Individual differences

1. What are the beginnings of the research on Intelligence?

INTRODUCTION
EXAMPLES OF ITEMS EXTRACTED FROM DIFFERENT INTELLIGENCE TESTS
THE CONCEPT OF IQ (INTELLECTUAL QUOTIENT)
IS THERE FACTOR G?
TRIARCHIC INTELLIGENCE-SUCCESSFUL INTELLLIGENCE-WISC MODEL -ACCEL
MODEL (ALL BY ROBERT STERNBERG)
GARDNER'S MULTIPLE INTELLIGENCES
INTRODUCTION
HOWARD GARDNER'S THEORY OF MULTIPLE INTELLIGENCES
The impact of MI theory
EMOTIONAL INTELLIGENCE
But ... What is emotional intelligence?
Think for a moment. How do you think emotional intelligence can be measured?
Why is the emotional intelligence of students and teachers important?
What kind of students can you find in your classroom ?
How many words do you know to express that someone is intelligent?

How many words do you know to express that someone lacks intelligence?
If we have so many words probably is because it is an important concept in our culture
OUTLINE
•The beginning of the research
•The Psychometric approach
•The cognitive approach
–Sternberg’s Successful intelligence
–Gardner’s Multiple Intelligences
–Emotional intelligence
•Issues on intelligence: nature vs. Nurture, genetics,
•Personality

1. What are the beginnings of the research on

Intelligence?
THE PSYCHOMETRIC APPROACH
 Sir Francis Galton

---” Hereditary Genius” __ starts the debate "nature versus nurture"

 Binet

the first test of intelligence

 Lewis Terman

"Genius and Stupidity: A Study of Some of the Intellectual Processes of Seven Bright
and Seven Stupid Boys" (1906),
INTRODUCTION
Psychology has always been interested in studying those characteristics that differentiate us from each
other, that is, "individual differences". Among the characteristics that differentiate us are our personality,
our motivation, and also our intelligence. The lesson that we begin now focuses on intelligence.

Two main approaches can be distinguished in the study of intelligence: psychometry and cognitivism.

The scientific study of intelligence began thanks to psychometrists. These psychologists were more
interested in measuring intelligence than in defining it.

The scientific study of intelligence began with Sir Francis Galton research (who was Darwin's cousin). Galton
wanted to know if the genius was inherited or not. For this, he devised an investigation that for the first time used
the questionnaire and analyzed the data statistically. Shortly afterwards, in France, the Minister of Education would
commission Alfred Binet to construct an intelligence test to facilitate the grouping of schoolchildren. (click here to
know more about Binet http://www.mercedesferrandoprieto.es/2017/11/alfred-binet.html).

Binet's test was so effective that they soon wanted to translate and adapt it in other countries. In the United States
Lewis Terman adapted the test, giving it the name of Stanfrod-Binet test (Stanford, by the name of the Stanford
university where he worked and Binet by the original author of the test). (if you want to know a little more about
Terman: http://www.mercedesferrandoprieto.es/2017/11/lewis-madison-terman.html)

The intelligence tests were so successful that other authors soon devised their own tests. To such an extent that it
was said that "intelligence is what tests measure, and of course, tests measure intelligence"

EXAMPLES OF ITEMS EXTRACTED FROM DIFFERENT INTELLIGENCE

TESTS
In the next section, you will answer items that belong to different intelligence tests. Starting from these
questions, we will continue explaining some key points in the study of intelligence from the point of view of
psychometrics:

What is IQ?

Is there a factor g?

Are there cultural biases in intelligence tests?

Is it true that IQ can predict our success in life?

Is it true that intelligence increases with each generation?

Google version: Intelligence: the psychometric approach (google.com)

 

Item from Sir Galton's tests measure of cognitive

ability

Next, you will hear a sound (See attached file).

Write what you think the sound corresponds to.
(chek the sound here:
https://www.youtube.com/watch?v=6Lrz8vvYNds
)

Escriba su respuesta…

  Validar 
THE CONCEPT OF IQ (INTELLECTUAL QUOTIENT)
As you can read on wikipedia: the IQ was obtained by dividing a person's mental age (obtained after
performing tests or non-standardized tests) by their chronological age and multiplying the result by 100. However,
in the second half of the 20th century This method was replaced by the design of standardized tests that directly
gave the score of this estimator.

To find out the mental age and the chronological age, psychologists ordered the test items from easiest to most
difficult. Also, since they had passed the test on many children, they knew how many questions could solved by
children of a certain age.

Currently, IQ scores are obtained by transforming the scores of the reference group, so that the group mean is
equal to 100, and the standard deviation equals 15. So an IQ between 85 and 115 would be normal.

To make sure you have read this section to answer this question, a CI = 110 would be ...

1. A. High
2. B. Normal
3. C. Low
IS THERE FACTOR G?

In the previous section you have seen examples of different items. They all claim to measure intelligence,
but they are very different from each other. A student might find items with pictures easy, and items with an
open answer (e.g. what is a compass) difficult.

Then ... Do all items measure intelligence?

Different psychologists asked themselves this question. In order to answer it, they thought that the best
way was for a group of people to answer different tests, and then examine their scores to see if the people
who answered "regular" in one item answered "regular" in all the items. For this they used the statistical
technique of "factor analysis"

However, doing the same type of research, different authors came up with different results.Sin embargo,

Charles Edward Spearman found that the scores for the different items (whether they were mathematics,
language, etc.) were grouped into a SINGLE FACTOR, he called this "general intelligence factor", also known as
the Factor g.

But other authors such as Louis Leon Thurstone more than one factor: that is, more than a group of items that
were similar to each other, but were different from the other items. Thurstone found 7 factors: Verbal
comprehension; verbal fluency; Numerical; Space; Memory; Perceptual speed; and Reasoning.

Whether the teacher perceives intelligence as a single factor or as a conglomerate of differentiated abilities has
repercussions on how he perceives his students. For example, if a student performs very well in language but very
poorly in mathematics, a teacher who believes in the Factor g will think that the child is not trying hard enough.
While a teacher who thinks that math ability is not related to lenguage ability, will tend to think that the child's failure
is not due to his lack of effort, but to his intellectual profile (in this case, his lack of math ability).

What do you think?

A. Intelligence is divided into specific abilities that are not related to each other
B. All intellectual abilities are related to each other, so there must be a general intelligence factor.

For your peace of mind, I will tell you that neither one thing nor another.

Finally, second order models were imposed. In these intelligence models It is recognized that there is a general
intelligence factor, made up of more or less independent skills, and these in turn are composed of very specific
skills. Authors who defended this model were Cattell, and also Carroll. Currently the best-known model is that of
Cattell-Horn-Carroll (referring to the three authors)
Just out of curiosity ... if we wanted to measure all the intellectual abilities, how many would they be?

This same question was asked by Joy Guilford, who is known as the father of creativity. He wondered if he could
measure each and every intellectual capacity. The great novelty is that he tried to measure not only reproductive
thinking abilities (when questions are asked about events or events that the student already knows) but also
productive thinking (that is, when the student solves a problem that he has never seen before, this is, using your
creativity). He identified up to 120 intelligence factors.

From the lesson "Complex cognitive processes" the term of Divergent Thinking will sound a ring.

A. Divergent thinking serves to generate creative ideas by exploring many possible solutions

B. Divergent thinking is made up of 4 factors: Fluency (number of ideas); Flexibility (number of different
approaches to the problem); Originality (the unusualness of the responses); and Elaboration (the details not
necessary to communicate an idea)

C. Both are true

CULTURAL BIASES IN INTELLIGENCE TESTS

Surely, when answering the items, some have seemed simpler than others. For example, the item juice is to orange
as grape is to wine, it is quite easy.

However the igloo item is to home as pagoda is to synagogue, may have been more difficult for you, despite the
fact that in both cases it is about solving an analogy.

It could have been difficult for you because perhaps you did not know any of the terms. Sometimes tests ask for
facts or knowledge that is cultural. For example, we all know who discovered America (Christopher Columbus); But
how many of us know who wsa the first Chinese emperor (Qin Shi Huang) ?

One of the first to realize this was Arthur Jensen (thanks to his student's appreciation that black boys in special
shools seems to be smarter than white boys)

Jensen wasn't really the only one to notice. When administering the tests for the selection of soldiers Terman also
realized that illiterate candidates could not answer the questions in the alpha version of the test, so a beta version
was designed for those candidates who could not read.

Another author who also noticed this was Raymod Cattell. Cattell proposed an intelligence model made up of two
main factors: fluid intelligence and crystallized intelligence. And he also designed tests that were free of cultural
bias. For this, the items were pictorial and not verbal.

Searching for this information on the internet or in your book, answer this question: Fluid intelligence refers to ...

A. FLUID intelligence refers to the ability to solve new problems, use logic in new situations, and identify
patterns. It's the innate part of intelligence

B. FLUID intelligence is that set of abilities, strategies and knowledge that represents the level of cognitive
development achieved through the subject's learning history. It consists mainly of skills related to verbal
comprehension, the establishment of semantic relationships, the evaluation of experience, the establishment of
judgments and conclusions, mechanical knowledge or spatial orientation. It depends on experience, and thus a
person will develop his crystallized intelligence to the extent that he invests his fluid historical intelligence in
learning experiences.

Earlier, we mentioned the alpha and beta versions of intelligence tests that were administered in the United States
Army.

In the United States, intelligence tests became so relevant that they determined the destiny of people (which
university they could attend, what jobs they could do, etc.)

Look at the following chart by Linda Gottfredson. It stipulates the probability of being imprisoned, having
illegitimate children, being unemployed, etc., depending on the person's IQ.

For example, if your IQ is 100, you will be a person who "goes along with the rhyme" you will feel comfortable with
the written material "possibly your job will be an office worker, machinist, police or salesman. You have a 15%
chance of being unemployed more than a year and a 23% probability of being divorced after 5 years of marriage.
Answer the following question: If your IQ is 120, what would be your chance of living in poverty?

A. If my IQ is 120, my probability of living in poverty is 16%

B. If my IQ is 120, my probability of living in poverty is 30%

C. If my IQ is 120, my probability of living in poverty is 2%

Below you will see a short video in which young and old people try to solve different tasks.

This video serves to reflect on various points:

* Culture and context determine how intelligence is expressed (Sternberg will take up this idea in his theory of
successful intelligence - formerly known as triachial intelligence)

* Is it true, as Flynn says, that IQ scores increase with each generation?

Link to the video: https://youtu.be/1xicsr-vPOo

Jóvenes y gente mayor se ponen a prueba - El Hormiguero 3.0

Flynn was a statistician who realized that each generation performed better on intelligence tests than the previous
generation. This discovery is called "the Flynn effect". But ... what is the cause? (use the answer box)

Vaya a wooclap.com y use el código OGDISZ 

What are the causes of the Flynn Effect? (you can


consult the internet)




¡A votar!
Haga clic en la pantalla proyectada para comenzar la pregunta

0
 respuestas recibidas

+   110 %  0  

If you have been able to answer this question, you will know what is the weight of what is inherited and what has
been learned (the debate on inheritance vs. education or nature vs. nurture)

PS. Did you note that Flynn effect has stopped in the developed countries and even there is a "reverse
Flynn effect"??

Another clue: Do you remember Carol Dweck's mid-set theory? (appears in the Motivation topic)
CRITICISMS OF THE INTELLIGENCE TEST

Do you really believe that intelligence tests can determine our future so much?

I invite you to learn the story of Robert Sternberg. Pay attention and answer the following questions

link del vídeo: https://www.youtube.com/watch?v=otlmKZeNi-U

None of the Above - Why Standardized Testing Fails: Bob Sternberg at TEDxOStat…
TEDxOStat…

Why did Sternberg do bad jobs and do poorly at school?

A. Due to the Pygmalion effect (self-fulfilling prophecy)

B. Because he really was stupid

Sternberg says that there are 3 things that have changed since testing began until now.

List the 3 facts to which he refers to.

Sternberg also gives reasons why IQ tests continue to be used: what are these reasons?

TRIARCHIC INTELLIGENCE-SUCCESSFUL INTELLLIGENCE-

WISC MODEL -ACCEL MODEL (ALL BY ROBERT
STERNBERG)
Remember that previously (in intelligence-1) we had said that towards the 1980s strong criticisms began to arise
regarding the Intelligence tests, more specifically towards the IQ. With two great figures: Howard Gardner and
Robert Sternberg.

Earlier you heard Sternberg's own personal experience with intelligence tests. When Sternberg graduated from
psychology school, the dominant approach was on information processing. So when he began to study WHAT
intelligence is, instead of analyzing test scores (as psychometrists do) it starts from direct observation of his
students' behavior when solving tasks.

Robert Sternberg's theory of intelligence is a great synthesis of other theories. To understand his theory and the
different names he has been receiving (Triarchic Theory of Intelligence; Successful Intelligence Theory and
WISCS model: Wisdon, Intelligence and Creativity Syntetized), you must bear in mind that he is an author who is
still alive; and living people have a "bad habit" of continuing to think. This is the reason why the original theory has
undergone modifications.

Regarding his first theory "triarchic theory of intelligence" in which he defines 3 main
components of intelligence...

An error has occurred 


Regarding the elements of analytical intelligence. Sternberg distinguishes the execution components (those that
carry out the task), the metacomponents (those that decide how to carry out the task) and the components of
knowledge acquisition.

Looking at the diagram above, which of the three elements do you think are most reminiscent
of learning strategies

The execution components

The components of knowledge acquisition

The metacomponents

Synthetic (or creative) intelligence refers to two abilities:

1) the ability to deal with novelty, we must clarify that intelligence, as Sternberg understands it, does not only refer
to the ability to reason and learn new concepts (which would be rather analytical intelligence) but also the ability to
learn and reason with new kinds of concepts. Smart people are able to learn and think in unfamiliar contexts that
are unfamiliar to them, that are novel to them.

2) The second important skill in synthetic thinking is the ability to automate information processing. It could be said
that this ability refers to making familiar or habitual what was previously novel to us. Automation frees up cognitive
resources that can be devoted to other tasks.

For example, if you are learning to drive a car you would have noticed that in the first practical lessons you need to
pay close attention to the rearview mirror, the steering wheel, the pedal set ... So you cannot do other tasks
simultaneously. However, those who are more experienced and have already automated these actions are able to
talk to the co-pilot, change the radio station, and even attend to GPS directions.

Practical intelligence involves the use of skills necessary to use, utilize, apply, implement, and put ideas into
practice.

While traditional definitions of intelligence define it as the ability to "adapt to the environment", Sternberg includes
in his concept of practical intelligence not only the adaptation function but also the shaping and selection of the
environment.

It cannot be said that one of these three is smarter than the others, but that it will depend on each specific situation

Following, indicate which action would be an example of each of these functions:

An error has occurred 

NOTE THAT what Sternberg calls "Practical intelligence" is closely related to critical
thinking and the rational quotient proposed by Stanovich (check here for more info
about critical thinking)

This tribrachic theory of intelligence was widely accepted. So why was it called "Theory of Successful
Intelligence"?

Sternberg realized that intelligent people were those who achieved success,

Think for a moment. What mean success for you?

For Sternberg, success is what each person understands as such in their life. For Antonia success can be achieving
good socio-cultural status, while for Fernanda success can be having her own family. Success is given by the
individual's own standards.

Successful intelligence is defined as (1) the ability to achieve the goals set in life within a socio-cultural
context and according to personal standards, (2) by taking advantage of the strengths and compensating
or correcting the weaknesses of each, (3) in order to adapt to, modify or select favorable environments, (4)
through the combination of analytical, creative and practical skills.

Aspects of successful intelligence:

1 A successfully intelligent individual has the ability to define affordable and meaningful goals for himself.

2 In addition, it is able to identify what are its best and worst qualities. Once you know them, you use the former and
try to compensate for the latter to achieve your goals.

3 You also know when you need to adapt, modify and / or select a suitable environment in which to achieve your
goals.

4 Successful intelligence theory recognizes that there are no universally indicative intelligence skills. However,
there are a series of processes in solving problems that are common to all cultures and throughout all time. (For
instance, in the Amazonas Jungle will be highly valuated skills such as fishing, distinguishing apart poison herbs,
etc.; while in the occidental world we evaluate how to use smartphones)
 Sternberg's Triarchic Theory, simplified

The theory's most popular name is Successful Intelligence.

However, Sternberg began to argue that according to his own definition of intelligence, people like Hitler or the
terrorists who hit the Twin Towers in New York would be considered smart people.

It was then that he added the "wisdom" component that represents moral values.

Wisdom is defined as the application of successful intelligence and creativity mediated by values ​towards the
achievement of a common good

Thus, the theory was renamed WICS (Wisdom, Intelligence, and Creativity Synthesized)

Think of someone popular (famous) who might be smart according to the successful Theory of Intelligence
but not according to the WICS model
As was the case with the theory of Multiple Intelligences, perhaps the most relevant aspect of the theory of
successful intelligence is that it implies a change in teaching in order to adapt to the different students'
profiles.

From successful intelligence, the teacher is helped to reach a greater variety of students, especially those who are
not reached using traditional teaching methods, which emphasize memory and analytical instruction.

Is important to teach our students in a way that allows them to analyse, create and apply the knowledge

Teaching for Successful Intelligence implies that the teacher:

1) Finds the material which are more appropriate to foster specific abilities
2) He / she uses a wider range of abilities than the current system
3) Helps the student to correct and compensate his / her weakness and to capitalize his / her strengths
4) Increase students motivation for learning

It may seem that teaching for successful intelligence requires more class time per subject than more conventional
techniques. It is not the case. The idea is not to teach each subject three times in three different ways. But to
alternate the style of teaching; so at some moments we will focus more on analytical thinking, other times more
towards creative thinking and other times towards practical thinking. The total time spent teaching a given subject is
the same as any other form of teaching.

Regarding analytical intelligence, we should focus on teaching skills such as:

Identification of the problem; Location of resources (know how much time to dedicate to which task);
Representation and organization of information; Strategy formulation; Monitoring of problem solving strategies and
evaluation of solutions.

In the case of creative intelligence, the following should be taught:

Redefine the problem; Question and analyze assumptions; sell creative ideas; Generate ideas; Recognize the two
facets of knowledge; Identify and skirt the obstacles; Take a reasonable risk; Tolerate ambiguity; develop self-
efficacy; disclose true interests; delay gratification; model creativity

In the case of practical intelligence, we should teach:

Use what has been learned, implement it, use it, practice

Here are some examples of how to work on successful intelligence.

The examples are taken from the video by Dr. Dr. Andy Johnson (https://www.youtube.com/watch?
v=HPbBHrLIehM)
 USING THE TRIARCHIC THEORY OF INTELLIGENCE TO DESIGN ACTIVITIES AND …

Think about a curricular content of Primary Education and how you would teach it from each of the three

intelligences (analytical, creative and practical):

GARDNER'S MULTIPLE INTELLIGENCES

INTRODUCTION
Towards the end of the 70s and beginning of the 80s, very harsh criticism of IQ tests began to take place,

Robert Sternberg published his book "Beyond IQ" in which he exposed some of those criticisms (you have seen
them in the video of the "exam" above. "And Howard Gardner also began to criticize the idea of ​intelligence, to
speak of Multiple INTELLIGENCES.

The theories proposed by both authors are important. But the most relevant thing is that they changed the method
in the study of intelligence.

Instead of looking only at what could be extracted from the test scores, they use other criteria
En el Caso de Robert Sternberg

Sternberg begins his investigations from the information processing

Sternberg begins to notice what intelligence tests DO NOT measure.

Instead of looking for an operational definition of the term intelligence, you want to find a real definition.

His theory is based above all on his personal experience and on the observation of his students and adults.

En el caso de Howard Gardner

Gardner had tackled a project in which he extensively studied the concept of intelligence. Not only from psychology, but from
other sciences such as medicine and anthropology.

A little later he would publish his book "Multiple Intelligences", in which he exposes some elements that lead him to define an
intelligence:

Existence of brain potential in people with brain damage

History and evolutionary plausibility

Existence of a central operation or set of identifiable operations

Coding Susceptibility in a Symbolic System

A characteristic development history along with a definable set of

expert end-state performances

Existence of wise idiots, prodigies and individuals with distinctive and distinctive profiles

Support for psychometric findings

Support for the findings of experimental psychology

HOWARD GARDNER'S THEORY OF MULTIPLE INTELLIGENCES

Howard Gardner defines intelligence as "a biopsychological potential to process information that can be
activated in a cultural setting to solve problems or create products that are of value in a culture (Gardner,
2001).

Based on the criteria mentioned above, Howard Gardner identifies 7 intelligences, which he then expands to 8
(adds the Naturalist intelligence). These are:
Below you will find a small questionnaire about your multiple intelligences.




LINGUISTIC
USE THE FOLLOWING SCALE TO INDICATE
YOUR LEVEL OF AGREEMENT WITH THE
FOLLOWING STATEMENT:
1= Never true 2= some times, 3= almost
always, 4= always

1. I love books. 
Your Intelligences profile.

Calculate your average score in each intelligence. To do so Sum up your scores in each intelligence and divide the
number by the number of items (about 10 items for each intelligence).

Indicate below your scores on each intelligence

Share with other peers (at least 4 ) your scores and answer this questions:

1. Is there someone who obtains 0 in any intelligence?

2. Do most of you perform to an acceptable level in each intelligence?
3. Do you stand out in the same intelligences?
4. If 2 colleagues or more stand out in the same intelligence: do you express your abilities in that intelligence in the
same way?

By answering the previous questions, I want you to reflect on the basic assumptions of the Multiple
Intelligences Theory. Those are:

We all have the 8 intelligences

Most persons may develop all intelligences to an adequate level of competence

Intelligences work together in complex ways

There are many ways of showing intelligence within a given category.

The impact of MI theory

Probably the most relevant in this theory is not the number of intelligences, but the recognition that each
person has a different intellectual profile, that is unique. In addition, this theory recognize other
intelligences that so far were neglected at school. Like Corporal or Musical intelligence.

But also, It changes how to assess the intelligences. As Gardner (and also Sternberg) criticizes the
intelligence testing as it was being conducted; they change the approach in the assessment.

They prefer to use a contextual assessment, that is dynamic. They assume that in those activities the child will
learn. (See Spectrum Project)

The assessment is based on the student's portfolio (his/her work on a specific intelligence). Also, it uses
inventories adressed to teachers, parents and students (like the one you just completed) and parents. And
observation check list on students working styles.

Below you can see and example of how to assess Naturalistic intelligence. This is extracted from the Spectrum
project. The activity is call "float or sink" and these are the rubrics.
Even more important, the theory of MI changes the approach to teaching.

We should teach from and for multiple intelligences, helping students to develop their full potential; Foster students’
strengths and foster diversity.

To do so, the first steps is to Identify students’ strength (= assessment, using students’ profiles or Spectrum
project activities, and self-report inventories).

The teaching through multiple intelligences aims to Take advance of strengths (make them “profitable”).

HOW TO DO IT?

The ideal IM school is rather similar to a Montessori school. But, there are also little adjustments that we can do in
our regular teaching methods to reach as many students as possible. For instance: When the teacher reads
emphasizing rhythms (musical), drawn on the blackboard to illustrate ideas (spatial), make dramatic gestures while
talking (bodily-kinesthetic), pauses to give students time to reflect (interpersonal) and includes references to nature
in his lectures (naturalist).

Armstrong has proposed the use of Multimodal Teaching. So teaching each content making sure that we cover the
8 intelligences

Here there is an example:

To make sure that you read this example: Which activity is used to foster visual intelligence

A. In this example visual intelligence is worked constructing a planetarium

B. In this example visual intelligence is worked making kites

C. Students colour a drawing of a comet and point out its different parts

OTROS EJEMPLOS DE ENSEÑANZA POR INTELIGENCIAS MULTIPLES

EMOTIONAL INTELLIGENCE
Surely you have heard of Emotional Intelligence, since its improvement in school has been promoted.

The theory of multiple intelligences influenced in some way the emergence of "Emotional Intelligence".

Emotional intelligence is related to two of the intelligences proposed by Howard Gardner. Which ones do
you think these intelligences are?

1. A. Intrapersonal intelligence and spiritual intelligence

2. B. Interpersonal intelligence and intrapersonal intelligence

3. C. Verbal intelligence and interpersonal intelligence

The term Emotional Intelligence was first used by psychologists Peter Salovey and John Mayer.

Although other psychologists such as Thorndike (the father of Educational Psychology) and David Wesler (author of
the WISC test to measure intelligence) had already recognized the importance of non-cognitive factors of
intelligence (such as personality, motivation or social skills).

The term became popular with the 1995 book "Emotional Intelligence" written by Daniel Goleman.

Among the following, please point out what were the reasons for the term becoming so popular (you can consult it
on the internet):

1. A. Academic intelligence is not enough to achieve professional success. The lawyers who win the
most cases, the most prestigious and visited doctors, the brightest professors, the most successful
entrepreneurs, the managers who obtain the best results are not necessarily the smartest of their
promotion.
2. B. Intelligence does not guarantee success in our daily lives. Intelligence does not facilitate
happiness neither with our partner, nor with our children, nor that we have more and better friends.
3. C. Feelings and emotions serve to discriminate and use the information provided by those feelings
and emotions that guide thought and action.
4. D. All the above

But ... What is emotional intelligence?

Salovey y Mayer defined it as: the ability to perceive emotions, to access and generate emotions so as to assist
thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote
emotional and intellectual growth – (Mayer & Salovey, 1997)

According to this definition, emotional intelligence is made up of 4 "branches" (See figure)

Look at the above diagram. What is the branch that requires more strategic thinking?

A. Emotional perception (recognizing emotions in others and in oneself)

B. Thought facilitation (using emotions to channel thoughts, example: if I'm angry, it's a good time to
call Vodafone and claim my bill)
C. Managing emotions
D. None of the above
Salovey and Mayer had coined the new concept of emotional intelligence, and it was gaining popularity but, for
psychologists "if something exists, it exists to some extent; and therefore, it can be measured"

For psychologists, it is important to measure the constructs because it is the way of being able to study them
following the scientific method. When Emotional Intelligence (or any construct) can be quantified, we can know how
it is related to other constructs (e.g., with personality, with motivation, with academic performance).

Think for a moment. How do you think emotional intelligence can be

measured?

Salovey and Mayer encountered this problem. How to measure EI?

His first proposal was to use self-report measures (an inventory in which the subject is asked about his perception).
The subject indicated his degree of agreement in a series of statements. For example, "I pay close attention to
feelings"; "Although sometimes I feel sad, I usually have an optimistic approach"

But this way of measuring intelligence was widely criticized. It is not the same to ask someone if he is good at math
than to really measure his math ability through problems, right?

For this reason, they decided to design a test that really measured emotional intelligence, the test was called
MSCEIT (pronounced / miskeit /, and its acronyms are due to the authors: Mayer, Salovey, Caruso Emotional
Intelligence Test).

Here are some of the sample items:

Why is the emotional intelligence of students and teachers important?
Thanks to the fact that EI has been measured, we have been able to deepen its study. Some studies relate
the EI of teachers with less work stress, the EI of students with less absenteeism, less drug use (alcohol,
cigarettes ...) because students with higher EI know how to be assertive and resist social pressure, and with
better academic performance.

In general, emotional intelligence is related to better psychological well-being.

If we want educate the individual as a whole prepare him/her for society, it is inescapable to educate our students
in an integral way, dealing with the affective and emotional world

That is why in recent years HOW to improve EI has become very important.

(You can search for this information on the internet): How would you work with the IE of your students?
You may have found some of these proposals on the internet:

El programa EOS de Valles y Valles

El programa Sindo Inteligente Con Las Emociones (de Valles y Valles)

El programa "Sentir y Pensar" de SM

Or if you have searched for results in English you may have read about CASEL ( https://casel.org/ ) or the RULER
program ( https://www.ycei.org/ )

In general we could say that the general strategies to improve EI are:

Help students communicate and express their moods

Help them label and name emotions (this will help them better identify them)

Differentiate between behavior and person (that a child does a prank does not mean that the child is a trick)

Manage emotional disturbance

Maintain the emotional stability of the teacher

Modeling emotional coping (that is, the teacher is a role model).

This can be taught directly (explicitly) or implicitly. You can also use the opportunities that arise in the day to day to
teach it. For example, if there is a discussion in the playground, instead of going directly to teach math, allow some
time to discuss and solve the problem among the students.

Here are some examples of how to teach IE explicitly (extracted from the SICLE program)