Intelligencesternberggardnersternbergstriarchictheory3intera ✓ Solved

Intelligence: Sternberg & Gardner Sternberg’s Triarchic Theory 3 interacting factors Includes “practical†intelligence Supported by empirical research (strongest research evidence for theory of intellience) The basic model: 3 components AnalyticalAnalytical PracticalPractical SyntheticSynthetic Most like traditional IQ Sometimes called “creative†Intelligence in relation to the context Cultural link Important ideas from Sternberg;s theory: Intelligence is only partly influenced by genetics Intelligence is broad, includes much more than is measured by tests We can “teach†students to be more intelligent—Teach them how to think. Gardner’s Multiple Intelligences Refers to different ways intelligence is manifested (or different kinds of intelligence) Each way or kind of intelligence is reflected in brain differences Research shows people have strength or weaknesses in some of the intelligences Some people have strengths in several or many of the intelligences Gardner’s Multiple Intelligences Comparing Gardner & Sternberg • Similarities – Both see intelligence as broad – Both say intelligence occurs in contexts • Differences – Sternberg’s theory gets at what intelligence is – Gardner’s theory gets at how people use their intelligence in different ways – Sternberg’s 3 components are a part of each of Gardner’s Multiple Intelligences.

2-page paper comparing and contrasting intelligence theories Intelligence theories to compare and contrast: 1. Howard Gardner's Theory of Multiple Intelligences, 2. Robert Sternberg's Triarchic Theory of Intelligence APA Referencing 4+ refences Example of website with both similarities and differences .

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Comparing and Contrasting the Theories of Multiple Intelligences and Triarchic Intelligence

The study of intelligence has generated various theories that seek to explain the complexities of human cognitive abilities. Among these theories, Howard Gardner’s Theory of Multiple Intelligences and Robert Sternberg’s Triarchic Theory of Intelligence stand out. Both theorists offer unique insights into how we understand intelligence, yet they differ in their frameworks and implications for educational practices. This paper explores the similarities and differences between Gardner's and Sternberg's theories, emphasizing their contributions to the field of psychology and education.

Overview of Theories

Howard Gardner's Theory of Multiple Intelligences proposes that intelligence is not a single entity; rather, it comprises various distinctly different types of intelligences, each reflecting an individual's capabilities in different domains. Gardner identified eight intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic (Gardner, 1983). This model suggests that traditional IQ tests fail to capture the full scope of human intelligence, as they largely focus only on linguistic and logical-mathematical abilities. Gardner’s theory emphasizes the diverse ways in which individuals can demonstrate intelligence through their unique strengths and skills.
Robert Sternberg's Triarchic Theory of Intelligence, on the other hand, posits that intelligence is comprised of three interrelated components: analytical, practical, and creative (Sternberg, 1985). Analytical intelligence involves logical reasoning, critical thinking, and problem-solving abilities familiar in traditional educational settings. Practical intelligence refers to the application of knowledge to everyday tasks, often aligning with what is colloquially referred to as "street smarts." Lastly, creative intelligence is characterized by the ability to generate novel ideas and to adapt to new situations. Sternberg’s model seeks to provide a more holistic understanding of intelligence that extends beyond mere academic performance.

Similarities between Gardner’s and Sternberg’s Theories

One of the most significant similarities between Gardner's and Sternberg's theories is their recognition of the multifaceted nature of intelligence. Both theorists argue against the notion of intelligence as a singular, fixed trait, emphasizing its diverse manifestations in different contexts (Feldman, 2017). They both assert that people possess varying strengths across different domains, thus challenging traditional educational paradigms that prioritize standardized testing.
Another shared view is the interaction of intelligence with cultural context. Gardner and Sternberg agree that intelligence is influenced by societal factors and the environments in which individuals operate. For example, practical intelligence, as defined by Sternberg, often necessitates cultural knowledge and adaptability, which connects with Gardner's notion that intelligences can be more accessible or valued in some cultures than in others (Sternberg, 1986). This cultural relative perspective invites educators to appreciate different learning styles and adapt their instructional strategies to meet the needs of diverse learners (Gardner, 1995).

Differences in Theoretical Framework

While both frameworks recognize that intelligence operates in a multifaceted manner, they diverge in terms of definitions and applications. Gardner’s theory is primarily descriptive, focusing on the various types of intelligences without necessarily providing an analytical framework for understanding their interactions or implications for teaching methods (Gardner, 1999). Alternatively, Sternberg’s model offers a more structured approach that emphasizes the roles of different types of intelligence in predicting success in various aspects of life, including academic performance and everyday problem-solving (Sternberg, 1999).
Moreover, Gardner's emphasis on the different kinds of intelligence raises questions about how these intelligences can be nurtured and developed, whereas Sternberg’s focus on practical and creative aspects of intelligence highlights the adaptability and application of knowledge in real-world scenarios. This difference in focus leads to practical implications for educators: Gardner's framework encourages the development of personalized educational approaches that cater to students' diverse intelligences, while Sternberg's theory advocates for teaching problem-solving and critical thinking skills as part of a balanced educational curriculum (Kell, 2018).

Educational Implications

The educational implications of both theories are profound. Gardner’s Theory of Multiple Intelligences encourages educators to create curricula that recognize and foster various types of intelligence, promoting a more individualized and inclusive approach (Armstrong, 2009). For instance, in a classroom setting, Gardner’s theory allows teachers to engage students through musical activities, kinesthetic tasks, or cooperative group projects that cater to interpersonal skills, thereby addressing diverse learning preferences.
Conversely, Sternberg’s focus on analytical, practical, and creative intelligence pushes for a curriculum that balances traditional academic learning with the development of practical and creative problem-solving skills. Educational settings informed by Sternberg’s theory would prioritize collaborative projects, real-world applications of knowledge, and creative thinking exercises, equipping students with essential skills for the workforce and daily life (Sternberg & Sternberg, 2016).

Conclusion

In conclusion, both Howard Gardner’s Theory of Multiple Intelligences and Robert Sternberg’s Triarchic Theory of Intelligence offer valuable perspectives on understanding human intelligence. While they converge in their acknowledgment of intelligence's multifaceted nature and the importance of cultural context, they diverge in their frameworks and educational applications. Gardner’s model promotes recognizing and nurturing diverse intelligences in students, while Sternberg's theory emphasizes the integration of analytical, practical, and creative skills in educational practices. Educators can benefit from understanding and applying both theories, creating learning environments that cater to a diverse range of student strengths and preparing them for real-world challenges.

References

1. Armstrong, T. (2009). Multiple Intelligences in the Classroom. ASCD.
2. Feldman, R. S. (2017). Understanding Psychology. McGraw-Hill Education.
3. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
4. Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77(3), 200-208.
5. Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. Basic Books.
6. Kell, H. J. (2018). The Science of Learning and Development in the School Context. American Educator, 1(1), 30-39.
7. Sternberg, R. J. (1985). Beyond IQ: A Triarchic Theory of Human Intelligence. Cambridge University Press.
8. Sternberg, R. J. (1986). A triarchic theory of intelligence: A continuance of research based approach. Intelligence, 10, 1-24.
9. Sternberg, R. J. (1999). Theories of intelligence. In D. K. Detterman (Ed.), Data, Theories, and Methods in Intelligence Research (pp. 11-20). Ablex Publishing.
10. Sternberg, R. J., & Sternberg, K. (2016). Cognitive Psychology. Cengage Learning.