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Triarchic Theory

Robert Sternberg's triarchic theory of intelligence consists of three subtheories that define different aspects of intelligence: the componential subtheory outlines the mechanisms of intelligent behavior, the experiential subtheory proposes intelligence on a continuum from novel to familiar tasks, and the contextual subtheory specifies that intelligence depends on one's sociocultural context. The triarchic theory provides a framework for understanding intelligence that can help improve instructional practices.

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Albion Villasan Leysa III
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89 views

Triarchic Theory

Robert Sternberg's triarchic theory of intelligence consists of three subtheories that define different aspects of intelligence: the componential subtheory outlines the mechanisms of intelligent behavior, the experiential subtheory proposes intelligence on a continuum from novel to familiar tasks, and the contextual subtheory specifies that intelligence depends on one's sociocultural context. The triarchic theory provides a framework for understanding intelligence that can help improve instructional practices.

Uploaded by

Albion Villasan Leysa III
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TRIARCHIC THEORY

(Robert Sternberg)
LESSON OBJECTIVES;

 define the Triarchic theory of Robern Sternberg

 explain the 3 different types of subtheories

 and discuss the Importance of Triarchic theory


TRIARCHIC THEORY

 The Triarchic Theory of Intelligence or Three


Forms of Intelligence, formulated by
psychometrician Robert Sternberg, aims to go
against the psychometric approach to intelligence
and take a more cognitive approach, which leaves
it to the category of the cognitive-contextual
theories.
The triarchic theory of intelligence consists of three
subtheories:

1. The componential subtheory which outlines the


structures and mechanisms that underlie intelligent
behavior categorized as metacognitive, performance,
or knowlege acquistion components.

2. The experiential subtheory that proposes intelligent


behavior be interpreted along a continuum of
experience from novel to highly familar
tasks/situations.
 3. The contextual subtheory which specifies that
intelligent behavior is defined by the sociocultural
context in which it takes place and involves
adaptation to the environment, selection of better
environments, and shaping of the present
environment.
APPLICATION
 The triarchic theory is a general theory of human
intelligence. Much of Sternberg’s early research
focused on analogies and syllogistic reasoning.
Sternberg has used the theory to explain exceptional
intelligence (gifted and retardation) in children and
also to critique existing intelligence tests. Sternberg
(1983) outlines the implications of the theory for skill
training. Later work examines topics such as learning
styles (Sternberg, 1997) and creativity (Sternberg,
1999).
EXAMPLE
 Sternberg (1985) describes the results of various
analogy experiments that support the triarchic theory.
For example, in a study that involved adults and
children solving simple analogies, he found that the
youngest children solved the problems differently and
theorized that this was because they had not yet
developed the ability to discern higher order relations.
WHY TRIARCHIC THEORY IS IMPORTANT?
 His triarchic theory is important because explicates
the relationship of the internal world of the individual,
the external world of the individual, and the role of
experience, helps adult educators to understand
the dynamic and interrelated qualities of human
intelligence and its potential bearing in everyday
life, The triarchic theory holds that students should
be instructed in a way that helps them both
capitalize on their strengths and correct and
compensate for weaknesses. Thus, ideally,
students will be taught in all three ways (analytically,
creatively, practically), as well as for memory.
References

 Sternberg, R.J. (1977). Intelligence, Information Processing, and Analogical


Reasoning. Hillsdale, NJ: Erlbaum.
 Sternberg, R.J. (1985). Beyond IQ. New York: Cambridge University Press.
 Sternberg, R.J. (1983). Criteria for intellectual skills training. Educational
Researcher,12, 6-12.
 Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University
Press.
 Sternberg, R. J. (Ed.). (1999) Handbook of creativity. New York: Cambridge
University Press.

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