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PREFACE ramifications. But the strong claims being made for its importance were not substantiated by adequate evidence—and some of the more extreme claims found in popular writings on the subject were simply ludicrous. Our discussion led to the first comprehensive critique of EI, our book Emotional Intelligence: Science and Myth, published by MIT Press in 2002. In Emotional Intelligence: Science and Myth, we came to several general conclusions. Even in the scientific literature, the available evidence often failed to support researchers’ claims for EI. Tests of EI often showed rather modest associations with objective outcome criteria, such as educational and job success. We also identified issues for the measurement of EI, which turns out to be a more challenging quality to assess than conventional ability and personality. In consequence, the promise of EI for enhancing individual and societal well-being was some way from being fulfilled. Since that time, the fast pace of research on EI has kept us busy writing further books, journal articles, book chapters, and the odd conference presentation or two (in such settings, often with liquid libations close at hand to stimulate our critical thinking). Some of our initial concerns have been allayed by new evidence supporting the validity of scales for EI; other concerns still remain. In Emotional Intelligence 101, we aim to introduce critical perspectives on EI. That is, we aim to give the reader both an introduction to contemporary research on EI, in its various guises, and also a sense of the conceptual and empirical tests that must be satisfied before EI can be accepted as a major new aspect of individual differences. In the world of EI research, little should be taken at face value. The critic must clarify the claims made for EI, and examine carefully the evidence supporting those claims. In Chapter 1 (Introduction), we introduce the concept, balancing its potential with our critical stance. Progress requires a clear and coherent theory-based conceptualization of EI, reliable and valid assessment instruments, and translation of basic research into practical interventions. One of the issues xi Matthews_PTR_FM_12-10-11_i-xviii.indd xi 10/12/2011 8:48:05 PM
PREFACE we identify is that two rather different strands of research have emerged, one concerned with EI as a true ability, the other seeing EI as more akin to a personality trait. Chapter 2 (EI as a Personality Trait) examines the role of personality traits in emotional functioning and considers whether questionnaire assessments of EI offer anything more than standard personality measures do. Chapter 3 (EI as a New Form of Cognitive Ability) considers strategies for assessing EI as an ability, using objectively scored tests. There are significant obstacles to overcome—not least how to create test items that may be scored as objectively right or wrong—but we identify some signs of progress in this field. The next set of chapters looks at evidence on the implications and consequences of EI. What benefits might the emotionally intelligent person have in real life? What are the dangers of being low in EI? Chapter 4 (EI in Everyday Life) looks at studies of various outcomes that may be influenced by EI—our personal relationships, our health and well-being, and our capacity to cope with the vicissitudes of life. We show that tests of EI can predict a range of outcome measures, but argue also that the reader should be cautious in assuming that major benefits result from high EI. In practical settings, it may be as important to change personal qualities as to measure them. Chapter 5 (Training EI in Applied Settings) surveys training programs directed toward improving social–emotional functioning in two key real-life settings—the classroom and the workplace. We review both successes and failures and consider the improvements that need to be made to research methods to obtain solid evidence on the effectiveness of training EI. In Chapter 6 (Emotional Disorders: Pathology of EI?), we ask whether low levels of EI may contribute to psychopathology. There are several types of disorders in which emotional functioning appears to be abnormal or dysfunctional, including the classical emotional disorders, externalizing disorders expressed in impulsive or antisocial behaviors, and disorders that corrode social functioning, including schizophrenia and autism. We also examine xii Matthews_PTR_FM_12-10-11_i-xviii.indd xii 10/12/2011 8:48:05 PM
Page 2 and 3: The Psych 101 series James C. Kaufm
Page 4 and 5: Emotional Intelligence 101 Gerald M
Page 6 and 7: To the new generation of emotional
Page 8 and 9: Contents 2 Chapter 1 Introduction 1
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Page 14 and 15: PREFACE the extent to which researc
Page 16 and 17: Creativity 101 James C. Kaufman, Ph
Page 18 and 19: Emotional Intelligence 101 Matthews
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Page 22 and 23: INTRODUCTION FIGURE 1.1 Portrait of
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Page 26 and 27: INTRODUCTION fellow humans, could b
Page 28 and 29: INTRODUCTION key aptitudes, compete
Page 30 and 31: INTRODUCTION Emotional intelligence
Page 32 and 33: INTRODUCTION TABLE 1.2 THE ADULT SA
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Page 36 and 37: INTRODUCTION Is EI Really an Intell
Page 38 and 39: INTRODUCTION TABLE 1.3 CAPSULE DESC
Page 40 and 41: INTRODUCTION FIGURE 1.5 Théodore G
Page 42 and 43: INTRODUCTION what is emotionally in
Page 44 and 45: INTRODUCTION individual’s compete
Page 46 and 47: INTRODUCTION Basic Processes in EI.
Page 48 and 49: INTRODUCTION plan for negotiating i
Page 50 and 51: INTRODUCTION Third, as with measure
Page 52 and 53: INTRODUCTION More recently, this me
Page 54 and 55: INTRODUCTION challenges that arise.
Page 56 and 57: INTRODUCTION distressing emotional
Page 58 and 59: INTRODUCTION concerns with the chil
Page 60 and 61: INTRODUCTION emotional functioning.

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