SLE are more likely to make decisions based on logical reasons than ESE, who are more likely to make decisions based on their own feelings.
ESE are often better at solving and minimizing interpersonal problems, where as SLE often struggle understanding them.
SLE are often more interested in studying systems, structures, and functionality than ESE.
ESE tend to prefer using persuasion as a means of convincing others to do something, where as SLE prefer to use argumentation as a means of convincing others.
ESE are more vulnerable to logical manipulation than SLE. However SLE in contrast, are often more vulnerable to emotional or ethical manipulations than ESE.
SLE place greater value on their interests than ESE. For example, SLE will maintain high levels of energy and focus on an interest they value, even deprioritizing their other resources to maintain the interest. For example, SLE may spend a large amount of energy on an interest they value, often to the detriment of their time, sleep, relationships, money, etc.
ESE place greater value on their resources than SLE. For ESE, resources like their money, time, sleep, etc., fall into their "inner personal space," and the ESE will be more likely to deprioritize an interest if it starts to drain these resources too much.
SLE 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, ESE 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, ESE are more likely to focus on how stage A leads to stage B, how stage B leads to stage C, etc. SLE, 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 ESE do.
When describing reality, SLE are more likely to talk about the properties and structure of reality. ESE are more likely to describe reality as movements, interactions, and changes.
When planning to complete something, SLE 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, ESE 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.
ESE are able to change and make adjustments to their goals more easily than SLE (depending on how progress is being made, etc.). SLE on the other hand, prefer to stick with their original goals.
SLE tend to judge their available options by how likely the option will help them reach their goal. If a choice no longer helps SLE reach their goals, it will be dismissed and discontinued. On the other hand, ESE prefer to continue pursuing their current option, opting to adjust their ultimate goal in order to fit the current choice.
SLE pay more particular attention to aspects of a situation or plan that are insufficient or lacking. This can be interpreted by others as SLE having a negative assessment of various situations and events (.e.g, "the glass is half empty). On the other hand, ESE pay more attention to what is actually present in a situation, and this can be interpreted as an affirmative or positive manifestation of the surrounding world, situations, possibilities, and prospects (e.g. "the glass is half full").
When assessing an option or available choice, ESE tend to focus more on how the choice could benefit them (what it would potentially yield) than SLE would. On the other hand, SLE would be more cognizant of the potential risks and potential losses that may accompany the decision that ESE may unconsciously minimize.
ESE are rmore relaxed in their natural state than SLE. However ESE will mobilize and concentrate when needed to accomplish an objective. After the task has been completed, ESE demobilize again. This state of demobilization is the natural state of ESE.
When contemplating a task, it takes ESE longer time to mobilize than SLE; i.e., ESE 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, ESE are more likely than SLE to break up larger tasks into several stages. Then ESE mobilize to carry out each stage (and demobilize between the stages).
When getting ready to start a project, ESE spend more time planning and preparing for the project than SLE. In particular, ESE spend more time discussing the plan, discussing options and ways to approach the project, etc.)
When describing their reasoning for their actions, ESE (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 ESE 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 ESE 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 ESE, 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 ESE 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 ESE to focus on the fruits of their labor, about what their effort will yield. ESE on the other hand are more likely to focus on the environment they work in, e.g., their work conditions, conveniences, commute time, etc.
ESE are more likely than SLE to perceive and distinguish themselves primarily through personal qualities. ESE focus on individualism more than SLE.
ESE attitude towards a specific person (more so than SLE) is based on their personal characteristics (authority, intellect, personal achievements, etc.) ESE recognize superiority of certain individuals drawing from their personal qualities
SLE, more than ESE, 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 ESE. This is based on the ability of SLE to draw conclusions about the person based on the groups the person belongs to; ESE are more reluctant to make these inferences.
ESE tend to plan ahead, making decisions early. On the other hand, SLE tend to prefer a wait and see, more spontaneous approach.
SLE are relatively more flexible and tolerant than ESE.
ESE are relatively more rigid and stubborn than SLE.
SLE are comfortable making changes and adjustments to their decisions quite frequently. ESE, on the other hand, prefer to not make changes to their decisions.
ESE tend to put more effort than SLE into finishing any new project they start.
SLE tend to start more tasks and other projects than ESE, but the SLE are less likely to complete all of them.
ESE tend to have stiffer more angular movements. SLE tend to have more relaxed fluid movements.
SLE tend to have a more democratic leadership style than ESE.
ESE tend to have a more authoritarian, hierarchical leadership style than SLE.
SLE have a relatively higher stress tolerance than ESE. ESE often struggle with continually changing situations more than SLE do.
