1

BASIC COGNITIVE PROCESSES

TOPIC : EMOTIONAL INTELLIGENCE ,

STAGES OF COGNITIVE DEVELOPMENT &
MULTIFACTOR THEORY
[ MODULE : 4 ]

Submitted by, Submitted to,

MR.JOEL JOSSEY Ms. BLESSY VINCENT

BSc.Psychology Asst.Prof&HOD in
1st Semester Dept.of Psychology
St.Thomas College, Konni St.Thomas College, Konni

Submitted on: 31/06/2021

 2

INTRODUCTION

Emotional intelligence : is a cluster of traits or abilities such as recognizing and

managing one’s own emotions , being able to motivate oneself and restrain ones impulse,
recognizing and managing others emotions, and handling interpersonal relationships in
effective manner . Psychologist named Daniel Goleman was the one who introduced
emotional intelligence( EQ) , for a happy and productive life than IQ . Goleman suggests
that there are five major parts for emotional intelligence – 1) Knowing our own emotions
2) Managing our emotions 3) Motivating ourselves 4) Recognizing and influencing others
emotions 5) Handling relationships

Stage theory of cognitive development : is any theory proposing that all human beings
move through an orderly and predictable series of changes . This theory was proposed by
. Piaget suggested that first stage of cognitive development sensorimotor stage .
Sometimes between the age of 18 & 24 months toddlers acquire the stage of
preoperational stage. By the time they are six or seven , they enter into concrete
operational stage . About the age of twelve they enter into the final stage of cognitive
development which is the formal operational stage

Multifactor theory : proposed by Thorndike. He believed that there was nothing like
general ability . Each mental activity requires a different set of abilities . According to
this theory each mental act involves no of minute elements working together . If any two
tasks are correlated the degree of correlation is due to the presence of common factors in
that task .Thorndike distinguished four attributes of intelligence which are - level , range ,
area , speed . Thurstone has given six primary factors - the no factor, the verbal factor ,
the space factor , memory , word fluency factor , the reasoning factor based on these
factors Thurstone constructed a new test of intelligence known as test of primary mental
abilities .
 3

EMOTIONAL INTELLIGENCE

The ability to express and control emotions is essential , but so is the ability to
understand , interpret, and respond to the emotions of others. Daniel Goleman (1995 ,
1998) – has argued that there is a kind of intelligence which is more important for
happy, productive life , than IQ. Goleman titled this kind of intelligence as emotional
intelligence (or EQ) and defines it as a cluster of traits or abilities relating to the
emotional side of life. In contemporary research emotional intelligence is treated as ability
as well as personality trait. Mayer , Caruso , and Salovey (2000) have considered it as
ability to process information about one’s own emotions and the emotions of others. It
has 4 components, i.e., emotional perception , emotional integration , emotional
understanding and emotional management . They have developed Multifactor Emotional
Intelligence scale to measure it. In contrast Baron (1997) has developed a personality
model consisting of 5 components , i.e. , intrapersonal, interpersonal , adaptability, stress
management , and mood.

MAJOR COMPONENTS OF EMOTIONAL INTELLIGENCE

Golman in 1995 suggested that emotional intelligence consists of 5 major parts :

1. Knowing our own emotions

2. Managing our emotions
3. Motivating ourselves
4. Recognizing the emotions of others, and
5. Handling relationship

Each of these elements , he contends , plays an important role in shaping the outcomes
we experience in life.

(1) KNOWING OUR OWN EMOTIONS

Emotions are often powerful reactions , so it would seem at first glance that everyone
ought to be able to recognize their own feelings. In fact , however , this is not the case .
 4

Some persons are highly aware of their own emotions and their thoughts about them ,
but others seem to be almost totally oblivious to these. What are the implications of such
differences? First, to the extent individuals are not aware of their own feelings , they
cannot make intelligent choices. How can they tell whom to marry, what job to take,
which house or car to buy, or even what to order in a restaurant ? Second , because such
people aren’t aware of their own emotions, they are often low expressiveness—they don’t
show their feelings clearly through facial expressions , body language , or their cues most
of use to recognize other’s feelings ( Malandro, Barker , & Barker, 1994). This can have
adverse effects on their interpersonal relationships , because other people find it hard to
know how they are feeling or reacting. For these reasons , this first component of
emotional intelligence seems to be quite important .

(2) MANAGING OUR OWN EMOTIONS

At some point of life , most of us have lost our temper or cried when we didn’t want to
show such reactions . If so , we are already aware of the fact that we often try to
manage our emotions – to regulate their nature, intensity, and expression (e.g. Zillmann ,
1996)Doing so is very important both for our own mental health and from the point of
view of interacting effectively with others. For instance , consider persons who cannot
simply control their temper, are they bund for success and a happy life? No. They are not
. They will probably be avoided by many people and will not get the jobs, promotion , or
lovers they want, Hence, managing our own emotions is important while living in a
social world.

(3) MOTIVATING OURSELVES

Thomas Edison , the famous inventor once remarked: “ Success is two percent inspiration
and ninety-eight percent perspiration” . While inspiration or creativity is certainly
important , We are inclined to believe that Edison was right . By ‘Perspiration’, however,
we mean more than simply hard work: we also include aspects of emotional intelligence ,
such as being able to motivate oneself to work long and hard on a task , remaining
enthusiastic and optimistic about final outcome , and being able to delay gratification – to
put off receiving small rewards now in order to get larger ones later on. Being high in
such skills can indeed contribute to success in many different contexts.
 5

(4) RECOGNIZING AND INFLUENCING OTHER’S EMOTIONS

Another aspect of emotional intelligence, as described by Goleman, is the ability to “read”

others accurately to recognize the mood they are in and what emotion they are
experiencing. This skill is valuable in many practical settings. For instance, if you can
accurately gauge another person’s current mood , you can tell whether it’s the right time
to ask to him or her for a favor. Similarly, persons who are skilled at generating strong
emotions in others are often highly successful in such fields as sales and politics. They
can get other people to feel what they want them to feel.

(5) HANDLING RELATIONSHIPS

Some people seem to have a knack for getting along with others: most people who meet
these people like them, and as a result they seem to have many friends and often enjoy
high levels of success in their careers. In contrast , others seem to make a mess of
virtually all their personal relationships. These differences are another reflection of
differences in emotional intelligence or , as some researchers would phrase it , differences
in interpersonal intelligence

What does interpersonal intelligence involve ? Such skills as being able to coordinate the
efforts of people and to negotiate solutions to complex interpersonal problems , being
good at giving others feedback that doesn’t make them angry or resentful, and being a
team player . Again , these skills are clearly distinct from the ones needed for getting
good grades or scoring high on tests of intelligence, but they often play a key role in
important life outcomes. Emotional intelligence can be enhanced with the help of
adequate provision for training in self – monitoring, self-regulation , communication and
problem solving.

There are cultural variations in the emphases in the aspects of emotional intelligence . As
Sibia , Srivastava and Misra (2003 ) have noted the concept of emotional intelligence in
the Indian context is embedded highly valued social concerns , virtues , religious traditions
and cultural practices. Further in the Indian context , the person who is able to manage
and regulate his emotion is called Jitendriya. Further the view is context sensitive and
focuses on the role of significant others including guru, family , and larger society in
shaping and developing one’s emotional intelligence in Indian literature , the discourse
Bhagavad Gita throws light on how man is caught in emotional crises and how one
should understand and manage his emotions to fulfill his duty. Thus in one sense , the
 6

Indian , the Indian notion of emotional intelligence can also defined using emotions to do
what is right and fulfil ones duties in life. Thus emotional intelligence also involves
creativity in dealing with challenging conditions.
 7

MAJOR THEORIES

(1) STAGE THEORY OF COGNITIVE DEVELOPMENT

Piaget’s theory of cognitive development is a stage theory –a type of theory suggesting

that all human beings move through an orderly and predictable series of changes. Central
to this theory is the assumption –often known as ‘constructivism’ –that children are active
thinkers who are constantly trying to construct more accurate or advanced understanding
of the world around them . In other words , from this perspective ,children construct their
knowledge of the world by interacting with it. According to Piaget children build such
knowledge through 2 basic processes. The first of this is assimilation, which involves the
incorporation of new information or knowledge into existing knowledge structure known
as schemas . Schema is a kind of ‘cognitive scaffold’—a framework for holding
knowledge and organizing it. The second process is accommodation ; it involves
modification in existing knowledge structures (schemas) as a result of exposure to new
information or experiences.

Piaget believed that it is the tension between these 2 processes that encourage cognitive
development. But don’t lose sight of the key fact : According to him , as these changes
occur , children are constantly trying to make better and more accurate sense out of the
complex world around them. There are 4 stages of development as suggested by Piaget.

These are ;

1. The sensorimotor stage ( 0-2 years)

2. The preoperational stage ( 2-6/7 yrs)
3. The stage of concrete operations ( 7-11 / 12 yrs)
4. The stage of formal operations ( 12-adult)

1. THE SENSORIMOTOR STAGE

Piaget suggested that the first stage of cognitive development lasts from birth to
somewhere between 18 and 24 months. This is the stage when children go through
a period of dramatic growth and learning . They continually make new discoveries
as they interact with the environment. They know the world through their
movements and sensation. Infants learn that things continue to exist even though
 8

they cannot be seen. They realize that their actions can cause things to happen in
the world around them.

2. THE PREOPERATIONAL STAGE

The ability to form mental images of objects and events and language developments
marks the beginning of second stage of development called preoperational stage, which
lasts from 18 months to 6 or 7 years. In this stage children are cable of doing things they
could not perform earlier. For instance they demonstrate symbolic play –in which they
pretend that one object is another –that a pen is a spoon or wooden block is a frog.
They are able to imagine like this, as they have a growing ability to think in terms of
words.

Though they can use mental symbols, their thinking remains somewhat inflexible, illogical,
fragmented and tied to specific contexts. One way in which the thinking of preoperational
children is immature involves what Piaget termed as egocentrism –children’s inability to
understand that others may perceive the world differently than they do.

Children in preoperational stage also seem to lack understanding of relational terms like
lighter , larger , softer . Further , they lack seriation –the ability to arrange things in order
along some dimension. They also lack a grasp of what Piaget terms the principle of
conversation –knowledge that certain physical attributes of an object remain unchanged
even though the outward appearance of the object is altered.

3. THE STAGE OF CONCRETE OPERATIONS

By the age of 7 they enter into the next stage of development called concrete
operations , marked by child’s mastery of conversation.

During this stage , which lasts until about the age of 11, many important skills emerge.
Children gain understanding of relational terms and seriation. They come to understand
reversibility—the fact that many physical changes can be undone by a reversal of the
original action . Children who have reached the stage of concrete operations also begin
to engage in what Piaget described as logical thought. If asked “why did you and your
mom go to the store?” they reply, “to buy fruits”. Younger children in contrast may reply
“Because afterwards we came home”.
 9

4..THE STAGE OF FORMAL OPERATIONS

At about the age of 12 , Piaget suggested most children enter final stage of cognitive
development –the stage of formal operations. Those who have reached the stage of
formal operations can think abstractly , they can deal not only with the real or concrete
but with possibilities –events or relationships that do not exist , but can be imagined.

During this final stage , children become capable f what Piaget termed hypothetico-
deductive reasoning . This involves ability to generate hypotheses and to think logically
about symbols , ideas, and propositions . Children at the stage of formal operations also
become capable of engaging in interpropsitional thinking –thinking in which they seek
to test the validity of several propositions .

Older children and especially adolescents , often use their new powers of reasoning to
construct sweeping theories about human relationships , ethics , or political systems . The
reasoning behind such views may be logical , but the theories are often false, because the
young persons who construct them don’t have enough experience or information to do a
more sophisticated job.

Last—but crucial—point : Even though people who have reached the stage of formal
operations are capable of engaging in advanced forms of thought , there is no guarantee
that they will actually do so. Such thinking requires lots of cognitive efforts, so it is not
surprising that adolescents, and adults too, often slip back into less advanced modes of
thought.
 10

MULTIFACTOR THEORY

Intelligence is the individual’s ability to understand complex ideas to adapt effectively to

individuals environment, to learn from experience, to engage in various forms of
reasoning to overcome obstacles by careful thoughts . In the past psychologist believed
that all cognitive processes like intelligence is dependent on a general factor and does not
have several components in it . One early supporter of this view was Spearman . He
believed that on a primary factor . In contrast to this other researcher believed that
intelligence is composed of many separate abilities that operates more or less
independently . According to multifactor theory a given person can be high on some
components of intelligence but low on other and vice versa .

This concept of multifactor theory was brought by Thorndike . He was an associationism

and opposed the concept of general factor view of intelligence . According to this theory
each mental act involves no of minute elements working together . If any two tasks are
correlated the degree of correlation is due to the presence of common factors in that task.
Thorndike distinguished four attributes of intelligence which are :-

 Level
 Range
 Area
 Speed
Level - This refers to difficulty of task that is to be done . If we think of all test items
that is arranged in a sequential order in increasing difficulty level , then the height that
we can ascend on that ladder of difficulty will be our level of intelligence .

Range - Range refers to a number of tasks at any given degree of difficulty .

Theoretically an individual possessing a given level of intelligence should be able to
solve the whole range of tasks at that level .

Area –Area means the total number of situations at each level to which the individual is
able to respond . Area is summation of all ranges at each level of intelligence processed
by an individual .

Speed - This is the rapidity with which an individual can respond to items . Speed and
altitude are positively related .

Another supporter of this theory was Thurstone . He suggested that intelligence is

composed of six distinct factors . They are :-

 Number factor
 11

 Verbal factor
 Space factor
 Memory
 Word fluency factor
 Reasoning factor .
Number factor - it is accuracy in dealing with numbers . it can be defined as the ability
to do numerical calculations rapidly and accurately

Verbal factor - Verbal factor is all about understanding the idea and meaning of words
and ideas . It is found in tests involving verbal comprehensions

Space factor - The ability to visualize objects in three dimensions .Involved whenever the
subject manipulates the imagery objects in space .

Memory - Involving ability to memorize things quickly

Word fluency factor - Involved whenever the subject is asked to think of isolated word
at a rapid rate .

Reasoning factor - Found in task that require a subject to discover a rule or principle
involved in a series or group of letters .
 12

CONCLUSION

Stage theory of cognitive development is any theory proposing that all human beings
move through an orderly and predictable series of changes . This theory was proposed by
Piaget. According to Piaget children acquire knowledge related to the world by
interacting with it . this knowledge is gained through two basic processes assimilation and
accommodation . Piaget suggested that first stage of cognitive development starts from
birth to eighteen and twenty four months , this early stage is called as sensorimotor
stage . Throughout this stage infants seems to know the world only through motor
activities and sensory activities . They also acquire the basic idea of object permanence .
the next stage is preoperational stage in which children become capable of mental
representation of the external word . during this stage they also attain symbolic play . By
the time they are six or seven years they enter into next stage of development which is
concrete operational stage . At about age of twelve most kids enter the final stage of
their cognitive development which is the formal operational stage . during this stage they
become capable of hypothetico - deductive reasoning and interpropositional thinking .

Multifactor theory proposed by Thorndike. According to this theory each mental act
involves no of minute elements working together . If any two tasks are correlated the
degree of correlation is due to the presence of common factors in that task. Thorndike
distinguished four attributes of intelligence which are :-

 Level
 Range
 Area
Speed Another supporter of this theory was Thurstone . He suggested that intelligence is
composed of six distinct factors . They are :-

 Number factor
 Verbal factor
 Space factor
 Memory
 Word fluency factor
 Reasoning factor
Emotional intelligence is a cluster of traits or abilities such as recognizing and managing
one’s own emotions , being able to motivate oneself and restrain ones impulse,
recognizing and managing others emotions, and handling interpersonal relationships in
effective manner. Major components are :

1. Knowing our emotions

 13

2. Managing our own motivations

3. Recognizing and influencing others emotions
4. Handling relationships .
 14

REFERENCES

 Baron, R. A. & Misra, G.[2014]. Psychology, 5th ed. New Delhi: Pearson
education.

 Ciccarelli, S. K. & Meyer, G. E. [2018]. Psychology, South Asian ed. New

Delhi: Pearson.

THANK YOU.