Showing papers by "Robert J. Sternberg published in 2015"
Book•
18 Aug 2015
TL;DR: In this article, the WICS model is used to evaluate and assess cognitive skills in the context of teaching and assessment in the classroom. But, the focus is not on the assessment of cognitive skills, but on the development of different types of teaching strategies.
Abstract: List of Tables About This Book Acknowledgments About the Authors Section I. Teaching for Wisdom, Intelligence, and Creativity 1. Introduction to Teaching for Wisdom, Intelligence, and Creativity 2. What Is the WICS Model? 3. Your Turn: What Is Your Pattern of Strengths? Section II. Why and How to Teach for Successful Intelligence 4. Introduction to Teaching for Successful Intelligence 5. How to Enhance Memory Skills 6. How to Enhance Analytical Skills 7. How to Enhance Creative Skills 8. How to Enhance Practical Skills 9. Your Turn: Identify Different Types of Teaching Strategies Section III. Integrating Teaching and Assessment in Your Classroom 10. Introduction to Integrating Teaching and Assessment 11. Matching Assessment and Instruction 12. General Guidelines for Developing Diversified Assessments 13. Assessing and Rating Memory Skills 14. Assessing and Rating Analytical Skills 15. Assessing and Rating Creative Skills 16. Assessing and Rating Practical Skills 17. Your Turn: Develop Different Types of Assessment Questions Section IV. Why and How to Teach for Wisdom 18. Introduction to Teaching for Wisdom 19. Three Wisdom-Based Thinking Skills 20. Six General Guidelines for Teaching for Wisdom 21. Reflection: How Can You Promote Wise Thinking in Your Classroom? Section V. Synthesis: Helping Students Achieve Success and Satisfaction in Their Lives 22. Introduction to Achieving Balance 23. How to Balance It All 24. A Word of Wisdom on Learning Goals 25. Wisdom, Intelligence, and Creativity, Synthesized Answer Keys Appendix to Section I: Suggested Further Readings for Those Who Want to Learn More About the WICS Model and Other Resources on Teaching Strategies Appendix to Section II: Mnemonic Techniques and Strategies Appendix to Section III: Cross-Reference of Sample Tables by Grade, Level, Content Area, Response Format, and Cognitive Skill Assessed References Index
91 citations
52 citations
TL;DR: The augmented theory of successful intelligence as discussed by the authors asserts that intelligence involves creative skills in producing new ideas, analytical skills in evaluating whether the ideas are good ones, practical skills in putting the ideas into practice and in convincing other people of the value of the ideas, and wisdom-based skills in confirming that one is using one's knowledge and skills to serve a common good.
36 citations
01 Jan 2015
TL;DR: A number of different theories have been proposed that delineate varieties of a concept of multiple intelligences as discussed by the authors, and the core idea in such theories is that intelligence is not, strictly speaking, unitary but rather multiple.
Abstract: A number of different theories have been proposed that delineate varieties of a concept of multiple intelligences. The core idea in such theories is that intelligence is not, strictly speaking, unitary but rather multiple. Two of the key theories are those of Howard Gardner and of Robert Sternberg.
15 citations
01 Jan 2015
TL;DR: Fiske et al. as mentioned in this paper presented a survey of academic cheating and cheating in the 1990s, including the following: Academic Cheating Part I Susan T. Fiske Part II. Academic Excuses and Fairness Part II, Authorization and Credit Part III, Confidentiality's Limits Part IV and Fabricating Data Part VI.
Abstract: Part I. Academic Cheating Part I Susan T. Fiske Part II. Academic Excuses and Fairness Part II. Academic Excuses and Fairness Part II Susan T. Fiske Part III. Authorship and Credit Part III. Authorship and Credit Part III Susan T. Fiske Part IV. Confidentiality's Limits Part IV. Confidentiality's Limits Part IV Susan T. Fiske Part V. Data Analysis, Reporting and Sharing Part V. Data Analysis, Reporting and Sharing Part V Susan T. Fiske Part VI. Designing Research Part VI. Designing Research Part VI Susan T. Fiske Part VII. Fabricating Data Part VII. Fabricating Data Part VII Susan T. Fiske Part VIII. Human Subjects Part VIII. Human Subjects Part VIII Part IX. Personnel Decisions Part IX. Personnel Decisions Part IX Susan T. Fiske Part X. Reviewing and Editing.
10 citations
TL;DR: In this paper, the authors describe chronologically their attempts over a 40-year career to understand the nature of human intelligence and explain how later attempts built on earlier ones, with each attempt revealing the earlier one to be too limited and narrow in the questions it asked.
Abstract: In this article, I describe chronologically my attempts over a 40-year career to understand the nature of human intelligence. I explain how later attempts built on earlier ones, with each attempt revealing the earlier one to be too limited and narrow in the questions it asked. In my early work, I envisioned intelligence in terms of components of information processing. Later, I viewed these components as contributing to three distinct but related aspects of intelligence: analytical, creative, and practical. I came to realize the importance of contextual factors in determining what constitutes adaptive behavior. Still later, I viewed wisdom as part of the mix. The search has been rewarding, except for the fact that I have not yet completed it and never will.
7 citations
TL;DR: In this article, the authors present a three-part model of institutional creative change for assessing universities as learning organizations that can move creatively into the future, based on prerequisites and mediating variables.
Abstract: Universities, like students, differ in their ability to learn and to recreate themselves. In this article, I present a 3-part model of institutional creative change for assessing universities as learning organizations that can move creatively into the future. The first part, prerequisites, deals with actual ability to change creatively and belief in the university's ability to change creatively. The second, main part deals with the institution's desire to change creatively, its desire to appear to change creatively, and its perceived actual or potential creative quality. The last part of the model deals with mediating variables: legitimacy of the creative-change agent, credibility of the creative-change agent, ownership of creative change, rate of creative change, and cultural compatibility of creative change.
6 citations
TL;DR: This article pointed out that although the tendency of some investigators is to suggest factors that should increase the correlation between IQ and job performance, one just as easily could suggest factors which should decrease the correlation.
Abstract: Corrections are sometimes applied to correlations between IQ and job performance (or other criteria) in order to determine the true correlation between these two measures. However, there is no one true correlation between IQ and job performance. The level of correlation depends on many factors and varies across time and place. Moreover, IQ tests and job criteria measure different things for different people, depending on the people's cultural and socioeconomic backgrounds. In this commentary, I laud Richardson and Norgate (this issue) for their recognition of the complexities of issues relating IQ to job performance. I further point out that although the tendency of some investigators is to suggest factors that should increase the correlation between IQ and job performance, one just as easily could suggest factors that should decrease the correlation.
5 citations
01 Aug 2015
01 Jan 2015
TL;DR: The concept of intelligence is defined as the ability to implement goal-directed adaptive behavior as discussed by the authors, i.e., the ability of a person to implement adaptive behavior in order to achieve goals.
Abstract: This article presents historical and conceptual perspectives on human intelligence. It opens with a brief account of what intelligence is. Essentially, intelligence is viewed as the ability to implement goal-directed adaptive behavior. Then the article discusses major theories of intelligence. First, it describes implicit theories, or what also are called “folk theories” that laypeople hold regarding the nature of intelligence. Then it discusses in turn psychometric, cognitive, biological, and cognitive-contextual theories of intelligence. Next it covers the development of intelligence. And finally it reviews the measurement of intelligence.
01 Jan 2015