Emotional Intelligence As an Object of Psycholinguistic Research

Abstract

The purpose of research is to conduct a theoretical psycholinguistic analysis of the phenomenon of "emotional intelligence", and to answer the following questions: 1) if emotional intelligence can be considered a syncretic psychological phenomenon or is it just a kind of general intelligence; 2) how and when emotional intelligence is formed in the process of ontogenesis; 3) to what extent the level of formation of emotional intelligence correlates with the level of development of speech ability.Methods. On the basis of L.S. Vygotsky's theory of speech activity, cognitive, constructivist theories of language ontogenesis, in particular, the theory of phasing and continuity of speech and cognitive development, a descriptive and comparative analyses of the models of emotional intelligence of Mayer-Salovey-Caruso, Goleman, Reuven Bar-On and the model of emotional literacy of Steiner is carried out. From the standpoint of modern psychology and psycholinguistics, the process of forming the abilities that make up the essence of the phenomenon of emotional intelligence is analyzed.The results. The considered models allowed us to identify a phenomenological core – emotions and their manifestations – that coincides in all. All models assume a priori the presence of abilities to perceive, control and understand their own emotions and emotional states and those in other people. It is proved that these abilities have continuity and are formed in the complex of all social interactions of the child in parallel with cognitive and speech development. The matter of the syncretic nature of the phenomenon of emotional intelligence is dismissed.Conclusion. Emotional intelligence is not a separate psychological education, but serves as a marker of the development of the cjgnitive functions, it is a "by-product" of the cognitive, speech and mental development of the child in the norm.