Think All You Need to Succeed is Intelligence? How Do You Rate on Feelings?

You're all probably too young to remember but many years ago, an expert of some sort came out with the idea that intelligence has to do with the emotions too and, in fact, wrote a book on it that earned him in the millions. He called it "emotional intelligence."

 Well, now, a new study has emerged that says kind of the same thing.  Intelligence is nothing without empathy (hmm, should we tell the Malicious-in-Chief?  But then we already know he doesn't have either).

 According to newswise.com, research carried out at the University of Adelaide and the University of Bristol has examined long-held beliefs that success in school and careers is due to more than just high intelligence. Non-cognitive skills are also important.

 "The study, published in the journal Nature Human Behaviour is the first to systematically review the entire literature on effects of non-cognitive skills in children aged 12 or under, on later outcomes in their lives such as academic achievement, and cognitive and language ability," the web site reports.

 “Traits such as attention, self-regulation, and perseverance in childhood have been investigated by psychologists, economists, and epidemiologists, and some have been shown to influence later life outcomes,” says Professor John Lynch, School of Public Health, University of Adelaide and senior author of the study, at newswise.com. “There is a wide range of existing evidence under-pinning the role of non-cognitive skills and how they affect success in later life but it’s far from consistent,” he adds.

 One of the study’s co-authors, Associate Professor Lisa Smithers, School of Public Health, University of Adelaide also says: “There is tentative evidence from published studies that non-cognitive skills are associated with academic achievement, psychosocial, and cognitive and language outcomes, but cognitive skills are still important.”

 “So, while interventions to build non-cognitive skills may be important, particularly for disadvantaged children, the existing evidence base underpinning this field has the potential for publication bias and needs to have larger studies that are more rigorously designed. That has important implications for researchers and funding agencies who wish to study effects of non-cognitive skills,” says Professor Lynch.



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