Executive Skill Definitions Emotional Control: The ability to manage emotions in order to achieve goals, complete tasks, or control and direct behavior. A young child with this skill is able to recover from a disappointment in a short time. A teenager is able to manage the anxiety of a game or test and still perform. Flexibility: The ability to revise plans in the face of obstacles, setbacks, new information or mistakes. It relates to an adaptability to changing conditions. A young child can adjust to a change in plans without major distress. A high school student can accept an alternative such as a different job when the first choice is not available. Goal-directed persistence: The capacity to have a goal, follow through to the completion of the goal, and not be put off by or distracted by competing interests. A first grader can complete a job in order to get to recess. A teenager can earn and save money over time to buy something of importance. Metacognition: The ability to stand back and take a birds-eye view of oneself in a situation. It is an ability to observe how you problem solve. It also includes self-monitoring and self-evaluative skills (e.g., asking yourself, “How am I doing? or How did I do?”). A young child can change behavior is response to feedback from an adult. A teenager can monitor and critique her performance and improve it by observing others who are more skilled. Organization: The ability to create and maintain systems to keep track of information or materials. A young child can, with a reminder, put toys in a designated place. An adolescent can organize and locate sports equipment. Planning/Prioritization: The ability to create a roadmap to reach a goal or to complete a task. It also involves being able to make decisions about what’s important to focus on and what’s not important. A young child, with coaching, can think of options to settle a peer conflict. A teenager can formulate a plan to get a job. Response Inhibition: The capacity to think before you act – this ability to resist the urge to say or do something allows us the time to evaluate a situation and how our behavior might impact it. In the young child, waiting for a short period without being disruptive is an example of response inhibition while in the adolescent it would be demonstrated by accepting a referee’s call without an argument. Stress Tolerance: The ability to thrive in stressful situations and to cope with uncertainty, change, and performance demands. We generally reserve our discussion of this skill to adults, since it seems more relevant with this population. We find it helps people understand the kind of work environment they do best in. Sustained Attention: The capacity to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom. Completing a 5-minute chore with occasional supervision is an example of sustained attention in the younger child. The teenager is able to attend to homework, with short breaks, for one to two hours. Task Initiation: The ability to begin projects without undue procrastination, in an efficient or timely fashion. A young child is able to start a chore or assignment right after instructions are given. A high school student does not wait until the last minute to begin a project. Time Management: The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. It also involves a sense that time is important. A young child can complete a short job within a time limit set by an adult. A high school student can establish a schedule to meet task deadlines. Working Memory: The ability to hold information in memory while performing complex tasks. It incorporates the ability to draw on past learning or experience to apply to the situation at hand or to project into the future. A young child, for example can hold in mind and follow 1-2 step directions while the middle school child can remember the expectations of multiple teachers.
俺也侃侃文化，没文化找茬儿也得蹭文化热度。
说道忙，东西文化的现象是不一样的。
在东方，如果老板问你工作感觉如何，你说很忙，证明你很努力，敬业，即使不忙，也要表现里里外外飞人一样。如果你说不太忙，老板说，得，那我给你加点活。
在西方，如果老板问，How is everything going? 一般标准政治正确答案，Just fine。 Not too bad，或者manageable。
以前有个美女，从东方文化圈跳到西方没过久，谁问她，她都说我好忙哦，always busy busy busy，重要的事情要说三遍，还一副气喘吁吁的样子。我本来想提醒她，但观察她的性格，大概是不愿善意接受提醒的人，就啥也没说。她做事情不得要领，总使蛮力，确实挺累的，直到掉了一次大的链子，成为笑柄。老板找谈话了，问是不是需要帮助，还是时间管理能力或是事情安排优先次序能力需要提高，得，这就是定性了，工作能力不太给力啊。
所以在西方的职场，忙不是口头禅，除非关系匪浅了，和老板或上司关系很铁了，也可以将“忙”字以撒娇的态度发挥的淋漓尽致。跟爱的表白一样，时间地点情境要把控好，要不表错情搭错意，一样也是车祸现场。
之前提过智商，这基本上是娘胎带来的，没有多少进步空间，但猴哥昨天提到的情商，是可以经过后天的磨练和掌握技巧得到提高，把人际关系，工作秩序，自我情感调解在舒适范围。
情智商都高，那是天之骄子，凤毛麟角，一般人都有缺漏。像我智商90，是老大180的一半，起跑线就比人家滞后90米，只能在冲刺的时候，拉高情商，不至于最后一个到终点线。
昨天川美人文章里提到智商高的孩子，高智力的人，不少有情绪管理问题，甚至精神健康问题，比一般人感知强而快，纠结的更厉害。
如果有个高智商的孩子，父母先别急着激动，要观察孩子的情商如何？情商基本上是与自己和外界协调的能力。我们看到成功的人，或者说比较能游刃有余立足的人，是具备这个协调能力的，很多让人叹息的天才，就是这方面短腿，孩子从小就能看得出来。简单来说，情商包括哪些部分呢？可以对号入座，不管对自己和孩子，发现哪里有些短板，补足都来得及。运用方法和技巧，即使忙，也能把生活最大可能的安排有条不紊。切记，很多孩子的情绪问题，都有与这些息息相关，找到问题，及时加强，事半功倍。
不找中文版了，都看的懂英文，或是用谷歌翻译
Executive Skill Definitions Emotional Control:The ability to manage emotions in order to achieve goals, complete tasks, or control and direct behavior. A young child with this skill is able to recover from a disappointment in a short time. A teenager is able to manage the anxiety of a game or test and still perform. Flexibility:
The ability to revise plans in the face of obstacles, setbacks, new information or mistakes. It relates to an adaptability to changing conditions. A young child can adjust to a change in plans without major distress. A high school student can accept an alternative such as a different job when the first choice is not available. Goal-directed persistence:
The capacity to have a goal, follow through to the completion of the goal, and not be put off by or distracted by competing interests. A first grader can complete a job in order to get to recess. A teenager can earn and save money over time to buy something of importance. Metacognition:
The ability to stand back and take a birds-eye view of oneself in a situation. It is an ability to observe how you problem solve. It also includes self-monitoring and self-evaluative skills (e.g., asking yourself, “How am I doing? or How did I do?”). A young child can change behavior is response to feedback from an adult. A teenager can monitor and critique her performance and improve it by observing others who are more skilled. Organization:
The ability to create and maintain systems to keep track of information or materials. A young child can, with a reminder, put toys in a designated place. An adolescent can organize and locate sports equipment. Planning/Prioritization:
The ability to create a roadmap to reach a goal or to complete a task. It also involves being able to make decisions about what’s important to focus on and what’s not important. A young child, with coaching, can think of options to settle a peer conflict. A teenager can formulate a plan to get a job. Response Inhibition:
The capacity to think before you act – this ability to resist the urge to say or do something allows us the time to evaluate a situation and how our behavior might impact it. In the young child, waiting for a short period without being disruptive is an example of response inhibition while in the adolescent it would be demonstrated by accepting a referee’s call without an argument. Stress Tolerance:
The ability to thrive in stressful situations and to cope with uncertainty, change, and performance demands. We generally reserve our discussion of this skill to adults, since it seems more relevant with this population. We find it helps people understand the kind of work environment they do best in. Sustained Attention:
The capacity to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom. Completing a 5-minute chore with occasional supervision is an example of sustained attention in the younger child. The teenager is able to attend to homework, with short breaks, for one to two hours. Task Initiation:
The ability to begin projects without undue procrastination, in an efficient or timely fashion. A young child is able to start a chore or assignment right after instructions are given. A high school student does not wait until the last minute to begin a project. Time Management:
The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. It also involves a sense that time is important. A young child can complete a short job within a time limit set by an adult. A high school student can establish a schedule to meet task deadlines. Working Memory:
The ability to hold information in memory while performing complex tasks. It incorporates the ability to draw on past learning or experience to apply to the situation at hand or to project into the future. A young child, for example can hold in mind and follow 1-2 step directions while the middle school child can remember the expectations of multiple teachers.
情商我肯定是时高时低~~~哈哈哈~~~
你智商90，是暗示我只有60？嗯，老年痴呆了
也不是原配不好，他需要让自己精神换发的动力：）