Forms of Intelligence, formulated by psychometrician Robert Sternberg, aims to go against the psychometric approach to intelligence and take a more cognitive approach, which leaves it to the category of the cognitive-contextual theories. The triarchic theory of intelligence consists of three subtheories:
1. The componential subtheory which outlines the
structures and mechanisms that underlie intelligent behavior categorized as metacognitive, performance, or knowlege acquistion components.
2. The experiential subtheory that proposes intelligent
behavior be interpreted along a continuum of experience from novel to highly familar tasks/situations. 3. The contextual subtheory which specifies that intelligent behavior is defined by the sociocultural context in which it takes place and involves adaptation to the environment, selection of better environments, and shaping of the present environment. APPLICATION The triarchic theory is a general theory of human intelligence. Much of Sternberg’s early research focused on analogies and syllogistic reasoning. Sternberg has used the theory to explain exceptional intelligence (gifted and retardation) in children and also to critique existing intelligence tests. Sternberg (1983) outlines the implications of the theory for skill training. Later work examines topics such as learning styles (Sternberg, 1997) and creativity (Sternberg, 1999). EXAMPLE Sternberg (1985) describes the results of various analogy experiments that support the triarchic theory. For example, in a study that involved adults and children solving simple analogies, he found that the youngest children solved the problems differently and theorized that this was because they had not yet developed the ability to discern higher order relations. WHY TRIARCHIC THEORY IS IMPORTANT? His triarchic theory is important because explicates the relationship of the internal world of the individual, the external world of the individual, and the role of experience, helps adult educators to understand the dynamic and interrelated qualities of human intelligence and its potential bearing in everyday life, The triarchic theory holds that students should be instructed in a way that helps them both capitalize on their strengths and correct and compensate for weaknesses. Thus, ideally, students will be taught in all three ways (analytically, creatively, practically), as well as for memory. References
Sternberg, R.J. (1977). Intelligence, Information Processing, and Analogical
Reasoning. Hillsdale, NJ: Erlbaum. Sternberg, R.J. (1985). Beyond IQ. New York: Cambridge University Press. Sternberg, R.J. (1983). Criteria for intellectual skills training. Educational Researcher,12, 6-12. Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press. Sternberg, R. J. (Ed.). (1999) Handbook of creativity. New York: Cambridge University Press.