Emotional Knowledge Research Articles

Development and Initial Assessment of an Emotional Support Provision Training Intervention for Interpersonal Support Providers in the Context of Chronic Illness

ABSTRACT This study reports on the development and pilot testing of an emotional support provision training intervention for interpersonal support providers to those with chronic illnesses. Using findings from a needs assessment in combination with existing theory and research, we created a training framework consisting of verbal person-centered message design, empathic listening, and communicated perspective-taking. Then, we recruited 282 individuals to participate in a pre-training questionnaire, the online training module, a post-training questionnaire, and a two-week post-training questionnaire. Outcome variables included emotional support knowledge, efficacy, and intentions, as well as general support efficacy, response efficacy, and quality. Repeated measures MANCOVA revealed significant increases from T1 to T2 for all variables of interest. These increases were sustained at T3 for emotional support knowledge and efficacy, and support provision response efficacy. Participants rated the training favorably and provided helpful suggestions for improvement. This study answers the call for more theoretically-grounded support interventions that not only assess theory in real-world settings, but also help people better their supportive communication skills.

EEG-based Emotion Classification using Deep Learning: Approaches, Trends and Bibliometrics

Emotion classification has emerged as a critical area of research, holding immense significance in the understanding of human behaviour, mental health, and social interactions. The increasing recognition of emotional well-being's crucial role in various domains, such as healthcare, psychology, and human-computer interaction, has driven substantial attention toward accurately classifying and analysing emotions. In this study, we conducted a comprehensive bibliometric analysis to unravel the scientific production and temporal evolution of research related to emotion classification. Leveraging the extensive Scopus database, we meticulously collected and meticulously analysed a diverse range of 440 articles on emotion classification from its inception to the present day. The application of advanced bibliometric measures has yielded vital insights into current trends, patterns, and characteristics in this field of study. Our data indicated an unexpected trend: an increase in research activity, especially after 2018. The understanding of how emotions impact human experiences and behaviour has advanced significantly. Researchers from several fields have emphasised the need of better understanding and describing emotions, resulting in a large rise in study output. However, there is still need for improvement in terms of agreement on emotion categorization assessment approaches and standardisation processes. It is difficult to compare and duplicate study findings due to a lack of precise assessment criteria. To address this problem, it's crucial for researchers to collaborate and develop a common knowledge. The aim of the paper is to widen our knowledge of emotions so that it can eventually result in policies being formed to improve our overall health. This knowledge could be implemented in psychological counselling and health promotion resulting in the development of closer social bonds.

EMOTIONAL LEXICONS IN FOOD AND DRINK ADVERTISEMENTS

The effectiveness of advertisement content is one of the most significant factors affecting consumers’ affective and behavioral intentions. Consumption emotions which consumers experience before, during and after using a product partly derive from their exposure to the advertisement. Various consumption emotions for different food products and experiences have been explored and validated. However, there has been little research that scrutinizes emotional lexicons in advertisements and how these lexicons affect consumer behaviors. This empirical research adopted content and thematic analysis to explore the emotional lexicons used in food and beverage advertisements. The study examined advertisers’ perspectives of emotional lexicon and the degree of influence on consumers’ perceptions and behaviors. The findings showed that three themes of the emotional words and expressions were used in food and beverage advertisements: sensory, affective, and behavioral evocative. This study made theoretical contributions to the knowledge of consumption emotion and provided valuable insights into the method and process of creating emotional lexicon. It also proposed a working list of emotional lexicons helpful for food and beverage advertising

Socio-Emotional Skills in The Academic Performance of Portuguese Basic Education Students (Emotional Intelligence Program)

Socio-emotional skills are a central element to face the problems of daily life and relate to others, becoming an essential capacity of the human being, developed educationally. We carried out a hybrid/mixed research (pre-pandemic period academic year 2019-20), modality of action research, having applied an intervention program to develop education for emotions, social skills and emotional intelligence in Portuguese children from 2 classes of the 4th grade elementary school, in order to improve their school performance and relationships between peers (educational environment). The conceptual framework was based on the analysis of the content of a range of studies on emotions, in the psych pedagogical scope, with emphasis on Salovey, Caruso and Mayer and Fernández Berrocal. The data collection techniques were as follows: sociometrist test friendship to the class (pre and post intervention); semi-structured interview with 2 teachers; participant observation; Intervention Program (7 sessions); focus-group; field notes. All ethical and legal rules were complied with in the procedures. The triangulations of the data obtained confirmed the improvement of (self) knowledge of emotions by the students, their social/emotional skills in the school performance of class and the relationships of friendship between them. We proposed socio-educational intervention guidelines to improve coexistence, with the involvement of the family and partners of the school and the emotional intelligence.

Irony Understanding in Children With Attention-Deficit/Hyperactivity Disorder: A Comparative Analysis.

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent patterns of inattention, hyperactivity, and impulsivity that can significantly impact a child's daily life and academic performance. Some studies have noted challenges in social cognition among children with ADHD, specifically in aspects like emotion perception and processing, empathy, Theory of Mind, and pragmatics. One of the lesser-explored aspects of ADHD is its potential impact on higher-level language skills, such as irony understanding. Our goal in this study was to compare irony comprehension in two groups: schoolchildren with normal development and schoolchildren with ADHD. We performed a comparative cross-sectional study on a total of 35 children aged between 6 and 12 years: 17 with ADHD and 18 not neurodevelopmentally impaired. Irony comprehension was evaluated using an assessment method validated for the Portuguese population: Turtle on the Island - Battery of Assessment of Executive Functions in Children (TI-BAFEC). We also applied the EACE (Emotional Awareness and Coping in Children) scale. It is the Portuguese adaptation of the Assessment of Children's Emotion Skills and assesses children's emotional knowledge. We obtained two comparable groups concerning sociodemographic data. The analysis of the data, using the Mann-Whitney U Test, showed that in all parameters, the control group consistently exhibited superior performance compared to the ADHD group. However, only TI-BAFEC (p = 0.005) and emotional behavior (p = 0.007) showed a significant statistical variance between the two groups. This article shows that children with ADHD encounter challenges in grasping irony. However, the underlying cognitive processes contributing to these difficulties warrant further investigation.

Zoti's Social Toolkit: Developing and piloting novel animated tasks to assess emotional understanding and conflict resolution skills in childhood.

Current methods used to investigate emotional inference and conflict resolution knowledge are limited in their suitability for use with children with language disorders due to a reliance on language processing. This is problematic, as nearly 8% of the population are estimated to have developmental language disorder (DLD). In this paper, we present 'Zoti's Social Toolkit', a set of animated scenarios that can be used to assess emotion inferencing and conflict resolution knowledge. All animated scenarios contain interpersonal situations centred around a gender-neutral alien named Zoti. Four studies investigated the face and construct validity of the stimuli. The final stimulus set can be used with children, who may or may not have language difficulties and is openly available for use in research.

Professional Learning Supporting Multilingual Children’s Social and Emotional Development in Diverse Australian Early Childhood Education and Care Settings

AbstractThis research examined the conditions under which codesigned approaches to educator professional learning in multilingual, birth to five settings were accessible and supportive of children’s social and emotional development across diverse types of Australian early childhood services. The research sites, in the suburbs of a capital city, comprised a long day childcare center, two short term informal community creches for birth to 5-year-old children of migrants and refugees attending English classes, and a family hub short term informal community creche for children of Afghan refugees. Professional learning mentors visited the participating sites eight times for 2 h every 2 weeks for 16 Weeks in 2021, demonstrating resources and strategies to assist young children to identify their own and others’ emotions and engage with social settings. Over 20 weeks, 97 participants provided data, commencing before and extending after the professional learning program. Participants included professional learning mentors, staff and volunteers, parents, and children via observation. Using Reggio Emilia principles, the research identified that professional learning, flexibly delivered over time, enabled educators and volunteers to build their social and emotional development knowledge, and to try resources and strategies with children in their care. Recruiting educators who shared children’s home or community languages, in addition to professional learning, supported multilingual children to engage with emotional literacy resources, while still developing spoken English. The research affirmed that educators, volunteers, parents, and children benefitted from a sustained focus on children’s social and emotional development in the early childhood education and care settings.

Emotional Intelligence, Teamwork and Knowledge Management: A Causal Model on Public Service Motivation among Healthcare Workers in Region XI


 Purpose: Public service motivation, a pivotal factor in driving healthcare professionals to contribute to societal welfare, faces significant threats (Perry & Vandenabeele, 2015; Perry & Ritz, 2022). Globally, healthcare workers grapple with issues like staff shortages, excessive work hours, and escalating stress levels, culminating in burnout and a potential decline in service quality (Buchan, 2020; Agence France-Presse, 2021; Mendoza, 2021; Irandoost et al., 2022; Vejdani, 2021). It is for this reason that this study is conducted to establish a structural equation model of public service motivation by developing a theoretical framework explaining the relationships between various factors contributing to public service motivation, such as emotional intelligence, teamwork, and knowledge management.
 Materials and Methods: Four hundred forty three healthcare workers were selected through proportional stratified sampling. A validated and approved adapted survey questionnaire was disseminated through google form. This study was a quantitative, descriptive research project using structural equation modeling approach. Understandably, the data analysis used mean and standard deviation, Pearson r, multiple regression analysis, and structural equation modeling techniques to test the proposed theoretical framework and identify the relationships between the different constructs. IBM SPSS was utilized to analyze the data.
 Findings: The healthcare workers have a high level of emotional intelligence, teamwork, knowledge management, and public service motivation. There is a significant correlation between the exogenous and endogenous latent variables. In the context of this study on Public Service Motivation, Model 5 has been designated as the best-fit model based on rigorous statistical validation and theoretical consistency. Under emotional intelligence, Appraisal and Expression in the Self and Regulation of Emotion remained. In Teamwork, Mutual Support and Team Structure remained. In Knowledge Management, Training and Mentoring, Knowledge Capture, Incentives, Leadership, and Policies remained, and under Public Service Motivation, Self-sacrifice, and Commitment to Public Interest remained in the model. Therefore, the findings of the study would be not only for the government health care workers but for the private as well. 
 Recommendations: Healthcare workers must be provided with training programs focused on improving emotional intelligence which can equip them with the skills to understand better and manage their emotions, improving job satisfaction and motivation; regular team-building activities to enhance collaboration, improve communication, and foster a supportive work environment; and create a knowledge-sharing system, promoting continuous learning, and providing regular training updates. In addition, they must be a system to Recognize and reward healthcare professionals for their efforts and promoting a healthy work-life balance, providing mental health resources, and ensuring manageable workloads to help maintain their high motivation levels. In Portugal, it is valuable for healthcare workers to attend to training programs to capacitate them as professionals (Amaral et al., 2022). Finally, policy makers must revisit existing systems and practices on public service motivation to be able to assess what needs to be developed for policy improvement.

Emotional Knowledge in a Sample of University Students

Background: One of the current challenges in higher education is the development of students’ emotional competencies, and consequently, how these competencies can be trained. Moreover, this must be addressed within the UN framework of inclusive, equitable, quality education (United Nations Agenda 2030; SDG 4). Methods: The present study the following objectives: (1) to study the degree of interest and the level of general knowledge that students studying for Education degrees perceive themselves to have; (2) to examine the perception of the participants of variables of emotional knowledge, according to their degree program and year of study; (3) to analyze the relationship between these emotional knowledge variables and perceived emotional intelligence (EI), using Spearman’s Rho test; and (4) to study the predictive capacity of the study variables on future teachers’ emotional knowledge variables through a linear regression analysis. The study sample contained a total of 434 university students from three degree programs at two universities in Spain. Two instruments were used: an ad hoc questionnaire, which assessed perceived emotional knowledge according to three variables (general knowledge of EI, where the level of training in EI is considered; intrapersonal knowledge of EI; and theoretical/practical knowledge related to teaching), and the Trait Meta-Mood Scale (TMMS-24), which assesses metaknowledge of emotional states (attention, clarity, and repair). Results: The results of this study show that there are differences in students’ self-perceived knowledge of EI depending on their course and degree, and indicate that students present high interest, while their perceived level of knowledge is low. In addition, emotional clarity is the EI variable that was identified as being important in the emotional knowledge of future teachers, and therefore, a key skill to stimulate in a theoretical/practical way during their initial training. Conclusion: This study shows evidence of the importance of social–emotional competencies in initial teacher training.

Deepening Sexual Desire and Erotic Fantasies Research in the ACE Spectrum: Comparing the Experiences of Asexual, Demisexual, Gray-Asexual, and Questioning People

Over the past 30 years, an increasing number of people have identified within the asexual (ACE) spectrum recognizing an absence/low/situational sexual attraction to individuals of any gender. The current study aims to deepen the knowledge of sexual desire, erotic fantasies, and related emotions within the ACE spectrum. A total of 1072 Italian volunteers were recruited to take part to the present study via social media. Data were collected from October 2021 to January 2022 using the Sexual Desire and Erotic Fantasies questionnaire and the Sexual Desire Inventory-2. Participants were divided into four groups: asexual, demisexual, gray-asexual, and questioning. Focusing on sexual desire, asexual people reported significantly lower scores than the other groups in all the dimensions except for “negative feelings to sexual desire,” while demisexual participants showed the higher scores in all the domains except for “negative feelings to sexual desire.” The questioning group reported the highest scores in the “negative feelings toward sexual desire” compared to the asexual and demisexual ones. The asexual group reported significantly lower scores than the other groups in fantasies frequency, fantasies importance, negative emotions, and sharing and experiencing. The demisexual group showed higher frequency of romantic fantasies than the asexual and gray-asexual ones. The results showed some specific patterns of desire and fantasies among the asexual, gray-asexual, demisexual, and questioning groups. These data may provide relevant material to clinicians working with asexual patients who need greater awareness about the diversity and heterogeneity of the sexual experience within the ACE spectrum.

Research on Intelligent Teaching Methods of Chinese Culture for Emotional Identity Enhancement in Civic and Political Education in Colleges and Universities

Abstract Civic and political education plays an important role in implementing the fundamental task of establishing morality, giving full play to the function of educating people, constructing an all-embracing, all-encompassing and all-encompassing pattern of educating people, and cultivating socialist builders and successors who are all-rounded in morality, intelligence, physicality, aesthetics, and labor. By combining the theory of multiple intelligences, this paper constructs a framework for Civic and Political Education that incorporates emotional identity into the teaching stage of each level. In this context, Chinese cultural and emotional identity is taken as the main point of Civics learning knowledge, and an improved multi-interaction Bayesian model is designed to track the state of students’ Chinese cultural and emotional identity in Civics education and a personalized teaching system is constructed with a recommendation algorithm to realize intelligent teaching of Civics. The Civics teaching class based on the Theory of Multiple Intelligence has an average mastery level of above 80% for each Chinese cultural and emotional identity knowledge point in terms of teaching effectiveness. While the average mastery level of the traditional teaching class for each knowledge point is no more than 68%, the personalized teaching of Civics based on multiple intelligence theory can significantly enhance the emotional identity of Chinese culture in Civics education. The purpose of this study is to provide a reference for improving the teaching effectiveness of ideological and political theory classes in colleges and universities.

Application of Big Data Technology in the Study of “UGS” Collaborative Training Mechanism for Musicology Majors in Colleges and Universities in the Context of Professional Accreditation

Abstract The traditional education model gradually reveals the corresponding problems and deficiencies in the face of the update of the concept of education frontier and the change of talent cultivation mode. In this paper, we first sorted out the relevant features of the big data and data mining process, mined out the specific needs and realistic development dilemmas of musicology professional certification, and explored the appropriate mechanisms and strategies of UGS collaborative education and training. Using big data Hadoop technology as the infrastructure, a platform for music discipline services is designed to support interoperability and sharing of music education resources among universities, governments, and primary and secondary schools. Specifically, semantic similarity calculation is performed with music resource domain ontology to improve the intelligent retrieval ability, and the recommendation method of user dynamic preference is introduced to provide more accurate music teaching resources for platform users. The effect of cultivating musicology majors in colleges and universities is analyzed in terms of emotional attitudes, knowledge, and skills through the collaborative cultivation mechanism. The accuracy of the semantic similarity intelligent search method based on domain ontology is above 50%, and the mean value of students’ satisfaction with the intelligently recommended music learning resources is 4.3 points. 83.42% of the teaching carried out based on the subject service platform indicated that it met their learning needs, and the overall performance of the students who carried out the platform teaching was 16 points higher than that of the traditional classes. By using big data technology, the UGS collaborative cultivation mechanism can be utilized as a tool to enhance the quality of talent cultivation for musicology majors.

Threat Responses in Schizophrenia: A Negative Valence Systems Framework.

Emotions are prominent in theories and accounts of schizophrenia but are largely understudied compared to cognition. Utilizing the Research Domain Criteria (RDoC) Negative Valence Systems framework, we review the current knowledge of emotions in schizophrenia. Given the pivotal role of threat responses in theories of schizophrenia and the substantial evidence of altered threat responses, we focus on three components of Negative Valence Systems tied to threat responses: responses to acute threat, responses to potential threat, and sustained threat. Individuals with schizophrenia show altered responses to neutral stimuli during acute threat, bed nucleus of the stria terminalis connectivity in response to potential threat, and threat responses associated with sustained threat. Our review concludes that Negative Valence Systems are altered in schizophrenia; however, the level and evidence of alterations vary across the types of threat responses. We suggest avenues for future research to further understand and intervene on threat responses in schizophrenia.

‘I am Pleased to Share my Thoughts and Opinions’- Including Marginalised People with Disabilities in Inclusive Qualitative Research in Bangladesh Through Creative, Relational Methodologies

The rhetoric of ‘nothing about us without us’, motivates much disability inclusive research, but meaningful participation of the most marginalised is still rare. There is a tendency to recruit only people with disabilities who are perceived as ‘easier to include’. We reflect critically on recent fieldwork in Bangladesh working with local and international NGOs on a disability inclusive employment project. We focus on inclusion of the most marginalised people with disabilities: those with complex communication, psychosocial, intellectual or multiple impairments, or those who face intersecting inequalities. During a two-stage process, we engaged with 4 small groups of people in 2 sites. The participants were involved in an adapted vocational training programme, and had either both visual and hearing impairments, or were economically disadvantaged young disabled women. We discuss how creative, inclusive, participatory methodologies were combined to explore participants’ experiences of pathways to work through learning a trade. We consider the ethical, methodological rationales for our research epistemologies; including development of local research teams’ and participants’ awareness, confidence and capacities; and what worked and didn’t to enable or constrain inclusion and knowledge generation. We synthesise insights and recommendations about engagement/recruitment, situated ethics, accommodating individual needs, challenging assumptions, building communication capacities and group agency, maintaining inclusive interaction, multi-modal communication, using visual, tactile, narrative and creative methodologies, sequencing and layering methods, generating emotional knowledge, and collective analysis. We discuss the dynamic situated, emotional, interactional, and relational enablers of inclusion, and how participatory methodologies are applicable in research contexts to move beyond working with the ‘usual suspects’ to effectively engage people who are most often excluded.

Sentiment analysis of ethnic artworks using deep learning

Abstract Deep learning models, characterized by their complex network layers, have demonstrated significant utility in the recognition and classification of ethnic artworks, particularly excelling in emotion recognition within such works. This study delves into the convolutional neural network (CNN) model underpinned by deep learning algorithms. The architecture of the model—encompassing the convolutional layer, pooling layer, fully connected layer, and activation layer—is meticulously constructed to extract emotional features from ethnic artworks. Subsequently, an activation function is employed to visualize these features, followed by the integration of emotional knowledge to optimize the network structure. The training of the model utilizes both the loss function and optimization function to enhance performance. The efficacy of the sentiment analysis is assessed through simulation experiments and practical applications, highlighting the model’s superior capability in identifying negative emotions such as Fear and Anger, achieving accuracies that are 0.101 and 0.137 higher, respectively, than those of the benchmark model. Additionally, a detailed analysis of the emotion scores of ethnic artworks reveals intriguing findings. Notably, Jiye Li’s “Four Seasons of Essays” registers the highest positive mean emotional score of 4.1026, with an overall mean of 3.5392, indicating a predominantly positive emotional response. Across the works of nine subjects analyzed, the aggregate mean emotional score stands at 1.0123, suggesting a generally positive emotional tone. This research underscores the nuanced capability of CNNs in the domain of emotional recognition in ethnic art, offering insights into both methodological advancements and interpretive analyses.

The well-being of teachers favored by emotions, integral human development and the organizational climate

This research seeks to integrate and structure in order of relevance the main elements of emotional development, integral human development, and the organizational climate that favor the well-being of preschool, primary, and secondary education teachers in the state of Zacatecas. The population was made up of all the basic education teaching staff, a total of 17,695 -sector heads, supervisors, Pedagogical Technical Advisors, managers, deputy principals and group teachers -, the instrument was applied from a Google form and 5,593 were received. answers. Factorial analysis was carried out with the principal component extraction method, obtaining a total of 20 components that explain 60.68% of the phenomenon, taking into account the first 8 factors that yield a level of explanation of 50.31% of teacher well-being. The main results highlight and confirm that teacher well-being is related to: 1. Emotional development in the aspects of: self-efficacy 0.74, emotional knowledge 0.72, emotional awareness 0.69 and positive emotions 0.68; 2. Integral human development in the aspects of: building social wellbeing 0.77, social responsibility 0.76, suitable habitat 0.76, common decisions 0.75 and physical exercise 0.74; 3. The organizational climate in the aspects of: camaraderie 0.72, school organization 0.68, trust in the director 0.67 and cooperation 0.65.

Distrust before first sight? Examining knowledge- and appearance-based effects of trustworthiness on the visual consciousness of faces

The present EEG study with 32 healthy participants investigated whether affective knowledge about a person influences the visual awareness of their face, additionally considering the impact of facial appearance. Faces differing in perceived trustworthiness based on appearance were associated with negative or neutral social information and shown as target stimuli in an attentional blink task. As expected, participants showed enhanced awareness of faces associated with negative compared to neutral social information. On the neurophysiological level, this effect was connected to differences in the time range of the early posterior negativity (EPN)—a component associated with enhanced attention and facilitated processing of emotional stimuli. The findings indicate that the social-affective relevance of a face based on emotional knowledge is accessed during a phase of attentional enhancement for conscious perception and can affect prioritization for awareness. In contrast, no clear evidence for influences of facial trustworthiness during the attentional blink was found.

Product color emotional design based on 3D knowledge graph

To address the problem of fragmentation, integration difficulties in fuzzy front-end information, and ambiguity in color emotion knowledge representation and conversion within the current product color emotion design stage, this paper proposes a method based on 3D Knowledge Graph. The proposed approach aims to integrate product color emotion design into the “data knowledge + artificial intelligence” growth model, facilitating a beneficial knowledge output cycle driven by data. As for the proposed approach, it divides the design problem into three stages: in the first one, big data web crawler technology and natural language processing were employed to extract knowledge related to product color emotion design. In the second phase, the construction of a product color emotion imagery association model using the RotatE knowledge graph, thereby achieving knowledge fusion of product color emotion design, and all accumulated knowledge data is integrated into a 3D Knowledge Graph for visualization. Finally, in the third phase, the PageRank algorithm is applied to calculate primary and auxiliary color weight parameters, simulating the product color synergy mechanism and determining the color synergy effects. Then, realize the knowledge generation of product color emotional design. This approach combines the human visual experience feedback with extensive big data analysis, and accurately outputs the product color emotion design scheme that meets the user's emotional needs. Moreover, the effectiveness and applicability of the method are verified by an illustrative example involving modern machine tool.

Emotional event perception is related to lexical complexity and emotion knowledge

Inferring emotion is a critical skill that supports social functioning. Emotion inferences are typically studied in simplistic paradigms by asking people to categorize isolated and static cues like frowning faces. Yet emotions are complex events that unfold over time. Here, across three samples (Study 1 N = 222; Study 2 N = 261; Study 3 N = 101), we present the Emotion Segmentation Paradigm to examine inferences about complex emotional events by extending cognitive paradigms examining event perception. Participants were asked to indicate when there were changes in the emotions of target individuals within continuous streams of activity in narrative film (Study 1) and documentary clips (Study 2, preregistered, and Study 3 test-retest sample). This Emotion Segmentation Paradigm revealed robust and reliable individual differences across multiple metrics. We also tested the constructionist prediction that emotion labels constrain emotion inference, which is traditionally studied by introducing emotion labels. We demonstrate that individual differences in active emotion vocabulary (i.e., readily accessible emotion words) correlate with emotion segmentation performance.

Emotional knowledge - the missing link of emotional intelligence

The paper is of a review nature. It revisits the existing definitions of emotional intelligence and emotional knowledge. While the constructs of emotional intelligence and emotional knowledge have existed in parallel in the literature for quite some time, researchers studying emotional intelligence seem to take little, if any, note of emotional knowledge, and those focusing on emotional knowledge rarely relate it to emotional intelligence. It should be noted that the definitions of both emotional intelligence and emotional knowledge refer to emotional information processing, and a comparison of the elements of the two constructs and their operationalizations reveals significant similarities. Indeed, different researchers have included the same elements in the scope of either emotional intelligence or emotional knowledge.
 The paper indicates the need to clarifying the relationship between the two constructs and determining the degree of their interdependence and autonomy. Based on the literature review, a new definition of emotional intelligence was proposed. Emotional intelligence has been defined as a set of abilities used to acquire emotional knowledge, that is, to assimilate and analyze emotional information, to incorporate it into one’s cognitive system, as well as to efficiently apply it in understanding and solving emotional problems. The proposed definition emphasizes the cognitive nature of emotional intelligence. It does not go beyond the generally accepted understanding of abilities, in contrast to some models. The definition also clarifies the relationship between emotional abilities and emotional knowledge.
 Adoption of the proposed definition of emotional intelligence has several major ramifications for an understanding of the development of emotional intelligence, its role in human functioning, as well as the operationalization of the construct. All these issues are discussed in the last part of the article.