Nikki Cheshire 10/24/2012 Psych 100H Ray The Validity of Emotional Intelligence One of the most ambiguous and

difficult to define topics in the field of psychology is the measurement of intelligence. There have been many proposed theories that define it as one central entity, while others seek to break the concept down into smaller parts that promote the existence of different types of intelligence. Psychologists have attempted to measure the subject through various tests to define different reasoning abilities and creativity, but have not come to a definitive conclusion about the topic. One of the main splits, however, is between logical, functional intelligence and emotional intelligence. While this concept is not necessarily considered to be comparative to traditional theories due to the belief that it is simply using logical intelligence to incorporate an understanding of emotions, it is essential to understand the fact that emotional intelligence is a prominent, individual factor in human interaction and the development of social structure. It is often argued that despite the inherent ability to interpret and distinguish between emotions, that this process is simply a branch off of general intelligence. This theory of the existence of intelligence as a generalized process is reflected in it being a constant common factor amongst diverse mental tests (Gray, 379). According to Gray, general intelligence is often broken down between fluid intelligence the ability to perceive relationships among stimuli independently of previous specific practice and

crystallized intelligence, which is mental ability derived directly from previous experience (379-380). Therefore, there is a distinction between how humans process inherited skills, and skills that are gained through practice. As a result, researchers such as Edwin A. Locke denounce the existence of a distinct emotional intelligence, saying instead that discriminating between emotions is a learned skill, just as is detecting a given emotion (Locke). This argument states that the ability to interpret separate emotions is something that is learned over time, through experience, and therefore falls under crystallized intelligence. Such a claim is supported by the fact that children especially those with autism have to learn the differences between facial expressions, how to use body language and also how to respond accordingly to different emotional cues (A.D.A.M Medical Encyclopedia). However, the fact that children need to learn these things does not completely discredit the existence of emotional intelligence. Throughout the globe, there are constants between the interpretation of feelings and coinciding facial expressions that do not vary from person to person. Such traits as it can be concluded must have evolved over time. The inheritance of the understanding of human emotions and the ability to process them is possibly one of the strongest arguments for the persistence of some form of intelligence in an emotional sense. Emotional intelligence is defined as the ability to monitor ones own and others feelings and emotions, to discriminate among them and to use this information to guide ones thinking and actions, meaning that some people are able to utilize their abilities to understand emotions and apply that knowledge to concepts, thoughts and words more effectively than others (Mayer, Salovey, Caruso). This variant of traditional intelligence has been broadened since its introduction, including the argument between whether it is a

set of interrelated abilities or an eclectic mix of traits that make up ones disposition (Mayer, Salovey, Caruso). Standard intelligence tests, though widely used, fail to account for multiple different types of intelligence that seem to exist. For example, tests vary between what theyre specifically designed to measure, such as mental ability (IQ), and their correlation with achievement in academics and job performance (Gray, 378). As a result, emotional intelligence is unable to be measured with these tests, defining it as a possible separate entity. As studies continue, it has been proposed that there are four main branches that comprise the theory of emotional intelligence: (1) perceiving emotions, which can involve nonverbal cues such as body language and expressions; (2) reasoning with emotions, which involves using emotions to promote thinking and cognitive ability; (3) understanding emotions, which entails understanding the complexity of emotions, such as what is causing them, who theyre directed at, etc.; and (4) managing emotions, which involves regulating emotions, responding appropriately and responding to the emotions of others (Cherry). This breakdown of the processes of emotional intelligence proves that despite the fact its developed through experience and is therefore a mostly learned skill, that there is some sort of inherent ability that goes into it. The argument can be made, through example, that some people are better able to read and manipulate the emotions of others, and also to apply their emotional knowledge into mediums such as speeches in order to persuade others. Such a thing could not be accomplished without a higher, intrinsic understanding of introspective emotions in addition to the emotional tendencies of others. As a result, emotional intelligence plays a vital role in how humans develop interactions with one another and in a grander scale whole societies. Much like general intelligence, emotional intelligence varies between

people and is not directly related to the measurement of IQ or other general intelligence measurements. Despite the fact that its a broader field of study, the existence of emotional intelligence is present in multiple different values of society, such as individualism and the phenomena of groupthink. Without some people being inherently good at emotional intelligence, such examples of mass persuasion in history through authoritative leadership and speeches could not have occurred. Therefore, emotional intelligence should be accepted as a valid field of study in how humans and societies form, develop and persist throughout history.

Works Cited A.D.A.M. Medical Encyclopedia. "Autism Spectrum Disorder: Pervasive Developmental Disorders." Autism. U.S. National Library of Medicine, 16 May 2012. Web. 25 Oct. 2012. Cherry, Kendra. "What Is Emotional Intelligence?" About Psychology. N.p., n.d. Web. 25 Oct. 2012. Gray, Peter. "Reasoning and Intelligence." Psychology. 6th ed. New York: Worth, 2011. 379-381. Print. Locke, Edwin A. Why Emotional Intelligence Is an Invalid Concept. Journal of Organizational Behavior 26.4 (2005): 425-431. Abstract. Taking Sides: Clashing Views on Psychological Issues (2012): 192-198. Print. Mayer, John D., Peter Salovey, and David R. Caruso. Emotional Intelligence: New Ability or Eclectic Traits? American Psychologist (2008): 63, 503-517. Abstract. Taking Sides: Clashing Views on Psychological Issues (2012): 180-191. Print.