Ronald E. Walker

SOCIAL INTELLIGENCE: ITS HISTORY AND MEASUREMENT

Social intelligence, the ability to understand others and to act wisely in social situations, is a concept with a long history, sporadic development, but promise as a late bloomer. Although current references to social intelligence per se are limited, the concept appears to be alive and well under various terms, e.g., role-taking, interpersonal competence, egocentrism (or decentering), and empathy. This review was designed, therefore, to: (a) serve an integrative function by tracing the history of social intelligence and its ramifications; (b) provide an overview of the measurement approaches and relevant research; (c) consider substantive issues, such as the relationship of social intelligence to abstract intelligence and the status of measuring the understanding and action aspects of the concept.

SOCIAL INTELLIGENCE: A CONCEPT IN SEARCH OF DATA

300 students from Grades 6, 9, and 12 (equally represented by males and females at each grade) were administered the Otis IQ test and six of Guilfords tests of social intelligence. The data were analyzed to ascertain the relationship between IQ and social intelligence and the effects of sex and grade level on social intelligence. The hypothesis that social intelligence increases with age was supported by the significant main effects which indicated that twelfth graders quite consistently scored higher than ninth graders who, in turn, scored higher than sixth graders. Females scored significantly higher than males on two of the six Guilford measures. The majority of the correlations between IQ and social intelligence were significant and those for the ninth grade students, in particular, were sufficiently high to raise questions about the independence of these two types of intelligence.

Reliability and validity study of a Sufi personality typology: The enneagram

Initiated research on a Sufi personality typology that describes nine life stretegies as depicted by a nine-sided figure called the enneagram. Through workshops and classes, a S pool was formed that consisted of 390 adult and college-age Ss (311 females and 79 males) who knew the enneagram system well enough to type themselves. The stability of the typing was found to be satisfactory. The Myers-Briggs and Millon personality inventories were administered to the Ss, and on both instruments significantly different yet congruent profiles emerged among the enneagram types thereby providing some concurrent validity for the system. An objective 135-item test instrument was devised to differentiate the nine styles, and positive results were obtained. The enneagram typology appears to have diagnostic, prognostic, and heuristic value for the study of personality structure and dynamics.

Clinical assessment of a profession: Roman catholic clergymen

The present study investigated the personality of the American Catholic priest by means of clinical procedures. It is based on a national, randomly selected, representative sample. Recorded 2-hour clinical interview plus a battery of standardized as well as specially designed psychological tests were administered to 271 Ss. A clinical report was written for each priest based on all the interview data. Four categories or types of classification were devised to describe and to distinguish the priests along a continuum of soci-psychological development: maldeveloped (8%), underdeveloped (57%), developing (29%), and developed (6%).

WAIS SCORES FOR HIGHLY EDUCATED YOUNG ADULTS FROM THE PHILIPPINES AND THE UNITED STATES

The WAIS was administered to 30 bilingual Philippine and 30 American Ss. Each national group consisted of 15 males and 15 females. The average person tested had more than 17 yr. of education. 14 2 × 2 analyses of variance for national origin and sex were performed on the 11 subtest scores and 3 IQ measures. The American group scored higher than the Philippine group on all variables except DS and significantly higher on 9 of the 14. However, both groups scored significantly higher on Verbal than on Performance IQ. The main effect for sex was significant for only one variable. The findings were discussed in relation to the literature on cross-cultural studies of adult intelligence.

The WAIS as a group test of intelligence

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An experimenter variable: the psychologist-clergyman.

20 male and 20 female Ss were tested individually and orally on the Taylor MAS, MMPI K scale, and MMPI L scale by a layman. The same layman dressed as a Roman Catholic priest tested 20 more males and 20 more females. A Roman Catholic priest dressed both as a priest and a layman, also tested 80 Ss. Analyses of the data indicated that E and the layman-priest variables were not relevant; however, “true-role” and “simulated-role” analyses resulted in some significant performance differences by the two sexes on the MAS and L scales.

SEX OF EXAMINER AS A VARIABLE IN IES TEST PERFORMANCE OF COLLEGE MALES.

Thirty-two male Ss were tested by a male E and 30 males were tested by a female E on the IES Test. The hypothesis was that the male examiner would obtain significantly higher impulse scores and significantly lower superego scores on the IES subtests than would the female. The hypothesis was not supported. The normative value of the data was discussed. Comparisons were made between the subtest scores obtained by the male Ss in this study and those of female Ss in a previous investigation.

SOCIAL INTELLIGENCE AND VOCATIONAL CHOICE

4 tests of social intelligence and a communication game (Password) were administered to graduate students preparing for occupations judged to require high, intermediate, or low levels of interpersonal skill. The hypotheses that social intelligence is positively related to judged level of interpersonal skill and to Password were partially confirmed.

Further factor-analytic investigation of the Thorne femininity study†

The responses of 512 undergraduate women to 198 items of the Thorne Femininity Study were factor analyzed in order to isolate the dimensions of femininity represented among the items of this instrument. The procedure used isolated 11 orthogonal factors that accounted for 21.1% of the total variance. Three additional samples of women were tested (total N=222) and compared to the college age samples on the 11 factors. The various samples differed in many systematic and statistically significant ways. Suggestions were made as to the possibility of developing new items to measure some aspects of femininity not represented completely among the items analyzed.