Lyusin emotional intelligence. Social and emotional intelligence
Social and emotional intelligence. From processes to measurements
Integration of academic and university psychology -
“Social and emotional intelligence. From Processes to Measurements ": Institute of Psychology RAS; Moscow; 2009
ISBN 978-5-9270-0153-8
annotation
The book highlights the most recent advances in research on mechanisms and the creation of methods for measuring social and emotional intelligence. It includes the works of leading experts in this field from Russia and other countries. The concepts of social and emotional intelligence are central to psychology because of both their theoretical significance and the rich possibilities of their application in practice. The book will be useful to a wide range of specialists in various fields of psychology and related disciplines, including practitioners working in the areas of professional selection and development, family relations, and personal growth.
Social and emotional intelligence. From processes to measurements
Edited by D. V. Lyusin, D. V. Ushakov.
The publication was carried out with the financial support of the Russian Foundation for the Humanities (RHNF), project No. 08-06-16040d
© Institute of Psychology of the Russian Academy of Sciences, 2009
Introduction
In 2004, the publishing house of the Institute of Psychology of the Russian Academy of Sciences, edited by D. V. Lyusin and D. V. Ushakov, published the book Social Intelligence: Theory, Measurement, Research. It included articles on theoretical, experimental and psychometric studies of social intelligence. Since then, interest in this issue has grown even more, which is the reason for the appearance of this book, which in a sense is a continuation of the previous one. It focuses on the latest developments in the field of social and emotional intelligence and includes articles of various genres, from theoretical to experimental-applied, written by leading experts in the field.
The appeal of the topic of emotional and social intelligence is understandable. Philosophers and psychologists have long been interested in the problem of the relationship between the emotional and cognitive spheres of the human psyche. Distinguishing these spheres and even abstracting from one of them when considering the other turns out to be productive both for philosophical constructions and when conducting empirical psychological research. At the same time, almost all authors admit that in fact these two spheres are inseparable and at any moment of human life both cognitive and emotional processes work. It is more accurate to say not even about the joint functioning of two types of processes, but about the fact that any mental process has cognitive and emotional aspects. At the same time, in the set of theoretical concepts that psychologists traditionally operate on, there is a gap between the emotional and cognitive spheres of the psyche. From this point of view, the concepts of social and emotional intelligence turn out to be especially important and relevant, since they are at the intersection of the study of cognitive and emotional phenomena. It seems that they have serious potential in terms of the synthesis of emotions and cognitions at a theoretical level.
In experimental psychology, interest in the relationship between cognitive and emotional-motivational processes began to manifest itself especially clearly since at least the 1940s, when the New Look movement arose in the psychology of perception. Since then accumulated a large number of data and proposed a number of theoretical models showing how the emotional states of a person or the emotional coloring of the processed material affect perception, attention, memory, thinking. At the same time, in the psychology of emotions of recent decades, special attention has been paid to cognitive factors that determine what emotions and how will be experienced by a person. Social and emotional intelligence research fits well into these areas of psychology, on the one hand, based on their results, on the other hand, contributing to their further development.
The topic of emotional and social intelligence also seems to be important from a practical point of view. The experience of everyday life tells psychologists that a good understanding of emotions and various social conflicts allows people to be in harmony with themselves, to succeed in their professional activities and to be happy in their personal lives. It seems possible that in all of these areas, emotional and social intelligence is as important, and often more important, than general intelligence. Although empirical evidence does not always support this conjecture, it continues to attract researchers.
What changes have occurred in the Russian-language psychology of social and emotional intelligence in the five years since the publication of the previous book? A comparative analysis of the two books testifies, on the one hand, to quite serious progress, and on the other, to a change in emphasis.
The book of 2004 is a designation of the first steps of Russian science in terms of researching the individual characteristics of social and emotional intelligence. In that book, three main things were actually done: the methods for measuring social and emotional intelligence created and used in Russia by that time were presented, studies of the processes of processing social and emotional information were involved, and a conceptual framework for understanding the problem was proposed. It can be stated that the current book records a significant change. It reports on the development of a number of new and improvement of existing measurement methods. The adaptation of well-known foreign methods (test for emotional intelligence MSCEIT, test for emotional creativity of Averill) was carried out. Thus, the methodological repertoire of the Russian researcher is expanding. However, more importantly, the book marks the beginning of a fairly widespread use of methods for assessing emotional and social intelligence in connection with indicators of personal achievements and positions of a person - leadership, self-actualization, emotional reactions to injustice, etc. the development of which was reported in a previous book, such as the EMIn questionnaire. Interestingly, in the domestic works reflected in the book, emotional and social intelligence are often significantly associated with indicators of real life. Among Western colleagues, these connections look much more modest.
The range of works devoted to the mechanisms of social and emotional cognition has expanded. This book presents research on the processing of emotional and social information, ontogenesis, and even psychophysiological mechanisms.
The major shift in emphasis reflected in the new book is a shift in the balance between works on social intelligence and emotional intelligence in favor of the latter. It should be noted that the trend of growing interest in emotional intelligence in Russian science corresponds to the global trend, albeit with some delay. Figure 1 shows the rise in publications on social and emotional intelligence and social and emotional cognition since 1960–2006.
Rice. one. Dynamics of publications in the period 1960-2006
The first thing that catches your eye is that the volume of publications in all four areas has grown dramatically. Closer analysis reveals, however, that growth in the four regions has not been uniform. Initially, research on social intelligence and social cognition prevailed, with work on emotional cognition only appearing in the 1980s and on emotional intelligence in the 1990s. However, by the turn of the century, the situation had changed significantly: if the number of studies of emotional cognitions, although growing rapidly, had not yet reached the level of studies of social cognitions, then emotional intelligence became many times more popular topic than social intelligence. It may be recalled that J. Meyer and P. Salovey introduced emotional intelligence as part of the social intelligence. Nowadays, research on this part is being conducted more intensively than research on all other parts combined.
A similar trend is observed in Russian psychology. This book presents empirical research that has been carried out mainly using methods for diagnosing emotional intelligence. Until recently, quite popular methods aimed at studying social intelligence are fading into the background.
So, we can state that the domestic psychology of social and emotional intelligence is evolving and moving in approximately the same direction as the Western one. What to expect next? What can we hope to see in a similar book if it comes out in another five years, in 2014? The optimal scenario would seem to include progress in three areas: developing new techniques, understanding the role of emotional and social intelligence in life, and exploring its mechanisms. Moreover, in all these areas, progress is desirable not so much in breadth as in depth.
I would like to see a transition from quantitative accumulation to qualitative improvement in terms of methods. This requires an awareness of the fact that modern techniques Emotional intelligence measurements are actually variations on two topics — task tests and questionnaires — and neither are wholly satisfactory. Since adequate operationalization is a condition for reliable conclusions regarding any construct, the successful development of the psychology of emotional and social intelligence is hardly possible without the creation of fundamentally new diagnostic approaches.
In terms of understanding the role of emotional and social intelligence in life, we can expect movement in two opposite directions. On the one hand, optimism about the predictive ability of emotional intelligence may diminish as we learn to control other variables — personality and general intelligence. Indeed, if correlations of emotional intelligence with professional achievement are found, for example, they may be due to third variables (such as intelligence or personality traits of the Big Five) that correlate with emotional intelligence and determine professional success. Controlling plausible candidates for the role of these third variables is an important condition for the correctness of such studies. On the other hand, the development of new diagnostic methods may lead researchers to find stronger relationships between emotional intelligence and achievements in life. In all cases, it is necessary to move from a simple correlative understanding of the relationship between emotional intelligence and life success a person to a more complex one, in which the role of emotional intelligence is mediated by the type of life situations through which a person has to go through, the experience he has received, etc.
Finally, it is fundamentally important to advance in understanding how social and emotional intelligence works. In our rational age, we tend to view emotions as some kind of not very necessary accompaniment of cognitive activity, and sometimes even preventing rational problem solving. If so, then emotional intelligence is something quite secondary. To give emotional intelligence its proper place, it is necessary to rethink the role of emotions in people's lives.
D. V. Lyusin
D. V. Ushakov
The questionnaire is based on the interpretation of EI (emotional intelligence) as the ability to understand one's own and other people's emotions and manage them. The ability to understand emotions means that a person can recognize an emotion, i.e. to establish the very fact of having an emotional experience in oneself or another person; can identify an emotion, that is, establish what kind of emotion he or another person is experiencing, and find a verbal expression for it; understands the reasons that caused this emotion, and the consequences to which it will lead.
Purpose - diagnostics of various aspects of emotional intelligence. In the structure of EI, the following are distinguished:
- 1) interpersonal EI (MEI) - understanding the emotions of other people;
- 2) intrapersonal EI (VEI) - understanding one's own emotions, managing them;
- 3) PE - the ability to understand one's own and others' emotions;
- 4) UE - the ability to manage your own and other people's emotions.
Students - members of our sample were asked to fill out a questionnaire consisting of 46 statements (see Appendix # 1). It was necessary to read carefully each statement and put a cross (or tick) in the column that best reflects their opinion.
To calculate points, the answers of the subjects are coded according to the following scheme:
- * for direct key assertions:
- - "I do not agree at all" - 0 points;
- - “rather, I do not agree” - 1 point;
- - "rather, I agree" - 2 points:
- - “completely agree” - 3 points;
- * for reverse key assertions:
- - "I do not agree at all" - 3 points;
- - “rather, I do not agree” - 2 points;
- - “rather, I agree” - 1 point;
- - "completely agree" - 0 points.
The values for the MEI, VEI, PE and UE scales are obtained by summing the corresponding subscales:
MEI = MP + MU;
VEI = VP + VU + VE;
PE = MP + VP;
UE = MU + VU + VE.
After calculating the values on the indicated scales, we have the results shown in Table 4. Also, for scientific accuracy, we created the following bar diagrams, built on all "EI" scales.
Table 4. "Results for the test" Emotional intelligence ""
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1. Danil B. |
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2. Sophia G. |
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3. Marat G. |
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4. Ruslan G. |
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5. Alena Z. |
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6. Cyril K. |
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7. Milena K. |
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8. Nikita K. |
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9. Nikita K. |
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10. Daniel L. |
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11. Daniel L. |
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12.Andrey M. |
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13. Irina M. |
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14. Julia M. |
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15. Julia N. |
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16. Daniel P. |
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17. Katya P. |
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18. Sasha P. |
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19. Lena P. |
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20. Artem P. |
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21. Misha P. |
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22. Alyosha R. |
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23. Pavel S. |
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24. Vanya S. |
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25. Gleb S. |
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26.Sasha T. |
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27. Masha Sh. |
This diagram shows that on the scale of interpersonal EI (MEI - understanding the emotions of other people) high value(47 - 52) have 3 people, average value (40 - 46) - 6 people, low value (35 - 39) - 5 people, very low value (0 - 34) - 13 people.
This diagram shows that, according to the intrapersonal scale (VEI - understanding one's own emotions, managing them), 2 people have a very high value (55 and higher), 2 people have a high value (48 - 54), and an average value (39 - 47) - 13 people, low value (34 - 38) - 7 people, very low value (0 - 33) - 3 people.
This diagram shows that on the PE scale (the ability to understand one's own and other people's emotions), 8 people have an average value (40 - 47), a low value (35 - 39) - 4 people, a very low value (0 - 34) - 15 Human.
This diagram shows that according to the UE scale (the ability to control one's own and other people's emotions) 3 people have a very high value (54 and higher), a high value (48 - 53) - 4 people, an average value (40 - 47) - 13 people, low value (34 - 39) - 3 people, very low value (0 - 33) - 4 people.
Test "Emotional Intelligence" D. Lyusin
The author of the methodology proceeded from the definition of emotional intelligence (hereinafter - EI) as the ability to understand and manage emotions, both their own and those of others. It seems that it is better to interpret emotional intelligence precisely as a cognitive ability and not include in it (as is done in some models) personality traits that may contribute to a better or worse understanding of emotions, but at the same time are not themselves components of EI. An analogy is relevant here with personality traits that can influence the results of general intelligence tests (for example, persistence, optimism), but nevertheless are not included in the structure of intellectual abilities.
Description of the main scales and subscales of the EMIN questionnaire
MEI scale (interpersonal EI). The ability to understand and manage other people's emotions.
VEI scale (intrapersonal EI). The ability to understand and manage your own emotions.
PE scale (understanding emotions). The ability to understand your own and others' emotions.
UE scale (emotion management). The ability to manage your own and others' emotions.
MP subscale (understanding other people's emotions). The ability to understand the emotional state of a person on the basis of external manifestations of emotions (facial expressions, gestures, sound of a voice) and / or intuitively; sensitivity to internal states other people.
MU subscale (management of other people's emotions). The ability to evoke certain emotions in other people, to reduce the intensity of unwanted emotions. Perhaps a tendency to manipulate people.
EP subscale (understanding your emotions). The ability to be aware of their emotions: their recognition and identification, understanding the causes of their occurrence, the ability to verbal description.
Subscale VU (managing your emotions). The ability and need to manage your emotions, evoke and maintain desirable emotions and keep unwanted ones under control.
SE subscale (expression control). The ability to control the external manifestations of their emotions.
To calculate points, the answers of the subjects are coded according to the following scheme. For statements with a direct key: do not agree at all - 0, rather disagree-1, rather agree - 2, completely agree - 3; for statements with the opposite key: do not agree at all - 3, rather disagree - 2, rather agree - 1, completely agree - 0.
The values for the MPEI and VEI scales are obtained by simply summing the corresponding subscales:
MEI = MP + MU
VEI = VP + VU + VE
Another way to summarize the subscales gives two more scales - PE and UE:
PE = MP + VP; UE = MU + VU + VE
M. Hall's method
The methodology is proposed to identify the ability to understand personality relationships, represented in emotions, and to manage the emotional sphere on the basis of decision-making. It consists of 30 statements and contains 5 scales:
emotional awareness;
managing your emotions (rather, emotional appeasement, emotional non-righteousness);
self-motivation (rather, just arbitrary control of your emotions, excluding paragraph 14);
recognition of the emotions of other people (rather, the ability to influence the emotional state of other people).
Partial emotional intelligence levels according to the sign of the results:
14 and more - high;
8-13 - medium;
7 or less - low.
The integrative level of emotional intelligence, taking into account the dominant sign, is determined by the following quantitative indicators:
70 and more - high;
40 - 69 - medium;
39 or less - low.
During the study, the Mann-Whitney test was applied.
The Mann-Whitney U test is used to assess the differences between two small samples (n1, n2? 3 or n1 = 2, n2? 5) in terms of the level of a quantitatively measured trait. In this case, the first sample is considered to be the one where the value of the feature is greater.
Null hypothesis H0 = (the level of the feature in the second sample is not lower than the level of the feature in the first sample); alternative hypothesis- H1 = (the level of the characteristic in the second sample is lower than the level of the characteristic in the first sample).
Consider the algorithm for applying the Mann-Whitney U-test:
1. Transfer all the data of the subjects to individual cards, marking the cards of the 1st sample with one color, and the 2nd with another.
2. Arrange all the cards in a single row according to the degree of increase of the sign and rank in that order.
3. Re-arrange the cards by color into two groups.
5. Determine the larger of the two rank sums.
6. Calculate the empirical value of U:
where is the number of subjects in the sample (i = 1.2), is the number of subjects in the group with a larger sum of ranks.
7. Set the significance level b and, using a special table, determine the critical value Ucr (b). If, then H0 at the selected significance level is accepted.
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Transcript
1 1 New technique for measuring emotional intelligence: questionnaire EmIn D. V. Lyusin Published in: Psychological diagnostics C In the psychology of intelligence, attempts have been made for a long time, along with traditionally distinguished intellectual abilities, to find new ones that would be directly related to solving social and personal problems that a person faces in the course of his life. In 1920, E. Thorndike formulated a three-component model of intelligence, which includes the ability to understand and operate with ideas (abstract intelligence), specific objects (mechanical intelligence), and people (social intelligence). So the concept of social intelligence was introduced into psychology, which was defined by E. Thorndike as “the ability to understand people and control them, to act rationally in human relations"(Thorndike, 1920, p. 228). Other leading specialists in the field of psychology of intelligence, such as C. Spearman, D. Wexler, P. Vernon, J. Guilford, also argued in one form or another that understanding the behavior of other people and oneself should stand out as a separate intellectual ability. Of more modern approaches this kind can be called H. Gardner's theory of multiple intelligences, within the framework of which intrapersonal and interpersonal intelligence is distinguished (Gardner, 1983). Unfortunately, the constructs associated with the ability to understand social interactions and intrapersonal processes turned out to be difficult from the point of view of their operationalization and differentiation from traditional forms of intelligence. Thus, on the basis of data on a significant intersection of social intelligence with verbal abilities L. Cronbach (1970) came to the conclusion that research in this area is futile. Nevertheless, in the last decade, an increasing number of works devoted to one of the abilities of this kind of emotional intelligence (EI) began to appear in the scientific and popular literature. In a broad sense to the emotional
2 2 intelligence includes the ability to recognize, understand emotions and manage them; I mean both the subject's own emotions and the emotions of other people (Goleman, 1995; Matthews, Zeidner, Roberts, 2003; Mayer, Salovey, 1997; Lyusin, 2004). The wide interest in EI indicates that this concept fits well with the ideas of everyday psychology, intuitively seems promising for solving applied psychological problems, expands the existing ideas about the diversity of human abilities, thereby enriching scientific psychology. The first and best-known EI model in scientific psychology was developed by Peter Salovey and John Mayer; they also introduced the term "emotional intelligence" into psychology. They defined EI as “the ability to track one's own and other people's feelings and emotions, distinguish between them and use this information to guide thinking and action” (Salovey, Mayer, 1990, p. 189). EI was interpreted as a complex construct consisting of three types of abilities: (1) identification and expression of emotions, (2) regulation of emotions, (3) use of emotional information in thinking and acting. Later, Salovey and Mayer refined and refined the proposed model (Mayer, Salovey, 1997; Caruso, Mayer, Salovey, 2002). This revised version of the model is based on the idea that emotions contain information about a person's connections with other people or objects (Mayer et al., 2001). Otherwise, one could say that they "inform" a person about the nature of these connections. At the same time, connections can be not only actual, but also remembered and even imaginary. Changing connections with other people and objects leads to a change in the emotions experienced about this. In the light of these ideas, EI is interpreted as the ability to process information contained in emotions: to determine the meaning of emotions, to identify their connections with each other, to use emotional information as a basis for thinking and decision-making. Analysis of the abilities associated with the processing of emotional information allowed Salovey and Mayer to distinguish four components of EI. These components are arranged in a hierarchy, the levels of which, according to the authors' assumption, are mastered sequentially in ontogenesis. Each component concerns both a person's own emotions and those of others: (1) identification
3 3 emotions, (2) using emotions to increase the efficiency of thinking and acting (3) understanding emotions, (4) managing emotions. In the 1990s, other models also emerged that presented a slightly different view of EI. D. Goleman (1995) based his model on the early ideas of Salovey and Mayer (Salovey, Mayer, 1990), but added several more components to their highlighted components, namely enthusiasm, persistence and social skills. Thus, he combined the cognitive abilities that were included in the Salovey and Mayer model with personal characteristics. Thanks to the popularity of Goleman's book "Emotional Intelligence", his model has gained great popularity not only among psychologists, but also in wider circles. R. Bar-On's model (Bar-On, 1997) gives a very broad interpretation of the concept of EI. He defines EI as all non-cognitive abilities, knowledge and competence that enable a person to successfully cope with various life situations (after: Sternberg, 2002, p. 88). R. Bar-On identified five areas of competence that can be identified with the five components of EI; each of these components consists of several subcomponents: 1. Self-awareness: awareness of one's emotions, self-confidence, self-respect, self-actualization, independence. 2. Skills interpersonal communication: empathy, interpersonal relationships, social responsibility. 3. Ability to adapt: problem solving, connection with reality, flexibility. 4. Management of stressful situations: resistance to stress, control over impulsivity. 5. Prevailing mood: happiness, optimism. The development of EI models can be described as follows. The model of Salovey and Mayer, which emerged first, included only cognitive abilities associated with the processing of emotional information. Then there was a shift in the interpretation of the concept towards strengthening the role of personal characteristics... An extreme expression of this tendency can be considered the Bar-On model, which generally refuses to attribute cognitive abilities to EI. The validity of this approach is questionable, since the concept of EI becomes completely metaphorical. In psychology, intelligence is always understood (no matter what
4 4, its form was not discussed and no matter what theoretical positions this or that author adhered to), some cognitive characteristic associated with information processing. If EI is interpreted as an exclusively personal characteristic, then the very use of the term "intellect" becomes unjustified. The variety of EI models that have appeared in the last decade has made it necessary to classify them. Two attempts of this kind are most noteworthy. J. Mayer, D. Caruso and P. Salovey (Mayer, Caruso, Salovey, 1999) proposed to distinguish between ability models and mixed models. The first type includes their own model that treats EI as a cognitive ability, and the second type includes models that treat EI as a combination of cognitive abilities and personal characteristics. K.V. Petrides and E. Furnham (2000) made a slightly different distinction, which they consider broader: EI as an ability (they call it ability EI or information-processing EI) and EI as a trait (trait EI). They argue that the nature of the model is determined not so much by theory as by the methods used to measure the construct. EI as a trait is associated with an assessment of the stability of behavior in different situations, therefore, questionnaires can be used to measure it. EI as an ability refers to the traditional psychology of intelligence, therefore, to measure it, tasks similar to those of intellectual tests are most adequate. Thus, there are two main approaches to measuring EI. Sharp debates are unfolding around them in modern literature. Critics of the use of "objective" tests, consisting of items with one correct answer, by analogy with traditional intelligence tests, note that the main difficulty of this approach is the lack of convincing grounds for determining the correct answer. For example, what is the basis for asserting what emotion the character of the story or the person depicted in the photograph is experiencing? To answer questions of this kind, it is proposed to use the following approaches: - expert assessments (but many authors believe that there is no convincing criterion for selecting experts in this area),
5 5 - estimates of the majority of subjects (but this contradicts the very idea of tests of intelligence and abilities, especially in the case of difficult tasks, with which a smaller part of the sample must cope), - the opinion of the developers test items, for example, actors who imitate emotions when creating test material, or artists who create images with certain emotions (but it is doubtful that actors or artists depict emotions accurately enough, in addition, it is highly likely that they exaggerate and stereotype them, that reduces the environmental validity of the test material). The problem of choosing the correct answer remains unresolved, while different ways of solving it on the material of the same test often give results that are poorly consistent with each other (Roberts, Zeidner, Matthews, 2001). Another methodological approach to measuring EI is to use questionnaires. Its main drawback is reliance on self-report, which contradicts the attempt to measure EI as one of the types of intellectual abilities. One of the problems with using EI questionnaires is that they tend to correlate weakly with intelligence tests and much more closely with personality questionnaires. In this regard, critics have suggested that EI questionnaires measure nothing more than some combination of personality traits. More detailed analysis The psychometric properties of the methods representing these two approaches to measuring EI shows that they are weakly correlated with each other, and the patterns of their correlations with the methods measuring other constructs do not coincide enough (Roberts, Matthews, Seidner, Lusin, 2004). Therefore, it can be assumed that these two types of techniques measure either quite different constructs altogether, or, at best, different sides of EI. It seems that in the current situation, it is optimal to use simultaneously different methodological approaches for evaluating EI in practical and research work. In Russian psychology, there are still no standardized methods for measuring EI. The present work contributes to filling this gap; it is devoted to the presentation of the EMIn questionnaire, developed on the Russian sample for measuring emotional intelligence. Early stages
6 6 of its developments have already been described earlier (Lioussine, 2003; Lyusin, Maryutina, Stepanova, 2004). The questionnaire is based on the interpretation of EI as the ability to understand one's own and other people's emotions and manage them. The ability to understand emotions means that a person can recognize an emotion, that is, establish the very fact that he or another person has an emotional experience; can identify an emotion, that is, establish what kind of emotion he or another person is experiencing, and find a verbal expression for it; understands the reasons that caused this emotion, and the consequences to which it will lead. The ability to manage emotions means that a person can control the intensity of emotions, especially muffling overly powerful emotions; can control external expression emotions; can, if necessary, voluntarily cause this or that emotion. Both the ability to understand and the ability to manage emotions can be directed both to one's own emotions and to the emotions of other people. Therefore, we can talk about intrapersonal and interpersonal EI. These two options involve the actualization of different cognitive processes and skills, however, presumably, they should be related to each other. Thus, in the structure of EI, two “dimensions” are a priori distinguished, the intersection of which gives four types of EI (Table 1). A more detailed theoretical model underlying the Emin questionnaire is presented in (Lyusin, 2004). Tab. 1. A priori structure of emotional intelligence, underlying the Emin questionnaire Understanding Emotions Emotion management Interpersonal EI Understanding other people's emotions Managing other people's emotions Intrapersonal EI Understanding your emotions Managing your emotions To create the EMI questionnaire, statements were developed for each type of EI. Preliminary versions of the questionnaire were conducted on several hundred
7 7 subjects. A series of factor-analytical procedures showed that five factors are more or less consistently distinguished, in general corresponding to the proposed structure. In the final form, the Emin questionnaire consists of 46 statements, in relation to which the subject must express the degree of his agreement using a four-point scale (I do not agree at all, rather disagree, rather agree, completely agree). These statements are combined into five subscales, which, in turn, are combined into four scales of a more general order (Table 2). Tab. 2. The structure of the questionnaire Emin PE: understanding emotions UE: managing emotions MEI: interpersonal EI MP: understanding other people's emotions ME: managing other people's emotions VEI: intrapersonal EI VP: understanding one's emotions VU: managing one's emotions SE: controlling expression Description of the main scales and subscales questionnaire Emin Scale MEI (interpersonal EI). The ability to understand and manage other people's emotions. VEI scale (intrapersonal EI). The ability to understand and manage your own emotions. PE scale (understanding emotions). The ability to understand your own and others' emotions. UE scale (emotion management). The ability to manage your own and others' emotions. MP subscale (understanding other people's emotions). The ability to understand the emotional state of a person on the basis of external manifestations of emotions (facial expressions, gestures, sound of a voice) and / or intuitively; sensitivity to the inner states of other people. MU subscale (management of other people's emotions). The ability to evoke certain emotions in other people, to reduce the intensity of unwanted emotions. Perhaps a tendency to manipulate people.
8 8 EP subscale (understanding your emotions). The ability to be aware of their emotions: their recognition and identification, understanding of the reasons, the ability to verbal description. Subscale VU (managing your emotions). The ability and need to manage your emotions, evoke and maintain desirable emotions and keep unwanted ones under control. SE subscale (expression control). The ability to control the external manifestations of their emotions. To calculate points, the answers of the subjects are coded according to the scheme "do not agree at all" - 0, "rather disagree" - 1, "rather agree" - 2, "completely agree" - 3 for statements with a direct key and "do not agree at all" - 3 , "Rather disagree" - 2, "rather agree" - 1, "strongly agree" - 0 for reverse key statements. The values for the MPEI and VEI scales are obtained by simply summing the corresponding subscales: MPEI = MP + MU VEI = VP + VU + VE Another way of summing subscales gives two more scales for PE and UE: PE = MP + VP UE = MU + VU + VE Psychometric the analysis of the EmIn questionnaire was carried out on 218 subjects. This sample consisted of 187 students of universities in Moscow and Veliky Novgorod, trained in the specialties of "psychologist" and "manager", and 31 specialists in various fields.1 It included 62 (28%) male subjects and 156 (72%) female subjects , the average age of the subjects was 21.8 years. To assess the reliability of EMIn, the internal consistency indices of Cronbach's α were calculated for all scales and subscales (Table 3). Internal consistency of the main scales is 0.80 and higher, which is quite high for questionnaires. Internal consistency of subscales is several 1 I am grateful to N.D. Mikheeva, E.A. Valueva and Yu.E. Kravchenko for help with data collection.
9 9 is lower (around 0.7), but it can also be considered satisfactory, with the exception of the SE subscale (0.51). Scale, subscale Tab. 3. Psychometric characteristics of scales and subscales of the Emin questionnaire Number of statements Mean Standard deviation MEI (interpersonal 22 44.3 6.97 0.82 EI) VEI (intrapersonal 24 43.3 8.72 0.81 EI) PE (understanding of emotions ) 22 43.8 7.41 0.80 UE (control of emotions) 24 43.8 8.05 0.80 MP (understanding of strangers 12 24.6 4.10 0.69 of emotions) MC (control of strangers 10 19.8 3.98 0.73 emotions) EP (understanding one's own 10 19.3 4.58 0.71 emotions) VL (managing one's own 7 13.7 3.15 0.69 emotions) CE (controlling expression) 7 10.4 3 , 28 0.51 Cronbach's α Factor analysis was carried out to study the internal structure of the questionnaire and its correspondence to the proposed scales. The factors were identified by the method of principal components. The measure of the sampling adequacy KMO was 0.790, the significance of the Bartlett sphericity coefficient was less than 0.001. This testifies to the high reliability of the calculation of the correlation matrix. The graph of the eigenvalues of the factors is shown in Fig. 1. Visual analysis allows us to distinguish two breaks of the curve, on which its steepness is smoothed out on the third and sixth factors, therefore, for meaningful analysis, 2-factor and 5-factor solutions were chosen. The rotation of the factors was carried out using the varimax method. Rice. 1. Graph of eigenvalues of factors.
10 Eigenvalue 10 8 Scree Plot Component Number The results of the 2-factor solution are presented in Table. 4 and 5. The first two factors explain 23% of the variance. Factor load analysis shows that these two factors exactly correspond to the scales of intrapersonal and interpersonal EI. According to the first factor, high loads have statements related to all three subscales included in the VEI, according to the second, according to both subscales included in the MEI. Tab. 4. Results of 2-factor solution Factors Eigenvalues Before rotation Percentage of explained variance Cumulative percentage of explained variance Eigenvalues After rotation Percentage of explained variance Cumulative percentage of explained variance 1 7.510 16.327 16.327 5.368 11.669 11.160 6.869 23.195 5.302 11.527 23.195 Tab. 5. Matrix of factorial loads after rotation, 2-factor solution. Loads with an absolute value greater than 0.4 are presented. approval Subscale and key Factors 1 VEI 2 MEI 1 mp +, 522 2 mu- 3 mp +, 573 4 vu + -, 427 5 mu- -, 407 6 ve-, 472 7 vp + 8 vp- 9 mu +, ve -
11 11 11 mp +, vu- 13 mp +, vp + -, mu +, ve- 17 mu +, vp-, ve + 20 mp +, ve + -, vp-, ve + -, mu + 25 vu + 26 vp + 27 mp +, vu + -, mp +, mu- -, vp- 32 mp +, vu-, mp +, vp- 36 mu +, vu + -, mp- -, ve-, mu- 41 vp-, mp- 43 vu- 44 mu- 45 vp-, mp- Similarly in the table. 6 and 7 show the results of a 5-factor solution. The first five factors explain 37% of the variance, and their content corresponds with high accuracy to the five subscales of the MP, VP, MU, VE and VU questionnaire. The highest loads on each factor have the statements included in the corresponding subscale. Exceptions are rare, and factor loads in these cases, as a rule, are not high (these factor loads are in italics in Table 7). Tab. 6. Results of 5-way solution Factors Eigenvalues Before rotation Percentage of explained variance Cumulative percentage of explained variance Eigenvalues After rotation Percentage of explained variance Cumulative percentage of explained variance
12 12 1 7.510 16.327 16.327 4.112 8.939 8.160 6.869 23.195 3.925 8.532 17.338 5.082 28.278 3.387 7.363 24.215 4.815 33.092 3.202 6.961 31.757 3.820 36.913 2.354 5.118 36.913 Tab. 7. Matrix of factorial loads after rotation, 5-factor solution. Loads with an absolute value greater than 0.4 are presented. approval Subscale and key Factors 1 MP 2 VP 3 MU 4 VE 5 VU 1 mp +, 530 2 mu-, 613 3 mp +, 626 4 vu +, 614 5 mu-, 448 6 ve-, 418 7 vp + 8 vp -, 455 9 mu + -, ve-, mp +, vu- 13 mp +, vp + -, mu + -, ve-, mu + -, vp-, ve + -, mp +, ve + -, vp -, ve + -, mu + 25 vu +, vp + -, mp +, vu + 29 mp +, mu- -, vp- 32 mp +, vu- -, mp +, vp-, mu + -, vu + -, mp- -, ve-, mu-, vp-, mp- -, vu- 44 mu-, 532
13 13 45 bp-, mp-, 472 Interpretation of results factor analysis shows that the internal structure of the analyzed set of statements is not very strong, but easily lends itself to meaningful interpretation, fully consistent with the a priori structural model of EI, which was the basis for the development of the EMI questionnaire. The vast majority, although not all statements from each subscale have high loads on their respective factor. However, it should be borne in mind that the purpose of factor analysis in this case was to study the internal structure of the questionnaire, but not to decide which statements to include in which scale. The sufficiently high internal consistency of the subscales shows that the inclusion of statements with low loads in them according to the factors corresponding to them was legitimate. External validation of this version of the EmIn questionnaire has not yet been carried out, although there is some data on the validity of the preliminary working version, which, according to the set of statements, was very close to the final one and differed in a slightly different set of subscales. It has been shown that actors and vocalists have significantly more high scores on the interpersonal EI and the "Expression control" subscale; interpersonal EI positively correlates with V.P. Morozov and an experimental technique for measuring the emotional expressiveness of speech (r = 0.26, p< 0,01 и r = 0,21, p < 0,01, соответственно), а субшкала «Контроль экспрессии» с этими же двумя методиками коррелирует отрицательно (в обоих случаях r = -0,18, p < 0,05) (Есин, 2006). В исследовании Т. Суворовой, проведённом под руководством Ю.Е. Кравченко, было получено, что шкалы межличностного и внутриличностного ЭИ значимо положительно коррелируют с точностью распознавания негативных эмоций по фотографиям. В настоящем виде опросник ЭмИн обладает достаточно высокой надёжностью, однако для дальнейшего психометрического обоснования требуются исследования его валидности. Валидизация методик на измерение ЭИ сталкивается с рядом проблем. В частности, довольно трудно выбрать внешний критерий, свидетельствующий о высоком или низком развитии эмоционального интеллекта. Одним из подходов может быть успешность профессиональной деятельно-
14 14 sti. It is reasonable to assume that if a person is successful in professional activities closely related to communication with other people, understanding their emotional states and the ability to influence them, then his EI should be better developed than unsuccessful representatives of the same profession or representatives of other professions. not related to communication. Another approach may consist in comparing the Emin scores with the success of the subjects in performing various tasks to understand others' and their own emotions. A serious difficulty in validating any EI questionnaire is that the scores obtained are based on the self-report of the subjects. One of the sources of bias in the results may be the subjective importance of EI for the subject. For example, one might expect that professional psychologists, consciously or unconsciously, will overestimate their results, since for them EI seems to be a professionally important quality. At the current stage of development, the EMIN questionnaire can be used for research purposes. Its application for the purposes of applied psychodiagnostics will become possible after a complete psychometric justification.
15 15 Literature Esin I.B. Specificity of emotional hearing and emotional expressiveness of speech in representatives of various professions. Dissertation for competition academic degree candidate psychological sciences... M., Lyusin D.V. Contemporary views on emotional intelligence // Social intelligence: Theory, measurement, research / Ed. D.V. Lyusina, D.V. Ushakov. Moscow: Institute of Psychology RAS, S. Lyusin D.V., Maryutina O.O., Stepanova A.S. The structure of emotional intelligence and the relationship of its components with individual characteristics: empirical analysis // Social intelligence: Theory, measurement, research / Ed. D.V. Lyusina, D.V. Ushakov. Moscow: Institute of Psychology RAS, S Roberts R.D., Matthews J., Zaydner M., Lyusin D.V. Emotional intelligence: problems of theory, measurement and practical application // Psychology. Journal of the Higher School of Economics. T. 1, 4, S Sternberg R.J. and other Practical intelligence. SPb .: Peter, Bar-On R. The Bar-On Emotional Quotient Inventory (EQ-i): Technical Manual. Toronto: Multi-Health Systems, Caruso D.R., Mayer J.D., Salovey P. Relation of an ability measure of emotional intelligence to personality // Journal of Personality Assessment V. 79. P Cronbach L. J. The essentials of psychological testing (3rd Ed.). New York: Harper & Row, Gardner H. Frames of mind. New York: Basic Books, Goleman D. Emotional intelligence. New York: Bantam Books, Lioussine D. Components of emotional intelligence and their relations with personality traits and gender // Psychology in dialogue with related disciplines. 8th European Congress of Psychology. Wien: European Federation of Psychologists "Associations, Matthews G., Zeidner M., Roberts R. D. Emotional intelligence: Science and myth. Cambridge, MA: MIT Press, 2003.
16 16 Mayer J.D., Caruso D.R., Salovey P. Emotional Intelligence meets traditional standards for an intelligence // Intelligence V. 27. P Mayer J.D., & Salovey P. What is emotional intelligence? // P. Salovey, D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators. New York: Basic, Mayer JD, Salovey P., Caruso DR, Sitarenios G. Emotional intelligence as a standard intelligence // Emotion V. 1. P Petrides KV, Furnham A. On the dimensional structure of emotional intelligence // Personality and Individual Differences V. 29. P Roberts RD, Zeidner M., Matthews G. Does emotional intelligence meet traditional standards for an intelligence? Some new data and conclusions // Emotion V. 1. P Salovey P., Mayer J.D. Emotional intelligence // Imagination, Cognition, and Personality V. 9. P Thorndike E. L. Intelligence and its uses // Harper's Magazine P
17 17 Appendix Text of the questionnaire EmIn Approval Subscale Key 1. I notice when close person worries, even if MP + he (she) tries to hide it 2. If a person takes offense at me, I don't know how to restore MU - with him a good relationship 3. It is easy for me to guess about a person's feelings by the expression of MP + his face 4. I know well what to do to improve my mood VU + 5. I usually cannot influence the emotional MU - the state of my interlocutor 6. When I get annoyed, then I can't help myself and say VP - everything I think 7. I understand well why I like or dislike VP + certain people 8. I don't immediately notice when I start to get angry VP - 9. I can improve the mood of others MU If I am fond of conversation, then I speak too loudly VE - and I actively gesticulate 11. I understand the state of mind of some people without MT + words 12. In an extreme situation I cannot, with an effort of will, take VU - myself 13. I easily understand facial expressions and gestures of other people MP When I am angry, I know why UR I know how to cheer up a person in a difficult MU + situation 16. People around me think I am too emotional. condition 1 8. It can be difficult for me to describe how I feel in relation to EP - to others 19. If I am embarrassed when communicating with strangers, IE +, then I can hide it 20. Looking at a person, I can easily understand his emotional MT + state 21. I control the expression of feelings on my face VE It happens that I do not understand why I am experiencing one or another feeling 23. In critical situations I can control the expression of my emotions VE +
18 If necessary, I can anger the person MU When I feel positive emotions, I know how to support this state 26. As a rule, I understand what emotion I am experiencing. I know how to calm down if I am angry. VU You can determine how a person feels by simply listening to MP + the sound of his voice 30. I do not know how to control the emotions of other people MU I find it difficult to distinguish between guilt and shame. feel my acquaintances MP I find it difficult to cope with a bad mood WU If you closely follow the expression on a person's face, MP +, you can understand what emotions he hides 35. I cannot find words to describe my feelings to friends of VP I manage to support people who share with MU + me with my experiences 37. I know how to control my emotions VU If my interlocutor starts to get irritated, I sometimes MP - I notice it too late 39. It is easy to guess from the intonations of my voice to think that SE - I feel 40. If a loved one cries, I get lost MU I have fun or sadness for no reason VP I find it difficult to foresee the change in mood of the surrounding MP - I have people 43. I do not know how to overcome fear VU It happens that I want to support a person, but he doesn’t MU - he feels, does not understand 45. I have feelings that I can’t accurately define VP I don’t understand why some people are offended by me MP -
19 19 Answer form Gender Age Occupation (study profile) You are invited to fill out a questionnaire consisting of 46 statements. Read each statement carefully and tick (or tick) the box that best reflects your opinion. statements Strongly disagree Rather disagree Rather agree Strongly agree statements Strongly disagree Rather disagree Rather agree Strongly agree
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MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION TOMSK STATE UNIVERSITY LANGUAGE AND CULTURE Collection of articles of the XXVII International Scientific Conference (October 26 28, 2016) Executive Editor
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Ministry of Education and Science Russian Federation Federal State Budgetary educational institution higher education "Saratov National Research State University
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Diagnostics of emotional creativity: adaptation of the questionnaire of J. Averill E. A. Valueva The concept of emotional creativity The emergence of the concept of "emotional creativity" in psychology is associated with the logic of development
FEATURES OF THE FORMATION OF EMOTIONAL Koval Yu. B. EXPRESSION IN ELDER PRESCHOOL CHILDREN Published: Contemporary problems family psychology: phenomena, methods, concepts. Issue 2.SPb .: Publishing house
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION "NATIONAL RESEARCH TOMSK STATE UNIVERSITY"
UDC 159.923 ББК Ю941.19 Scientific notes of ZabGSPU N. A. Setkova Chita, Russia The role of social intelligence in the self-realization of representatives of professions such as "human sign system" The article presents the results
Predictive Validity of Emotional Intelligence: A Review of Foreign Studies. Razumova L.D. This article is short review results of studies on predictive validity
UDC 159.9 Zelenova M.E. THE LEVEL OF STRESS AND PECULIARITIES OF SELF-REGULATION IN SPECIALISTS OF THE TECHNICAL PROFILE Institute of Psychology RAS
Professional knowledge, mastering the intricacies of professional activity, improving professional position, critical assessment of oneself and others, as well as controllability of the process of professional
- Academic title: Associate Professor
- Candidate of Sciences in Pedagogy: Moscow State University. M.V. Lomonosov, specialty 13.00.01 "General pedagogy, history of pedagogy and education", dissertation topic: Criterion-oriented pedagogical testing
- Fellowship: Research Center for Quality Management Problems in Training of Specialists of the State Committee for higher education RF
Specialty: Moscow State University. M. V. Lomonosov, faculty: Psychology, specialty "Psychology"
Training courses (2017/2018 academic year)
- (Master's program; where to read:; program "Systemic Family Psychotherapy"; 1 year, 2, 3 module) Rus
- (Master's program; readings:; program "Cognitive Sciences and Technologies: from Neuron to Cognition"; 2 year, 1, 2 module) Eng
Participation in editorial boards of scientific journals
2014: Member of the Editorial Board, Russian Journal of Cognitive Science.
2004: Member of the Editorial Board, Psychology. Journal of the Higher School of Economics ”.
Conferences
- Winter School of Psychology for Young Scientists, St. Petersburg State University (St. Petersburg). Report: Features of processing emotional information
- THEORETICAL PROBLEMS OF ETHNIC AND CROSS-CULTURAL PSYCHOLOGY (Smolensk). Presentation: Psychometric Equivalence of a Measurement Tool in Comparing Different Cultures
- 23rd International Congress of the International Association for Cross-Cultural Psychology (Nagoya). Report: Differences in emotional intelligence in Russian and Azerbaijani cultures
- Theoretical and applied problems of cognitive psychology. Presentation: Statistical processing of data: important and useful details
- The first international scientific and practical conference "Emotional intelligence: psychology, business, law, education" (Saratov). Presentation: Around Emotional Intelligence: A Diversity of Research Paradigms
- Procedures and methods of experimental psychological research (Moscow). Report: ENRuN: database with normative assessments emotional coloring nouns of the Russian language
- Conference of the International Society for Research on Emotion (Geneva). Presentation: Biases in emotion perception: Emotion congruency and emotion complementarity effects
- 16th international readings in memory of L.S. Vygotsky (Moscow). Presentation: Emotional coloring of incentives: how to evaluate it and why it is needed. Section "Psychology of emotions"
- Psychotherapy and training in the development of emotional competence (Moscow). Report: Emotional Intelligence through the Eyes of Academic Psychology: Theoretical and Psychometric Problems
- 16th international readings in memory of L.S. Vygotsky (Moscow). Report: Categorical and multidimensional approaches to assessing the emotional coloring of words (based on the ENRuN database)
- 55th Annual Meeting of the Psychonomic Society (Long Beach). Presentation: Principles of Congruency and Complementarity in Emotional Information Processing
- Inaugural Meeting of the Society for Affective Science. Report: Correspondence Between Observers' Emotional Traits and Emotion Perception: Principles of Congruency and Complementarity
Posts 50
Chapter of the book Mohammed A., Lyusin D., in: Theory and Practice of Cultural-Historical Psychology: Materials of the XVIII International Readings in Memory of L.S. Vygotsky. Moscow, 13 November 17, 2017 Part 1.M .: Lev M, 2017. P. 104-107.
The head of the book Kozhukhova Yu.A., Lyusin D.V. // In the book: Cognitive science in Moscow: new research. Conference proceedings June 15, 2017 [b.i.], 2017. S. 138-141.
Chapter of the book Sysoeva T.A., Lyusin D.V. // In the book: Procedures and methods of experimental psychological research / Otv. ed .: V. Drummers. Institute of Psychology RAS, 2016.S. 126-131.
Article Pankratov A.A., Lyusin D.V. // Psychological research: electronic Science Magazine... 2016.Vol. 9.No. 48
Book chapter Pankratova A.A., Lyusin D.V. // In the book: Theoretical problems of ethnic and cross-cultural psychology: Proceedings of the Fifth International Scientific Conference on May 27-28, 2016 In 2 volumes. Vol. 1. Smolensk : Publishing house of the Smolensk Humanitarian University, 2016.S. 111-114.
Article Kozhukhov Yu.A., Lyusin D.V. // Psychological journal. 2016.Vol. 37.No. 6.P. 37-46.
Preprint Lyusin D. / NRU Higher School of Economics. Series PSY "Psychology". 2015. No. WP BRP 39 / PSY / 2015.
The head of the book is Lusin D.V., Sysoeva T.A. // In the book: Cognitive Science in Moscow: New Research. Conference materials. Conference proceedings June 16, 2015 T. 1.M .: Buki Vedi, 2015.S. 279-283.
The head of the book Kozhukhova Yu.A., Lyusin D.V. // In the book: Cognitive science in Moscow: new research. Conference materials. Conference proceedings June 16, 2015 T. 1.M .: Buki Vedi, 2015.S. 184-189.
Chapter of the book Lyusin D.V. // In the book: Cognitive psychology: phenomena and problems / Compiled by: V.F.Spiridonov. M.: LENAND, 2014.S. 146-160.
Chapter of the book Lusin D.V. // In the book: Thinking and speech: approaches, problems, solutions: Materials of the XV International Readings in memory of L.S. Vygotsky / Under total. ed .: V. Kudryavtsev. T. 1.M .: Lev, 2014.S. 136-139.
Article Lyusin D.V., Klimova E.A., Medvedeva V.V. // Bulletin of Yaroslavsky state university them. P.G. Demidov. Series Humanitarian sciences... 2014. No. 3. S. 81-87.
Article Lyusin D.V., Permogorskiy M.S.// Psychology. Journal of the Higher School of Economics. 2013. T. 10. No. 3. S. 86-97.
Chapter of the book Permogorskiy M.S., Lyusin DV // In the book: Theoretical and applied problems of cognitive psychology: Proceedings of the Fourth conference of young scientists in memory of K. Dunker / Under total. ed .: V.F.Spiridonov; scientific. ed .: V.F.Spiridonov. M.: RGGU, 2013.S. 27-34.
Article Andreeva G., Lyusin D., Deev A., Gorbunov V. // Journal of Hypertension... 2012. Vol. 30. No. e-Supplement A. April 2012. P. 330-331.
Article Andreeva G., Lyusin D., Deev A., Gorbunov V., Lerman O. // Journal of Hypertension... 2012. Vol. 30. No. e-Supplement A. April 2012. P. 332-332.
Chapter of the book Kozhukhova Yu. A., Lyusin D. V. // In the book: Personality as a subject of classical and non-classical psychology: materials of the XIII International readings in memory of L.S. Vygotsky / Under total. ed .: V. Kudryavtsev. M.: RGGU, 2012.
The head of the book Medvedev V.V., Lyusin D.V. // In the book: Personality as a subject of classical and non-classical psychology: materials of the XIII International readings in memory of L.S. Vygotsky / Under total. ed .: V. Kudryavtsev. M.: RGGU, 2012.S. 162-164.
Chapter of the book Permogorskiy M.S., Lyusin D.V. // In the book: Personality as a subject of classical and non-classical psychology: materials of the XIII International readings in memory of L.S. Vygotsky / Under total. ed .: V. Kudryavtsev. M.: RGGU, 2012.S. 178-183.
Chapter of the book, Lyusin D. V. // In the book: Psychology of individuality: materials of the IV All-Russian scientific conference, Moscow, November 22-24, 2012 / Ed. ed .: A. B. Kupreychenko,; scientific. ed .: N. V. Antonova,,,, A. Karpov, A. N. Lebedeva,,,,,,,,,,,. M.: Logos, 2012.
Chapter of the book Lyusin D.,, in: ... Riga: University of Latvia, 2011. P. 102-103.
Chapter of the book Sysoeva T. A., Lyusin D., in: Book of Program - Abstracts of the 11th European Conference on Psychological Assessment. Riga: University of Latvia, 2011... Riga: University of Latvia, 2011. P. 125-125.
Article Andreeva G., Lerman O., Lyusin D., Gorbunov V., Deev A. // Journal of Hypertension... 2011. Vol. 29. No. June (e-Supplement A). P. 182.
Chapter of the book Muter Sengul C., Tavani J., Zenasni F., Lyusin D., Olsson L., Lubart T., in: Oral Abstracts. The 12th European Congress on Psychology... Istanbul: Institute of Applied Psychology, 2011. P. 573-573.
Chapter of the book Lyusin D.V. // In the book: Creativity: from biological foundations to social and cultural phenomena / Under total. ed .: D.V. Ushakov. M.: Institute of Psychology RAS, 2011.S. 372-389.
Chapter of the book Lusin D.V. // In the book: Actual problems of theoretical and applied psychology: traditions and prospects. Materials of the All-Russian Scientific and Practical Conference, 2011. In 3 parts, Part 1. Yar. : YarsU them. P. G. Demidova, 2011.S. 341-343.
Chapter of the book Lusin D.V., // In the book: Sign as a psychological means: the subjective reality of culture: Materials of the XII international readings in memory of L.S. Vygotsky, Moscow, November 14-17, 2011 M.: RGGU, 2011.S. 343-345.
The chapter of the book is Lyusin D.V., Ushakov D.V. // In the book: Social and emotional intelligence: from processes to measurements / Otv. ed .:
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