Emotional intelligence (EI) is the ability to identify, assess, and control the emotions of oneself, of others, and of groups. It can be divided into ability EI and trait EI. Criticisms have centered on whether EI is a real intelligence and whether it has incremental validity over IQ and the Big Five personality traits. History The first use of the term "emotional intelligence" is usually attributed to Wayne Payne's doctoral thesis, A Study of Emotion: Developing Emotional Intelligence from 1985. The first published use of 'EQ' (Emotional Quotient) seems to be by Keith Beasley in 1987 in an article in the British Mensa magazine. However, prior to this, the term "emotional intelligence" had appeared in Beldoch (1964), Leuner (1966). Stanley Greenspan (1989) also put forward an EI model, followed by Peter Salovey and John Mayer (1989),. The distinction between trait emotional intelligence and ability emotional intelligence was introduced in 2000.
Leonardo da Vinci is regarded as a "Renaissance man" and is one of the most recognizable polymaths A polymath (Greek: πολυμαθής, polymathēs, "having learned much") is a person whose expertise spans a significant number of different subject areas; such a person is known to draw on complex bodies of knowledge to solve specific problems. The term was first used in the seventeenth century but the related term, polyhistor, is an ancient term with similar meaning. The term is often applied to great thinkers of the Renaissance and Golden Age of Islam, who excelled at multiple fields of the arts and science, such as Leonardo da Vinci, Michelangelo, Galileo Galilei, Paolo Sarpi, Nicolaus Copernicus, Francis Bacon, Michael Servetus, Ibn al-Haytham, Ibn Sina, and Omar Khayyám.
Gifted education Gifted education (also known as Gifted and Talented Education (GATE), Talented and Gifted (TAG), or G/T) is a broad term for special practices, procedures, and theories used in the education of children who have been identified as gifted or talented. There is no standard global definition of what a gifted student is. In 2011, the National Association for Gifted Children published a position paper that defined what a gifted student is. The term "gifted," in that position paper, describes individuals who demonstrate outstanding aptitude or competence in one or more domains.
Multipotentiality is an educational and psychological term referring to the ability of a person, particularly one of intellectual or artistic curiosity, to excel in two or more different fields. It can also refer to an individual whose interests span multiple fields or areas, rather than being strong in just one. Such individuals are called "multipotentialites." On the contrary, those whose interests lie mostly within a single field are called "specialists." While the term multipotentialite can be used interchangeably with polymath or Renaissance Person, the terms are not identical. One need not be an expert in any particular field to be a multipotentialite. Other terms used to refer to multipotentialites are scanners, slashers, and multipods, among others. Multipotentiality
The theory of multiple intelligences is a model of intelligence that differentiates it into specific (primarily sensory) "modalities", rather than seeing intelligence as dominated by a single general ability. This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. Gardner articulated seven criteria for a behavior to be considered an intelligence. These were that the intelligences showed: potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of savants, prodigies and other exceptional people, and support from experimental psychology and psychometric findings. Gardner argues intelligence is categorized into three primary or overarching categories, those of which are formulated by the abilities.
An intelligence quotient, or IQ, is a score derived from one of several standardized tests designed to assess intelligence. The abbreviation "IQ" comes from the German term Intelligenz-Quotient, originally coined by psychologist William Stern. When current IQ tests are developed, the median raw score of the norming sample is defined as IQ 100 and scores each standard deviation (SD) up or down are defined as 15 IQ points greater or less, although this was not always so historically. By this definition, approximately 95 percent of the population scores an IQ between 70 and 130, which is within two standard deviations of the mean. IQ scores have been shown to be associated with such factors as morbidity and mortality, parental social status, and, to a substantial degree, biological parental IQ.
Intellectual giftedness is a characteristic of children, variously defined, that motivates differences in school programming. It is thought to persist as a trait into adult life, with various consequences studied in longitudinal studies of giftedness over the last century. There is no generally agreed definition of giftedness for either children or adults, but most school placement decisions and most longitudinal studies over the course of individual lives have been based on IQ in the top 2 percent of the population, that is above IQ 130. The various definitions of intellectual giftedness include either general high ability or specific abilities. For example, by some definitions an intellectually gifted person may have a striking talent for mathematics without equally strong language skills. Intellectual giftedness
A genius is a person who displays exceptional intellectual ability, creativity, or originality, typically to a degree that is associated with the achievement of unprecedented insight. This may refer to a particular aspect of an individual, or the individual in his or her entirety; to a scholar in many subjects (e.g. Gottfried Wilhelm Leibniz or Leonardo da Vinci) or a scholar in a single subject (e.g., Albert Einstein or Charles Darwin). There is no scientifically precise definition of genius, and the question of whether the notion itself has any real meaning has long been a subject of debate. Research into what causes genius and mastery is still in its early stages, and psychology offers relevant insights. Genius
Theories The LI effect has received a number of theoretical interpretations. One class of theory holds that inconsequential stimulus pre-exposure results in reduced associability for that stimulus. Latent inhibition