-

 

Ashish Singh

Assistant Professor

M.Ed.I Sem CC-2(Unit-III)

MCPS

STERNBERG’S TRIARCHIC THEORY OF INTELLIGENCE

 Among other theories of intelligence is a theory proposed by Robert Jeffery Sternberg (born in 8th December, 1949), an American psychologist from Yale university. He is a new generation cognitive psychologist who attempts to understand the cognitive processes involved in solving problems.

                                                                    Sternberg defined human intelligence as the cognitive ability to learn from experience, to reason well, to remember important information, and to cope with the demands of daily living. Thus, it involves reasoning, problemsolving ability, knowledge, memory and successful adaptation to one’s surroundings (Sternberg, 2004). He viewed intelligence as how well an individual deals with environmental changes throughout their life span.

                 Sternberg (1988a) formulated the ‘triarchic theory of intelligence’ which theorizes that there are three types of intelligence such as (a) Componential or analytical intelligence, (b) Experiential or creative intelligence, and (c) Contextual or practical intelligence.


1) Componential or analytical intelligence:- refers to the ability to break down the problem into components and analyze things for problem –solving. It refers to the internal mechanisms used in problem solving.

                             It reflects the traditional conceptualization of intelligence and relates more to the academic achievement. It is also called as being ‘book smart’. They are good in problem solving and abstract reasoning. Analytical intelligence or academic problem solving skills consists of three components such as meta-components, performance components and knowledge acquisition components.

*      Meta-components are the executive part which controls the other two components. They control and monitor the cognitive processing. They tell the performance components what to do.

*      Performance components help in performing a task or solving a problem. Thus it uses attention, coding , memory etc.

*      Knowledge acquisition components help in acquiring knowledge and uses different strategies for it

1)   Experiential or creative intelligence   refers to new ways of problem solving by engaging in divergent thinking.

Ø  It uses prior knowledge and experience to come up with new ideas and solve problems.

Ø  It includes two components: Automation and novelty. Automation means some aspects of information processing are automated, they do not require much attention, effort or energy. They can run parallel to other processes. This enables the individual to use cognitive resources for coming up with novel/ new ideas.

2)      Contextual or practical intelligence:-refers to the ability to use information to function effectively in life.

*      It is also known as ‘street smart’ or being high on ‘common sense’.

*      It is the ability to understand and deal with everyday situation and events successfully.

*      It is the ability to adapt, adjust and change depending on the contextual requirements. Thus they can handle real life problems.

                                                      It includes the components/subtheories of adaptation, shaping and selection. As Sternberg states, “Intelligence is purposive adaptation to, shaping of, and selection of real-world environments relevant to one’s life” (Sternberg, 1984, p.271).

*      Adaptation takes place when one makes changes within oneself to adjust to a new environment. For example, an intelligent person upgrades himself by learning new technologies to improve his employability.

*      Shaping occurs when one changes one’s environment according to his requirement. For example, the person may try to change the attitude of the employer or impress the selection committee.

*      Selection is done when a completely new environment is replaced with the older ineffective one. For example, the person may do a new course and try for another field or migrate to a place where there is better job opportunity.

                                                         An important asset of this theory is to avoid defining intelligence in terms of intelligence tests as in the case of analytical intelligence. Rather, contextual/practical intelligence focuses on performance in the everyday world.

 

 

 

 

 

Comments

Post a Comment

Popular posts from this blog

बाल विकास का अर्थ एवं प्रकृति, अभिवृद्धि और विकास

-
Image
                                           A shish Singh, A ssistant Professor , Department of Education D.El.Ed.I SEMESTER  EDU-01 बाल विकास का अर्थ (Meaning of Child development) बाल विकास (Child Development) एक सतत और गतिशील प्रक्रिया है , जिसमें जन्म से लेकर किशोरावस्था तक बच्चों के शारीरिक , मानसिक , संज्ञानात्मक , सामाजिक और भावनात्मक पहलुओं में क्रमिक परिवर्तन होते हैं। यह विकास केवल शारीरिक वृद्धि तक सीमित नहीं है , बल्कि इसमें बच्चे के सोचने , समझने , भावनाओं को व्यक्त करने , भाषा सीखने और सामाजिक संबंध स्थापित करने की क्षमताएँ भी शामिल होती हैं। बाल विकास इस बात को समझने में सहायता करता है कि बच्चे किस प्रकार अपने परिवेश से सीखते हैं और उसमें समायोजित होते हैं। बाल विकास की प्रक्रिया कई कारकों से प्रभावित होती है। इनमें प्रमुख रूप से आनुवंशिकता (genetics), पारिवारिक ...
Read more

"A Reflection on Ineffective Teaching Practices and Their Broader Consequences"

-
Image
Introduction: Teaching is not merely a profession—it is a responsibility that shapes minds, builds futures, and strengthens institutions. A teacher is expected to be a source of knowledge, a role model, and a mentor. However, when educators exhibit rigid behavior, lack subject expertise, and fail to maintain respectful and professional conduct, the consequences ripple far beyond the classroom. how such ineffective teaching practices affect students, colleagues, and the institution as a whole. 1. Rigid Attitude and Lack of Subject Mastery An educator who refuses to adapt to new teaching methods or update their knowledge base becomes a barrier to student learning. Rigid teaching styles often ignore the diverse needs of students, leading to disengagement and confusion. When teachers lack command over their subject, they fail to answer questions effectively, leaving students frustrated and academically underprepared. Such rigidity also discourages innovation in the classroom. Students...
Read more

Learning Styles

-
Image
M.Ed.I SEMESTER UNIT-04 4.2 Learning Styles: Meaning: Learning styles refer to the distinct ways individuals acquire, process, and retain information, shaped by their cognitive, sensory, and environmental preferences. These styles highlight how learners interact wiAth educational content and approach problem-solving, emphasizing the importance of tailoring instructional methods to align with individual needs. By understanding learning styles, educators can create more effective, engaging, and personalized learning experiences, fostering deeper comprehension and retention of information. Learning styles are not fixed; they can evolve based on context, motivation, and the nature of the material being learned. While some learners prefer visual aids like charts and diagrams, others may excel through auditory inputs like lectures and discussions. Recognizing these preferences is essential for optimizing both teaching methods and learning outcomes. Definitions: David Kolb (1984): Kolb ...
Read more