Showing papers on "Human intelligence published in 2005"
TL;DR: A meta-analysis of 86 samples that relate working memory to intelligence finds the average correlation between true-score estimates of WM and g is substantially less than unity, which indicates that consideration of psychometric and theoretical perspectives better informs the discussion of WM-intelligence relations.
Abstract: Several investigators have claimed over the past decade that working memory (WM) and general intelligence (g) are identical, or nearly identical, constructs, from an individual-differences perspective. Although memory measures are commonly included in intelligence tests, and memory abilities are included in theories of intelligence, the identity between WM and intelligence has not been evaluated comprehensively. The authors conducted a meta-analysis of 86 samples that relate WM to intelligence. The average correlation between true-score estimates of WM and g is substantially less than unity (p=.479). The authors also focus on the distinction between short-term memory and WM with respect to intelligence with a supplemental meta-analysis. The authors discuss how consideration of psychometric and theoretical perspectives better informs the discussion of WM-intelligence relations.
908 citations
TL;DR: In this article, an overview of current research on emotional intelligence is provided, focusing on the four-branch model by Mayer and Salovey (1997), which characterizes emotional intelligence as a set of four related abilities: perceiving, using, understanding, and managing emotions.
Abstract: This article provides an overview of current research on emotional intelligence. Although it has been defined in many ways, we focus on the four-branch model by Mayer and Salovey (1997), which characterizes emotional intelligence as a set of four related abilities: perceiving, using, understanding, and managing emotions. The theory provides a useful framework for studying individual differences in abilities related to processing emotional information. Despite measurement obstacles, the evidence in favor of emotional intelligence is accumulating. Emotional intelligence predicts success in important domains, among them personal and work relationships.
689 citations
TL;DR: In this article, the authors present a brief summary of research in the field, and rebut arguments against the construct presented in this issue, and conclude that emotional intelligence is attracting deserved continuing research interest as an individual difference variable in organizational behavior related to the way members perceive, understand, and manage their emotions.
Abstract: In the first of two articles presenting the case for emotional intelligence in a point/counterpoint exchange, we present a brief summary of research in the field, and rebut arguments against the construct presented in this issue.We identify three streams of research: (1) a four-branch abilities test based on the model of emotional intelligence defined in Mayer and Salovey (1997); (2) self-report instruments based on the Mayer–Salovey model; and (3) commercially available tests that go beyond the Mayer–Salovey definition. In response to the criticisms of the construct, we argue that the protagonists have not distinguished adequately between the streams, and have inappropriately characterized emotional intelligence as a variant of social intelligence. More significantly, two of the critical authors assert incorrectly that emotional intelligence research is driven by a utopian political agenda, rather than scientific interest. We argue, on the contrary, that emotional intelligence research is grounded in recent scientific advances in the study of emotion; specifically regarding the role emotion plays in organizational behavior. We conclude that emotional intelligence is attracting deserved continuing research interest as an individual difference variable in organizational behavior related to the way members perceive, understand, and manage their emotions.
530 citations
TL;DR: In this article, the authors argue that the concept of emotional intelligence is invalid both because it is not a form of intelligence and because it has no intelligible meaning, and they identify the actual relation between reason and emotion.
Abstract: In this paper I argue that the concept of emotional intelligence (EI) is invalid both because it is not a form of intelligence and because it is defined so broadly and inclusively that it has no intelligible meaning. I distinguish the so-called concept of EI from actual intelligence and from rationality. I identify the actual relation between reason and emotion. I reveal the fundamental inadequacy of the concept of EI when applied to leadership. Finally, I suggest some alternatives to the EI concept. Copyright © 2005 John Wiley & Sons, Ltd.
526 citations
TL;DR: In this article, the authors make the more specific case for their perspective, which is that ability-based models of emotional intelligence have value to add in the domain of organizational psychology.
Abstract: In this second counterpoint article, we refute the claims of Landy, Locke, and Conte, and make the more specific case for our perspective, which is that ability-based models of emotional intelligence have value to add in the domain of organizational psychology. In this article, we address remaining issues, such as general concerns about the tenor and tone of the debates on this topic, a tendency for detractors to collapse across emotional intelligence models when reviewing the evidence and making judgments, and subsequent penchant to thereby discount all models, including the ability-based one, as lacking validity. We specifically refute the following three claims from our critics with the most recent empirically based evidence: (1) emotional intelligence is dominated by opportunistic academics-turned-consultants who have amassed much fame and fortune based on a concept that is shabby science at best; (2) the measurement of emotional intelligence is grounded in unstable, psychometrically flawed instruments, which have not demonstrated appropriate discriminant and predictive validity to warrant/justify their use; and (3) there is weak empirical evidence that emotional intelligence is related to anything of importance in organizations. We thus end with an overview of the empirical evidence supporting the role of emotional intelligence in organizational and social behavior.
421 citations
TL;DR: In the past decade, the concept of emotional intelligence has emerged as a potential new construct for explaining behavioral variance not accounted for by traditional measures of general academic intelligence or personality as discussed by the authors.
Abstract: In the past decade, the concept of emotional intelligence (EI) has emerged as a potential new construct for explaining behavioral variance not accounted for by traditional measures of general academic intelligence or personality. EI researchers credit E. L. Thorndike as the first to propose such a construct when he suggested that social intelligence is independent of abstract or academic intelligence. The current paper traces the historical roots of social intelligence and the current scientific status of emotional intelligence. It appears that emotional intelligence, as a concept related to occupational success, exists outside the typical scientific domain. Much of the data necessary for demonstrating the unique association between EI and work-related behavior appears to reside in proprietary databases, preventing rigorous tests of the measurement devices or of their unique predictive value. For those reasons, any claims for the value of EI in the work setting cannot be made under the scientific mantle. Copyright © 2005 John Wiley & Sons, Ltd.
411 citations
06 Nov 2005
TL;DR: The components of human affect, how they might be integrated into computers, and how far are the authors from realizing affective multimodal human-computer interaction are discussed.
Abstract: Social and emotional intelligence are aspects of human intelligence that have been argued to be better predictors than IQ for measuring aspects of success in life, especially in social interactions, learning, and adapting to what is important. When it comes to machines, not all of them will need such skills. Yet to have machines like computers, broadcast systems, and cars, capable of adapting to their users and of anticipating their wishes, endowing them with the ability to recognize user's affective states is necessary. This article discusses the components of human affect, how they might be integrated into computers, and how far are we from realizing affective multimodal human-computer interaction.
225 citations
Journal Article•
218 citations
Book•
01 Jan 2005
TL;DR: In this paper, the authors present a view of developmental intelligence based on a Diva and a Work Horse model, where the Diva is a diva and the horse is a work horse.
Abstract: Preface Introduction (Intelligence: A Diva and a Work Horse) - O. Wilhelm, & R. W. Engle Assessing Problem Solving in Context - P. C. Kyllonen, & S. Lee Mental Speed: On Frameworks, Paradigms, and a Platform for the Future - V. Danthiir, R. D. Roberts, R. Schulze, & O. Wilhelm Cognitive Mechanisms Underlying Intelligence: Defense of a Reductionist Approach - A. R. A. Conway Working Memory Capacity, Attention Control, and Fluid Intelligence - R. P. Heitz, N. Unsworth, & R. W. Engle Emotional Intelligence: An Elusive Ability - G. Matthews, M. Zeidner, & R. D. Roberts Metacognition and Intelligence - C. Hertzog, & A. E. Robinson Knowledge and Intelligence - P. L. Ackerman, & M. E. Beier Full Frontal Fluidity? Looking in on the Neuroimaging of Reasoning and Intelligence - M. J. Kane Behavioral Genetics and Intelligence - S. A. Petrill A Dialectical Constructivist View of Developmental Intelligence - J. Pascual-Leone, & J. Johnson Development of Intellectual Abilities in Old Age: From Age Gradients to Individuals - M. Lovden, & U. Lindenberger Group Differences in Intelligence and Related Measures - W. W. Wittmann Modeling Structures of Intelligence - R. Schulze Item Response Theory and the Measurement of Cognitive Processes - F. Schmiedek g Factor: Issues of Design and Interpretation - L. Stankov Capturing Successful Intelligence Through Measures of Analytic, Creative, and Practical Skills - P. J. Henry, R. J. Sternberg, & E. L. Grigorenko Faceted Models of Intelligence - H.-M. Suss & A. Beauducel Assessing Intelligence: Past, Present, and Future - R. D. Roberts, P. M. Markham, M. Zeidner, & G. Matthews The Role of Domain Knowledge in Higher-Level Cognition - D. Z. Hambrick Measuring Reasoning Ability - O. Wilhelm The Measurement of Working Memory Capacity - K. Oberauer Working Memory, Intelligence, and Learning Disabilities - H. L. Swanson Cognitive Ability in Selection Decisions - D. S. Ones, C. Viswesvaran, & S. Dilchert Understanding Intelligence: A Summary and an Adjustable-Attention Hypothesis - N. Cowan To g or not to g - That Is the Question - N. Brody
181 citations
TL;DR: Using a verbal and a spatial task of comparable complexity, the strength of this brain activation-IQ relationship varies with the intelligence factor: in males, the highest correlations were observed for spatial IQ, in females for verbal IQ.
164 citations
TL;DR: A review of recent research that shows the importance of the emotions in human intelligence, the research that has been carried out into the incorporation of emotions to intelligent systems, how a computer can show affections and how to create intelligent agents that show emotions to other agents that communicate with them in the same environment.
TL;DR: Emotional intelligence and emotion work are two research areas traditionally presented as distinct. as mentioned in this paper reviewed their definitions, examines their intersections, and illustrates the advantages of both areas. But they are not related to each other.
Abstract: Emotional intelligence and emotion work are two research areas traditionally presented as distinct. This article reviews their definitions, examines their intersections, and illustrates the advanta...
TL;DR: In this paper, the authors present evidence that situational judgment tests do not measure a general factor, whether labeled practical intelligence, or something else, since the measures assess multiple constructs (g and personality), they are best viewed as measurement methods.
TL;DR: An overview of the research into the cognitive basis of intelligence is provided, finding that predictors taken from the various approaches explain approximately 50% of the variance of intelligence.
Abstract: . This paper provides an overview of the research into the cognitive basis of intelligence. This research explains cognitive abilities in terms of cognitive units or properties of such units. Furthermore, this research is characterized by the application of so-called elementary cognitive tasks. The various approaches of this research originate from the concepts of cognitive psychology: Mental (and perceptual) speed, attention, working memory, memory access, and learning. All the approaches led to measures which correlate with measures of intelligence. The enormous importance of the cognitive basis is highlighted by the observation that predictors taken from the various approaches explain approximately 50% of the variance of intelligence. At the latent level the rate of explanation seems to surmount the 70% barrier. Furthermore, the problems and perspectives of the approaches are addressed.
TL;DR: The field of artificial intelligence is concluded that the field is in good shape and has delivered some great results, but difficulties remain in devising a system that spans the full spectrum of intelligent behavior, including the difficult areas in the middle that include common sense and perception.
Abstract: Artificial intelligence has been an active branch of research for computer scientists and psychologists for 50 years. The concept of mimicking human intelligence in a computer fuels the public imagination and has led to countless academic papers, news articles and fictional works. However, public expectations remain largely unfulfilled, owing to the incredible complexity of everyday human behavior. A wide range of tools and techniques have emerged from the field of artificial intelligence, many of which are reviewed here. They include rules, frames, model-based reasoning, case-based reasoning, Bayesian updating, fuzzy logic, multiagent systems, swarm intelligence, genetic algorithms, neural networks, and hybrids such as blackboard systems. These are all ingenious, practical, and useful in various contexts. Some approaches are pre-specified and structured, while others specify only low-level behavior, leaving the intelligence to emerge through complex interactions. Some approaches are based on the use of knowledge expressed in words and symbols, whereas others use only mathematical and numerical constructions. It is proposed that there exists a spectrum of intelligent behaviors from low-level reactive systems through to high-level systems that encapsulate specialist expertise. Separate branches of research have made strides at both ends of the spectrum, but difficulties remain in devising a system that spans the full spectrum of intelligent behavior, including the difficult areas in the middle that include common sense and perception. Artificial intelligence is increasingly appearing in situated systems that interact with their physical environment. As these systems become more compact they are likely to become embedded into everyday equipment. As the 50th anniversary approaches of the Dartmouth conference where the term ‘artificial intelligence’ was first published, it is concluded that the field is in good shape and has delivered some great results. Yet human thought processes are incredibly complex, and mimicking them convincingly remains an elusive challenge.
TL;DR: The role soft computing methods that can play in establishing “hybrid intelligence for addressing E&P problems is emphasized and the strength and weakness of human intelligence versus machine intelligence and the need for combining human and machine intelligence is visited.
01 Jan 2005
TL;DR: In this paper, the authors focus mainly on the Full Scale IQ (FSIQ) and its complement, the General Ability Index (GAI) and find that the FSIQ has the highest correlation with subtests tapping both achievement and memory.
Abstract: Publisher Summary This chapter focuses mainly on the Full Scale IQ (FSIQ) and its complement, the General Ability Index (GAI). The comprehensive training of school and child clinical psychologists in assessment, including the use of intelligence tests, the carefully crafted and clearly articulated practice standards and codes of ethics relating to psychological practice in general and assessment more specifically, together with the significant advances in the study of human intelligence and its measurement have done much to quell some of the IQ test controversy. While there is no consensus on the relevance and need for intelligence tests in particular areas of diagnosis, empirical links together with improved diagnostic descriptions certainly contributes to a determination of the clinical relevance of intelligence tests such as the WISC-IV in the identification of and program prescription for children with special needs. In relation to other tests linked with the WISC-IV, the FSIQ in almost all instances shows the highest correlation with subtests tapping both achievement and memory. The FSIQ also correlates more highly with the GRS-S than any of the index scores. While the structure of the WISC-IV together with the suggested profile analyses outlined in the Technical and Interpretation Manual might suggest essentially a top down approach to the test-score interpretations beginning with the FSIQ, this is not strictly the case. The Full Scale IQ score has been the only comprehensive method available within the Wechsler scales for summarizing overall or general cognitive ability.
01 Jan 2005
TL;DR: In this article, a model for fostering EI in academic learning and achievement situation is presented, and instructional suggestions are provided, along with implications for research and scholastic applications.
Abstract: This chapter is concerned primarily with emotional intelligence (EI) as it relates to learning and achievement in an academic setting. It aim s to assist researchers, educators, and politicians alike to decide what aspects of EI are worthwhile to promote and are possible to teach in schooI. We first discuss the conceptualization of EI on which the present contribution is based, and provide an overview of existing p rograms for fostering EI in schools. Based on some major flaw s we have identified in these programs , we present a framework of antecedents, "intelligent" processing, and effects of academic emotions. Subsequently, a model for fostering EI in academic learning and achievement situation s is presented, and tang i-ble instructional suggestions are provided. The chapter closes with implications for research and scholastic applications. 11.1 INTRODUCTION "I am not that good at emotions." This real-life response is what a male student wrote on the top of a questionnaire on academic emotions (emotions di-most likely as an excuse for not completing the survey (MoHenter, 1999). What does it mean to "not be good at emotions"? How could we have prevented this student from developing such poor judgment of his emotional seH? With respect to the first question, the student perhaps thought his knowledge about emotions was too limited, that he was not aware of his own emotions, or that he could not adequately deal with them. The latter question is also a difficult one to answer. Perhaps, apart from socialization authorities such as parents, it is the task of educational institutions to teach students knowledge and skills concerning one of the most important areas of human functioning: emotions. In light of the host of diverse conceptualizations of emotional intelligence (EI: see Matthews, Zeidner, & Roberts, 2002), one must first decide on a definitio of this construct that is adequate to apply to learning and achievement. Studies investigating EI in the classroom usually lack a theoretical framework (Zeid-ner, Roberts, & Matthews, 2002), or do not explicate the bases for the choice of their employed construct (cf. In choosing an adequate theory of EI for academic learning and achievemen: situations, we considered the following criteria. The theory should: 1. be consistent with the cognitively referenced conceptualization of intelligence (see Mackintosh, 2001; Sternberg, 1997), 2. need a minimal number of context-specific modifications and supplements , 3. be suitable for operationalization and evaluation, and 4. be conducive …
01 Aug 2005
TL;DR: Using socioanalytic theory, the authors developed and tested a model of the direct and indirect effects of the Big Five personality traits and EI abilities on multiple forms of performa...
Abstract: Using socioanalytic theory (Hogan & Shelton, 1998b), we develop and test a model of the direct and indirect effects of the Big Five personality traits and EI abilities on multiple forms of performa...
Journal Article•
TL;DR: In this paper, a new measure of emotional intelligence, Reactions to Teaching Situations (RTS), was proposed to demonstrate the validity of this measure, and the results confirm that emotional intelligence bears significant relationships to both intrapersonal and interpersonal intelligences and also to linguistic intelligence, but emotional intelligence shows no significant relationships with MBTI preferences.
Abstract: Further evidence is presented to demonstrate the validity of a new measure of emotional intelligence: Reactions to Teaching Situations (RTS). Using criterion-related groups of high and low scorers on the RTS, it is shown that high scorers give more responses coded as emotional intelligence in their answers to sentence completion tasks relating to ten situations found in teaching. The questions of convergent and discriminant validity is tackled by examination of correlations of emotional intelligence scores and scores on the Multiple Intelligences Checklist for Adults (MICA) and information processing preferences as measured by the Myers-Briggs Type Indicator (MBTI). The results confirm that emotional intelligence (as assessed by the RTS) bears significant relationships to both intrapersonal and interpersonal intelligences and also to linguistic intelligence, but emotional intelligence shows no significant relationships with the MBTI preferences.
01 Jan 2005
TL;DR: In this article, the authors propose that the human mind is an information processing system operating under limited representational and processing resources, and that three aspects of the mind are of utmost importance in this tradition: representational capacity, control of processing and efficiency.
Abstract: Since the end of the nineteenth century, three fields of psychology have attempted to understand the human mind: cognitive, differential and developmental psychology. Each of these fields was and still is driven by different epistemological assumptions regarding the nature of the human mind, has adopted different priorities in regard to the aspects of the mind to be studied, and has used different methods for the investigation of the phenomena of interest. Specifically, cognitive psychology focused primarily on the more dynamic aspects of mental functioning to explain how information from the environment is recorded, represented, stored and processed for the purpose of understanding, problem solving and decision making in real time. Thus, the primary aim of research and theory in this field was to model the flow and processing of information in the mind. In general, according to this tradition, the human mind is an information processing system operating under limited representational and processing resources. Therefore, three aspects of the mind are of utmost importance in this tradition: representational capacity, control of processing and efficiency. Change in the information processing tradition is conceived as increasing automatization of performance on a given task. This is equivalent to saying that, with experience and practice, the control of performance shifts from the monitoring and regulation of central control processes to the forces underlying the dynamic organization of task-specific performance and the inter-connection of the components involved in this performance with the task-relevant environmental stimuli (Broadbent 1971; Logan and Gordon 2001; Posner and Boies 1971).
Book•
01 Jan 2005
TL;DR: The Twenty-First Century Challenge for U.S. Intelligence as mentioned in this paper has been held since 2001, with the goal of "understand Friends and Enemies: The Context for American Intelligence Reform".
Abstract: Preface IntroductionJennifer E. Sims and Burton Gerber PART I: NEW REQUIREMENTS 1. The Twenty-First Century Challenge for U.S. IntelligenceErnest R. May 2. Understanding Friends and Enemies: The Context for American Intelligence ReformJennifer E. Sims 3. Understanding OurselvesJennifer E. Sims PART II: NEW CAPABILITIES 4. Integrating Open Sources into Transnational Threat AssessmentsAmy Sands 5. Clandestine Human Intelligence: Spies, Counterspies, and Covert ActionJohn MacGaffin 6. The Digital DimensionJames R. Gosler 7. Analysis and Estimates: Professional Practices in Intelligence ProductionDouglas MacEachin 8. Denial and DeceptionDonald C. F. Daniel PART III: MANAGEMENT CHALLENGES 9. Managing Domestic, Military, and Foreign Policy Requirements: Correcting Frankenstein's BlunderJames Monnier Simon Jr. 10. Intelligence and War: Afghanistan, 2001-2002Henry A. Crumpton 11. Managing HUMINT: The Need for a New ApproachBurton Gerber 12. Intelligence and Homeland DefenseHenry A. Crumpton 13. Intelligence Analysis: Management and Transformation IssuesMark M. Lowenthal 14. Congressional Oversight of Intelligence after September 11L. Britt Snider Meeting the Challenge: Action Now Jennifer E. Sims and Burton Gerber ContributorsIndex
TL;DR: This paper reviewed past and current psychometric theories about intelligence and critically evaluated the usefulness of modern IQ tests in guiding decisions within an educational context, concluding that the latter provides the best available means for investigating and making decisions about the former, with higher validity for this purpose than has frequently been realised.
Abstract: We review past and current psychometric theories about intelligence and critically evaluate the usefulness of modern IQ tests in guiding decisions within an educational context. To accomplish this we consider whether knowledge about intelligence extends beyond mere description to provide a scientific framework for further advancing our understanding. We conclude that it does. We also conclude that current evidence supports the importance of general ability, as well as several different specific abilities, although whether emotional intelligence can yet be affirmed is not clear. Additionally, we conclude that creativity is something separate from intelligence. Despite strong evidence that intelligence and IQ must be different constructs, we conclude that the latter provides the best available means for investigating and making decisions about the former, with higher validity for this purpose than has frequently been realised. We therefore recommend aptitude and achievement testing as useful tools for educa...
TL;DR: Clark as discussed by the authors, Natural-Born Cyborgs: Minds, Technologies, and the Future of Human Intelligence, is a book about natural-born cyborgs with a focus on artificial intelligence.
TL;DR: The authors explored the use of interaction between moral heuristics and emotional intelligence (ei) and found that the quality of moral decisions is very sensitive to emotions, and hence this may lead us to a better understanding of the role of emotional abilities in moral choices.
Abstract: this commentary explores the use of interaction between moral heuristics and emotional intelligence (ei). the main insight presented is that the quality of moral decisions is very sensitive to emotions, and hence this may lead us to a better understanding of the role of emotional abilities in moral choices. in doing so, we consider how individual differences (specifically, ei) are related to moral decisions. we summarize evidence bearing on some of the ways in which ei might moderate framing effects in different moral tasks such as “the asian disease problem” and other more real-life problems like “a divorce decision.”