Su búsqueda
Resultados 6 recursos
-
Describes profiles of 3 female graduate students with different kinds of intellectual giftedness and argues that conventional intelligence tests provide, at best, a modest assessment of only 1 kind of giftedness. The triarchic theory of intelligence is described. According to this theory, intelligence must be understood in terms of the internal and external worlds of the individual and the interface between these 2 worlds as it unfolds through experience. The theory is explained through the Ss' profiles, and measures based on this theory that better assess all 3 kinds of giftedness are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
-
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. (15 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
-
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)
-
Proposes a subtheory of intellectual giftedness according to which giftedness is understood in terms of 3 types of insight skills: (a) selective encoding, by which relevant information in a given context is sifted from irrelevant information; (b) selective combination, by which relevant information is combined in a novel and productive way; and (c) selective comparison, by which new information is related in a novel way to old information. This conceptualization is compared with traditional views of giftedness and insight in terms of theory and implications for assessment. It is shown how the theory could be tested. Some preliminary data are presented on the relation between insight skills and IQ and measures of inductive and deductive reasoning. (11 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
-
Proposes a subtheory of intellectual giftedness based upon the centrality of insight skills in giftedness. It is argued that insight involves not 1, but 3 separate but related psychological processes—selective encoding, selective combination, and selective comparison. The products of these operations are referred to as "insights" when the basic clues are encoded, combined, or compared in nonstandard, and even highly novel, ways. The theory was tested with 4th-, 5th-, and 6th-grade normal and gifted Ss. In Exp I, gifted and nongifted Ss were either precued as to what information in each of a set of insight problems was relevant for problem solution, or not so precued in a test of selective encoding. In Exp II, selective combination in insightful problem solving was tested in 74 gifted and nongifted Ss, who received mathematical insight problems presented either in the standard format, or with cuing intended to facilitate selective combination processes. In Exp III, the role of selective comparison in insightful problem solving was assessed, with Ss receiving 2 different example problems prior to receiving the insight problems. Results of all 3 experiments support the subtheory of intellectual giftedness. The development of a training program for 4th-, 5th-, and 6th-graders based upon the tenets of the subtheory is described. The program consisted of direct instruction, group-problem solving, individual problem solving, and games. The results suggest that insight skills are at least somewhat trainable. (5 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)
-
my goal in the essay is to propose a general theory of intelligence that can explain, at some level and within a single conceptual framework, the psychological phenomena of retardation, disability and giftedness the remainder of the essay is divided into three parts / first, I shall seek to define the constructs for which an explanation is sought / second, I will present the rudiments of my "triarchic" theory of human intelligence, describing at each step of the presentation how the theory can be used to account for the various kinds of exceptional intelligence / finally, I will summarize and integrate the material in the earlier parts of the paper, and draw some conclusions about the nature of intellectual exceptionality (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
Explorar
Tipo de recurso
- Book (1)
- Book Section (1)
- Journal Article (4)