A critical evaluation of the emotional intelligence construct: [Personality and Individual Differences 2000, 28 539–561]

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Assessing emotional intelligence in gifted and non-gifted high school students: Outcomes depend on the measure (2005, background): “Mayer, Perkins, Caruso, and Salovey (2001) describe case studies that indicate how emotional giftedness may be distinct from intellectual giftedness, but the article leaves open the issue of how the two forms of giftedness may be related.”
Reading your Counterpart: The Benefit of Emotion Recognition Accuracy for Effectiveness in Negotiation (2006, background): “ERA is perhaps the most basic and fundamental component of the recently proposed four-branch model of EI (Mayer et al. 2001), and the one for which large-scale psychometric studies have provided some of the most consistent evidence for reliability (e.g., Ciarrochi et al. 2000; Davies et al. 1998).”
Emotional Intelligence and Education: A critical review (2007, methodology): “However, critical evaluation of tools such as the Multi-Factor Emotional Intelligence Scale (Mayer et al., 2003) has suggested that the emotional intelligence construct is distinctive and useful (Ciarrochi et al., 2000).”