简介
"For thirty years, Robert J. Sternberg has been among the most vocal critics of narrow conceptions of intelligence. In his most recent book, Wisdom, Intelligence, and Creativity Synthesized, Professor Sternberg critically reviews and summarizes the best research available on human intelligence. He argues that any serious understanding of intelligence must go beyond that standard paper and pencil tests currently in use. In addition to analytical and quantitative abilities, a theory of intelligence must take account of people's 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 wisdom - people's ability to weigh options carefully and act prudently. Understanding one's own intellectual shortcomings and learning how to overcome them, Professor Sternberg argues, is just as important as developing one's strengths.
As he weaves his way through decades of important research, including recent international studies on these questions, Professor 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."--BOOK JACKET.
目录
Cover 1
Half-title 3
Title 5
Copyright 6
Dedication 7
Contents 9
Preface 11
THE PREHISTORY 12
THE HISTORY 13
Stage 1: Componential Analyses of Analytical Abilities 13
Stage 2: The Triarchic Theory of Human Intelligence 15
Stage 3: The Theory of Successful Intelligence 18
Stage 4: The Investment Theory of Creativity and the Propulsion Theory of Creative Contributions 19
Stage 5: The Balance Theory of Wisdom 20
PART I INTELLIGENCE 21
1 Background Work on Intelligence 23
CONCEPTIONS OF THE NATURE OF INTELLIGENCE 23
Expert Opinions on the Nature of Intelligence 25
Lay Conceptions of Intelligence 27
Intelligence as Arising from Individual Differences: The Differential Model 30
THE SEMINAL VIEWS OF GALTON AND BINET 31
Intelligence is Simple: Galton\u2019s Theory of Psychophysical Processes 31
Intelligence is Complex: Binet\u2019s Theory of Judgment 34
MODELS OF THE NATURE OF INTELLIGENCE 36
Psychometric Models 36
The Theories of Bonds and of Connections 37
Thurstone\u2019s Theory of Primary Mental Abilities 37
Hierarchical Theories 39
Evaluation 41
INTELLIGENCE AS ARISING FROM COGNITIVE STRUCTURES AND PROCESSES 42
Cognitive Structures 42
Evaluation 45
Cognitive Processes 46
The Origins of the Process-Based Approach in Spearman\u2019s Principles of Cognition 47
The Cognitive-Correlates Approach 47
The Cognitive-Components Approach 48
The Cognitive-Training Approach 49
The Cognitive-Contents Approach 50
Evaluation 50
BIOLOGICAL BASES OF INTELLIGENCE 51
Classical Approaches 51
Evaluation 55
CULTURE AND SOCIETY 56
Evaluation 57
SYSTEMS MODELS 57
The Nature of Systems Models 57
Evaluation 59
CONCLUSION: RELATIONS AMONG THE VARIOUS MODELS OF THE NATURE OF INTELLIGENCE 59
Different Names 59
Fighting for \u201cTruth\u201d 60
Dialectical Synthesis 60
2 The Theory of Successful Intelligence 62
WHAT IS SUCCESSFUL INTELLIGENCE? 62
The Definition of Successful Intelligence 62
Information-Processing Components Underlying Successful Intelligence 64
INTERNAL VALIDATION OF THE THEORY OF SUCCESSFUL INTELLIGENCE 66
Componential Analyses 66
Factor Analyses 70
EXTERNAL VALIDATION OF THE THEORY OF SUCCESSFUL INTELLIGENCE 74
Correlational Studies 74
Instructional Studies 82
THE SOCIETAL DILEMMA OF INTELLIGENCE 86
The Societal System Created by Tests 86
INTERIM SUMMARY 88
INTELLIGENCE AS DEVELOPING EXPERTISE 89
The Specifics of the Developing-Expertise Model 91
Elements of the Model 91
Interactions of Elements 94
The g Factor and the Structure of Abilities 95
DEVELOPING SUCCESSFUL INTELLIGENCE 96
The Problem: Schools that Work for Some Students but Not for Others 96
What is Teaching for Successful Intelligence? 97
Strategy 1: Teaching for Memory Learning 97
Strategy 2: Teaching for Analytical Learning 98
Strategy 3: Teaching for Creative Learning 99
Strategy 4: Teaching for Practical Learning 100
Some General Principles 101
Comparison to Other Pedagogical Theories 102
Why Teaching for Successful Intelligence is Successful 104
Objections 105
CONCLUSION 106
PART II CREATIVITY 107
3 Background Work on Creativity 109
CREATIVITY AS A NEGLECTED RESEARCH TOPIC 109
MYSTICAL APPROACHES TO THE STUDY OF CREATIVITY 110
PRAGMATIC APPROACHES 111
THE PSYCHODYNAMIC APPROACH 112
PSYCHOMETRIC APPROACHES 113
COGNITIVE APPROACHES 117
SOCIAL-PERSONALITY APPROACHES 119
EVOLUTIONARY APPROACHES TO CREATIVITY 121
CONFLUENCE APPROACHES TO THE STUDY OF CREATIVITY 122
TYPES OF CREATIVE CONTRIBUTIONS 124
SUMMARY 125
4 The Investment Theory of Creativity as a Decision 126
DEVELOPING CREATIVITY AS A DECISION 130
The Strategies 130
5 The Propulsion Theory of Creative Contributions 144
Types of Creativity that Accept Current Paradigms and Attempt to Extend Them 146
Types of Creativity that Reject Current Paradigms and Attempt to Replace Them 147
A Type of Creativity That Merges Disparate Current Paradigms 147
Paradigm-Preserving Contributions that Leave the Field Where It Is 149
Paradigm-Preserving Contributions that Move the Field Forward in the Direction It Already Is Going 152
Paradigm-Rejecting Contributions that Move the Field in a New Direction from an Existing or a Pre-Existing Starting Point 155
Paradigm-Rejecting Contributions that Restart the Field in a New Place and Move in a New Direction from There 158
PART III WISDOM 165
6 Background Work on Wisdom 167
MAJOR APPROACHES TO UNDERSTANDING WISDOM 167
Philosophical Approaches 168
Implicit-theoretical Approaches 168
Explicit-Theoretical Approaches 169
7 The Balance Theory of Wisdom 172
THE BALANCE THEORY 172
Wisdom as Successful Intelligence and Creativity Balancing Interests 172
SOURCES OF DEVELOPMENTAL AND INDIVIDUAL DIFFERENCES IN WISDOM 175
Individual and Developmental Differences Directly Affecting the Balance Processes 175
Relations of Wisdom to Other Skills 177
MEASUREMENT OF TACIT KNOWLEDGE IN WISDOM 179
FOOLISHNESS 180
DEVELOPING WISE THINKING 182
Why Should Wisdom be Included in the School Curriculum? 182
Some Past Orientations and Programs Relevant to the Development of Wisdom 183
Sixteen Principles of Teaching for Wisdom Derived from the Balance Theory of Wisdom 184
Procedures to Follow in Teaching for Wisdom 185
TESTING THE BALANCE THEORY IN THE CLASSROOM 188
Wisdom-Related Curriculum 189
CONCLUSIONS 193
PART IV SYNTHESIS 195
8 WICS: The Relations among Intelligence, Creativity, and Wisdom 197
IMPLICIT THEORIES 197
EXPLICIT THEORIES 200
The Basic Relationships 201
The Role of Components 201
SUCCESSFUL INTELLIGENCE 202
Coping with Novelty Skills 207
Practical Skills 207
IN SUM 208
References 209
Index 235
Half-title 3
Title 5
Copyright 6
Dedication 7
Contents 9
Preface 11
THE PREHISTORY 12
THE HISTORY 13
Stage 1: Componential Analyses of Analytical Abilities 13
Stage 2: The Triarchic Theory of Human Intelligence 15
Stage 3: The Theory of Successful Intelligence 18
Stage 4: The Investment Theory of Creativity and the Propulsion Theory of Creative Contributions 19
Stage 5: The Balance Theory of Wisdom 20
PART I INTELLIGENCE 21
1 Background Work on Intelligence 23
CONCEPTIONS OF THE NATURE OF INTELLIGENCE 23
Expert Opinions on the Nature of Intelligence 25
Lay Conceptions of Intelligence 27
Intelligence as Arising from Individual Differences: The Differential Model 30
THE SEMINAL VIEWS OF GALTON AND BINET 31
Intelligence is Simple: Galton\u2019s Theory of Psychophysical Processes 31
Intelligence is Complex: Binet\u2019s Theory of Judgment 34
MODELS OF THE NATURE OF INTELLIGENCE 36
Psychometric Models 36
The Theories of Bonds and of Connections 37
Thurstone\u2019s Theory of Primary Mental Abilities 37
Hierarchical Theories 39
Evaluation 41
INTELLIGENCE AS ARISING FROM COGNITIVE STRUCTURES AND PROCESSES 42
Cognitive Structures 42
Evaluation 45
Cognitive Processes 46
The Origins of the Process-Based Approach in Spearman\u2019s Principles of Cognition 47
The Cognitive-Correlates Approach 47
The Cognitive-Components Approach 48
The Cognitive-Training Approach 49
The Cognitive-Contents Approach 50
Evaluation 50
BIOLOGICAL BASES OF INTELLIGENCE 51
Classical Approaches 51
Evaluation 55
CULTURE AND SOCIETY 56
Evaluation 57
SYSTEMS MODELS 57
The Nature of Systems Models 57
Evaluation 59
CONCLUSION: RELATIONS AMONG THE VARIOUS MODELS OF THE NATURE OF INTELLIGENCE 59
Different Names 59
Fighting for \u201cTruth\u201d 60
Dialectical Synthesis 60
2 The Theory of Successful Intelligence 62
WHAT IS SUCCESSFUL INTELLIGENCE? 62
The Definition of Successful Intelligence 62
Information-Processing Components Underlying Successful Intelligence 64
INTERNAL VALIDATION OF THE THEORY OF SUCCESSFUL INTELLIGENCE 66
Componential Analyses 66
Factor Analyses 70
EXTERNAL VALIDATION OF THE THEORY OF SUCCESSFUL INTELLIGENCE 74
Correlational Studies 74
Instructional Studies 82
THE SOCIETAL DILEMMA OF INTELLIGENCE 86
The Societal System Created by Tests 86
INTERIM SUMMARY 88
INTELLIGENCE AS DEVELOPING EXPERTISE 89
The Specifics of the Developing-Expertise Model 91
Elements of the Model 91
Interactions of Elements 94
The g Factor and the Structure of Abilities 95
DEVELOPING SUCCESSFUL INTELLIGENCE 96
The Problem: Schools that Work for Some Students but Not for Others 96
What is Teaching for Successful Intelligence? 97
Strategy 1: Teaching for Memory Learning 97
Strategy 2: Teaching for Analytical Learning 98
Strategy 3: Teaching for Creative Learning 99
Strategy 4: Teaching for Practical Learning 100
Some General Principles 101
Comparison to Other Pedagogical Theories 102
Why Teaching for Successful Intelligence is Successful 104
Objections 105
CONCLUSION 106
PART II CREATIVITY 107
3 Background Work on Creativity 109
CREATIVITY AS A NEGLECTED RESEARCH TOPIC 109
MYSTICAL APPROACHES TO THE STUDY OF CREATIVITY 110
PRAGMATIC APPROACHES 111
THE PSYCHODYNAMIC APPROACH 112
PSYCHOMETRIC APPROACHES 113
COGNITIVE APPROACHES 117
SOCIAL-PERSONALITY APPROACHES 119
EVOLUTIONARY APPROACHES TO CREATIVITY 121
CONFLUENCE APPROACHES TO THE STUDY OF CREATIVITY 122
TYPES OF CREATIVE CONTRIBUTIONS 124
SUMMARY 125
4 The Investment Theory of Creativity as a Decision 126
DEVELOPING CREATIVITY AS A DECISION 130
The Strategies 130
5 The Propulsion Theory of Creative Contributions 144
Types of Creativity that Accept Current Paradigms and Attempt to Extend Them 146
Types of Creativity that Reject Current Paradigms and Attempt to Replace Them 147
A Type of Creativity That Merges Disparate Current Paradigms 147
Paradigm-Preserving Contributions that Leave the Field Where It Is 149
Paradigm-Preserving Contributions that Move the Field Forward in the Direction It Already Is Going 152
Paradigm-Rejecting Contributions that Move the Field in a New Direction from an Existing or a Pre-Existing Starting Point 155
Paradigm-Rejecting Contributions that Restart the Field in a New Place and Move in a New Direction from There 158
PART III WISDOM 165
6 Background Work on Wisdom 167
MAJOR APPROACHES TO UNDERSTANDING WISDOM 167
Philosophical Approaches 168
Implicit-theoretical Approaches 168
Explicit-Theoretical Approaches 169
7 The Balance Theory of Wisdom 172
THE BALANCE THEORY 172
Wisdom as Successful Intelligence and Creativity Balancing Interests 172
SOURCES OF DEVELOPMENTAL AND INDIVIDUAL DIFFERENCES IN WISDOM 175
Individual and Developmental Differences Directly Affecting the Balance Processes 175
Relations of Wisdom to Other Skills 177
MEASUREMENT OF TACIT KNOWLEDGE IN WISDOM 179
FOOLISHNESS 180
DEVELOPING WISE THINKING 182
Why Should Wisdom be Included in the School Curriculum? 182
Some Past Orientations and Programs Relevant to the Development of Wisdom 183
Sixteen Principles of Teaching for Wisdom Derived from the Balance Theory of Wisdom 184
Procedures to Follow in Teaching for Wisdom 185
TESTING THE BALANCE THEORY IN THE CLASSROOM 188
Wisdom-Related Curriculum 189
CONCLUSIONS 193
PART IV SYNTHESIS 195
8 WICS: The Relations among Intelligence, Creativity, and Wisdom 197
IMPLICIT THEORIES 197
EXPLICIT THEORIES 200
The Basic Relationships 201
The Role of Components 201
SUCCESSFUL INTELLIGENCE 202
Coping with Novelty Skills 207
Practical Skills 207
IN SUM 208
References 209
Index 235
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