ROBERT STERNBERG Katherine Bare July 9, 2013

Sternberg Basics  Born December 8, 1949  Newark, New Jersey  Jewish Family  Fields of Expertise:  Cognitive Psychology  Psychometrics (Psychological Measurement Techniques)  Key Idea: The Triarchic Theory of Intelligence

Childhood Experiences  Suffered from Test Anxiety as a Child  Believed that the tests were not accurately testing his knowledge  Performed better in an environment where he felt confidant – with younger students  Created his own Intelligence Test, The Sternberg Test of Mental Agility (STOMA)

Education and Career  Undergraduate: Yale  Test taking continued to be a problem  Told to pick another major  Graduated with honors  Worked Educational Testing Service in Princeton  Ph.D: Stanford University  10 honorary Doctorates

Sternberg Defines Intelligence  Rejected the traditional methods for measuring Intelligence.  IQ tests only measure certain aspects of intelligence  IQ tests are “convenient partial operationalizations of the construct of intelligence and nothing more. They do not provide the type of measurement of intelligence that tape measures provide of height.”  Categorized Intelligence into 3 parts  Called: Triarchic Theory of Intelligences  3 Types: Componential Intelligence Experiential Intelligence Contextual Intelligence

Triarchic Theory of Intelligences  Componential intelligence (often called analytical)  Traditional notion of intelligence  Individuals strong in this intelligence perform well on tasks that require: Abstract thinking & logical reasoning Verbal & mathematical skills Problem Solving  These types of tasks usually present well-defined problems that have only a single correct answer.

Triarchic Theory of Intelligences  Experiential intelligence (often called creative)  Individuals strong in this intelligence possess: Creativity Divergent thinking (generating new ideas) The ability to deal with novel situations  Individuals high in creative intelligence may give 'wrong' answers because they see things from a different perspective.

Triarchic Theory of Intelligences  Contextual intelligence (often called practical intelligence)  Individuals strong in this intelligence possess: Street smarts Ability to apply knowledge to the real world The ability to adapt to everyday life by drawing on existing knowledge and skills  Practical intelligence enables an individual to understand what needs to be done in a specific setting and then do it.

Sternberg’s Intelligence  Sternberg placed emphasis on how these intelligences allow people to be successful.  Traits of “Successfully” Intelligent People:  Able to discern their strengths and weaknesses, and then figure out how to capitalize on their strengths, and to compensate for or remediate their weaknesses.  Succeed in part because they achieve a functional balance among a "triarchy" of abilities  Seek to develop their abilities. (all of these abilities can be further developed).

Also Known For…  Triangular Theory of Love   Theory of Cognitive Styles  Cognitive styles mirror the different types of government.  Forms of Self Government: hierarchical, monarchic, oligarchic and anarchic.  _cognitive_styles _cognitive_styles  Research on Creativity  The Sternberg Triarchic Test of Abilities

Implications for Educators  Consider your methods for Evaluation  What is my test telling me?  Are there alternate ways to test for understanding?  What is the testing environment like?  Support for students who have test anxiety  Promoting the Development of all Students  Use activities that celebrate all types of talents, interests, and intelligences  Development of both student “strengths” and “weaknesses”  Know your students  Consider definitions of being “smart” or “intelligent”

Resources  /sternb1.htm /sternb1.htm  gy/p/intelligence.htm gy/p/intelligence.htm   Sternberg.html Sternberg.html