ILI are more likely than SLE to perceive and distinguish themselves primarily through personal qualities. ILI focus on individualism more than SLE.
ILI attitude towards a specific person (more so than SLE) is based on their personal characteristics (authority, intellect, personal achievements, etc.) ILI recognize superiority of certain individuals drawing from their personal qualities
SLE, more than ILI, frequently perceives and defines themselves and other people through group associations. SLE focus on collectivism over individualism.
When SLE form opinions of others, these opinions are formed under the influence of their attitude towards the group to which the person belongs. To SLE, it is incomprehensible how it is possible to belong to two opposing groups at the same time:, i.e., "you're either with us, or with them and against us."
SLE are often able to form quicker opinions of others they have just met than ILI. This is based on the ability of SLE to draw conclusions about the person based on the groups the person belongs to; ILI are more reluctant to make these inferences.
SLE' psychic energy more often flows outwards, whereas with ILI, their psychic energy more often flows inward.
ILI' energy levels tend to improve when they're alone whereas SLE' energy levels increase when they're interacting with larger groups.
SLE' energy levels tend to decrease when they're alone whereas ILI' energy levels will decrease when they're interacting with larger groups of people.
With regards to energy levels, SLE tend to have higher energy levels than ILI.
ILI are more often focused on their thoughts and feelings where as SLE are more often focused on their surroundings.
SLE tend to be more active and initiating with others where as ILI tend to be more passive and less initiating.
ILI often have a smaller, closer network of friends where as SLE often have a wider network of friends.
SLE are often more cognizant of their outwards appearance and are thus better at presenting themselves than ILI.
ILI are generally better at concentrating on specific tasks for longer periods of time than SLE.
SLE often prefer to work with others in a team where as ILI often prefer working alone.
ILI 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 ILI. ILI on the other hand, are better at seeing the big picture than SLE.
ILI are more focused on ideas and concepts than SLE. On the other hand, SLE are more focused (than ILI) on their surroundings.
SLE are more naturally comfortable with physical confrontations than ILI.
ILI are often more interested in the idea or theory of something, whereas SLE are more interested in the actual practice or implementation of it.
ILI are relatively better at assessing the emotional atmosphere occurring in a group or during an activity than SLE.
When meeting someone knew, ILI are not as likely as SLE to perceive "getting to know somebody" as a special kind of activity. ILI know very well whey they are getting acquainted (i.e., what the purpose of the relationship is, be it business, personal, travel, etc.). ILI, in contrast with SLE, do not divide the process of getting acquainted into consecutive stages; rather ILI 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 ILI 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 ILI and their relationship with the other person.
SLE are more likely to believe in objective truths than ILI. That is, SLE are more likely to believe there is a correct or best way of doing something than ILI.
ILI are more inclined to believe there are relative truths than SLE. That is, this relativity is perceived by ILI 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 ILI) 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 ILI 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, ILI 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 ILI. E.g., SLE see having fun occurring simultaneously with other activities, such as work or even serious affairs. ILI 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 ILI than SLE. This comparison not only concerns ILI methods, but also their understanding, terminology, etc. ILI 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," ILI 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 ILI. 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 ILI, 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 ILI) 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 ILI. SLE tend to be more linear in their relationship progression than ILI, and SLE assign importance to the formalities of recognizing the start and end to each of these stages.
ILI tend to perceive events in an episodic manner, i.e., they see events evolve in discrete states rather than continuous changes. On the other hand, SLE tend to perceive events in a continuous sequence; i.e., they see events evolving fluidly rather that one state to the next.
When describing the stages of an event, SLE are more likely to focus on how stage A leads to stage B, how stage B leads to stage C, etc. ILI, on the other hand, focus more on the stages themselves without necessarily seeing or emphasizing the transitions or causes and effects of the stages to the extent that SLE do.
When describing reality, ILI are more likely to talk about the properties and structure of reality. SLE are more likely to describe reality as movements, interactions, and changes.
When planning to complete something, ILI 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 ILI (depending on how progress is being made, etc.). ILI on the other hand, prefer to stick with their original goals.
ILI tend to judge their available options by how likely the option will help them reach their goal. If a choice no longer helps ILI 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 developing a plan of action or process, SLE tend to see themselves as "within the process"; they are immersed in it. Often because of this, they have more difficulty managing several plans at once. On the other hand, ILI tend to place themselves "outside of the process"; they dissociate from it. For them the process or situation is something external from themselves.
When working on a project, ILI experience more discomfort (than SLE) if the project does not have a clearly delineated end-goal or result. This happens because ILI have more difficulty monitoring and understanding how the project is developing than SLE because they are outside of the process.
