Robert J. Sternberg – författare

In Wisdom, Intelligence, and Creativity Synthesized, Sternberg reviews and summarizes the best research available on human intelligence. He argues that any serious understanding of intelligence must go beyond the standard paper and pencil tests currently in use. In addition to analytical and quantitative abilities, a theory of intelligence must take account of peoples' creative abilities - their ability to go beyond given information and imagine new and exciting ways of reformulating old problems. It must also take into account peoples' ability to weigh options carefully and act prudently. Understanding one's own intellectual shortcomings, and learning how to overcome, is as important as developing one's strengths. Sternberg develops a vision of human intelligence that is far more nuanced and accurate than anything previously offered. Wisdom, Intelligence and Creativity Synthesized will be essential reading for psychologists, cognitive scientists, educators, and organizational researchers.

The first edition of this popular reference work was published in 1993 and received critical acclaim for its achievement in bringing together international perspectives on research and development in giftedness and talent. Scholars welcomed it as the first comprehensive volume in the field and it has proved to be an indispensable resource to researchers. Since the first edition, the scholarly field of giftedness and talent studies has expanded and developed, welcoming contributions from researchers in related disciplines. Several theoretical frameworks outlined in the first edition have now been empirically tested and a number of new trends have emerged. The Second Edition of the International Handbook of Giftedness and Talent provides an invaluable research tool to academics, researchers and students interested in the field of giftedness and talent. The contributors are renowned in the field and the broad range of topics on giftedness that have been studied in the past century, right up to the late 1990s, are represented in this volume. It is truly international in scope, bringing together leading scholars and teachers from all around the world. This new edition has been fully updated and rewritten and includes 22 completely new chapters. It provides a comprehensive review and critical synthesis of significant theory; a unique cross-national perspective with contributions from over 100 distinguished authors covering 24 nations; significant contributions from scholars working in related fields; an increased focus on empirically supported scholarship; and is arranged for quick and easy reference with comprehensive subject and author indexes.

The first edition of this popular reference work was published in 1993 and received critical acclaim for its achievement in bringing together international perspectives on research and development in giftedness and talent. Scholars welcomed it as the first comprehensive volume in the field and it has proved to be an indispensable resource to researchers. Since the first edition, the scholarly field of giftedness and talent studies has expanded and developed, welcoming contributions from researchers in related disciplines. Several theoretical frameworks outlined in the first edition have now been empirically tested and a number of new trends have emerged. The Second Edition of the International Handbook of Giftedness and Talent provides an invaluable research tool to academics, researchers and students interested in the field of giftedness and talent. The contributors are renowned in the field and the broad range of topics on giftedness that have been studied in the past century, right up to the late 1990s, are represented in this volume. It is truly international in scope, bringing together leading scholars and teachers from all around the world. This new edition has been fully updated and rewritten and includes 22 completely new chapters. It provides a comprehensive review and critical synthesis of significant theory; a unique cross-national perspective with contributions from over 100 distinguished authors covering 24 nations; significant contributions from scholars working in related fields; an increased focus on empirically supported scholarship; and is arranged for quick and easy reference with comprehensive subject and author indexes.

Thinking and Problem-Solving presents a comprehensive and up-to-date review of literature on cognition, reasoning, intelligence, and other formative areas specific to this field. Written for advanced undergraduates, researchers, and academics, this volume is a necessary reference for beginning and established investigators in cognitive and educational psychology.Thinking and Problem-Solving provides insight into questions such as: how do people solve complex problems in mathematics and everyday life? How do we generate new ideas? How do we piece together clues to solve a mystery, categorize novel events, and teach others to do the same?- Provides a comprehensive literature review- Covers both historical and contemporary approaches- Organized for ease of use and reference- Chapters authored by leading scholars

Cognition and Instruction focuses on the relationship of knowledge acquisition processes with instruction, including reading, writing, mathematics, curriculum design and reform, and reasoning.The selection first takes a look at the issues in cognitive psychology and instruction, reading, and writing. Discussions focus on the processes of knowledge acquisition, cognitive prescriptions for teaching, cognitive components of reading, instruction in reading, distinctive nature of higher order mental activity in written composition, and knowledge-transforming procedures within the general context of higher order skills. The publication also offers information on second language and mathematics.The text ponders on science, social studies, and art. Topics include psychological research related to curriculum design, science curriculum reform, curriculum and instructional components of social studies and social sciences, evidence for individual styles in young children, educational considerations, and concept of style. The text then examines music and reasoning.The selection is a valuable source of data for readers and cognitive psychologists pursuing research on the relationship of cognition and instruction.- The most recent developments in cognitive psychology- Up-to-date literature reviews- Chapter on training reasoning- Active, renowned contributing authors

Cognition and Instruction focuses on the relationship of knowledge acquisition processes with instruction, including reading, writing, mathematics, curriculum design and reform, and reasoning.

The selection first takes a look at the issues in cognitive psychology and instruction, reading, and writing. Discussions focus on the processes of knowledge acquisition, cognitive prescriptions for teaching, cognitive components of reading, instruction in reading, distinctive nature of higher order mental activity in written composition, and knowledge-transforming procedures within the general context of higher order skills. The publication also offers information on second language and mathematics.

The text ponders on science, social studies, and art. Topics include psychological research related to curriculum design, science curriculum reform, curriculum and instructional components of social studies and social sciences, evidence for individual styles in young children, educational considerations, and concept of style. The text then examines music and reasoning.

The selection is a valuable source of data for readers and cognitive psychologists pursuing research on the relationship of cognition and instruction.

The most recent developments in cognitive psychology Up-to-date literature reviews Chapter on training reasoning Active, renowned contributing authors

Thinking and Problem-Solving presents a comprehensive and up-to-date review of literature on cognition, reasoning, intelligence, and other formative areas specific to this field. Written for advanced undergraduates, researchers, and academics, this volume is a necessary reference for beginning and established investigators in cognitive and educational psychology.

Thinking and Problem-Solving provides insight into questions such as: how do people solve complex problems in mathematics and everyday life? How do we generate new ideas? How do we piece together clues to solve a mystery, categorize novel events, and teach others to do the same?

Provides a comprehensive literature review Covers both historical and contemporary approaches Organized for ease of use and reference Chapters authored by leading scholars

In this groundbreaking work, Robert Sternberg opens the book of love and shows you how to discover your own story--and how to read your relationships in a whole new light. What draws us so strongly to some people and repels us from others? What makes some relationships work so smoothly and others burst into flames? Sternberg gives us new answers to these questions by showing that the kind of relationship we create depends on the kind of love stories we carry inside us. Drawing on extensive research and fascinating examples of real couples, Sternberg identifies 26 types of love story--including the fantasy story, the business story, the collector story, the horror story, and many others--each with its distinctive advantages and pitfalls, and many of which are clashingly incompatible. These are the largely unconscious preconceptions that guide our romantic choices, and it is only by becoming aware of the kind of story we have about love that we gain the freedom to create more fulfilling and lasting relationships. As long as we remain oblivious to the role our stories play, we are likely to repeat the same mistakes again and again. But the enlivening good news this book brings us is that though our stories drive us, we can revise them and learn to choose partners whose stories are more compatible with our own. Quizzes in each chapter help you to see which stories you identify with most strongly and which apply to your partner. Are you a traveler, a gardener, a teacher, or something else entirely? Love is a Story shows you how to find out.

What is creativity, and where does it come from? Creativity and Development explores the fascinating connections and tensions between creativity research and developmental psychology, two fields that have largely progressed independently of each other-until now. In this book, scholars influential in both fields explore the emergence of new ideas, and the development of the people and situations that bring them to fruition. The uniquely collaborative nature of Oxford''s Counterpoints series allows them to engage in a dialogue, addressing the key issues and potential benefits of exploring the connections between creativity and development. Creativity and Development is based on the observation that both creativity and development are processes that occur in complex systems, in which later stages or changes emerge from the prior state of the system. In the 1970s and 1980s, creativity researchers shifted their focus from personality traits to cognitive and social processes, and the co-authors of this volume are some of the most influential figures in this shift. The central focus on system processes results in three related volume themes: how the outcomes of creativity and development emerge from dynamical processes, the interrelation between individual processes and social processes, and the role of mediating artifacts and domains in developmental and creative processes. The chapters touch on a wide range of important topics, with the authors drawing on their decades of research into creativity and development. Readers will learn about the creativity of children''s play, the creative aspects of children''s thinking, the creative processes of scientists, the role of education and teaching in creative development, and the role of multiple intelligences in both creativity and development. The final chapter is an important dialogue between the authors, who engage in a roundtable discussion and explore key questions facing contemporary researchers, such as: Does society suppress children''s creativity? Are creativity and development specific to an intelligence or a domain? What role do social and cultural contexts play in creativity and development? Creativity and Development presents a powerful argument that both creativity scholars and developmental psychologists will benefit by becoming more familiar with each other''s work.

What is creativity, and where does it come from? Creativity and Development explores the fascinating connections and tensions between creativity research and developmental psychology, two fields that have largely progressed independently of each other-until now. In this book, scholars influential in both fields explore the emergence of new ideas, and the development of the people and situations that bring them to fruition. The uniquely collaborative nature of Oxford's Counterpoints series allows them to engage in a dialogue, addressing the key issues and potential benefits of exploring the connections between creativity and development.Creativity and Development is based on the observation that both creativity and development are processes that occur in complex systems, in which later stages or changes emerge from the prior state of the system. In the 1970s and 1980s, creativity researchers shifted their focus from personality traits to cognitive and social processes, and the co-authors of this volume are some of the most influential figures in this shift. The central focus on system processes results in three related volume themes: how the outcomes of creativity and development emerge from dynamical processes, the interrelation between individual processes and social processes, and the role of mediating artefacts and domains in developmental and creative processes. The chapters touch on a wide range of important topics, with the authors drawing on their decades of research into creativity and development. Readers will learn about the creativity of children's play, the creative aspects of children's thinking, the creative processes of scientists, the role of education and teaching in creative development, and the role of multiple intelligences in both creativity and development. The final chapter is an important dialogue between the authors, who engage in a roundtable discussion and explore key questions facing contemporary researchers, such as: Does society suppress children's creativity? Are creativity and development specific to an intelligence or a domain? What role do social and cultural contexts play in creativity and development?Creativity and Development presents a powerful argument that both creativity scholars and developmental psychologists will benefit by becoming more familiar with each other's work.

What is creativity, and where does it come from? Creativity and Development explores the fascinating connections and tensions between creativity research and developmental psychology, two fields that have largely progressed independently of each other-until now. In this book, scholars influential in both fields explore the emergence of new ideas, and the development of the people and situations that bring them to fruition. The uniquely collaborative nature of Oxford''s Counterpoints series allows them to engage in a dialogue, addressing the key issues and potential benefits of exploring the connections between creativity and development. Creativity and Development is based on the observation that both creativity and development are processes that occur in complex systems, in which later stages or changes emerge from the prior state of the system. In the 1970s and 1980s, creativity researchers shifted their focus from personality traits to cognitive and social processes, and the co-authors of this volume are some of the most influential figures in this shift. The central focus on system processes results in three related volume themes: how the outcomes of creativity and development emerge from dynamical processes, the interrelation between individual processes and social processes, and the role of mediating artifacts and domains in developmental and creative processes. The chapters touch on a wide range of important topics, with the authors drawing on their decades of research into creativity and development. Readers will learn about the creativity of children''s play, the creative aspects of children''s thinking, the creative processes of scientists, the role of education and teaching in creative development, and the role of multiple intelligences in both creativity and development. The final chapter is an important dialogue between the authors, who engage in a roundtable discussion and explore key questions facing contemporary researchers, such as: Does society suppress children''s creativity? Are creativity and development specific to an intelligence or a domain? What role do social and cultural contexts play in creativity and development? Creativity and Development presents a powerful argument that both creativity scholars and developmental psychologists will benefit by becoming more familiar with each other''s work.

In this groundbreaking work, Robert Sternberg opens the book of love and shows you how to discover your own story--and how to read your relationships in a whole new light. What draws us so strongly to some people and repels us from others? What makes some relationships work so smoothly and others burst into flames? Sternberg gives us new answers to these questions by showing that the kind of relationship we create depends on the kind of love stories we carry inside us. Drawing on extensive research and fascinating examples of real couples, Sternberg identifies 26 types of love story--including the fantasy story, the business story, the collector story, the horror story, and many others--each with its distinctive advantages and pitfalls, and many of which are clashingly incompatible. These are the largely unconscious preconceptions that guide our romantic choices, and it is only by becoming aware of the kind of story we have about love that we gain the freedom to create more fulfilling and lasting relationships. As long as we remain oblivious to the role our stories play, we are likely to repeat the same mistakes again and again. But the enlivening good news this book brings us is that though our stories drive us, we can revise them and learn to choose partners whose stories are more compatible with our own. Quizzes in each chapter help you to see which stories you identify with most strongly and which apply to your partner. Are you a traveler, a gardener, a teacher, or something else entirely? Love is a Story shows you how to find out.

A group of psychologists presents research on competence and incompetence - real and perceived - from childhood through adulthood. This book brings the insights of social and personality psychology to bear on questions of intelligence.

“A serious attempt to understand a common phenomenon” from the author of The Nature of Human Intelligence (Psychology Today).   One need not look far to find breathtaking acts of stupidity committed by people who are smart, or even brilliant. The behavior of clever individuals—from presidents to prosecutors to professors—is at times so amazingly stupid as to seem inexplicable. Why do otherwise intelligent people think and behave in ways so stupid that they sometimes destroy their livelihoods or even their lives?   This is an investigation of psychological research to see what it can tell us about stupidity in everyday life. The contributors to the volume—scholars in various areas of human intelligence—present examples of people messing up their lives, and offer insights into the reasons for such behavior. From a variety of perspectives, the contributors discuss:   The nature and theory of stupidityHow stupidity contributes to stupid behaviorWhether stupidity is measurable.   While many millions of dollars are spent each year on intelligence research and testing to determine who has the ability to succeed, next to nothing is spent to determine who will make use of their intelligence and not squander it by behaving stupidly. The contributors focus on the neglected side of this discussion, reviewing the full range of theory and research on stupid behavior and analyzing what it tells us about how people can avoid stupidity and its devastating consequences.   “Marvelous, devilishly clever, and culturally timely book . . . A fascinating exploration.” —Choice   “Easily readable and well referenced . . . May provide just enough momentum for change.” —International Journal of Intelligence

We were motivated to edit this book when we began to hear stories of exceptional students who were struggling with reading, writing, or math, but who could solve seemingly any problem with computers, or build the most intricate structures with Legos, or could draw beautiful pictures, or could tell the most creative stories but ended up in tears when asked to write it out. How is it possible to have so much talent in some areas and yet to appear to have a disability in another? What resources are available for these students? How can we ensure that these students' abilities are nurtured and developed? Our goal in this book is to provide ideas and possibly even tentative answers for educators and to stimulate more questions to be answered by researchers. We have ourselves been addressing related questions for some time. Our group at the PACE Center at Yale has explored the developmentof abilities, competencies and expertise that allow people to be successful in life. Through this work, we have collaborated with school districts and other educators and researchers across the country to expand the notion ofwhat is traditionally thought ofas intelligence. We use the conceptofsuccessful intelligence to allow for the possibility that the skills traditionally taught in school are not the only ones, and often not even the most important ones, that allow people to be successful in the world.

Scientific Inquiry into Human Potential explores the intellectual legacy and contemporary understanding of scientific research on human intelligence, performance, and productivity. Across nineteen chapters, some of the most eminent scholars of learning and psychology recount how they originated, distinguished, measured, challenged, and adapted their theories on the nature and nurture of human potential over decades of scientific research. These accessible, autobiographical accounts cover a spectrum of issues, from the biological underpinnings and developmental nature of human potential to the roles of community, social interaction, and systematic individual differences in cognitive and motivational functioning. Researchers, instructors, and graduate students of education, psychology, sociology, and biology will find this book not only historically informative but inspiring to their own ongoing research journeys, as well.

Scientific Inquiry into Human Potential explores the intellectual legacy and contemporary understanding of scientific research on human intelligence, performance, and productivity. Across nineteen chapters, some of the most eminent scholars of learning and psychology recount how they originated, distinguished, measured, challenged, and adapted their theories on the nature and nurture of human potential over decades of scientific research. These accessible, autobiographical accounts cover a spectrum of issues, from the biological underpinnings and developmental nature of human potential to the roles of community, social interaction, and systematic individual differences in cognitive and motivational functioning. Researchers, instructors, and graduate students of education, psychology, sociology, and biology will find this book not only historically informative but inspiring to their own ongoing research journeys, as well.

This book challenges traditional notions of creativity as a trait, and brings forward ideas of multiple types of creativity, along with the possibility of development of creativity.

It sometimes seems that it is difficult to pick up a current newspaper or a magazine without it containing a story about some behavioral characteristic for which it has been found that a gene is responsible. Even aspects of behavior that one would feel certain are environmentally controlled are now being attributed in part to the effects of the genes. But genes never act alone: Their effects are always filtered through the environment. The goal of this volume is to discuss how the environment influences the development and the maintenance of cognitive abilities. It is a successor to the editors' 1997 volume, Intelligence, Heredity, and Environment, and a companion to their new volume, Family Environment and Intellectual Functioning: A Life-Span Perspective. Taken together, the two-volume set comprises the most comprehensive existing work on the relation between the environment and cognitive abilities. Psychologists, parents, social workers, educators, and employers are all likely to find this book of interest.

What is the impact of the family environment on us, particularly with regard to our intellectual functioning? Does the role of early family environment wear off, as some researchers have suggested, or does it maintain or possibly even become more important as we grow older? This book examines the interrelationship between family environment and intellectual functioning in a lifespan perspective. Covering a wide range of topics, it provides the most comprehensive and up-to-date examination of life-span family influences on various aspects of intellectual function. For cognitive, development/lifespan, and educational psychologists, and scholars studying the family and its influences, this volume will help:*students learn about family effects;*researchers update themselves in this active area of investigation;*therapists understand problems in intellectual functioning in their clients and in treating these clients successfully; and*educators gain a better grasp on how the students they teach are products not only of their genes and environments, in general, but of their family environments, in particular.

In this volume, Robert J. Sternberg and David D. Preiss bring together different perspectives on understanding the impact of various technologies on human abilities, competencies, and expertise. The inclusive range of historical, comparative, sociocultural, cognitive, educational, industrial/organizational, and human factors approaches will stimulate international multi-disciplinary discussion. Major questions that are addressed include:*What is the impact of different technologies on human abilities?*How does technology enhance or limit human intellectual functioning?*What is the cognitive impact of complex technologies?*What is the cognitive impact of the transfer of technologies?*How can we design technologies that foster intellectual growth?*How does technology mediate the impact of cultural variables on human intellectual functioning?Part I addresses the history of cognitive technologies and how they have evolved with culture, but at the same time helped culture evolve. Part II focuses on how educational technologies affect the ways in which students and others think. The topic of Part III is technology in the world of work. Part IV deals with the interface between intelligence and technology.The diversity and richness of technology relates to different forms of abilities, competencies, and expertise. In consequence, many psychologists, educators, and others are interested in exploring the ways in which technology and human abilities interact, but lack a handy source of information to satisfy their interest. This book provides researchers and students in these areas with relevant perspectives and information.

How is one to understand the nature of intelligence? One approach is through psychometric testing, but such an approach often puts the "cart before the horse"--the test before the theory. Another approach is to use evolutionary theory. This criterion has been suggested by a number of individuals in the past, from Charles Darwin in the more distant past to Howard Gardner, Stephen Gould, Steven Pinker, Carl Sagan, David Stenhouse, and many others. The chapters in this book address three major questions:1. Does evolutionary theory help us understand the nature of human intelligence?2. If so, what does it tell us about the nature of human intelligence?3. And if so, how has intelligence evolved?The goal of this book is to present diverse points of view on the evolution of intelligence as offered by leading experts in the field. In particular, it may be possible to better understand the nature and societal implications of intelligence by understanding how and why it has evolved as it has. This book is unique in offering a diversity of points of view on the topic of the evolution of human intelligence.

This edited volume presents a balanced approach to the ongoing debate of just how general the "general factor" of intelligence is. To accomplish this goal, the editors chose a number of distinct approaches to the study of intelligence--psychometric, genetic-epistemological, cognitive, biological, behavior-genetic, sociocultural, systems--and asked distinguished scholars to write from the standpoint of these approaches. Each approach comprises two chapters, one by a scholar leaning toward a view arguing for the greater generality of g, and the other by a scholar leaning toward a view arguing for the lesser generality of g. The scholars are not simply "for" or "against" these outlooks, rather they provide a more textured view of the general factor, attempting to explain it in psychological terms that are easily understandable.Intended for psychologists in all areas, including clinical, consulting, educational, cognitive, school, developmental, and industrial-organizational, this book will also be of interest to educators, sociologists, anthropologists, and those interested in the nature of intelligence.

In a world plagued by enormous, complex problems requiring long-range vision and interdisciplinary insights, the need to attend to the influence of dogmatic thinking on the development of high ability and creative intelligence is pressing. This volume introduces the problem of dogmatism broadly, explores the nature and nuances of dogmatic thinking from various disciplinary perspectives, and applies the gleaned insights to what is known about creativity. Bringing together leading thinkers in the fields of creative studies and education, and in other relevant fields (history, sociology, psychology) whose work pertains to the various dimensions of dogmatism and the ethical problems it generates, this panoramic view represents interdisciplinary bridge building with the potential to generate new insights about the education of creative young minds.

In a world plagued by enormous, complex problems requiring long-range vision and interdisciplinary insights, the need to attend to the influence of dogmatic thinking on the development of high ability and creative intelligence is pressing. This volume introduces the problem of dogmatism broadly, explores the nature and nuances of dogmatic thinking from various disciplinary perspectives, and applies the gleaned insights to what is known about creativity. Bringing together leading thinkers in the fields of creative studies and education, and in other relevant fields (history, sociology, psychology) whose work pertains to the various dimensions of dogmatism and the ethical problems it generates, this panoramic view represents interdisciplinary bridge building with the potential to generate new insights about the education of creative young minds.

Intelligence: A Brief History is a lively and accessible look at the origins of the field of intelligence. The book explores the nature and measurement of intelligence, examines approaches to teaching intelligence, and discusses individual and group differences in intelligence. Readers will receive an historical overview of the field as well as a good understanding of its major ideas.

The Cambridge Handbook of Creativity is a comprehensive scholarly handbook on creativity from the most respected psychologists, researchers and educators. This handbook serves both as a thorough introduction to the field of creativity and as an invaluable reference and current source of important information. It covers such diverse topics as the brain, education, business, and world cultures. The first section, ''Basic Concepts'', is designed to introduce readers to both the history of and key concepts in the field of creativity. The next section, ''Diverse Perspectives of Creativity'', contains chapters on the many ways of approaching creativity. Several of these approaches, such as the functional, evolutionary, and neuroscientific approaches, have been invented or greatly reconceptualized in the last decade. The third section, ''Contemporary Debates'', highlights ongoing topics that still inspire discussion. Finally, the editors summarize and discuss important concepts from the book and look to what lies ahead.

The Cambridge Handbook of Creativity is a comprehensive scholarly handbook on creativity from the most respected psychologists, researchers and educators. This handbook serves both as a thorough introduction to the field of creativity and as an invaluable reference and current source of important information. It covers such diverse topics as the brain, education, business, and world cultures. The first section, ''Basic Concepts'', is designed to introduce readers to both the history of and key concepts in the field of creativity. The next section, ''Diverse Perspectives of Creativity'', contains chapters on the many ways of approaching creativity. Several of these approaches, such as the functional, evolutionary, and neuroscientific approaches, have been invented or greatly reconceptualized in the last decade. The third section, ''Contemporary Debates'', highlights ongoing topics that still inspire discussion. Finally, the editors summarize and discuss important concepts from the book and look to what lies ahead.