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Dissecting practical intelligence theory: Its claims and evidence
Abstract
Sternberg et al. [Sternberg, R. J., Forsythe, G. B., Hedlund, J., Horvath, J. A., Wagner, R. K., Williams, W. M., Snook, S. A., Grigorenko, E. L. (2000). Practical intelligence in everyday life. New York: Cambridge University Press] review the theoretical and empirical supports for their bold claim that there exists a general factor of practical intelligence that is distinct from “academic intelligence” (g) and which predicts future success as well as g, if not better. The evidence collapses, however, upon close examination. Their two key theoretical propositions are made plausible only by ignoring the considerable evidence contradicting them. Their six key empirical claims rest primarily on the illusion of evidence, which is enhanced by the selective reporting of results. Their small set of usually poorly documented studies on the correlates of tacit knowledge (the “important aspect of practical intelligence”) in five occupations cannot, whatever the results, do what the work is said to have done—dethroned g as the only highly general mental ability or intelligence.
... (1) primjena teorija pamćenja u arealu verbalnog učenja; (2) korištenje formula vedske matematike u rješavanju zadataka iz statistike; (3) uvođenje u praksu realizacije nastavnih sati prema paralelnom modelu poticanja kreativnosti; (4) provedba pilot-istraživanja kako bi se provjerile mjerne karakteristike instrumenata; (5) služenje alatima za online grafičko oblikovanje važnim za samostalno učenje i (6) preoblikovanje istraživačkih projekata sukladno SCAMPER taktici poticanja kreativnog mišljenja. No, na putu "prelaska" s pukog teoretiziranja na praktičnu izvedbu/provedbu, dakle, na putu praktičnog mišljenja -javljaju se određene prepreke, kako ih Sternberg i Grigorenko (2000, 2003, 2007 nazivaju "kamenje spoticanja" (engl. stumbling blocks). ...
... Time se deskriptivno nastojalo prevesti na operacionalno, mjeriti praktično mišljenje (inteligencija) u netipičnom, nekognitivnom, personološkom smislu. Ajtemi su "izvedeni" pregledom i analizom relevantne literature (Sternberg 1999a(Sternberg , 1999bSternberg i Grigorenko 2000, 2003, 2007, gdje je navedeno i raspravljano o 20 kriterija/prepreka praktičnom mišljenju i uspješnoj inteligenciji. Tako je, npr. ...
... Ti instrumenti demonstrirali su zadovoljavajuću konstruktnu internalnu i eksternalnu valjanost i pouzdanost (Cianciolo et al. 2006), što upućuje na zaključak o dostatnoj različitosti psiholoških konstrukata opće i praktične inteligencije. O takvome "razdvajanju", o čemu postoje žestoki metodološki i psihometrijski prigovori i neslaganja (Gottfredson 2003), treba i dalje kreativno promišljati i empirijski ih dokumentirati. ...
Using an empirical correlation non-experimental desing, the goal of the research was to examine the possibility of an atypical approach to measuring practical intelligence based on Sternberg's Theory of Successful Intelligence, within which practical intelligence in the school context is defined as the ability to think practically - translating theory into practice and abstract ideas into practical realization. It started from the following research questions and their corresponding hypoteses: (1) is it possible to measure practical intelligence by creating a valid and reliable instrument, atypical in terms of previous approaches and official, formal measurements and maesures of practical intelligence; (2) if such a possibility exists, what level of practical intelligence, in terms of the given criterion, do the participants exhibit inrelation to gender, age, type of study attendence and school success, and do they statistically significantly differ in this sense? A total of 14 male and 50 female students (N=64) of the Department of Pedagogy of the Faculty of Philosophy of the University of Sarajevo and the Academy of Music of the University of Sarajevo, with an average age of M=19.23 (SD=.99), were asked about basic demographic variables, school success and practical intelligence. The validaty of the Practical Intelligence Questionnaire was tested using a maximum likelihood factor analysis. The criteria, of which KMO test (.825) and Bartlett test χ (105) = 323.050, p<.001, communality ≥ .40 and χ test values, in the third step indicated an acceptable two-factor solution: χ (76) = 77,611; p = .427. Two interpretable factors that positively correlate with each other (r=.27, p<0.01) were singled out, explaining a total of 47.35% of the variance based on which, in addition to the total - SPM, scale of practical thinking, two subscales - SSPM1 and SSPM2 were formed. The Cronbach alpha coefficient of internal consistency as a measure of reliability was satisfactory on the total measure of practical intelligence (SPM α = .86) and the cognitive-motivational measure of practical intelligence (SSPM1α = .88), while the reliability criterion of minimum α = .70 was not reached on the measure emotional practical intelligence (SSPM2 α = .56). Thus, it could be strated that the first hypotesis - about the validity and reliability of the Questionnaire on practical thinking - was almost completely confirmed. The achieved level of practical intelligence, expressed through all three measures (SPM, SSPM1 and SSPM2), was above avarage considering the set criteria in both strata of the sample. There were no statistically significant relationships between these levels in relation to gender, age and school success, expect when it comes to the type of study, where the students of the Music Academy achieved higher scores on the scale of emotional practical intelligence. Thus, the second hypotesis about the average level of practical intelligence and the disconnection with other research variables was partially confirmed. It is therefore possible to measure practical intelligence atypically, informally, but psychologically and psychometrically based. Since, as far as is known, this is the first such attempt, the results about the above-average practical intelligence of student cannot be generalized or fully accepted without thorough further questioning.
... To discuss it in terms of education leads one into a maze of argument and counter argument between left and right. For instance, Gardner's (2006) response to Visser (2006) and Gottfredson's (2003) critique of Sternberg (2000) are a 21 st century continuation of the last century's machinations. Goleman's (1995) Emotional Intelligence helped to deconstruct the academic, dominance of the concept of intelligence and elevate socially intelligent ways of being. ...
... (Deleuze and Guattari, 1987, p. 204) Let us follow one line of flight with tongue in cheek. Gottfredson (2003) argues for the validity of 'g' based on a solid century of evidence: ...
... I fear we are heading into an era of innate explanations for human behaviour. (Gardner, 1983;Gottfredson, 2003;Sternberg & Kaufman, 2012) The 'rigid segmentarity' resumes its impervious nature as I observe the psychologist's role in the process of resource allocation in the area of special needs in Ireland. In a report for the National Council for Special Education (2010) IQ testing is part of the assessment of several disabilities: ...
Arts based narrative inquiry into learning
... This type of intelligence is essential for artistic pursuits, scientific discoveries, and innovative thinking in various domains (Sternberg, 1985a). A pioneer in the study of creativity, Guilford (1950) Sternberg's interpretation of Creative Intelligence is a capacity often undervalued or overlooked in traditional educational systems and psychological testing, and it has undergone some scrutiny and criticism (Gottfredson, 2003). Creative intelligence is about utilizing novelty and complexity and is crucial to human progress and innovation (W.M. Williams & Yang, 1999). ...
... Such results rejected the null hypothesis, highlighting the intervention's capacity to enhance divergent thinking. This study revitalizes Williams' once overshadowed educational strategies and creativity assessments, which have not been prominently featured in scholarly discourse since the early 1990s (Gottfredson, 2003;Williams, 1966Williams, , 1993. By empirically demonstrating the effectiveness of the instructional approaches fostering divergent thinking among a diverse range of students, this study reaffirms the ongoing significance of Williams' work. ...
This quantitative quasi-experimental study, adopting a pretest/post-test control/treatment group design, investigated the efficacy of instructional strategies for developing divergent thinking in gifted and talented students within K-6 heterogeneous cluster classes. It specifically explored the problem of insufficient evidence-based approaches for fostering divergent thinking, an area often neglected in traditional gifted education programs. The study was grounded in the Triarchic Theory of Intelligence, which emphasized the importance of creative intelligence as a domain equal to analytical and practical intelligence. The primary research question focused on the extent to which a targeted divergent thinking instructional approach, derived from the Williams Model, impacted students' divergent thinking skills. Participants included 269 students of varied abilities from New Jersey public schools, with the sample determined through power analysis to ensure a 0.90 power. Data were collected using the Williams Creativity Assessment Packet (WCAP), administered by trained teacher facilitators before and after an 8-week instructional intervention. Findings revealed a statistically significant increase in divergent thinking among all students, with gifted and talented students showing the most pronounced improvements. The study identified themes of increased fluency, flexibility, originality, and elaboration in students' thinking. Recommendations for future research include replicating the study with alternative assessments, extending the duration of interventions, enhancing WCAP's scoring system, modifying its format for diverse learners, and periodic re-norming to reflect current educational contexts. This investigation helped identify a possible formative assessment strategy for students receiving gifted and talented services. Norm-referenced creativity assessments can be effectively integrated into gifted and talented programs to nurture divergent thinking, providing a more comprehensive evaluation of student capabilities. ii Acknowledgments
... Cognitive testing was conducted during the clinical examination at each study phase. Cognitive function was examined with the Alice Heim 4-I (AH4-I) test [23] measuring inductive reasoning and with the 20-word free recall test measuring verbal memory. These tests were selected as it has been previously shown that their rate of decline is affected by retirement [15,16]. ...
... The AH 4-I has been previously used in other population-based studies with similar age groups [22][23][24]. The AH4-I measures the ability to identify patterns and to infer principles and rules. ...
Study Objectives
Sleep duration and difficulties have been shown to associate with cognitive function. This study examined how changes in sleep and in cognitive function are associated during retirement transition.
Methods
The study population consisted of 2,980 Whitehall II study participants, who retired during the follow-up, whose sleep was queried, and cognitive function measured (inductive reasoning and verbal memory) before and after retirement (follow-up 16 years). Using the last information on sleep before and the first after retirement, participants were categorized into constantly without (59%), increasing (13%), decreasing (11%), and constantly with (18%) sleep difficulties; and constantly short (26%), increasing (19%), decreasing (8.5%), and constantly mid-range (47%) sleep duration. Change in cognitive function during retirement transition was examined by sleep change groups using linear regression analyses with generalized estimating equations.
Results
More pronounced decline in inductive reasoning during retirement transition was observed among participants with increasing sleep difficulties (-1.96, 95%CI -2.52 to -1.41) compared to those constantly without sleep difficulties (-1.25, 95%CI -1.52 to -0.98) and constantly with sleep difficulties (-1.26, 95%CI -1.75 to -0.92). Decreasing sleep difficulties (-0.64, 95%CI -0.86 to -0.43) were associated with a more pronounced decline in verbal memory when compared to constantly without sleep difficulties (-0.42, 95%CI -0.52 to -0.32) in post-retirement period. No statistically significant differences across sleep duration groups in cognitive function were observed.
Conclusion
Increasing and decreasing sleep difficulties may be associated with accelerated decline in cognitive function during retirement transition and post-retirement.
... Both sets have been considered either as coincident sets and treated as fundamentally identical or disjoint sets and treated as unrelated constructs or can be seen as a subset of each other with the overlap of features between the sets (Sternberg and O'Hara, 2000;Jauk et al., 2013). For instance, when creativity is considered a part of intelligence, it is described as one of the three intelligence measures along with analytical and practical intelligence (Gottfredson, 2003). In another example, creativity is considered a superset and is assumed to encompass intelligence either as the six necessary factors to achieve creativity (Sternberg and Lubart, 1995;Sternberg and O'Hara, 2000). ...
Raven's advanced progressive matrices (APM) comprise two types of representational codes, namely visuo-spatial and verbal-analytical, that are used to solve APM puzzles. Studies using analytical, behavioral, and imaging methods have supported the multidimensional perspectives of APM puzzles. The visuo-spatial code is expected to recruit operations more responsive to the visual perception tasks. In contrast, the verbal-analytical code is expected to use operations more responsive to the logical reasoning task and may entail different cognitive strategies. Acknowledging different representational codes used in APM puzzle-solving is critical for a better understanding of APM's performance and their relationship with other tasks, especially creative reasoning. We used the eye-tracking method to investigate the role of two representational codes, visuo-spatial and verbal-analytical, in strategies involved in solving APM puzzles and in generating an APM-like puzzle by using a creative-reasoning task (CRT). Participants took longer time to complete the verbal-analytical than visuo-spatial puzzles. In addition, visuo-analytical than visual-spatial puzzles showed higher progressive and regressive saccade counts, suggesting the use of more response elimination than constructive matching strategies employed while solving verbal-analytical than visuo-spatial puzzles. We observed higher CRT scores when it followed verbal-analytical (Mdn = 84) than visuo-spatial (Mdn = 73) APM puzzles, suggesting puzzle-solving specific strategies affect puzzle-creating task performance. The advantage of verbal-analytical over visuo-spatial puzzle-solving has been discussed in light of shared cognitive processing between APM puzzle-solving and APM-like puzzle-creating task performance.
... Specifically, 'introverted and detail-oriented' was identified as one cluster which relates to the trait extraversion. However, some other clusters appeared to map onto Sternberg's Triarchic theory of intelligence (Sternberg, 1985), a theory that has been criticized for lacking empirical support (Gottfredson, 2003). Based on our observations, it is conceivable that Sternberg's theory might in fact be valid but has lacked support so far because it emerges from linguistic structures and not from psychometric tests. ...
Personality research has traditionally relied on questionnaires, which bring with them inherent limitations, such
as response style bias. With the emergence of large language models such as ChatGPT, the question arises as to
what extent these models can be used in personality research. In this study, ChatGPT (GPT-4) generated 2000
text-based personas. Next, for each persona, ChatGPT completed a short form of the Big Five Inventory (BFI-10),
the Brief Sensation Seeking Scale (BSSS), and a Short Dark Triad (SD3). The mean scores on the BFI-10 items
were found to correlate strongly with means from previously published research, and principal component
analysis revealed a clear five-component structure. Certain relationships between traits, such as a negative
correlation between the age of the persona and the BSSS score, were clearly interpretable, while some other
correlations diverged from the literature. An additional analysis using four new sets of 2000 personas each,
including a set of ‘realistic’ personas and a set of cinematic personas, showed that the correlation matrix among
personality constructs was affected by the persona set. It is concluded that evaluating questionnaires and
research hypotheses prior to engaging with real individuals holds promise.
... Subsequent, physical and health factors are added ( Bar-On, 2016). Other studies claim that these other intelligences are not as robust as the g-factor, not (entirely) distinct from the g-factor, or more like personality traits (Bucich & Maccann, 2019;Gottfredson, 2003;MacDaniel & Whetzel, 2005). For all these theories, it goes that empirical evidence is still rather scarce or lacking. ...
In this exploratory qualitative case study, in-depth interviews were held with seven highly gifted young adults (27–28 years). Thematic analyses of the interviews revealed salient constellations of meaning: an “internal motor”—a metaphor for an internal strength, a strong drive to grow, learn and develop, driven by their curiosity, a lack of goodness of fit (for the school years up, until the college years), feeling “not okay to be me”, existential loneliness, stress due to multi-potentiality, perfectionism, and spiritual needs (e.g., freedom to choose their own path). Based on the answers of the participants, greater attention and support seem to be needed for the holistic development of (highly) gifted students throughout their school careers. The findings suggest that attention should be paid to stimulating their cognitive development as well as their social, emotional, and spiritual development.
... Thus, ability EI seems to be confronted with conceptual and measurability problems (Zeidner et al., 2005;Day and Carroll, 2004) and some have argued that the construct of ability EI may eventually be recognized as a pseudo-intelligence (e.g. Gottfredson, 2003). ...
In response to the increasing use of video links in UK courts, this research study examines the
challenges court interpreters face when working in court-prison video links at a busy court complex in
London, the interpreters' perspectives on these challenges, and the coping strategies they use to
overcome them. This is a multi-method study that combined qualitative methods, which consisted of
observing and interviewing interpreters and quantitative methods, namely the TEIQue self-report
inventory used to assess interpreters’ levels of emotional intelligence. Drawing on the psychological
concept of Emotional Intelligence (EI), we investigate the influence of court interpreters' EI levels on
their views regarding video-mediated interpreting (VMI) and their unique coping strategies in VMI.
Our research reaffirms some of the difficulties with VMI that have been established in previous
research, and it shows that interpreters in our study adapt their strategies in response to these
problematic aspects and that under pressure, they sometimes reluctantly compromise to satisfy
competing needs of the remote defendant and the court. A further finding that is consistent with
previous research is that interpreters' perspectives on VMI varied. To gain a deeper understanding of
these variations, we examined potential relationships between the attitudes towards VMI held by the
interpreters in our study and their respective EI profiles. By conducting a cross-analysis of the
qualitative data (interviews and observations) and the quantitative data (EI scores), we were able to
identify links between interpreters' EI profiles and how they view and respond to VMI challenges.
These findings can inform the implementation of video courts in which interpreters are needed, as
well as help enhance existing VMI training as part of court interpreters’ professional development.
They can also be fed into best-practice guidelines for VMI so that VMI can be used more effectively
enabling a better experience for all parties involved.
... However, students who achieve higher scores in this project tended to participate in more extracurricular and leadership related activities, which are proposed to be a positive index for future competence (Sternberg 2010); meanwhile at workplace settings, Sternberg and colleagues obtained significantly positive correlations between tacit knowledge, the kernel of practical intelligence, and employees' merit-based salary increase and work performance rating (Sternberg 2000). However, Brody and Gottfredson pointed out that, if statistical criteria for data summarization were applied to Sternberg's studies, the correlations were lowered, and there is little advance beyond the g-factor of intelligence (Brody 2003;Gottfredson 2003). Nevertheless, we should notice that the theory of successful intelligence integrated those separately sold ideas of intelligence, and carried out it in educational settings, this is a nontrivial practice, and it made the criteria for education changed and become more multi-facet. ...
Aurora Battery is a corresponding test of successful intelligence. This study aims to examine the factorial structure of the Chinese version of Aurora Battery and to investigate its internal consistency and validity, as well as to discover the developmental features of Chinese students. A total number of 2007 students were recruited from 13 schools across eastern, central, and western China, ranging from 4th to 8th grade (mean age = 12.29 years) and among them, 43.9% are girls. Confirmatory factor analysis (CFA) was used to examine the factorial structure. Among the tested models, a second-order factor model, in which the three ability factors serve as indicators of a general factor, provided an acceptable model fit to the data. Moreover, measurement invariance across gender and grades were supported, which suggests the mean scores of analytical, creative, and practical abilities are comparable in this research. The criterion-related validity analysis suggests that the battery and its three subscales have good criterion validity. The scale reliability analysis shows that the Cronbach’s alpha and the McDonald’s omega value of the whole test were .84 and .87, respectively, indicating the scale’s internal reliability is good. For ability differences among grades, students’ analytical and practical abilities increase across all grades, while creativity presents an upward trend from grade 4 to 6, followed by a downward trend from grade 6 to 7, and an increase from grade 7 to 8. Female students outperform male students on both analytical and creative ability, while with no obvious difference on practical abilities.
... Now it is not just doubtful that believing in superstitions that might be dangerous to one's health is helpful for achieving one's goals in rural Kenyan villages, it is pretty much certain that it is not going to help you in a modern Western environment. 10 Sternberg's inconsistent attitudes toward the context-dependent nature of high practical ability manifests what one commentator has called a "heads-I-win-tails-you-lose" strategy (Gottfredson, 2003). ...
Theories of different and independent types of intelligence constitute a Lakatosian research program, as they all claim that human intelligence has a multidimensional structure, consisting of independent cognitive abilities, and that human intelligence is not characterized by any general ability that is of greater practical importance, or that has greater predictive validity, than other, more specialized cognitive abilities. This paper argues that the independent intelligences research program is degenerating , since it has not led to novel, empirically corroborated predictions. However , despite its flaws, the program provides an illustrative example of some of the philosophical problems that inhere in Lakatos's so-called "methodology". Indeed, Lakatos's conceptions of the negative heuristic, the positive heuristic, and the relationship between scientific appraisal and advice are all vulnerable to objections. The upshot is that theories of independent intelligences indeed teach us more about philosophy of science than about the nature of human intelligence.
... Se a inteligência é aquilo que os testes de QI medem, porque é que constatamos que pessoas com resultados de QI baixos têm sucesso na sua vida, com bons resultados académicos e profissionais? É certo que esta é uma argumentação estatisticamente discutível, como aliás se constatou pela polémica entre Sternberg e Gottfredson (Gottfredson, 2002(Gottfredson, , 2003Sternberg, 2003b), mas não deixa de ser uma questão pertinente em termos de causalidade e em termos de funcionamento dos processos cognitivos: pessoas com resultados de QI baixos têm sucesso na vida apesar da sua pouca inteligência, ou porque o QI não mede a inteligência em todas as suas facetas? ...
... Unlike analytical and creative intelligence, practical intelligence refers to solving everyday problems, or in other words, being street smart (Sternberg and Grigorenko, 2002). Although this construct view of intelligence has been widely accepted and recommended to be considered by educators (Hunt, 2008), there are also criticism and doubt about the scientific basis that it has been grounded on, especially the validity of practical intelligence as a good predictor of future success (Gottfredson, 2003). While acknowledging this controversy, we believe that the breaking down of the intelligence into identifiable components as has been illustrated by Grigorenko and Sternberg (2001) can help identify more students to be served in gifted programs, therefore it is more appropriate for gifted education in Arab countries. ...
The current study investigated correlations among gifted students’ academic performance; emotional, social, analytical, creative, and practical intelligence; and their implicit theories of intelligence. Furthermore, it studied the effect of gender and grade on these variables. The participants included 174 gifted fifth (41.4%) and sixth (58.6%) grade students, comprising 53.4% male and 46.6% female. The following analytical, creative, and practical intelligence tests were administered: Aurora Battery, the emotional intelligence scale, the implicit theories of intelligence scale, and an assessment scale of students’ performances. The results revealed significant correlations among academic performance, kinds of intelligence, and implicit theories of intelligence. There were no significant differences between the male and female students in these measures. There were, however, significant differences between the fifth and sixth grade students, with the sixth-grade students showing higher levels of all kinds of intelligence, except emotional intelligence. Moreover, the results indicated that the intelligence measures were non-significantly affected by either gender or gender–grade interaction. Overall, our results showed that most types of intelligence are related to giftedness, and that there were no gender differences among gifted students on measures of intelligence.
... Recent critiques of Sternberg's triarchic theory of intelligence have surfaced. Gottfredson (2003b), in a long and thorough examination of practical intelligence and tacit knowledge, said that Sternberg and his colleagues "fail to support their assertion that practical intelligence is not only distinct from academic intelligence (g), but also equals or exceeds g in its ability to predict everyday success" (p. 345). ...
... In an attempt to disprove Spearman's conjecture, psychometricians, such as Louis Thurstone (1938Thurstone ( , 1947 and J.P. Guilford (1964), tried to demonstrate that g was merely the artifact of the mathematical procedures used to extract latent factors from correlation matrices (Deary, Penke, & Johnson, 2010). Others, while accepting the statistical reality of g, ventured to marginalise it at the behavioural level (Gottfredson, 2003;Sternberg et al., 2000). ...
The construct of general intelligence (g) is one of psychology’s most replicated and predictively useful constructs. Although research indicates that g is a highly heritable trait, deeply rooted in brain physiology, to date neither a strong biological correlate nor a comprehensive explanatory model involving neuronal mechanisms have been established. In this article I aim to do so by hypothesising that the von Economo neuron (VEN), a unique nerve cell thus far implicated in social cognition and interoception, may in fact represent a central biological constituent of g. After presenting supportive evidence from neuroscience, psychiatry/neurology, clinical gerontology, and comparative psychology, an integrated reductionist framework is outlined, which reaches from the level of cognitive theory to the level of single neurons. Based thereon, it is concluded that the VENs might contribute to individual differences in g by rapidly inducing the coherence of neuronal oscillations within a functionally invariant parieto-frontal network underlying higher-order cognition, thereby facilitating mental efficiency.
... Intelligence tests are the indispensible tools for measuring the individual differences in cognitive domains. They give understanding about individual differences and help to place them in jobs according to their potentials (Gottfredson, 2003;Reisberg, 2013). ...
of nonverbal intelligence. The test was developed to assess the generalcognitive ability of Pakistani youth. The items were constructed keeping inmind to tab the cognitive domains of fluid intelligence, abstract reasoning,spatial ability, working memory, processing speed, inductive anddeductive reasoning, application of logics, drawing of inferences andrelated abilities. Multidimensional construct methods were used todetermine the construct validity. The principal factor analysis withvarimax rotations yielded a single factor loading, an indicative of unifactor test. Inter correlation of five subscales and total test scores werefound to be highly significant (p < .001). The results showed thehomogeneity of the test. The discrimination validity of the test wasestablished by correlating the test scores with test takers performance ontest of physical agility and stamina. The Pearson correlation produced nonsignificant results between the two measures. The criterion validity wasestablished by correlating the test scores with academic achievementswhich generated highly significant correlations at p < .001. The convergentvalidity was established by correlation the scores with Raven progressivematrices, verbal intelligence tests and nonverbal intelligence being used atinter services selection boards. The results showed coefficient ofcorrelation .384, .227 and .396 respectively for RSPM, VIT and NVITwhich was highly significant at p. < .001. The age and grade differencesalso showed that the mean test score increases with age and grade. Theresults of the validity studies indicate that the proposed nonverbal test is avalid measure to assess the intelligence of Pakistani youth.
... It should be noted that theories proposing that intelligence is multifaceted have been criticised (e.g. Gottfredson's critique of Sternberg's triarchic theory, (Gottfredson, 2003), and the robustness of empirical evidence supporting the existence of various abilities is inconsistent (Klein, 1997). Nevertheless, this approach continues to be important in informing current thinking on intelligence. ...
In this report we assess the evidence on the long-run associations between early social, emotional and cognitive skills (focusing on measures before age six) and a range of later outcomes. We summarize these skills under the umbrella term of ‘life skills’ and provide a taxonomy, or descriptive model, of specific skill sets. Regarding outcomes, we focus on educational attainment, employment, income, health, and wellbeing. There are three elements to this report: 1. A definition and taxonomy of key social, emotional, and cognitive skills 2. A literature review of evidence on the relationship between childhood social, emotional and cognitive skills and a range of later outcomes 3. New analysis of the British Cohort Study (BCS) on the long-run benefits and predictive power of early skills, using assessments made at age five and linking them to outcomes later in life, up to age 42.
... However, here we will discuss what we believe are serious concerns with whether the deliberate practice view is viable as a scientific theory-that is, whether it is empirically testable and falsifiable. [For a similar type of review, see Gottfredson's (2003) critique of Sternberg's practical intelligence theory; Sternberg et al. (1995)]. Before doing so, however, we note two uncontroversial claims about expertise, by which we simply mean a person's measurable (i.e., quantifiable) level of performance in a domain. ...
The question of what explains individual differences in expertise within complex domains such as music, games, sports, science, and medicine is currently a major topic of interest in a diverse range of fields, including psychology, education, and sports science, to name just a few. Ericsson and colleagues’ deliberate practice view is a highly influential perspective in the literature on expertise and expert performance—but is it viable as a testable scientific theory? Here, reviewing more than 25 years of Ericsson and colleagues’ writings, we document critical inconsistencies in the definition of deliberate practice, along with apparent shifts in the standard for evidence concerning deliberate practice. We also consider the impact of these issues on progress in the field of expertise, focusing on the empirical testability and falsifiability of the deliberate practice view. We then discuss a multifactorial perspective on expertise, and how open science practices can accelerate progress in research guided by this perspective.
... Such is the case of Sternberg's (1991) triarchie theory of intelligence and other theories dealing with non-traditional (e.g., emotional, practical, social, successful) types of intelligence (see Goleman, 1995;Petrides & Fumham, 2001;Sternberg, Wagner, Williams & Horvath, 1995). However such theories, sometimes known as hot intelligences, have found little empirical evidence to gain support at an academic level, either because they were assessed by self-report scales (Ford & Tisak, 1983; Thorndike, 1920) or because they have lacked psychometric validity (Davies, Stankov & Roberts, 1998;Gottfredson, 2003). and withdrawn behavioural patterns. ...
This thesis concerns the relationship between personality traits and intellectual competence. It contains five chapters and ten independent but related empirical studies. Chapter one presents a review of the salient literature in the area. It is divided into three sub-sections: personality and psychometric intelligence, personality and academic performance (AP), and personality and subjectively-assessed intelligence (SAI). Chapter two (studies 1 to 4) examines the relationship between the Big Five personality traits with several psychometric intelligence tests, SAI, and gender. Results indicated that personality traits (notably Neuroticism and Agreeableness) are significantly related to SAI, but not to psychometric intelligence. Since SAI is also significantly related to psychometric intelligence, it is suggested that SAI may mediate the relationship between personality and psychometric intelligence. Chapter three (studies 5 to 8) examines the relationship between psychometric intelligence and personality (the Big Five and the Gigantic Three) with AP. Results indicate that personality traits (notably Conscientiousness and Psychoticism) are significant predictors of AP, accounting for unique variance in AP even when psychometric intelligence and academic behaviour are considered as predictors. Chapter four (studies 9 and 10) looks at the relationship between personality and psychometric intelligence with a measure of art judgement as well as several indicators of previous art experience. Results indicate that art judgement is related to both personality and intelligence, and may therefore be considered a mixed construct. Chapter five presents a brief summary of the results and conclusions.
... Notes 1. Lester (2001) has delightfully argued that, despite almost universal acceptance of the contrary belief, knowledge is the one thing that that one cannot assess because it is largely idiosyncratic and tacit. Gottfredson (2003) has also drawn attention to the nonsense of Sternberg trying to assess "tacit" knowledge using tests of explicit knowledge. ...
27 chapters giving background to, psychometric properties of, and cross- cultural standardisations of the Progressive Matrices tests. There are important chapters on the use of Item Response Theory and the Measurement of Change and on the mis-uses of the concept of "intelligence". To facilitate retrieval many of the chapters are available as separate entries on Research Gate.
... Se a inteligência é aquilo que os testes de QI medem, porque é que constatamos que pessoas com resultados de QI baixos têm sucesso na sua vida, com bons resultados académicos e profissionais? É certo que esta é uma argumentação estatisticamente discutível, como aliás se constatou pela polémica entre Sternberg e Gottfredson (Gottfredson, 2002(Gottfredson, , 2003Sternberg, 2003b), mas não deixa de ser uma questão pertinente em termos de causalidade e em termos de funcionamento dos processos cognitivos: pessoas com resultados de QI baixos têm sucesso na vida apesar da sua pouca inteligência, ou porque o QI não mede a inteligência em todas as suas facetas? ...
... Se a inteligência é aquilo que os testes de QI medem, porque é que constatamos que pessoas com resultados de QI baixos têm sucesso na sua vida, com bons resultados académicos e profissionais? É certo que esta é uma argumentação estatisticamente discutível, como aliás se constatou pela polémica entre Sternberg e Gottfredson (Gottfredson, 2002(Gottfredson, , 2003Sternberg, 2003b), mas não deixa de ser uma questão pertinente em termos de causalidade e em termos de funcionamento dos processos cognitivos: pessoas com resultados de QI baixos têm sucesso na vida apesar da sua pouca inteligência, ou porque o QI não mede a inteligência em todas as suas facetas? ...
Este estudo tem como finalidade a validação portuguesa da escala LIPT-60 para a profissão docente. A LIPT-60 é uma escala de comportamentos associados ao mobbing. Para tal, os professores (n=220), responderam à Leymann Inventory of Psychological Terrorization, constituída por 60 questões dos autores Rivera e Abuín (2005).
... Se a inteligência é aquilo que os testes de QI medem, porque é que constatamos que pessoas com resultados de QI baixos têm sucesso na sua vida, com bons resultados académicos e profissionais? É certo que esta é uma argumentação estatisticamente discutível, como aliás se constatou pela polémica entre Sternberg e Gottfredson (Gottfredson, 2002(Gottfredson, , 2003Sternberg, 2003b), mas não deixa de ser uma questão pertinente em termos de causalidade e em termos de funcionamento dos processos cognitivos: pessoas com resultados de QI baixos têm sucesso na vida apesar da sua pouca inteligência, ou porque o QI não mede a inteligência em todas as suas facetas? ...
... Se a inteligência é aquilo que os testes de QI medem, porque é que constatamos que pessoas com resultados de QI baixos têm sucesso na sua vida, com bons resultados académicos e profissionais? É certo que esta é uma argumentação estatisticamente discutível, como aliás se constatou pela polémica entre Sternberg e Gottfredson (Gottfredson, 2002(Gottfredson, , 2003Sternberg, 2003b), mas não deixa de ser uma questão pertinente em termos de causalidade e em termos de funcionamento dos processos cognitivos: pessoas com resultados de QI baixos têm sucesso na vida apesar da sua pouca inteligência, ou porque o QI não mede a inteligência em todas as suas facetas? ...
... Se a inteligência é aquilo que os testes de QI medem, porque é que constatamos que pessoas com resultados de QI baixos têm sucesso na sua vida, com bons resultados académicos e profissionais? É certo que esta é uma argumentação estatisticamente discutível, como aliás se constatou pela polémica entre Sternberg e Gottfredson (Gottfredson, 2002(Gottfredson, , 2003Sternberg, 2003b), mas não deixa de ser uma questão pertinente em termos de causalidade e em termos de funcionamento dos processos cognitivos: pessoas com resultados de QI baixos têm sucesso na vida apesar da sua pouca inteligência, ou porque o QI não mede a inteligência em todas as suas facetas? ...
A globalização colocou um novo enfoque no conhecimento como gerador de
inovação, o recurso fundamental para o sucesso económico dos países, das
regiões, das empresas e das próprias pessoas na sociedade da tecnologia da
informação e da comunicação que caracteriza a atualidade. Neste cenário, a
necessidade de preparar as pessoas para fazer face à mudança e serem elas
próprias agentes de mudança é crucial para o sucesso pessoal, económico,
social e cultural.
Este livro surge da confluência de contributos vindos de três projetos
ENABLIN+ (Leonardo Da Vinci), Cognition & Inclusion (ERASMUS+) e LLL-HUB
(Lifelong Learning Programm) e da I Conferência Europeia em Life Long
Learning (realizada na Universidade de Évora) em torno de um tema central:
Desenvolvimento humano ao longo da vida – Aprendizagem, Bem-estar e
Inclusão. Neste livro o desenvolvimento ao longo da vida é abordado em
função de três temáticas: Aprendizagem(s) ao longo da vida; Vunerabilidade(s) e
Bem-estar; Inclusão ao longo da vida.
Trata-se de um livro importante para estudantes, investigadores e profissionais
da psicologia, das ciências da educação, das ciências da saúde, e de outras
áreas afins. Na “sociedade do conhecimento” dos nossos dias, onde abunda a
informação e se apela as destrezas cognitivas na sua seleção e manuseamento,
a aprendizagem ao longo da vida o bem-estar e a inclusão ganham relevância
na abordagem ao desenvolvimento ao longo da vida.
... In contrast to MI theory, several studies have validated Sternberg's theory (Dai, 2009;Sternberg, 2003a). However, his theory has also been the subject of criticism his argument that practical intelligence and performance in practical occupations are not predicted by g and that, collectively, there is much evidence in favor of the g-factor (Gottfredson, 2003a). ...
First, I would like to thank Professor Ella Idsøe for providing guidance and co-authoring my first publication in this thesis and for sharing her expertise on the topic. She has been a constant support and inspiration during an occasionally trying process, for which I am truly grateful. I would also like to direct a special thanks to Professor Thormod Idsøe for his tutelage and analysis of my work. His contribution in this regard was far beyond what might be considered the call of duty.
I am very grateful for the support, guidance, and critical feedback from my supervisor Ove Edvard Hatlevik, who took on the main supervisor responsibilities at a critical time and guided me through the writing process. Without his help, I do not think that I would have managed to deliver on time. My sincere gratitude also goes to Kristinn Hegna, who helped throughout the months of my PhD work and provided critical comments during the final drafts of my thesis. I also want to express my gratitude to my co-supervisor Stein Erik Ulvund for critical comments on drafts of the first publication. Furthermore, I am thankful to my mentor, Professor Kjell Skogen, who always made time for a coffee, pep-talk, or discussion. Despite being an inspirational authority in the field of pedagogy, you always treat your students like peers and fellow researchers.
This volume provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence. Each of the 42 chapters is written by world-renowned experts in their respective fields, and collectively, they cover the full range of topics of contemporary interest in the study of intelligence. The handbook is divided into nine parts: Part I covers intelligence and its measurement; Part II deals with the development of intelligence; Part III discusses intelligence and group differences; Part IV concerns the biology of intelligence; Part V is about intelligence and information processing; Part VI discusses different kinds of intelligence; Part VII covers intelligence and society; Part VIII concerns intelligence in relation to allied constructs; and Part IX is the concluding chapter, which reflects on where the field is currently and where it still needs to go.
This volume provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence. Each of the 42 chapters is written by world-renowned experts in their respective fields, and collectively, they cover the full range of topics of contemporary interest in the study of intelligence. The handbook is divided into nine parts: Part I covers intelligence and its measurement; Part II deals with the development of intelligence; Part III discusses intelligence and group differences; Part IV concerns the biology of intelligence; Part V is about intelligence and information processing; Part VI discusses different kinds of intelligence; Part VII covers intelligence and society; Part VIII concerns intelligence in relation to allied constructs; and Part IX is the concluding chapter, which reflects on where the field is currently and where it still needs to go.
This volume provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence. Each of the 42 chapters is written by world-renowned experts in their respective fields, and collectively, they cover the full range of topics of contemporary interest in the study of intelligence. The handbook is divided into nine parts: Part I covers intelligence and its measurement; Part II deals with the development of intelligence; Part III discusses intelligence and group differences; Part IV concerns the biology of intelligence; Part V is about intelligence and information processing; Part VI discusses different kinds of intelligence; Part VII covers intelligence and society; Part VIII concerns intelligence in relation to allied constructs; and Part IX is the concluding chapter, which reflects on where the field is currently and where it still needs to go.
Intelligence research has been subjected to rigorous scientific examination, but it also faces open hostility from opponents within psychology, from academic disciplines outside of psychology, and from the media. This does not occur for highly technical research topics (such as psychometrics), but seems to apply particularly to group differences research. Apart from often assumed harm to scientific research, political and societal pressures may paradoxically also lead to epistemically stronger theories in the long run. Extending insights from Neven Sesardic (Making sense of heritability. Cambridge University Press, 2005), it is hypothesized that such pressures lead not only to stronger theories but to a stronger research field and to positive selection effects regarding the depth and breadth of intellectual interests and abilities of researchers. There also may be selection effects for personality traits (e.g., more ego strength, originality, and bizarreness), as well as more cooperativeness and solidarity among intelligence researchers. Several quantitative indicators demonstrate such effects (e.g., higher power of empirical studies within intelligence research compared to other fields and higher average publication counts and h-indexes). In case studies, the behavior of several intelligence researchers is described, which substantiates assumed personality effects.
In this revised and updated edition of Hunt's classic textbook, Human Intelligence, two research experts explain how key scientific studies have revealed exciting information about what intelligence is, where it comes from, why there are individual differences, and what the prospects are for enhancing it. The topics are chosen based on the weight of evidence, allowing readers to evaluate what ideas and theories the data support. Topics include IQ testing, mental processes, brain imaging, genetics, population differences, sex, aging, and likely prospects for enhancing intelligence based on current scientific evidence. Readers will confront ethical issues raised by research data and learn how scientists pursue answers to basic and socially relevant questions about why intelligence is important in everyday life. Many of the answers will be surprising and stimulate readers to think constructively about their own views.
This book was the first handbook where the world's foremost 'experts on expertise' reviewed our scientific knowledge on expertise and expert performance and how experts may differ from non-experts in terms of their development, training, reasoning, knowledge, social support, and innate talent. Methods are described for the study of experts' knowledge and their performance of representative tasks from their domain of expertise. The development of expertise is also studied by retrospective interviews and the daily lives of experts are studied with diaries. In 15 major domains of expertise, the leading researchers summarize our knowledge on the structure and acquisition of expert skill and knowledge and discuss future prospects. General issues that cut across most domains are reviewed in chapters on various aspects of expertise such as general and practical intelligence, differences in brain activity, self-regulated learning, deliberate practice, aging, knowledge management, and creativity.
Although early-life adversity can undermine healthy development, an evolutionary-developmental perspective implies that children growing up in harsh environments will develop intact, or even enhanced, skills for solving problems in high‐adversity contexts (i.e., 'hidden talents'). This Element situates the hidden talents model within a larger interdisciplinary framework. Summarizing theory and research on hidden talents, it proposes that stress-adapted skills represent a form of adaptive intelligence enabling individuals to function within the constraints of harsh environments. It discusses potential applications of this perspective to multiple sectors concerned with youth from harsh environments, including education, social services, and juvenile justice, and compares the hidden talents model with contemporary developmental resilience models. The hidden talents approach, it concludes, offers exciting directions for research on childhood adversity, with translational implications for leveraging stress-adapted skills to more effectively tailor education, jobs, and interventions to fit the needs of individuals from a diverse range of life circumstances.
Practical intelligence has been referred to as “street smarts” or “common sense” and is typically contrasted with “book smarts” or general academic intelligence. The concept emerged from a recognition that success with solving abstract, academic problems did not necessarily translate to success with solving real-world, practical problems, and vice versa. This chapter reviews research aimed at better understanding the cognitive underpinnings of practical intelligence, its distinctiveness from general intelligence, and its relationship to performance. Particular attention is given to research on tacit knowledge, or the unspoken, practical know-how that often differentiates expert from novice performance. Tacit knowledge has been found to be related to successful performance in domains as diverse as sales, primary education, college admissions, military leadership, information technology, and policing. The chapter concludes with promising directions for future research on the acquisition and dissemination of tacit knowledge as a means of enhancing the development of practical intelligence.
Begriff und Konstrukt – »Drei-Ringe-Modell« und »Triadisches Interdependenzmodell« – Das »Münchner Hochbegabungsmodell« und seine Erweiterung – Hochbegabung als hohe Ausprägung von g – Wider die »Kreativität« in der Hochbegabtenidentifikation – Administrative Hochbegabungskonzeptionen – Gardners »Multiple Intelligenzen« – Mehrphasiges Vorgehen bei der Hochbegabtenidentifikation – Hochbegabtenidentifikation durch Eltern, Lehrer oder Peers? Eigenschaften Hochbegabter – Fördermaßnahmen – Überspringen und vorzeitige Einschulung –Aspekte innerer Differenzierung – Akzeptanz von Fördermaßnahmen – Literatur.
--------------------
[Concept and construct –"Three Ring Model" and "Triadic Interdependence Model" – The "Munich Model of Giftedness" and its extension –Giftedness as a high general intelligence g – The problem of "creativity" – Administrative conceptions of giftedness – Gardner's "Multiple Intelligences" – Measurement and identification – Multi-stage approach to identifying gifted –Identification by parents, teachers or peers? – Characteristics of gifted – Nurturing the gifted – Grade skipping and early school entry –Internal differentiation – Acceptance of nurturing activities – References]
People with special educational needs, such as people with high functioning autism and gifted children have the right to enjoy the same quality of goods and services in all areas and have the same access to education, information, society and knowledge, as the other member of the society, without obstacles. Robotics, as a tool in the education of these people could contribute positively to the development of their skills, to the strengthening of their sociability, to the construction of the required knowledge and to the provision of equal opportunities in social life, thus strengthening their independence and self-esteem. therefore, in their integration into society as a whole, in order to achieve a smooth and equal coexistence with the other members. This paper is a literature review, which focuses on the valuable help and usefulness of Educational and Information Technologies and specifically Robotics in people with high functional autism and gifted children. The choice of this topic was based on an effort to elicit information for the activation and the participation of children with high functioning autism and gifted children in all sections of their social life. The results were encouraging, as they showed that the use of robots contribute to their education, the development of their mimetic skills, their social interaction, their time management, their improvement of self-control and their independence. Robots’ use, therefore, are very promising for these people and in future proposals could be submitted more specialized software and programs that will help and facilitate these people in education, in their personal life, in their daily living, in social their interaction and their independence.
In this chapter, we will explore several important questions about human mental abilities. In many ways, these questions are similar to those that we have addressed throughout this book in the context of personality variation. We will begin with the issue of the structure of mental abilities: Is there a general tendency for some people to be “smarter” than others across the full array of intellectual tasks? Or, is there a tendency for some people to be “smart” at some intellectual tasks and for other people to be “smart” at other such tasks?
After discussing the structure of mental abilities, we will consider a series of questions about the nature of mental ability. How do levels of mental ability change throughout the life span, and how stable are individual differences in mental ability across long periods of time? What are the biological variables that underlie variation among people in mental ability? Is this variation mainly attributable to genetic or to environmental differences? To the extent that the environment is involved, which aspects have the strongest impact on mental abilities?
One of the key factors affecting students’ learning and performance, as well as the nature of effective learning environments globally is the ubiquitous use of intelligence testing in schools, and elsewhere to determine specific abilities, including giftedness and identify intellectual disabilities. In schools, intelligence testing is used to award scholarships in private schools and to stream students by abilities. Competing discourses on the nature of intelligence and intelligence testing demonstrate the on-going unresolved controversies surrounding conceptualization of intelligence and intelligence testing in society, especially its continuing use to measure a person’s cognitive ability and performance. Created more than a century ago, the intelligence tests are still widely used to measure performance on specific tasks, and especially predicting potential academic achievement in schools. The nature of intelligence testing in schools and its controversial effects on students’ academic achievement, and their mental health, plays a significant part in education policy reforms, aiming at creating more equitable learning environments.
The present study was conducted to derive the psychometric properties of the Bahraini version of the practical intelligence test, which is a part of the applied intelligence test developed by Sternberg, Kaufman and Grigorenko (Sternberg, Kaufman & Grigorenko, 2008). The practical intelligence test consists of twenty multiple choice items. The population of the study consisted of undergraduate students in public and private universities in the Kingdom of Bahrain enrolled in the 2019/2018 academic year. One of the six universities has been intentionally selected. A stratified sample of 200 undergraduate students was distributed by sex and grade level. The results revealed that: (1) the Practical Intelligence is uni-dimensional, (2) the Practical Intelligence Test has high levels of validity and reliability, and (3) the practical intelligence performance varies according to gender and in favour of males.
This chapter presents basic aspects of child development, focusing on typical development and addressing cognitive, social, and emotional development as manifested in the areas of intelligence, social communication, and emotion regulation. Pediatric patients encompass a wide range of ages and development stages from infants, toddlers, and children to pre-adolescents and adolescents, challenging clinicians in their attempt to communicate with children at different ages and adapt their practice, respectively. Normal development is the developmental course that the majority of children in a population group will follow. Higher incidence of dental trauma was found in children with intellectual disabilities, and bruxism was found in children with cerebral palsy. Several recommendations have been suggested for dental practitioners regarding children with intellectual disabilities. Caregivers are great resources for techniques that have been successful in helping their child's behaviors in the past.
In this study, the impact of sporting activities on senior secondary school students’ achievement in physics was examined. Descriptive survey and quasi-experimental, pretest and posttest non-equivalent research design were adopted. Two hundred and sixty-seven students participated in this study. The participants were drawn from four purposively sampled co-educational and urban schools from Education Districts VI, Lagos State, Nigeria. The students who participated during both diagnostic and intervention stages were selected from four intact senior secondary school II classes. Two instruments: Physics Diagnostic Achievement Test (PDAT) and Physics Achievement Test (PAT) were used to collect data. The reliability coefficients of the PDAT and PAT using the split-half method were found to be 0.88 and 0.91 respectively. Two research questions and one null hypothesis raised for investigation were answered and tested respectively using bar graphs and Analysis of Covariance (ANCOVA) statistical tools. Findings of the diagnostic result revealed that the students’ achievement in projectile motion was poor. This poor result necessitated the use of sporting activities as an intervention to improve the students’ performance. The intervention revealed that sporting activities enhanced students’ achievement significantly: F (3,179) = 2.271, p < 0.05. The study concluded that sporting activities enhanced students’ achievement in physics. It was recommended that physics teachers adopt sporting activities to improve their students’ achievement in the subject.
This textbook is a systematic and straightforward introduction to the interdisciplinary study of creativity. Each chapter is written by one or more of the world's experts and features the latest research developments, alongside foundational knowledge. Each chapter also includes an introduction, key terms, and critical thought questions to promote active learning. Topics and authors have been selected to represent a comprehensive and balanced overview. Any reader will come away with a deeper understanding of how creativity is studied – and how they can improve their own creativity.
Cross-cultural competence (CCC) is an important ability for individuals in today's globalized world. To improve our understanding of it, this study examines the relationship between two major constructs of CCC - cultural intelligence (CQ) and intercultural competency. Results from a canonical correlation analysis of online survey data collected from 246 Police Officers in Ireland indicated a strong relationship between CQ and intercultural competence. The lower stages of intercultural competence were more negatively related to metacognitive and motivational CQ facets; higher stages of intercultural competence were more positively related to behavioral and cognitive CQ facets. Metacognitive CQ was positively related to both lower and higher stages of intercultural competence. The results offer insights on the developmental patterns of various components of CCC. Implications for the conceptualization and the measurement of CCC are discussed.
Purpose
Current learning models need to change to facilitate learners acquiring and assimilating the competencies required for the future work scenario. The purpose of this paper is to propose a new learning model, ECLECTIC 4.0, comprising elements drawn from various sources, theories, styles, authors, technology and ideas to gain maximum insight.
Design/methodology/approach
The ECLECTIC 4.0 learning model is based on Robert J Sternberg's triarchic theory of intelligence, which proposes that varied contexts and tasks require different kinds of analytical, creative and practical intelligence. This paper discusses the interplay between the triarchic theory of intelligence and the ECLECTIC 4.0 learning model, highlighting the model's expected modifications for teaching toolkits, business schools and industry. Examples of current practices in business schools and industry that are paving the way for what is proposed in the model are provided and discussed.
Findings
To compete and succeed in the future work scenario, the competencies required (e.g. agility, mindfulness, collaboration, co-creation and design thinking) are different from those prevalent today. To acquire and assimilate these competencies, current business school learning and teaching models needs to change. The proposed model incorporates eight learning characteristics: embedding in business; collaborative learning; linking humanities to management; encouraging non-linear thinking; complementary insight enabling co-creation; technology to solve problems; innovating in response to demands and creating an experience centre.
Originality/value
The new ECLECTIC 4.0 learning model addresses the need for educationalists, especially in management education, to adopt the most appropriate teaching toolkits.
This final chapter discusses some conclusions drawn from the previous chapters as well as three novice topics that are currently at the core of continuing research efforts: (a) brain lateralization for language in adults with ID, (b) giftedness in ID, and (c) the implications of the CAT for persons with ID on the autism spectrum. The common denominator of the first two issues is a vision of persons with ID that extends beyond their disability and underscores compensation age theory. Contrary to previous studies, the emerging brain lateralization research indicates typical brain lateralization for linguistic perception among adults with ID. Giftedness research is also trying to map a novel perspective on ID – the cognitive profile of gifted persons with ID in diverse domains. Autism research aims to find out whether the developmental trajectories of individuals with comorbid ID and ASD demonstrate compensation with age into adulthood.
The view that emotional intelligence should be included within the traditional cognitive abilities framework was explored in 3 studies (total N = 530) by investigating the relations among measures of emotional intelligence, traditional human cognitive abilities, and personality. The studies suggest that the status of the emotional intelligence construct is limited by measurement properties of its tests. Measures based on consensual scoring exhibited low reliability. Self-report measures had salient loadings on well-established personality factors, indicating a lack of divergent validity. These data provide controvertible evidence for the existence of a separate Emotion Perception factor that (perhaps) represents the ability to monitor another individual's emotions. This factor is narrower than that postulated within current models of emotional intelligence.
Data from four different jobs (N = 1,474) were used to evaluate three hypotheses of the joint relation of job experience and general mental ability to job performance as measured by (a) work sample measures, (b) job knowledge measures, and (c) supervisory ratings of job performance. The divergence hypothesis predicts an increasing difference and the convergence hypothesis predicts a decreasing difference in the job performance of high- and low-mental-ability employees as employees gain increasing experience on the job. The noninteractive hypothesis, by contrast, predicts that the performance difference will be constant over time. For all three measures of job performance, results supported the noninteractive hypothesis. Also, consistent with the noninteractive hypothesis, correlational analyses showed essentially constant validities for general mental ability (measured earlier) out to 5 years of experience on the job. In addition to their theoretical implications, these findings have an important practical implication: They indicate that the concerns that employment test validities may decrease over time, complicating estimates of selection utility, are probably unwarranted.
This article summarizes the practical and theoretical implications of 85 years of research in personnel selection. On the basis of meta-analytic findings, this article presents the validity of 19 selection procedures for predicting job performance and training performance and the validity of paired combinations of general mental ability (GMA) and the 18 other selection procedures. Overall, the 3 combinations with the highest multivariate validity and utility for job performance were GMA plus a work sample test (mean validity of .63), GMA plus an integrity test (mean validity of .65), and GMA plus a structured interview (mean validity of .63). A further advantage of the latter 2 combinations is that they can be used for both entry level selection and selection of experienced employees. The practical utility implications of these summary findings are substantial. The implications of these research findings for the development of theories of job performance are discussed.
Two experiments were conducted to examine the scope and structure of tacit knowledge. In Experiment 1, three groups, whose members differed in level of professional advancement in the field of academic psychology, were presented with simulated work-related situations designed to measure their tacit knowledge. Between-group differences in tacit knowledge were found as a function of level of professional advancement, and strong within-group relations were found between tacit knowledge and external criteria such as rate of citation. The scope of tacit knowledge was found to include (a) knowledge useful in managing oneself, others, and one's tasks, (b) knowledge applicable to both short-term and long-term contexts, and (c) knowledge of ideal quality as well as practical reality. The results of testing four classes of alternative models of the structure of tacit knowledge supported a model characterized by a general factor, similar in form to Spearman's g for academic tasks. Experiment 2 replicated and extended these results to the domain of business management.
Detterman and Spry (1988) criticize several conclusions we made in our study of racetrack handicapping and cognitive complexity (Ceci & Liker, 1986). Specifically, they claim that our use of an unreliable measure of expertise was responsible for our failure to obtain a relation between expertise and IQ. Consequently, we were accused of accepting the null hypothesis too readily. In this reply, we demonstrate, contrary to their claim, that the reliability of the measure in question is very high (.88) and that its reliability is manifested in its high correlation with another variable, interactive reasoning, overlooked by Detterman and Spry. We conclude by pointing out a number of factually inaccurate claims made by Detterman and Spry along with what appears to have been selective reporting of correlations to bolster their arguments; and we suggest that their failure to consider one entire aspect of our analyses rendered their criticisms baseless.
This publication is the opening number of a series which the Psychometric Society proposes to issue. It reports the first large experimental inquiry, carried out by the methods of factor analysis described by Thurstone in The Vectors of the Mind
1. The work was made possible by financial grants from the Social Science Research Committee of the University of Chicago, the American Council of Education, and the Carnegie Corporation of New York. The results are eminently worthy of the assistance so generously accorded. Thurstone’s previous theoretical account, lucid and comprehensive as it is, is intelligible only to those who have a knowledge of matrix algebra. Hence his methods have become known to British educationists chiefly from the monograph published by W. P. Alexander8. This enquiry has provoked a good deal of criticism, particularly from Professor Spearman’s school ; and differs, as a matter of fact, from Thurstone’s later expositions. Hence it is of the greatest value to have a full and simple illustration of his methods, based on a concrete inquiry, from Professor Thurstone himself.
Personnel selection research provides much evidence that intelligence (g) is an important predictor of performance in training and on the job, especially in higher level work. This article provides evidence that g has pervasive utility in work settings because it is essentially the ability to deal with cognitive complexity, in particular, with complex information processing. The more complex a work task, the greater the advantages that higher g confers in performing it well. Everyday tasks, like job duties, also differ in their level of complexity. The importance of intelligence therefore differs systematically across different arenas of social life as well as economic endeavor. Data from the National Adult Literacy Survey are used to show how higher levels of cognitive ability systematically improve individual's odds of dealing successfully with the ordinary demands of modern life (such as banking, using maps and transportation schedules, reading and understanding forms, interpreting news articles). These and other data are summarized to illustrate how the advantages of higher g, even when they are small, cumulate to affect the overall life chances of individuals at different ranges of the IQ bell curve. The article concludes by suggesting ways to reduce the risks for low-IQ individuals of being left behind by an increasingly complex postindustrial economy.
Models of the structure of cognitive abilities suggested by Spearman, Thurstone, Guilford, Vernon and Cattell-Horn are reviewed. It is noted that some of the models include a general intellectual factor (g) while others do not. It is also noted that some models are nonhierarchical, while in others more narrow abilities are subsumed under broader abilities in a hierarchical pattern. An empirical study in which a test battery of 16 tests was administered to some 1000 subjects in the 6th grade is reported. Using the LISREL technique to test different models, good support is obtained for oblique primary factors in the Thurstone tradition as well as for the second-order factors fluid intelligence, crystallized intelligence, and general visualization hypothesized by Cattell and Horn. It is also found, however, that the second-order factor of fluid intelligence i is identical with a third-order g-factor. On the basis of these results a three-level model (the HILI-model) is suggested, with the g-factor at the top, two broad factors reflecting the ability to deal with verbal and figural information, respectively, at the second-order level, and the primary factors in the Thurstone and Guilford tradition at the lowest level. It is argued that most previously suggested models are special cases of the HILI-model.
Detterman and Spry (1988) criticize several conclusions we made in our study of racetrack handicapping and cognitive complexity (Ceci & Liker, 1986). Specifically, they claim that our use of an unreliable measure of expertise was responsible for our failure to obtain a relation between expertise and IQ. Consequently, we were accused of accepting the null hypothesis too readily. In this reply, we demonstrate, contrary to their claim, that the reliability of the measure in question is very high (.88) and that its reliability is manifested in its high correlation with another variable, interactive reasoning, overlooked by Detterman and Spry. We conclude by pointing out a number of factually inaccurate claims made by Detterman and Spry along with what appears to have been selective reporting of correlations to bolster their arguments; and we suggest that their failure to consider one entire aspect of our analyses rendered their criticisms baseless.
Entwicklung von Gc nach der Schule (S. 143, siehe auch Ackerman, 1996, 234f):
,
One must not forget that nine-tenths of generalizations and theorizing about intelligence and intelligence tests are based on observations in school (p. 142)
The following values have no corresponding Zotero field:
ID - 504
This book is about differences in intellectual capacity among people and groups and what those differences mean for America's future.(preface) The major purpose of this book] is to reveal the dramatic transformation that is currently in process in American society---a process that has created a new kind of class structure led by a "cognitive elite," itself a result of concentration and self-selection in those social pools well endowed with cognitive abilities. Herrnstein and Murray explore] the ways that low intelligence, independent of social, economic, or ethnic background, lies at the root of many of our social problems. The authors also demonstrate the truth of another taboo fact: that intelligence levels differ among ethnic groups. (PsycINFO Database Record (c) 2012 APA, all rights reserved)(jacket)
Little is known about the genetic and environmental etiology of the association between specific cognitive abilities and scholastic achievement during the early school years. A multivariate genetic analysis of cognitive and achievement measures was conducted for 146 pairs of identical twins and 132 pairs of fraternal twins from 6 to 12 years of age. At the phenotypic level, measures of achievement were moderately correlated with specific cognitive abilities. A multivariate model including one general factor and specific factors in the genetic and environmental matrices indicated that the phenotypic relationship between achievement and cognition was mediated primarily by genetic influences. Genetic correlations among the cognitive and achievement tests ranged from .57 to .85, shared environment correlations were essentially zero, and specific environment correlations were low (.00 to .19). We conclude that there is substantial overlap between genetic effects on scholastic achievement and specific cognitive abilities. Performance on ability measures differs from that on achievement measures largely for environmental reasons.
Intelligence cannot be fully or even meaningfully understood outside its cultural context. Work that seeks to study intelligence a contextually risks the imposition of an investigator’s view of the world on the rest of the world. Moreover, work on intelligence within a single culture may fail to do justice to the range of skills and knowledge that may constitute intelligence broadly defined and risks drawing false and hasty generalizations. In this article, we consider the relevance of culture to intelligence and its investigation, assessment, and development. We describe studies from diverse continents, based on the theory of successful intelligence, that show the importance of understanding intelligence in its cultural context and conclude that intelligence must be understood in such context.
Sternberg's components were scrutinised in the light of the distinction between empirical and a priori knowledge. It was shown that these were a priori, non-contingent concepts and that this epistemic status rendered much empirical work pointless.
Two experiments were conducted to examine the scope and structure of tacit knowledge. In Experiment 1, three groups, whose members differed in level of professional advancement in the field of academic psychology, were presented with simulated work-related situations designed to measure their tacit knowledge. Between-group differences in tacit knowledge were found as a function of level of professional advancement, and strong within-group relations were found between tacit knowledge and external criteria such as rate of citation. The scope of tacit knowledge was found to include (a) knowledge useful in managing oneself, others, and one's tasks, (b) knowledge applicable to both short-term and long-term contexts, and (c) knowledge of ideal quality as well as practical reality. The results of testing four classes of alternative models of the structure of tacit knowledge supported a model characterized by a general factor, similar in form to Spearman's g for academic tasks. Experiment 2 replicated and extended these results to the domain of business management. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The triarchic theory of human intelligence provides a broader basis for understanding intelligence than do many, if not most theories of intelligence. The theory is called “triarchic” because it consists of three parts. The first part relates intelligence to the internal world of the individual, specifying the mental mechanisms that lead to more or less intelligent behaviour. This part of the theory specifies three kinds of mental processes that are instrumental in learning how to do things, planning what things to do and how to do them, and in actually doing the things. The second part of the theory specifies at what point in a persons’ experience with tasks or situations intelligence is most critically involved in handling of those tasks or situation In particular, this part of the theory emphasises the roles of dealing with novelty and of automatising mental processing in intelligence. The third part of the theory relates intelligence to the external world of the individual, specifying three kinds of macroprocesses — adaptation, selection and shaping — that characterise intelligent behaviour in the everyday world. This part of the theory thus emphasises the role of environmental context in determining what constitutes intelligent behaviour in a given milieu.
The appropriate conjunction between the words nature and nurture is not versus but and. There is increasing acceptance of the evidence for substantial genetic influence on many behavioral traits, but the same research also provides the best available evidence for the importance of environmental influence and important clues about how the environment works. Because much developmental action is at the interface between genes and environment, genetic research needs to incorporate measures of the environment, and environmental research will be enhanced by collecting DNA.