Sources
Help build the largest human-edited directory on the web.
Submit a site - Become an editor
Wikipedia. Licensed under the GNU Free Documentation License.
Are you an expert in this subject? Join the discussion and share your knowledge at Wikipedia.org.
Robert Sternberg
From Wikipedia, the free encyclopedia
| Robert Sternberg | |
|---|---|
 |
|
| Born | December 8, 1949 |
| Nationality | American |
| Field | psychometrician |
| Institutions | Tufts University |
| Alma mater | Yale University, Stanford University |
| Known for | triarchic theory of intelligence, triangular theory of love |
Robert J. Sternberg (born December 8, 1949), is an American psychologist and psychometrician and the Dean of Arts and Sciences at Tufts University. He was formerly IBM Professor of Psychology and Education at Yale University and the President of the American Psychological Association. He is a member of the editorial boards of numerous journals, including American Psychologist. Sternberg has a BA from Yale University and a PhD from Stanford University. He holds nine honorary doctorates from one South American and eight European universities, and additionally holds an honorary professorate at the University of Heidelberg in Germany.
Contents |
Sternberg's main research interests include:
- Higher mental functions, including intelligence and creativity
- Styles of thinking
- Cognitive modifiability
- Leadership
- Love and hate
Sternberg has proposed a triarchic theory of intelligence and a triangular theory of love. He is the creator (with Todd Lubart[1]) of the investment theory of creativity, which states that creative people buy low and sell high in the world of ideas, and a propulsion theory of creative contributions, which states that creativity is a form of leadership.
He is spearheading an experimental admissions process at Tufts to quantifiably test the creativity of an applicant.[2]
Sternberg has criticized IQ tests, saying they are "convenient partial operationalizations of the construct of intelligence, and nothing more. They do not provide the kind of measurement of intelligence that tape measures provide of height."[3]
In 1995, he was on an American Psychological Association task force writing a consensus statement on the state of intelligence research in response to the claims being advanced amid the Bell Curve controversy, titled "Intelligence: Knowns and Unknowns."
Many descriptions of intelligence focus on mental abilities such as vocabulary, comprehension, memory and problem-solving that can be measured through intelligence tests. This reflects the tendency of psychologists to develop their understanding of intelligence by observing behaviour believed to be associated with intelligence.
Sternberg believes that this focus on specific types of measurable mental abilities is too narrow. He believes that studying intelligence in this way leads to an understanding of only one part of intelligence and that this part is only seen in people who are 'school smart' or 'book smart'.
There are, for example, many individuals who score poorly on intelligence tests, but are creative or are 'street smart' and therefore have a very good ability to adapt to the environment. According to Sternberg, these are the two other parts of intelligence.
Sternberg categories intelligence into three parts, which are central in his theory, the triarchic theory of intelligence:
- Analytical intelligence, the ability to complete academic, problem-solving tasks, such as those used in traditional intelligence tests. These types of tasks usually present well-defined problems that have only a single correct answer.
- Creative intelligence, the ability to successfully deal with new and unusual situations by drawing on existing knowledge and skills.
- Practical intelligence, the ability to adapt to everyday life by drawing on existing knowledge and skills. Practical intelligence is involved when dealing with everyday personal or practical problems. It may also be involved when dealing with new and unusual situations in everyday life.
Sternberg added experimental criteria to the application process for undergraduates to Tufts University, where he is Dean of Arts and Sciences, to test "creativity and other non-academic factors." Calling it the "first major university to try such a departure from the norm," Inside Higher Ed noted that Tufts continues to consider the SAT and other traditional criteria.[4][5]
Sternberg's ideas have been repeatedly criticised in the scientific literature for lacking empirical support (e.g., Deary, 2001; Gottfredson, 2003; Jensen, 1998). The proliferation of "intelligences" he has been suggesting followed the lead of Howard Gardner (1983) and has been copied by other theorists who have been coming up with related notions (e.g., Daniel Goleman, 1995 - "Emotional intelligence").
In 2003, Linda Gottfredson, a professor at the University of Delaware, published a detailed refutation of the claims behind practical intelligence in the journal Intelligence;[6] the article won the 2005 Mensa Excellence in Research Award.
- Key References
- On "Higher Mental Functions":
- Sternberg, R. J. (1977): Intelligence, information processing,and analogical reasoning: The componential analysis of human abilities.Hillsdale, NJ: Erlbaum.
- Sternberg, R. J. (1985): Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
- Sternberg, R. J. (1990): Metaphors of mind: Conceptions of the nature of intelligence. New York: Cambridge University Press.
- Sternberg, R. J. (1997): Successful intelligence. New York: Plume.
- Sternberg, R. J. (1999): "The theory of successful intelligence." Review of General Psychology, 3, 292-316.
- Sternberg, R. J., Forsythe, G. B., Hedlund, J., Horvath, J., Snook, S., Williams, W. M., Wagner, R. K., & Grigorenko, E. L. (2000): Practical intelligence in everyday life. New York: Cambridge University Press.
- Sternberg, R. J., & Grigorenko, E. L. (2000): Teaching for successful intelligence. Arlington Heights, IL: Skylight.
- (2007) Sternberg, R.J.: Wisdom, Intelligence, and Creativity Synthesized. New York: Cambridge University Press
- Key References
- On "Creativity":
- Sternberg, R. J., James C Kaufman, & Pretz, J. E. (2002): The creativity conundrum: A propulsion model of creative contributions. Philadelphia, PA.
- Sternberg, R. J., & Lubart, T. I. (1995): Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press.
- Sternberg, R. J., & Williams, W. M. (1996): How to develop student creativity. Alexandria, VA: Association for Supervision and Curriculum Development.
- Key Reference
- On "Leadership":
Sternberg, R. J., & Vroom, V. H. (2002): "The person versus the situation in leadership." Leadership Quarterly, 13, 301-323
- ^ Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press.
- ^ Jaschik, Scott (2006). A "Rainbow" Approach to Admissions. Inside Higher Ed, July 6, 2006.
- ^ The Theory of Successful Intelligence Interamerican Journal of Psychology - 2005, Vol. 39, Num. 2 pp. 189-20
- ^ Jaschik, Scott (2006). A "Rainbow" Approach to Admissions. Inside Higher Ed, July 6, 2006.
- ^ McAnerny, Kelly (2005). From Sternberg, a new take on what makes kids Tufts-worthy. Tufts Daily, November 15, 2005.
- ^ Linda Gottfredson, "Dissecting practical intelligence theory: Its claims and evidence", Intelligence, vol 31, (2003) 343–397)
- Robert J. Sternberg - Dean of the School of Arts and Sciences - Tufts University (Tufts profile)
- Triarchic Theory of Intelligence - uwsp.edu
- Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic, 1983