When we talk about intelligence, we systematically link it to our reasoning skills, rationalization skills or even to our level of general knowledge. But rarely will we see the emotional skills mentioned. Moreover, when we refer to people who have shone and who still shine for their intelligence, we immediately think of individuals with exceptional thinking and logical skills, of figures such as Albert Einstein, Marie Curie, or even Steve Jobs. Why do we have this tendency to narrow the definition of intelligence, and to exclude the ability to perceive and manage emotions?

1. Emotions at the very heart of intelligence

What if we were in the error of omitting our emotional skills in the definition of intelligence?

In our previous article, we deciphered how emotion was the essence of an intelligent system. Yes, our emotional feelings are crucial information. No, they are far from useless! Our brains are naturally built to integrate emotions When we make choices where we reason but also when we interact with others. Far from being excluded or put in opposition to our intellectual abilities, emotions are at the heart of our intelligence and we use them on a daily basis!

Every day, we use emotional signals to enable us to Decoding intentions of our personal or professional environment in order to adapt. Indeed, knowing how to quickly and accurately distinguish the type of smile or look of our interlocutors is a crucial advantage in our daily life! For example, a smiling face will attract us more by making us want to interact rather than a neutral face.¹. Or, a person who looks into our eyes inspires us more confidence than the one with a shy look. ². All these signals are finely analyzed by our brain, which allows us to better adapt and act better. And often these mechanisms happen so quickly, that we don't even realize it !

What if knowing how to identify, analyze and regulate our emotions and those of others was precisely proof of “intelligence”? What if it were a skill to be considered with as much weight as this “rational” intelligence?

2. Emotional intelligence skills

What is the definition of emotional intelligence in cognitive science?

Over the past twenty years, cognitive scientists have taken a closer interest in our ability to detect and understand our emotions and those of others. This ability is even evaluated as intelligence: emotional intelligence.

Peter Salovey and John Mayer, founding researchers of emotional intelligence research, the Define¹Like the” ability to monitor one's own feelings and those of others, to discriminate against them, and to use this information to guide one's thinking and actions.”. They see 4 areas of expertise: the ability to perceive emotions, the ability to using emotions to facilitate reasoning, the capacity to cUnderstanding the language of emotions and finally the ability to managing emotions.

According to this definition, emotional skills are therefore at the heart not only of our decision-making but also of our social interactions. The more these skills are developed, the more we will be able to find how to adapt our expectations or our behaviors with others but also to do smarter choices !

3. Brain and emotional intelligence

What neural networks underlie these skills? Do we have one or two systems?

In cognitive neuroscience, we are just beginning to discover the networks that underlie these skills! The processing of our emotions involves a large brain network, with a complex architecture including the frontal and parieto-temporal areas of the cortex as well as deeper structures such as the amygdala and the sula. Moreover, the processing of our emotions and those of others are not two separate circuits, quite the contrary!

Recent research has shown that the insula—an area involved in processing our own emotions—is also involved in analysing the emotions of others ². The results of this study seem to indicate that the insular reacts “in a mirror” to the emotions of others, which means that we understand the state of others by” simulating ” in our brains, in a way.

Thus, the analysis of the emotions of others uses the same structures that we use to process our own emotions. So our brain is also wired to analyze and understand the emotions of others, so that this information influences our decisions, perceptions, motivations, and actions. These mechanisms often happen without our being aware of them and are very fast.

But while the feeling of our emotions and those of others is fundamental to our decision-making, their regulation It is just as well. We also have mechanisms that regulate these emotional perceptions.³. Emotional regulation depends crucially on our executive functions (working memory, inhibition, planning and attention control) and is based on fine connections within the frontal cortex as well as the structures Deeper like the amygdala ⁴.

4. The development of emotional intelligence?

How does our emotional intelligence develop?

This learning process is very complex and requires time to set up. This phenomenon is explained not only by genetic factors but also by our environment. Indeed, these skills depend greatly on executive functions are organized within the prefrontal cortex, and this area is one of the most late-maturing areas in our brain ⁵. But also of our educational, social and cultural context. This question of heritability (the influence of genes) on our skills as well as its interaction with the environment still fascinates scientists and we are just beginning to have some answers.

But what we are certain of is that our social brain is indeed “plastic”! Like any of our cognitive functions. With specific training, we can learn to better decode our emotions but also those of others! Indeed, numerous programs have amply demonstrated the immediate benefits of these specific workouts. Some programs consisted of an average of twenty sessions of 30 to 45 minutes and could have a positive impact ranging from 6 months to twenty years. ⁶! The positive impacts have been measured and show numerous long-term benefits, in particular on self-confidence, productivity at work or the reduction of depressive symptoms and anxiety disorders.

Cognitive science research suggests that intelligence encompasses a very broad spectrum of skills, and emotional skills are a complete part of it. Let's put emotions back to the core of our intelligence and finally define these concepts. Let's not put them aside, on the contrary, let's learn to better identify them for ourselves and for others in order to have a more detailed reading of the world around us. In a current context where collaboration and communication are key skills, whether at school, at work, or in our daily lives, Understanding the other is a necessity and no longer an option!

Key points and recommendations:

1. Emotion is a Faculty of an intelligent system, it allows us to better interact with the outside world.

2. Emotional skills correspond to how we let's identify, understand, express, listen, regulate and use our emotions as well as those of others.

3. It is possible to improve each of these skills to have interactions. rich and high-quality social networksin order to have, among other things, better physical and mental health.

4. Put the right words on how we feel, Determine what has put you in this or that state, express your emotions calmly, accept and appreciate what you are experiencing and what you are experiencing... are strategies that anyone can implement and improve over time!

Want to go further and learn to master these powerful skills, discover our programs !

References

1. Doherty, J.O. et al. Beauty in a smile: the role of medial orbitofrontal cortex in facial attractiveness. 41, 147—155 (2003).
2. Senju, A. & Johnson, M. H. The eye contact effect: mechanisms and development. Trends Cogn. Sci. 13, 127—134 (2009).
3. Heatherton, T. F. & Wagner, D. D. D., Cognitive Neuroscience of Self-Regulation Failure. Trends Cogn. Sci.15, 132—139 (2011).
4. Schaefer, S.M. et al. Modulation of Amygdalar Activity by the Conscious Regulation of Negative Emotion. 913—921 (2002).
5. Mehnert, J. et al. Developmental changes in brain activation and functional connectivity during response inhibition in the early childhood brain. Brain Dev. 35, 894—904 (2013).
6. Taylor, R.D., Oberle, E., Durlak, J.A., Durlak, J.A. & Weissberg, R.P. Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. Child Dev. 88, 1156—1171 (2017).

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