Social and academic intelligences: a multitrait–multimethod study of their crystallized and fluid characteristics

Lee, Jong-Eun; Wong, Chau-Ming T.; Day, Jeanne D.; Maxwell, Scott E.; Thorpe, Pamela K.

doi:10.1016/s0191-8869(99)00213-5

Cited by 29 publications

(16 citation statements)

References 18 publications

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“…However, the size of the correlations suggest that interviewees' ATIC was not tantamount to cognitive ability. This result is in line with the literature on social effectiveness constructs (Jones & Day, 1997;Lee et al, 2000;Weis & Süß, 2007). It is also notable that the correlation between ATIC and verbal ability was significant (albeit only marginally for the externally-coded ATIC scores), whereas the correlations with figural ability were not significant.…”

Section: Main Conclusionsupporting

confidence: 90%

“…A common thread running through the research on social effectiveness is the attempt to distinguish this construct from cognitive ability. In line with this thread, social effectiveness constructs and cognitive ability often covary with each other (e.g., Jones & Day, 1997;Lee, Wong, Day, Maxwell, & Thorpe, 2000;Weis & Süß, 2007). Often, however, the correlations only reach a moderate level of about .20, and the empirical evidence shows that the two constructs can be distinguished from each other (Jones & Day, 1997;Lee et al, 2000;Weis & Süß, 2007).…”

Section: Atic and Cognitive Abilitymentioning

confidence: 73%

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“I Know What You Want to Know”: The Impact of Interviewees' Ability to Identify Criteria on Interview Performance and Construct-Related Validity

et al. 2009

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The current study tested whether candidates' ability to identify the targeted interview dimensions fosters their interview success as well as the interviews' convergent and discriminant validity. Ninety-two interviewees participated in a simulated structured interview developed to measure three different dimensions. In line with the hypotheses, interviewees who were more proficient at identifying the targeted dimensions received better evaluations. Furthermore, interviewees' ability to identify these evaluation criteria accounted for substantial variance in predicting their performance even after controlling for cognitive ability. Finally, the interviewer ratings showed poor discriminant and convergent validity. However, we found some support for the hypothesis that the quality of the interviewer ratings improves when one only considers ratings from questions for which interviewees had correctly identified the intended dimensions.

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Section: Main Conclusionsupporting

confidence: 90%

Section: Atic and Cognitive Abilitymentioning

confidence: 73%

“I Know What You Want to Know”: The Impact of Interviewees' Ability to Identify Criteria on Interview Performance and Construct-Related Validity

et al. 2009

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“…Elsewhere a previous study by Lee, Wong, Day, Maxwell, and Thorpe (2000) sought to determine whether the fluid and/or crystallized distinction of intelligence could be applied to the concept of social intelligence. Within their study, social knowledge was hypothesized to reflect crystallized social intelligence, whereas social inference was hypothesized to reflect fluid social intelligence.…”

Section: Developing Ei As a Set Of Emotional Abilitiesmentioning

confidence: 99%

Emotional Intelligence Training: A Case of Caveat Emptor

Clarke

2006

Human Resource Development Review

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Training programs purporting to develop emotional intelligence (EI) are widely available, yet to date few empirical studies have appeared in the literature providing support that training results in demonstrable changes to EI, and more significantly whether these changes can then be traced to more positive individual or organizational outcomes. This article questions the usefulness of personality and/or mixed model conceptualizations of EI that underpin many training programs as offering nothing new beyond our existing understanding of the importance of soft-skills training in the workplace. Instead it is argued that research should be directed at better understanding how emotional abilities associated with the ability model of EI might be targeted by human resource development practitioners in organizations. In this respect, a rationale is posited as to why workplace learning methods may potentially offer some success in this area.

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“…Вучић (Vučić, 1982) под социјалном интелигенцијом под-разумева способност процењивања односа између људи, разумевање поступака људи, као и процењивање реаговања на поступке других људи у социјалним одно-сима. Данас, истраживачи социјалну интелигенцију посматрају као способност за адекватно поступање у међуљудским односима (Doğan & Eryılmaz, 2014;Frankovský & Birknerová, 2011;Weis & Süß, 2007), сматрају је новом науком о људским односима (Goleman, 2007) и одређују као вишедимензионалну способност (Goleman, 2006;Lee et al, 2000;Posavec, 2010;Wong et al, 1995).…”

Section: теоријска полазишта истраживањаunclassified

The use of fables in the development of students' comprehension of social relationships and motives of human behaviour

Cutovic¹

2017

Nastava i vaspitanje

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УводУ оквиру остваривања циљева наставног процеса, ученици упоредо с усвајањем знања у вези с наставним садржајима усвајају и социјалне вештине које доприносе да се ученици успешно интегришу у друштвену средину и постану њени активни чла-нови (Zins et al., 2007). Поред интелектуалних способности, за успешно сналажење у друштву значајно је и схватање међуљудских односа, као и добро сналажење у њима. Буљубашић Кузмановић истиче да је "школа једно од првих и најважнијих места где се стварају, развијају и увежбавају међуљудски односи" (Buljubašić Kuzmanović, 2012: 46), 1 E-mail: cutoiko@open.telekom.rs 2 У овом чланку је приказан део резултата истраживања обављеног за потребе израде докторске дисертације ауторa рада под насловом Методичка интерпретација басне у млађим разредима основне школе, одбрањене на Учитељском факултету у Ужицу Универзитета у Крагујевцу 2015. године.

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Social and academic intelligences: a multitrait–multimethod study of their crystallized and fluid characteristics

Cited by 29 publications

References 18 publications

“I Know What You Want to Know”: The Impact of Interviewees' Ability to Identify Criteria on Interview Performance and Construct-Related Validity

“I Know What You Want to Know”: The Impact of Interviewees' Ability to Identify Criteria on Interview Performance and Construct-Related Validity

Emotional Intelligence Training: A Case of Caveat Emptor

The use of fables in the development of students' comprehension of social relationships and motives of human behaviour

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