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Robert Sternberg's Triarchic Theory of Intelligence
Transcript of Robert Sternberg's Triarchic Theory of Intelligence
Benson, E. (2003). Intelligent intelligence testing.
, 34(2), 48. Retrieved from http://www.apa.org/monitor/feb03/intelligent.aspx
Grigorenko, E. (2009). Triarchic Theory of Intelligence. Retrieved from http://www.education.com/reference/article/triarchic-theory-of-intelligence/
Huitt, W. (1999). Intelligence. [Presentation slides]. Retrieved from http://teach.valdosta.edu/whuitt/edpsyppt/Theory/sternberg.ppt
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Triarchic Theory of Intelligence
allows for individuals to create new ways to solve problem in the real world
refers to the ability for someone to use past experiences and current abilities in order to deal with new situations
Examples include: designing or inventing
allows for individuals to apply current knowledge to everyday life
this component involves the ability for individuals to adapt to an ever-changing environment
Examples would include using common sense or "street smarts"
measured by traditional intelligence tests
Allows individuals to analyze and evaluate problems, dissect them into component parts, and develop strategies of how to solve them
This aspect of intelligence involves problem solving
Examples: Traditional IQ tests, standardized testing such as MSA and SAT exams
Adaptation, Selection, and Shaping
Practical Intelligence involves relating problem solving to one's environment and surroundings.
Adapting to the environment
Shaping or altering the environment
Selecting a different environment
Applications in Teaching Methods
Students connect familiar concepts to come up with solutions in real world applications
asking students to analyze, critique, compare/contrast, and judge and assess information when presented with a problem
critical thinking exercises
As a young boy in school, Sternberg did not perform to expectations on an intelligence exam with his peers as a result of test anxiety. When instructed to take the test again with children younger than him, he performed better due to an increase in confidence. Such a change in test results led to his questioning of legitimacy of traditional intelligence tests.
Analytical Intelligence deals with the way we process new information internally
: mental process used in learning
: deciding how to use learned information and acting on it
: Monitoring and evaluating the how we use the information
Applications in Teaching Methods
Students are asked to create, invent, discover, imagine, and predict what might happen.
Can be used in art classes but also in more traditional academic settings like history.
Any situation that would involve students to approach a topic in a unique and individual way.
Creative Intelligence involves using our personal experiences to create new and novel ways of solving a problem
Certain responses have been "automized" meaning we no longer have to think about them. Having automized responses allows us to eventually tackle more complex ideas
Sternberg’s belief was that individuals use different parts of each aspect of intelligence in order to solve problems and satisfy the demands of everyday life.
Not every aspect is used in the same amount. All aspects must be drawn upon in one way or another in a unique balance in order to be successful.
"I define [intelligence] as your skill in achieving whatever it is you want to attain in your life within your sociocultural context.by capitalizing on your strengths and compensating for, or correcting, your weaknesses." -Sternberg
As a result, Sternberg decided to create a test of his own.
He studied how different cultures define or emphasize intelligence.
He believed that intelligence was the measure of success in life rather than success in the classroom.
Andie Henneberg & Julia Burner