Triarchic Model of Intelligence
9.5 Triarchic Model of Intelligence Like the multiple intelligences concept, Robert Sternberg (1984, 2008) theorizes that intel- ligence is not a single mental function; rather, it is made up of three interacting components. Sternberg’s triarchic model of intelligence consists of parts related to traditional analyti- cal intelligence, practical intelligence, and creative intelligence (see Figure 9.4). People can display common sense and specific kinds of wisdom, or show exceptional creativity. This kind of aptitude is distinguished from the more common “academic” intelligences that are devoted more fully to words and logic. According to Sternberg, important goals are achieved by establishing a balance among the three components in what is referred to as “successful intelligence.”
Psychology in Action: Multiple Intelligences
Multiple intelligences is a popular theory because it highlights that there are more ways than one to be smart. In Denmark, Danfoss Universe designed Explorama, a theme park based on multiple intelligences. The goal of the park is to provide hands-on education in science and technology. Gardner’s ideas about multiple intelligences shaped the overall design of the park and resulted in separate sections that focus on each of the different intelligences. The theme park has become a popular destination. In addition to families who visit, businesses provide workshops and seminars where participants are able to map their own intelligences depend- ing on how well they navigate the different sections of the park. By engaging in the variety of activities, people can have an enjoyable experience while finding their preferred ways to learn (Chen, Moran, & Gardner, 2009).
Educators have responded with great interest to multiple intelligences. Programs and, in some cases, entire schools have been developed based on the multiple intelligences concept (e.g., the Gardner School of Arts and Sciences). Findings from studies show that adults learning sub- jects as diverse as law, information literacy, and English as a second language benefit from instruction based in multiple intelligences as well (Kallenbach & Viens, 2004; Mokhtar, Majid, & Foo, 2008).
In workplace settings, researchers study how teams use multiple intelligences to tackle prob- lems. Weller (1999) says that teams could be more productive if members could identify their particular intelligences and use them collaboratively with other team members when they need to address complicated issues. Instead of just talking about a problem, they might try to draw it out or create a simulation. Similarly, business trainers can use the theory to include activities that appeal to participants’ areas of strength (Green, Hill, Friday, & Friday, 2005). Gardner would say that instead of asking people how smart they are, we should ask them how they are smart.
Section Review Identify a person you admire who you think fits each of Gardner’s intelligences. Then describe how that person has demonstrated his or her aptitude.
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Analytical Abilities
• Ability to… Acquire knowledge, think critically, and evaluate information.
Creative Abilities
• Ability to… Employ information and knowledge to generate ideas and design solutions.
Practical Abilities
• Ability to… Apply context of social structure, culture, and immediate environment.
Successful Intelligence: A balance among selecting
and shaping the environment and adapting it to achieve social and personal goals.
Section 9.5 Triarchic Model of Intelligence
Analytical Abilities The type of knowledge that is often measured in academic settings is useful for analyzing, evaluating, and comparing and contrasting information (Sternberg & Grigorenko, 2000). Stu- dents of all ages are rewarded for this kind of learning. We acquire it from textbooks and
the Internet and hear it during lectures. In addition, the Scholastic Aptitude Test (SAT), Graduate Record Examination (GRE), Medical College Admission Test (MCAT), and other widely used standardized tests reinforce this system by encouraging the memori- zation of specific kinds of information. Sternberg calls this kind of reflection and transfer of informa- tion analytical intelligence. Though there is a fair amount of criticism of standardized tests (espe- cially among those of us who take them!), evaluat- ing how much raw information a person possesses is a valuable exercise. Colleges know, for instance, that on average students who score well on the SAT will be more successful during their freshman years than students who do poorly.
Analytical intelligence is especially important in math and science, where there is often only one cor- rect answer. For example, without knowledge about the components of chemistry, anatomy, psychology, and perhaps math, advanced pharmacology is dif- ficult to master. Similarly, in order to become an expert in political science, real estate, or art history, a student needs to store many pieces of seemingly
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The ability to memorize and transfer information commonly reinforced by standardized tests only highlights the analytical component of intelligence.
Figure 9.4: The triarchic model of intelligence
According to the triarchic model, successful intelligence is composed of a balance among analytical, creative, and practical abilities.
Source: Based on Sternberg, R. J. (1998). Principles of teaching for successful intelligence. Educational Psychologist, 33, 65–72.
Analytical Abilities
• Ability to… Acquire knowledge, think critically, and evaluate information.
Creative Abilities
• Ability to… Employ information and knowledge to generate ideas and design solutions.
Practical Abilities
• Ability to… Apply context of social structure, culture, and immediate environment.
Successful Intelligence: A balance among selecting
and shaping the environment and adapting it to achieve social and personal goals.
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Section 9.5 Triarchic Model of Intelligence
disparate pieces of information. Remember, however, that Sternberg stressed the importance of balance among intelligences; analytical intelligence is only one component of intelligence and it is distinct from practical intelligence and creative intelligence.
Practical Intelligence We use acquired knowledge and skills to adapt to everyday activities—whatever they may be. For example, there is an important language in pick-up basketball games; musicians and salespeople need specific kinds of skills in order to best sell themselves or a product; thriving in some neighborhoods requires knowledge of the right places and the right kinds of people. Each of the contexts requires a distinct cognitive process. Psychologists recognize that people develop “real-world” intelligence—what is commonly referred to as “street smarts.” It is sepa- rate from what an IQ test might measure and distinct from general cognitive ability (Taub, Hayes, Cunningham, & Sivo, 2001). Because it revolves around practical problem solving in everyday life, Sternberg calls it practical intelligence.
Practical intelligence is not just street smarts. Sternberg et al. (2000) give the example of a supervisor who demands results from subordinates who do not yet have the capabilities to succeed, therefore making everyone work harder while remaining unsuccessful (p. 213). A supervisor who demonstrated practical intelligence would realize that subordinates need additional skills and resources to efficiently complete specific tasks. “Smarter” supervisors would thus move ahead in the organization while those without practical intelligence would struggle. In order to improve their practical skills, inexperienced managers could request mentoring from more experienced supervisors. So practical intelligence is not something that we learn only by observation and experience, we can also learn it through formal and infor- mal instruction.
Creative Intelligence For intelligence to be most useful, it must also be applied. Without this kind of creative intel- ligence, someone may have a particular knowledge base (e.g., the science of renewable energy) and may understand the different industries and personalities involved (e.g., current energy policy, the social structure of the coal industry), but lack the ability to generate new ideas based on this information. Creative thinkers can defy the crowd, seeing alternative ways of defining and solving problems that others often do not see. Creative abilities are involved in exploring, discovering, and imagining. This component of intelligence helps people react to new situations and adapt to or improve their immediate environment.
Sternberg’s ideas are often overshadowed in education by the intuitive nature of Gardner’s theory. However, the triarchic theory can be useful as well. Much of the struggle in education today focuses on the teaching of critical thinking skills. Instead of simply memorizing material and repeating it (more analytical intelligence), critical thinking entails generating ideas and synthesiz-
ing information. The increased focus on state and national standards in education reinforces immersion in specific content that precludes generating ideas. Without the creative side of intelligence, Sternberg would argue that students cannot be completely successful.
Critical Thinking
In what way does Sternberg’s model account for culture and age?
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