Showing papers by "Robert J. Sternberg published in 2000"

Practical Intelligence in Everyday Life

Abstract: 1. What is practical intelligence? 2. The nature of intelligence 3. The specificity of practical intelligence: phenomenology and development 4. Practical intelligence in the workplace 5. Approaches to studying practical intelligence 6. Understanding practical intelligence: the role of tacit knowledge 7. Measuring tacit knowledge 8. The role of practical intelligence in civilian settings 9. Practical intelligence: an example from in the military workplace 10. Practical implications 11. Conclusions.

The Theory of Successful Intelligence

Abstract: This article describes the theory of successful intelligence and how it can be applied to gifted education. The article opens with an introduction to the issue of abilities in gifted education. It ...

Tacit knowledge in professional practice : researcher and practitioner perspectives

Abstract: Contents: J.A. Horvath, Preface: Tacit Knowledge in the Profession. Part I:Law. G. Marchant, J. Robinson, Is Knowing the Tax Code All It Takes to Be a Tax Expert? On the Development of Legal Expertise. E.B. Spaeth, Jr., What a Lawyer Needs to Learn. Part II:Military Command. J.A. Horvath, G.B. Forsythe, R.C. Bullis, P.J. Sweeney, W.M. Williams, J.A. McNally, J.A. Wattendorf, R.J. Sternberg, Experience, Knowledge, and Military Leadership. W.F. Ulmer, Jr., Military Learnings: A Practitioner's Perspective. Part III:Medicine. V.L. Patel, J.F. Arocha, D.R. Kaufman, Expertise and Tacit Knowledge in Medicine. J.J. Cimino, Development of Expertise in Medical Practice. Part IV:Management. C. Argyris, Tacit Knowledge in Management. N.G. Hatsopoulos, G.N. Hatsopoulos, The Role of Tacit Knowledge in Management. Part V:Sales. R.K. Wagner, H. Sujan, M. Sujan, C.A. Rashotte, R.J. Sternberg, Tacit Knowledge in Sales. S. Gregory, Tacit Knowledge in Sales: A Practitioner's Perspective. Part VI:Teaching. B. Torff, Tacit Knowledge in Teaching: Folk Pedagogy and Teacher Education. J. Minstrell, Expertise in Teaching. R.J. Sternberg, Epilogue--What Do We Know About Tacit Knowledge? Making the Tacit Become Explicit.

Images of Mindfulness

Abstract: This article addresses the question: How should mindfulness be understood? Three views are considered. The first is that mindfulness should be understood as a cognitive ability. According to this view, people differ in their capacity to think in a mindful way, much as people differ in memory or intelligence. The second view is of mindfulness as a personality trait. According to this view, mindfulness is a stable disposition, much as would be extraversion or neuroticism. The third view is of mindfulness as a cognitive style. According to this view, mindfulness represents a preferred way of thinking. Mindfulnesshas characteristics of all three but seems closest to being a cognitive style. Construct validation is needed in order to address this and related questions.

Are learning approaches and thinking styles related? A study in two Chinese populations.

Abstract: This article presents the results of an investigation of the construct validity of J. B. Biggs's (1987) theory of learning approaches and of R. J. Sternberg's (1988) theory of thinking styles in two Chinese populations. The study is also an examination of the nature of the relations between the two theories. University students from Hong Kong (n = 854) and from Nanjing, mainland China (n = 215), completed the Study Process Questionnaire (J. B. Biggs, 1992) and the Thinking Styles Inventory (R. J. Sternberg & R. K. Wagner, 1992). Results indicated that both inventories were reliable and valid for assessing the constructs underlying their respective theories among both Hong Kong and Nanjing university students. Results also showed that the learning approaches and thinking styles are related in the hypothesized ways: The surface approach was hypothesized to be positively and significantly correlated with styles associated with less complexity, and negatively and significantly correlated with the legislative, judicial, liberal, and hierarchical styles. The deep approach was hypothesized to be positively and significantly correlated with styles associated with more complexity, and negatively and significantly correlated with the executive, conservative, local, and monarchic styles. Implications of these relations are discussed.

A Theory‐Based Approach to the Measurement of Foreign Language Learning Ability: The Canal‐F Theory and Test

Abstract: This article presents a rationale, description, and partial construct validation of a new theory of foreign language aptitude: CANAL-F—Cognitive Ability for Novelty in Acquisition of Language (Foreign). The theory was applied and implemented in a test of foreign language aptitude (CANAL-FT). Three unique features differentiate the new test from many existing tests of FL aptitude. The CANAL-FT is grounded in cognitive theory, dynamic rather than static, and simulation-based. This article outlines the CANAL-F theory and details of its instrumentation through the test (CANAL-FT), discusses the psychometric properties of the CANAL-FT, and presents the first construct-validation data on the theory and test.

The nature of cognition

Abstract: Most cognitive psychology texts are organized around empirical findings on standard substantive topics such as perception, memory, vision, and language. This book is the first to introduce the study of cognition in terms of the major conceptual themes that underlie virtually all the substantive topics. Taking a dialectical approach, the chapters contrast alternative approaches to the underlying themes (e.g., domain-generality vs. domain-specificity), then show how a synthesis of the two approaches provides the best understanding. The book is organized into six sections: general issues in cognition, representation and process in cognition, methodology in cognition, kinds of cognition, group and individual differences in cognition, and a conclusion. Contributors: Rhianon Allen, Axel Buchner, Patricia A. Carpenter, Stephen J. Ceci, Michael Cole, Eduardus DeBruyn, Randall W. Engle, Peter A. Frensch, Elena L. Grigorenko, Earl Hunt, P.N. Johnson-Laird, Marcel Adam Just, Michael Kahana, John F. Kihlstrom, Geoffrey Loftus, Valerie S. Makin, Timothy P. McNamara, Thomas O. Nelson, Raymond S. Nickerson, Natalie Oransky, Elizabeth A. Phelps, Dennis R. Proffitt, Arthur S. Reber, Paul J. Reber, Daniel N. Robinson, Tina B. Rosenblum, Brian H. Ross, Steven Sloman, Robert J. Sternberg.

Intelligence and Creativity

Abstract: The first portion of this chapter reviews the concept of emotional intelligence. Some attention is paid to what is meant by the terms emotion, intelligence, and emotional intelligence. A distinction is drawn between models of emotional intelligence that focus on mental abilities and alternative models that, increasingly, are recognized as speaking more generally of personality. Measures of emotional intelligence are examined in the chapter's second section. Findings concerning what emotional intelligence predicts are the topic of the chapter's third section. There is an increasing call to weed out those conceptualizations that do not make sense to be called emotional intelligence. Alternatively, they can be transplanted in the soil of personality psychology, where they better belong. Current research suggests that mental ability models of emotional intelligence can be described as a standard intelligence, and they empirically meet the criteria for a standard intelligence.

Cupid's Arrow: The Course of Love through Time

Abstract: Preface Part I. The Composition of Cupid's Arrow: What Is Love?: 1. A three-component view of love 2. Seven kinds of love 3. Many different triangles of love 4. Measuring the triangle of love Part II. Aiming Cupid's Arrow: Love over Many Lifetimes: 5. The prehistory of love 6. The history of love revealed through culture Robert J. Sternberg and Anne E. Beall 7. The history of love revealed through literature Robert J. Sternberg and Susan Hayden Part III. Firing Cupid's Arrow: Love in our Lifetime: Beginnings: 8. The role of childhood and adolescence 9. The role of adulthood Part IV. Cupid's Arrow in in Flight: Love in our Lifetime: Middles: 10. The role of reward 11. The course of relationships Part V. When Cupid's Arrow Falls: Love in our Lifetime: Endings: 12. Decay of relationships 13. Dissolution of and new beginnings for relationships Notes Index.

Understanding and Teaching the Intuitive Mind : Student and Teacher Learning

Abstract: Contents: Preface. Part I: Introduction. B. Torff, R.J. Sternberg, Intuitive Conceptions Among Students and Teachers. Part II: Intuitive Conceptions and Student Learning. T. Ben-Zeev, J. Star, Intuitive Mathematics: Theoretical and Educational Implications. J.V. Wertsch, J.L. Polman, The Intuitive Mind and Knowledge About History. N.H. Freeman, M.J. Parsons, Children's Intuitive Understandings of Pictures. D.P. Fromberg, The Intuitive Mind and Early Childhood Education: Connections With Chaos Theory, Script Theory, and Theory of Mind. Part III: Intuitive Conceptions and Teacher Learning. H. Patrick, P.R. Pintrich, Conceptual Change in Teachers' Intuitive Conceptions of Learning, Motivation, and Instruction: The Role of Motivational and Epistemological Beliefs. A.W. Hoy, P.K. Murphy, Teaching Educational Psychology to the Implicit Mind. L.M. Anderson, Nine Prospective Teachers and Their Experiences in Teacher Education: The Role of Entering Conceptions of Teaching and Learning. S. Strauss, Folk Psychology, Folk Pedagogy, and Their Relations to Subject Matter Knowledge. D.R. Olson, S. Katz, The Fourth Folk Pedagogy.

Intelligence and wisdom.

Abstract: INTELLIGENCE AND WISDOM Some people, like Mohandas Gandhi or Nelson Mandela, radiate both intelligence and wisdom. Other people, like Joseph Stalin or Adolph Hitler, seem to have been intelligent in a narrow sense, but certainly were not wise. Still others seem to be wise but perhaps not conventionally intelligent: Many of us have known older people, perhaps relatives, who have shown their wisdom but who have not shown the kinds of achievements or talents typically associated with conventional intelligence. And of course, there are many people who are neither wise nor intelligent. Given all the possible relations we see in people between wisdom and intelligence, just what is the nature of their interrelation? Theories of intelligence seem to have little to say about wisdom. Regardless of the metaphor of mind underlying the theory of intelligence (Sternberg, 1990a), wisdom seems to be viewed as outside the purview of the large majority of theories of intelligence. But intelligence plays an important role in many theories of wisdom (see Sternberg, 1990b). In this chapter, I will consider the interrelation between the two, suggesting that the asymmetry in reference across the two literatures results from wisdom being a special case of a special kind of intelligence, practical intelligence. One possibly can discuss intelligence without dealing with wisdom, but one cannot adequately discuss wisdom without dealing with intelligence. Wisdom can be defined as the “power of judging rightly and following the soundest course of action, based on knowledge, experience, understanding, etc.” ( Webster's New World College Dictionary , p. 1533).

Identifying and developing creative giftedness

Abstract: To a large extent, creativity is a decision. Children as well as adults are creative, not by virtue of an innate ability, but by virtue of a set of decisions. In essence, they decide for creativity, rather than an innate set of abilities deciding whether they are creative. Thus, creative giftedness is not a fixed trait, but a decision‐making skill that can be developed. In this article, I present ten decisions people can make to decide for creativity. Included are teaching examples of these decisions as well as teaching activities to facilitate students' learning how to make these decisions.

Patterns of giftedness: A triarchic analysis

Abstract: This article presents an analysis of patterns of giftedness based on the triarchic theory of intelligence. The analysis distinguishes among seven different patterns of giftedness, each involving a different combination of analytical, creative, and practical abilities. The seven patterns are the Analyzer, the Creator, the Practitioner, the Analytical Creator, the Analytical Practitioner, the Creative Practitioner, and the Consummate Balancer. Examples are given of each pattern and the strengths and weaknesses of each pattern are discussed.

The Holey Grail of General Intelligence

Abstract: Exactly what is human intelligence and how should we measure it? Such questions have plagued us since the time of Plato, who first proposed that the seat of intelligence is in the brain In a Perspective, Sternberg discusses new findings (Duncan et al) that purport to show that the seat of general intelligence is located in the brain's frontal lobes But, as Sternberg points out, measures of intelligence are only as good as the tests you use and the conclusions that you draw from them

Wisdom as a form of giftedness.

Abstract: This article describes an important, yet largely neglected, kind of giftedness, namely, wisdom. First, the article discusses how giftedness is identified currently. Second, the article presents an alternative view based on a balance theory of wisdom. The theory is described, and it is shown why the theory offers a useful way of conceptualizinig wisdom. Finally, the article concludes that, given the state of the world, we should have a strong incentive to identify and develop wisdom as a form of giftedness.

Análisis factorial confirmatorio del Sternberg Triarchic Abilities Test (nivel-H) en una muestra española: resultados preliminares

Abstract: Confirmatory factor analysis of the Sternberg Triarchic Abilities Test (Level H) in a spanish sample: Preliminary results. This study compares different theoretical models on the underlying structure of the STAT (Stenberg Triarchic Abilities Test), level H, by using Confirmatory Factor Analysis techniques. This comparison of different models is made by applying a strategy of Hierarchical Confirmatory Factor Analysis (HCFA) and a strategy of comparison of nested models, with the acceptance of some theories, such as the unidimensional concept of intelligence, the traditional concept of Factor, and the Triarchic Model. The results obtained reveal that the model that best meets empirical data is the one based upon a triarchic concept of intelligence. These results are analised with reference to the conceptual validation of the TriarchicTheory.

Elucidating The Etiology and Nature of Beliefs about Parenting Styles

Abstract: This study was designed to investigate relationships among self-reported and spouse-reported beliefs about parenting styles, the characteristics of the individuals manifesting these styles, and the contextual characteristics of parenting. Demographic characteristics, life circumstances, family functioning, personality traits, ability indices, and parenting-styles indicators were collected from a sample of 452 women and 293 men, all of whom were raising adolescents in contemporary Russia. Of the families studied, 275 were intact (i.e. consisted of married and cohabiting couples). It was found that individual characteristics and contextual characteristics (e.g. family functioning) together predicted about 20% of the variance in reported beliefs about parental styles of responsiveness and demandingness. Moreover, these variables discriminated about 65% of the parents reporting indulging, neglectful, authoritarian or authoritative beliefs about parenting. The percentage of explained variance doubled when beliefs about parenting styles of partners were placed in the model. Thus, in attempts to understand the etiology of parents’ beliefs about parenting styles, more attention should be given to beliefs about parenting styles of their spouses. It might be that beliefs about parenting styles emerge as a structure shared by spouses; they are mediated, but not solely determined, by the individual characteristics of parents and their children.

Guide to Publishing in Psychology Journals

Abstract: Part I. Introduction: 1. Writing an empirical article Daryl J. Bem 2. Writing a literature review Nancy Eisenberg Part II. Parts of an Article: 3. Titles and abstracts Robert J. Sternberg 4. Introducing your research report: writing the introduction Philip C. Kendall 5. Theories and hypotheses Abraham Tesser 6. Writing effectively about design Harry T. Reis 7. Doing data analysis and writing up their results Elena L. Grigorenko 8. Results that get results Peter Salovey 9. What does it all mean? Robert Calfree 10. Documenting your scholarship Randolph A. Smith Part III. Dealing with Referees: 11. Writing for your referees Robert J. Sternberg 12. Reading reviews, suffering rejection, and advocating for your paper Melissa G. Warren 13. Rewriting the psychology paper Richard K. Wagner Part IV. Conclusion: 14. Article writing 101 Robert J. Sternberg.

Tacit Knowledge for Military Leadership: Seeking Insight into the Acquisition and Use of Practical Knowledge

Abstract: : The goal of the project was to provide preliminary insight into the process of tacit knowledge acquisition and to support the development of tools to assess the use of various knowledge-acquisition processes in solving practical leadership problems. These requirements were met by (a) reviewing relevant theory and research on tacit knowledge, leadership, and knowledge acquisition; (b) reporting results of analyses performed on free text responses provided by Army officers to tacit- knowledge scenarios; and (c) discussing the implications of this research for ongoing efforts to identify and assess the processes associated with tacit-knowledge acquisition. Over the course of the multi-year project evidence was discovered that tacit knowledge from the stories and advice leaders shared about their experiences could be used to developed tools for measuring the possession of tacit knowledge and evidence was obtained that tacit knowledge relates to effective leadership. Relationships were found between rank and tacit-knowledge scores on the company and battalion inventories, providing support for the relationship between experience and tacit knowledge.

The ability is not general, and neither are the conclusions

Abstract: Stanovich & West rely for many of their conclusions on correlations of reasoning tasks with SAT scores. The conclusions they draw are suspect because the SAT is not a particularly good measure of so-called g; g is not necessarily causal, SAT scores are no arbiter of what is true, and in any case it is not suprising that reasoning tests correlate with reasoning tests.

Practical intelligence: Implications for human resources research

Abstract: Intelligence has been the most widely studied and controversial factor used to explain individual differences in job performance. Measures of general cognitive ability are used in all types of personnel decisions, from selection to training assignments, and are well-established as valid predictors of performance. There is increasing evidence, however, that traditional intelligence tests do not fully capture the abilities associated with performance of real-world tasks. The focus of this work is on the role of practical intelligence as an augmented conceptualization of the abilities needed for real-world success. We review various approaches to understanding practical abilities and describe a program of research centered on the role of experience-based tacit knowledge as an aspect of practical intelligence. We consider the implications that practical intelligence has for applied and theoretical work in the area of human resource management.