Social intelligence and auditory intelligence [Elektronische Ressource] : useful constructs? / von Kristin Seidel

K S

Sujets

• Psychologie

Informations

• Publié par: otto-von-guericke-universitat_magdeburg
• Publié le: 01 janvier 2007
• Nombre de lectures: 36
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

Social Intelligence and Auditory Intelligence
– Useful Constructs?


Dissertation
zur Erlangung des akademischen Grades
Doktor der Philosophie
(Doctor Philosophiae),

genehmigt durch die Fakultät
für Geistes-, Sozial- und Erziehungswissenschaften
der Otto-von-Guericke Universität Magdeburg


von Dipl.-Psych. Kristin Seidel
geboren am 21.05.1978 in Oldenburg

Gutachter:
Prof. Dr. Heinz-Martin Süß
Prof. Dr. Lazar Stankov

Eingereicht am: 08.05.2007
Verteidigung der Dissertation am: 18.09.2007

Acknowledgements
I would like to thank my advisor, Prof. Dr. Heinz-Martin Süß, for his support during the time of
writing my dissertation, including all the hours of vivid discussion, the patience of answering
my questions, the teaching of how to work on details, and the willingness to promote every
new idea. Words cannot express the gratitude I feel for this special time of working together
and sharing ideas. The time of working on my dissertation would have been completely
different without my colleague and fellow combatant Susanne Weis, whom I appreciated as a
partner in discussion, test development, carrying out studies and analyzing data. I gained a
lot from the conferences I was able to attend with Susanne Weis and Heinz-Martin Süß by
widening our knowledge and experience; as well as getting to know different people and
countries. I am grateful to follow in Prof. Dr. Lazar Stankov’s footsteps concerning the work in
intelligence research and like to give special thanks to him for reviewing my dissertation and
for providing the available score and additional material concerning the auditory tasks.
Without him this work would not have been possible. I would like to thank Daniel Caywood-
Barker, Prof. Dr. Lee Sechrest, Fay McGinley, Dr. Michele Walsh, Dr. Barbara Brumbach,
Kara Johnson and Kuang Chen who contributed a lot to this work in different ways helping
me with edits, scientific suggestions and literature, and providing for the possibility to improve
my English and to spend a great time in Tucson, Arizona. Our student assistants Jenny
Papenbrock, Janet Feigenspan, Ulrike Richter, Saskia Sage, Alexandra Brett, Kerstin
Bremer, Anika Fischer, and Eva Wohner deserve special thanks for the excellent work they
carried out in our research project. I also want to say thanks to Birgit Müller who steadily
contributed to our project with her reliable help. It would fill pages to mention all the people
who contributed in any way to the recordings of the scenarios and to the development of the
language-based social and auditory intelligence tasks. Therefore, I restrict myself to saying
thanks to all friends and aquaintances who spent an extraordinary amount of time to make
the construction of the tests possible. I cannot express the gratitude I feel for my parents Dr.
Dankwart and Krimhild Seidel, my brothers Marc-Björn and Raphael Seidel, and related
family members for encouraging me, providing with practical help and keeping me in prayer. I
would like to thank my bible study groups in Magdeburg and Tucson, brothers and sisters
from church in Magdeburg, as well as all my friends around the world for their support and
prayer. Most of all I thank God, Jesus Christ and the Holy Spirit, who guided and taught me,
and who gave me joy, ideas and energy.

This work was carried out within the context of the DFG–project “Cognitive facets of social
intelligence” (grant SU 196/3-1) and supported by the German National Merit Foundation
(SDV) allowing me to focus on my work during the last few months and providing non-
materalistic support that contributed in reflecting the perspective on my work.
Contents
Table of Contents

Summary


1 Introduction ....................................................................................................... 1
1.1 Theoretical and practical relevance............................................................................1
1.2 Purpose of this dissertation ........................................................................................5
1.3 About terms and concepts..........................................................................................6


2 Theoretical background.................................................................................. 11
2.1 Academic intelligence...............................................................................................11
2.1.1 Overview of intelligence approaches.................................................................11
2.1.2 Intelligence theories in the psychometric tradition.............................................13
2.1.3 Hierarchical models of intelligence....................................................................14
2.1.4 Facet models of intelligence..............................................................................16
2.1.5 Integrative models of intelligence ......................................................................20
2.1.6 Conclusions from academic intelligence research ............................................22
2.2 Social intelligence.....................................................................................................23
2.2.1 Definitions and conceptualizations of social intelligence...................................24
2.2.2 Models and classification systems of social 26
2.2.3 Measurement of social intelligence ...................................................................33
2.2.4 Multi-Trait Multi-Method studies of social intelligence .......................................50
2.3 Social intelligence in the context of social competences..........................................54
2.3.1 Emotional intelligence........................................................................................54
2.3.2 Practical intelligence..........................................................................................65
2.3.3 Social competence ............................................................................................69
2.3.4 Social competences: An integration attempt .....................................................72
2.4 Related constructs and research domains of social competences...........................74
2.4.1 Social cognition and the Theory of Mind ...........................................................74
2.4.2 Empathy ............................................................................................................77
2.4.3 Wisdom..............................................................................................................80
I Contents
2.5 Auditory abilities as a domain of intelligence............................................................82
2.5.1 Auditory abilities: definitions and conceptions...................................................82
2.5.2 Auditory abilities within established models of intelligence ...............................83
2.5.3 Auditory ability tests...........................................................................................86
2.5.4 An insight into models and tests of music psychology ......................................90
2.5.5 The relationship of auditory and musical abilities to academic intelligence.......96
2.5.6 Integrative considerations on auditory ablities and their relationship to
academic intelligence ............................................................................. 100
2.6 Social intelligence meets auditory intelligence .......................................................102
2.6.1 On the relevance of social auditory abilities ....................................................102
2.6.2 Visual vs. auditory channel – difference in importance? .................................103
2.6.3 Emotion theories – basic concepts..................................................................105
2.6.4 The objective measurement of social cues/emotions in voices.......................107
2.6.5 Measurement approaches in emotion research ..............................................112
2.7 Objectives for test development .............................................................................116
2.7.1 General ideas ..................................................................................................116
2.7.2 Development of a social intelligence test ........................................................117
2.7.3 Composition and construction of an auditory intelligence test .......................122


3 Hypotheses .................................................................................................... 123
3.1 Social intelligence...................................................................................................123
3.1.1 Convergent construct validation of social intelligence.....................................123
3.1.2 Divergent construct validation of social intelligence ........................................124
3.1.3 Summary of hypotheses with regard to social intelligence..............................127
3.2 Auditory intelligence ...............................................................................................128
3.2.1 Inner structure of auditor