Simone Lawson
Psychologist Robert J. Sternberg proposed the triarchic theory of intelligence in the 1980s. The theory suggests that intelligence is not a fixed trait but a spectrum that can be developed and shaped. It is comprised of three subtheories, each relating to a specific kind of intelligence: practical intelligence, or the ability to successfully function in one's environment; creative intelligence, or the ability to deal with novel situations; and analytical intelligence, or the ability to solve problems. Sternberg's theory has been criticised for its unempirical nature, with some arguing that it lacks solid evidence. However, it has also been applied in teaching to improve students' achievement in school.
| Characteristics | Values |
|---|---|
| Contextual Subtheory | Practical intelligence or the ability to successfully function in one's environment |
| Experiential Subtheory | Creative intelligence or the ability to deal with novel situations or issues |
| Componential Subtheory | Analytical intelligence or the ability to solve problems |
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What You'll Learn
- Practical intelligence is about adapting to real-world situations and everyday problem-solving
- Creative intelligence involves generating new ideas and thinking outside the box
- Analytical intelligence is about problem-solving, logic, and reasoning skills
- Experiential subtheory relates to creative intelligence and novel situations
- Componential subtheory is about analytical intelligence and problem-solving
Practical intelligence is about adapting to real-world situations and everyday problem-solving
Psychologist Robert Sternberg proposed the triarchic theory of intelligence in the 1980s as an alternative to the concept of the general intelligence factor, which only refers to "academic intelligence". Sternberg's triarchic theory, on the other hand, asserts that intelligence is not a fixed trait but a spectrum that can be developed and shaped.
The three types of intelligence that constitute Sternberg's triarchic theory are analytical intelligence, creative intelligence, and practical intelligence. Practical intelligence, also referred to as "street smarts", is about adapting to and navigating everyday situations and solving real-world problems. It involves applying knowledge in real-world settings and handling common, real-life tasks effectively. For example, a person with high practical intelligence can manage personal tasks, solve practical problems, and apply what they have learned in educational settings to real-life situations.
Sternberg's definition of human intelligence is "mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one's life". This definition emphasizes the importance of an individual's ability to deal with environmental changes throughout their lifespan. Practical intelligence is, therefore, a key aspect of this theory as it enables individuals to adapt to their environment and make things happen in real life.
Research has shown that practical intelligence can be improved through instructional interventions. For instance, students taught using Sternberg's three-part model of analytical drills, creative problem-solving, and real-world applications not only memorize facts but also understand and apply them better. This supports the idea that practical intelligence can be developed and is not just a fixed trait.
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Creative intelligence involves generating new ideas and thinking outside the box
Psychologist Robert J. Sternberg proposed the triarchic theory of intelligence in the 1980s as an alternative to the concept of the general intelligence factor, which only refers to "academic intelligence". The triarchic theory, on the other hand, takes a more cognitive approach, focusing on how well an individual deals with environmental changes throughout their lifespan.
The three types of intelligence that constitute Sternberg's triarchic theory are: analytical intelligence, creative intelligence, and practical intelligence. Creative intelligence involves generating new ideas and thinking outside the box. It is the ability to deal with novel situations or issues, to approach challenges in innovative ways, and to come up with unique solutions to problems.
Creative intelligence is distinct from analytical intelligence, which involves problem-solving, logic, and reasoning skills that help break down complex ideas and make calculated decisions. It is what traditional IQ tests usually measure, focusing on the ability to understand and manipulate concepts. However, individuals with only this type of intelligence may struggle to create unique ideas of their own.
Creative intelligence also differs from practical intelligence, which is often referred to as "street smarts". Practical intelligence involves the ability to adapt to everyday life and apply knowledge in real-world settings. It is about how an activity is developed and how capable a person is of facing new or old situations. It involves handling common, real-life tasks effectively, such as managing personal tasks and solving practical problems.
Sternberg believed that all three types of intelligence are necessary for successful intelligence and that individuals need to develop and utilize all three to achieve success in life. Each type contributes uniquely to a person's ability to navigate challenges, and together they illustrate that intelligence is multifaceted and not fixed but rather a spectrum that can be developed.
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Analytical intelligence is about problem-solving, logic, and reasoning skills
Psychologist Robert Sternberg proposed the Triarchic Theory of Intelligence in the 1980s as an alternative to the concept of the general intelligence factor, which only refers to "academic intelligence". Sternberg's theory, on the other hand, asserts that intelligence is not fixed but rather a spectrum of abilities that can be developed.
One of the three types of intelligence in Sternberg's theory is analytical intelligence. This type of intelligence involves problem-solving, logic, and reasoning skills. It allows individuals to recognize problems and find possible solutions that may not be easily seen by everyone. Those with high analytical intelligence may excel in mathematics and logical reasoning.
Analytical intelligence is about breaking down complex ideas and making calculated decisions. It involves the ability to analyze, evaluate, and compare information. It is what traditional IQ tests usually measure, focusing on problem-solving skills and the ability to understand and manipulate concepts.
Sternberg's theory recognizes three types of giftedness, and analytical giftedness is one of them. This form of giftedness is about being able to take apart problems and see solutions. However, individuals with only this type of intelligence may struggle to create unique ideas of their own.
To develop analytical intelligence, it is important to focus on how you process and use knowledge. This involves being open to new perspectives, actively learning, and applying knowledge in real-world settings. By mastering all three types of intelligence, individuals can learn to process and use knowledge effectively, improving their overall intelligence.
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Experiential subtheory relates to creative intelligence and novel situations
Psychologist Robert Sternberg proposed the triarchic theory of intelligence in the 1980s as an alternative to the concept of the general intelligence factor. The theory is comprised of three subtheories, each of which relates to a specific kind of intelligence.
The experiential subtheory is the second stage of the triarchic theory and corresponds to creative intelligence. This type of intelligence refers to the ability to generate fresh, innovative ideas, think outside the box, and approach challenges in novel ways. It focuses on the ability to create unique ideas and is distinct from analytical giftedness, which is the ability to take apart problems and see solutions.
Experiential subtheory is about how an activity is developed and how capable a person is of facing new or old situations. It involves using creativity to give the best solution to a problem. This type of intelligence is essential for success in various life aspects and is especially useful in real-world applications. For example, a student with high creative intelligence may come up with unique art projects.
The triarchic theory of intelligence sheds light on how well individuals think, create, and apply knowledge in real-world situations. Sternberg's theory acknowledges that an individual is not restricted to excelling in only one of these three intelligences. Many people may possess an integration of all three and have high levels of all three types of intelligence.
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Componential subtheory is about analytical intelligence and problem-solving
Psychologist Robert J. Sternberg proposed the Triarchic Theory of Intelligence in the 1980s as an alternative to the concept of the general intelligence factor, which only refers to "academic intelligence". Sternberg's theory, on the other hand, asserts that intelligence is comprised of three types: practical, creative, and analytical.
The Componential Subtheory, also referred to as the Componential Theory, is one of the three subtheories that make up Sternberg's Triarchic Theory of Intelligence. This subtheory is about analytical intelligence and problem-solving. Individuals with analytical giftedness are able to deconstruct problems and see solutions that are not obvious to everyone. However, they may not be as adept at generating unique ideas of their own. This form of giftedness is the type that is tested most often.
Sternberg's Triarchic Theory of Intelligence acknowledges that an individual is not restricted to excelling in only one type of intelligence. Many people may possess a combination of all three types and have high levels of each. Sternberg believed that to achieve success in life, individuals need to develop and utilize all three types of intelligence. Each type contributes uniquely to a person's ability to navigate challenges and emphasizes that intelligence is not solely determined by analytical skills as measured by standard tests.
The Componential Subtheory's focus on analytical intelligence and problem-solving skills is reflected in the way it is taught and assessed. For example, research has shown that students taught using Sternberg's three-part model, which includes analytical drills, creative problem-solving, and real-world applications, not only memorize facts but also understand and apply them better. This suggests that focusing on the development of analytical intelligence and problem-solving skills can lead to improved academic performance and a better ability to navigate real-world challenges.
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