Robert Sternberg proposed the triarchic theory of intelligence, which defines intelligence as having three parts: analytical, creative, and practical. The analytical part involves problem-solving abilities. The creative part deals with novelty and automatization. The practical part concerns adapting to one's environment. Sternberg argued that a broader view of intelligence is needed that incorporates unconventional abilities beyond standardized tests. His theory influenced education by recognizing different strengths across the three components of intelligence.

1. TRIARCHIC THEORY
OF INTELLIGENCE
BY ROBERT STERNBERG
VONTAIR SUPARNA
15IPMH10

2. INTELLIGENCE
▪ Intelligence refers to individuals’ abilities to understand
complex ideas, to adapt effectively to the environment,
to learn from experience, to engage in various forms of
reasoning and to overcome obstacles by careful
thought (Neisser et al, 1996).
▪ Intelligence is the mental activity directed toward
purposive adaptation to, selection and shaping of real-
world environments relevant to one’s life
(Sternberg,1985).

3. INTELLIGENCE

4. ROBERT STERNBERG
▪ Born in 1949
▪ Psychometrician
▪ Professor of Human Development
at Cornell University
▪ Major contributions:
Triarchic theory of Intelligence,
TriangularTheory of Love,
Investment theory of Creativity
andTheory in Cognitive Styles.

5. TRIARCHIC THEORY OF INTELLIGENCE
▪ Specific measurable
mental abilities?
▪ ‘street smart’
▪ Giftedness should be
examined in a broader way
incorporating other parts
of intelligence(Sternberg,
2003).

6. TRIARCHIC THEORY OF INTELLIGENCE
▪ THREE SUBTHEORIES:
– COMPONENTIAL/ANALYTICAL
– EXPERIENTIAL/CREATIVE
– CONTENTIAL/PRACTICAL

7. COMPONENTIAL SUB THEORY
▪ Problem solving
▪ Three Components:
–Meta Components
–Performance Components
–Knowledge Acquisition Components

8. COMPONENTIAL/ANALYTICAL INTELLIGENCE
▪ ANALYZE
▪ CRTIQUE
▪ JUDGE
▪ COMPARE/CONTRAST
▪ EVALUATE
▪ ASSESS

9. EXPERIENTIAL SUBTHEORY
▪ “How quickly can this person solve a new
problem when presented with it?”
▪ “Can he automatically apply a new skill when
he’s presented with the problem again?”
▪ Two categories: Novelty , Automatization

10. EXPERIENTIAL/CREATIVE INTELLIGENCE
▪ CREATE
▪ INVENT
▪ DISCOVER
▪ “IMAGINE IF”
▪ PREDICT

11. CONTENTIAL SUBTHEORY
▪ “How does this person relate to the world around
him?”
▪ “Is he adept at dealing with everyday experiences?”
▪ “Could someone take advantage of his person
easily?”
▪ Adapting to the environment

12. CONTENTIAL/PRACTICAL INTELLIGENCE
▪ APPLY
▪ USE
▪ PUT INTO PRACTISE
▪ IMPLEMENT
▪ EMPLOY
▪ SHAPING

13. CRITICISM
▪ Unempirical Nature
▪ Practical Intelligence being a specific set of
skills people use to learn specific knowledge
▪ Difficulties in measuring unconventional
abilities

14. ADVANTAGES
▪ Tries to give a broader view of
Intelligence
▪ Major influence in Education
across the world
▪ “A person who has more
strength in one component, can
thrive more than others”

15. COMPARE & CONTRAST
STERNBERG’STHEORY
▪ How people use intelligence,
and not the amount
▪ 3 elements
▪ A culturally defined concept
with no proper testing
GARDENER’STHEORY
▪ A similar approach but a more
broader spectrum – 8 elements
▪ Includes tests with various
tasks

16. INTELLIGENCE TESTS
–Cognitive Assessment System: applicable to
participants of ages of 15-17, testing the ability to
complete acts in the correct order
–KaufmanAdolescence and Adult Intelligence test:
Includes comprehension questions after a list of
recording

17. THANK YOU.