MInD: Don’t Use Agents as Objects

Costalima, Renato Lenz; Souza, Amauri H.; Souza, Cidcley Teixeira de; Campos, Gustavo Augusto Lima de

doi:10.1007/978-3-319-09274-4_23

Cited by 1 publication

(2 citation statements)

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“…Sternberg (1985) defines intelligence as: 'Mental activity directed toward purposive adaptation to, and selection and shaping of, real-world environments relevant to one's life'. Sternberg's definition is very much in line with the opinions of most experts (Costalima et al 2014;Eysenck 1998;Johnson 2012;Mackintosh 2011;Sternberg & Kaufman 2014). Sternberg (2014) defines intelligence as the 'ability to adapt to, shape, and select environments'.…”

Section: Introductionmentioning

confidence: 93%

“…Cognitive approaches are primarily concerned with the relation of intelligence to the internal world of the individual thus information processing (Hunt & Jaeggi 2013;Matthews et al 2014;Sternberg 2014;Webb et al 2013). Cognition can be defined as the act or process of knowing in the broadest sense; specifically, an intellectual process by which knowledge is gained from perception or ideas to be applied and the ability to think or analyse information (Abzari, Shahin & Abasaltian 2014;Costalima et al 2014;De Boeck 2013;Gerli et al 2014). Cognition is central to development of psychology as a scientific principle (Berkman & Falk 2013; De Boeck 2013).…”

Section: Cognitive Approaches To Human Intelligencementioning

confidence: 99%

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Emotional Intelligence a nd Academic Performance

Swanepoel¹,

Britz²

2017

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Few areas of psychology have attracted as much controversy as that of intelligence. Some experts argue that intelligence is the most important aspect of individual differences, whereas others doubt its value as a concept (Deary 2014). Emotional intelligence (EI) was defined by Salovey and Mayer (1990) and seen as a subset of social intelligence and similar as that of intrapersonal intelligence. The concept involves the individual's ability to appraise his own and other's feelings and emotions, discriminate among these emotions and use the emotion information to accomplish tasks to reach goals. The specific aim of the study was to determine the relationship between general cognitive ability, emotional intelligence and academic performance. The instruments utilized were the Learning Potential Computerised Adaptive Test (LPCAT) and Emotional Intelligence Test Body-Mind (Jerabek 1996). The sample comprised of 32 third year students studying Human Resources Management. The results indicated a positive relation between academic performance and emotional intelligence. Inferential statistics proved that males and females do not differ significantly on the three dependant variables.

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Section: Introductionmentioning

confidence: 93%