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The general goal of this book is to present a new, "triarchic" theory of human intelligence. I believe the theory goes beyond many previous theories in its scope and answers a broader array of questions about intelligence than has been answered in the past by most single theories, including my own former componential theory. Indeed, the theory is to some extent an outgrowth of the componential theory: That theory is now one of three subtheories that comprise the triarchic theory. The first subtheory, a contextual subtheory, specifies how intelligent behavior is defined in large part by the sociocultural context in which this behavior takes place. The second subtheory, an experiential subtheory, posits that for a given task or situation, contextually appropriate behavior is not equally "intelligent" at all points along the continuum of experience with that behavior or class of behaviors. . . . The same holds true for situations. The third subtheory, a componential subtheory, specifies the structures and mechanisms that underlie intelligent behavior. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: preface)
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This reprinted article originally appeared in Gifted Child Quarterly, 1982, Vol 26(2), 88-94. The following abstract of the original article appeared in (see record 1984-27624-001). Argues that intelligence seems to consist in large part of the ability to deal with nonentrenched tasks and concepts, but this ability seems only to be peripherally measured by current tests of intelligence. This view brings the concept of intelligence closer to that of creativity, as usually conceived, but still maintains the distinction between convergent and divergent thinking that has traditionally characterized the difference between what is measured in intelligence tests and what is measured in creativity tests. Examples of nonentrenchment in the assessment of intellectual giftedness are provided. (PsycInfo Database Record (c) 2025 APA, all rights reserved) (Source: create)
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This reprinted chapter originally appeared in Gifted Child Quarterly, Vol 37(1), Win 1993, 7-15. (The following abstract of the original article appeared in record 1994-01215-001.) Presents an investment view of creative giftedness (CRG); discusses identification of the gifted; and addresses the resources necessary for CRG, the interaction of resources, and the domain specificity of CRG. The investment concept suggests that individuals must attempt to "buy low and sell high" to achieve creativity. In other words, they propose ideas that initially seem odd, out of sync with the ideas of others. Over time, however, these gifted individuals bring these ideas to fruition, convince other people of the worth of their ideas, and then metaphorically sell the ideas when these ideas are at a "high price." They then move on to the next novel idea. To buy low and sell high, one needs a combination of 6 resources that function interactively: intelligence, knowledge, style of thinking, personality, motivation, and environment. Each of these resources and its role in CRG are described. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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This book is a scholarly overview of modern concepts, definitions, and theories of intellectual giftedness, and of past and current developments in the field of gifted education. The authors consider, in some detail, the roles of intelligence, creativity, and wisdom in giftedness and the interaction between culture and giftedness, as well as how giftedness can be understood in terms of a construct of developing expertise. The authors also review and discuss a set of key studies that address the issues of identification and education of children with intellectual gifts. This volume maybe used as a summary overview of the field for educators, psychologists, social workers, and other professionals who serve intellectually gifted children and their families. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: book)
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This reprinted article originally appeared in Parenting for High Potential, June 1997. The article provides an alternative to the over-reliance upon traditional intelligence testing or using only an IQ score as the primary indicator of giftedness. Rather, the author offers his theory of successful intelligence, whereby individuals identify and cultivate their strengths and figure out ways to compensate or correct for their relative weaknesses. The author punctuates the explanation of his theory with a call to action for parents and teachers; research findings suggest that students who are offered instruction in ways that allow them to play to their strengths and minimize their weaknesses outperform those who were not offered such flexibility. In short, not scoring high on a traditional intelligence test can be overcome by considering strengths more broadly and playing to those strengths. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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