Showing papers by "Robert J. Sternberg published in 2012"
TL;DR: In this paper, the authors present the investment theory of creativity, and describe prompts my colleagues and I have used to measure creativity, which eventually will make their way into standardized tests of abilities, talents, and skills.
Abstract: In this article, I review ideas about creativity and its assessment. I open with some general remarks on the nature of creativity. Then I present the investment theory of creativity. Then I describe prompts my colleagues and I have used to measure creativity. Next I describe some of the assessments we have used to measure creativity. The ultimate goal is that assessments such as those described in this article eventually will make their way into standardized tests of abilities, talents, and skills.
241 citations
12 Oct 2012
TL;DR: This book discusses the development of Mathematical Thinking in Middle School Students and some of the approaches used to achieve this goal have been described.
Abstract: Contents: Preface. Part I: A Psychometric Approach. J.B. Carroll, Mathematical Abilities: Some Results from Factor Analysis. Part II: Cognitive/Information-Processing Approaches. R.E. Mayer, M. Hegarty, The Process of Understanding Mathematical Problems. T. Ben-Zeev, When Erroneous Mathematical Thinking is Just as "Correct": The Oxymoron of Rational Errors. Part III: Cognitive/Cultural Approaches. K.F. Miller, D.R. Paredes, On the Shoulders of Giants: Cultural Tools and Mathematical Development. G.B. Saxe, V. Dawson, R. Fall, S. Howard, Culture and Children's Mathematical Thinking. D.C. Geary, Biology, Culture and Cross-National Differences in Mathematical Ability. Part IV: Cognitive/Educational Approaches. H.P. Ginsburg, Toby's Math. J. Bransford, L. Zech, D. Schwartz, B. Barron, N. Vye, The Cognition and Technology Group at Vanderbilt, Fostering Mathematical Thinking in Middle School Students: Lessons from Research. Part V: Mathematical Approaches. T. Dreyfus, T. Eisenberg, On Different Facets of Mathematical Thinking. C. Rickart, Structuralism and Mathematical Thinking. Part VI: Conclusions. R.J. Sternberg, What is Mathematical Thinking?
110 citations
TL;DR: In this paper, the authors outline shortcomings of currently used university admissions tests and discuss ways in which they could potentially be improved, summarizing two projects designed to enhance college and university admissions.
Abstract: This article outlines shortcomings of currently used university admissions tests and discusses ways in which they could potentially be improved, summarizing two projects designed to enhance college and university admissions. The projects were inspired by the augmented theory of successful intelligence, according to which successful intelligence involves creative, analytical, practical, and wisdom-based skills. In the Rainbow Project, we found that, through our measures, prediction of 1st-year students’ university grade point average was substantially increased over that provided by SAT and high school grade point average; ethnic-group differences, relative to SAT, were simultaneously reduced. In the Kaleidoscope Project, we found that students admitted for the set of expanded skills performed as well as or better than did other students, without the ethnic-group differences typically obtained in such measures. Enhanced prediction of active-citizenship and leadership activities was also demonstrated throug...
68 citations
23 Apr 2012
49 citations
TL;DR: The reading habit will not only make you have any favourite activity, but also it will be one of guidance of your life as discussed by the authors, when reading has become a habit, you will not make it as disturbing activities or as boring activity.
Abstract: Will reading habit influence your life? Many say yes. Reading confronting dogmatism in gifted education is a good habit; you can develop this habit to be such interesting way. Yeah, reading habit will not only make you have any favourite activity. It will be one of guidance of your life. When reading has become a habit, you will not make it as disturbing activities or as boring activity. You can gain many benefits and importances of reading.
49 citations
Book•
01 Jan 2012
TL;DR: For more than half a century, the construct of style, whether designated as cognitive, thinking or learning, has been in or out of fashion in the history of psychology and education.
Abstract: “For more than half a century, the construct of style—whether designated as cognitive, thinking or learning— has been in or out of fashion in the history of psychology and education. The editors of the present Handbook have invigorated the style construct in the form of intellectual styles, and have brought together a distinguished international panel of chapter authors who offer up-to-date surveys of the assessment, development, correlates, and educational and organizational applications of intellectual styles. For those seeking to familiarize themselves with current theory and research in an intellectually exciting field, the present Handbook is essential.” — Nathan Kogan, PhD Professor Emeritus, Department of Psychology, New School for Social Research, New York, NY
48 citations
TL;DR: The current need to think globally over the long term has necessarily altered perspectives in education as discussed by the authors, and the expectation for educational outcomes have increased over the last century for all students across the world.
Abstract: The current need to think globally over the long term has necessarily altered perspectives in education. Expectations for educational outcomes have increased over the last century for all students ...
29 citations
27 Sep 2012
25 citations
TL;DR: In this paper, the authors present an eight-step model of ethical reasoning for ethical reasoning and discuss the costs of lapses in ethical reasoning, and the costs they have had for society.
Abstract: This article presents a model of ethical reasoning. The article reviews lapses in ethical reasoning and the great costs they have had for society. It presents an eight-step model of ethical reasoni...
24 citations
TL;DR: The propulsion theory of creative contributions is a theory that focuses on how a creative act or product builds on and adds to knowledge in various fields as mentioned in this paper, and it applies to late-career decisions about future directions in which one can steer one's career.
Abstract: The propulsion theory of creative contributions is a theory that focuses on how a creative act or product builds on and adds to knowledge in various fields. In this article, we apply the propulsion theory of creative contributions not to creative discoveries or inventions, but rather to late-career decisions about future directions in which one can steer one's career. We consider eight different kinds of career decisions one can make—replication, redefinition, forward incrementation, advance forward incrementation, redirection, reconstruction/redirection, reinitiation, and synthesis. Each offers a viable option for closing out a creative career.
TL;DR: In this paper, the senior author is admitted to several colleges, but the one he really wants to go to has placed him on the waiting list, and he waits and waits.
Abstract: It is April 1968. The results are good but not great. RJS (the senior author) is admitted to several colleges, but the one he really wants to go to has placed him on the waiting list. He waits … an...
DOI•
23 Feb 2012TL;DR: In this paper, the authors argue for the importance of teaching for ethical reasoning and argue that much of our teaching is in vain if it is not applied to life in an ethical manner.
Abstract: This article argues for the importance of teaching for ethical reasoning. Much
of our teaching is in vain if it is not applied to life in an ethical manner. The
article reviews lapses in ethical reasoning and the great costs they have had for
society. It proposes that ethical reasoning can be taught across the curriculum.
It presents an eightstep
model of ethical reasoning that can be applied to
ethical challenges and illustrates its application. The eight steps range from
recognizing there even is a situation to which to respond, to acting. It is argued
that ethical behavior requires the completion of all eight steps. It further points
to a source of frustration in the teaching and application of ethics: ethical drift.
Finally it draws conclusions.
TL;DR: In this paper, the authors consider why ethical behavior is much harder to come by than one would expect, in part because socialization may not reward them for the development of ethical patterns of behavior.
Abstract: What is, or should be, the role of ethics in giftedness? In this article, I consider why ethical behavior is much harder to come by than one would expect. Ethical behavior requires completion of a series of eight steps to action, the failure of any one of which may result in a person, even one who is ethically well trained, to act in a manner that lacks the translation of ethical knowledge into action. Many people identified as gifted through traditional means are nevertheless lacking in ethics, in part because socialization may not reward them for the development of ethical patterns of behavior. The result has been catastrophic for the world.
26 Sep 2012
TL;DR: A review of classical and contemporary theories of intelligence that have an important educational impact are presented and critically evaluated in this paper, where an emphasis is placed on clarifying implicit theories, or people's informal conceptions of intelligence, versus explicit theories of Intelligence, or experts' formal conceptions of what is intelligence.
Abstract: The chapter begins with an overview of how theories of intelligence matter for theoretical and practical everyday life, followed by a review of classical and contemporary theories of intelligence. Contemporary theories of intelligence that have an important educational impact are presented and critically evaluated. An emphasis is placed on clarifying implicit theories of intelligence, or people's informal conceptions of intelligence, versus explicit theories of intelligence, or experts' formal conceptions of what is intelligence. The chapter ends with challenges to current conceptions of intelligence that leads the reader to draw some important conclusions about the need for more careful analysis in the future.
Keywords:
intelligence;
mental ability;
practical intelligence;
scholastic aptitude
12 Oct 2012
TL;DR: The most fundamental question of mathematical thinking is "What is mathematical thinking?" as mentioned in this paper, and this question is the most fundamental of all the questions we have to answer in this paper.
Abstract: What is mathematical thinking? Although the chapters in this volume address
a number of questions, certainly this question is the most fundamental. We
can look at how to teach or assess mathematical thinking, at how mathematical thinking develops, or at how mathematical thinking differs across
cultures, but in order to look at any of these things, first we have to understand what mathematical thinking is.
TL;DR: The authors suggest that future research may tilt more toward (b) and (c) than toward (a) simply because g correlates with an extremely broad range of human behavior, and they suggest that this is because it is already established that g has been so well established.
TL;DR: It is April 1, 1972 and I am awaiting the letters that will tell me into which colleges, if any, I have been admitted as mentioned in this paper.I want to go to a university in or near the Boston area, to be close to my girlfr...
Abstract: It is April 1, 1972. I am awaiting the letters that will tell me into which colleges, if any, I have been admitted. I want to go to a university in or near the Boston area, to be close to my girlfr...
26 Sep 2012
TL;DR: This chapter provides a revised review of the psychological literature on reasoning and problem solving by discussing knowledge representations and strategies, including production systems, parallel distributed processing systems, algorithms, and heuristics.
Abstract: This chapter provides a revised review of the psychological literature on reasoning and problem solving. Four classes of deductive reasoning are presented, including rule (mental logic) theories, semantic (mental model) theories, evolutionary theories, and heuristic theories. Major developments in the study of reasoning are also presented such as unified theories of reasoning and neuroscientific evidence for reasoning performance. The section on reasoning concludes with factors that influence reasoning performance, for example, context, instructions, relevance, and emotions. The psychological literature on problem solving is presented by discussing knowledge representations and strategies, including production systems, parallel distributed processing systems, algorithms, and heuristics. Major theories of problem solving are reviewed such as Newell and Simon's theory of problem solving and Anderson's Adaptive Control of Thought—Rational (ACT-R). Next, situated or embodied problem solving, technology-based problem solving, and neuroscientific evidence for problem solving are discussed as new perspectives in the study of problem solving. Finally, the section on problem solving concludes by reviewing mental sets, strategy selection, the effects of experience level, and knowledge on successful problem solving.
Keywords:
reasoning;
problem solving;
deduction;
cognitive processes;
human rationality
Journal Article•
TL;DR: In the field of psychology, this paper enrolled in the introductory psychology course at Yale in the fall semester of 1968, and received a grade of C. But, if anything, my performance was consistent with my low IQ scores as a child.
Abstract: Y BEGINNINGS in the field of psychology were, at best, shaky. I enrolled in the introductory psychology course at Yale in the fall semester of 1968. I was excited about my intended future career in psychology. I had done poorly on IQ tests as a child, and was determined to study intelligence and show that there was more to intelligence than performance on IQ tests. But, if anything, my performance in that first course was consistent with my low IQ scores as a child. I received a grade of C, and my professor,