Implications of the theory of successful intelligence for career choice and development

Journal of Career Assessment

Volumn 11, Issue 2, 2003, Pages 136-152

  Sternberg, Robert J ^a  

^a YALE UNIVERSITY   (United States)

Author keywords

Analytical intelligence; Creative intelligence; Intelligence; Practical intelligence; Successful intelligence

Indexed keywords

EID: 0037573541     PISSN: 10690727     EISSN: None     Source Type: Journal    
DOI: 10.1177/1069072703011002002     Document Type: Article

References (48)

1. Brown, A. L., & Ferrara, R. A. (1985). Diagnosing zones of proximal development. In J. V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 273-305). New York: Cambridge University Press.
2. Budoff, M. (1968). Learning potential as a supplementary assessment procedure. In J. Hellmuth (Ed.), Learning disorders (Vol. 3, pp. 295-343). Seattle, WA: Special Child.
3. Cattell, R. B., & Cattell, A. K. (1963). Test of g: Culture fair, scale 3. Champaign, IL: Institute for Personality and Ability Testing.
4. Day, J. D., Engelhardt, J. L., Maxwell, S. E., & Bolig, E. E. (1997). Comparison of static and dynamic assessment procedures and their relation to independent performance. Journal of Educational Psychology, 89, 358-368.
5. Ericsson, K. A. (Ed.). (1996). The road to excellence: The acquisition of expert performance in the arts and sciences, sports and games, Hillsdale, NJ: Lawrence Erlbaum.
6. Feuerstein, R. (1979). The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments, and techniques. Baltimore: University Park Press.
7. Flynn, J. R. (1998). IQ gains over time: Toward finding the causes. In U. Neisser (Ed.), The rising curve: Long-term gains in IQ and related measures (pp. 25-66). Washington, DC: American Psychological Association.
8. Grigorenko, E. L. (2000). Heritability and intelligence. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 53-91). New York: Cambridge University Press.
9. Grigorenko, E. L., Jarvin, L., & Sternberg, R. J. (2002). School-based tests of the triarchic theory: Three settings, three samples, three syllabi. Contemporary Educational Psychology, 27, 167-208.
10. Grigorenko, E. L., & Sternberg, R. J. (1998). Dynamic assessment. Psychological Bulletin, 124, 75-111.
11. Grigorenko, E. L., & Sternberg, R. J. (2001). Analytical, creative, and practical intelligence as predictors of self-reported adaptive functioning: A case study in Russia. Intelligence, 29, 57-73.
12. Guthke, J. (1993). Current trends in theories and assessment of intelligence. In J. H. M. Hamers, K. Sijtsma, & A. J. J. M. Ruijssenaars (Eds.), Learning potential assessment (pp. 13-20). Amsterdam: Swets & Zeitlinger.
13. Haywood, H. C., & Tzuriel, D. (Eds.). (1992). Interactive assessment. New York: Springer-Verlag.
14. Howe, M. J., Davidson, J. W., & Sloboda, J. A. (1998). Innate talents: Reality or myth? Behavioral & Brain Sciences, 21, 399-442.
15. Intelligence and its measurement: A symposium. (1921). Journal of Educational Psychology, 12, 123-147, 195-216, 271-275.
16. Jensen, A. R. (1998). The g factor. Westport, CT: Greenwood/Praeger.
17. Lidz, C. S. (Ed.). (1987). Dynamic assessment: An interactional approach to evaluating learning potential. New York: Guilford.
18. Lidz, C. S. (1991). Practitioner's guide to dynamic assessment. New York: Guilford.
19. Lubart, T. I., & Sternberg, R. J. (1995). An investment approach to creativity: Theory and data. In S. M. Smith, T. B. Ward, & R. A. Finke (Eds.), The creative cognition approach (pp. 269-302). Cambridge, MA: MIT Press.
20. Neisser, U. (Ed.). (1998). The rising curve. Washington, DC: American Psychological Association.
21. Sternberg, R. J. (1993). Sternberg Triarchic Abilities Test (STAT). Unpublished manuscript.
22. Sternberg, R. J. (1995). In search of the human mind. Orlando, FL: Harcourt Brace College Publishers.
23. Sternberg, R. J. (1997). Successful intelligence. New York: Plume.
24. Sternberg, R. J. (1998). Abilities are forms of developing expertise. Educational Researcher, 27, 11-20.
25. Sternberg, R. J. (1999a). Intelligence as developing expertise. Contemporary Educational Psychology, 24, 359-375.
26. Sternberg, R. J. (1999b). A propulsion model of creative contributions. Review of General Psychology, 3, 83-100.
27. Sternberg, R. J. (1999c). The theory of successful intelligence. Review of General Psychology, 3, 292-316.
28. Sternberg, R. J., Castejón, J. L., Prieto, M. D., Hautamäki, J., & Grigorenko, E. L. (2001). Confirmatory factor analysis of the Sternberg Triarchic Abilities Test in three international samples: An empirical test of the triarchic theory of intelligence. European Journal of Psychological Assessment, 17(1), 1-16.
29. Sternberg, R. J., & Clinkenbeard, P. R. (1995). A triarchic model of identifying, teaching, and assessing gifted children. Roeper Review, 17, 255-260.
30. Sternberg, R. J., & Detterman, D. K. (1986). What is intelligence? Norwood, NJ: Ablex.
31. Sternberg, R. J., Ferrari, M., Clinkenbeard, P. R., & Grigorenko, E. L. (1996). Identification, instruction, and assessment of gifted children: A construct validation of a triarchic model. Gifted Child Quarterly, 40, 129-137.
32. Sternberg, R. J., Forsythe, G. B., Hedlund, J., Horvath, J., Snook, S., Williams, W. M., et al. (2000). Practical intelligence in everyday life. New York: Cambridge University Press.
33. Sternberg, R. J., & Grigorenko, E. L. (1997, Fall). The cognitive costs of physical and mental ill health: Applying the psychology of the developed world to the problems of the developing world. Eye on Psi Chi, 2, 20-27.
34. Sternberg, R. J., Grigorenko, E. L., Ferrari, M., & Clinkenbeard, P. (1999). A triarchic analysis of an aptitude-treatment interaction. European Journal of Psychological Assessment, 15(1), 1-11.
35. Sternberg, R. J., Grigorenko, E. L., Ngrosho, D., Tantufuye, E., Mbise, A., Nokes, C., et al. (2002). Assessing intellectual potential in rural Tanzanian school children. Intelligence, 30, 141-162.
36. Sternberg, R. J., & Lubart, T. I. (1991). An investment theory of creativity and its development. Human Development, 34, 1-31.
37. Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press.
38. Sternberg, R. J., & Lubart, T. I. (1996). Investing in creativity. American Psychologist, 51, 677-688.
39. Sternberg, R. J., Nokes, K., Geissler, P. W., Prince, R., Okatcha, F., Bundy, D. A., et al. (2001). The relationship between academic and practical intelligence: A case study in Kenya. Intelligence, 29, 401-418.
40. Sternberg, R. J., Torff, B., & Grigorenko, E. L. (1998a). Teaching for successful intelligence raises school achievement. Phi Delta Kappan, 79, 667-669.
41. Sternberg, R. J., Torff, B., & Grigorenko, E. L. (1998b). Teaching triarchically improves school achievement. Journal of Educational Psychology, 90, 374-384.
42. Sternberg, R. J., & Wagner, R. K. (1993). The g-ocentric view of intelligence and job performance is wrong. Current Directions in Psychological Science, 2, 1-4.
43. Sternberg, R. J., Wagner, R. K., & Okagaki, L. (1993). Practical intelligence: The nature and role of tacit knowledge in work and at school. In H. Reese & J. Puckett (Eds.), Advances in lifespan development (pp. 205-227). Hillsdale, NJ: Lawrence Erlbaum.
44. Sternberg, R. J., Wagner, R. K., Williams, W. M., & Horvath, J. A. (1995). Testing common sense. American Psychologist, 50, 912-927.
45. Tzuriel, D. (1995). Dynamic-interactive assessment: The legacy of L. S. Vygotsky and current developments. Unpublished manuscript.
46. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
47. Wagner, R. K. (1987). Tacit knowledge in everyday intelligent behavior. Journal of Personality and Social Psychology, 52, 1236-1247.
48. Wagner, R. K., & Sternberg, R. J. (1986). Tacit knowledge and intelligence in the everyday world. In R. J. Sternberg & R. K. Wagner (Eds.), Practical intelligence: Nature and origins of competence in the everyday world (pp. 51-83). New York: Cambridge University Press.