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PSYCHOLOGICAL PHENOMENA RELATED TO EMOTIONAL INTELLIGENCE
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, criticism, social intelligence,
consciousness, approach, multiple intelligences, personal intelligence.
The concept of emotional intelligence
is considered as one of the most important
topics of discussion in the modern world of
science. There are different views regarding
the concept of emotional intelligence in terms
of its definition, interpretation, significance,
actuality, and connectedness to the teaching
process, in general.
Critics of the concept of emotional
intelligence cite the following arguments to
substantiate their position regarding the
notion of emotional intelligence: first,
―intelligence‖ in this case is an inappropriate,
misleading metaphor, which should be
replaced by the term ―competence‖ to more
accurately express the essence of the
phenomenon under discussion; secondly,
intelligence is defined as an ability, and
―there are no unique abilities associated with
emotions‖ [8, p. 434]; third, in the concept of
emotional intelligence, emotions are replaced
by intelligence.
Such criticism seems to be not
entirely justified for several reasons. First,
rational and emotional are traditionally
considered interrelated, which is confirmed
by the data of clinical experiments, according
to which the implementation of an effective
or satisfactory decision-making process is
impossible if the thought is deprived of
emotional reinforcement. Second, if emotions
are understood as ―data, exactly the same as
any other‖, it can be assumed that there is a
kind of thinking designed to process this
particular type of information. Thirdly,
emotional intelligence cannot be defined as
―competence‖, since the concept of
competence presupposes the achievement of
a certain level of quality representation.
Nevertheless, the question may arise:
―Is the term "emotional intelligence"
controversial?‖ This is so if emotions are
viewed as interferences so disruptive to
mental activity that they must be controlled.
In the first century BC, Publilius Syrus noted:
"Control your emotions, otherwise your
emotions
will
control
you."
Modern
proponents
of
this
approach
describe
emotions as a spontaneous, mainly internal
reaction resulting from disturbances in
affective regulation. From this position,
emotions in their pure form are viewed as
caused by a complete loss of intellectual
control and do not contain a trace of a
conscious goal [7, p. 101].
Apparently, in accordance with this
tradition, emotional thinking is sometimes
understood as a certain defective component
of the thinking process, which reduces the
objectivity of cognition and is characterized
by rigidity and inertia. Researchers often
limit themselves to stating the existence of
the concept of ―emotional intelligence‖,
without
defining
it,
without
clearly
identifying its structural components. Perhaps
this is due to both the semantic ambiguity of
this concept and the resulting problems of the
operationalization of emotional intelligence.
In order to raise reasonable objections
to critics of the concept of emotional
intelligence, it is necessary to clearly define
what emotions are within its conceptual field
and what are the ideas about intelligence. In
the past, it was believed that the distinction
between emotions and cognitions was based
on the processes that underlie them. Thus,
emotions have traditionally been related to
more
primitive
(vegetative,
biological)
processes. Emotions were thought to be the
product of phylogenetically earlier parts of
the brain (limbic system), while cognitive
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processes are the product of later structures
(neocortex).
In contrast to the concept of emotions
as primitive biological processes in a number
of modern foreign and domestic theories,
emotion is considered as a special type of
knowledge. According to G.M. Andreyeva,
although emotion is associated with simple
perceptual signals, it is at the same time
―embedded‖ and integrated into systems of
meanings. Emotional states can be interpreted
as meanings, since they are significant for
individual experience and serve to express it,
conveying information about the individual
himself and his environment [1, p. 14].
Therefore, it is no coincidence that the
metaphor of ―cold‖ and ―hot‖ cognitions
which precisely fixes the recognition of the
status of knowledge for the emotions has
arisen in the literature.
Clarifying the role of emotions in the
construct "emotional intelligence", J.Averill
makes three proposals on this issue, which
are implicitly, one way or another, present in
the theory of J.Meyer, P.Salovey, D.Caruso:
a) for each type of emotion (for
example, anger, fear, etc.), we have our own
essential features – the character, which are
biologically determined;
b) simple emotions can form certain
combinations – thus, complex emotions are
formed;
c) emotions can be regulated, but not
fundamentally altered their manifestations.
Describing the role of emotions in emotional
intelligence, J. Meyer, P. Salovey, D. Caruso
make the following additions to J. Averill's
proposals:
d) emotions signal the relationships
between people and their environment
(including other people) and changes in these
relationships, real or imagined;
e) emotions and cognitions represent
various functions of mental activity, which
often interact with each other and can be
expressed in an integrated form [6, p. 251].
The distinction between emotions and
cognitions is to a certain extent theoretical,
conceptual in nature. 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 behavior,
although their degree of importance and
proximity to the center varies.
The results of a survey of six hundred
experts in the field of psychology of
intelligence are given by A.V. Libin: 99.3%
of them agree that intelligence is associated
with abstract thinking or logic; 97.7% - with
problem solving; 96% - with the ability to
acquire knowledge. If we integrate the main
provisions, then it can be argued that
intelligence is the general ability to think
rationally and adapt to changes in the
environment. With this approach, the concept
of intelligence acquires greater certainty, but
continues to remain quite broad. It is possible
that it can be clarified by identifying the
following functions of intelligence: universal
adaptation to the environment, choice of a
new environment, transformation of the
environment, learning, development and
decision-making, cognition and creativity,
self-government [2, p. 89].
The problem of defining intelligence
largely depends on how researchers interpret
its nature.
In this regard, M.A.Kholodnaya
identifies
nine
main
directions
in
experimental psychological
research of
intelligence:
1) sociocultural approach. Intelligence
is viewed as a result of the process of
socialization,
while
the
intellectual
capabilities of a person are not only
generated by the cultural context, but also
limited by it;
2) genetic approach. Intelligence
appears as a consequence of the increasingly
complex adaptation to the requirements of the
environment in the natural conditions of
human interaction with the outside world;
3) procedural
activity approach.
Intellect is a special form of human activity;
4) educational approach. Intelligence
is a product of learning and is a process of
forming cognitive skills;
5) informational approach. Intellect is
a set of information processing procedures;
6)
phenomenological
approach.
Intelligence is a special form of the content of
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consciousness, it is considered in the context
of the phenomenal field of consciousness;
7)
functional-level
approach.
Intelligence is a system (hierarchy) of
different-level cognitive processes;
8) regulatory approach. Intelligence is
considered as a factor in the regulation of
mental activity;
9) ontological approach. Intellect is a
form of organization of individual mental
experience [4, p. 54].
The three most general approaches to
intelligence: psychometric, adaptive, and
informational, were identified by R.K.
Wagner and R. Stenberg.
The psychometric direction is based
solely on quantitative measurements of
intelligence.
The adaptive approach is represented
by the theory of J.Piaget. He considers
intellect as an active process, including
progressive adaptation to the surrounding
reality as a result of the processes of
assimilation and accommodation. According
to J.Piaget, certain cognitive structures
develop and form in the process of adaptation
with age. The scientist focuses on the
qualitative measurements of intelligence.
The information approach considers
intelligence from the point of view of
detecting
and
processing
information,
intellectual processes, and not only the results
of its measurement [2, p. 122].
For this research, the informational
approach to intelligence seems to be the most
relevant. Internal and external information is
very heterogeneous, and different intellectual
abilities are required to process it.
According to H.Gardner, multiple
intelligences include a wide range of abilities.
The intelligence model structures the
organization of this space. H. Gardner's
model includes seven main subspecies
(forms) of intelligence, among which, along
with
verbal-linguistic
and
logical-
mathematical,
there
are
visual-spatial,
musical-rhythmic, bodily-kinesthetic, finally,
interpersonal
(interpersonal)
and
intrapersonal (intrapersonal). Interpersonal
intelligence includes the ability to observe the
feelings of others and use this knowledge to
predict their behavior and cooperate with
them. Intrapersonal intelligence allows you to
understand yourself and cooperate with
yourself. One of the aspects of personal
intelligence is also associated with feelings
and is very close to what J. Meyer, P.
Salovey and D. Caruso call emotional
intelligence. Different types of intelligence
are distinguished in accordance with the
quality of the information with which they
operate [5, p. 135].
According to G.M. Andreyeva, both
the cognitive and emotional systems ―contain
two stages: the perceptual (or figurative) and
the ―planning stage,‖ i.e. proper cognitive‖
[1, p. 13]. On this basis, it can be assumed
that emotional and cognitive processing of
information can be to a certain extent
independent.
Almost
all
authors
agree
that
emotional intelligence can be measured and
that its levels can be distinguished. The
problem lies in identifying objective criteria
for measuring emotional intelligence.
The connection of intelligence with
other individual parameters in foreign
psychology has always been at the center of
discussions. The first part of the discussion,
devoted to the mutual influence of intellect
and personality, was started by L.Thurstone
and R.Cattell, who discovered a close
intertwining of certain personal properties
with intellectual characteristics.
Currently, it is not denied the
possibility of a link between intelligence and
non-cognitive personality characteristics, but
it is noted that this link is less obvious and
requires "careful verification."
In order to establish which personality
parameters are interconnected with emotional
intelligence, it is necessary to determine
within which model - abilities or ―mixed‖ -
the research is conducted. ―Mixed‖ models of
emotional
intelligence
are
those
that
―describe
the
concept
of
emotional
intelligence, which includes not only mental
abilities associated with intelligence and
emotions, but also other personal dispositions
and traits, such as motives, sociability,
cordiality. ".
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There are a number of concepts
related to emotional intelligence (as ability),
including empathic accuracy and non-verbal
perception.
Other phenomena associated with
emotional intelligence, such as emotional
competence, emotional maturity, emotional
enlightenment, emotional creativity are
similar or complementary in relation to
emotional intelligence. Other types of
intelligence are very close and partially
overlap emotional intelligence, such as
personal intelligence, social intelligence.
However,
among
them,
only
social
intelligence is satisfactorily operationalized
as a mental ability [9, p. 170].
For the proponents of "mixed" models
of emotional intelligence, the "family" of
emotional intelligence -related and partially
overlapping concepts looks broader. This is
due to the fact that in these models the term
"emotional intelligence" itself is identified
with a significant set of well-studied personal
characteristics,
supposedly
leading
to
success. With this approach to the specified
set can be attributed to the motivation of
achievement, openness, optimism, practical
intelligence, self-respect, a tendency towards
pleasant
or
unpleasant
experiences,
subjectively experienced well-being.
D.Goleman admits that his model of
EI is not significantly different from the
model of "ego power" of J. Blokov.
Close to the position of D.Goleman,
A.I.Chebotar, who, in the context of
emotional intelligence, examines the personal
properties of ego-plasticity and ego-control,
studied in detail within the framework of this
model. Ego-plasticity is personal resilience,
flexibility,
while
ego-control
means
introspection of emotions, the ability to
restrain the urge to immediately satisfy needs
for the sake of distant but more significant
goals, constructive behavior in a situation of
frustration, restraint. An individual with a
high level of ego-plasticity in the presence of
formed self-control reveals the following
characteristic features: does not feel great
discomfort in the face of new, unfamiliar
situations; easily adapts to them; inextricably
linked with the world, but does not obey it;
resolutely overcomes obstacles; able to
maintain composure and internally gather in a
stressful situation. A person with a low level
of ego-plasticity has meager adaptive
reserves, behaves stereotypically in various
new situations, often feeling helpless,
confused, showing rigidity, has difficulty in
extreme situations (for example, in a stressful
situation), shows anxiety and concern in a
situation of change (both personal and
social), is experiencing great difficulties in
restructuring their own rhythm in accordance
with the requirements of reality [3, p. 191].
In accordance with the structure of
"mixed" models, emotional intelligence is
associated with general intelligence, in
general,
and
practical
and
creative
intelligence
with
constructive
thinking,
motivation for social desirability and social
insight, in particular. "Mixed" models of
emotional intelligence include components
such as warmth, self-confidence, self-
discipline, and others. Since emotional
intelligence in such models is understood
quite broadly, it is desirable that in the future
a distinction be made between emotional
intelligence with phenomena that, although
interconnected with it, nevertheless belong to
different conceptual fields.
The
terms
"emotional
culture",
"emotional
thinking",
"emotional
intelligence" and "emotional ability" are
sometimes used interchangeably.
In "mixed" models, the definitions of
"emotional competence" and "emotional
intelligence" are practically identified.
The term "emotional creativity", like
emotional intelligence, sometimes seems
quite contrived. The psychological content of
emotional maturity is still not clearly defined;
the research belongs to underdeveloped areas
of psychology.
The identification of some of these
concepts was facilitated by the common
origin of the mental phenomena designated
by them and the closeness of their functions
in the structure of individuality. The
phenomena
associated
with
emotional
intelligence have a common genotypic basis
(temperament properties) and contribute to
adaptation and effective social functioning of
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the individual. At the same time, these mental
phenomena are different from it, although
closely related to emotional intelligence. In
this regard, it is necessary to clarify the
content of the concepts of "emotional
thinking", "emotional creativity", "emotional
competence",
"emotional
maturity",
"emotional culture" and determine their place
in the conceptual field of emotional
intelligence.
Emotional
intelligence
and
psychological phenomena such as creativity,
cognition, identity, personality, maturity, etc.
are closely interconnected with each other
and play a crucial role in development of
one‘s cognitive abilities, in general.
The list of used literature:
1.
Андреева Г.М. Эмоциональные компоненты социального познания. // Мир
психологии. – № 4, 2002. – С. 11 – 21.
2.
Лобанов А.П. Интеллект и когнитивные стили. – Орша: Диаль, 2006. – 304 с.
3.
Носенко Э.Л., Чоботарь А.М., Элькинбард О.Б. Формирование эмоционального
интеллекта как фактора предупреждения стрессовых состояний у детей. // Наука і освіта.–
Спец. вип. 2000. – С. 190 – 192.
4.
Холодная М.А. Психология интеллекта: парадоксы исследования. – Томск: Изд-во
Томского ун-та; М.: Изд-во «Барс», 1997. – 392 с.
5.
Gardner H. Intelligence reframed. – N.Y.: Basic Books, 1999. – 176 p.
6.
Mayer J.D., Salovey P., & Caruso D. A further consideration of issues of emotional
intelligence. // Psychological Inquiry. – № 3 (15), 2004. – P. 249 – 255.
7.
Mayer J.D., Salovey P., & Caruso D. Emotional intelligence as zeitgeist, as personality
and as a standard intelligence. Handbook of emotional intelligence. – N.Y.: Jossey-Bass, 2000. – P.
92 – 117.
8.
Mayer J.D. & Salovey P. The intelligence of emotional intelligence. N.Y.: Intelligence,
1993. – P. 433 – 442.
9.
Sternberg R.J., Smith C. Social intelligence and decoding skills in nonverbal
communication. // Social Cognition. № 3, 1985. – P. 168 – 192.
Ismаilov A.
Hissiy intellektga aloqador psixologik hodisalar.
Ushbu maqolada hissiy
intellekt tushunchasi, turlari va tabiati va uning psixologik hodisalar bilan aloqasi tasvirlangan.
Shuningdek,
maqolada
hissiy
intellektni
tadqiq
qilish
sohasiga
tegishli
g'oyalarni
differensiatsiyalash zarurligi, hissiy va kognitiv jarayonlarning o'zaro bog'liqligi va farqlanishi
to'g'risida ma'lumotlar keltirilgan. Bundan tashqari, maqolada hissiy intellekt modellari tuzilishi
va ularning tarkibiy qismlari va boshqa intellekt turlari bilan aloqalari tasvirlangan.
Исмаилов А. Психологические явления, связанные с эмоциональным
интеллектом.
В этой статье описывается понятие, виды и характер эмоционального
интеллекта и его связь с психологическими феноменами. В статье также представлена
информация о необходимости дифференциации представлений в сфере исследований
эмоционального интеллекта, а также о взаимосвязи и разграничении эмоциональных и
когнитивных процессов в целом. Кроме этого, в статье описывается структура моделей
эмоционального интеллекта и их компонентов, а также их связь с другими видами
интеллекта.
