Terman and Cox showed the same bias in their writings Genetic studies of genius. But they are more recognized the role of personality factors, the favorable environment and conditions of schools in the development of talent. Their study of the figures is excellent and of children with high IQs show that superior ability is more to do with personality characteristics rather than with emotional abnormalities.
The long-term studies of Terman too rely on intelligence tests and teacher assessment in identifying giftedness, the so-called genius' is based on a high IQ. However, both Galton and Terman then based on the results of their research recognizes the importance of personality traits in determining the level and direction of achievement. Data from Cox suggests that those who achieve superior performance not only have superior intellectual ability, but also leuletan of motive and effort, self-confidence in the ability and strength of character '(in Vernon, 1982).
In subsequent historical developments, Guilford theory about 'Intellect Structure' (1956) stressed that in addition to intelligence as the ability to convergent thinking, creativity as divergent thinking ability to also play a role in achieving high performance. Furthermore, the concept did Renzulli ((1981) concerning giftedness requires three bunches (clusters) that are related to determine giftedness, namely a general intellectual ability, creativity and binding themselves to the task or internal motivation. Bunches latter clearly includes the realm effectively. Creativity also requires not only creative thinking ability but also creative attitude.
Gardner (1993) with Intelligences theory "describes that human cognitive competence is a set of abilities, talents, or mental skills. All individuals have the mental skills in a certain degree. Individuals differ in the degree of skill and in style combinations. He distinguished musical intelligence, physical-kinesthetic, logical-mathematical, linguistic, spatial (spatial), interpersonal and intrapersonal. Each cultural role requires a combination of these kinds of intelligence. To become a successful violinist, in addition to musical intelligence required physical dexterity, kinesthetic, interpersonal skills in dealing with the audience, or intrapersonal skills in selecting managers. Dancing demanding physical skills-kinesthetic, musical, spatial, and interpersonal in varying degrees. The diversity of human abilities are formed from the differences in the profile of ability / intelligence.
Emotional Intelligence
And exposure on the face seems no doubt that to achieve excellence in the achievement of what is required by Coleman (1995) called "emotional intelligence" or emotional intelligence.
What actually is meant by emotional intelligence? According to Goleman, Emotional Intelligence (El) is the ability to regulate emotional life with intelligence, emotion and expression to maintain harmony through self-awareness skills, self-control, self-motivation, empathy and social skills (cited Sri Lanawati, 1999).
Students who have attended courses 'emotional literacy' (to improve intelligence emosonal) progress / improvement in emotional empowerment as follows (Golman, 1995):
Emotional Self-Awareness
- Improvement in identifying and calling themselves the emotions
- More able to understand the reasons / causes of these feelings
- Know the difference between feeling and action.
Managing Emotions
- Tolerance to frustration and anger management better
- More able to express anger, without a fight
- Conduct aggressive and less destructive
- More positive feelings about self, school and family
- Better manage stress
- Less anxiety and feelings of loneliness.
Using Emotions to Earning
- More responsibility
- More able to concentrate on the task
- Less impulsive, more self-control
- Improved achievement test scores.
Empathy: Reading Emotion
- More able to see the perspectives of others
- Increased empathy and sensitivity to the feelings of others
- Better in listening to other people.
Handling Relationships
- Improved ability to analyze and understand the relationship
- It's better to resolve conflicts and to consider adjustments in disagreement with each other
- More assertive and skilled in communication
- More popular, open and friendly towards peers
- More attention to and consider
- More pro-social and harmony within the group
- More to share, cooperate and assist
- More democratic in dealing with others.
Unless the program "emotional literacy" also increase students' scores on academic achievement and school performance.
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