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Psychology Essay 代写:情绪智力及其关系

Psychology Essay 代写:情绪智力及其关系

在过去的几年里,许多人试图定义什么是智力。在过去的100年的理论,它是什么,以及如何测量已经指出。一个例子是Spearman(1927)谁建立了智能思考能力一般,理解和解决问题。这项研究给了许多理论家,布洛迪(2006)建立,有一个,一般的认知能力,否则被称为“G”,定义了人类的智力。一些研究人员一致认为,必须有更多的智力比一般的能力。智慧的定义一样,瑟斯通(1938)认为智力包括七种不同的能力,而不是一个一般的能力。然后,卡特尔和Horns(1966)研究的命题,G是由两个独立的能力,取得了一个进球,后来被称为“商”一个人的智力或智商。

从那一刻起,当智力被插入时,它与学术背景有关。布洛迪(2006)表明,智商分数与完成的教育量,这也被发现是相关的职业成功。但经验告诉我们,即使我们在我们的职业成功并不意味着我们将在生活中成功。布洛迪(2006)指出,一个人的智力得分的概念可以保证在学校里的成功,或者更重要的是,在处理日常生活中的困难,可能是一个有限的角度。

在上世纪80年代初,死灰复燃的想法,个人拥有一个以上的一般认知能力是由加德纳的刺激(1983)多元智能理论(MI)和后来的斯腾伯格(1996)三元智力理论。接受这些关于智能的一些新的想法打开了另一个理论的大门。情绪智力理论(颖娃)试图解释为什么高水平的测量知识能力的一些学生不经历相称的学术成就和/或生活中的成功。一些研究者如Murphy(2006)认为,那些有能力识别,使用,和情绪调节在教育环境中,一个显著的优势的工作环境,与社会的关系。

Psychology Essay 代写:情绪智力及其关系

Over the years many people have attempted to define what intelligence is. During the last 100 years theories of what it is and how to measure have been pointed out. One example is Spearman (1927) who established intelligence as a general ability to think, understand and problem-solve. This research gave a light to many theorists that as Brody (2006) established that there is one, general cognitive ability otherwise known as “g” that defines human intelligence. Some researchers agreed that there must be more intelligence than one ability in general. The same way to define intelligence, Thurstone (1938) suggested that intelligence encompassed seven different abilities rather than one general ability. Then, Cattell and Horns’s (1966) research led to the proposition that g is comprised of two separate abilities, which yielded a single score that came to be known as one’s intelligence “quotient” or IQ.

Since that moment when the term intelligence was inserted it has been related with academic setting. Brody (2006) showed that IQ scores are correlated with the amount of education completed, which has also been found to be related to occupational success. But experience has shown us that even we are successful in our occupation doesn’t mean we will be successful in life. Brody (2006) stated that the notion of one’s intelligence score can guarantee success in school, or perhaps more importantly, success in handling the difficulties of everyday life, may be a limited perspective.

In the early 1980s, a resurgence of the idea that individuals possess more than one general cognitive ability was stimulated by Gardner’s (1983) theory of multiple intelligences (MI) and later by Sternberg’s (1996) triarchic theory of intelligence. The acceptance of some of these newer ideas regarding intelligence opened the door for yet another theory. The theory of emotional intelligence (EI) attempts to explain why some students with high levels of measured intellectual ability do not experience commensurate academic achievement and/or success in life. Some researchers such as Murphy (2006) have suggested that individuals who possess the ability to recognize, use, and regulate emotions have a significant advantage in the educational setting, work environment, and social relationships.