(1990), the most often cited definition stems from Wechsler (1958): “intelligence is the
aggregate or global capacity of the individual to act purposefully, to think rationally, and
to deal effectively with the environment” (Wechsler, 1958; cited in Salovey & Mayer,
1990, p. 187). What someone wants to do and why they want to do it are hallmarks of
intelligence (Lindeman, 1926). Gardner (1999) opined that intelligence is:
A biopsychological potential to process information that can be activated in a
cultural setting to solve problems or create products that are of value in a culture.
Intelligences are not things that can be seen or counted. Instead, they are
potentials–presumably, neural ones–that will or will not be activated, depending
upon the values of a particular culture, the opportunities available in that culture,
and the personal decisions made by individuals and/or their families,
schoolteachers, and others. (Gardner, 1999, p. 33)
EI is closely related to and is a product of emotions and intelligence (Mayer,
Roberts & Barsade, 2008; Vigoda-Gadot & Meisler, 2010). This relationship is
illustrated in Figure 2.3, below.
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