As Mayer et al. (2004) propose that EQ involves “the ability to reason about emotions, and for emotions to enhance thinking” (p. 197). This suggests that EQ involves a combination of intelligence and emotion. EQ can assist and measure the intellectual processing of particular types of information (emotions) and our ability to reason and solve problems in response to them (Salovey & Mayer, 1993). The types of emotion on which EI theory is based can be defined as both simple and complex, can be regulated, and can have a practical purpose in the relationships, existent or non-existent, between individuals and their environment (Averill, 1992). Studies suggest that EI can detect differences between an individual's abilities to recognize, distinguish, and understand their own emotions and those of others (Becker, 2003). EQ can be divided into four areas: the perception of emotions, the acceptance of emotional feelings, their understanding and the ability to manage them (Mayer, Caruso and Salovey, 2000). As stated previously, to be recognized as a type of non-academic intelligence, EQ must demonstrate mental performance, such as knowing how to calm down when angry or upset. It must describe the standards observed, for example, comparisons can be made between verbal intelligence (which is a subset of general intelligence) and EQ which uses both verbal and non-verbal assessment, but they differ immensely in the type of information (emotions) that are processed. Finally, intelligence must develop with age. As a result, research has shown an increase in EI from early childhood through adulthood. However, once an individual reached adulthood, there was minimal progression in EQ (Mayer, Caruso, & Salovey,