Sternberg's theory of intelligence defines intelligence as the ability to learn from experience, reason well, remember information, and cope with daily life demands. It proposes intelligence consists of three interrelated abilities - analytical, creative, and practical. Intelligence is demonstrated through internal information processing, experience/learning, and adapting to/shaping/selecting environments. The theory expands prior definitions of intelligence and suggests it should be measured through learning processes as one deals with novelty and automatizes responses.
Sternberg's theory of intelligence defines intelligence as the ability to learn from experience, reason well, remember information, and cope with daily life demands. It proposes intelligence consists of three interrelated abilities - analytical, creative, and practical. Intelligence is demonstrated through internal information processing, experience/learning, and adapting to/shaping/selecting environments. The theory expands prior definitions of intelligence and suggests it should be measured through learning processes as one deals with novelty and automatizes responses.
Sternberg's theory of intelligence defines intelligence as the ability to learn from experience, reason well, remember information, and cope with daily life demands. It proposes intelligence consists of three interrelated abilities - analytical, creative, and practical. Intelligence is demonstrated through internal information processing, experience/learning, and adapting to/shaping/selecting environments. The theory expands prior definitions of intelligence and suggests it should be measured through learning processes as one deals with novelty and automatizes responses.
Sternberg's theory of intelligence defines intelligence as the ability to learn from experience, reason well, remember information, and cope with daily life demands. It proposes intelligence consists of three interrelated abilities - analytical, creative, and practical. Intelligence is demonstrated through internal information processing, experience/learning, and adapting to/shaping/selecting environments. The theory expands prior definitions of intelligence and suggests it should be measured through learning processes as one deals with novelty and automatizes responses.
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Intelligence
Give a definition of intelligence that you
could defend, explaining why you believe you could defend it. Give examples of ways your definition of intelligence might be measured and skills people might have who would do well on those measures. Describe how you would differentiate measures of intelligence from measures of achievement.
Developed by W. Huitt, 1999
Sternberg’s Theory of Intelligence
Robert Sternberg defines intelligence as :
“the cognitive ability to learn from experience, to reason well, to remember important information, and to cope with the demands of daily living.”
Sternberg, R. (1988). The triarchic mind: A new theory of human intelligence.
New York: Viking. Sternberg’s Theory of Intelligence
Sternberg believes that intelligence is comprised
of three separate, though interrelated, abilities: Sternberg’s Theory of Intelligence
Sternberg believes that intelligence is comprised
of three separate, though interrelated, abilities:
Try to solve familiar
problems by using Analytical strategies that manipulate the elements of a problem or the relationship among the elements (e.g., comparing, analyzing) Sternberg’s Theory of Intelligence
Sternberg believes that intelligence is comprised
of three separate, though interrelated, abilities:
Try to solve new kinds of
problems that require us Creative to think about the problem and its elements in a new way (e.g., inventing, designing) Sternberg’s Theory of Intelligence
Sternberg believes that intelligence is comprised
of three separate, though interrelated, abilities:
Try to solve problems
that apply what we Practical know to everyday contexts (e.g., applying, using) Sternberg’s Theory of Intelligence
Sternberg hypothesizes that intelligence relates
to, and is demonstrated in, three different aspects: (1) the internal world of information processing, (2) experience and past learning, and (3) the external world of adapting to, shaping and selecting real-world environments. Sternberg’s Theory of Intelligence
The internal world of information processing
functions through three separate, but related, components:
Knowledge- Mental processes
Acquisition used in learning Components Sternberg’s Theory of Intelligence
The internal world of information processing
functions through three separate, but related, components:
Mental processes used in
Performance the performance of a Components task; probably best measured by current intelligence tests Sternberg’s Theory of Intelligence
The internal world of information processing
functions through three separate, but related, components: Higher-order mental processes used in Metacomponents planning, monitoring, and evaluating performance of a task; these "executive" functions guide the use of other components Sternberg’s Theory of Intelligence
Intelligence is demonstrated in terms of
experience and past learning in two complimentary ways: Intelligence is the ability to learn and think within new Dealing with conceptual systems, which Novelty can then be brought to bear upon already existing knowledge Sternberg’s Theory of Intelligence
Intelligence is demonstrated in terms of
experience and past learning in two complimentary ways: Complex verbal, mathematical, and other Automatizing tasks can feasibly be Information executed only because many Processing of the operations involved in their performance have been automatized Sternberg’s Theory of Intelligence
Intelligence is demonstrated relative to one’s
environment in one’s ability to:
Sometimes one displays
one's intelligence by Adapting to one’s demonstrating an ability environment to adapt to the situation or context one finds oneself in. Sternberg’s Theory of Intelligence
Intelligence is demonstrated relative to one’s
environment in one’s ability to:
This is the primary
aspect of intelligence that is considered by Adapting to one’s psychometricians, environment learning theorists, and other cognitivists such as Piaget. Sternberg’s Theory of Intelligence
Intelligence is demonstrated relative to one’s
environment in one’s ability to:
Sometimes it is necessary to demonstrate one's Shaping one’s intelligence by shaping or environment changing the environment so that it better meets one's needs. Sternberg’s Theory of Intelligence
Intelligence is demonstrated relative to one’s
environment in one’s ability to:
Vygotsky and dynamical
Shaping one’s systems theorists focus on environment this aspect of intelligence. Sternberg’s Theory of Intelligence
Intelligence is demonstrated relative to one’s
environment in one’s ability to:
There are times when it is
necessary to demonstrate Selecting a one's intelligence by different selecting an alternate environment environment or context within which to live and work. Sternberg’s Theory of Intelligence
In summary, Sternberg’s theory of intelligence:
• hypothesizes intelligence as a set of skills identified through research in cognitive psychology • expands the definition of intelligence from merely adapting to one’s environment to modifying the environment or selecting another Sternberg’s Theory of Intelligence
In summary, Sternberg’s theory of intelligence:
• suggests intelligence consists of complimentary processes of critical and creative thinking as well as “common sense” • suggests intelligence should be measured as part of the learning process while the learner deals with novelty and automatizes responses Sternberg’s Adaptive Behavior Checklist In my opinion, one of the most important parts of Sternberg's work on intelligence is his Adaptive Behavior Checklist. Because he considers intelligence as a set of skills, each of the behaviors on the checklist is considered modifiable. Which of these: • have we been working on in this class? • have you worked on in other college-level courses? • do you work on in classes you teach? Sternberg’s Adaptive Behavior Checklist Practical Problem-Solving Ability
• Reasons logically and well
• Identifies connections among ideas • Sees all aspects of a problem • Keeps an open mind and responds thoughtfully to others' ideas • Sizes up situations well • Gets to the heart of problems • Interprets information accurately Sternberg’s Adaptive Behavior Checklist Practical Problem-Solving Ability
• Makes good decisions
• Goes to original sources for basic information • Poses problems in an optimal way • Is a good source of ideas • Perceives implied assumptions and conclusions • Deals with problems resourcefully Sternberg’s Adaptive Behavior Checklist Verbal Ability
• Speaks clearly and articulately and is
verbally fluent • Converses well • Is knowledgeable about a particular area of subject matter • Studies hard • Reads widely with high comprehension Sternberg’s Adaptive Behavior Checklist Verbal Ability
• Writes without difficulty
• Sets aside time for reading • Displays good vocabulary Sternberg’s Adaptive Behavior Checklist Social Competence
• Accepts others for what they are
• Admits mistakes • Displays interest in the world at large • Is on time for appointments • Has social conscience • Thinks before speaking and doing Sternberg’s Adaptive Behavior Checklist Social Competence
• Makes fair judgments
• Assesses well the relevance of information to a problem at hand • Is sensitive to other people's needs and desires • Displays interest in the immediate environment Why Intelligent People Fail Sternberg recognizes that intelligence is only one explanation of why some people succeed and why others do not. These reasons have been arranged in terms of Huitt's Systems Model of Human Behavior. • What are some benefits of this arrangement with respect to helping you learn and remember these reasons? • Do you agree with the classification scheme? • How would you modify it? Why Intelligent People Fail Cognitively-oriented reasons
• Distractibility and lack of concentration
• Spreading oneself too thin or too thick • Inability or unwillingness to see the forest for the trees • Lack of balance between critical, analytic thinking and creative, synthetic thinking • Using the wrong abilities Why Intelligent People Fail Affective/Socially-Oriented Reasons
• Misattribution of blame • Fear of failure • Excessive self-pity • Excessive dependency • Wallowing in personal difficulties • Too little or too much self-confidence Why Intelligent People Fail Conative/Volitionally-Oriented Reasons
• Failure to initiate • Lack of motivation • Lack of perservance and perseveration • Inability to complete tasks and to follow through • Lack of impulse control Why Intelligent People Fail Conative/Volitionally-Oriented Reasons
• Inability to translate thought into action
• Procrastination • Lack of product orientation • Inability to delay gratification Sternberg’s Theory of Intelligence
In my opinion, Sternberg offers an approach
to intelligence that educators should seriously study. The focus is on development of skills rather than categorization and classification of people. However, we must remember that abilities differ among individuals and we must allow ample time for development. The End
