SLE are more likely to make decisions based on logical reasons than SEI, who are more likely to make decisions based on their own feelings.
SEI 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 SEI.
SEI 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.
SEI are more vulnerable to logical manipulation than SLE. However SLE in contrast, are often more vulnerable to emotional or ethical manipulations than SEI.
SLE place greater value on their interests than SEI. 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.
SEI place greater value on their resources than SLE. For SEI, resources like their money, time, sleep, etc., fall into their "inner personal space," and the SEI 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, SEI 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, SEI 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 SEI do.
When describing reality, SLE are more likely to talk about the properties and structure of reality. SEI are more likely to describe reality as movements, interactions, and changes.
When solving a problem, SLE rely more heavily on their generalized past experiences than SEI. SLE are inclined to use already prepared, preformulated methods and processes to solve a problem.
When solving a problem, SEI are more inclined (than SLE) to solve it by relying predominantly on only the presently available information. Essentially, SEI will develop a process or method uniquely fitted towards the present problem, and this method is designed using the present conditions and information.
When developing a plan of action or process, SEI 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, SLE 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, SLE experience more discomfort (than SEI) if the project does not have a clearly delineated end-goal or result. This happens because SLE have more difficulty monitoring and understanding how the project is developing than SEI because they are outside of the process.
SEI are rmore relaxed in their natural state than SLE. However SEI will mobilize and concentrate when needed to accomplish an objective. After the task has been completed, SEI demobilize again. This state of demobilization is the natural state of SEI.
When contemplating a task, it takes SEI longer time to mobilize than SLE; i.e., SEI 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, SEI are more likely than SLE to break up larger tasks into several stages. Then SEI mobilize to carry out each stage (and demobilize between the stages).
When getting ready to start a project, SEI spend more time planning and preparing for the project than SLE. In particular, SEI spend more time discussing the plan, discussing options and ways to approach the project, etc.)
When describing their reasoning for their actions, SEI (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 SEI 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 SEI 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 SEI, 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 SEI 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 SEI to focus on the fruits of their labor, about what their effort will yield. SEI on the other hand are more likely to focus on the environment they work in, e.g., their work conditions, conveniences, commute time, etc.
SEI are more likely than SLE to perceive and distinguish themselves primarily through personal qualities. SEI focus on individualism more than SLE.
SEI attitude towards a specific person (more so than SLE) is based on their personal characteristics (authority, intellect, personal achievements, etc.) SEI recognize superiority of certain individuals drawing from their personal qualities
SLE, more than SEI, 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 SEI. This is based on the ability of SLE to draw conclusions about the person based on the groups the person belongs to; SEI are more reluctant to make these inferences.
SLE' psychic energy more often flows outwards, whereas with SEI, their psychic energy more often flows inward.
SEI' 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 SEI' 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 SEI.
SEI 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 SEI tend to be more passive and less initiating.
SEI 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 SEI.
SEI 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 SEI often prefer working alone.
SEI 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 SEI 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.
