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The Phenomenon “Emotional Thinking”

Received: 25 September 2014     Accepted: 29 September 2014     Published: 16 October 2014
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Abstract

In the article, on the basis of an extensive analysis of the views of renowned scientists regarding emotions and thinking, conclusions are made about the essence, measurability and personal needs for emotional thinking. Among these conclusions are: 1. Emotional thinking can be measured through the EQ-i. But the difference between cognitive intellect, in which the highest levels are in the age of 17-18 years, after which its levels undergo minimal changes during the course of the whole active life of the individual and only in the elderliness it starts to decline; emotional EQ-i can change and increase in every age, depending on the acquired life experience. 2. The higher level of emotional thinking expands also the general level of intellect. 3. There is enough evidence to assume that it is possible to improve the level of emotional intelligence. 4. Emotional thinking is defined by the specific characteristics, which are needed in education and in work. Knowing and understanding its essence affects the level of learning the knowledge.

Published in International Journal of Literature and Arts (Volume 2, Issue 5-1)

This article belongs to the Special Issue Musical Theory, Psychology and Pedagogy

DOI 10.11648/j.ijla.s.2014020501.23
Page(s) 77-83
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

Emotional Thinking, Emotional Intelligence, Musical Psychology, Musical Education

References
[1] Ananyev, B. G. Psychology of Sensory Cognition.- Moscow, 1985 (Ананьев, Б. Г. Психология чувственного познания.- Москва, 1985)
[2] Caruso, D. R. Multi-factor Emotional Intelligence Scale. Feedback Booket. Connecticut, 1999
[3] Gardner, H. Intelligence Reframed. London, 2000
[4] Goleman, D. Emotional Intelligence. Belgrade, 2002 (Goleman, D. Emocionalna inteligencija.Beograd, 2002)
[5] Kashapov, M. M. Psychology of Pedagogical Thinking.- Saint Petersburg, 2000 (Кашапов, М. М. Психология педагогического мышления.- Санкт Петербург, 2000)
[6] Lipper, J. The Emotional Quotient Inventory User's manual. Toronto, 1998
[7] Manolova, V. B. Thinking and Emotions in Preschool Age Children.- Veliko Tarnovo, 2002 (Манолова, В. Б. Мислене и емоции на децата от предучилищна възраст.- Велико Търново, 2002)
[8] Orme, G.& K. Canon. Competency and Emotional Intelligence Quarterly, Vol. 8, № 5. London, 2001
[9] Piaget, J. The Language and Thought of the Child. Paris, 1923 (Piaget, J. The lang et le pansee chez l'enfant. Paris, 1923)
[10] Piryov, G. D. Problems of Cognitive Psychology.- Sofia, 2000 (Пирьов, Г.Д. Проблеми на когнитивната психология.- София, 2000)
[11] Reykowski, Y. Experimental Psychology of Emotions.- Sofia, 1998 (Рейковски, Я. Експериментална психология на емоциите.- София, 1998)
[12] Rubinstein, S. L. The Principle of General Psychology.- Moscow, 1946 (Рубинщейн, С. Л. Основы общей психологии.- Москва, 1946)
[13] Salovey, P. and J. D. Mayer. Emotional Intelligence. New York, 1990
[14] Shingarov, G. H. Emotions and Feelings as a Form of Reflection of Reality.- Sofia, 1980 (Шингаров, Г. Х. Емоциите и чувствата като форма на отражение на действителността.- София, 1980)
[15] Thomdike, R. L. and Stein, S. ‘An Evaluation of the attempts to measure social intelligence’. Psychological Bulletin, 34/1937, p. 275-284
[16] Wechsler, D. ’Non-intellective factors in general intelligence’, Psychological Bulletin, 37/1940, p. 444-445
[17] Wilks, F. Intelligent Emotion. Random House UK Limited, 1998
[18] Wundt, W. Principles of Physiological Psychology. Leipzig. 1873-1874 (Wundt, W. Grundzuge der Physiologischen Psychologie. Leipzig. 1873-1874)
[19] www.eicon.org
[20] www.emotional.com
Cite This Article
  • APA Style

    Valentina Bozhinova Manolova. (2014). The Phenomenon “Emotional Thinking”. International Journal of Literature and Arts, 2(5-1), 77-83. https://doi.org/10.11648/j.ijla.s.2014020501.23

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    ACS Style

    Valentina Bozhinova Manolova. The Phenomenon “Emotional Thinking”. Int. J. Lit. Arts 2014, 2(5-1), 77-83. doi: 10.11648/j.ijla.s.2014020501.23

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    AMA Style

    Valentina Bozhinova Manolova. The Phenomenon “Emotional Thinking”. Int J Lit Arts. 2014;2(5-1):77-83. doi: 10.11648/j.ijla.s.2014020501.23

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  • @article{10.11648/j.ijla.s.2014020501.23,
      author = {Valentina Bozhinova Manolova},
      title = {The Phenomenon “Emotional Thinking”},
      journal = {International Journal of Literature and Arts},
      volume = {2},
      number = {5-1},
      pages = {77-83},
      doi = {10.11648/j.ijla.s.2014020501.23},
      url = {https://doi.org/10.11648/j.ijla.s.2014020501.23},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijla.s.2014020501.23},
      abstract = {In the article, on the basis of an extensive analysis of the views of renowned scientists regarding emotions and thinking, conclusions are made about the essence, measurability and personal needs for emotional thinking. Among these conclusions are: 1. Emotional thinking can be measured through the EQ-i. But the difference between cognitive intellect, in which the highest levels are in the age of 17-18 years, after which its levels undergo minimal changes during the course of the whole active life of the individual and only in the elderliness it starts to decline; emotional EQ-i can change and increase in every age, depending on the acquired life experience. 2. The higher level of emotional thinking expands also the general level of intellect. 3. There is enough evidence to assume that it is possible to improve the level of emotional intelligence. 4. Emotional thinking is defined by the specific characteristics, which are needed in education and in work. Knowing and understanding its essence affects the level of learning the knowledge.},
     year = {2014}
    }
    

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    AB  - In the article, on the basis of an extensive analysis of the views of renowned scientists regarding emotions and thinking, conclusions are made about the essence, measurability and personal needs for emotional thinking. Among these conclusions are: 1. Emotional thinking can be measured through the EQ-i. But the difference between cognitive intellect, in which the highest levels are in the age of 17-18 years, after which its levels undergo minimal changes during the course of the whole active life of the individual and only in the elderliness it starts to decline; emotional EQ-i can change and increase in every age, depending on the acquired life experience. 2. The higher level of emotional thinking expands also the general level of intellect. 3. There is enough evidence to assume that it is possible to improve the level of emotional intelligence. 4. Emotional thinking is defined by the specific characteristics, which are needed in education and in work. Knowing and understanding its essence affects the level of learning the knowledge.
    VL  - 2
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Author Information
  • Sofia University “Sv. Kliment Ohridski“, Sofia, Bulgaria

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