SLE are relatively better at assessing the emotional atmosphere occurring in a group or during an activity than ESI.
When meeting someone knew, SLE are not as likely as ESI to perceive "getting to know somebody" as a special kind of activity. SLE know very well whey they are getting acquainted (i.e., what the purpose of the relationship is, be it business, personal, travel, etc.). SLE, in contrast with ESI, do not divide the process of getting acquainted into consecutive stages; rather SLE 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 SLE 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 SLE and their relationship with the other person.
ESI are more likely to believe in objective truths than SLE. That is, ESI are more likely to believe there is a correct or best way of doing something than SLE.
SLE are more inclined to believe there are relative truths than ESI. That is, this relativity is perceived by SLE as an extenuation of the differing beliefs, opinions, intentions, etc. of each person.
When something is perceived by ESI as being incorrect, they are more likely (than SLE) to tell the person who made the error what they did wrong and how to do it the right way. ESI are focused on who made the error and helping them to correct the mistake.
When something is perceived by SLE as being incorrect, they are more likely (than ESI) to ask why it was done that way. Instead of necessarily trying to correct the person who made the error, SLE attempt to understand the person's reason for their decision/action.
ESI tend to internally combine emotional exchanges with other activities rather than separating them out like SLE. E.g., ESI see having fun occurring simultaneously with other activities, such as work or even serious affairs. SLE 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 SLE than ESI. This comparison not only concerns SLE methods, but also their understanding, terminology, etc. SLE 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 ESI who perceive terminology as "objective," SLE understand personal differences behind terminology (this applies even to well established terms) and they attempt to compare and verify them.
ESI are not as inclined to compare and verify concepts as SLE. ESI assume that these can have only one unique interpretation (the "correct" interpretation), and ESI often do not think about the fact that the other person may be interpreting them differently. Much more than SLE, ESI apply concepts such as "objective reality," "unequivocal facts," and de-emphasize concepts; ESI consider that they know the "right" way of doing things, how something "truly is," etc.
ESI are more likely (than SLE) 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 ESI be more externally predetermined. Additionally, ESI generally progress in relationships through stages, and therefore are more familiar with these stages than SLE. ESI tend to be more linear in their relationship progression than SLE, and ESI assign importance to the formalities of recognizing the start and end to each of these stages.
SLE are more likely to make decisions based on logical reasons than ESI, who are more likely to make decisions based on their own feelings.
ESI 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 ESI.
ESI 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.
ESI are more vulnerable to logical manipulation than SLE. However SLE in contrast, are often more vulnerable to emotional or ethical manipulations than ESI.
SLE place greater value on their interests than ESI. 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.
ESI place greater value on their resources than SLE. For ESI, resources like their money, time, sleep, etc., fall into their "inner personal space," and the ESI will be more likely to deprioritize an interest if it starts to drain these resources too much.
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, ESI 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.
ESI 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, ESI prefer to continue pursuing their current option, opting to adjust their ultimate goal in order to fit the current choice.
When solving a problem, SLE rely more heavily on their generalized past experiences than ESI. SLE are inclined to use already prepared, preformulated methods and processes to solve a problem.
When solving a problem, ESI are more inclined (than SLE) to solve it by relying predominantly on only the presently available information. Essentially, ESI will develop a process or method uniquely fitted towards the present problem, and this method is designed using the present conditions and information.
SLE are more likely than ESI to perceive and distinguish themselves primarily through personal qualities. SLE focus on individualism more than ESI.
SLE attitude towards a specific person (more so than ESI) is based on their personal characteristics (authority, intellect, personal achievements, etc.) SLE recognize superiority of certain individuals drawing from their personal qualities
ESI, more than SLE, frequently perceives and defines themselves and other people through group associations. ESI focus on collectivism over individualism.
When ESI form opinions of others, these opinions are formed under the influence of their attitude towards the group to which the person belongs. To ESI, 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."
ESI are often able to form quicker opinions of others they have just met than SLE. This is based on the ability of ESI to draw conclusions about the person based on the groups the person belongs to; SLE are more reluctant to make these inferences.
ESI' psychic energy more often flows outwards, whereas with SLE, their psychic energy more often flows inward.
SLE' energy levels tend to improve when they're alone whereas ESI' energy levels increase when they're interacting with larger groups.
ESI' energy levels tend to decrease when they're alone whereas SLE' energy levels will decrease when they're interacting with larger groups of people.
With regards to energy levels, ESI tend to have higher energy levels than SLE.
SLE are more often focused on their thoughts and feelings where as ESI are more often focused on their surroundings.
ESI tend to be more active and initiating with others where as SLE tend to be more passive and less initiating.
SLE often have a smaller, closer network of friends where as ESI often have a wider network of friends.
ESI are often more cognizant of their outwards appearance and are thus better at presenting themselves than SLE.
SLE are generally better at concentrating on specific tasks for longer periods of time than ESI.
ESI often prefer to work with others in a team where as SLE often prefer working alone.
SLE tend to plan ahead, making decisions early. On the other hand, ESI tend to prefer a wait and see, more spontaneous approach.
ESI are relatively more flexible and tolerant than SLE.
SLE are relatively more rigid and stubborn than ESI.
ESI are comfortable making changes and adjustments to their decisions quite frequently. SLE, on the other hand, prefer to not make changes to their decisions.
SLE tend to put more effort than ESI into finishing any new project they start.
ESI tend to start more tasks and other projects than SLE, but the ESI are less likely to complete all of them.
SLE tend to have stiffer more angular movements. ESI tend to have more relaxed fluid movements.
ESI tend to have a more democratic leadership style than SLE.
SLE tend to have a more authoritarian, hierarchical leadership style than ESI.
ESI have a relatively higher stress tolerance than SLE. SLE often struggle with continually changing situations more than ESI do.
When conversing, ESI types are inclined to communicate in the form of monologues, where each party has "its turn." Because of that they subconsciously attempt to transform a dialogue into a series of monologues. Conversely, SLE tend to prefer more of a question and answer style format.
