The relationship between temperamentally conditioned need for stimulation and cognitive and behavioral components of emotional intelligence

Matczak, Anna; Knopp, Katarzyna A.

doi:10.1037/e573262013-019

Cited by 6 publications

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“…Each participant was examined during a single session lasting approximately 75 minutes. Upon completion of the Raven Matrices, participants completed the following tasks in a fixed order: 1) the Communicative Intention Recognition task [ 15 ], to evaluate the ability to infer communicative intentions from biological motion; 2) the PEBL version of Mental Rotation task [ 27 ], to assess visuospatial abilities, and 3) the Faces task [ 28 ] to examine the ability to recognize emotion from facial expressions.…”

Section: Methodsmentioning

confidence: 99%

“…The Emotional Intelligence Scale—Faces task is a task validated on the Polish population which taps the ability to recognize emotion from facial expressions [ 28 ]. The task consists of 18 pictures of emotional faces including 8 positive and 10 negative emotional states (9 female faces and 9 male faces).…”

Section: Methodsmentioning

confidence: 99%

“…The task consists of 18 pictures of emotional faces including 8 positive and 10 negative emotional states (9 female faces and 9 male faces). Each emotional face expresses from one to four emotions (see [ 28 ] for more details). Each picture is associated with six emotional labels, and participants are required to indicate, for each emotion, whether it is expressed by the face or not.…”

Section: Methodsmentioning

confidence: 99%

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Impaired Recognition of Communicative Interactions from Biological Motion in Schizophrenia

et al. 2015

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BackgroundPatients with schizophrenia are deficient in multiple aspects of social cognition, including biological motion perception. In the present study we investigated the ability to read social information from point-light stimuli in schizophrenia.Methodology/Principal FindingsParticipants with paranoid schizophrenia and healthy controls were presented with a biological motion task depicting point-light actions of two agents either engaged in a communicative interaction, or acting independently of each other. For each stimulus, participants were asked to decide whether the two agents were communicating vs. acting independently of each other (task A), and to select the correct action description among five response alternatives (task B). Participants were also presented with a mental rotation task to assess their visuospatial abilities, and with a facial emotion recognition task tapping social cognition. Results revealed that participants with schizophrenia performed overall worse than controls both in discriminating communicative from non-communicative actions (task A) and in selecting which of the 5 response alternatives best described the observed actions (task B). Interestingly, the impaired performance of schizophrenic participants was mainly due to misclassification of non-communicative stimuli as communicative actions. Correlation analysis revealed that visuospatial abilities predicted performance in task A but not in task B, while facial emotion recognition abilities was correlated with performance in both task A and task B.Conclusions/SignificanceThese findings are consistent with theories of “overmentalizing” (excessive attribution of intentionality) in schizophrenia, and suggest that processing social information from biological motion does rely on social cognition abilities.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Impaired Recognition of Communicative Interactions from Biological Motion in Schizophrenia

et al. 2015

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“…There is a consensus among EI researchers that emotional intelligence is not an innate disposition and that it changes throughout one's lifetime (see e.g. Dolev, Leshem, 2017;Kuk, Guszkowska, Gala-Kwiatkowska, 2019;Matczak, Knopp, 2019;Serrat, 2017;Zeidner, Matthews, Roberts, MacCann, 2003). However, the question as to the pathways and determinants of EI development remains open.…”

Section: The Development and Structure Of Emotional Intelligencementioning

confidence: 99%

Emotional knowledge - the missing link of emotional intelligence

Knopp

2023

FetR

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The paper is of a review nature. It revisits the existing definitions of emotional intelligence and emotional knowledge. While the constructs of emotional intelligence and emotional knowledge have existed in parallel in the literature for quite some time, researchers studying emotional intelligence seem to take little, if any, note of emotional knowledge, and those focusing on emotional knowledge rarely relate it to emotional intelligence. It should be noted that the definitions of both emotional intelligence and emotional knowledge refer to emotional information processing, and a comparison of the elements of the two constructs and their operationalizations reveals significant similarities. Indeed, different researchers have included the same elements in the scope of either emotional intelligence or emotional knowledge. The paper indicates the need to clarifying the relationship between the two constructs and determining the degree of their interdependence and autonomy. Based on the literature review, a new definition of emotional intelligence was proposed. Emotional intelligence has been defined as a set of abilities used to acquire emotional knowledge, that is, to assimilate and analyze emotional information, to incorporate it into one’s cognitive system, as well as to efficiently apply it in understanding and solving emotional problems. The proposed definition emphasizes the cognitive nature of emotional intelligence. It does not go beyond the generally accepted understanding of abilities, in contrast to some models. The definition also clarifies the relationship between emotional abilities and emotional knowledge. Adoption of the proposed definition of emotional intelligence has several major ramifications for an understanding of the development of emotional intelligence, its role in human functioning, as well as the operationalization of the construct. All these issues are discussed in the last part of the article.

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“…Without discussing in detail the issues connected with the already commonly known distinctions between emotional intelligence understood as a set of abilities, competencies, personality traits or character features (see e.g. Jasielska, Leopold, 2000;Ledzińska, Zajenkowski, Stolarski, 2013;Matczak, 2006;Matczak, Knopp, 2013;Matczak, Knopp, 2019;Martowska, 2012;Mayer, Salovey, Caruso, 2000;Nęcka, 2003;Petrides, Furnham, 2001;Piekarska, 2020aPiekarska, , 2020bSzczygieł, 2006;Śmieja, 2018;Wytykowska, Petrides, 2007) and the multiplicity of ways of measurement resulting from such distinctions (test-based or questionnaire-based), it is worth considering what are the repercussions of this variety for the results of scientific research.…”

Section: Introductionmentioning

confidence: 99%

Does emotional intelligence really ensure a happy life? The mediation role of emotional competencies

Martowska

2021

FetR

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The study was focused on relations between the abilities to recognize facial emotions, emotion understanding abilities, emotional competencies and well-being. It was expected that the relation between emotional intelligence and well-being is mediated by emotional competencies. Statistical software IBM SPSS AMOS 21 was used to test mediation models involving emotional abilities as the independent variable, emotional competencies as the mediator variable, and well-being as the dependent variable. The participants were 144 students aged between 18 and 32 (M = 20.59; SD = 1.82). Two tests were used to measure emotional intelligence: Emotional Intelligence Scale – Faces (EIS-F, in Polish: Skala inteligencji emocjonalnej – twarze, SIE-T) by Anna Matczak, Joanna Piekarska and Elżbieta Studniarek, and Emotion Understanding Test (EUT, in Polish: Test rozumienia emocji, TRE) by Anna Matczak and Joanna Piekarska. Emotional competencies were estimated with a self-descriptive questionnaire PQEI (in Polish: PKIE) by Anna Matczak et al. Well-being was measured with the use of a Depression Symptom Questionnaire (DSQ, in Polish: Kwestionariusz symptomów depresyjnych, KSD) by Anna Matczak and Katarzyna Martowska. It was found that emotional competencies are the mediator of the relation between emotional intelligence and well-being. The study also shows that having high emotional potential (emotional abilities) itself does not guarantee well-being. It is acquired emotional competencies, meaning the skills of coping in different emotional situations, that may significantly contribute to improving the person's physical and mental state. At the same time, emotional intelligence is a prerequisite for the development of such competencies, although more than that is necessary. The results of the study confirm the difference between emotional abilities and emotional competencies constructs and point out the importance of emotional competencies for the person's well-being.

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The relationship between temperamentally conditioned need for stimulation and cognitive and behavioral components of emotional intelligence

Cited by 6 publications

References 0 publications

Impaired Recognition of Communicative Interactions from Biological Motion in Schizophrenia

Impaired Recognition of Communicative Interactions from Biological Motion in Schizophrenia

Emotional knowledge - the missing link of emotional intelligence

Does emotional intelligence really ensure a happy life? The mediation role of emotional competencies

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