Showing papers by "Robert J. Sternberg published in 2017"
TL;DR: In two studies, the convergent and discriminant validation of a new assessment of scientific reasoning that could be used for graduate admissions in psychology, educational psychology, human development, and in the psychological sciences more generally is examined.
Abstract: In two studies, we examined the convergent and discriminant validation of a new assessment of scientific reasoning that could be used for graduate admissions in psychology, educational psychology, human development, and in the psychological sciences more generally. The full assessment ultimately consisted of tests of generating hypotheses, generating experiments, drawing conclusions, serving as a reviewer of a scientific article, and serving as an editor of a scientific journal. The tests had generally good convergent-discriminant validity. Certain socially defined ethnic/racial group differences were observed.
30 citations
TL;DR: The field of artificial intelligence originally traveled down two roads, one of which emphasized abstract, idealized, rational thinking and the other, which emphasized the emotionally charged and motivationally complex situations in which people often find themselves.
Abstract: Machines that learn and think like people should simulate how people really think in their everyday lives. The field of artificial intelligence originally traveled down two roads, one of which emphasized abstract, idealized, rational thinking and the other, which emphasized the emotionally charged and motivationally complex situations in which people often find themselves. The roads should have converged but never did. That's too bad.
19 citations
TL;DR: It is found that women performed better than men on the authors' reasoning-about-teaching measure, and that factorially, the reasoning- about-te teaching measure clustered with their reasoning about research measures but not with the measures of abstract cognitive reasoning and educational skills.
Abstract: Teaching- and teaching-evaluation skills are critically important to professional success in psychology and related disciplines. We explored the possibility of measuring reasoning-about-teaching skills as a supplementary measure for admissions in psychology and related behavioral-sciences disciplines. We tested 103 students for their reasoning about teaching and their reasoning about research, as well as for their cognitive- (abstract reasoning) and educational skills. We found that women performed better than men on our reasoning-about-teaching measure, and that factorially, our reasoning-about-teaching measure clustered with our reasoning-about-research measures but not with our measures of abstract cognitive reasoning and educational skills.
16 citations
TL;DR: In this article, the authors discuss how teaching of mathematics can develop and encourage creative thinking, not only in mathematics, but also in general, and discuss specific ways in which mathematics teachers can develop creative thinking through classroom activities.
Abstract: In this article, I discuss how teaching of mathematics can develop and encourage creative thinking, not only in mathematics, but also in general. I begin by discussing creativity as a habit that teachers can help students develop. Then I briefly present the investment theory of creativity. The basic idea of the investment theory is that creative individuals are willing to “buy low and sell high” in the world of ideas—in other words, they are willing to take intellectual risks and to challenge conventional beliefs. Next I describe specific ways in which mathematics teachers can develop creative thinking through classroom activities. Finally, I draw some conclusions.
9 citations
TL;DR: In this concluding essay, I summarize some of the main points of each of the contributors and attempt to highlight their importance for psychological science and for everyday life.
Abstract: In this concluding essay, I summarize some of the main points of each of the contributors and attempt to highlight their importance for psychological science and for everyday life. I bring in some examples of research from my own research group over the years that reinforce many of the conclusions reached by the contributors. The purpose of this symposium on cultural psychological science is, we hope, to teach some lessons that could not easily be learned except through cultural research. My goal in this final essay is to consider what I believe to be a primary lesson of each contribution. I attempt to illustrate the considerable relevance of each of these contributions to contemporary society. The views expressed here are solely my own, and of course readers may find much to disagree with; hopefully, they will find some things to agree with as well!
9 citations
Journal Article•
6 citations
TL;DR: In this article, the authors respond to commentators on my article on the Active Concerned Citizenship and Ethical Leadership (ACCEL) model for understanding giftedness and conclude that the differences among all of us in this symposium are small and that we all agree that a model like ACCEL is needed to move the field of giftedness beyond a preoccupation with abilities, narrowly defined.
Abstract: In this essay, I respond to commentators on my article on the Active Concerned Citizenship and Ethical Leadership (ACCEL) model for understanding giftedness. I cover a number of topics that arose in or out of the commentaries, in particular, systems inertia; toxic leadership; teaching for creativity; flight from reality; the role of science, technology, engineering, and mathematics (STEM) in teaching for wisdom; the developmental nature of giftedness; making a positive, meaningful, and enduring difference; IQ as a diagnostic tool rather than as a gatekeeper; meeting the needs of marginalized young people; teacher education; and retrospective studies. I conclude that the differences among all of us in this symposium are small and that we all agree that a model like ACCEL—whatever its exact terms—is needed to move the field of giftedness beyond a preoccupation with abilities, narrowly defined.
6 citations
TL;DR: In the course of this discussion, the value of creativity, analysis, common sense, and wisdom and ethics in scientific contributions and discourse are discussed.
Abstract: In this afterword, I suggest expanding upon some of the criteria for judging scientific merit that have been discussed in the two symposia on "judging scholarly merit in psychological science." I discuss in particular the value of creativity, analysis, common sense, and wisdom and ethics in scientific contributions and discourse. In the course of this discussion, I consider where the field of judging scientific merit has been, where it is now, and where it may go.
5 citations
TL;DR: This special symposium in Perspectives on Psychological Science answers the question, “Do you believe the field of psychological science is headed in the right direction?”
Abstract: This special symposium in Perspectives on Psychological Science answers the question, "Do you believe the field of psychological science is headed in the right direction?" Respondents are a sampling of Association for Psychological Science award winners over the past 5 years dating back from publication of this symposium.
4 citations
TL;DR: An anthropocentric model of understanding intelligence in nonhuman animals is provided and other animals are evaluated by this model by way of folk theories of their intelligence rather than by their own adaptive requirements.
Abstract: The target article provides an anthropocentric model of understanding intelligence in nonhuman animals. Such an idea dates back to Plato and, more recently, Lovejoy: On Earth, humans are at the top and other animals at successively lower levels. We then evaluate these other animals by our anthropocentric folk theories of their intelligence rather than by their own adaptive requirements.
TL;DR: It is suggested that statistical analysis probably would find slower life history strategy, greater focus on the future, and greater self-control to be highly correlated and perhaps unifactorial, because they are all manifestations of a single underlying variable, namely, intelligence.
Abstract: The CLASH model proposed in the target article is plausible but less than parsimonious. I suggest that statistical analysis probably would find slower life history strategy, greater focus on the future, and greater self-control to be highly correlated and perhaps unifactorial, because they are all manifestations of a single underlying variable, namely, intelligence. I suggest how intelligence as a state variable plausibly could explain the differences observed by the authors.
TL;DR: Cultural psychology represents one of the broadest types of generalization of psychological findings and needs to pay attention because many of the authors' most treasured “truisms” fail to generalize when looked at across cultural contexts.
Abstract: Cultural psychology represents one of the broadest types of generalization of psychological findings. We all need to pay attention to cultural findings because many of our most treasured "truisms" fail to generalize when looked at across cultural contexts.
TL;DR: In this paper, the authors reply to five commentators in the October 2017 issue of the Roeper Review to my July 2017 article: “ACCEL: A New Model for Identifying the Gifted.
Abstract: In this essay, I reply to my five commentators in the October 2017 issue of the Roeper Review to my July 2017 article: “ACCEL: A New Model for Identifying the Gifted.” I respond to each in turn. I end with the question I believe most important for those of us interested in giftedness to confront at the present moment.
Journal Article•
TL;DR: The authors argue that college campuses are increasingly becoming tolerant of expressions of contempt rather than of respect for diversity of opinions and they need to take an active role in teaching students the danger of contempt because of its role in the development and encouragement of hate.
Abstract: Segments of modern U.S. society are rewarding rather than punishing the expression of contempt. College campuses are increasingly becoming tolerant of expressions of contempt rather than of respect for diversity of opinions. Universities need to take an active role in teaching students the danger of contempt because of its role in the development and encouragement of hate. Instead college students need to learn the importance of replacing contempt with wisdom.
TL;DR: A follow-up symposium to “‘Am I Famous Yet?’ Judging Scholarly Merit in Psychological Science,” is introduced to continue and expand the discussion of how scholarly merit can be usefully evaluated in psychological science.
Abstract: I introduce a follow-up symposium to “‘Am I Famous Yet?’ Judging Scholarly Merit in Psychological Science,” which was published in Perspectives on Psychological Science in November 2016. The follow-up symposium is intended to increase the diversity of contributors and contributions and thereby to continue and expand the discussion of how scholarly merit can be usefully evaluated in psychological science.
Book•
11 Jan 2017TL;DR: The authors provide a comprehensive coverage of the topics necessary for successful communication in psychology, making it a valuable resource for research methods and introductory psychology courses, and encourage students to think more deeply about larger issues in the field, preparing them for future research.
Abstract: Tailored specifically for undergraduate students, this Companion offers uniquely comprehensive coverage of the topics necessary for successful communication in psychology, making it a valuable resource for research methods and introductory psychology courses. Readers will learn how to effectively plan and write papers in accordance with the latest style guidelines from the Publication Manual of the American Psychological Association, Sixth Edition; present data in posters and talks; and evaluate their own and others' work. The clear writing style and reader-friendly format, meanwhile, allow students to absorb information easily, even when reading chapters selectively or out of order. The book includes numerous up-to-date examples drawn from career experiences to engage students and help them apply what they've learned to forward their own careers, while questions encourage them to think more deeply about larger issues in the field, preparing them for future research.
TL;DR: This commentary addresses concerns about how contempt produces hatred, how contempt is used manipulatively by aspiring leaders, and how contempt can be cured or at least mitigated.
Abstract: The target article by Gervais & Fessler represents a comprehensive analysis of contempt but is not fully adequate in addressing how contempt produces hatred, how contempt is used manipulatively by aspiring leaders, and how contempt can be cured or at least mitigated. This commentary addresses these concerns.