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Key Laboratory Reprints:2000-2002 |
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[This file is in color and may take some time to open.] Cobb, C., & Mayer, J. D. (2000). Emotional intelligence: What the research says. Educational Leadership, 58, 14-18. [Reprinted in Duffy, K. G. (Ed.) Annual Editions: Psychology 02/03 (32nd Edition), pp. 113-117. Guilford, CT: McGraw-Hill/Duskin]. Many discussions of emotional intelligence in the popular media (e.g., TIME and elsewhere) were aimed at generating a program of instruction related to emotional intelligence. My colleagues and I wrote this article to communicate the scientific findings of the time to those educational leaders interested in emotional intelligence.
Mayer, J.D. (2000). Emotion, intelligence, emotional intelligence. In J. P. Forgas (Ed.), The handbook of affect and social cognition (pp. 410-431). Mahwah, NJ: Lawrence Erlbaum & Associates. This article outlines some of the relationships between emotional intelligence research, on the one hand, and research in the emotions and intelligences, on the other. Particular attention is paid to the area of "cognition and affect" which more generally studies interactions between thought and feeling. Mayer, J. D., & Cobb, C. D. (2000). Educational policy on emotional intelligence: Does it make sense? Educational Psychology Review, 12, 163-183. This article presents a detailed analysis of some of the writings on emotional intelligence and educational curricula. It analyzes claims then being made for emotional intelligence, and suggests how a curriculum based on EI might differ from a more general curriculum devoted to socio-emotional learning. Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 396-420). Cambridge, England: Cambridge University Press. This article describes some of the background to the study of emotional intelligence. It then compares several models of emotional intelligence then current, including Daniel Goleman's popular 1995 and 1998 models, the models underlying the Bar-On EQ-i, and our own four-branch ability model of EI. The article then relates the models to research in intelligence more generally. Mayer, J. D., Perkins, D., Caruso, D. R., & Salovey, P. (2001). Emotional intelligence and giftedness. Roeper Review, 23 (3), 131-137. This article presents a study of 12 adolescents who took the adolescent version of the MEIS and examines some recent socially-challenging events in their lives. The article ends with some qualitative analyses of individual cases suggesting how differences in EI play out in socially challenging situations.
Mayer, J. D. (2001). A field guide to emotional intelligence. In J. Ciarrochi, J. P. Forgas, & J. D. Mayer (Eds.), Emotional intelligence and everday life (pp.3-24). New York: Psychology Press. This chapter examines how the field of emotional intelligence emerged, various approaches to EI, and places EI in a personality context. It addresses such questions as whether EI is important, and why.
Mayer, J.D., Salovey, P., Caruso, D.L., & Sitarenios, G. (2001). Emotional intelligence as a standard intelligence. Emotion, 1, 232-242. Other researchers raised questions as to whether our 2000 article (see Mayer, Salovey, & Caruso, 2000, above) on emotional intelligence as a standard intelligence really made the case that EI is an intelligence. Here, we further explain our position on EI as a standard intelligence. In particular, we elaborate on the idea of emotional information, what it is, and how people reason with it. The article also examines issues related to how to establish a "criterion of correctness" for an EI item.
Caruso, D. R., Mayer, J. D, & Salovey, P. (2002). Relation of an ability measure of emotional intelligence to personality. Journal of Personality Assessment, 79, 306-320. This is a validity study examining the relationship between the MEIS and various other trait measures of intelligence, motivation, emotion, and other characteristics of personality.