The self-other knowledge asymmetry in cognitive intelligence, emotional intelligence, and creativity

Area of Science:

• Psychology
• Cognitive Science
• Educational Psychology

Background:

• The self-other knowledge asymmetry model (SOKA) categorizes traits into 'open', 'blind', 'hidden', and 'unknown' areas based on self- and other-perception.
• Previous SOKA research focused on personality traits and general intelligence.
• The current study extends SOKA to specific cognitive and social abilities.

Purpose of the Study:

• To investigate the self- and peer-perceptual accuracy of six specific abilities within the SOKA framework.
• To determine how age influences the self-other knowledge asymmetry for these abilities.
• To assess the implications for career choices and guidance.

Main Methods:

• Administered performance tests for verbal, numerical, spatial intelligence, interpersonal and intrapersonal competence, and creative potential.
• Collected self- and peer-ratings for these abilities in two age groups (14- and 18-year-olds).
• Analyzed data to determine which abilities fall into the 'open', 'blind', 'hidden', or 'unknown' SOKA areas for each age group.

Main Results:

• Numerical intelligence and creativity were in the 'open area' (validly estimated by self and peers) for both age groups.
• Verbal intelligence was in the 'blind spot' for younger adolescents but moved towards the 'open area' for older adolescents.
• Interpersonal and intrapersonal competence were in the 'hidden area' for younger adolescents, with partial peer insight emerging in older adolescents. Spatial ability was in the 'unknown area' for 14-year-olds and 'hidden' for 18-year-olds.

Conclusions:

• Self- and peer-perceptual accuracy varies significantly across different abilities and age groups.
• Discrepancies in ability awareness, particularly in younger adolescents, may lead to suboptimal career choices.
• Findings support the utility of the SOKA model for understanding ability perception and can inform career counseling.