The Relationship between Alexitymia and Emotional Intelligence
Bibliographic record
Abstract
The article reviews empirical studies which emphasized on the relation between alexitymia and emotional intelligence (EQ). EQ is a set of abilities such as conception, emotion appraisal and expression, emotion management and regulation, and emotion utilization of emotion. As emotional intelligence is acquisitive and of social origin, parents and children thus expose their emotions in an expressive way to one another, either consciously or unconsciously in their interactions. Adolescence’s alexithymia overlay emotional intelligence in the field of emotion identification and to some extent, in feelings expression. Alexithymic adolescence cannot express emotions orally due to inability in feelings identification, whereas preliminary emotional abilities have specific importance because skillfulness in appraisal and quick precise expression of emotions brings about suitable compatibility in relation with environment and others. The research showed that emotional intelligence is negatively associated with alexithymia. The article is divided into several sections. The review is started with the definition of alexithymia, and this is followed by a review on the alexithymia, as well as the effects and interaction of emotional intelligence. Then, an overview of the paper is included a demonstration of the influence of alexithymia on emotional intelligence is also given. Finally, according to previous study it is important to realize that alexithymia does not imply a total unawareness of having emotions.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".