Showing papers on "Human intelligence published in 2001"

Toward machine emotional intelligence: analysis of affective physiological state

Abstract: The ability to recognize emotion is one of the hallmarks of emotional intelligence, an aspect of human intelligence that has been argued to be even more important than mathematical and verbal intelligences. This paper proposes that machine intelligence needs to include emotional intelligence and demonstrates results toward this goal: developing a machine's ability to recognize the human affective state given four physiological signals. We describe difficult issues unique to obtaining reliable affective data and collect a large set of data from a subject trying to elicit and experience each of eight emotional states, daily, over multiple weeks. This paper presents and compares multiple algorithms for feature-based recognition of emotional state from this data. We analyze four physiological signals that exhibit problematic day-to-day variations: The features of different emotions on the same day tend to cluster more tightly than do the features of the same emotion on different days. To handle the daily variations, we propose new features and algorithms and compare their performance. We find that the technique of seeding a Fisher Projection with the results of sequential floating forward search improves the performance of the Fisher Projection and provides the highest recognition rates reported to date for classification of affect from physiology: 81 percent recognition accuracy on eight classes of emotion, including neutral.

Emotional intelligence as a standard intelligence.

Abstract: The authors have claimed that emotional intelligence (EI) meets traditional standards for an intelligence (J. D. Mayer, D. R. Caruso, & P. Salovey, 1999). R. D. Roberts, M. Zeidner, and G. Matthews (2001) questioned whether that claim was warranted. The central issue raised by Roberts et al. concerning Mayer et al. (1999) is whether there are correct answers to questions on tests purporting to measure EI as a set of abilities. To address this issue (and others), the present authors briefly restate their view of intelligence, emotion, and EI. They then present arguments for the reasonableness of measuring EI as an ability, indicate that correct answers exist, and summarize recent data suggesting that such measures are, indeed, reliable.

The Biological Basis of Economic Behavior

Abstract: This paper first considers the implications of biological evolution for economic preferences. It analyzes why utility functions evolved, considers evidence that utility is both hedonic and adaptive, and suggests why such adaptation might have evolved. Time preference and attitudes to risk are treated--in particular, whether the former is exponential and the latter are selfish. Arguments for another form of interdependence--a concern with status--are treated. The paper then considers the evolution of rationality. One hypothesis examined is that human intelligence and longevity were forged by hunter-gatherer economies; another is that intelligence was spurred by competitive social interactions.

Emotional intelligence in everyday life : a scientific inquiry

Abstract: Introduction. J.D. Mayer, J. Ciarrochi, Emotional Intelligence and Everyday Life: An Introduction. Fundamental Issues. J.D. Mayer, A Field Guide to Emotional Intelligence. J. Ciarrochi, A. Chan, P. Caputi, R. Roberts, Measuring Emotional Intelligence. J.P. Forgas, Affective Intelligence: The Role of Affect in Social Thinking and Behavior. Applications of Emotional Intelligence Research to Everyday Life. J.P. Forgas, Low Emotional Intelligence and Mental Illness. R. Bar-On, Emotional Intelligence and Self-Actualization. J. Fitness, Emotional Intelligence and Intimate Relationships. J. Flury, W. Ickes, Emotional Intelligence and Empathy. M.J. Elias, L. Hunter, J.S. Kress, Emotional Intelligence and Education. D.R. Caruso, C.J. Wolfe, Emotional Intelligence in the Workplace. P. Salovey, Applied Emotional Intelligence: Regulating Emotions to Become Healthy, Wealthy, and Wise. Integration and Conclusions. R.J. Sternberg, Measuring the Intelligence of an Idea: How Intelligent is the Idea of Emotional Intelligence?

The Age of Spiritual Machines: When Computers Exceed Human Intelligence

Abstract: worker,\" and thus a renewed kind of struggle. The double-pronged theoretical approach ofautonomism is subsequently applied to this renewed form of conflict in what are perhaps Dyer-Witheford's most convincing chapters, entitled \"Circuits\" and \"Planets\". The circuit of capitalist production originally described by Marx is examined, yet in the analysis of the already observable emerging patterns of struggle along the various parts of the circuit attention is given to those parts which Marx himself largely overlooked. In the next chapter, Dyer-Witheford suggests an alternate view ofglobalization, one in which he quickly points out that capital's stealthy restructuring has created the conditions for a series of impressively documented new oppositional alliances. These have been Formed using the very networks necessary to capital's imperatives of expansion and consolidation. Presumably in the spirit of creating new alliances once thought of as impossible, Dyer-Witheford then moves on to suggest, along the lines of what Jameson and Harvey have already attempted, possible areas of theoretical reconciliation between marxism and postmodernism. The process, already undertaken on the part of marxism, of a paradoxical \"detotalizing totalizatioff', is capable, according to Dyer-Witheford, o f recontextualizing \"...some of the important postmodern insights into contemporary conditions of communications.\" (p. 190) Yet he saves an even more ambitious move for the end, where in the spirit ofpraxis the last two chapters (\"Alternatives\" and \"Intellects\") are dedicated to both delineating the rough form that an initial alternative to capitalism might take and discussing a more organic role for academia to play in the transformative process suggested. Dyer-Witheford's book is a compelling attempt to resuscitate marxism fi'om its often stagnant status within social theory and apply an under-theorized and potentially useful version of it to the dramatic technological restructuring we have been witnessing for decades. While at times autonomous marxism can appear overly eager to celebl~te the (allegedly intrinsical) revolutionary potential offered by capitalist communications technology, a degree of optimism cannot but be welcome in any critical analysis of the subject. The year this book was published did, after all, witness a mass protest against the WTO which was largely coordinated and made successfifl thanks to \"alternative\" uses of information technology. The fact that Dyer-Witheford's book enumerates the many movements coordinated in much the same way (and their varying degrees of success) indicates that the perspective here adopted has more than just a transient ability to explain the dynamic of social struggle between capital and labour, as well as the role that information technology now plays in the process.

Emotional intelligence or adaptive emotions

Abstract: R. D. Roberts, M. Zeidner, and G. Matthews (2001) challenged the adequacy of the psychometric properties of the principal performance measure of emotional intelligence (EI). They raised doubt about the existence of emotion-related abilities that influence behavioral outcomes and social competence after controlling for general intelligence and personality. I agree with Roberts et al. that demonstrating the discriminant and predictive validity of a measure of EI in the context of rival predictors will require more research. I agree with the proponents of EI that emotion-related abilities do exist and show that such abilities in children account for unique variance in measures of adaptive behavior and social competence. However, evidence from developmental and clinical research suggest that these emotion-related abilities and their influence on socioemotional competence stem more from the direct effects of emotions than from a special form of intelligence.

Intelligence: A Very Short Introduction

Abstract: Preface List of illustrations A word about correlation 1. To see 'g' or not to see 'g': How many types of intelligence are there? 2. Ageing and intelligence - senility or sagacity? What happens to mental abilities as we grow older? 3. Brainy? Why are some people cleverer than others? 4. 'They **** you up your Mum and Dad': Are intelligence differences a result of genes or environments or both? 5. The (b)right man for the job: Does intelligence matter? 6. The lands of the rising IQ: Is intelligence changing generation by generation? 7. Twelve angry men: Getting experts to agree about human intelligence differences Further reading Index

What is the common thread of creativity? Its dialectical relation to intelligence and wisdom.

Abstract: Creativity refers to the potential to produce novel ideas that are task-appropriate and high in quality. Creativity in a societal context is best understood in terms of a dialectical relation to intelligence and wisdom. In particular, intelligence forms the thesis of such a dialectic. Intelligence largely is used to advance existing societal agendas. Creativity forms the antithesis of the dialectic, questioning and often opposing societal agendas, as well as proposing new ones. Wisdom forms the synthesis of the dialectic, balancing the old with the new. Wise people recognize the need to balance intelligence with creativity to achieve both stability and change within a societal context.

Emotional Intelligence and Giftedness.

Abstract: This article examines the relation between concepts of emotional giftedness and emotional intelligence, and attempts to relate a person's level of emotional intelligence to the actual ways they cope with challenging social situations. Emotional intelligence and social behavior were explored in a pilot study with adolescents. Emotional intelligence was measured with the Multifactor Emotional Intelligence Scale (Mayer, Salovey, & Caruso, 1997), an ability‐based measure of emotional perception, facilitation, understanding, and management. General intelligence was measured with the Peabody Picture Vocabulary Scale (Dunn & Dunn, 1981). Each of the 11 adolescents also answered questions about how he or she had handled a difficult social encounter. Those with higher emotional intelligence were better able to identify their own and others’ emotions in situations, use that information to guide their actions, and resist peer pressure than others.

The organisation of Luo conceptions of intelligence: A study of implicit theories in a Kenyan village.

Abstract: This article examines the organisation of concepts of intelligence among the Luo people in rural Kenya. In particular, it discusses what the components of these concepts are; how these components are expressed in the DhoLuo language, how they are interrelated, how they are used in judgements of other people, and how these components of Luo conceptions of intelligence are related to Western conceptions of intelligence. Peer, teacher, and adult in the community ratings of children on Luo components of intelligence are correlated with performance on conventional ability tests and with school achievement. The Luo concept of intelligence is primarily expressed in the DhoLuo vocabulary by four concepts (rieko, luoro, paro, and winjo), which appear to form two latent structures, social-emotional competence and cognitive competence. Indicators of only one of these concepts (rieko) and only one latent structure (cognitive competence) correlate with scores on conventional Western cognitive ability tests and with sc...

Emotional Intelligence and Task Performance

Abstract: Theory and some empirical research suggest that there is a relationship between emotions and performance on cognitive tasks. The construct of emotional intelligence may provide a vehicle for explor...

Self-Reported Leadership Experiences in Relation to Inventoried Social and Emotional Intelligence

Abstract: Leadership has both social and emotional components. Social intelligence appears to tap the social component found in leadership. Recently, emotional intelligence has surfaced as a stable individual difference variable and appears to tap the emotional component of leadership. Mayer and Salovey (1993) suggested that the emotional intelligence and social intelligence constructs overlap. This study examined the power of both emotional and social intelligence to account for variance in self-reported leadership experiences. One hundred ninety-two university students completed measures of social and emotional intelligence and a measure of leadership experiences. Regression analyses showed that both social intelligence and emotional intelligence accounted for variance in leadership experiences. Although emotional intelligence was found to account for variance in leadership, it did not add unique variance beyond social intelligence. Social intelligence appears to play a principal role in leadership.

Emotional intelligence: Popular but elusive construct

Abstract: There is a growing interest in the concept of emotional intelligence (El), as a result of a new Zeitgeist that embraces nontraditional views of intelligence, and a belief promulgated in the popular press that El holds the promise for solving many of society's most pressing problems. Two important bodies of writing on El, the work of Daniel Goleman and Peter Salovey & John Mayer, are discussed as illustrative of recent theorizing on El. The article discusses conceptual and measurement problems that presently challenge the usefulness of the El construct. It is suggested that El be tentatively viewed as a possible kind of intelligence, awaiting further theory development and validation.

Annotation: conceptions of intelligence.

Abstract: This paper argues for the scientific utility of the concept “intelligence” In the first section three common arguments against the validity of general intelligence are discussed and dismissed The second section presents the evidence in favour of the proposition that individual differences in IQ may be based on differences in speed of information processing However, the third section shows that executive functions, particularly inhibitory processes, represent a more likely basis for the, development of intelligence The theory of the minimal cognitive architecture underlying intelligence and development (Anderson, 1992a) shows how speed and executive functioning might represent two dimensions to, g—one an individual differences (within age) dimension based on speed and the other a developmental dimension based on changing executive functioning In the fourth section this theory is used to generate new insights on the nature of intellectual disability and specific cognitive deficits and to make practical suggestions for educational intervention for low-IQ children

From IQ to IC: A dispositional view of intelligence

Abstract: Traditional psychometric views of intelligence tend to be ability‐centric in nature, stressing the presence of a set of abilities, skills, knowledge, and/or processing capability. However, an alternative to this prevailing paradigm is possible. Specifically, intelligence might be construed as a collection of cognitive dispositions that capture one's tendency to engage in certain patterns of thinking. The author examines what such a characterological conception of intelligence might look like, reviewing the current thinking about the nature of dispositions and about which dispositions most influence good and productive thinking. The author concludes the examination with a discussion of what a characterological conception of intelligence might mean to education.

Conceptions of Intelligence

Abstract: This paper argues for the scientific utility of the concept “intelligence”. In the first section three common arguments against the validity of general intelligence are discussed and dismissed. The second section presents the evidence in favour of the proposition that individual differences in IQ may be based on differences in speed of information processing. However, the third section shows that executive functions, particularly inhibitory processes, represent a more likely basis for the development of intelligence. The theory of the minimal cognitive architecture underlying intelligence and development (Anderson, 1992a) shows how speed and executive functioning might represent two dimensions to g—one an individual differences (within age) dimension based on speed and the other a developmental dimension based on changing executive functioning. In the fourth section this theory is used to generate new insights on the nature of intellectual disability and specific cognitive deficits and to make practical suggestions for educational intervention for low-IQ children.

Simulating human intelligence in computers using natural language dialog

Abstract: A method and apparatus for simulating human intelligence and natural language diaglog capability is disclosed. The present invention contains a cognitive model of human intelligence (20), a mathematical model of information abstraction, synthetic dialog interaction (202), a method of language-independent computer learning through training (201), interaction and document reading (203) and a method of efficient computer implementation (200) of all preceding parts. The cognitive model (20) is the theoretical basis of the entire invention, describes the way humans learn and interact in general terms, provides a mathematical basis for natural language (40) learning and interaction and establishes a basis for detailed computer implementation of the theory.

Artificial consciousness: Utopia or real possibility?

Abstract: Since the beginnings of computer technology, researchers have speculated about the possibility of building smart machines that could compete with human intelligence. Given the current pace of advances in artificial intelligence and neural computing, such an evolution seems to be a more concrete possibility. Many people now believe that artificial consciousness is possible and that, in the future, it will emerge in complex computing machines. However, a discussion of artificial consciousness gives rise to several philosophical issues: can computers think or do they just calculate? Is consciousness a human prerogative? Does consciousness depend on the material that comprises the human brain, or can computer hardware replicate consciousness? Answering these questions is difficult because it requires combining information from many disciplines including computer science, neurophysiology, philosophy, and religion. Further, we must consider the influence of science fiction, especially science fiction films, when addressing artificial consciousness. As a product of the human imagination, such works express human desires and fears about future technologies and may influence the course of progress. At a societal level, science fiction simulates future scenarios that can help prepare us for crucial transitions by predicting the consequences of significant technological advances. The paper considers robots in science fiction, the Turing test, computer chess and artificial consciousness.

An historical theory of intelligence

Abstract: This article consists of three parts. First, ‘The past’ defines physical and verbal intelligence and maintains that intelligence, after centuries of insignificance, rose to prominence in modern times as a consequence of the increase in intelligence targets and the growth of verbal intelligence. Second, ‘The present’ explains that the function of intelligence is to optimize resources, that it is but an auxiliary element in war, and that it is necessary to the defense but is only contingent to the offense. Third, ‘The future’ articulates intelligence's two perpetual insoluble problems: foretelling everything and getting leaders to accept information that they do not like.

Competências e habilidades cognitivas: diferentes definições dos mesmos construtos

Abstract: Recently, educational assessment systems implemented by the Brazilian government have called attention to the human cognitive abilities that have been under study by psychologists since a long time ago. This work analyze the conceptual model of abilities and competencies that underlies the National Exam of High School Education comparing it with contemporary models of human intelligence from psychometrics and cognitive psychology traditions. Although the models use distinct terms they are referring to similar constructs namely fluid and crystallized intelligence, nevertheless construct validity studies are necessary to investigate more clearly what construct the test measures.

Emotional intelligence as an aspect of general intelligence: what would David Wechsler say?

Abstract: R. D. Roberts, M. Zeidner, and G. Matthews (2001) have carefully examined the controversial issue of whether emotional intelligence (EI) should be classified as an intelligence and whether EI's constructs meet the same psychometric standards as general intelligence's constructs. This article casts their efforts into the framework of both historical and modern IQ-testing theory and research. It details David Wechsler's attempts to integrate EI into his tests and how his conception of a good clinician would be that of an emotionally intelligent clinician. Current theories and research on IQ also have a role in EI beyond what Roberts et al. described, including J. L. Horn's (1989) expanded model and A. R. Luria's (1966) neuropsychological research, and better criteria than the Armed Services Vocational Aptitude Battery should be used in future EI studies. The authors look forward to more research being conducted on EI, particularly in future performance-based assessments.