Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/27258
Title: Rational-Experiential Inventory
Contributor(s): Phillips, Wendy J  (author)orcid 
Early Online Version: 2017-04-20
DOI: 10.1007/978-3-319-28099-8_68-1
Handle Link: https://hdl.handle.net/1959.11/27258
Abstract: The REI (Epstein et al. 1996; Norris and Epstein 2011; Pacini and Epstein 1999) was developed to measure the extent to which an individual processes information with two systems proposed by cognitive-experiential self-theory (CEST) (Epstein 1994), which is now known as cognitive-experiential theory (CET) (Epstein 2014). According to CET, we each possess a rational information processing system that is conscious, relatively slow, analytical, primarily verbal, relatively affect-free, and based on rulebased learning and an experiential system that is preconscious, rapid, automatic, holistic, primarily nonverbal, intimately associated with affect, and based on associative learning. The two systems are proposed to operate in an independent, parallel, and interactive manner, which together influence decision-making, behavior, and well-being. CET positions these distinct ways of processing information within a global theory of personality, where the extent to which an individual tends to use each system represents a relatively stable thinking style.
Publication Type: Entry In Reference Work
Source of Publication: Encyclopedia of Personality and Individual Differences, p. 1-4
Publisher: Springer
Place of Publication: Cham, Switzerland
ISBN: 9783319246109
9783319246123
9783319280998
9783319246116
3319246119
Fields of Research (FoR) 2008: 170199 Psychology not elsewhere classified
Fields of Research (FoR) 2020: 520499 Cognitive and computational psychology not elsewhere classified
Socio-Economic Objective (SEO) 2008: 970117 Expanding Knowledge in Psychology and Cognitive Sciences
Socio-Economic Objective (SEO) 2020: 280121 Expanding knowledge in psychology
HERDC Category Description: N Entry In Reference Work
Publisher/associated links: https://www.springer.com/gp/book/9783319246109
WorldCat record: http://www.worldcat.org/oclc/930996501
Appears in Collections:Entry In Reference Work
School of Psychology

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