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Importance of both IQ and EQ in a relationship Discussion Importance of both IQ and EQ in a relationship Discussion Importance of both IQ and EQ in a relationship Discussion Question Description I’m working on a psychology writing question and need an explanation and answer to help me learn. Discuss the importance of both IQ and EQ in a relationship.  Is one more important than the other?  If you had to choose, would you prefer to have a high IQ and average EQ or a high EQ and average IQ?  Why?  Also, discuss how EQ plays a role in motivation (minimum one source). The relation between intelligence quotient (IQ) and cognitive control skills is well established (Blair, 2006; Shamosh and Gray, 2008). The IQ is commonly divided into two factors: fluid and crystallized intelligence. Fluid intelligence refers to the capacity to solve and think logically about novel problems. It is independent of the acquired knowledge. It is measured by a non-verbal test that requires abstract reasoning, such as a Matrices test. These tests are designed to reduce the influence of culture, educational level and verbal comprehension. On the other hand, crystallized intelligence depends on experience and knowledge and it could be defined as the ability to use these factors. Generally, Vocabulary and Verbal tests are used as a measure of this aspect of intelligence (Cattell and Raymond, 1963; Sternberg, 1999, 2005). Two important cognitive control abilities are filtering out interfering information and controlling impulsiveness. Interference suppression, i.e., filtering out interfering information, is a process that requires sustained attention in order to process relevant information and ignore irrelevant information. Furthermore, impulsivity could be considered as the consequence of dysfunctional inhibitory processes and strong impulses (premature execution of the response) and is modulated by dispositional and situational variables (Hofmann et al., 2009). These abilities are often measured by laboratory tasks such as the Stroop and Flanker tests. The common key to these tasks is that the participants must filter out interfering information as quickly as possible. It is well-known that IQ, both fluid and crystallized intelligence is positively associated with some cognitive control processes (Detterman and Daniel, 1989; Duncan, 2000; Klingberg et al., 2005; Checa and Rueda, 2011; Duan and Shi, 2011; Rueda et al., 2012). The interference tasks require similar processes to be solved as those involved in the Matrices test of intelligence (fluid intelligence). Both tasks require processes such as representing information, attending to relevant information and inhibiting premature responses. Importance of both IQ and EQ in a relationship Discussion Moreover, resolving interference tasks not only requires one to solve and think logically, but also it is an important ability to use previous experience and knowledge. The relation between IQ and cognitive control abilities could be suggesting that when resolving interference tasks, it is important to combine abstract reasoning (Matrices) and learned knowledge (Vocabulary). The association between IQ and cognitive control processes could be explained by assuming that crystallized intelligence may partially depend on fluid intelligence (Carroll, 1993), that is, a combination of both intelligences is important to resolve interference. However, the relation between impulsivity and IQ are more divergent. While some studies show a negative relation between impulsivity and IQ (Corr and Kumari, 1998; Lozano et al., 2014) others show that impulsivity is relatively independent of IQ (Plomin and Buss, 1973; Messer, 1976; Larsen, 1982). Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Importance of both IQ and EQ in a relationship Discussion Moreover, interference suppression and impulsivity have been related negatively to emotion regulation. Interference suppression has been associated with disruptive behavior and poor sociability in school (Checa et al., 2008), presence of externalizing and internalizing behavior problems (Olson et al., 2005; Valiente et al., 2007; Eisenberg et al., 2009). Impulsivity has also been conceptually and empirically linked to gratification delay, which requires the capacity to control impulses and postpone an immediate reward in order to obtain a larger reward (Mischel et al., 1989). Casey et al. (2011) showed that preschool children with less capacity to control impulses, as measured by delayed gratification tasks, display low self-control as adults 40 years later. In contrast, there has been less research on the relation between Emotional Intelligence (EI) and performance of cognitive control tasks. EI constitutes another form of intelligence and the most widely applied theoretical models are mixed models and the ability model (Mayer et al., 2008). Mixed models conceptualize EI as a conglomeration of mental abilities and personality traits such as optimism, motivation, and stress tolerance (Mayer et al., 2008; Webb et al., 2013). The ability model, in contrast, defines EI as the integration of several capacities: “the ability to perceive accurately, appraise, and express emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth” (Mayer and Salovey, 1997). In this research, we followed the EI ability model. Order Now