The Influence of Emotional Intelligence and Prototype Location on Scientific Problem Solving under Stress
Ai-Hua Tao, Zi-Cheng Jiang

Abstract
This study explores the influence of emotional intelligence and prototype position on the solution of scientific problems by using the two-stage experimental paradigm of "learning multiple prototypes - testing multiple problems" with scientific inventions as experimental materials. The results show that: (1) The correct effect of the prototyping position is significant, and the correctness rate of the scientific problem solving of the prototype is significantly better than that of the pre-stress prototype learning. This shows that the knowledge of the prototype after the stress may be transformed into a stress Memory or emotional memory, so extraction is easier. But this prototype position effect is only reflected in the high emotional intelligence group. (2) At the correct rate, the adjustment of the emotional effect of the emotional intelligence on the prototype position is mainly embodied in the three dimensions of the emotional adjustment (ERO), the emotional evaluation (AES) and the emotional adjustment (ERS). (3) Emotional intelligence main effect was significant, low emotional intelligence group scientific problem solving response was significantly longer than the high emotional intelligence group when the scientific problem was solved. (4) The interaction between the prototype position and the emotional intelligence has an effect on the response of the scientific problem. Under the condition of low emotional intelligence, the scientific problem solving reaction of the prototype group is significantly longer than that of the post-prototype learning group. Under the condition of high emotional intelligence, the post - prototype learning group was significantly longer than the former model of the scientific problem solving reaction. (5) The interaction between the prototype position and the emotional intelligence is mainly embodied in the four dimensions of the emotional adjustment (ERO), the other person's emotional evaluation (AEO) and the emotional evaluation (AES) and the emotional use (UEPS).

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