SUCCESSFUL INTELLIGENCE

Robert J. Sternberg

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1.   Successfully intelligent people motivate themselves.

2.   Successfully intelligent people learn to control their impulses.

3.   Successfully intelligent people know when to persevere.

4.   Successfully intelligent people know how to make the most of their abilities.

5.   Successfully intelligent people translate thought into action.

6.   Successfully intelligent people have a product orientation.

7.   Successfully intelligent people complete tasks and follow through.

8.   Successfully intelligent people are initiators.

9.   Successfully intelligent people are not afraid to risk failure.

10.   Successfully intelligent people don't procrastinate.

11.   Successfully intelligent people accept fair blame.

12.   Successfully intelligent people reject self pity.

13.   Successfully intelligent people are independent.

14.   Successfully intelligent people seek to surmount personal difficulties.

15.   Successfully intelligent people focus and concentrate to achieve their goals.

16.   Successfully intelligent people spread themselves neither too thin nor too thick.

17.   Successfully intelligent people have the ability to delay gratification.

18.   Successfully intelligent people have the ability to see the forest and the trees.

19.   Successfully intelligent people have a reasonable level of self-confidence and a belief in their ability to accomplish their goals.

20.   Successfully intelligent people balance analytical, creative, and practical thinking.

http://www.findarticles.com/p/articles/mi_m1175/is_v20/ai_4421955/pg_3

Three heads are better than one - triarchic theory of intelligence developed by Robert J. Sternberg

http://www.markorton.com/in_brief/Reviews/Succesfull_Intelligence/successful_intelligence_1.html 关于成功智力 很好

Robert J. Sternberg proposes three intelligences in human cognition.

• Analytical intelligence is the ability to analyze and evaluate ideas, solve problems and make decisions.
• Creative intelligence involves going beyond what is given to generate novel and interesting ideas.
• Practical intelligence is the ability that individuals use to find the best fit between themselves and the demands of the environment.

The three intelligences, or as he also calls them three abilities, comprise what Sternberg calls Successful Intelligence: "the integrated set of abilities needed to attain success in life, however an individuals defines it, within his or her sociocultural context."

Sternberg's attempts to establish the validity of practical intelligence as a construct have yielded significant empirical work and criticism. As such, it provides a window on the issues and ideas at the core of this debate.

【文摘】

Sternberg, R. J., & Grigorenko, E. L. (2000). Teaching for successful intelligence: To increase student learning and achievement. Arlington Heights, IL: Skylight Professional Development.

【专著】

Sternberg, R. J. (1999). Cognitive psychology (2nd ed.). Fort Worth, TX: Harcourt Brace College Publishers. ISBN 0155083546.

Sternberg, R. J. (Ed.) (1999). Handbook of creativity. New York: Cambridge University Press. ISBN 0521572851.

Sternberg, R. J. (Ed.) (1999). The nature of cognition. Cambridge, MA: The MIT Press. ISBN 0262194058.

Sternberg, R. J., & Grigorenko, E. L. (1999). Our labeled children: What every parent and teacher needs to know about learning disabilities. Reading, MA: Perseus Publishing Group. ISBN 0738201855.

Sternberg, R. J., & Horvath, J. A. (Eds.) (1999). Tacit knowledge in professional practice. Mahwah, NJ: Lawrence Erlbaum Associates. ISBN 0805824367.

Sternberg, R. J., & SpearSwerling, L. (Eds.) (1999). Perspectives on learning disabilities: Biological, cognitive, contextual. Boulder, CO: Westview Press. ISBN 0805834303.

Sternberg, R. J., & Wagner, R. K. (Eds.) (1999). Readings in cognitive psychology. Fort Worth, TX: Harcourt Brace College Publishers. ISBN 0155041053.

Sternberg, R. J. (Ed.). (2000). Guide to publishing in psychology journals. New York: Cambridge University Press. ISBN 052159460X.

Sternberg, R. J. (Ed.). (2000). Handbook of intelligence. New York: Cambridge University Press. ISBN 0521596483.

Sternberg, R. J. (2000). Making school reform work: A “mineralogical” theory of school modifiability. Bloomington, IN: Phi Delta Kappa Educational Foundation. ISBN 087367667X.

Sternberg, R. J. (2000). Pathways to psychology (2nd. ed.). Orlando: Harcourt Brace College Publishers. ISBN 0155080474.

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. ISBN 0521650569.

Sternberg, R. J., & Grigorenko, E. L. (2000). Teaching for successful intelligence. Arlington Heights, IL: Skylight Training and Publishing Inc. ISBN 1575172615.

Sternberg, R. J. (2001). How to prepare for the Miller Analogies Test (8th ed.). Hauppauge, NY: Barron’s. ISBN 0764116681.

Sternberg, R. J. (2001). Psychology: In search of the human mind (3rd ed.). Fort Worth, TX: Harcourt College Publishers. ISBN 0155069403.

Sternberg, R. J., & Ben Zeev, T. (2001). Complex cognition: The psychology of human thought. New York: Oxford University Press. ISBN 0195107713.

Sternberg, R. J., & Grigorenko, E. L. (Eds.) (2001). Environmental effects on cognitive abilities. Mahwah, NJ: Lawrence Erlbaum Associates. ISBN 0805831835.

Sternberg, R. J., & Kaufman, J. C. (Eds.). (2001). The evolution of intelligence. Mahwah, NJ: Lawrence Erlbaum Associates. ISBN 0805831835.

 

http://issid.org/issid.files/ISSmem/News8.pdf  斯滕伯格

Applying the Psychology of the Developed World to the Developing World

http://www.yale.edu/pace/teammembers/personalpages/bob.html    斯滕伯格个人简介

 

 

I. Human Intelligence

Key published references:

• Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
• Sternberg, R. J. (1996). Successful intelligence. New York: Simon & Schuster. (Paperback edition: New York: Dutton, 1997).
• Sternberg, R. J., & Spear-Swerling, L. (1996). Teaching for thinking. Washington, DC: American Psychological Association.
• Sternberg, R. J., & Grigorenko, E. L.  (in press). Teaching for successful intelligence.  Arlington Heights, IL: Skylight Training and Publishing Inc.

Available testing instruments:

• Sternberg, R. J. (1993). Sternberg Triarchic Abilities Test. Unpublished research instrument available from author.
• Wagner, R. K., & Sternberg, R. J. (1991). Tacit Knowledge Inventory for Managers. Unpublished research instrument available from authors.

Description of Research:

My research is motivated primarily by a theory of successful intelligence, which attempts to account for the intellectual sources of individual differences that enable people to achieve success in their lives, given the sociocultural context in which they live. Successfully intelligent people discern their strengths and weaknesses, and then figure out how to capitalize on their strengths, and to compensate for or remediate their weaknesses. Successfully intelligent individuals succeed in part because they achieve a functional balance among a "triarchy" of abilities: analytical abilities, which are used to analyze, evaluate, judge, compare and contrast; creative abilities, which are used to create, invent, discover, imagine; practical abilities, which are used to apply, utilize, implement, and activate. Successfully intelligent people are not necessarily high in all three of these abilities, but find a way effectively to exploit whatever pattern of abilities they may have. Moreover, all of these abilities can be further developed. A fundamental idea underlying this research is that conventional notions of intelligence and tests of intelligence miss important kinds of intellectual talent, and overweigh what are sometimes less important kinds of intellectual talent.

Our recent research on this theory has been supportive of the theory. For example:

1. Unified model for identification of abilities, instruction, and assessment (in collaboration with Michel Ferrari, Pamela Clinkenbeard, and Elena Grigorenko, supported by U.S. Office of Educational Research and Improvement). In this study, high school children (generally ages 15-18) were tested for their patterns of analytical, creative, and practical abilities. They were then placed in sections of an introductory-psychology course that either were a better or a poorer match to their patterns of abilities. All students were then assessed for their achievement in terms of memory, analytical, creative, and practical achievement. We found that students who were better matched in instruction for their patterns of abilities outperformed those students who were more poorly matched in terms of their achievement in the course.
2. Comparison of conventional, critical-thinking, and triarchic approaches to instruction (in collaboration with Bruce Torff and Elena Grigorenko, supported by U.S. Office of Educational Research and Improvement). In this study, third-graders (generally ages 8-9) were taught social studies and eighth-graders (generally ages 14-15) were taught psychology in one of three ways: a traditional course emphasizing memory learning, a critical-thinking course emphasizing analytical learning, and a triarchic course emphasizing analytical, creative, and practical learning. Students' achievement was assessed via multiple-choice memory measures, as well as analytically-, creatively-, and practically-oriented performance measures. We found that triarchically-taught students generally did better on both the multiple-choice and the performance-based measures.
3. The role of tacit knowledge in practical intelligence (in collaboration with Richard Wagner, Joseph Horvath, George Forsythe, and Wendy Williams, supported by U.S. Army Research Institute). In a series of studies, we have elaborated on the construct of tacit knowledge--what one needs to know in order to adapt to (shape, or select) an environment that one is not explicitly taught and that is not usually not even verbalized. Tacit knowledge is hypothesized to play an important (although not sole) role in practical intelligence. We have found that practical intelligence is not correlated with academic intelligence within the typical range of abilities for which prediction is sought, is not correlated with measures of personality or of styles either, but predicts job performance and even adjustment to a school environment as well as or better than does a conventional test of abilities.
4. New methods of intelligence testing (in collaboration with Richard Wagner, Elena Grigorenko, Martin Dennis, and others). We have been and continue to be interested in the development of alternative methods of intelligence testing. For example, the triarchic abilities test and practical intelligence tests described above measure intellectual abilities missed by traditional psychometric intelligence tests. We have also developed dynamic measures of abilities, measures of abilities that are fun to take, and measures of abilities for use in other cultures.

http://resources.emb.gov.hk/gifted/ttp/mindset/book.html  台湾教育统筹局

 

Sternberg, R. J. (1998). Abilities are forms of developing expertise. Educational

Researcher, 27, 11-20.

Sternberg, R. J. (1996). A.I (pp. 481-490). In R. J. Sternberg (Ed.), Cognitive Psychology.

Tokyo: Harcourt Brace.

 

http://www.psy.cuhk.edu.hk/course/2003-04/PSY3450_0304_1T.pdf