Merlin Keith Burgess: B2794117

TMA O1

PART 1: Describe two psychological terms

Using your own words, describe what is meant by each of the terms ‘intelligence
testing’ and ‘emotional intelligence’, and provide an example of the use of each
term in psychology, drawing on the material presented in Investigating
intelligence.

Intelligence testing:

Although controversial due to a lack of definition of what general intelligence – g –

actually is, modern-day intelligence testing is way of comparing a person’s ability to
rationally solve abstract problems with that of the average person, using
psychometric tests, such as the Wechsler Adult Intelligence Scale (WAIS) which
focuses on verbal comprehension, perceptual reasoning, working memory and
processing speed, and is designed to avoid cultural biases and the need to rely on
previously acquired knowledge. These tests are often used for job recruitment,
education selection, and to aid diagnosis of specific learning disabilities and
difficulties.

Emotional intelligence, as first described by Mayer and Salover (1990, p. 189, cited in
ch.3, p.104 ), is the ability to perceive, distinguish, and use one’s own emotional
state, as well as that of others, to guide their thoughts and behaviour. It consists of
the interrelated, hierarchical abilities to perceive, use, understand, and manage
one’s emotions. Emotional intelligence is considered a skill which can be enhanced
through programmes such as SEAL (Social and Emotional Aspects of Learning) in
schools, and is measured using tests such as The Mayer-Salovey-Caruso Emotional
Intelligence Test (MSCEIT).

PART 1 WORD COUNT: 95 + 92 = 187 / 200

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PART 2: Make sense of data in a table

Question 1: From looking at the table, can you tell how many times each child’s EQ
was measured?

a. Four: before the study began, after one week of different activities, after one
month of different activities, and three months after the activities ended

Question 2: The table shows that:

c. On average, all the groups showed an increase in EQ scores after one month of the
programme.

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Question 3: Which of the following conclusions do you think is a better fit for the
data in the table?

a. The table shows that taking part in all three activities improved the average EQ
scores after one month. However, three months after the activities had ceased,
improvement in the average EQ score was only sustained in two types of activity.

Based on the data in the table, all three activities – playing a multi-user computer
game, watching a film, and reading a novel – showed a significant increase in EQ
after one month (15, 10, and 16 points respectively), although playing a multi-user
computer game and reading a novel both showed an initial increase of 2 points after
one week, and a sustained increase of 9 points after three months, whereas
watching a film showed no initial increase in EQ after 1 week, and only showed a
sustained increase of 1 point after three months, making it the least effective
method.

(99 WORDS)

PART 2 WORD COUNT: 99 / 100

PART 3: Reflective component

So far during the course I have not used the collaborative forum as much as has
been recommended, mainly because I feel too busy with both DE100 and E102, and I
honestly do not feel I have much to contribute that has not already been said in each
forum. I much prefer to work alone at my own pace, and have not found the forum
on E102 to be much help over the last few months, so there is not much I feel would
encourage me to use it, although just knowing it is there does bring some
reassurance.

PART 3 WORD COUNT: 99 / 100

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REFERENCES

Byford, J., McAvoy, J., Banyard, P. (2014) Investigating Intelligence, Milton Keynes: The Open
University.