Critical Analysis Of Sternberg's Triarchic Theory Of Intelligence

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Register to read the introduction… Sternberg is of the view that the performance of the individual is governed by these three aspects of intelligence. He takes a broader view of intelligence than the more traditional approaches and his view encapsulates the following (Nolen-Hoeksema, 2009): (1) Ability to learn and profit from experience. (2) Ability to think or reason abstractly. (3) Ability to adapt to the vagaries of a changing and uncertain world. (4) Ability to motivate oneself to complete speedily the tasks one is expected to accomplish. As to vocational relevance, a group of researchers took Sternberg’s triarchic theory of intelligence as a framework for use and then split the three intelligences discussed above into further subdivisions in the selection of managers, as follows (Harvey, Novicevic, & Kiessling, 2002): Analytical Practical Creative • cognitive • political • innovative • emotional • socio-cultural • intuitive • organizational Another broad view of intelligence is put forward by Gardner (1999). He maintains that there is no such thing as singular intelligence. Rather there are six distinct types of intelligence independent of each other, each operating as a …show more content…
This is the foundation stone for emotional intelligence, discussed later. It is recognized that some people will develop certain intelligences to a greater extent than others, but all normal people should develop each intelligence to some extent. The intelligences interact with each other, as well as building on one another, but they still operate as semi-autonomous systems. In Western society the first three types of intelligence (linguistic; logical–mathematical; spatial) are given prominence, and of course they are open to measurement by standard intelligence tests. But evidence indicates that the other intelligences (musical; bodily– kinaesthetic; personal) were highly valued at earlier periods of human history, and are valued currently in some non-Western societies (Nolen-Hoeksema, 2009). Even in Western cultures, children endowed with unusual non-traditional intelligences, such as bodily– kinaesthetic intelligence, can be groomed to become, for example, a first-rate footballer or a ballet dancer. After an analysis of Gardner’s multiple intelligences, it was concluded

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