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EMOTIONAL INTELLIGENCE AND ITS CONNECTION WITH COGNITIVE
PROCESSES
Ismailov Akmal Rustamovich,
Independent Postgraduate, Samarkand State Institute of Foreign Languages.
An active member of Alberta Teachers of English as a Second Language (ATESL), Canada.
Key words:
emotional intelligence, cognitive processes, emotions, behaviour,
communication, reactions.
It is not a secret that the effectiveness
of language learning mainly depends on
cognitive processes occurring in the brain. As
emotions play a great role in the language
learning process too, it is reasonable to drawa
connection
between
emotions
one
experiencesand
cognitive
processes
happening in his brain. This article describes
the notion of emotional intelligence and its
relationship to psychological processes.
Each emotion contains a specific
system of identifiable signals - emotional
information that can be transmitted both
through human communication channels and
through unique patterns of associative signals
using proprioceptive, affective and cognitive
channels. Emotional signals of this kind
convey
information
about
individual
assessments and motivated reactions to
relationships and their changes. Emotional
information includes the meanings of
individual emotions, emotional patterns and
their sequence, as well as an assessment of
the relationships that they reflect [3, p. 200-
203].
Emotions carry certain meanings. For
example, the experience of anger often
indicates the presence of real or imagined
injustice or blockade of a passionately
desired goal. Experience of sadness indicates
the presence of real or perceived loss. It
should be added that there is an evolutionary
basis for the meanings of basic emotions.
Moreover, emotions arise in predictable
patterns that develop in conjunction with
social situations.
Emotions are ordered reactions that
cross the boundaries of many psychological
subsystems,
including
physiological,
cognitive, motivational, empirical. These are
adaptive responses that focus on cognitive
activity and subsequent actions. Emotions
guidebehaviour,
perform
a
signalling
function and motivate responses to a certain
situation.
The distinction between emotions and
cognitions is to a certain extent theoretical,
conceptual. It makes no sense to talk about a
purely
emotional,
mental
or
purely
physiological reaction because certain mental
or neurological processes can be part of both
emotional and cognitive behaviour, although
their degree of importance and proximity to
the center varies.
The concept of the existence of
separate cognitive and emotional systems is
outdated and inconsistent with most studies
aimed at investigating the relationship
between emotional and cognitive processes.
It is based on the erroneous opinion that
cognitive processes, unlike emotional ones,
are processed slowly and are of a reasonable,
logical nature. However, this is not quite true.
In fact, cognitive processes often proceed
very quickly, are based on the parallel
processing of information and lead to the
generation of impulsive actions based on the
automatic
extraction
of
schematic
information from memory. In turn, emotional
processes, which are often described as
instantaneous and irrational, are based on
information
processing
and
symbolic
representations of meanings, although these
representations are usually not realized.
The most common definition of
intelligence is as follows: a set of abilities, or
the global ability of an individual to act
purposefully,
think
rationally
and
communicate
effectively
with
the
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environment.
Emotional
intelligence
is
considered as one of the types of intelligence.
Individuals with a high level of
development of emotional intelligence have
pronounced abilities to understand emotions,
express emotions and control the emotional
sphere, which leads to higher adaptability and
efficiency in communication and daily life.
A number of researchers consider
emotional intelligence as a substructure of
social intelligence. However, there is another
point of view too: emotional intelligence is
considered as a broader concept, and social
intelligence - as one of its aspects. It is
possible that such ideas are related to the fact
that in some studies the ability for social
interaction is based on the preliminary
development
of
individual
structural
components of emotional intelligence.
Social intelligence is understood as an
integral intellectual ability that determines
the success of communication and social
adaptation, adaptability to human life. Thus,
if we understand intelligence as a general
ability to adapt to environmental changes,
then social intelligence is a part of it that
contributes to adaptation to society as a
whole, to other people and oneself in
particular.
However, the problem is that, despite
many studies in this area, the independence
of social intelligence from its other types (in
particular, from verbal intelligence) has not
been demonstrated[1, p. 504].
Despite such a pessimistic beginning,
the problem of social intelligence is currently
attracting
an
increasing
number
of
researchers, since this type of intelligence is a
very important practical quality, and with the
development of research, new and non-
obvious areas
of its
application are
discovered.
In the structure of social intelligence,
emotional intelligence includes the ability to
observe one's own emotions and the emotions
of other people, distinguish them and use this
information to control thinking and actions.
Emotional intelligence, together with social
intelligence, is referred to the so-called
operational types of intelligence that function
on social, practical, personal and emotional
information.
Emotional intelligence is sometimes
seen as part of interpersonal intelligence.
This is not entirely legitimate, sinceemotional
intelligence
contains
not
only
an
interpersonal but also an intrapersonal aspect.
Unlike
social
intelligence,
emotional
intelligence
includes
internal,
personal
emotions that are significant primarily for
personal growth. It focuses mainly on the
emotional, rather than social, aspects of the
problem.
Partial identification of social and
emotional intelligence is associated with the
recognition of a number of socially-
communicative abilitiesin the structure of
emotional intelligence such as social skills,
awareness of social interactions and the
ability for perceptual-interpretive recognition
of emotions in an interpersonal context.
These abilities correspond to the traditional
understanding of social intelligence as a set
of mental abilities associated with the
processing
of
social
information
and
contributing to the success of interpersonal
interaction.
The unifying category for emotional
and social intelligence is "communication",
and the distinguishing characteristic is the
direction
of
communication.
The
communicative
potential
of
emotional
intelligence is aimed primarily at the
production and comprehension of one's own
emotional experiences regarding situations of
interpersonal communication, while the
capabilities of social intelligence are focused
on
interpersonal
interaction.
The
actualization
of
emotional
and
social
intelligence occurs in various spheres of
communication: in the first of them - in the
sphere of emotional communication, in the
second - in the sphere of interpersonal
communication. For emotional intelligence,
communication is a stimulus, and for social
intelligence - a target purpose.
Unlike
abstract
and
concrete
intelligence, which reflect the patterns of the
external
world,
emotional
intelligence
reflects the inner world and its connections
with personality behaviour and interaction
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with reality. Emotional intelligence does not
contain general ideas about oneself and the
assessment of others. It focuses on learning
and using one's emotional states and the
emotions of others to solve problems and
regulate behaviour.
The end product of emotional
intelligence is decision-making based on
reflection and realization of emotions which
are considered as differentiated assessments
of events that have personal meaning. Thus,
emotional intelligence is at the heart of
emotional self-regulation.
Unlike personality traitswhich are
static and strategic, emotional abilities are
made up of transient, tactical, dynamic skills
and abilities that can be triggered by the
situation.
It is known that people differ in the
amplitude and frequency of changes in the
dominant emotional states at a certain point
in time [2, p. 805-807]. The more often one
emotional state is replaced by another and the
greater the amplitude of such fluctuations, the
more a person is considered emotionally
labile. In this regard, we can talk about
emotional fluency,similar to speech fluency.
The difference lies only in the fact that the
individual is able to quickly and efficiently
generate emotions and associated thoughts,
and not words. The wider the range of
emotions a person experiences, the more
thoughts associated with them come into his
mind. In the arsenal of individuals prone to
the variability of experiences, there are more
alternative assessments of upcoming events,
tactics of behaviour in various situations and
models of the future, and they have a greater
chance of making the best use of the
advantages of one choice or another.
Emotional experiences can help you
address your priorities in lifemore effectively.
Emotions direct attention to stimuli that need
to be processed, contribute to focus on vital
needs and goals. For example, if there is a
discrepancy between personal expectations
and the surrounding reality, emotional
experiences can become more intense,
directing attention to the person himself in
order to clarify the essence of the event and
facilitate an adaptive response to it.
And
finally,
individuals
with
developed emotionality are characterized by
pronounced attention to feelings, the ability
to distinguish between those emotions and
confidence in the ability to emotional self-
regulation. The strategy of being open to
emotional experiences fosters empathy with
other people, understanding the depth of their
feelings, makes it possible to quickly
optimize their emotional state and effectively
cope with setbacks and anxiety. The
functioning of emotional intelligence is based
on its central mechanisms and processes.
They are different from those of general
intelligence, i.e. emotional intelligence has
potential discriminant validity in relation to
general intelligence.
The processes that support the
functions of emotional intelligence include a
symbolic representation of emotions, self-
regulation strategies for controlling emotions
and the acquisition of motor skills such as
vocal expression or gestures. It is still not
clear how exactly these processes are related
to emotional intelligence. Therefore, further
research is needed on the underlying mental
processes of emotional intelligence.
So, emotional intelligence is a
collection of mental abilities for identifying,
understanding and managing emotions. It is
most often interpreted as a substructure of
social intelligence, but it differs from the
latter in that it includes deep emotions that
are significant for personal growth.
Emotional intelligence as a mental
ability is also part of a broader group of
personality traits. It meets the traditional
criteria
of
intelligence
–emotional
intelligence is operationalized as intellectual
ability.Representing a unitary mental ability,
it correlates with other types of intelligence;
emotional intelligence is age-dependent,
increasing between early adolescence and
early
adulthood.
The
functioning
of
emotional intelligence is based on the
following
mechanisms:
emotionality,
emotion control, central mechanisms. The
processes on which emotional intelligence is
based require further research.
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The list of used literature:
1.
Carroll J.B. Human cognitive abilities: a survey of factor-analytic studies. – N.Y.:
Cambridge University Press, 1993.– 832 p.
2.
Larsen R.J. Affect intensity and reactions to daily life events. // Journal of Personality and
social psychology. – № 51, 1986.– P. 803 – 814.
3.
Mayer J.D. Emotional intelligence: Theory, Findings, and Implications. // Psychological
Inquiry. – № 15 (3), 2004. – P. 197 – 215.
Ismаilov A. Hissiy aql va uning bilish jarayonlari bilan aloqasi.
Ushbu maqolada hissiy
aql tushunchasi va uning kognitiv jarayonlar bilan aloqasi tasvirlangan. Shuningdek, maqolada
hissiy intellect bilan bog'liq aniqlanadigan signallar hamda hissiy otlarni qayta ishlash jarayonida
bilim tizimimiz foydalanadigan kanal turlari haqida ma'lumot berilgan. Bundan tashqari,
maqolada ijtimoiy aqlning hissiy aql va idrok bilan bog'liqligi ko‟rsatib o‟tilgan.
Исмаилов А. Эмоциональный интеллект и его связь с когнитивными процессами.
В этой статье описывается понятие эмоционального интеллекта и его связь с
когнитивными процессами. В статье также представлена информация об
идентифицируемых сигналах, связанных с эмоциональным интеллектом, а также о типах
каналов, используемых нашей системой познания при обработке эмоций. Кроме того,
работа определяет связь социального интеллекта как с эмоциональным интеллектом, так
и с познанием.
