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Triarchic Theory Essay

515 words - 3 pages

According to the triarchic theory, intelligence results from information processing being applied to experiences for the purposes of adaptation to, shaping of, and selection of environments. In other words, intelligence can be formed like any other expertise. The theory is applied by combining the idea that learners must learn a problem solving cycle and use three kinds of thinking. The problem solving cycle has three steps. First, you identify the problem or problems to be addressed. Second, comes the allocation of resources in order to solve the problem. Third comes the formulation of strategies for solving the problem(s).The first level of thinking is analytical where components are applied to relatively familiar types of problems. The components being things or functions that we ...view middle of the document...

This is also considered the insightful dimension to a person's intelligence. The experiential dimension can be further divided into two categories: novelty and automatization. Novelty is how a person reacts with the first exposure to a new scenario and automatization is how a person handles repeated tasks, or practice. Practical or contextual dimension is a person's intelligence as it relates to their environment and how they adapt. This is often referred to as "street smarts".Creativity is the very point of and what sets Sternberg's Triarchic Theory apart from other intelligence theories. It encompasses the creative and practical aspects of one's intellect. Sternberg believes that no intelligence test can ever fully account for the cultural discrepancies which he represents in the contextual dimension of his theory. Despite this unavoidable flaw inherent in all intelligence tests, Sternberg has been working on developing his own Sternberg Triarchic Abilities Test (STAT). This test yields separate scores for the three separate intellectual skill areas, and places a greater emphasis upon learning than on memorization.Great leaders must be educators. They must be able to bridge the gap between the vision and the familiar. This takes intelligence. Intelligence and creativity are both essential and vital to be a good. Leaders must have the leadership talent, which involves intellectual ability, moral development, thinking skills, social-personal behaviors, emotional maturity, conscientiousness, persistence, social responsibility, friendliness, and the ability to motivate others. Actually, leaders must have an array of abilities in order to constitute the social aspect of leadership. Thinking skills and problem-solving abilities, as well as the motivation, attitudes and disposition towards creative production are necessary in order to facilitate intellectual thought.

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