GeoffTrickey

The Psychological Corporation (1921): 

The Psychological Corporation (1921) James McKeen Cattell Robert Sessions Woodworth David Wechsler (1939) Edward Lee Thorndike

Robert Sternberg: 

Robert Sternberg

The triarchic model: 

The triarchic model

Linda Gottfredson: 

Linda Gottfredson

Emotional Intelligence in the wider assessment landscape: 

Emotional Intelligence in the wider assessment landscape MHS EQi Conference 2007 Geoff Trickey

It has to make sense: 

It has to make sense Biochemical Statistical Conceptual You have to 'get it' to use it

Implicit practitioner models: 

Implicit practitioner models What are the key elements? Where do they come from?….how do they develop in the individual? How do the elements fit together? …….combine? …….overlap? ……interact?

Implict to explicit: 

Implict to explicit

The Territory (so far): 

The Territory (so far) In psychometric measurement: Intelligence and ability Personality Measures of maximum performance, and measures of typical performance (Cronbach 1949)

Ability & Aptitude Testing: 

Ability andamp; Aptitude Testing Thurstone - primary mental abilities Guilford - structure of intellect Sternberg’s Triarchic Theory G vs special aptitudes The Eysenck-Furneaux hypothesis Wechsler intellective (and recognition of nonintellective) factors

Ability Testing - consensus?: 

Ability Testing - consensus? Abstract Reasoning Practical (Mechanical) Reasoning Spatial Reasoning Verbal Reasoning Numerical Reasoning Grammatical Reasoning Critical Reasoning General Ability Tests

Personality Testing - consensus?: 

Personality Testing - consensus? Situationalism (Walter Mischel) Projective (from ink blots to handwriting) Humanistic (the road to self actualisation) Behavioural (counting behaviours) Traits (Cattell, Eysenck) Types (Myers Briggs) The Five Factor Model (FFM)

The growing consensus……: 

The growing consensus…… From 1940s, consensus about ability testing (in spite of the never-ending debate) Since late 1980s, consensus about FFM (at least in the personality research arena) But, science requires dominant ideas to be continually challenged …Oh, and if people like something they go on using it anyway!

..and clearer objectives: 

..and clearer objectives Hoftsee (1990) 'a hodgepodge of descriptions of overt and covert reactions, trait attributions, wishes and interests, biographical facts, attitudes and beliefs, descriptions of others’ reactions to the subject, and more or less bizarre opinions' Clearer taxonomies and clearer objectives lead to better, more focused assessments.

What did we know about emotions, pre EI?: 

What did we know about emotions, pre EI? That people vary in their emotionality That neuroticism is the biggest single factor in personality In FFM terms, there is a distinction between: emotionality, anxiety, passion, volatility agreeabiliy, sympathy, givingness, approachability

My pre-EI landscape: 

My pre-EI landscape Personality from the observers perspective FFM The individual’s perspective on their own personality (identity) Preferences, values, motives The 'Dark side' of personality Behaviours that offend, undermine loyalty and commitment Ability, reasoning, aptitude (cognitive NOT conative)

FFM as phenotype: 

FFM as phenotype Based on the language that we use to describe one another Personality from the observers point of view The you that others see Self-presentation What comes naturally, (and what you have to wrestle with)

Values: 

Values What attracts and motivated you The basis of personal decisions The you that you know Closely associated with your sense of identity Determines 'fit' and who you get along with

The Dark Side: 

The Dark Side Extreme chacteristics Marks of distinction Basis of both success and failure Difficult to reign in Interferes with relationships Undermines loyalty and commitment

Traditional Intelligence: 

Traditional Intelligence A pervasive moderating variable A significant part of the ‘survival kit’ Influences perceptions, understanding, adaptation

Nature and Nurture: 

Nature and Nurture

Nature VIA Nurture: 

Nature VIA Nurture

Short circuit: 

Short circuit

A Triarchic Personality Model: 

A Triarchic Personality Model

Clues to Genotype: 

Clues to Genotype The id Personality theory Evolutionary neurology Evolutionary psychology Genome Human Universals Instinctive Acquisition Revisiting childhood Neonate survival kit

Clues to Culture: 

Clues to Culture Language Identity Values Taboos Institutions History Art and literature Non universal features

Emotional Intelligence: 

Emotional Intelligence Trait EI and Ability EI (Petrides andamp; Furnham 2001) Two studies exploring EI in both FFM and Eysenckian factor space '….strong empirical evidence for the existence of a coherent and distinguishable trait EI factor.'

Emotional Intelligence: 

Emotional Intelligence Confirms Wechsler’s original recognition of conative as well as cognitive aspects of intelligence Adds something to the intelligence domain Adds to the FFM domain Sits well with measures of dysfunctional behaviours

Emotional Intelligence: 

Emotional Intelligence Focus on development Addresses dysfunctional behaviours Constructive, accessible and appealing Adds to importantly to our understanding

The Lizard and the Wolf Boy: 

The Lizard and the Wolf Boy Separation of nature andamp; nurture: The old brain? Feral children?

Old Brain: 

Old Brain Reptilian brain - concerned with reproduction, self-preservation, life support: circulation of blood Breathing Sleeping Reflexes Limbic system - generates emotions Fear Aggression

Old brain response: 

Old brain response Attack Submit to Run away from Have sex with Nurture Be nurtured

Cortex: 

Cortex Language Reason Identity Culture Values Awareness of the outside world

Feral Children: 

Feral Children Over 50 cases reported Aggressive No language Growl, snarl, bite Lost to the human race

The innocence of childhood?: 

The innocence of childhood? If we are NOT born with values, but ARE born with temperament, Humanity is innately capable of ANYTHING (as history shows) Civilisation is based on values, the moulding and restraint of behaviour IS civilisation

Keeping the lid on: 

Keeping the lid on Football - competitiveness/ aggression Warfare - turning off the killing Babes in the boardroom - egos out of control Child soldiers

Some Coaching Implications: 

Some Coaching Implications Personality can be managed and developed Values can change (but can they be taught?) Behaviour is restrained by values Non-deferential feedback is crucial Power can corrupt absolutely Self awareness - planting the seed

Things that still puzzle me: 

Things that still puzzle me Is personality stable and static or is it variable and dynamic? Is the conative/ cognitive distinction….. a continuum? a dichotomy? an operant/ operand distinction?

THE END: 

THE END