Triarchic theory of intelligence - Wikipedia

The Triarchic Theory of Intelligence or Three Forms of Intelligence, formulated by psychometrician Robert Sternberg, aims to go against the psychometric ... Triarchictheoryofintelligence FromWikipedia,thefreeencyclopedia Jumptonavigation Jumptosearch TheoryofhumanintelligenceformulatedbyRobertSternberg TheTriarchicTheoryofIntelligenceorThreeFormsofIntelligence,[1]formulatedbypsychometricianRobertSternberg,aimstogoagainstthepsychometricapproachtointelligenceandtakeamorecognitiveapproach,whichleavesittothecategoryofthecognitive-contextualtheories.[2]Thethreemetacomponentsarealsocalledtriarchiccomponents. Sternberg'sdefinitionofhumanintelligenceis"(a)mentalactivitydirectedtowardpurposiveadaptationto,selectionandshapingof,real-worldenvironmentsrelevanttoone'slife".[3]Thus,Sternbergviewedintelligenceashowwellanindividualdealswithenvironmentalchangesthroughouttheirlifespan.Sternberg'stheorycomprisesthreeparts:componential,experientialandpractical. Contents 1Differentcomponentsofinformationprocessing 1.1Componential–analyticalsubtheory 1.2Experiential–creativesubtheory 1.3Practical-contextualsubtheory 2Criticism 3Seealso 4References 5Bibliography Differentcomponentsofinformationprocessing[edit] SchematicillustratingonetrialofeachstimuluspoolintheSternbergtask:letter,word,object,spatial,grating Sternbergassociatedtheworkingsofthemindwithaseriesofcomponents.Thesecomponentshelabeledthemetacomponents,performancecomponents,andknowledge-acquisitioncomponents.[4] Themetacomponentsareexecutiveprocessesusedinproblemsolvinganddecisionmakingthatinvolvethemajorityofmanagingourmind.Theytellthemindhowtoact.Metacomponentsarealsosometimesreferredtoasahomunculus.Ahomunculusisafictitiousormetaphorical"person"insideourheadthatcontrolsouractions,andwhichisoftenseentoinviteaninfiniteregressofhomunculicontrollingeachother.[4] Sternberg'snextsetofcomponents,performancecomponents,aretheprocessesthatactuallycarryouttheactionsthemetacomponentsdictate.Thesearethebasicprocessesthatallowustodotasks,suchasperceivingproblemsinourlong-termmemory,perceivingrelationsbetweenobjects,andapplyingrelationstoanothersetofterms.[5] Thelastsetofcomponents,knowledge-acquisitioncomponents,areusedinobtainingnewinformation.Thesecomponentscompletetasksthatinvolveselectivelychoosingrelevantinformationfromamixofinformation,someofitrelevantandsomeofitirrelevant.Thesecomponentscanalsobeusedtoselectivelycombinethevariouspiecesofinformationtheyhavegathered.Giftedindividualsareproficientinusingthesecomponentsbecausetheyareabletolearnnewinformationatagreaterrate.[5] WhereasSternbergexplainsthatthebasicinformationprocessingcomponentsunderlyingthethreepartsofhistriarchictheoryarethesame,differentcontextsanddifferenttasksrequiredifferentkindsofintelligence.[6] Componential–analyticalsubtheory[edit] Thisformofintelligencefocusesonacademicproficiency.[1] Sternbergassociatedthecomponentialsubtheorywithanalyticalgiftedness.ThisisoneofthreetypesofgiftednessthatSternbergrecognizes.Analyticalgiftednessisinfluentialinbeingabletotakeapartproblemsandbeingabletoseesolutionsnotoftenseen.Unfortunately,individualswithonlythistypearenotasadeptatcreatinguniqueideasoftheirown.Thisformofgiftednessisthetypethatistestedmostoften.[5] Experiential–creativesubtheory[edit] Thisformofintelligencefocuseson"capacitytobeintellectuallyflexibleandinnovative.[1] Theexperientialsubtheoryisthesecondstageofthetriarchictheory.Thisstagedealsmainlywithhowwellataskisperformedwithregardtohowfamiliaritis.Sternbergsplitstheroleofexperienceintotwoparts:noveltyandautomation. Anovelsituationisonethathasnotbeenexperiencedbefore.Peoplethatareadeptatmanaginganovelsituationcantakethetaskandfindnewwaysofsolvingitthatthemajorityofpeoplewouldnotnotice.[5] Aprocessthathasbeenautomatedhasbeenperformedmultipletimesandcannowbedonewithlittleornoextrathought.Onceaprocessisautomatized,itcanberuninparallelwiththesameorotherprocesses.Theproblemwithnoveltyandautomationisthatbeingskilledinonecomponentdoesnotensurethatyouareskilledintheother.[5] TheexperientialsubtheoryalsocorrelateswithanotheroneofSternberg'sproposedtypesofgiftedness.Syntheticgiftednessisseenincreativity,intuition,andastudyofthearts.PeoplewithsyntheticgiftednessarenotoftenseenwiththehighestIQsbecausetherearenotcurrentlyanyteststhatcansufficientlymeasuretheseattributes,butsyntheticgiftednessisespeciallyusefulincreatingnewideastocreateandsolvenewproblems.Sternbergalsoassociatedanotheroneofhisstudents,"Barbara",tothesyntheticgiftedness.BarbaradidnotperformaswellasAliceontheteststakentogetintoschool,butwasrecommendedtoYaleUniversitybasedonherexceptionalcreativeandintuitiveskills.Barbarawaslaterveryvaluableincreatingnewideasforresearch.[5] Practical-contextualsubtheory[edit] Sternberg'sthirdsubtheoryofintelligence,calledpracticalorcontextual,"dealswiththementalactivityinvolvedinattainingfittocontext".[3]Throughthethreeprocessesofadaptation,shaping,andselection,individualscreateanidealfitbetweenthemselvesandtheirenvironment.Thistypeofintelligenceisoftenreferredtoas"streetsmarts." Adaptationoccurswhenonemakesachangewithinoneselfinordertobetteradjusttoone'ssurroundings.[4]Forexample,whentheweatherchangesandtemperaturesdrop,peopleadaptbywearingextralayersofclothingtoremainwarm. Shapingoccurswhenonechangestheirenvironmenttobettersuitone'sneeds.[4]Ateachermayinvokethenewruleofraisinghandstospeaktoensurethatthelessonistaughtwithleastpossibledisruption. Theprocessofselectionisundertakenwhenacompletelynewalternateenvironmentisfoundtoreplacetheprevious,unsatisfyingenvironmenttomeettheindividual'sgoals.[4]Forinstance,immigrantsleavetheirlivesintheirhomelandcountrieswheretheyendureeconomicalandsocialhardshipsandgotoothercountriesinsearchofabetterandlessstrainedlife. Theeffectivenesswithwhichanindividualfitstohisorherenvironmentandcontendswithdailysituationsreflectsdegreeofintelligence.Sternberg'sthirdtypeofgiftedness,calledpracticalgiftedness,involvestheabilitytoapplysyntheticandanalyticskillstoeverydaysituations.Practicallygiftedpeoplearesuperbintheirabilitytosucceedinanysetting.[5]Anexampleofthistypeofgiftednessis"Celia".Celiadidnothaveoutstandinganalyticalorsyntheticabilities,butshe"washighlysuccessfulinfiguringoutwhatsheneededtodoinordertosucceedinanacademicenvironment.Sheknewwhatkindofresearchwasvalued,howtogetarticlesintojournals,howtoimpresspeopleatjobinterviews,andthelike".[7]Celia'scontextualintelligenceallowedhertousetheseskillstoherbestadvantage. Sternbergalsoacknowledgesthatanindividualisnotrestrictedtohavingexcellenceinonlyoneofthesethreeintelligences.Manypeoplemaypossessanintegrationofallthreeandhavehighlevelsofallthreeintelligences. PracticalintelligenceisalsoatopiccoveredbyMalcolmGladwellinhisbookOutliers:TheStoryofSuccess.[8] Criticism[edit] PsychologistLindaGottfredsoncriticisestheunempiricalnatureoftriarchictheory.Further,shearguesitisabsurdtoassertthattraditionalintelligencetestsarenotmeasuringpracticalintelligence,giventhattheyshowamoderatecorrelationwithincome,especiallyatmiddleagewhenindividualshavehadachancetoreachtheirmaximumcareerpotential,andanevenhighercorrelationwithoccupationalprestige,andthatIQtestspredicttheabilitytostayoutofjailandstayalive(allofwhichqualifiesaspracticalintelligenceor"streetsmarts").[9][10]GottfredsonclaimsthatwhatSternbergcallspracticalintelligenceisnotabroadaspectofcognitionatallbutsimplyaspecificsetofskillspeoplelearntocopewithaspecificenvironment(taskspecificknowledge). Thereisevidencetosuggestthatcertainaspectsofcreativity(i.e.divergentthinking)areseparablefromanalyticalintelligence,andarebetteraccountedforbythecognitiveprocessofexecutivefunctioning.[11]Morespecifically,task-switchingandinterferencemanagementaresuggestedtoplayanimportantroleindivergentthinking.Amorerecentmeta-analysisfoundonlysmallcorrelationsbetweenIQandcreativity.[12] Seealso[edit] Educationalpsychology J.P.Guilford Multipleintelligence References[edit] LibraryresourcesaboutTriarchictheoryofintelligence Resourcesinyourlibrary Resourcesinotherlibraries ^abcBerger,Kathleen(2014-05-12).TheDevelopingPersonThroughtheLifeSpan.NewYork,NY:WorthPublishers2014.p. 610.ISBN 978-1-4292-8381-6. ^"Humanintelligence-Cognitive-contextualtheories|Britannica". ^abSternberg1985,p. 45. ^abcdeSternberg1985. ^abcdefgSternberg1997. ^Sternbergetal.2001. ^Sternberg1997,p. 44. ^MalcolmGladwell.Outliers:TheStoryofSuccess. ^Gottfredson,L.S.(2003)."Dissectingpracticalintelligencetheory:Itsclaimsandevidence"(PDF).Intelligence.31(4):343–397.doi:10.1016/S0160-2896(02)00085-5. ^Gottfredson,L.S.(2003)."OnSternberg's'ReplytoGottfredson'".Intelligence.31(4):415–424.doi:10.1016/S0160-2896(03)00024-2. ^NusbaumEmilyC(2011)."Areintelligenceandcreativityreallysodifferent?Fluidintelligence,executiveprocesses,andstrategyuseindivergentthinking"(PDF).Intelligence.39(1):36–45.doi:10.1016/j.intell.2010.11.002. ^Kim2005. Bibliography[edit] GottfredsonL(2003)."Dissectingpracticalintelligencetheory:Itsclaimsanditsevidence".Intelligence.31(4):343–397.doi:10.1016/s0160-2896(02)00085-5. Sternberg,R.J.(1985).BeyondIQ:ATriarchicTheoryofIntelligence.CambridgeUniversityPress. Sternberg,R.J.(1997)."ATriarchicViewofGiftedness:TheoryandPractice".InColeangelo;Davis(eds.).HandbookofGiftedEducation.pp. 43–53. Sternberg,R.J.;Nokes,C.;Geissler,W.;Prince,P.;Okatcha,F.;Bundy,D.A.;Grigorenke,E.L.(2001)."Therelationshipbetweenacademicandpracticalintelligence:acasestudyinKenya".Intelligence.29(5):401–418.doi:10.1016/S0160-2896(01)00065-4. Kim,K.H.(2005)."CanOnlyIntelligentPeopleBeCreative?AMeta-Analysis".TheJournalofSecondaryGiftedEducation.16(2–3):57.doi:10.4219/jsge-2005-473.S2CID 49475973. vteHumanintelligencetopicsTypes Collective Emotional Intellectual Linguistic Multiple Social Spatial (visuospatial) Abilities,traits,andconstructs Cognition Communication Creativity Fluidandcrystallizedintelligence gfactor Intelligencequotient Knowledge Learning Memory Problemsolving Reasoning Thought (abstraction) Understanding Visualprocessing Modelsandtheories Cattell–Horn–Carrolltheory Fluidandcrystallizedintelligence Multiple-intelligencestheory Three-stratumtheory Triarchictheory PASStheory Areasofresearch Evolutionofhumanintelligence HeritabilityofIQ Psychometrics Intelligenceandenvironment /fertility /height /health /longevity /neuroscience /personality /race /sex Outlineofhumanintelligence /thought Retrievedfrom"https://en.wikipedia.org/w/index.php?title=Triarchic_theory_of_intelligence&oldid=1089601452" Categories:IntelligencePsychologicaltheoriesHiddencategories:ArticleswithshortdescriptionShortdescriptionmatchesWikidata Navigationmenu Personaltools NotloggedinTalkContributionsCreateaccountLogin Namespaces ArticleTalk English Views ReadEditViewhistory More Search Navigation MainpageContentsCurrenteventsRandomarticleAboutWikipediaContactusDonate Contribute HelpLearntoeditCommunityportalRecentchangesUploadfile Tools WhatlinkshereRelatedchangesUploadfileSpecialpagesPermanentlinkPageinformationCitethispageWikidataitem Print/export DownloadasPDFPrintableversion Languages العربيةCatalàEspañolFrançaisSvenska粵語中文 Editlinks