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Durham MRP, Smith R, Cloonan S, Hildebrand LL, Woods-Lubert R, Skalamera J, Berryhill SM, Weihs KL, Lane RD, Allen JJB, Dailey NS, Alkozei A, Vanuk JR, Killgore WDS. Development and validation of an online emotional intelligence training program. Front Psychol 2023; 14:1221817. [PMID: 37663347 PMCID: PMC10470876 DOI: 10.3389/fpsyg.2023.1221817] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2023] [Accepted: 07/26/2023] [Indexed: 09/05/2023] Open
Abstract
Introduction Emotional intelligence (EI) is associated with a range of positive health, wellbeing, and behavioral outcomes. The present article describes the development and validation of an online training program for increasing EI abilities in adults. The training program was based on theoretical models of emotional functioning and empirical literature on successful approaches for training socioemotional skills and resilience. Methods After an initial design, programming, and refinement process, the completed online program was tested for efficacy in a sample of 326 participants (72% female) from the general population. Participants were randomly assigned to complete either the EI training program (n = 168) or a matched placebo control training program (n = 158). Each program involved 10-12 hours of engaging online content and was completed during either a 1-week (n = 175) or 3-week (n = 151) period. Results Participants who completed the EI training program showed increased scores from pre- to post-training on standard self-report (i.e., trait) measures of EI (relative to placebo), indicating self-perceived improvements in recognizing emotions, understanding emotions, and managing the emotions of others. Moreover, those in the EI training also showed increased scores in standard performance-based (i.e., ability) EI measures, demonstrating an increased ability to strategically use and manage emotions relative to placebo. Improvements to performance measures also remained significantly higher than baseline when measured six months after completing the training. The training was also well-received and described as helpful and engaging. Discussion Following a rigorous iterative development process, we created a comprehensive and empirically based online training program that is well-received and engaging. The program reliably improves both trait and ability EI outcomes and gains are sustained up to six months post-training. This program could provide an easy and scalable method for building emotional intelligence in a variety of settings.
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Affiliation(s)
| | - Ryan Smith
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
- Laureate Institute for Brain Research, Tulsa, OK, United States
| | - Sara Cloonan
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | | | | | - Jeff Skalamera
- Department of Psychology, University of Illinois Chicago, Chicago, IL, United States
| | - Sarah M Berryhill
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | - Karen L Weihs
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | - Richard D Lane
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | - John J B Allen
- Department of Psychology, University of Arizona, Tucson, AZ, United States
| | - Natalie S Dailey
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | - Anna Alkozei
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | - John R Vanuk
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
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Garon N, Hecker O, Kwan A, Crocker TA, English SD. Integrated versus trial specific focus improves decision-making in older preschoolers. Child Neuropsychol 2023; 29:28-55. [PMID: 35430949 DOI: 10.1080/09297049.2022.2063269] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
This study explored the effect of integrated-focus (focusing on a depiction of overall gains/losses) versus trial-focus (focusing on gains/losses at each trial) on choice in a preschool variant of the Iowa Gambling task. Participants included 65 preschoolers (M = 47.82, SD = 7.29). Children completed two versions of the Preschool Gambling task, three cool executive function tasks, a moral reasoning task, and an affective perspective taking task. The results indicated that while the integrated-focus condition led to improvement in the awareness of the game, the condition effect was moderated by age for decision-making choice; older preschoolers showed improvement in decision-making in the integrated focus condition, while younger preschoolers showed no condition effect. Further analysis indicated that differences in the increase of advantageous choice across blocks and the condition effect were partly explained by these differences in awareness. Furthermore, a component of cool executive function (shifting) was associated with the latter phase of decision-making. The findings additionally indicated an association of advantageous decision-making with moral/emotional measures, suggesting that the PGT may be a potentially useful clinical tool for early assessment. Finally, the findings of the current study have implications for how hot and cool executive function abilities may work together to enable adaptive decisions.
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Affiliation(s)
- Nancy Garon
- Department of Psychology, Mount Allison University, Sackville, Canada
| | - Olivia Hecker
- Department of Psychology, Mount Allison University, Sackville, Canada
| | - Andrea Kwan
- Department of Psychology, Mount Allison University, Sackville, Canada
| | - Terese A Crocker
- Department of Psychology, Mount Allison University, Sackville, Canada
| | - Sarah D English
- Department of Psychology, University of Waterloo, Waterloo, Canada
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Garon NM, English SD. Heterogeneity of decision-making strategies for preschoolers on a variant of the IGT. APPLIED NEUROPSYCHOLOGY. CHILD 2022; 11:811-824. [PMID: 34505556 DOI: 10.1080/21622965.2021.1973470] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Adaptive decision-making strategies are critical for dealing with the complexity of the social world. The present study investigated the use of decision-making strategies in preschoolers and their association to prosocial behavior and peer problems. Eighty-six preschoolers aged 3- and 4-years completed the preschool decision-making task (PGT), a child variant of the Iowa Gambling task . Win-stay/lose-shift responses along with exploration (consecutive choices from the advantageous deck) and exploitation (shifting between options) were examined. Preschoolers showed a range of strategies, with 4-year-olds adapting their approach as the game progressed and making better use of feedback in comparison to 3-year-olds. Children who differed in terms of choices from the advantageous deck were distinguished by different combinations of exploration and exploitation. Furthermore, unique combinations of decision-making strategies also distinguished children who were rated as high versus low in prosocial behavior as well as children rated as having a high versus low level of peer problems. The findings suggest that consideration of strategies used in decision-making tasks could provide useful insight in a clinical setting, particularly for populations with social difficulties.
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Affiliation(s)
- Nancy Marie Garon
- Department of Psychology, Mount Allison University, Sackville, Canada
| | - Sarah D English
- Department of Psychology, University of Waterloo, Waterloo, Canada
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A systematic review and meta-analysis of social cognition training success across the healthy lifespan. Sci Rep 2022; 12:3544. [PMID: 35241715 PMCID: PMC8894472 DOI: 10.1038/s41598-022-07420-z] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Accepted: 02/07/2022] [Indexed: 11/27/2022] Open
Abstract
Socio-cognitive abilities and challenges change across the healthy lifespan and are essential for successful human interaction. Identifying effective socio-cognitive training approaches for healthy individuals may prevent development of mental or physical disease and reduced quality of life. A systematic search was conducted in MEDLINE Ovid, Web of Science Core Collection, CENTRAL, and PsycInfo databases. Studies that investigated different socio-cognitive trainings for healthy individuals across the human lifespan assessing effects on theory of mind, emotion recognition, perspective taking, and social decision making were included. A random-effects pairwise meta-analysis was conducted. Risk-of-Bias was assessed using the Cochrane Risk-of-Bias-2-Tool. Twenty-three intervention studies with N = 1835 participants were included in the systematic review; twelve randomized controlled trials in the meta-analysis (N = 875). Socio-cognitive trainings differed regarding duration and content in different age groups, with theory of mind being the domain most frequently trained. Results of the meta-analysis showed that trainings were highly effective for improving theory of mind in children aged 3–5 years (SMD = 2.51 (95%CI: 0.48–4.53)), children aged 7–9 years (SMD = 2.71 (95%CI: − 0.28 to 5.71)), and older adults (SMD = 5.90 (95%CI: 2.77–9.02). Theory of mind training was highly effective in all investigated age-groups for improving theory of mind, yet, more research on transfer effects to other socio-cognitive processes and further investigation of training effects in other socio-cognitive domains (e.g., emotion recognition, visual perspective taking, social decision making) is needed. Identified characteristics of successful socio-cognitive trainings in different age groups may help designing future training studies for other populations. Registration:www.crd.york.ac.uk/PROSPERO/ (ID: CRD42020193297).
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Persich MR, Smith R, Cloonan SA, Woods‐Lubbert R, Strong M, Killgore WDS. Emotional intelligence training as a protective factor for mental health during the COVID-19 pandemic. Depress Anxiety 2021; 38:1018-1025. [PMID: 34293205 PMCID: PMC8427055 DOI: 10.1002/da.23202] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/29/2021] [Revised: 06/14/2021] [Accepted: 07/08/2021] [Indexed: 12/19/2022] Open
Abstract
INTRODUCTION The COVID-19 pandemic has presented a major challenge to mental health and emotional wellbeing. The present study examined whether training in emotional intelligence (EI) skills, provided before the pandemic, would serve as a protective factor for sustaining mental health during the COVID-19 crisis. METHODS Data came from a longitudinal study (N = 89) that was initially designed to test the effectiveness of an EI training program versus a non-emotion-focused placebo program. The design and timing of the study were such that baseline and posttraining assessments of depression and anxiety had been completed before the pandemic, and planned 6-month follow-ups were serendipitously scheduled to occur after the onset of the COVID-19 crisis. This provided us with an unexpected real-world opportunity to investigate whether EI training would bolster emotional resilience to the challenges posed by the COVID-19 pandemic. RESULTS Although mental health concerns generally increased after the start of the pandemic, individuals who completed the EI training program scored lower on depression, suicidal ideation, and state anxiety relative to individuals who had been assigned to the placebo training program. CONCLUSION Online EI training appears to be effective at sustaining critical aspects of mental health during a subsequent real-life crisis.
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Affiliation(s)
| | - Ryan Smith
- Department of PsychiatryLaureate Institute for Brain ResearchTulsaOklahomaUSA
| | - Sara A. Cloonan
- Department of PsychiatryUniversity of ArizonaTucsonArizonaUSA
| | | | - Michael Strong
- Department of PsychiatryUniversity of ArizonaTucsonArizonaUSA
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Death Anxiety, Religiosity and Culture: Implications for Therapeutic Process and Future Research. RELIGIONS 2021. [DOI: 10.3390/rel12010061] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Death anxiety is a common phenomenon that humans experience. It is multidimensional. There has been an upsurged interest around the discussion on death anxiety across the globe, however, much of the literature focuses on the concept of death anxiety, religiosity, and its role in mental health conditions. Further, studies on death anxiety are scattered and at times disconnected. It is important to review existing literature to get an overview of the current direction in research and understand its relevance to facilitate therapeutic processes. In this scoping review, literature was searched in databases such as PubMed, Scopus, and PsychINFO using key words such as “death anxiety”, “fear of death”, religion”, “culture”, and “psychopathology” combined with Boolean operators to narrow down the search results. The initial search yielded 614 records, of which 546 records were removed based on title review (363), abstract review (94), and full-text review (89). Finally, 68 articles were appraised, narratively synthesized, and thematically presented. Major themes revealed in the literature were theoretical frameworks of death anxiety, religiosity, universality, psychological effects of death anxiety, psychopathology, and religious coping strategies. There is a need to assess client’s death anxiety and address them using religious rituals and coping mechanisms.
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Li D, Wu M, Zhang X, Wang M, Shi J. The Roles of Fluid Intelligence and Emotional Intelligence in Affective Decision-Making During the Transition to Early Adolescence. Front Psychol 2020; 11:574903. [PMID: 33391090 PMCID: PMC7772350 DOI: 10.3389/fpsyg.2020.574903] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Accepted: 11/18/2020] [Indexed: 11/13/2022] Open
Abstract
The current study mainly explored the influence of fluid intelligence (IQ) and emotional intelligence (EI) on affective decision-making from a developmental perspective, specifically, during the transition from childhood into early adolescence. Meanwhile, their age-related differences in affective decision-making were explored. A total of 198 participants aged 8-12 completed the Iowa Gambling Task (IGT), the Cattell's Culture Fair Intelligence Test and the Trait Emotional Intelligence Questionnaire-Child Form. Based on the net scores of IGT, the development of affective decision-making ability did not increase monotonically with age, and there was a developmental trend of an impaired IGT performance in early adolescence (aged 11-12), especially in the early learning phase (first 40 trials) of the IGT. More importantly, IQ and EI played different roles for children and early adolescents: IQ and EI jointly predicted the IGT performance for 8-10 years old children, whereas only EI contributed to the IGT performance of 11-12 years old early adolescents. The present study extends the evidence how cognitive processing and emotional processing interact in affective decision-making from the developmental perspective. Furthermore, it provides insights of future research and intervention with early adolescents' poor affective decision-making.
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Affiliation(s)
- Danfeng Li
- School of Sociology and Psychology, Central University of Finance and Economics, Beijing, China
| | - Mengli Wu
- School of Sociology and Psychology, Central University of Finance and Economics, Beijing, China
| | - Xingli Zhang
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Mingyi Wang
- Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing, China
| | - Jiannong Shi
- CAS Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China
- Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
- Department of Learning and Philosophy, Aalborg University, Aalborg, Denmark
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Ramchandran K, Tranel D, Duster K, Denburg NL. The Role of Emotional vs. Cognitive Intelligence in Economic Decision-Making Amongst Older Adults. Front Neurosci 2020; 14:497. [PMID: 32547361 PMCID: PMC7274021 DOI: 10.3389/fnins.2020.00497] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2019] [Accepted: 04/21/2020] [Indexed: 11/27/2022] Open
Abstract
The links between emotions, bio-regulatory processes, and economic decision-making are well-established in the context of age-related changes in fluid, real-time, decision competency. The objective of the research reported here is to assess the relative contributions, interactions, and impacts of affective and cognitive intelligence in economic, value-based decision-making amongst older adults. Additionally, we explored this decision-making competency in the context of the neurobiology of aging by examining the neuroanatomical correlates of intelligence and decision-making in an aging cohort. Thirty-nine, healthy, community dwelling older adults were administered the Iowa Gambling Task (IGT), an ecologically valid laboratory measure of complex, economic decision-making; along with standardized, performance-based measures of cognitive and emotional intelligence (EI). A smaller subset of this group underwent structural brain scans from which thicknesses of the frontal, parietal, temporal, occipital, cingulate cortices and their sub-sections, were computed. Fluid (online processing) aspects of Perceptual Reasoning cognitive intelligence predicted superior choices on the IGT. However, older adults with higher overall emotional intelligence (EI) and higher Experiential EI area/sub-scores learned faster to make better choices on the IGT, even after controlling for cognitive intelligence and its area scores. Thickness of the left rostral anterior cingulate (associated with fluid affective, processing) mediated the relationship between age and Experiential EI. Thickness of the right transverse temporal gyrus moderated the rate of learning on the IGT. In conclusion, our data suggest that fluid processing, which involves "online," bottom-up, cognitive processing, predicts value-based decision-making amongst older adults, while crystallized intelligence, which relies on "offline" previously acquired knowledge, does not. However, only emotional intelligence, especially its fluid "online" aspects of affective processing predicts the rate of learning in situations of complex choice, especially when there is a paucity of cues/information available to guide decision-making. Age-related effects on these cognitive, affective and decision mechanisms may have neuroanatomical correlates, especially in regions that form a subset of the human mirror-neuron and mentalizing systems. While superior decision-making may be stereotypically associated with "smarter people" (i.e., higher cognitive intelligence), our data indicate that emotional intelligence has a significant role to play in the economic decisions of older adults.
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Affiliation(s)
- Kanchna Ramchandran
- Department of Internal Medicine, Carver College of Medicine, Iowa City, IA, United States
| | - Daniel Tranel
- Department of Neurology, Carver College of Medicine, Iowa City, IA, United States
| | - Keagan Duster
- Department of Internal Medicine, Carver College of Medicine, Iowa City, IA, United States
| | - Natalie L. Denburg
- Department of Neurology, Carver College of Medicine, Iowa City, IA, United States
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Zhang J, Peng J, Gao P, Huang H, Cao Y, Zheng L, Miao D. Relationship between meaning in life and death anxiety in the elderly: self-esteem as a mediator. BMC Geriatr 2019; 19:308. [PMID: 31718561 PMCID: PMC6852934 DOI: 10.1186/s12877-019-1316-7] [Citation(s) in RCA: 66] [Impact Index Per Article: 13.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2019] [Accepted: 10/11/2019] [Indexed: 01/19/2023] Open
Abstract
Background Death anxiety is a common phenomenon in all societies. Older adults may be more prone to death anxiety than their younger counterparts; however, death anxiety among older adults is not well understood. This study explores the relationship between meaning in life, self-esteem, and death anxiety in senior citizens in China. Methods A total of 283 older adults participated in this study; data were collected via the Meaning in Life Questionnaire, the Rosenberg Self-Esteem Scale, and the Death Anxiety Scale. Results Results show that the dimensions of meaning in life, presence of meaning (r = − 0.43, p < 0.01), search for meaning (r = − 0.31, p < 0.01), and self-esteem (r = − 0.54, p < 0.01) were each negatively correlated with death anxiety. Regression analysis reveals that meaning in life significantly predicted self-esteem and death anxiety (F = 45.70, p < 0.01; R2 = 0.33). Path analysis indicated that self-esteem either completely or partially mediated the effects of meaning in life on death anxiety in older adults. Conclusions Overall, meaning in life appears to be significantly correlated with death anxiety in older adults, and self-esteem can mediate this effect.
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Affiliation(s)
- Jiaxi Zhang
- Xi'an Research Institute of High-technology, Xi'an, China
| | - Jiaxi Peng
- College of Teachers, Chengdu University, Chengdu, China.
| | - Pan Gao
- Xi'an Research Institute of High-technology, Xi'an, China
| | - He Huang
- Department of Military Medical Psychology, Air Force Military Medical University, Xi'an, China
| | - Yunfei Cao
- College of Teachers, Chengdu University, Chengdu, China
| | - Lulu Zheng
- College of Teachers, Chengdu University, Chengdu, China
| | - Danmin Miao
- Department of Military Medical Psychology, Air Force Military Medical University, Xi'an, China.
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Vanuk JR, Alkozei A, Raikes AC, Allen JJB, Killgore WDS. Ability-Based Emotional Intelligence Is Associated With Greater Cardiac Vagal Control and Reactivity. Front Hum Neurosci 2019; 13:181. [PMID: 31244626 PMCID: PMC6579931 DOI: 10.3389/fnhum.2019.00181] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2019] [Accepted: 05/20/2019] [Indexed: 11/13/2022] Open
Abstract
Several distinct models of emotional intelligence (EI) have been developed over the past two decades. The ability model conceptualizes EI as a narrow set of interconnected, objectively measured, cognitive-emotional abilities, including the ability to perceive, manage, facilitate, and understand the emotions of the self and others. By contrast, trait or mixed models focus on subjective ratings of emotional/social competencies. Theoretically, EI is associated with neurobiological processes involved in emotional regulation and reactivity. The neurovisceral integration (NVI) model proposes a positive relationship between cardiac vagal control (CVC) and cognitive-emotional abilities similar to those encompassed by EI. The current study examined the association between CVC and EI. Because ability EI is directly tied to actual performance on emotional tasks, we hypothesized that individuals with higher ability-based EI scores would show greater levels of CVC at rest, and in response to a stressful task. Because mixed-models of EI are not linked directly to observable emotional behavior, we predicted no association with CVC. Consistent with expectations, individuals with higher levels of ability EI, but not mixed EI, had higher levels of CVC. We also found that individuals with greater levels of CVC who demonstrated reactivity to a stress induction had significantly higher EI compared to individuals that did not respond to the stress induction. Our findings support the theoretically expected overlap between constructs within the NVI model and ability EI model, however, the observed effect size was small, and the associations between EI and CVC should not be taken to indicate a causal connection. Results suggest that variance in the ability to understand emotional processes in oneself and to reason about one's visceral experience may facilitate better CVC. Future work manipulating either CVC or EI may prove informative in teasing apart the causal role driving their observed relationship.
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Affiliation(s)
- John R. Vanuk
- Social, Cognitive, and Affective Neuroscience Laboratory, Department of Psychiatry, University of Arizona, Tucson, AZ, United States
- Psychophysiology Laboratory, Department of Psychology, University of Arizona, Tucson, AZ, United States
| | - Anna Alkozei
- Social, Cognitive, and Affective Neuroscience Laboratory, Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | - Adam C. Raikes
- Social, Cognitive, and Affective Neuroscience Laboratory, Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | - John J. B. Allen
- Psychophysiology Laboratory, Department of Psychology, University of Arizona, Tucson, AZ, United States
| | - William D. S. Killgore
- Social, Cognitive, and Affective Neuroscience Laboratory, Department of Psychiatry, University of Arizona, Tucson, AZ, United States
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Smith R, Alkozei A, Killgore WDS. Parameters as Trait Indicators: Exploring a Complementary Neurocomputational Approach to Conceptualizing and Measuring Trait Differences in Emotional Intelligence. Front Psychol 2019; 10:848. [PMID: 31057467 PMCID: PMC6482169 DOI: 10.3389/fpsyg.2019.00848] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2018] [Accepted: 04/01/2019] [Indexed: 12/16/2022] Open
Abstract
Current assessments of trait emotional intelligence (EI) rely on self-report inventories. While this approach has seen considerable success, a complementary approach allowing objective assessment of EI-relevant traits would provide some potential advantages. Among others, one potential advantage is that it would aid in emerging efforts to assess the brain basis of trait EI, where self-reported competency levels do not always match real-world behavior. In this paper, we review recent experimental paradigms in computational cognitive neuroscience (CCN), which allow behavioral estimates of individual differences in range of parameter values within computational models of neurocognitive processes. Based on this review, we illustrate how several of these parameters appear to correspond well to EI-relevant traits (i.e., differences in mood stability, stress vulnerability, self-control, and flexibility, among others). In contrast, although estimated objectively, these parameters do not correspond well to the optimal performance abilities assessed within competing “ability models” of EI. We suggest that adapting this approach from CCN—by treating parameter value estimates as objective trait EI measures—could (1) provide novel research directions, (2) aid in characterizing the neural basis of trait EI, and (3) offer a promising complementary assessment method.
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Affiliation(s)
- Ryan Smith
- Laureate Institute for Brain Research, Tulsa, OK, United States.,Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | - Anna Alkozei
- Department of Psychiatry, University of Arizona, Tucson, AZ, United States
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Checa P, Fernández-Berrocal P. Cognitive Control and Emotional Intelligence: Effect of the Emotional Content of the Task. Brief Reports. Front Psychol 2019; 10:195. [PMID: 30792680 PMCID: PMC6374306 DOI: 10.3389/fpsyg.2019.00195] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2018] [Accepted: 01/21/2019] [Indexed: 12/15/2022] Open
Abstract
Emotional intelligence (EI) constitutes a unique form of intelligence and, from performance-based ability models, is conceptualized as the integration of several abilities: use, manage, understand, and regulate emotions. The relation between cognitive processes and EI has been less researched. Recent studies show that EI, when measured by performance-based ability models, plays a relevant role in cognitive processes when emotion is implicated in the tasks. The aim of this study was to examine the execution on hot (emotional) and cool (neutral) cognitive tasks in two groups: one high and one low on EI, in order to determine the role of EI on cognitive processes. The results showed that high and low EI groups did not differ on cool task performance, while the high EI group was better at carrying out the hot task. We discuss these results in relation to recent literature that considers the role of EI in cognitive processes.
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Affiliation(s)
- Purificación Checa
- Department of Developmental and Educational Psychology, Faculty of Education Sciences, University of Granada, Granada, Spain
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Peng J, Feng T, Zhang J, Zhao L, Zhang Y, Chang Y, Zhang Y, Xiao W. Measuring decision‐making competence in Chinese adults. JOURNAL OF BEHAVIORAL DECISION MAKING 2018. [DOI: 10.1002/bdm.2114] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Jiaxi Peng
- College of TeachersChengdu University Chengdu China
| | - Tian Feng
- Psychological Counseling CenterXi'an University of Finance and Economics Xi'an China
| | - Jiaxi Zhang
- Department of Political TheoryXi'an Research Institute of High‐technology Xi'an China
| | - Luming Zhao
- HSBC Business SchoolPeking University Shenzhen China
| | - Yanjun Zhang
- Institute of Contemporary TibetTibet Academy of Social Science Lhasa China
| | - Yi Chang
- College of TeachersChengdu University Chengdu China
| | - Yu Zhang
- College of TeachersChengdu University Chengdu China
| | - Wei Xiao
- Department of Military Medical PsychologyAir Force Medical University Xi'an China
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Smith R, Killgore WD, Alkozei A, Lane RD. A neuro-cognitive process model of emotional intelligence. Biol Psychol 2018; 139:131-151. [DOI: 10.1016/j.biopsycho.2018.10.012] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2017] [Revised: 05/28/2018] [Accepted: 10/19/2018] [Indexed: 01/10/2023]
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Vaughan R, Laborde S, McConville C. The effect of athletic expertise and trait emotional intelligence on decision-making. Eur J Sport Sci 2018; 19:225-233. [DOI: 10.1080/17461391.2018.1510037] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
Affiliation(s)
- Robert Vaughan
- a School of Psychological and Social Sciences , York St John University , York , UK
| | - Sylvain Laborde
- b Department of Performance Psychology , German Sport University Cologne , Cologne , Germany.,c Université de Caen Basse-Normandie , University of Caen , Caen , France
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