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Sternburg - Triarchic Theory of Intelligence


             In studying this chapter over intelligence, we focus on two main theories: Theory of multiple intelligences by Howard Gardner and the Triarchic Theory of Intelligence by R.J. Sternberg. In this assignment we were to choose which of the theories we thought best portrayed the characteristic intelligence. I choose Sternberg's theory over Gardner because Gardner focuses mainly on what I like to call "book smarts." Yet, I think that there are a lot of brilliant almost genius like people who don't even have their high school education. Intelligence to me is book smarts, common sense, creativity, application, etc. This is why I think Sternberg analyzes intelligence of an individual the best. He made a basic triangle that included practical, analytic, and creative aspects of intelligence. Each of these main categories have their own subcategories describing each. For example: Practical = Apply, Use and Employ, Creative = Create, Invent, and Design, and finally Analytic = Analyze, Compare and evaluate. As you can see, this is a more rounded, realistic way of looking at how intelligent a human is. .
             I honestly at first glance wouldn't change anything about his structure, but if I really wanted to, I would make it a diamond instead of a triangle. He has it set up where at each point of his triangle, he has a main topic, all I would do is just add one more main point at the bottom: street smart. In modern time, it isn't enough to be practical, analytic, and creative, you have to have some sort of street smart common sense. It would be an almost "survival" category. My subcatagories would include: Learn From, Plan, and Act. I know it sounds cheesy, but it is true. For instance a person who didn't have any street smarts what so ever might get mugged in a parking lot. Let's say that they survive this incident. An intelligent person would first of all learn from their mistake. Maybe they were alone at night and their car was parked in a not so well lit area.


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