Intelligence
Give a definition of intelligence that you
could defend, explaining why you believe
you could defend it. Give examples of ways
your definition of intelligence might be
measured and skills people might have who
would do well on those measures. Describe
how you would differentiate measures of
intelligence from measures of achievement.
Developed by W. Huitt, 1999
Sternbergs Theory of Intelligence
Robert Sternberg defines intelligence as :
the cognitive ability to learn from
experience, to reason well, to remember
important information, and to cope with the
demands of daily living.
Sternberg, R. (1988). The triarchic mind: A new theory of human intelligence.
New York: Viking.
Sternbergs Theory of Intelligence
Sternberg believes that intelligence is comprised
of three separate, though interrelated, abilities:
Sternbergs Theory of Intelligence
Sternberg believes that intelligence is comprised
of three separate, though interrelated, abilities:
Analytical
Try to solve familiar
problems by using
strategies that manipulate
the elements of a problem
or the relationship among
the elements (e.g.,
comparing, analyzing)
Sternbergs Theory of Intelligence
Sternberg believes that intelligence is comprised
of three separate, though interrelated, abilities:
Creative
Try to solve new kinds of
problems that require us
to think about the
problem and its elements
in a new way (e.g.,
inventing, designing)
Sternbergs Theory of Intelligence
Sternberg believes that intelligence is comprised
of three separate, though interrelated, abilities:
Practical
Try to solve problems
that apply what we
know to everyday
contexts (e.g., applying,
using)
Sternbergs Theory of Intelligence
Sternberg hypothesizes that intelligence relates
to, and is demonstrated in, three different
aspects:
(1) the internal world of information
processing,
(2) experience and past learning, and
(3) the external world of adapting to, shaping
and selecting real-world environments.
Sternbergs Theory of Intelligence
The internal world of information processing
functions through three separate, but related,
components:
KnowledgeAcquisition
Components
Mental processes
used in learning
Sternbergs Theory of Intelligence
The internal world of information processing
functions through three separate, but related,
components:
Performance
Components
Mental processes used in
the performance of a task;
probably best measured
by current intelligence
tests
Sternbergs Theory of Intelligence
The internal world of information processing
functions through three separate, but related,
components:
Higher-order mental
processes used in
Metacomponents
planning, monitoring,
and evaluating
performance of a task;
these "executive"
functions guide the use
of other components
Sternbergs Theory of Intelligence
Intelligence is demonstrated in terms of
experience and past learning in two
complimentary ways:
Dealing with
Novelty
Intelligence is the ability to
learn and think within new
conceptual systems, which
can then be brought to
bear upon already existing
knowledge
Sternbergs Theory of Intelligence
Intelligence is demonstrated in terms of
experience and past learning in two
complimentary ways:
Automatizing
Information
Processing
Complex verbal,
mathematical, and other
tasks can feasibly be
executed only because many
of the operations involved in
their performance have been
automatized
Sternbergs Theory of Intelligence
Intelligence is demonstrated relative to ones
environment in ones ability to:
Adapting to ones
environment
Sometimes one displays
one's intelligence by
demonstrating an ability
to adapt to the situation
or context one finds
oneself in.
Sternbergs Theory of Intelligence
Intelligence is demonstrated relative to ones
environment in ones ability to:
Adapting to ones
environment
This is the primary
aspect of intelligence that
is considered by
psychometricians,
learning theorists, and
other cognitivists such as
Piaget.
Sternbergs Theory of Intelligence
Intelligence is demonstrated relative to ones
environment in ones ability to:
Shaping ones
environment
Sometimes it is necessary
to demonstrate one's
intelligence by shaping or
changing the
environment so that it
better meets one's needs.
Sternbergs Theory of Intelligence
Intelligence is demonstrated relative to ones
environment in ones ability to:
Shaping ones
environment
Vygotsky and dynamical
systems theorists focus on
this aspect of intelligence.
Sternbergs Theory of Intelligence
Intelligence is demonstrated relative to ones
environment in ones ability to:
Selecting a
different
environment
There are times when it is
necessary to demonstrate
one's intelligence by
selecting an alternate
environment or context
within which to live and
work.
Sternbergs Theory of Intelligence
In summary, Sternbergs theory of intelligence:
hypothesizes intelligence as a set of skills
identified through research in cognitive
psychology
expands the definition of intelligence from
merely adapting to ones environment to
modifying the environment or selecting another
Sternbergs Theory of Intelligence
In summary, Sternbergs theory of intelligence:
suggests intelligence consists of
complimentary processes of critical and
creative thinking as well as common sense
suggests intelligence should be measured as
part of the learning process while the learner
deals with novelty and automatizes responses
Sternbergs Adaptive Behavior Checklist
In my opinion, one of the most important parts of
Sternberg's work on intelligence is his Adaptive
Behavior Checklist.
Because he considers intelligence as a set of
skills, each of the behaviors on the checklist is
considered modifiable. Which of these:
have we been working on in this class?
have you worked on in other college-level
courses?
do you work on in classes you teach?
Sternbergs Adaptive Behavior Checklist
Practical Problem-Solving Ability
Reasons logically and well
Identifies connections among ideas
Sees all aspects of a problem
Keeps an open mind and responds
thoughtfully to others' ideas
Sizes up situations well
Gets to the heart of problems
Interprets information accurately
Sternbergs Adaptive Behavior Checklist
Practical Problem-Solving Ability
Makes good decisions
Goes to original sources for basic
information
Poses problems in an optimal way
Is a good source of ideas
Perceives implied assumptions and
conclusions
Deals with problems resourcefully
Sternbergs Adaptive Behavior Checklist
Verbal Ability
Speaks clearly and articulately and is
verbally fluent
Converses well
Is knowledgeable about a particular area
of subject matter
Studies hard
Reads widely with high comprehension
Sternbergs Adaptive Behavior Checklist
Verbal Ability
Writes without difficulty
Sets aside time for reading
Displays good vocabulary
Sternbergs Adaptive Behavior Checklist
Social Competence
Accepts others for what they are
Admits mistakes
Displays interest in the world at large
Is on time for appointments
Has social conscience
Thinks before speaking and doing
Sternbergs Adaptive Behavior Checklist
Social Competence
Makes fair judgments
Assesses well the relevance of information to
a problem at hand
Is sensitive to other people's needs and
desires
Displays interest in the immediate
environment
Why Intelligent People Fail
Sternberg recognizes that intelligence is only one
explanation of why some people succeed and why
others do not.
These reasons have been arranged in terms of
Huitt's Systems Model of Human Behavior.
What are some benefits of this arrangement
with respect to helping you learn and remember
these reasons?
Do you agree with the classification scheme?
How would you modify it?
Why Intelligent People Fail
Cognitively-oriented reasons
Distractibility and lack of concentration
Spreading oneself too thin or too thick
Inability or unwillingness to see the forest
for the trees
Lack of balance between critical,
analytic thinking and creative, synthetic
thinking
Using the wrong abilities
Why Intelligent People Fail
Affective/Socially-Oriented Reasons
Misattribution of blame
Fear of failure
Excessive self-pity
Excessive dependency
Wallowing in personal difficulties
Too little or too much self-confidence
Why Intelligent People Fail
Conative/Volitionally-Oriented Reasons
Failure to initiate
Lack of motivation
Lack of perservance and perseveration
Inability to complete tasks and to
follow through
Lack of impulse control
Why Intelligent People Fail
Conative/Volitionally-Oriented Reasons
Inability to translate thought into action
Procrastination
Lack of product orientation
Inability to delay gratification
Sternbergs Theory of Intelligence
In my opinion, Sternberg offers an approach
to intelligence that educators should seriously
study.
The focus is on development of skills rather
than categorization and classification of
people.
However, we must remember that abilities
differ among individuals and we must allow
ample time for development.
The End
