Conclusions on chapter 1

1) the SI has the difficult structure connected with EI, sotsiokulturnymi knowledge, experience, social skills, in communicative potential, lines of the person and motivation.

2) there is no direct relationship of cause and effect between social and general intelligence, since the majority of tests IQ is comprised by concrete tasks (mathematical, spatial, verbal etc.), allowing to do conclusions about performance level of directly these tasks.

As well

The techniques measuring in SI, mean for their successful performance

Presence at the respondent of social knowledge and skills of recognition of emotional conditions of the person.

3) EI it is considered, as a rule, as ability to learn emotional conditions at itself and associates (P.Salovej, J. Mejer, G.Gardner, D.Goulmen, H.Vajsbah, U.Daks, M.Chapmen, D.V.Ljusin, etc.) to operate them (P.Salovej, J. Mejer, D.Goulmen, O.V.Belokon, R.Bar-On, H.Vajsbah, U.Daks, M.Chapmen, D.V.Ljusin, M.A.Manojlova) to predict

Changes in the emotional conditions (P.Salovej, J. Mejer). Abilities to understand emotion, feelings, mood of associates are included and into SI structure (River Е.Vernon, K.Kosmitski, O.John, K.Vong, K.Albrecht,

A.L.Juzhaninova). Possibilities of knowledge of the emotional conditions and self-control are considered in T.Kinoshita, A.I.Savenkova, A.L.Juzhaninovoj, V.N.Kunitsynoj's works.

4) EI has great value for situations of social interaction (D.Goulmen, R.Bar-On, M.Chapmen P.Salovej, J. Mejer, etc.) thanks to what the person adapts for collective is easier and more effectively proves in professional sphere, in dialogue with fellow workers (D.Goulmen, D.Rosete, J.Ciarrochi, O.V.Belokon, E.S.Mihajlova, M.Chapmen, M.A.Manojlova). Many

Researchers of SI also specify in communication between knowledge of behaviour and ability to deal with other people, it is easier to adapt to

To social situations (H.A.Marlowe, River Е.Vernon, G.Olport of N.Kentor, J. Kilstrom, M.E.Ford, K.Kosmitski, O.John, K.A.Crowne, T.Kinoshita, G.Alder, A.I.Savenkov).

5) Some authors trace correlations EI with verbal abilities (H.Vajsbah, U.Daks, A.O.Prohorov) in what we again find out its similarity to SI, proceeding from researches of E.Torndajka,

N.Kentora, J. Kilstroma, K.Albrecht, D.V.Ushakova, S.S.Belovoj.

6) the Reflection, detsentratsija and emotional detsentratsija play a key role in development of ability of the younger schoolboy to learn and another's private world. The social knowledge on the average the childhood and teenage age depends on development of conceptual sphere and an inclusiveness of the child in a practical situation of the given social group (A.A.Bodalev, V.N.Kunitsyna, V.N.Panferov). In descriptions the teenager of other person the circle of used concepts extends. Intensity of development social pertseptsii at the given age speaks not only maturing of the higher mental functions, life experience accumulation, intelligence and consciousness development, but also mastering of stereotypes, social roles and (V.N.Kunitsyna's) values.

7) the Analysis of existing concepts of social and emotional intelligence allows to reveal some inconsistency in definition of these components in relation to process of knowledge of private world and behaviour of other people. So, the majority of definitions of SI is reduced to understanding of behaviour of associates and to possibility of its subsequent forecasting. EI, as a rule, it is considered as ability of understanding of both another's emotions and management of own emotional conditions. Meanwhile, it is impossible to divide, in our opinion, recognition of the emotional and behavioural information.

We believe, that social and emotional intelligence form uniform structure, - sotsioemotsionalnyj intelligence. Thus, in our opinion, the given abilities should not be divided from each other (that is observed in many researches).

8) We define sotsioemotsionalnyj intelligence as ability of the individual to understand kognitivnye, emotional, motivational and

intentsionalnye aspects of own behaviour and behaviour of other individuals in the course of actual interaction with them and to use subjective knowledge of these aspects for a choice of effective strategy of the decision of social problems.

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More on topic Conclusions on chapter 1:

  1. Conclusions under chapter 2
  2. Conclusions under Chapter 1.
  3. Conclusions under chapter 1
  4. Conclusions under chapter 2
  5. Conclusions under the chapter II
  7. Conclusions on chapter 1
  9. Conclusions under chapter 1
  10. Conclusions under chapter 2
  11. Conclusions on the third chapter
  12. Conclusions under chapter 3
  14. Conclusions under chapter 2