Instruct: Given a question, retrieve relevant documents that answer the question.
Query: What does a high emotional IQ mean?
Emotional intelligence (EI), Emotional leadership (EL), Emotional quotient (EQ) and Emotional Intelligence Quotient (EIQ),[1] is the capability of individuals to recognize their own emotions and those of others, discern between different feelings and label them appropriately, use emotional information to guide thinking and behavior, and manage and/or adjust emotions to adapt to environments or achieve one's goal(s).[2]
Subject SB-2046 had part of his right, prefrontal lobe removed because of cancer. While his IQ and a majority of other normal functions were unharmed, he had severely impaired decision-making skills especially when he had to consider immediate vs. future reward and punishment. His decisions were almost always guided by immediate reward or punishment and disregarded any long-term consequences. Researchers were incapable of conditioning patient SB-2046 to nonverbal stimuli containing emotional meaning (reward or punishment), but were able to condition the patient to verbal stimuli containing emotional meaning.
The current scoring method for all IQ tests is the "deviation IQ". In this method, an IQ score of 100 means that the test-taker's performance on the test is at the median level of performance in the sample of test-takers of about the same age used to norm the test. An IQ score of 115 means performance one standard deviation above the median, a score of 85 performance, one standard deviation below the median, and so on. Lewis Terman and other early developers of IQ tests noticed that most child IQ scores come out to approximately the same number by either procedure. Deviation IQs are now used for standard scoring of all IQ tests in large part because they allow a consistent definition of IQ for both children and adults. By the current "deviation IQ" definition of IQ test standard scores, about two-thirds of all test-takers obtain scores from 85 to 115, and about 5 percent of the population scores above 125.
The matter of confronting moral problems that may arise is not addressed in the book "Geniocracy"; many leaders may be deeply intelligent and charismatic (having both high emotional/social intelligence and IQ) according to current means of measuring such factors, but no current scientific tests are a reliable enough measure for one's ability to make humanitarian choices (although online tests such as those used by retail chains to select job applicants may be relevant).
According to Heber and colleagues, by age six all of the children from the experimental group had higher IQs than all of the children from the control group. Mean IQ was 120 in the experimental group and 87 in the control group. After the children left the program their IQs started declining. By the time both groups were ten years old the IQs of the children of the experimental group had decreased to 105. Mean IQ in the control group was 85.
In the discrepancy model, a student receives special education services for a specific learning difficulty (SLD) if the student has at least normal intelligence and the student's academic achievement is below what is expected of a student with his or her IQ. Although the discrepancy model has dominated the school system for many years, there has been substantial criticism of this approach (e.g., Aaron, 1995, Flanagan and Mascolo, 2005) among researchers. One reason for criticism is that diagnosing SLDs on the basis of the discrepancy between achievement and IQ does not predict the effectiveness of treatment. Low academic achievers who also have low IQ appear to benefit from treatment just as much as low academic achievers who have normal or high intelligence.
On December 12, 2011, Carrier IQ released a document to explain their software and its uses. The document is titled "Understanding Carrier IQ Technology". There are credits given to Dan Rosenberg and Trevor Eckhart. The nineteen page document provides a technical breakdown of how the software on a mobile phone works with "profiles" provided by the carrier to give the carriers performance data of their networks and devices running on them. The document appears as if it will be updated on a regular basis as more questions are answered over time.
On December 1, 2011, Carrier IQ issued a "clarification" to its November 23 statements: "While a few individuals have identified that there is a great deal of information available to the Carrier IQ software inside the handset, our software does not record, store or transmit the contents of SMS messages, email, photographs, audio or video. For example, we understand whether an SMS was sent accurately, but do not record or transmit the content of the SMS. We know which applications are draining your battery, but do not capture the screen... As a condition of its contracts with operators, Carrier IQ operates exclusively within that framework and under the laws of the applicable jurisdiction. The data we gather is transmitted over an encrypted channel and secured within our customers’ networks or in our audited and customer-approved facilities... Carrier IQ acts as an agent for the operators. Each implementation is different and the diagnostic information actually gathered is determined by our customers – the mobile operators. Carrier IQ does not gather any other data from devices.
Carrier IQ is the consumer advocate to the mobile operator, explaining what works and what does not work. Three of the main complaints we hear from mobile device users are (1) dropped calls, (2) poor customer service, and (3) having to constantly recharge the device. Our software allows operators to figure out why problems are occurring, why calls are dropped, and how to extend the life of the battery. When a user calls to complain about a problem, our software helps operators’ customer service to more quickly identify the specific issue with the phone."
Despite their physical and cognitive deficits, individuals with Williams syndrome exhibit impressive social and verbal abilities. Williams patients can be highly verbal relative to their IQ. When children with Williams syndrome are asked to name an array of animals, they may well list such a wild assortment of creatures as a koala, saber-toothed cat, vulture, unicorn, sea lion, yak, ibex and Brontosaurus, a far greater verbal array than would be expected of children with IQs in the 60s. Some other strengths that have been associated with Williams syndrome are auditory short-term memory and facial recognition skills. The language used by individuals with Williams syndrome differs notably from unaffected populations, including individuals matched for IQ. People with Williams syndrome tend to use speech that is rich in emotional descriptors, high in prosody (exaggerated rhythm and emotional intensity), and features unusual terms and strange idioms.
Another summary:Although IQ differences between individuals are shown to have a large hereditary component, it does not follow that mean group-level disparities (between-group differences) in IQ necessarily have a genetic basis. The Flynn effect is one example where there is a large difference between groups (past and present) with little or no genetic difference. An analogy, attributed to Richard Lewontin, illustrates this point:
As an evolutionary biologist and historian of science, Gould accepted "biological variability" (the premise of the transmission of intelligence via genetic heredity), but opposed "biological determinism", which posits that genes determine a definitive, unalterable social destiny for each man and each woman in life and society. "The Mismeasure of Man" is an analysis of statistical correlation, the mathematics applied by psychologists to establish the validity of IQ tests, and the heritability of intelligence. For example, to establish the validity of the proposition that IQ is supported by a general intelligence factor ("g" factor), the answers to several tests of cognitive ability must positively correlate; thus, for the "g" factor to be a heritable trait, the IQ-test scores of close-relation respondents must correlate more than the IQ-test scores of distant-relation respondents. However, correlation does not imply causation; for example, Gould said that the measures of the changes, over time, in "my age, the population of México, the price of Swiss cheese, my pet turtle’s weight, and the average distance between galaxies" have a high, positive correlation—yet that correlation does not indicate that Gould’s age increased because the Mexican population increased. More specifically, a high, positive correlation between the intelligence quotients of a parent and a child can be presumed either as evidence that IQ is genetically inherited, or that IQ is inherited through social and environmental factors. Moreover, because the data from IQ tests can be applied to arguing the logical validity of either proposition—genetic inheritance and environmental inheritance—the psychometric data have no inherent value.
The American Psychological Association's report "Intelligence: Knowns and Unknowns" states that wherever it has been studied, children with high scores on tests of intelligence tend to learn more of what is taught in school than their lower-scoring peers. The correlation between IQ scores and grades is about .50. This means that the explained variance is 25%. Achieving good grades depends on many factors other than IQ, such as "persistence, interest in school, and willingness to study" (p. 81).
According to Herrnstein and Murray, the high heritability of IQ within races does not necessarily mean that the cause of differences between races is genetic. On the other hand, they discuss lines of evidence that have been used to support the thesis that the black-white gap is at least partly genetic, such as Spearman's hypothesis. They also discuss possible environmental explanations of the gap, such as the observed generational increases in IQ, for which they coin the term Flynn effect. At the close of this discussion, they write:
The official website of Mensa International, which is the largest and oldest high IQ society in the world, does not offer an online IQ test. It does offer an online quiz for entertainment purposes which is called "Mensa Workout". Sites that claim to offer a Mensa IQ test online may not be related to this organization.
In an academic exchange, Antonakis and Ashkanasy/Dasborough mostly agreed that researchers testing whether EI matters for leadership have not done so using robust research designs; therefore, currently there is no strong evidence showing that EI predicts leadership outcomes when accounting for personality and IQ.[73] Antonakis argued that EI might not be needed for leadership effectiveness (he referred to this as the "curse of emotion" phenomenon, because leaders who are too sensitive to their and others' emotional states might have difficulty making decisions that would result in emotional labor for the leader or followers). A recently published meta-analysis seems to support the Antonakis position: In fact, Harms and Credé found that overall (and using data free from problems of common source and common methods), EI measures correlated only ρ = 0.11 with measures of transformational leadership.[74] Ability-measures of EI fared worst (i.e., ρ = 0.04); the WLEIS (Wong-Law measure) did a bit better (ρ = 0.08), and the Bar-On[75] measure better still (ρ = 0.18). However, the validity of these estimates does not include the effects of IQ or the big five personality, which correlate both with EI measures and leadership.[76] In a subsequent paper analyzing the impact of EI on both job performance and leadership, Harms and Credé[77] found that the meta-analytic validity estimates for EI dropped to zero when Big Five traits and IQ were controlled for. Joseph and Newman[78] meta-analytically showed the same result for Ability EI.
Educational authorities differ on the definition of giftedness: even when using the same IQ test to define giftedness, they may disagree on what gifted means - one may take up the top 2 percent of the population, another might take up the top 5 percent of a population, which may be within a state, district, or school. Within a single school district, there can be substantial differences in the distribution of measured IQ. (The IQ for the top percentile at a high-performing school may be quite different from that at a lower performing school.)
The Beijing Genomics Institute does whole genome sequencing of very high IQ individuals around the world. Geoffrey Miller claims that the Chinese may use this genetic data to increase the IQ of each subsequent generation by five to fifteen IQ points through the use of preimplantation embryo selection.
If there is biological inheritance of IQ, then the relatives of a person with a high IQ should exhibit a comparably high IQ with a much higher probability than the general population. In 1982, Bouchard and McGue reviewed such correlations reported in 111 original studies in the United States. The mean correlation of IQ scores between monozygotic twins was 0.86, between siblings 0.47, between half-siblings 0.31, and between cousins 0.15.
Some studies have found the gains of the Flynn effect to be particularly concentrated at the lower end of the distribution. Teasdale and Owen (1989), for example, found the effect primarily reduced the number of low-end scores, resulting in an increased number of moderately high scores, with no increase in very high scores. In another study, two large samples of Spanish children were assessed with a 30-year gap. Comparison of the IQ distributions indicated that the mean IQ scores on the test had increased by 9.7 points (the Flynn effect), the gains were concentrated in the lower half of the distribution and negligible in the top half, and the gains gradually decreased as the IQ of the individuals increased. Some studies have found a reverse Flynn effect with declining scores for those with high IQ.
While it may seem obvious that such differences in fertility would result in a progressive change of IQ, Preston and Campbell (1993) argued that this is a mathematical fallacy that applies only when looking at closed subpopulations. In their mathematical model, with constant differences in fertility, since children's IQ can be more or less than that of their parents, a steady-state equilibrium is argued to be established between different subpopulations with different IQ. The mean IQ will not change in the absence of a change of the fertility differences. The steady-state IQ distribution will be lower for negative differential fertility than for positive, but these differences are small. For the extreme and unrealistic assumption of endogamous mating in IQ subgroups, a differential fertility change of 2.5/1.5 to 1.5/2.5 (high IQ/low IQ) causes a maximum shift of four IQ points. For random mating, the shift is less than one IQ point. James S. Coleman, however, argues that Preston and Campbell's model depends on assumptions which are unlikely to be true.
Psychologist Peter Schönemann persistently criticized IQ, calling it "the IQ myth". He argued that "g" is a flawed theory and that the high heritability estimates of IQ are based on false assumptions. Robert Sternberg, another significant critic of "g" as the main measure of human cognitive abilities, argued that reducing the concept of intelligence to the measure of "g" does not fully account for the different skills and knowledge types that produce success in human society.
Keeping decided not to use Greek costume as he was concerned readers would react the same way he used to: "What does it mean? What does it do? Am I just delving into the past?" He also avoided modern dress as "this would be old fashioned within another fifteen years", deciding in the end to dispense with "any form of recognizable costume" while avoiding "anything that is appertaining to our particular moment in time." He used "a figurative art. There's nothing else in it... except people, their emotions and their reactions to emotions."
Lynn and Vanhanen base their analysis on selected IQ data from studies which covered 113 nations. For another 79 nations, they estimated the mean IQs on the basis of the arithmetic means of the measured IQs of neighboring countries. They justify this method of estimation by claiming that the correlation between the estimated national IQs they reported in "IQ and the Wealth of Nations" and the measured national IQs since obtained is very high (0.91).
IQ scales are ordinally scaled. While one standard deviation is 15 points, and two SDs are 30 points, and so on, this does not imply that mental ability is linearly related to IQ, such that IQ 50 means half the cognitive ability of IQ 100. In particular, IQ points are not percentage points.
For instance, if the average score of a group is larger than zero, it does not mean that a random individual of that group is more likely to have a positive score than a negative one (as long as there are more negative scores than positive scores an individual is more likely to have a negative score). Similarly, if a particular group of people is measured to have a lower average IQ than the general population, it is an error to conclude that a randomly-selected member of the group is more likely than not to have a lower IQ than the average IQ of the general population; it is also not necessarily the case that a randomly selected member of the group is more likely than not to have a lower IQ than a randomly-selected member of the general population. Mathematically, this comes from the fact that a distribution can have a positive mean but a negative median. This property is linked to the skewness of the distribution.
Alan S. Kaufman, a psychology professor and author of IQ tests, writes in "IQ Testing 101" that "Miss Savant was given an old version of the Stanford-Binet (Terman & Merrill 1937), which did, indeed, use the antiquated formula of MA/CA × 100. But in the test manual's norms, the Binet does not permit IQs to rise above 170 at any age, child or adult. And the authors of the old Binet stated: 'Beyond fifteen the mental ages are entirely artificial and are to be thought of as simply numerical scores.' (Terman & Merrill 1937). ...the psychologist who came up with an IQ of 228 committed an extrapolation of a misconception, thereby violating almost every rule imaginable concerning the meaning of IQs."
Savant has commented on reports mentioning varying IQ scores she was said to have obtained.