Robert J. Sternberg

Learn More
Ulric Neisser (Chair) Emory University Gwyneth Boodoo Educational Testing Service, Princeton, New Jersey Thomas J. Bouchard, Jr. University of Minnesota, Minneapolis A. Wade Boykin Howard University Nathan Brody Wesleyan University Stephen J. Ceci Cornell University Diane F. Halpern California State University, San Bernardino John C. Loehlin University of(More)
This article presents a theory of successful intelligence. The theory is substantially broader than conventional theories of intelligence. It defines intelligence in terms of the ability to achieve one’s goals in life, within one’s sociocultural context. The article is divided into four major parts. The article opens with a consideration of the nature of(More)
This article presents a construct validation of a love scale based upon a triangular theory of love. The article opens with a review of some of the major theories of love, and with a discussion of some of the major issues in love research. Next it briefly reviews selected elements of the triangular theory of love, according to which love can be understood(More)
Like E. Paul Torrance, my colleagues and I have tried to understand the nature of creativity, to assess it, and to improve instruction by teaching for creativity as well as teaching students to think creatively. This article reviews our investment theory of creativity, propulsion theory of creative contributions, and some of the data we have collected with(More)
Intelligence cannot be fully or even meaningfully understood outside its cultural context. Work that seeks to study intelligence acontextually risks the imposition of an investigator's view of the world on the rest of the world. Moreover, work on intelligence within a single culture mayfail to do justice to the range of skills and knowledge that may(More)
A lmost 40 years ago, Jensen (1) claimed that, when all is said and done, there is not much one can do to raise people’s IQs. Over the years, there have been various attempts to do so, which generally have yielded somewhat ambiguous results (2). Even successful attempts (3) have typically involved training people on the same kinds of items on which they(More)
How do concrete objects that cue real-world knowledge affect students’ performance on mathematics word problems? In Experiment 1, fourthand sixth-grade students (N 1⁄4 229) solved word problems involving money. Students in the experimental condition were given bills and coins to help them solve the problems, and students in the control condition were not.(More)
Although outstanding creativity has been viewed as an acquired expertise, creative development might operate differently than occurs in sports, games, and music performance. To test the creative-expertise hypothesis, the careers of 59 classical composers were examined according to the differential aesthetic success of their 911 operas. The potential(More)
T r e n d s i n C o g n i t i v e S c i e n c e s – V o l . 3 , N o . 1 1 , N o v e m b e r 1 9 9 9 The field of human intelligence has long been one of the ugly stepchildren of scientific psychology. Few university psychology departments have even one researcher who identifies his or her primary field of research as human intelligence, and often people who(More)