IEE are rmore relaxed in their natural state than SLE. However IEE will mobilize and concentrate when needed to accomplish an objective. After the task has been completed, IEE demobilize again. This state of demobilization is the natural state of IEE.
When contemplating a task, it takes IEE longer time to mobilize than SLE; i.e., IEE prefer to spend some time in a more natural state of relaxedness which will then prepare them to subsequently mobilize and concentrate at the crucial moments, improving their performance.
When working on a project, IEE are more likely than SLE to break up larger tasks into several stages. Then IEE mobilize to carry out each stage (and demobilize between the stages).
When getting ready to start a project, IEE spend more time planning and preparing for the project than SLE. In particular, IEE spend more time discussing the plan, discussing options and ways to approach the project, etc.)
When describing their reasoning for their actions, IEE (more so than SLE) tend describe how and why they came to a certain decision, and focus less on the timing and initiation of the action.
When it comes to completing a task, SLE are more likely than IEE to mobilize for longer periods of time. Specifically, SLE tend to mobilize for an action early and stay mobilized for a longer period of time after the task has been completed. For SLE, this state of readiness is their natural state.
SLE are more likely than IEE to tackle a task in its entirety, rather than breaking it up into smaller separate stages.
When doing a task, SLE are inclined to work for the sake of the result (for example, a reward or bonus for completing the task). In contrast to IEE, SLE can renounce their comforts and conveniences for this; SLE evaluate their place of work by looking at what returns they get for the effort they invested (e.g., monetary, prestige, etc.).
When describing why they undertook a project, SLE are more likely than IEE to focus on the moment when a decision is made and to speak in detail about the stages of its implementation.
When discussing work, SLE are more likely than IEE to focus on the fruits of their labor, about what their effort will yield. IEE on the other hand are more likely to focus on the environment they work in, e.g., their work conditions, conveniences, commute time, etc.
IEE tend to be more idealistic with their heads-in-the-cloud. SLE, on the other hand, are more realistic and down-to-earth.
SLE are better at noticing details than IEE. IEE on the other hand, are better at seeing the big picture than SLE.
IEE are more focused on ideas and concepts than SLE. On the other hand, SLE are more focused (than IEE) on their surroundings.
SLE are more naturally comfortable with physical confrontations than IEE.
IEE are often more interested in the idea or theory of something, whereas SLE are more interested in the actual practice or implementation of it.
IEE are more likely (than SLE) to seek new and novel experiences rather than returning to something already lived through. They will generally only re-read a book, re-watch a movie, or revisit the same place if they have forgotten it or are hoping to learn something new from it.
SLE are more likely than IEE to use "emotional anchors" that resonate with their internal emotional condition. These emotional anchors could be a book, a movie, a place, a song, etc. SLE use these anchors to strengthen their inner emotional state and thus will repeat the experience: e.g., re-reading a book, re-watching a movie, continually going back to a place to experience the emotions associated with it.
IEE are relatively better at assessing the emotional atmosphere occurring in a group or during an activity than SLE.
When meeting someone knew, IEE are not as likely as SLE to perceive "getting to know somebody" as a special kind of activity. IEE know very well whey they are getting acquainted (i.e., what the purpose of the relationship is, be it business, personal, travel, etc.). IEE, in contrast with SLE, do not divide the process of getting acquainted into consecutive stages; rather IEE immediately establish the necessary emotional distance in contact and can regulate it if needed. To bridge the gap between poorly acquainted people in a group IEE amp up the emotional tone; this can be mutually experienced happiness or misfortune. The name and title of the person are of secondary relevance to IEE and their relationship with the other person.
SLE are more likely to believe in objective truths than IEE. That is, SLE are more likely to believe there is a correct or best way of doing something than IEE.
IEE are more inclined to believe there are relative truths than SLE. That is, this relativity is perceived by IEE as an extenuation of the differing beliefs, opinions, intentions, etc. of each person.
When something is perceived by SLE as being incorrect, they are more likely (than IEE) to tell the person who made the error what they did wrong and how to do it the right way. SLE are focused on who made the error and helping them to correct the mistake.
When something is perceived by IEE as being incorrect, they are more likely (than SLE) to ask why it was done that way. Instead of necessarily trying to correct the person who made the error, IEE attempt to understand the person's reason for their decision/action.
SLE tend to internally combine emotional exchanges with other activities rather than separating them out like IEE. E.g., SLE see having fun occurring simultaneously with other activities, such as work or even serious affairs. IEE are more likely to internally separate out having fun with other activities, although the two can be interchanged at a high frequency.
The "comparison and verification of concepts" is a more common phenomenon among IEE than SLE. This comparison not only concerns IEE methods, but also their understanding, terminology, etc. IEE are attuned to the fact that different people might understand and interpret different concepts and terms differently. They perceive terminology as well as actions of other people as part of the subjective concept inseparable from personal opinion, position, intent, etc. In contrast to SLE who perceive terminology as "objective," IEE understand personal differences behind terminology (this applies even to well established terms) and they attempt to compare and verify them.
SLE are not as inclined to compare and verify concepts as IEE. SLE assume that these can have only one unique interpretation (the "correct" interpretation), and SLE often do not think about the fact that the other person may be interpreting them differently. Much more than IEE, SLE apply concepts such as "objective reality," "unequivocal facts," and de-emphasize concepts; SLE consider that they know the "right" way of doing things, how something "truly is," etc.
SLE are more likely (than IEE) to use special rituals or other culturally accepted formalities when forming relationships with others. What that means is that the emotional proximity and relationship status for SLE be more externally predetermined. Additionally, SLE generally progress in relationships through stages, and therefore are more familiar with these stages than IEE. SLE tend to be more linear in their relationship progression than IEE, and SLE assign importance to the formalities of recognizing the start and end to each of these stages.
IEE are more likely to make decisions based on logical reasons than SLE, who are more likely to make decisions based on their own feelings.
SLE are often better at solving and minimizing interpersonal problems, where as IEE often struggle understanding them.
IEE are often more interested in studying systems, structures, and functionality than SLE.
SLE tend to prefer using persuasion as a means of convincing others to do something, where as IEE prefer to use argumentation as a means of convincing others.
SLE are more vulnerable to logical manipulation than IEE. However IEE in contrast, are often more vulnerable to emotional or ethical manipulations than SLE.
IEE place greater value on their interests than SLE. For example, IEE will maintain high levels of energy and focus on an interest they value, even deprioritizing their other resources to maintain the interest. For example, IEE may spend a large amount of energy on an interest they value, often to the detriment of their time, sleep, relationships, money, etc.
SLE place greater value on their resources than IEE. For SLE, resources like their money, time, sleep, etc., fall into their "inner personal space," and the SLE will be more likely to deprioritize an interest if it starts to drain these resources too much.
When planning to complete something, IEE are more likely to focus their attention on the goal itself, overlooking and deprioritizing the individual actions needed to reach that goal. On the other hand, SLE tend to focus their attention on the each action; i.e., they're focused on how each decision and choice is being made (towards reaching the goal), in a step by step process.
SLE are able to change and make adjustments to their goals more easily than IEE (depending on how progress is being made, etc.). IEE on the other hand, prefer to stick with their original goals.
IEE tend to judge their available options by how likely the option will help them reach their goal. If a choice no longer helps IEE reach their goals, it will be dismissed and discontinued. On the other hand, SLE prefer to continue pursuing their current option, opting to adjust their ultimate goal in order to fit the current choice.
When solving a problem, IEE rely more heavily on their generalized past experiences than SLE. IEE are inclined to use already prepared, preformulated methods and processes to solve a problem.
When solving a problem, SLE are more inclined (than IEE) to solve it by relying predominantly on only the presently available information. Essentially, SLE will develop a process or method uniquely fitted towards the present problem, and this method is designed using the present conditions and information.
