Excerpt:
Big Five personality traits
From Wikipedia, the free encyclopedia
In contemporary psychology, the "Big Five" factors (or Five Factor Model; FFM) of personality are five broad domains or dimensions of personality that are used to describe human personality.
The Big Five framework of personality traits from Costa & McCrae, 1992 has emerged as a robust model for understanding the relationship between personality and various academic behaviors[1] The Big Five factors are openness, conscientiousness, extraversion, agreeableness, and neuroticism (common acronyms are OCEAN, NEOAC, or CANOE). Conscientiousness is exemplified by being disciplined, organized, and achievement-oriented. Neuroticism refers to degree of emotional stability, impulse control, and anxiety. Extraversion is displayed through a higher degree of sociability, assertiveness, and talkativeness. Openness is reflected in a strong intellectual curiosity and a preference for novelty and variety. Finally, agreeableness refers to being helpful, cooperative, and sympathetic towards others. There is some evidence that personality and motivation are intricately tied with individual differences in learning styles, and it is recommended that educators go beyond the current emphasis on cognition and include these variables in understanding academic behavior.[2] The neuroticism factor is sometimes referred by its low pole – "emotional stability". Some disagreement remains about how to interpret the openness factor, which is sometimes called "intellect" rather than openness to experience. Beneath each factor, a cluster of correlated specific traits are found; for example, extraversion includes such related qualities as gregariousness, assertiveness, excitement seeking, warmth, activity and positive emotions.[3]
The Five Factor Model is a descriptive model of personality; psychologists have developed a number of theories to account for the Big Five.
http://en.wikipedia.org/wiki/Emotional_intelligence
Excerpt:
History
The earliest roots of emotional intelligence can be traced to Darwin's work on the importance of emotional expression for survival and, second, adaptation.[1] In the 1900s, even though traditional definitions of intelligence emphasized cognitive aspects such as memory and problem-solving, several influential researchers in the intelligence field of study had begun to recognize the importance of the non-cognitive aspects. For instance, as early as 1920, E.L. Thorndike used the term social intelligence to describe the skill of understanding and managing other people.[2]
Similarly, in 1940 David Wechsler described the influence of non-intellective factors on intelligent behavior, and further argued that our models of intelligence would not be complete until we could adequately describe these factors.[1] In 1983, Howard Gardner's Frames of Mind: The Theory of Multiple Intelligences[3] introduced the idea of multiple intelligences which included both interpersonal intelligence (the capacity to understand the intentions, motivations and desires of other people) and intrapersonal intelligence (the capacity to understand oneself, to appreciate one's feelings, fears and motivations). In Gardner's view, traditional types of intelligence, such as IQ, fail to fully explain cognitive ability.[4] Thus, even though the names given to the concept varied, there was a common belief that traditional definitions of intelligence were lacking in ability to fully explain performance outcomes.
The first use of the term "emotional intelligence" is usually attributed to Wayne Payne's doctoral thesis, A Study of Emotion: Developing Emotional Intelligence from 1985.[5] However, prior to this, the term "emotional intelligence" had appeared in Leuner (1966).[6] Greenspan (1989) also put forward an EI model, followed by Salovey and Mayer (1990),[7] and Daniel Goleman (1995). The distinction between trait emotional intelligence and ability emotional intelligence was introduced in 2000.[8]
The Big Five framework of personality traits from Costa & McCrae, 1992 has emerged as a robust model for understanding the relationship between personality and various academic behaviors[1] The Big Five factors are openness, conscientiousness, extraversion, agreeableness, and neuroticism (common acronyms are OCEAN, NEOAC, or CANOE). Conscientiousness is exemplified by being disciplined, organized, and achievement-oriented. Neuroticism refers to degree of emotional stability, impulse control, and anxiety. Extraversion is displayed through a higher degree of sociability, assertiveness, and talkativeness. Openness is reflected in a strong intellectual curiosity and a preference for novelty and variety. Finally, agreeableness refers to being helpful, cooperative, and sympathetic towards others. There is some evidence that personality and motivation are intricately tied with individual differences in learning styles, and it is recommended that educators go beyond the current emphasis on cognition and include these variables in understanding academic behavior.[2] The neuroticism factor is sometimes referred by its low pole – "emotional stability". Some disagreement remains about how to interpret the openness factor, which is sometimes called "intellect" rather than openness to experience. Beneath each factor, a cluster of correlated specific traits are found; for example, extraversion includes such related qualities as gregariousness, assertiveness, excitement seeking, warmth, activity and positive emotions.[3]
The Five Factor Model is a descriptive model of personality; psychologists have developed a number of theories to account for the Big Five.
http://en.wikipedia.org/wiki/Emotional_intelligence
Excerpt:
History
The earliest roots of emotional intelligence can be traced to Darwin's work on the importance of emotional expression for survival and, second, adaptation.[1] In the 1900s, even though traditional definitions of intelligence emphasized cognitive aspects such as memory and problem-solving, several influential researchers in the intelligence field of study had begun to recognize the importance of the non-cognitive aspects. For instance, as early as 1920, E.L. Thorndike used the term social intelligence to describe the skill of understanding and managing other people.[2]
Similarly, in 1940 David Wechsler described the influence of non-intellective factors on intelligent behavior, and further argued that our models of intelligence would not be complete until we could adequately describe these factors.[1] In 1983, Howard Gardner's Frames of Mind: The Theory of Multiple Intelligences[3] introduced the idea of multiple intelligences which included both interpersonal intelligence (the capacity to understand the intentions, motivations and desires of other people) and intrapersonal intelligence (the capacity to understand oneself, to appreciate one's feelings, fears and motivations). In Gardner's view, traditional types of intelligence, such as IQ, fail to fully explain cognitive ability.[4] Thus, even though the names given to the concept varied, there was a common belief that traditional definitions of intelligence were lacking in ability to fully explain performance outcomes.
The first use of the term "emotional intelligence" is usually attributed to Wayne Payne's doctoral thesis, A Study of Emotion: Developing Emotional Intelligence from 1985.[5] However, prior to this, the term "emotional intelligence" had appeared in Leuner (1966).[6] Greenspan (1989) also put forward an EI model, followed by Salovey and Mayer (1990),[7] and Daniel Goleman (1995). The distinction between trait emotional intelligence and ability emotional intelligence was introduced in 2000.[8]
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