ROBERT JEFFREY STERNBERG Born December 8 1949 an

ROBERT JEFFREY STERNBERG Born December 8, 1949 an American psychologist and psychometrician. Known for Triarchic theory of intelligence A prominent figure in the research of human intelligence, developed an alternative intelligence model, comprising 3 elements of thinking process kept in balance by metacognition.

TRIARCHIC THEORY OF INTELLIGENCE, 1985

Robert Sternberg defines 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. ”

The most recent acceptable theory of intelligence has been put forward by the American Psychologist Robert Sternberg in 1985 by adopting an information processing approach to cognition or problem solving. The information processing approach is the manner in which one proceeds to perform mental task or solve a problem from the time one comes across it, gather information and makes use of this information for completing the task or solving the problem.

The theory propagated by Sternberg identified the following steps In the way one process information Example Lawyer: Client : : Doctor: _____(Patient/Medicine) 1. Encoding: identifying the relevant available information in the mind. (Encodes the term of the analogy) 2. Inferring: Draw the necessary inference from the information. ( Learner makes an inference between lawyer and client. Lawyer gives service to a client, a lawyer is paid by the client, and the lawyer may help the client. ) 3. Mapping: Establishing the relationship between a previous situation and the present one. ( the learner maps the higher order relationship between the first half of the analogy and the second like both deal with professionals who render service.

4. Application: Learner applies a relationship similar to the inferred relationship. Learner applies the inferred relationship in the second half of the analogy between doctor and all the alternatives( A doctor give service to a person , not to medicine. ) 5. Justification: justify the analysed solution of the problem. 6. Response: the learner provide the best suitable response/solution.

STENBERG’S TRIARCHIC THEORY Considering the way human beings process information in executing a mental task this theory is based on three sub theories TRIARCHIC THEORY COMPONENTIAL EXPERIENTIAL CONTEXTUAL • Metacomponents • Novelty • Adaption • Performance • Automation • Selection • Knowledge acquisition • Shaping

Analytical Thinking (Componential) • This is core of Sternberg’s theory • A persons intellectual functioning is decided mainly by the components i. e. , elementary information processes operating on internal representation of objects or symbols • Persons who are high on this are able to think analytically and critically. • Focuses on planning, monitoring reflection and transfer. • Is influential in being able to take apart problems and being able to see solutions not often seen.

*Analytical Thinking or component sub theory METACOMPONENTS (Control, monitor and evaluate cognitive processing) Represents higher order executive processes employed for planning, monitoring and regulating the execution of a task such as analysis of the problem, selection of the strategies, monitoring of the possible solutions and interpretation of the feedback about performance etc.

PERFORMANCE COMPONENTS – Execute strategies assembled by the meta components. They are the basic operations involved in any cognitive act. Represents the actual mental processes used for the execution of a task like task perception, concept identification, response making etc. KNOWLEDGE ACQUISITION COMPONENT – Are the process used in gaining and storing new knowledge. Represents the processes used in acquiring new information such as synthesizing old ideas in some original and creative ways.

CREATIVE THINKING or EXPERIENTIAL SUB THEORY) • It represents the ability or capacity of an individual to deal with new tasks, problems and situations by adopting an information processing approach with as little conscious efforts as possible. • This means that to assess the degree of intelligence/learning of an individual, we must give him the opportunity to perform new tasks or face novel situation or problem. • This theory has thus led psychologists and researchers to identify specific tasks and situations which may be utilized as reliable yardstick for measuring intelligence.

• Focusing on developing, applying new ideas and creating solutions. • Deals with how well a task is performed with regard to how familiar it is • persons high on this intelligence , excel in identifying information which is crucial in a given situation and can combine facts which seems to be unrelated.

*Creative thinking • NOVELTY - situation that you have never experienced. • AUTOMATION – has been performed multiple times and can now be done with little or more extra thoughts.

PRACTICAL THINKING or CONTEXTUAL SUB THEORY) • Intelligence is regarded as “ a mental activity directed toward purposive adaptation to, and selection and shaping of , real world environments relevant to one’s life”. • This made intelligence to be a factor of a practical nature rather than a mere abstraction. • Sternberg went beyond the concept of IQ measurement and traditional cognitive processes as it gave greater freedom and power to an individual to solve his day to day problems and to become the master of his destiny.

• Focuses on selecting and shaping real world environments and experiences. • Deals with the mental activity involved in attaining fit to context. • People high on this intelligence are practical and adaptive. They are quick to recognize as to what factors influence success on various tasks and are competent at the both adapting to and shaping their environment.

*Practical Thinking • ADAPTATION – Occurs when one makes a change within oneself in order to better adjust to one’s surroundings. • SHAPING – Occurring when one’s changes their environment to better suit one’s needs. • SELECTION – Replace the previous, unsatisfying undertaken when a completely new alternate environment is found to meet individual’s goals.

• Analyze • Critique • Judge • Compare/ Contrast • Evaluate • Asses • Apply • Use • Put into practice • Implement • Employ • practical • Create • Invent • Discover • Imagine if… • Suppose that… • Predict

Typology of people based on the triarchic intelligence: • The Analyzer • The Creator • The Practioner • The Analytical Creator • The Analytical Practioner • The Creative Practioner • The Consummate Balancer

ANALYZER- fares well in academic environments, but isn’t likely to make creative contribution to the field. CREATOR- generates ideas easily, but is unable to analyze these ideas or to put them into practice. PRACTIONER- is persuasive and maybe entertaining, but lacks substance in thinking. ANALYTIC CREATOR- is able analyze created ideas, but doesn’t easily communicate these ideas to others.

ANALYTIC PRACTIONER- succeeds in conventional terms because high IQ is translated into practical work, but he is unlikely to make a lasting contribution. CREATIVE PRACTIONER- has the ability to come up with new ideas and can persuade other people of the value of these ideas, regardless whether those ideas are worth it or not. CONSUMATE BALANCER- is able to apply all of three intelligences as needed, and is therefore in the best position to make a valuable contribution to society.

Educational implications of theory • The information should be organised in terms of meaningful units for its better processing and fruitful learning outcomes. • Students should be helped in focussing on the most important details and separating less important information. • Students should be helped in , making connection between new information and what they already know. • Students should be provided for repetition and review of information. • Learning experiences should be organised in a clear systematic and organised way. • We must focus on meaning not memorization of information on the part of students.