Biography Category
Name :
Robert Sternberg
Date :
Views :
588
Category :
Birth Date :
08/12/1949
Birth Place :
New Jersey, USA.
Death Date :
-
His theory of intelligence defined intelligence in three ways – analytical, practical and creative – and that most IQ tests measure only the first (i.e. analytical).[br /]
[br /]
Sternberg developed the Triarchic Theory of Intelligence, which is beyond IQ.[br /]
[br /]
IQ analysis is the basic analytical skill of a person, but according to his new theory there are three facets to measure intelligence. Its three facets are :[br /]
[br /]
• (1) Analytical Intelligence is similar to the standard psychometric definition of intelligence and corresponds to his earlier componential intelligence. It is measured by analogies and puzzles and reflects how an individual relates to his/her internal world.[br /]
[br /]
• (2) Creative Intelligence involves insight, synthesis, and the ability to react to novel stimuli and situations. This is the experiential aspect of intelligence and reflects how an individual connects the internal world to external reality.[br /]
[br /]
• (3) Practical Intelligence involves the ability to grasp, understand, and solve real life problems in everyday life. This is the contextual aspect of intelligence, and reflects how an individual relates to the external world about him. In a way it is spectacular intelligence.[br /]
[br /]
Sternberg’s Multidimensional Abilities Test measures all three aspects on separate scales. All three are important for success in life and have been used to develop programs for children and to select business managers. He strongly believes that all the three aspects of intelligence can not only be ‘measured’, but also be ‘developed’. He stated that if one uses the kind of tasks that are used in intelligence tests, one gets the ‘G’ factor. In one of his article he wrote, "We interpret the preponderance of evidence as overwhelmingly supporting the existence of some kind of general factor in human intelligence. Indeed, we are unable to find any convincing evidence at all that militates against this view." He said ‘G’ is not quite as general as some psychometricians make it out to be.[br /]
[br /]
[b]Intelligence Could Be Inherited[/b][br /]
[br /]
Almost every psychologist believes there is some heritability of IQ. He stated in one of his interviews that some heritability of intelligence is found in the white population. When one accepts the use of the heritability statistics, about 0.5 per cent is probably right. A general understanding of heritability often doesn’t realize that heritability is calculated within a range of environments, at a given time, for a given population. Heritability is not the same at different places and among different people. There is a wide variation in populations over time and space. It is not a fixed statistic. The value for heritability depends on the population, where it is and when it is. The major misunderstanding relates to the role of the environment and to the role of teachability. Even if heritability is fairly high, with respect to teachability, it does not mean that we cannot modify intelligence. There is absolutely no relation between how heritable something is and the existence of a difference in a group means.[br /]
[br /]
He gives the example of height. Height has a heritability of greater than 0.9, but heights have increased in some countries like Japan and USA. Despite the much higher heritability of height than anyone believes of intelligence, height can increase. He gives an extreme example of a disease known as Phenylketonuria, which is 100 per cent heritable and yet through an environmental intervention, withholding Phenylalanine from the diets of infants from birth, one can either reduce or eliminate the mental retardation that normally results. It means that even when heritability is 1.00, environmental intervention does matter.[br /]
[br /]
There are different ways to look at intelligence. One is through heritability statistics, and another way is to look at studies on intervention. He gives example of Dennis, who conducted a large study in Iran, where he found that kids that were placed in Iranian orphanages, almost without exception, were mentally retarded. Whereas the children who were quickly adopted before the age of two scored at normal levels on intelligence tests, roughly at 50 per cent difference in IQ. It was very obvious that the environment of the Iranian orphanage was pretty bad and that’s why level of retardation is high. He quotes studies performed by Diamond on brain mass in rats and found that if one is given an enriched environment, it affects the brain, which becomes heavier and more twisted.[br /]
[br /]
Race differences are not genetic. The typical correlation of blood groups and skin color is looked at in correlation with IQ. It is suggested that about 0.15 per cent of an individual accounts for about 1 to 2 per cent of the variance. Even less that 2 per cent could be viewed as the way darker versus lighter people are treated. A major standard deviation is difference in IQ tests to group of Blacks and Whites. One example is that within group heritabilities have nothing to do with between group heritabilities and then suggest that they do. Another example is the issue of causation and correlation. Anyone cannot draw any real or casual conclusions from correlational data. Many facts correlate with lots of attributes, IQ being one of them. Almost every measure we use, is a proxy for something else. One cannot measure how good a person is or how much education a person has by number of years of his/her schooling. If there are two students, each having 12 years of schooling, but when one compares somebody who was a straight ‘A’ student in a really good college with someone who was ‘B’ student in a really poor college, the number of years of education will be the same but their educational achievements could be vastly different. Hence, a measure of how much schooling one has really had, years of education is extremely immaterial and it’s not very good in correlational analysis. IQ is a pretty good measure of that narrow construct, compared to the other types of measurement available that can make IQ look more powerful than the other measures because the other measures are such crude proxies for the constructs that one can measure.[br /]
[br /]
He states that it is hard to maintain the IQ gains. He uses the example of a person who is given some antibiotics for a disease, cure him, then put him back in the original septic environment, the disease will return. It could be the same case with children with parasitic infections. If given Albendazol, it can cure their parasitic infection. But if they are brought back in the environment in which they acquired the infection, they will just acquire it again. If an individual thinks that environment is important in the development of intelligence - a small experiment could be done over people who grow in poor environment. For a short period of time they should be kept in a really good program to develop their IQ. Then take them out of the program and put them back in the poor environment in which they started, chances are that an individual would lose a lot of the beneficial effect.[br /]
[br /]
If an individual wants to predict success in jobs, IQ, though not worthless is not the only thing one can use. He mentions that, IQ is predictive of lot of things, in spite of believing that IQ tells absolutely nothing. It predicts some level of success in pilot training. He and his team worked for about 10 years in the field of practical intelligence, predicting the success of managers and sales people, which are very practical occupations. They did a study at Brooks AFB and found that measures of practical intelligence i.e., measures of how well one can go into an environment and figure out what one needs to succeed in that particular environment. Later on they can actually figure out – predict job success in managerial and in sales jobs at least as well. However, they do not correlate with IQ tests, which specifies :[br /]
[br /]
• IQ is not the only predictor, and[br /]
[br /]
• The kinds of predictors we have, are relatively independent of IQ. That doesn’t mean that one is important and the other is not. He says that both are important and that there’s more to predicting success than just using IQs. He further says, "Practical intelligence is different from academic intelligence, and motivation is something different again… Early childhood IQs do not predict anything accurately. By around the age of eight, when IQ becomes stable, you are predicting about 50 per cent of the variation in adult IQ." He further says that IQ can be somewhat predictive of earnings. That’s not inconsistent with what is said earlier. If an individual has a high IQ, even if he comes from a not very affluent home, he would get rewarded by our society for it. If an individual comes from an underprivileged stratum of society and one does well on the SATs, Yale and Harvard and Princeton, will all be begging to have a person so that they can claim diversity.[br /]
[br /]
As Howard Gardner, a psychologist talked of Multiple Intelligence, he uses the word talent in his book The Triarchic Mind. "There is no absolute, agreed – on definition of ‘intelligence’. One of the battles in the field, arguably the battle, even more than the heredity – environment issue, is what you include under the definition of intelligence. There’s no final answer to that because God doesn’t tell us what he means. To a large extent, intelligence is our own creation. It is a creation to describe the fact that in terms of adaptive skills some people have more than others. I think that you can argue that practical abilities are adaptive."[br /]
[br /]
He further mentions that practical abilities are adaptive for everybody. Everyone needs the ability to work with other people, to be able to figure out the environment that one is in. Something is a part of intelligence if it’s necessary for adaptation. A talent could be something that is important in the lives of some people. He mentions, " ‘G’ is the only one that if you do badly, you are screwed in life. You get people who have very high ‘G’ who may not end up in a house for the retarded, but their lives don’t differ from a whole lot. They mess up everything they do. And I’ve seen them in my own field. People are very bitter because they can’t get along with anyone. All of a sudden they find that no one is inviting them to give talks. They don’t stay very long in a job, nor anyone wants their articles, they don’t know how to communicate, they don’t know how to argue for a position effectively, and all the ‘G’ in the world cannot save them."[br /]
[br /]
[b]Levels Of Personality Measures[/b][br /]
[br /]
Impressive or strong personality is important for life, but it is different from his tests of tacit knowledge. The tacit knowledge to measure practical intelligence does not measure level of personality. Introversion and extroversion are personality measures. The difference is that one can be very successful in life as an introvert or an extrovert. An individual can be successful in life being somewhat altruistic or not very altruistic, but he can’t be successful in life if he lacks practical intelligence.[br /]
[br /]
If one looks at the correlation between tacit knowledge for being an academic researcher and tacit knowledge for being an executive, the correlation is pretty high, about 0.5 per cent to 0.6 per cent. But in terms of teaching job knowledge, probably no one who is a psychologist ever went to business school or vice versa. Tacit knowledge is something one picks up from the environment.[br /]
[br /]
In experimental groups for kids, he admitted in one of the four ways – either very high analytic, very high creative, very high practical, or balanced all the skills. The model was such that very few people could be good in everything. Analytical skills should not have absolute preference over creative or practical skills while constructing the psychological tests. Higher order processes or metacomponents like defining problems or setting up strategies to solve problems, none could be isolated from practical intelligence.[br /]
[br /]
"Abilities are not something you’re born with, that are etched in invisible ink on your forehead and cannot be changed," depicts Sternberg. His research has demonstrated that abilities are modifiable both in respect to level and kind. He said, "You can develop new kinds of abilities that you might not even have known you had." He believes that society should broaden its lens, integrating a wider array of abilities into its conception of aptitude and achievement.[br /]
[br /]
Sternberg’s analytical intelligence is also called ‘componential’; the methods people use to process and analyze information. This critical portion of intelligence could be further divided into metacomponents, performance components and knowledge – acquisition components.[br /]
[br /]
Metacomponents is the subcategory, which consists of the higher order, or executive process like the planning, monitoring and evaluation of the performance of a task. Performance components include the execution of plans and strategies developed by the metacomponents, and plays a role in relating new information to novel situations through previously inferred concepts. Knowledge acquisition components in lower order processes consist of selective encoding, when relevant information is separated from irrelevant, selective combination. When new and old information are organized with selective comparison. When new information is compared to previous cognitive constructs to update the metacomponents.[br /]
[br /]
Creative or experiential dimension is the aspect of intelligence, which examines how people approach new and unfamiliar tasks. This aspect is not considered the insightful dimension to a person’s intelligence. The experiential dimension can be further divided into two categories – novelty and automatization. Novelty is how a person reacts to the first exposure to a new scenario. [br /]
[br /]
Automatization is how a person handles repeated tasks, or practice. Practical or Contextual dimension is the individual’s intelligence as it relates to his/her environment or socio-cultural context. How an individual adapts to his/her current environment or shapes his/her current environment or selects a better environment all make up this practical aspect of intelligence. They are also known as ‘street smarts.’ He believes that no intelligence test can ever fully account for the cultural discrepancies that he presents in the contextual dimension of theory.[br /]
[br /]
[br /]
Sternberg developed the Triarchic Theory of Intelligence, which is beyond IQ.[br /]
[br /]
IQ analysis is the basic analytical skill of a person, but according to his new theory there are three facets to measure intelligence. Its three facets are :[br /]
[br /]
• (1) Analytical Intelligence is similar to the standard psychometric definition of intelligence and corresponds to his earlier componential intelligence. It is measured by analogies and puzzles and reflects how an individual relates to his/her internal world.[br /]
[br /]
• (2) Creative Intelligence involves insight, synthesis, and the ability to react to novel stimuli and situations. This is the experiential aspect of intelligence and reflects how an individual connects the internal world to external reality.[br /]
[br /]
• (3) Practical Intelligence involves the ability to grasp, understand, and solve real life problems in everyday life. This is the contextual aspect of intelligence, and reflects how an individual relates to the external world about him. In a way it is spectacular intelligence.[br /]
[br /]
Sternberg’s Multidimensional Abilities Test measures all three aspects on separate scales. All three are important for success in life and have been used to develop programs for children and to select business managers. He strongly believes that all the three aspects of intelligence can not only be ‘measured’, but also be ‘developed’. He stated that if one uses the kind of tasks that are used in intelligence tests, one gets the ‘G’ factor. In one of his article he wrote, "We interpret the preponderance of evidence as overwhelmingly supporting the existence of some kind of general factor in human intelligence. Indeed, we are unable to find any convincing evidence at all that militates against this view." He said ‘G’ is not quite as general as some psychometricians make it out to be.[br /]
[br /]
[b]Intelligence Could Be Inherited[/b][br /]
[br /]
Almost every psychologist believes there is some heritability of IQ. He stated in one of his interviews that some heritability of intelligence is found in the white population. When one accepts the use of the heritability statistics, about 0.5 per cent is probably right. A general understanding of heritability often doesn’t realize that heritability is calculated within a range of environments, at a given time, for a given population. Heritability is not the same at different places and among different people. There is a wide variation in populations over time and space. It is not a fixed statistic. The value for heritability depends on the population, where it is and when it is. The major misunderstanding relates to the role of the environment and to the role of teachability. Even if heritability is fairly high, with respect to teachability, it does not mean that we cannot modify intelligence. There is absolutely no relation between how heritable something is and the existence of a difference in a group means.[br /]
[br /]
He gives the example of height. Height has a heritability of greater than 0.9, but heights have increased in some countries like Japan and USA. Despite the much higher heritability of height than anyone believes of intelligence, height can increase. He gives an extreme example of a disease known as Phenylketonuria, which is 100 per cent heritable and yet through an environmental intervention, withholding Phenylalanine from the diets of infants from birth, one can either reduce or eliminate the mental retardation that normally results. It means that even when heritability is 1.00, environmental intervention does matter.[br /]
[br /]
There are different ways to look at intelligence. One is through heritability statistics, and another way is to look at studies on intervention. He gives example of Dennis, who conducted a large study in Iran, where he found that kids that were placed in Iranian orphanages, almost without exception, were mentally retarded. Whereas the children who were quickly adopted before the age of two scored at normal levels on intelligence tests, roughly at 50 per cent difference in IQ. It was very obvious that the environment of the Iranian orphanage was pretty bad and that’s why level of retardation is high. He quotes studies performed by Diamond on brain mass in rats and found that if one is given an enriched environment, it affects the brain, which becomes heavier and more twisted.[br /]
[br /]
Race differences are not genetic. The typical correlation of blood groups and skin color is looked at in correlation with IQ. It is suggested that about 0.15 per cent of an individual accounts for about 1 to 2 per cent of the variance. Even less that 2 per cent could be viewed as the way darker versus lighter people are treated. A major standard deviation is difference in IQ tests to group of Blacks and Whites. One example is that within group heritabilities have nothing to do with between group heritabilities and then suggest that they do. Another example is the issue of causation and correlation. Anyone cannot draw any real or casual conclusions from correlational data. Many facts correlate with lots of attributes, IQ being one of them. Almost every measure we use, is a proxy for something else. One cannot measure how good a person is or how much education a person has by number of years of his/her schooling. If there are two students, each having 12 years of schooling, but when one compares somebody who was a straight ‘A’ student in a really good college with someone who was ‘B’ student in a really poor college, the number of years of education will be the same but their educational achievements could be vastly different. Hence, a measure of how much schooling one has really had, years of education is extremely immaterial and it’s not very good in correlational analysis. IQ is a pretty good measure of that narrow construct, compared to the other types of measurement available that can make IQ look more powerful than the other measures because the other measures are such crude proxies for the constructs that one can measure.[br /]
[br /]
He states that it is hard to maintain the IQ gains. He uses the example of a person who is given some antibiotics for a disease, cure him, then put him back in the original septic environment, the disease will return. It could be the same case with children with parasitic infections. If given Albendazol, it can cure their parasitic infection. But if they are brought back in the environment in which they acquired the infection, they will just acquire it again. If an individual thinks that environment is important in the development of intelligence - a small experiment could be done over people who grow in poor environment. For a short period of time they should be kept in a really good program to develop their IQ. Then take them out of the program and put them back in the poor environment in which they started, chances are that an individual would lose a lot of the beneficial effect.[br /]
[br /]
If an individual wants to predict success in jobs, IQ, though not worthless is not the only thing one can use. He mentions that, IQ is predictive of lot of things, in spite of believing that IQ tells absolutely nothing. It predicts some level of success in pilot training. He and his team worked for about 10 years in the field of practical intelligence, predicting the success of managers and sales people, which are very practical occupations. They did a study at Brooks AFB and found that measures of practical intelligence i.e., measures of how well one can go into an environment and figure out what one needs to succeed in that particular environment. Later on they can actually figure out – predict job success in managerial and in sales jobs at least as well. However, they do not correlate with IQ tests, which specifies :[br /]
[br /]
• IQ is not the only predictor, and[br /]
[br /]
• The kinds of predictors we have, are relatively independent of IQ. That doesn’t mean that one is important and the other is not. He says that both are important and that there’s more to predicting success than just using IQs. He further says, "Practical intelligence is different from academic intelligence, and motivation is something different again… Early childhood IQs do not predict anything accurately. By around the age of eight, when IQ becomes stable, you are predicting about 50 per cent of the variation in adult IQ." He further says that IQ can be somewhat predictive of earnings. That’s not inconsistent with what is said earlier. If an individual has a high IQ, even if he comes from a not very affluent home, he would get rewarded by our society for it. If an individual comes from an underprivileged stratum of society and one does well on the SATs, Yale and Harvard and Princeton, will all be begging to have a person so that they can claim diversity.[br /]
[br /]
As Howard Gardner, a psychologist talked of Multiple Intelligence, he uses the word talent in his book The Triarchic Mind. "There is no absolute, agreed – on definition of ‘intelligence’. One of the battles in the field, arguably the battle, even more than the heredity – environment issue, is what you include under the definition of intelligence. There’s no final answer to that because God doesn’t tell us what he means. To a large extent, intelligence is our own creation. It is a creation to describe the fact that in terms of adaptive skills some people have more than others. I think that you can argue that practical abilities are adaptive."[br /]
[br /]
He further mentions that practical abilities are adaptive for everybody. Everyone needs the ability to work with other people, to be able to figure out the environment that one is in. Something is a part of intelligence if it’s necessary for adaptation. A talent could be something that is important in the lives of some people. He mentions, " ‘G’ is the only one that if you do badly, you are screwed in life. You get people who have very high ‘G’ who may not end up in a house for the retarded, but their lives don’t differ from a whole lot. They mess up everything they do. And I’ve seen them in my own field. People are very bitter because they can’t get along with anyone. All of a sudden they find that no one is inviting them to give talks. They don’t stay very long in a job, nor anyone wants their articles, they don’t know how to communicate, they don’t know how to argue for a position effectively, and all the ‘G’ in the world cannot save them."[br /]
[br /]
[b]Levels Of Personality Measures[/b][br /]
[br /]
Impressive or strong personality is important for life, but it is different from his tests of tacit knowledge. The tacit knowledge to measure practical intelligence does not measure level of personality. Introversion and extroversion are personality measures. The difference is that one can be very successful in life as an introvert or an extrovert. An individual can be successful in life being somewhat altruistic or not very altruistic, but he can’t be successful in life if he lacks practical intelligence.[br /]
[br /]
If one looks at the correlation between tacit knowledge for being an academic researcher and tacit knowledge for being an executive, the correlation is pretty high, about 0.5 per cent to 0.6 per cent. But in terms of teaching job knowledge, probably no one who is a psychologist ever went to business school or vice versa. Tacit knowledge is something one picks up from the environment.[br /]
[br /]
In experimental groups for kids, he admitted in one of the four ways – either very high analytic, very high creative, very high practical, or balanced all the skills. The model was such that very few people could be good in everything. Analytical skills should not have absolute preference over creative or practical skills while constructing the psychological tests. Higher order processes or metacomponents like defining problems or setting up strategies to solve problems, none could be isolated from practical intelligence.[br /]
[br /]
"Abilities are not something you’re born with, that are etched in invisible ink on your forehead and cannot be changed," depicts Sternberg. His research has demonstrated that abilities are modifiable both in respect to level and kind. He said, "You can develop new kinds of abilities that you might not even have known you had." He believes that society should broaden its lens, integrating a wider array of abilities into its conception of aptitude and achievement.[br /]
[br /]
Sternberg’s analytical intelligence is also called ‘componential’; the methods people use to process and analyze information. This critical portion of intelligence could be further divided into metacomponents, performance components and knowledge – acquisition components.[br /]
[br /]
Metacomponents is the subcategory, which consists of the higher order, or executive process like the planning, monitoring and evaluation of the performance of a task. Performance components include the execution of plans and strategies developed by the metacomponents, and plays a role in relating new information to novel situations through previously inferred concepts. Knowledge acquisition components in lower order processes consist of selective encoding, when relevant information is separated from irrelevant, selective combination. When new and old information are organized with selective comparison. When new information is compared to previous cognitive constructs to update the metacomponents.[br /]
[br /]
Creative or experiential dimension is the aspect of intelligence, which examines how people approach new and unfamiliar tasks. This aspect is not considered the insightful dimension to a person’s intelligence. The experiential dimension can be further divided into two categories – novelty and automatization. Novelty is how a person reacts to the first exposure to a new scenario. [br /]
[br /]
Automatization is how a person handles repeated tasks, or practice. Practical or Contextual dimension is the individual’s intelligence as it relates to his/her environment or socio-cultural context. How an individual adapts to his/her current environment or shapes his/her current environment or selects a better environment all make up this practical aspect of intelligence. They are also known as ‘street smarts.’ He believes that no intelligence test can ever fully account for the cultural discrepancies that he presents in the contextual dimension of theory.[br /]
[br /]
Dr Robert Sternberg, a professor of psychology at Yale University, a prolific researcher, has published 750 books and articles in the fields of intelligence, creativity, and love. He proffers his love to us and the coming generations through his constant efforts to unravel the facts and make his publications simple and easy to understand.[br /]
[br /]
He performed so poorly in rote-based Introductory Psychology, that his professor urged him to pursue a career out of the field, but his innate desire pervaded him to follow the advise. Ignorance was a bliss in disguise, and the man started a new branch that has come to stay for ever. His major contribution has been Beyond IQ : A Triarchic Theory of Human Intelligence, where he discussed a three part model to describe and assess mental ability..[br /]
[br /]
Presently, the director of a new research center at Yale, he is focused on success rather than failure. He is busy changing the way human potential is conceived of, identified and nurtured. His research group is concerned with problems of human mind. His work bridges the areas of cognitive, developmental and social psychology. His book The Decision Tree is based on intellectual functions like reasoning, problem solving, decision making and judgement.[br /]
[br /]
[br /]
[br /]
He performed so poorly in rote-based Introductory Psychology, that his professor urged him to pursue a career out of the field, but his innate desire pervaded him to follow the advise. Ignorance was a bliss in disguise, and the man started a new branch that has come to stay for ever. His major contribution has been Beyond IQ : A Triarchic Theory of Human Intelligence, where he discussed a three part model to describe and assess mental ability..[br /]
[br /]
Presently, the director of a new research center at Yale, he is focused on success rather than failure. He is busy changing the way human potential is conceived of, identified and nurtured. His research group is concerned with problems of human mind. His work bridges the areas of cognitive, developmental and social psychology. His book The Decision Tree is based on intellectual functions like reasoning, problem solving, decision making and judgement.[br /]
[br /]
[br /]
• [b]December 8, 1949[/b][br /]
Birth of Robert Sternberg at Newark, New Jersey, USA.[br /]
[br /]
• [b]1967[/b][br /]
He received his first appreciation by Guilford for his early achievement.[br /]
[br /]
• [b]1972[/b][br /]
BA in psychology from University of Yale.[br /]
[br /]
• [b]1975[/b][br /]
Ph D in psychology at Stanford University with the advisor, Gordon Bower.[br /]
[br /]
• [b]1978[/b][br /]
A diversity of new subtheories and methods for studying intelligence published.[br /]
[br /]
• [b]1981[/b][br /]
The American Psychological Association awarded him a distinguished Scientific Award for an Early Career contribution to Psychology.[br /]
[br /]
• [b]1985[/b][br /]
Published his Beyond IQ : A triarchic theory of human intelligence.[br /]
[br /]
• [b]1989[/b][br /]
Received the Mensa Education and Research Foundation Award for excellence and is listed in Science Digest as one of the 100 Top Young Scientists in the United States.[br /]
[br /]
• [b]1992[/b][br /]
Sternberg Triarchic Abilities Test (STAT) was published.[br /]
[br /]
• [b]1998[/b][br /]
Love is a Story : A New theory of Relationship published.[br /]
[br /]
[br /]
Birth of Robert Sternberg at Newark, New Jersey, USA.[br /]
[br /]
• [b]1967[/b][br /]
He received his first appreciation by Guilford for his early achievement.[br /]
[br /]
• [b]1972[/b][br /]
BA in psychology from University of Yale.[br /]
[br /]
• [b]1975[/b][br /]
Ph D in psychology at Stanford University with the advisor, Gordon Bower.[br /]
[br /]
• [b]1978[/b][br /]
A diversity of new subtheories and methods for studying intelligence published.[br /]
[br /]
• [b]1981[/b][br /]
The American Psychological Association awarded him a distinguished Scientific Award for an Early Career contribution to Psychology.[br /]
[br /]
• [b]1985[/b][br /]
Published his Beyond IQ : A triarchic theory of human intelligence.[br /]
[br /]
• [b]1989[/b][br /]
Received the Mensa Education and Research Foundation Award for excellence and is listed in Science Digest as one of the 100 Top Young Scientists in the United States.[br /]
[br /]
• [b]1992[/b][br /]
Sternberg Triarchic Abilities Test (STAT) was published.[br /]
[br /]
• [b]1998[/b][br /]
Love is a Story : A New theory of Relationship published.[br /]
[br /]
[br /]
• If we want to measure intelligence, we can and should measure it broadly rather than in the narrow ways that have failed to give a true picture of human capacities.[br /]
[br /]
• Successfully intelligent individuals succeed in part because they achieve a functional balance among a ‘triarchy’ of abilities… Moreover, all of these abilities can be further developed.[br /]
[br /]
• It is impossible, I believe, to create a test that is genuinely immune to effects of prior experience or that is culture-free, because intelligence cannot be tested outside the boundaries of a culture.[br /]
[br /]
• Never once in my career have I had to memorize a book or lecture. But I have continually needed to think analytically, creatively, and practically in my teaching, writing and research.[br /]
[br /]
• You need creative intelligence to come up with an idea, analytical intelligence to know if it’s a good idea and practical intelligence to sell it.[br /]
[br /]
• Work stands or falls on its own regardless of who funded it.[br /]
[br /]
• Overachiever – An over achiever is somebody whose IQ is lower than their achievement scores. The idea is that they are achieving too much and that there is something wrong with them, and that they ought to be pushed back to their own size.[br /]
[br /]
[b]Comments[/b][br /]
[br /]
• Some people take their failures to heart. Dr. Robert J Sternberg turns them into theories.[br /]
[br /]
[b]- Esica Goode,[/b][i][b] The New York Times[/b][/i][br /]
[br /]
• There aren’t many people who have his flair, he couples high degree of creativity with all the skills that unfortunately aren’t always available to highly creative people. He has the right statistical abilities, good analytical abilities, great communication skills.[br /]
[br /]
[b]-Dr Stephen J Ceci, a Professor of Psychology at Cornell.[/b][br /]
[br /]
[br /]
[br /]
• Successfully intelligent individuals succeed in part because they achieve a functional balance among a ‘triarchy’ of abilities… Moreover, all of these abilities can be further developed.[br /]
[br /]
• It is impossible, I believe, to create a test that is genuinely immune to effects of prior experience or that is culture-free, because intelligence cannot be tested outside the boundaries of a culture.[br /]
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• Never once in my career have I had to memorize a book or lecture. But I have continually needed to think analytically, creatively, and practically in my teaching, writing and research.[br /]
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• You need creative intelligence to come up with an idea, analytical intelligence to know if it’s a good idea and practical intelligence to sell it.[br /]
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• Work stands or falls on its own regardless of who funded it.[br /]
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• Overachiever – An over achiever is somebody whose IQ is lower than their achievement scores. The idea is that they are achieving too much and that there is something wrong with them, and that they ought to be pushed back to their own size.[br /]
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[b]Comments[/b][br /]
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• Some people take their failures to heart. Dr. Robert J Sternberg turns them into theories.[br /]
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[b]- Esica Goode,[/b][i][b] The New York Times[/b][/i][br /]
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• There aren’t many people who have his flair, he couples high degree of creativity with all the skills that unfortunately aren’t always available to highly creative people. He has the right statistical abilities, good analytical abilities, great communication skills.[br /]
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[b]-Dr Stephen J Ceci, a Professor of Psychology at Cornell.[/b][br /]
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[b]His Major Achievements & Honors :[/b][br /]
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• Early Career and McCandless Awards of American Psychological Association.[br /]
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• Outstanding Book, Research Review, and Sylvia Scribner Awards of American Educational Research Association.[br /]
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• Palmer O. Johnson Award, American Educational Research Association. [br /]
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• Cattell Award of Society for Multivariate Experimental Psychology.[br /]
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• Distinguished Scholar Award of National Association for Gifted Children.[br /]
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• Former – Editor, Psychological Bulletin. [br /]
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• Editor, Contemporary Psychology. [br /]
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• Former – Associate Editor, Child Development, Intelligence.[br /]
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• Former – President, Divisions 1 (General Psychology) and Division 15 (Educational Psychology) of the American Psychological Association.[br /]
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• Distinguished lifetime contribution of Psychology Award, Connecticut Psychological Association.[br /]
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• James McKeen Cattell Award, American Psychological Society. [br /]
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• President – Elect, Division 24 (Theoretical and Philosophical Psychology), American Psychological Association.[br /]
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• President, Division 10 (Psychology and the Arts), American Psychological Association. [br /]
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• Guggenheim Fellowship. [br /]
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• National Science Foundation Graduate Fellowship [br /]
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• National Merit Scholarship.[br /]
[br /]
• Received the Mensa Education and Research Foundation Award for excellence and is listed in Science Digest as one of the 100 Top Young Scientists in the United States.[br /]
[br /]
[br /]
[br /]
• Early Career and McCandless Awards of American Psychological Association.[br /]
[br /]
• Outstanding Book, Research Review, and Sylvia Scribner Awards of American Educational Research Association.[br /]
[br /]
• Palmer O. Johnson Award, American Educational Research Association. [br /]
[br /]
• Cattell Award of Society for Multivariate Experimental Psychology.[br /]
[br /]
• Distinguished Scholar Award of National Association for Gifted Children.[br /]
[br /]
• Former – Editor, Psychological Bulletin. [br /]
[br /]
• Editor, Contemporary Psychology. [br /]
[br /]
• Former – Associate Editor, Child Development, Intelligence.[br /]
[br /]
• Former – President, Divisions 1 (General Psychology) and Division 15 (Educational Psychology) of the American Psychological Association.[br /]
[br /]
• Distinguished lifetime contribution of Psychology Award, Connecticut Psychological Association.[br /]
[br /]
• James McKeen Cattell Award, American Psychological Society. [br /]
[br /]
• President – Elect, Division 24 (Theoretical and Philosophical Psychology), American Psychological Association.[br /]
[br /]
• President, Division 10 (Psychology and the Arts), American Psychological Association. [br /]
[br /]
• Guggenheim Fellowship. [br /]
[br /]
• National Science Foundation Graduate Fellowship [br /]
[br /]
• National Merit Scholarship.[br /]
[br /]
• Received the Mensa Education and Research Foundation Award for excellence and is listed in Science Digest as one of the 100 Top Young Scientists in the United States.[br /]
[br /]
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