An Approach to the Triarchic Theory of Intelligence

The eminent psychologist Robert J. Sternberg’s Triarchic Theory of Intelligence proposes that different capacities correspond to certain types of intelligence.

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Let’s dive into the Triarchic Theory of Intelligence while we understand human behavior a lot more.

The basics of the Triarchic Theory of Intelligence 

The Triarchic Theory of Intelligence defines three different types of intelligence.

Practical intelligence encompasses the capacity to successfully adapt to one’s environment. Creative intelligence is, on the other hand, linked to the skill to navigate novel situations or challenges; while analytical intelligence is related to problem-solving abilities. 

The Triarchic Theory of Intelligence is composed of these three subtheories.

The beginnings of the Triarchic Theory of Intelligence

Robert J. Sternberg first proposed his revolutionary theory in 1985 as an alternative to the widely accepted notion of the general intelligence factor, commonly abbreviated as “g”, which traditional intelligence tests primarily assess, focusing primarily on what is referred to as “academic intelligence”. 

In his groundbreaking position, Sternberg argued for a more thorough method of assessing a person’s general intelligence, contending that both practical intelligence—which refers to the capacity to effectively adapt to and respond to the world around oneself—and creativity play equally important roles. 

He developed his thesis by arguing that intelligence is not a fixed characteristic but rather a set of talents that may be developed by individuals.

The Triarchic Theory of Intelligence can be broken down into three different subtheories, each of which advances our knowledge of intelligence:

Contextual Subtheory

According to this subtheory, a person’s surroundings and intelligence are tightly linked. It follows that one’s daily functioning, including their capacity to a) adapt to their surroundings, b) choose the environment that best suits their requirements, or c) actively modify their environment to better meet their desires, shapes their intelligence.

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Experiential Subtheory

According to this subtheory, intelligence manifests itself most strongly at the extreme ends of a spectrum that runs from novelty to automation. 

At the novel end, people must come up with imaginative solutions to problems they are unfamiliar with, but at the automated end, mastering a task allows for efficient, little-thought execution.

Componential subtheory

As part of the triarchic theory of intelligence, there are several mental operations or elements that make up intelligence. Within this subtheory, Sternberg distinguishes three major categories of mental processes:

Metacomponents

These allow us to monitor, regulate, and assess our mental operations, facilitating planning, problem-solving, and decision-making.

Performance components

They allow us to put into action the plans and judgments made by metacomponents thanks to 

Components for knowledge acquisition

These help us gather fresh knowledge necessary for carrying out our plans.

Each subtheory corresponds to a particular sort of intelligence or cognitive ability.

Types of intelligence

Practical Intelligence

Related to the contextual subtheory, practical intelligence refers to one’s skill at navigating daily life’s practicalities and succeeding in one’s environment.

For example, those who work within the field of public relations are most-likely linked to practical intelligence in particular.

Creative Intelligence

The experiential subtheory is linked to creative intelligence, which is characterized by the ability to draw on prior experience to come up with fresh solutions for solving new issues or adjusting to unusual circumstances.

Analytical Intelligence

The componential subtheory relates to analytical intelligence, which is similar to what is typically referred to as academic intelligence. The cognitive ability used in problem-solving tasks is known as analytical intelligence, and it is frequently measured using traditional IQ tests.

According to Sternberg, all three types of intelligence are essential elements of effective intelligence, which refers to a person’s capacity to succeed in life depending on their skills, ambitions, and the environment they live in.

Criticism behind the Triarchic Theory of Intelligence

The Triarchic Theory of Intelligence has faced plenty of difficulties throughout the years in addition to criticisms. For instance, educational psychologist Linda Gottfredson has critiqued the idea for lacking strong empirical support, pointing out the scant information available to support its claims. 

Additionally, some academics have asserted that the idea of “job knowledge”, which is more supported and better researched, is fundamentally the same as “practical intelligence”. Last but not least, Sternberg has occasionally received criticism for his own definitions and explanations of his language and notions due to their lack of accuracy.

Robert J. Sternberg

Sternberg is perhaps best known for his development of the Triarchic Theory of Intelligence, which he introduced in 1985. 

Sternberg also conducted substantial research on creativity in addition to his work on intelligence, and he has published numerous studies on the topic. He investigated the many facets of creativity, including its measurement, growth, and use in a variety of contexts. 

Beyond conventional ideas, Sternberg’s investigation of creativity deepens our understanding of human cognitive capacities, connecting it with human intelligence.

Sternberg has also made significant contributions to educational psychology, particularly in the areas of instruction, learning, and evaluation. His research emphasizes the value of valuing students’ varied talents and abilities in educational environments. 

Sternberg’s observations have impacted instructional strategies that seek to take into account each learner’s particular talents, resulting in a more inclusive and productive educational environment.

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