. Conclusions: The results complement existing evidence that trait EI contributes to successful social functioning. The relationships between trait EI and SC remained statistically significant even after controlling for Big Five variance. The results demonstrate incremental validity of trait EI over and above personality traits. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
2016
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(2016): Intelligent emotion and behavior based on topological consciousness and adaptive resonance theory in a companion robot. In: Biologically Inspired Cognitive Architectures 18, S. 51-67. DOI: 10.1016/j.bica.2016.09.004
DOI: https://doi.org/10.1016/j.bica.2016.09.004 Abstract: Companion or ‘pet’ robots can be expected to be an important part of a future in which robots contribute to our lives in many ways. An understanding of emotional interactions would be essential to such robots’ behavior. To improve the cognitive and behavior systems of such robots, we propose the use of an artificial topological consciousness that uses a synthetic neurotransmitter and motivation, including a biologically inspired emotion system. A fundamental aspect of a companion robot is a cross-communication system that enables natural interactions between humans and the robot. This paper focuses on three points in the development of our proposed framework: (1) the organization of the behavior including inside-state emotion regarding the phylogenetic consciousness-based architecture; (2) a method whereby the robot can have empathy toward its human user’s expressions of emotion; and (3) a method that enables the robot to select a facial expression in response to the human user, providing instant human-like ‘emotion’ and based on emotional intelligence (EI) that uses a biologically inspired topological online method to express, for example, encouragement or being delighted. We also demonstrate the performance of the artificial consciousness based on the complexity level and a robot’s social expressions that are designed to enhance the users affinity with the robot.
2015
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(2015) : Emotional and social intelligence and behavior In: Goldstein, Sam; Princiotta, Dana; Naglieri, Jack A.; Goldstein, Sam (Ed); Princiotta, Dana (Ed); Naglieri, Jack A. (Ed) (Hg.): Handbook of intelligence: Evolutionary theory, historical perspective, and current concepts: New York, NY, US: Springer Science + Business Media, S. 243-262
Abstract: Of the various levels at which emotional intelligence (EI) and social intelligence (SI) exist within a person, the behavioral level has received the least amount of attention in academic research but holds the most promise for a concept and measurement approach that relates to job and life outcomes, as well as allowing others to 'see' EI and SI in action. In this chapter, we will review the major models or theories which constitute levels of EI and SI and the tests appearing in research publications. The chapter will then focus on the behavioral level and the measurement at this level currently most in use. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2015): Emotional and social intelligence. A study of interpersonal, intrapersonal, social awareness, and social facility skills of information technology professionals in higher education. ProQuest Information & Learning, US.
Abstract: Technology is exponentially growing at a rapid pace across all industries, including higher education. Those who support these technologies, information technology (IT) professionals, are susceptible to job pressure factors, such as stress, due to labor shortages and a need for more communication with people other than IT professionals across campuses. This raises concern about their ability to interact according to emotional intelligence (EI). Very little is known about two EI aspects of IT professionals (interpersonal and intrapersonal skills) and their relationship to professional roles. The purpose of the study was to examine the relationships between various roles of IT professionals in higher education and their interpersonal and intrapersonal skills of EI. The study employed an ex-post facto design. The independent variable consisted of IT personnel's professional roles, education, and social intelligence. The dependent variable was emotional intelligence, consisting of interpersonal and intrapersonal EI. Data were analyzed according to t-test, ANOVA, and correlation statistics. The participants were IT professionals at 20 four-year public universities in the Texas A&M and University of Texas systems. There were 94 IT professionals who participated in the study. The findings showed that IT professionals with a degree in technology had lower stress levels and lower self-esteem than IT professionals whose degree was in business. However, there were no statistical differences in IE among IT professionals as it related to job titles, number of years on the job, or highest degree earned. Further analyses revealed social intelligence was correlated to emotional intelligence, although the relationship was weak. The study showed that IT professional are socially awkward. Since results revealed that as social intelligence decreased so did their emotional intelligence, IT leaders should be cautious about which IT professionals they want to interact directly with students, staff, faculty, and administrators. Furthermore, IT departments may need to change hiring practices. Those IT professionals who have technical expertise coupled with good people skills can be called upon to interact with other campus personnel. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2015): Can we learn to treat one another better? A test of a social intelligence curriculum. In: PLoS one 10 (6)
Abstract: This paper reports on the first test of the value of an online curriculum in social intelligence (SI). Built from current social and cognitive neuroscience research findings, the 50 session SI program was administered, with facilitation in Spanish by classroom instructors, to 207 students from Universidad Rey Juan Carlos in Madrid as part of their undergraduate classes. All materials were translated into Castilian Spanish, including outcome measures of SI that have been used in prior studies to provide valid estimates of two key components of social intelligence: 1) Sensitivity to others and 2) confidence in one’s capacity to manage social situations. Pre- and Posttest were administered to participants in the SI training, and also to 87 students in similar classes who did not receive the program who served as the control group. Gender and emotional intelligence levels at pretest also were examined as potential individual differences that might affect the impact of the program on study outcomes. Repeated measures ANOVAs on study outcomes revealed significant increases, from pre to post, in most measures of social intelligence for program participants in comparison to controls, with no effects of gender or age on program effectiveness. Prior scores on emotional intelligence were not a prerequisite for learning from the program. Some findings suggest ways the program may be improved to have stronger effects. Nonetheless, the findings indicate that the SI program tested here shows considerable promise as a means to increase the willingness of young adults to take the perspective of others and enhance their efficacy for initiating and sustaining positive social connections. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: Adult, Analysis of Variance, College Students, Curriculum, Emotional Intelligence, Female, Humans, Intelligence, Interaktionsforschung, Lerntheorien, Male, online curriculum, positive social connections, Self Concept, Social intelligence, Social Skills, Soziale Intelligenz, Surveys and Questionnaires, Young Adult 2013
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(2013): Can social intelligence be measured? Psychometric properties of the Tromsø Social Intelligence Scale—English Version. In: The Irish Journal of Psychology 34 (1), S. 1-12. DOI: 10.1080/03033910.2012.737758
DOI: https://doi.org/10.1080/03033910.2012.737758 Abstract: Despite its intuitive appeal as a construct relevant to a number of psychological outcomes, adequate operationalisation of social intelligence has been problematic for researchers. This research aimed to extend the understanding of the measurement of social intelligence by investigating the psychometric properties of the English version of Tromsø Social Intelligence Scale by Silvera, Martinussen and Dahl. Factor analysis (N = 328; Maximum Likelihood with Promax rotation) revealed three clear factors that paralleled the original Norwegian measure: social skills, social information processing and social awareness. Construct validity was also examined (N = 116). As predicted, social intelligence was strongly and significantly related to political skill, emotional intelligence (EI) and empathy in both males and females. In addition, as predicted, there were weak relationships with social desirability; however, for males, there was no relationship between social intelligence and social desirability. Internal reliability was adequate to good, and temporal stability over a 2-week interval was excellent. It is concluded that the English version of the scale has sound psychometric properties, that the factor structure of the Tromsø Social Intelligence Scale is stable in the English version and that the relationships evident with political skill, EI and empathy suggest that the measure is successfully capturing the nature of social intelligence. While social intelligence remains a difficult construct to operationalise, consideration of the construct within a developing nomological network is indicated. The Tromsø Social Intelligence Scale—English Version may be a useful tool for researchers aiming to operationalise trait or typical social intelligence in an easy to administer, self-report format in English-speaking samples. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2012
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(2012): Virtual project teams. The role of empathy and social intelligence in the development of trust. ProQuest Information & Learning, US.
Abstract: The purpose of this quantitative research study is to determine whether a relationship exist between nine virtual team leaders’ emotional intelligence skills of social intelligence and their empathy practice, and the perceived trust the virtual project team members had for their team leader. The subfactors of social responsibility and interpersonal relationship comprise social intelligence. The study hypothesized that the virtual team leaders’ empathy skills and social skills would positively influence the development of trust, as perceived by the virtual team members. Nine virtual teams from the defense contractor industry in the southeastern United States participated. Two survey instruments were used to evaluate the hypothesis. The Bar-On Emotional Quotient Inventory (EQ-i) survey instrument was used to assess the practiced empathy skills and social intelligence skills if the virtual team leader. The ABC Research Foundation’s Measuring Organizational Trust indicator tool was used to assess the perceived trust of the virtual team members. The results of the study indicated that no significant positive correlation exist between virtual project leaders’ practice of empathic behavior and the development of trust among the team members. Social intelligence, as a whole, is associated with the development of trust in leader-member relationships in virtual project teams. These results further indicated that interpersonal relationship skills are strongly associated with developing positive trust relations and interactions in virtual environments. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2009
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(2009) : Robots with emotional intelligence: 2009 4th ACM/IEEE International Conference on Human-Robot Interaction (HRI): 2009 4th ACM/IEEE International Conference on Human-Robot Interaction (HRI): New York, NY, US: Association for Computing Machinery
DOI: https://doi.org/10.1145/1514095.1514098 Abstract: This keynote talk will illustrate a basic set of skills of emotional intelligence, how they are important for robots and agents that interact with people, and how our research at MIT addresses part of the problem of giving robots such skills. One of the most important skills is the ability to perceive and understand expressions of emotion, which I will highlight by demonstrating new technologies developed to read joint facial-head movements in real-time and associate these with complex affective-cognitive states, and technologies to read paralinguistic vocal cues from speech. I will also show some non-traditional ways robots might sense and learn about human emotion, and ways they can respond to what they sense that can help or hurt people. I will discuss social and ethical issues these technologies raise. Finally, I will present some new possibilities for robots to both learn from people and help teach skills of emotional intelligence to people, especially to those with nonverbal learning impairments who often want to learn these skills, including many people with diagnoses of autism spectrum disorders such as Aspergers Syndrome.
Keywords: Affective computing, affective-cognitive state, Artificial intelligence, Aspergers Syndrome, Autism, Autism spectrum disorder, behavioural sciences, computer aided instruction, deception detection, Educational robots, emotion expression, emotion perception, emotion recognition, emotion understanding, Emotional Intelligence, empathic technology, ethical aspects, ethical issue, facial expression recognition, facial-head movement, human emotion learning, human emotion sensing, human-robot interaction, ieee xplore, image motion analysis, intelligent robots, Laboratories, learning (artificial intelligence), Media, medical disorders, MIT, Moral & Ethik, nonverbal learning impairment, paralinguistic vocal cue, physiological sensing, prosody analysis, robot emotional intelligence, Robot sensing systems, skills teaching, social issue, speech processing, system, Teaching 2008
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(2008) : Emotional and social intelligence competencies In: Ashkanasy, Neal M.; Cooper, Cary L.; Ashkanasy, Neal M. (Ed); Cooper, Cary L. (Ed) (Hg.): Research companion to emotion in organizations: Northampton, MA, US: Edward Elgar Publishing, S. 226-244
Abstract: Human talent has many components from values to traits to skills. These elements are conceptualized, defined, and measured in many ways. Often attributed to a statement by Edward Thorndike in the 1920s, efforts to explore deep capability have been linked to various forms of 'intelligence' beyond cognitive. In contrast to the cognitive realm, these alternatives are using the term 'intelligence' to connote a core or basic capability of the individual as it applies to various aspects of human comportment. Emotional and social intelligence competencies are a behavioral manifestation of two of these sets of abilities. Research published over the last 30 years or so shows us that outstanding leaders, managers, advanced professionals and people in key jobs, from sales to bank tellers, appear to require three clusters of behavioral habits as threshold abilities and three clusters of competencies as distinguishing outstanding performance. The threshold clusters of competencies include: expertise and experience is a threshold level of competency; knowledge (i.e., declarative, procedural, functional and metacognitive) is a threshold competency; and an assortment of basic cognitive competencies, such as memory and deductive reasoning are threshold competencies. This chapter is an exploration of the competency, or behavioral approach to emotional and social intelligence. Let us first start with how they are defined, determined and measured. Are competencies enough for outstanding performance? No, so let us look at the larger picture for the role of competencies. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Keywords: behavioral approach, cognitive competencies, competence, competencies, Emotional Intelligence, Emotionsforschung, Industrial and Organizational Psychology, Intelligence, Kognitionswissenschaften, Organizational behavior, Social intelligence, Soziale Intelligenz, Sozialpsychologie, Verhaltensforschung -
(2008): Theory and measurement of social intelligence as a cognitive performance construct.
Abstract: Examined social intelligence as a construct within the nomological network of existing human-ability constructs. Social intelligence is first discussed within a structural performance model that distinguishes between social understanding, social memory, social perception, and social creativity as the cognitive ability domains. This model also includes a hierarchal assumption in terms of a higher-order social-intelligence factor, and taxonomic considerations are applied that identify additional classificatory principles in definitions of social intelligence. Then, the development of a test battery to assess social intelligence in the operational ability domains (social understanding, social memory, and social perception) is presented. The multitrait-multimethod design included written and spoken language, pictures, and videos, and all tasks were systematically varied in terms of setting as well as number of people involved in situations. Thereafter, 2 empirical studies are presented that were conducted with 126 university students (mean age 21 years) and 182 adults (mean age 28 years), respectively. In both studies, participants completed the test battery of social intelligence, as well as German versions of the Berlin Intelligence Structure Test (BIS-Test), NEO-FFI, a simple reaction time task, a mouse speed task, Readspeed, the Social Behavior Questionnaire (FBS), and a biographical questionnaire. In addition, the participants in Study 2 completed a long-term memory task, an exhaustion questionnaire, the German version of the Social Emotional Intelligence Scale, an empathy questionnaire, the altruism scale of the German version of the FPI-R, and a depression questionnaire. The purpose of the studies was to examine the psychometric properties of social intelligence tasks and to examine construct validity of social intelligence. Results showed sufficient reliability, and a two-factor structural model of social intelligence was confirmed with correlated factors of social understanding and memory. No higher-order general social-intelligence factor was supported in Study 2. Social-intelligence factors were discernible from academic intelligence, whereas the social-memory factor correlated with BIS memory scores. Few gender effects were observed in both studies in favor of women. The results are discussed in regards to their consequences for the social-intelligence construct and the test approach as well as the underlying taxonomic considerations. Finally, considerations about test modifications and extensions are addressed.
Keywords: Academic Aptitude, BIS-TEST & NEO-FFI, cognitive ability, construct validity, Emotional Intelligence, Emotionale Intelligenz, Fähigkeit (Schule und Hochschule), Fragebögen, Intelligence, Intelligenz, Kognitive Fähigkeiten, Measurement, Messung, Modelle, MODELS, multitrait-multimethod, Personality Scales & Inventories, Personality Traits & Processes, Persönlichkeitseigenschaften und Persönlichkeitsprozesse, Persönlichkeitstests, psychometrics, Psychometrie, Questionnaires, social creativity, Social intelligence, social memory, Social Perception, Social Skills, social understanding, Soziale Fertigkeiten, Soziale Intelligenz, Soziale Wahrnehmung, Test Construction, Test Reliability, Test Validity, Testreliabilität, Testvalidität -
(2008): Emotional intelligence and social skills in adolescents with high social acceptance. In: Electronic Journal of Research in Educational Psychology 6 (2), S. 319-338
Abstract: Introduction: Adolescence is a critical period for individual and social development in which youngsters face different situations that involve their Emotional Intelligence and social skills. One of the most significant challenges for the adolescent is social acceptance, expressed through popularity, indifference or rejection from peers. In social acceptance it is important to know the role of Emotional Intelligence and social skills, thus helping to clarify lines of action in intervention programs with socially weak adolescents. Method: Using BArOn EQ-i:YV, emotional intelligence was evaluated for a group of 62 adolescents with high social acceptance (average age 13). These were selected by partner nominations. Similarly, 331 students from natural groups, not identified by their degree of social acceptance, were also evaluated. Gismero's scale (2002) was used to evaluate their social skills. Results: Statistical analyses of the variables showed significant differences in emotional intelligence (self-report measure) in favor of the higher social acceptance group as compared to the natural group. In the former group, lower scores were found for several social skills, with the request-making skill being lowest. In the same way, statistically significant correlations were found among several factors from BarOn's test and from the social skills scale. Discussion: The high emotional intelligence scores of students in the higher social acceptance group are congruent with theoretical models and with results from other studies. Significant statistical correlations were found among the EI factors and social skills that showed a partial relationship between these constructs; however, the low scores in the area of social skills observed in adolescents with higher social acceptance uncover an opportunity for developing such skills with them, since these skills represent learned, situational and contextualized behaviors. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
2007
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(2007): Review of Social intelligence. The new science of social relationships. In: South African Journal of Psychology 37 (3), S. 663-665. DOI: 10.1177/008124630703700318
DOI: https://doi.org/10.1177/008124630703700318 Abstract: Reviews the book, Social Intelligence: The New Science of Social Relationships by Daniel Goleman (see record [rid]2006-13172-000[/rid]). The book proposes the concept of social intelligence, its components and forms of socially unhealthy behavior within a multidisciplinary perspective. The major strength of the book is the attempt to integrate research in fields such as developmental psychology, social psychology, neuroscience, and evolution, within the nexus of social intelligence. The primary tenet of the book revolves around the biological basis of socially healthy behavior and forms of maladaptive behavior such as Machiavellianism and narcissism. The author argues that attributes of human behavior have been fragmented into separate parts such as social intelligence and emotional intelligence, and that there is a need to consider the cognitive, affective, behavioral, and biological aspects within anintegrative discourse. The book contains interesting aspects of the biological underpinning of various aspects of social intelligence. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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(2007): Emotional and interpersonal competencies and leader development. In: Human Resource Management Review 17 (4), S. 418-426. DOI: 10.1016/j.hrmr.2007.08.008
DOI: https://doi.org/10.1016/j.hrmr.2007.08.008 Abstract: A variety of recent leader development programs have focused on improving leaders' emotional and interpersonal competencies. Decades of leadership research suggest that these “people skills” are crucial for leader effectiveness. This paper reviews the history of these leader development programs as well as research on emotional and interpersonal competencies. Suggestions for grounding leader development programs in sound research on emotional and social competencies, as well as an agenda for future research on the development of leader emotional and interpersonal skills, are provided.
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(2007): Reviving the search for social intelligence - A multitrait-multimethod study of its structure and construct validity. In: Personality and Individual Differences 42 (1), S. 3-14. DOI: 10.1016/j.paid.2006.04.027
DOI: https://doi.org/10.1016/j.paid.2006.04.027 Abstract: Investigated the multidimensionality of social intelligence and the differences between this concept and the concept of academic intelligence. A total of 118 high school and 1st-year psychology students aged 17 to 33 years completed the following measures: the Chapin Social Insight Test (SIT), the Social Translation Subtest (ST), a subtest of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT-Faces), the Interpersonal Perception Task-15 (IPT-15), the Tacit Knowledge Inventory for managers (TKIM), and the Berlin Intelligence Structure Test (BIS). Additionally, social memory was tested verbally, pictorially, and video-based. Results support the suggested factor structure of social intelligence, and quite low correlations between social and academic intelligence tests are found, except for the social memory tests. It is concluded that the design of the postulated social intelligence model holds true, and that social and academic intelligence present 2 separate constructs.
Keywords: Academic Aptitude, Emotional Intelligence, Emotionale Intelligenz, Fähigkeit (Schule und Hochschule), Intelligence, Intelligenz, Modelle, MODELS, multidimensionality of social intelligence & definition of academic intelligence, numerous tests on social memory & knowledge & understanding & academic intelligence, Personality Traits & Processes, Persönlichkeitseigenschaften und Persönlichkeitsprozesse, science direct, Social Skills, Soziale Fertigkeiten, Soziale Intelligenz, Theorien, Theories 2006
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(2006) : Emotionale Intelligenz und interpersonale Fertigkeiten In: Schulze, Ralf; Freund, Alexander; Roberts, Richard D. (Hg.): Emotionale Intelligenz. Ein internationales Handbuch: Göttingen: Hogrefe, S. 291-309
Abstract: Obwohl angenommen wird, dass emotional intelligente Personen auch in sozialen Bereichen sehr versiert sind, ist diese Annahme bisher wenig untersucht worden. Es wird gezeigt, dass emotionsbasierte Fähigkeiten, wie sie in der Konzeption von J. D. Mayer und Mitarbeitern skizziert werden, einen Rahmen für die Erfassung interpersonaler Fertigkeiten darstellen. Die Forschung zur emotionalen Intelligenz (EI) umfasst Versuche, jene emotionalen Prozesse zu beschreiben, die Fertigkeiten zur Förderung von sozialen Interaktionen und Beziehungen zugrunde liegen. Anhand von empirischen Belegen wird dargestellt, dass die mit hoher EI verbundene emotionale Kompetenz Vorteile bei der sozialen Anpassung mit sich bringt. Die Arbeit steht in Übereinstimmung mit zahlreichen aktuellen Arbeiten, die auf der Annahme basieren, dass es emotionale Fertigkeiten mit einem hohen Allgemeinheitsgrad gibt. Insbesondere unterstützt sie die ursprüngliche Idee der leistungsbasierten EI-Messung.
Keywords: ABILITY, Emotional Intelligence, Emotionale Intelligenz, Emotionsforschung, Personality Traits & Processes, Fähigkeit, Group & Interpersonal Processes, Persönlichkeitseigenschaften und Persönlichkeitsprozesse, Gruppendynamik und interpersonelle Prozesse, relationship between emotional intelligence & interpersonal skills & social adjustment, Interaktionsforschung, Social Adjustment, Social intelligence, Social Perception & Cognition, Social Skills, Soziale Anpassung, Soziale Fertigkeiten, Soziale Intelligenz, Soziale Wahrnehmung und soziale Kognition -
(2006) : Soziale und emotionale Intelligenz. Gemeinsamkeiten und Unterschiede In: Schulze, Ralf; Freund, Alexander; Roberts, Richard D. (Hg.): Emotionale Intelligenz. Ein internationales Handbuch: Göttingen: Hogrefe, S. 101-115
Abstract: Um ein einheitliches Verständnis von emotionaler und sozialer Intelligenz zu erleichtern und kollaborative Forschung in diesen Bereichen voranzutreiben, werden historische Entwicklungen und empirische Befunde zum Thema soziale und emotionale Intelligenz vorgelegt. Der Überblick konzentriert sich in erster Linie auf eine klare Konzeptualisierung der Konstrukte sowie auf Fragen nach testtheoretischen Gütekriterien wie interne Konsistenz und Kriteriumsvalidität. In den Vergleich von emotionaler und sozialer Intelligenz werden auch Komponenten akademischer Intelligenz mit einbezogen. Des Weiteren liegt der Fokus auf Problemen bei der Interpretation von Forschungsergebnissen, welche durch das Fehlen theoretischer Kohärenz in den zugrundeliegenden empirischen Untersuchungen verursacht wurden. Es wird geschlussfolgert, dass soziale und emotionale Intelligenz sich überschneiden, multidimensional und voneinander abhängig sind. Zukünftige Forschung sollte sich auf folgende Themen konzentrieren: Übernahme von sinnvollen Begriffsunterscheidungen, wie sie aus der Literatur zu akademischer Intelligenz bekannt sind (zum Beispiel fluide vs. kristalline Intelligenz), Differenzierung von Komponenten beider Konstrukte (zum Beispiel Relation und Relevanz von Wissen über sich selbst und Wissen über andere) und weitere Entwicklung von - auch neuartigen - Verfahren.
Keywords: Begriffe, Concepts, conceptualizations & measurement & fluid intelligence vs crystallized intelligence & knowledge about oneself vs others, Emotional Intelligence, Emotionale Intelligenz, Emotionsforschung, Intelligence, Intelligenz, Measurement, Messung, Personality Traits & Processes, Persönlichkeitseigenschaften und Persönlichkeitsprozesse, Psychological Theories, Psychologische Theorien, Review, similarities & differences of social intelligence & emotional intelligence, Soziale Intelligenz