Talk:Triarchic theory of intelligence

Assess
This is referenced or is referenced by impication on the Education page ... therefore mid importance (might be high?)

Link to reference (1) at www.nidsci.org is broken. Nidsci.org is an organization known for "investigating" UFO sightings, animal mutilations, and other "mystery" phenomena, not for its insight into theories of psychological development, intelligence, and creativity. As such, perhaps its citation as a source of criticism of the Triarchic theory of Sternberg is not suitable. Unless the link is fixed, I guess it doesn't matter. —Preceding unsigned comment added by 70.7.72.218 (talk) 22:40, 24 February 2008 (UTC)

Question concerning Metacomponents, Performance, and Knowledge Aquisition
This article states that those information processing components are only part of analytical intelligence whereas I actually always thought that they would be underlying components of all 3 forms of intelligence, as stated for example here: ... or in Mayer, E. R. (1991), Intelligence : Thinking as a measurable ability, New York : W.H. Freeman, 1992. In the later the authors even write that those three information processing components are the actual 3 pillars of triarchic theory of intelligence. Could anyone please help solving my confusion? Thanks a lot! 78.52.39.137 (talk) 15:44, 16 April 2008 (UTC)

Intelligence Citations Bibliography for Articles Related to IQ Testing
I have posted a bibliography of  Intelligence Citations for the use of all Wikipedians who have occasion to edit articles on human intelligence and related issues. I happen to have circulating access to a huge academic research library at a university with an active research program in those issues (and to another library that is one of the ten largest public library systems in the United States) and have been researching these issues since 1989. You are welcome to use these citations for your own research and to suggest new sources to me by comments on that page. -- WeijiBaikeBianji (talk) 18:43, 30 June 2010 (UTC)

Proposed Revision to Experiential Subtheory
Experiential/Creative Subtheory

Experiential subtheory examines how prior knowledge influences performance on certain cognitive tasks. This subtheory is concerned with one’s ability to deal with novel information and the extent to which they can automatize certain process. Both of these skills depend highly on experience (Bjorklund, 2012).

Stimulus that is novel refers to something that differs from what is already familiar (Rheingold, 1985). People that are adept at managing a novel situation can take the task and find new ways of solving it that the majority of people would not notice (Sternberg, 1997). Similarly, newly acquired processing skills are rarely executed effortlessly (Bjorklund, 2012).

After a skill has been exercised frequently, the process could become automatized. Once a process is automatized, it can be run in parallel with the same or other processes. The problem with novelty and automation is that being skilled in one component does not ensure that you are skilled in the other (Sternberg, 1997).

According to Sternberg, experiential subtheory is sometimes referred to as creative intelligence. This term stems from Sternberg’s belief that people who are gifted in the mechanisms of this subtheory have the ability to generate new ideas to solve novel problems (Bjorklund, 2012). Synthetic giftedness is seen in creativity, intuition, and a study of the arts. People with synthetic giftedness are not often seen with the highest IQ’s because there are currently no tests that can sufficiently measure these attributes, but synthetic giftedness is useful in creating new ideas to create and solve new problems.

Sternberg also associated another one of his students, “Barbara”, to the synthetic giftedness. Barbara did not perform as well as Alice on the tests taken to get into school, but was recommended to Yale University based on her exceptional creative and intuitive skills. Barbara was later very valuable in creating new ideas for research (Sternberg, 1997).

References Bjorklund, D. F. (2005). Language Development. Children's thinking: cognitive development and individual differences (4th ed., pp. 382-390). Australia: Thomson/Wadsworth.

Rheingold, H.L. (1985). Development as the acquisition of familiarity. Annual Review of Psychology, 36, 1-17.

Sternberg, R. J. (1997). A Triarchic View of Giftedness: Theory and Practice. In N. Coleangelo & G. A. Davis (Eds.), Handbook of Gifted Education (pp. 43-53). Boston, MA: Allyn and Bacon. — Preceding unsigned comment added by Hask1432 (talk • contribs) 08:08, 29 November 2012 (UTC)

Proposed Revision of Componential/Analytical Subtheory
Componential/Analytical Subtheory

The componential subtheory is Sternberg’s information-processing model of cognition (Bjorklund, 2012). Sternberg (1997) argued that intelligence has a common core of mental processes that could be used in any environmental context or culture. This may include recognizing the existence of a problem and being able to define it. This could also represent information about the problem, devise a strategy to solve the problem, determine the sufficient mental resources to solve the problem, and evaluating the solution to the problem (Bjorklund, 2012). Sternberg proposed three general types of information-processing components: (1) metacomponents, (2) performance components, and (3) knowledge-acquisition components.

Metacomponents are the processes by which by which subjects determine what components, representations, and strategies should be applied to various problems (Sternberg, 1979). Metacomponents is often associated with metacognition. Are people aware of about their progress on a task? Does a strategy need to be altered to solve a problem (Bjorklund, 2012)? It also determines the various rates of component executions and the probabilities that the various components may be applied in a given situation (Sternberg, 1979).

Performance Components execute strategies that were assembled by metacomponents and include encoding the information to be processed, retrieving information and making a mental comparison. For example, information that could be encoded is realizing that the letters l-i-o-n spell a word that is known to the individual. When retrieving the information, and individual may recall that lions live in Africa and hunt in packs. Finally, with making a mental comparison, an individual my state that a lion is like a cat in some ways (Bjorklund, 2012).

Knowledge-Acquisition components are involved in the acquisition of new knowledge. These components are also involved in selectively acting on the newly acquired information. Acquiring new knowledge could help serve to enhance the metacomponents. This leads to a greater self-awareness about the topic and may result in the increased effectiveness of the metacomponents (Bjorklund, 2012).

A person who excels in analytical intelligence will typically also do well in traditional school settings. Analytical intelligence is similar to the kind of intelligence that most modern IQ tests attempt to quantify (Tigner and Tigner, 2000). Sternberg (1996) suggested that individuals with analytical intelligence are particularly adept at problem solving and decision making. It’s believed that their ability to monitor and evaluate their own progress is useful in such tasks.

References

Bjorklund, D. (2012). Children's Thinking: Cognitive Development and Individual Differences. (5th ed.). Belmont, CA: Wadsworth, Cengage Learning. (514-528).

Sternberg, R.J. (1979). The nature of mental abilities. American Psychologist. 34, 214-230.

Sternberg, R.J. (1996). Successful Intelligence: How practical and creative intelligence determine success in life. New York: Simon & Schuster.

Sternberg, R. J. (1997). A Triarchic View of Giftedness: Theory and Practice. In N. Coleangelo & G. A. Davis (Eds.), Handbook of Gifted Education (pp. 43-53). Boston, MA: Allyn and Bacon.

Tigner, R. B., & Tigner, S.S. (2000). Triarchic theories of intelligence: Aristotles and Sternberg. History of Psychology. 3, 168-176. — Preceding unsigned comment added by Hask1432 (talk • contribs) 21:39, 21 December 2012 (UTC)

Proposed Revision of Practical/Contextual Subtheory
Practical/Contextual Subtheory

Sternberg’s third subtheory of intelligence, called practical or contextual, “deals with the mental activity involved in attaining fit to context” (Sternberg, 1985). This type of intelligence is often referred to as “street smarts” (Bjorklund, 2012). As a part of this subtheory, Sternberg (2004) believes intelligence can only be assessed in terms of the real-world problems that children experience. It must be evaluated within a cultural context. People with practical intelligence may also excel in social intelligence. This correlation occurs because most real-world contexts where intelligence is useful in solving problems involve other people. The individual must be able to deal effectively with others (Bjorklund, 2012). Sternberg proposed three processes of intelligence within the contextual subtheory: (1) adaptation, (2) selection, and (3) shaping.

Adaptation occurs when one adjusts their behavior to achieve a good fit with their environment. For example, could a child recognize that their attempts at joining a playgroup are not successful and are they able to modify their behaviors in order to become included with the playgroup and make friends (Bjorklund, 2012)?

When adaptation is not possible or desirable, the individual could select an alternative environment that they could adapt well in. The process of selection is undertaken when a completely new alternate environment is found to replace the previous, unsatisfying environment to meet the individual’s goals (Sternberg, 1985). For instance, immigrants leave their lives in their homeland countries where they endure economical and social hardships and go to other countries in search of a better and less strained life.

Shaping occurs when one changes their environment to better suit one’s needs (Sternberg, 1985). This may occur if for some reason a new environment cannot be selected (Bjorklund, 2012). A teacher may invoke the new rule of raising hands to speak to ensure that the lesson is taught with least possible disruption.

The effectiveness with which an individual fits to his or her environment and contends with daily situations reflects degree of intelligence. Sternberg’s third type of giftedness, called practical giftedness, involves the ability to apply synthetic and analytic skills to everyday situations. Practically gifted people are superb in their ability to succeed in any setting (Sternberg, 1997). An example of this type of giftedness is "Celia". Celia did not have outstanding analytical or synthetic abilities, but she “was highly successful in figuring out what she needed to do in order to succeed in an academic environment. She knew what kind of research was valued, how to get articles into journals, how to impress people at job interviews, and the like” (Sternberg, 1997). Celia’s contextual intelligence allowed her to use these skills to her best advantage.

Sternberg notes that the contextual subtheory is one of cultural relativism. In other words, intellectual skills that may be critical for survival in one culture may not be as important in another. Intellectual skills within a culture may also undergo changes from generation to generation (Bjorklund, 2012).

References

Bjorklund, D. (2012). Children's Thinking: Cognitive Development and Individual Differences. (5th ed.). Belmont, CA: Wadsworth, Cengage Learning. (514-528).

Sternberg, R. J. (1985). Beyond IQ: A Triarchic Theory of Intelligence. Cambridge: Cambridge University Press.

Sternberg, R. J. (1997). A Triarchic View of Giftedness: Theory and Practice. In N. Coleangelo & G. A. Davis (Eds.), Handbook of Gifted Education (pp. 43-53). Boston, MA: Allyn and Bacon.

Sternberg, R.J. (2004). Culture and intelligence. American Psychologist, 59, 325-338. — Preceding unsigned comment added by Hask1432 (talk • contribs) 21:50, 21 December 2012 (UTC)

Journal of Intelligence — Open Access Journal
Journal of Intelligence — Open Access Journal is a new, open-access, "peer-reviewed scientific journal that publishes original empirical and theoretical articles, state-of-the-art articles and critical reviews, case studies, original short notes, commentaries" intended to be "an open access journal that moves forward the study of human intelligence: the basis and development of intelligence, its nature in terms of structure and processes, and its correlates and consequences, also including the measurement and modeling of intelligence." The content of the first issue is posted, and includes interesting review articles, one by Earl Hunt and Susanne M. Jaeggi and one by Wendy Johnson. The editorial board of this new journal should be able to draw in a steady stream of good article submissions. It looks like the journal aims to continue to publish review articles of the kind that would meet Wikipedia guidelines for articles on medical topics, an appropriate source guideline to apply to Wikipedia articles about intelligence. -- WeijiBaikeBianji (talk, how I edit) 21:14, 5 December 2013 (UTC)


 * The Journal of Intelligence — Open Access Journal website has just been updated with the new articles for the latest edition of the journal, by eminent scholars on human intelligence. -- WeijiBaikeBianji (talk, how I edit) 21:26, 16 February 2014 (UTC)

Theory of Successful Intelligence
Am I right in thinking that Sternberg re-named his model to the 'Theory of Successful Intelligence'? If so, the wiki article should change accordingly.

See: Sternberg, R. J. (1999). The theory of successful intelligence. Review of General psychology, 3(4), 292. Neezes (talk) 14:45, 14 February 2015 (UTC)