SLI are rmore relaxed in their natural state than SLE. However SLI will mobilize and concentrate when needed to accomplish an objective. After the task has been completed, SLI demobilize again. This state of demobilization is the natural state of SLI.
When contemplating a task, it takes SLI longer time to mobilize than SLE; i.e., SLI 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, SLI are more likely than SLE to break up larger tasks into several stages. Then SLI mobilize to carry out each stage (and demobilize between the stages).
When getting ready to start a project, SLI spend more time planning and preparing for the project than SLE. In particular, SLI spend more time discussing the plan, discussing options and ways to approach the project, etc.)
When describing their reasoning for their actions, SLI (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 SLI 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 SLI 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 SLI, 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 SLI 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 SLI to focus on the fruits of their labor, about what their effort will yield. SLI on the other hand are more likely to focus on the environment they work in, e.g., their work conditions, conveniences, commute time, etc.
SLE' psychic energy more often flows outwards, whereas with SLI, their psychic energy more often flows inward.
SLI' 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 SLI' 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 SLI.
SLI 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 SLI tend to be more passive and less initiating.
SLI 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 SLI.
SLI 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 SLI often prefer working alone.
When conversing, SLE 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, SLI tend to prefer more of a question and answer style format.
SLI are relatively better at assessing the emotional atmosphere occurring in a group or during an activity than SLE.
When meeting someone knew, SLI are not as likely as SLE to perceive "getting to know somebody" as a special kind of activity. SLI know very well whey they are getting acquainted (i.e., what the purpose of the relationship is, be it business, personal, travel, etc.). SLI, in contrast with SLE, do not divide the process of getting acquainted into consecutive stages; rather SLI 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 SLI 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 SLI and their relationship with the other person.
SLE are more likely to believe in objective truths than SLI. That is, SLE are more likely to believe there is a correct or best way of doing something than SLI.
SLI are more inclined to believe there are relative truths than SLE. That is, this relativity is perceived by SLI 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 SLI) 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 SLI 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, SLI 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 SLI. E.g., SLE see having fun occurring simultaneously with other activities, such as work or even serious affairs. SLI 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 SLI than SLE. This comparison not only concerns SLI methods, but also their understanding, terminology, etc. SLI 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," SLI 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 SLI. 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 SLI, 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 SLI) 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 SLI. SLE tend to be more linear in their relationship progression than SLI, and SLE assign importance to the formalities of recognizing the start and end to each of these stages.
SLI 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. SLI, 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, SLI 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 solving a problem, SLI rely more heavily on their generalized past experiences than SLE. SLI are inclined to use already prepared, preformulated methods and processes to solve a problem.
When solving a problem, SLE are more inclined (than SLI) 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.
SLI pay more particular attention to aspects of a situation or plan that are insufficient or lacking. This can be interpreted by others as SLI having a negative assessment of various situations and events (.e.g, "the glass is half empty). On the other hand, SLE 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, SLE tend to focus more on how the choice could benefit them (what it would potentially yield) than SLI would. On the other hand, SLI would be more cognizant of the potential risks and potential losses that may accompany the decision that SLE may unconsciously minimize.
