Sternberg‟s Triarchic Theory-The Cognitive Information processing perspective

 

Mr.Ashish Singh

Assistant Professor

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

MCPS

STERNBERG’S TRIARCHIC THEORY OF INTELLIGENCE

 Among other theories of int
elligence 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.

  Implications of Sternberg’s Triarchic Theory

1. Broadens the Concept of Intelligence:
• Sternberg's theory challenges the traditional view that intelligence is solely defined by academic abilities or measurable through IQ tests, emphasizing a broader perspective.
• It recognizes that intelligence is multifaceted and cannot be fully captured by narrow metrics like standardized tests.
• 
  This shift encourages the acknowledgment of diverse intellectual strengths beyond conventional academic domains.

 

 1. Promotes Individualized Learning and Evaluation:

• Recognizes that people excel in different domains of intelligence and encourages a more personalized approach to education and assessment.
• Teachers and evaluators can better support students by catering to their unique strengths, whether analytical, creative, or practical.
• This approach reduces biases in traditional assessments and fosters more inclusive learning environments.
2. Fosters Holistic Development:
• By addressing analytical, creative, and practical intelligence, the theory supports the development of well-rounded individuals equipped to handle diverse life challenges.
• It emphasizes the balance of intellectual capabilities for both personal growth and societal contribution.
• Students and professionals benefit from a comprehensive skillset that integrates logical reasoning, innovation, and real-world problem-solving.
3. Encourages Real-World Relevance:
• Practical intelligence focuses on the application of skills in real-life situations, ensuring that learning has direct and meaningful impacts on everyday life.
• This relevance makes education and training more engaging and prepares individuals to navigate challenges beyond academic settings.
• Real-world relevance aligns learning objectives with practical outcomes, enhancing long-term success.
4. Emphasizes Cultural Sensitivity:
• Highlights that intelligence is context-dependent, meaning what is considered intelligent behavior varies across cultures and environments.
• This cultural sensitivity allows for the design of more equitable and globally relevant education and evaluation systems.
• It acknowledges that intelligence manifests differently based on societal norms and situational demands.
5. Supports Adaptive Thinking:
• Encourages individuals to adapt, innovate, and manage their environments effectively, fostering resilience and flexibility in changing circumstances.
• Adaptive thinking helps individuals thrive in uncertain or evolving contexts, enhancing their problem-solving capacities.
• This ability is especially critical in a fast-changing, technology-driven world where new challenges frequently arise.
6. Bridges Academic and Practical Success:
• Integrates theoretical knowledge with practical know-how, ensuring success is not limited to academic achievements but extends to life competencies.
• It helps prepare students and professionals for challenges in both structured academic and unstructured real-world scenarios.
• This approach aligns intellectual success with personal fulfillment and social contribution.
7. Challenges Educational Norms:
• Suggests reforms in education systems that traditionally overemphasize analytical intelligence, advocating for the inclusion of creative and practical skill development.
• It questions the rigidity of traditional curricula and promotes dynamic, skill-based approaches to learning.
• This challenge encourages educators to innovate and implement teaching methods that address multiple forms of intelligence.

Applications of Sternberg's Triarchic Theory

1. In Education:
• Encourages teaching strategies that integrate analytical, creative, and practical tasks.
• Teachers can incorporate activities like case studies, brainstorming sessions, and hands-on projects to cater to all intelligences.
• 
  This inclusive approach ensures that students with diverse abilities are equally supported and challenged.

 

1. Curriculum Design:

• Advocates for curricula that incorporate experiential learning, real-world applications, and opportunities for creative thinking to cater to multiple intelligences.
• It ensures that education is not only theoretical but also practical and adaptable to real-life situations.
• Such curricula make learning more engaging and effective for a wide range of learners.
2. In Special Education:
• Helps educators recognize and nurture the unique strengths of students with diverse intellectual profiles, ensuring inclusive and equitable education.
• By acknowledging that intelligence is multifaceted, it reduces the stigma around nontraditional learners and promotes their potential.
• This fosters a supportive environment for all learners to thrive academically and socially.
3. Workforce Training:
• Employers can use Sternberg's framework to identify and cultivate a balance of analytical, creative, and practical skills in their employees.
• It ensures that training programs are comprehensive and aligned with the demands of modern workplaces.
• Employees benefit from skill sets that enable them to think critically, innovate, and perform effectively in their roles.
4. Leadership Development:
• Supports the development of leaders who can think analytically, innovate creatively, and apply practical solutions to complex problems.
• Leaders with balanced intelligence are better equipped to inspire teams, adapt to challenges, and make informed decisions.
• This approach fosters leadership styles that are both effective and empathetic.
5. Talent Identification:
• In schools and workplaces, it provides a broader criterion for identifying talent, beyond standardized testing or traditional performance metrics.
• Talent can be recognized across a range of abilities, including creativity and practical problem-solving.
• This approach helps organizations and institutions discover and nurture potential in diverse forms.
6. Cultural and Global Adaptability:
• Organizations and educational institutions can use the theory to develop culturally adaptive strategies, respecting the context-dependent nature of intelligence.
• This adaptability ensures that programs are relevant across global contexts and diverse populations.
• It promotes cross-cultural understanding and collaboration, crucial in an interconnected world.
7. Policy-Making:
• Encourages policymakers to design education systems and professional training programs that address the multifaceted nature of intelligence and its applications.
• Policies can incorporate frameworks that support holistic development and lifelong learning.
• This ensures that education and workforce development are aligned with the demands of modern society.