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	Robert J. Sternberg's Homepage (Site not responding. Last check: 2007-10-08)
		Sternberg, R. Metaphors of mind: Conceptions of the nature of intelligence.
		Sternberg, R. Why schools should teach for wisdom: The balance theory of wisdom in educational settings.
		Sternberg, R. A duplex theory of hate: Development and application to terrorism, massacres, and genocide.
	www.yale.edu /rjsternberg (1333 words)

	Dr. Robert Sternberg (Site not responding. Last check: 2007-10-08)
		Sternberg is the author or coauthor of several college-level textbooks in psychology.
		It is based on Sternberg’s triarchic theory of intelligence, and approaches psychology from the standpoint both of the evolution of organisms and the evolution of ideas.
		It is based on Sternberg’s triarchic theory of intelligence, and emphasizes the importance of intelligence as an integrating concept in the study of intelligence.
	www.yale.edu /pace/teammembers/personalpages/bob.html (2536 words)

	Robert J. Sternberg
		Robert J. Sternberg was born on December 8, 1949 in New Jersey.
		Sternberg's interest in studying intelligence was first peaked in the sixth grade after suffering from text anxiety and failing an intelligence test.
		Sternberg realized that this particular score did not accurately predict his intelligence, and he scored significantly higher after retaking the test in a room with students a year younger than he.
	academics.tjhsst.edu /psych/oldPsych/sternberg (932 words)

	ABC Radio National - Health Report Transcript - 3 June 1996
		Robert Sternberg is Professor of Psychology at Yale, and he thinks that intelligence tests are missing out on an important ability commonly known as common sense.
		Robert Sternberg: I had a fourth-grade teacher who expected more of me than the mediocre work I'd been doing in the first three grades for whatever reason, and I wanted to make her happy, and I started doing A work.
		Robert Sternberg: Well we found I think in the study you're referring to, that there was actually a negative relationship between the people who are perceived in business as being wise and those who were being perceived as creative.
	www.abc.net.au /rn/talks/8.30/helthrpt/hstories/hr030696.htm (4122 words)

	Weaving a tall tale about intelligence: how Robert J. Sternberg keeps trying to derail the science of mental abilities. ... (Site not responding. Last check: 2007-10-08)
		Sternberg argued that conventional ability tests were rather narrow in scope when compared to laypersons' views of what constituted 'smart' or 'intelligent' behavior.
		Sternberg admits that higher levels of intelligence leads to generally good outcomes, "Intelligence is correlated with many positive life outcomes, such as generalized socioeconomic status, being employed, income from employment, various kinds of evaluations of job success, prestige of job, marital stability, and freedom from criminal record….
		Sternberg then tries to claim that Bill Clinton got into problems with his sexual escapades because intelligent people make "mistakes that characterize many individuals who are intelligent, even brilliant, but at the same time unwise and even foolish." I don't see it like that at all.
	home.comcast.net /~neoeugenics/sternberg.htm (4031 words)

	Human Intelligence: Practical Intelligence
		Sternberg argues not only that intelligence is a developing and context dependent notion, but also that traditional measures of intelligence such as IQ tests capture only a part of what it means to be intelligent, which he defines as the ability to adapt flexibly and effectively to the environment.
		Sternberg has developed domain-specific tests of tacit knowledge that are based on situations that an individual might face in the real world.
		Sternberg has argued that tacit knowledge tests are better predictors of career success than measures of g or at least the best secondary predictors of career success after taking g into account.
	www.indiana.edu /~intell/practicalintelligence.shtml (1001 words)

	Skeptic Interview with Robert Sternberg (Site not responding. Last check: 2007-10-08)
		Sternberg: The commonplace understanding of heritability often doesn't realize that heritability is calculated within a range of environments, at a given time, for a given population.
		Sternberg: No. And if you were to tell someone in physics that the final test is whether it works economically in the real world, they would tell you that that has nothing to do with truth at all.
		Sternberg: There is no absolute, agreed-on definition of "intelligence." One of the battles in the field, arguably the battle, even more than the heredity-environment issue, is what you include under the definition of intelligence.
	www.uclan.ac.uk /facs/science/psychol/Psychology/Skeptic.htm (7073 words)

	Thinking Styles (Robert J. Sternberg) (Site not responding. Last check: 2007-10-08)
		Sternberg say that learning styles might be used to characterize how one prefers to learn, cognitive styles might be used to characterize ways to cognizing the information and, thinking styles might be used to characterize how one prefers to think about material as one is learning it or after one already knows it.
		Robert J. Sternberg is IBM Professor of Psychology and Education at Yale University.
		I agree, with Sternberg, that teachers could be more affective if they considered the different thinking styles of their students, that they should recognize their stylistic strengths and not try to force them to be something that they are not.
	www.interference.com /webstore/us/product/052165713X.htm (932 words)

	Guardian Unlimited \| Archive Search
		Cleverness is not enough, says Robert Sternberg, professor of psychology and education at Yale University, where students and staff might reasonably congratulate themselves on being cleverer than most.
		If you didn't know that Bob Sternberg was president-elect of the 100,000-strong American Psychological Association, author of 18 books and one of America's most prestigious and prolific commentators not only on the way people think but also of the way they love and hate, you might assume that he was a New Jersey cab-driver.
		Sternberg's critics might point out that values are often relative, or that beyond the intellectual stratosphere - in the taxi-cab, for example - these ideas might not seem terribly new.
	www.guardian.co.uk /Archive/Article/0,4273,4447174,00.html (1246 words)

	Author Paul Andrew Anderson (Robert Sternberg Resources) (Site not responding. Last check: 2007-10-08)
		Sternberg is an IBM Professor of Psychology and Education at the Department of Psychology, Yale University.
		Sternberg is well-known for his work in the fields of intelligence, wisdom, and creativity, and has published about 750 books and articles in these fields.
		Sternberg is editor of Contemporary Psychology and past-editor of Psychological Bulletin.
	www.paulandrewanderson.com /Sternberg.html (269 words)

	APA 2003 - Opening Ceremony Address: Robert Sternberg
		Sternberg noted in passing how in the history of the APA, there have been only 2 cancelled conventions and they were both during World War II.
		Robert Sternberg, pre-eminent Yale University scholar in the areas of intelligence, cognition, and love, and 2003 APA President.
		Sternberg went on to say that "closed systems work the same way, across societies, with family, religion, socially-defined race or ethnic group, and physical characteristics" (e.g., attractiveness and height).
	www.fenichel.com /sternberg.shtml (1106 words)

	What's wrong with college admissions
		The idea, Sternberg explained, is to give college admissions officers a hard measure of creative and practical skills grounded in psychological theory--allowing them to tap a broader range of applicants' skills, better predict who will succeed in college and, therefore, admit students who otherwise might not have made the cut.
		Those that are successfully intelligent, said Sternberg, recognize and capitalize on their strengths in the three areas of intelligence and correct or compensate for their weaknesses.
		Sternberg and his colleagues gave a Web-based or paper-and-pencil version of the test to 793 students at 13 community colleges and universities around the country.
	www.apa.org /monitor/oct03/college.html (737 words)

	[No title]
		Here, Robert Sternberg "continues his crusade against the use of IQ and other traditional measures that he believes fail to adequately account for success or lack of it by proposing a multifaceted theory of thinking styles...
		Sternberg is careful to explain that style is a preferred and not an ability.
		Sternberg, Robert, J., and Wagner, Richard, K. The g-ocentric view of intelligence and job performance is wrong.
	www.igs.net /~cmorris/sternberg_ref.html (1030 words)

	Gale Encyclopedia of Psychology: Sternberg, Robert J. (1949- ) (Site not responding. Last check: 2007-10-08)
		Sternberg has been determined to keep the integrity of his occupation at the highest level and yet available to those other than seasoned professionals.
		Sternberg states that "here, we are studying issues such as people's conceptions of love, the growth and decline of love over the course of relationships, and the structure of love in different relationships."
		Sternberg has observed that his children also have the same test anxiety from which he suffered, even though they are "A" students.
	www.findarticles.com /p/articles/mi_g2699/is_0003/ai_2699000333 (774 words)

	Robert J. Sternberg (Site not responding. Last check: 2007-10-08)
		Robert J. Sternberg was born in December 1949 in Newark, New Jersey.
		Sternberg recalls that he has had an interest in intelligence since he was in elementary school, where he experienced great test anxiety whenever he took intelligence tests.
		Robert Sternberg is currently professor of psychology at Yale University, where he has been since 1975.
	www.dushkin.com /connectext/psy/ch10/bio10a.mhtml (280 words)

	Human Intelligence: Robert J. Sternberg
		Robert Sternberg is best known for his innovative study of human intelligence.
		Encouraged by the results of these early studies, Sternberg established a 'componential' theory of intelligence in which he associates the various stages of information processing with specific functions of the brain.
		As Robert Glaser commented, "the over-all message in Beyond IQ is 'that a broader view must be taken to more accurately assess and measure the range of intellectual capabilities (Trosky, p.
	www.indiana.edu /~intell/sternberg.shtml (456 words)

	TIP: Theories
		One of the most fundamental components according to Sternberg's research are the metacognition or "executive" processes that control the strategies and tactics used in intelligent behavior.
		Sternberg has used the theory to explain exceptional intelligence (gifted and retardation) in children and also to critique existing intelligence tests.
		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.
	tip.psychology.org /stern.html (378 words)

	Triarchic Abilities Test: Robert Sternberg
		Robert Sternberg, Ph.D. During the last ten years, a number of exciting developments have occurred in the domain of theory with respect to our understanding of intelligence.
		Many theories-- of intelligence and of other constructs-- have eventually been consigned to the dustheaps of history because the theories were never followed up with measurements that met even the minimal psychometric criteria for a usable test.
		Sternberg's wit and playful sense of humor keep his audiences laughing as he presents powerful information and practical suggestions for educating students more broadly for a world in great need of creative thinkers and those who enjoy completing tasks to the best of their ability.
	www.newhorizons.org /future/Creating_the_Future/crfut_sternberg.html (1199 words)

	A review of "The Psychology of Hate," edited by Robert J. Sternberg. (Site not responding. Last check: 2007-10-08)
		As Sternberg defines his "hate propaganda," foisted upon the unwary by demagogues using stories, he fails to recognize that this mechanism of indoctrination is used by every religion, political movement, advocacy group, governments, etc., and for a host of causes on both the Left and the Right.
		Sternberg shows his contempt for science: "The risk in work such as this [IQ research] is that public-policy implications may come to be ideologically driven rather than data driven, and to drive the research rather than be driven by the data.
		Sternberg seems to embrace hate as a conspiratorial phenomenon, one that is completely fabricated by evil demagogues to be spoon fed to the masses for nefarious goals.
	home.comcast.net /~neoeugenics/TPOH.htm (11600 words)

	Inside Higher Ed :: Upwardly Mobile Academic: Robert Sternberg
		Robert J. Sternberg’s psychology laboratory at Yale University has put him in the forefront of debates over how to measure intelligence and to promote creativity.
		Sternberg is a critic of conventional methods of sorting students and others and has conducted research for the College Board, among others, on alternative approaches.
		In an interview, Sternberg discussed why he is making a career change, the state of his research, and how he will apply his ideas when he becomes a dean.
	www.insidehighered.com /workplace/2005/07/18/sternberg (1585 words)

	Key Theorists/Theories in Psychology - ROBERT STERNBERG
		Robert Sternberg was born December 8, 1949 in New Jersey.
		Sternberg is currently a IBM professor of Psychology and Education at Yale Univeristy.
		Sternberg is known for his work on human intelligence, human creativity, thinking styles, learning disibilities, and love.
	www.psy.pdx.edu /PsiCafe/KeyTheorists/Sternberg.htm (309 words)

	Archived - Talent and Diversity - Identifying and Nurturing Talent for All Students
		We asked these and other questions of Robert J. Sternberg, who is IBM Professor of Psychology and Education in the Department of Psychology at Yale University.
		Sternberg is most well-known for his triarchic theory of intelligence, triangular theory of love, theory of mental self-government, and investment theory of creativity (developed in collaboration with Todd Lubart).
		Speaking first about identification of high-ability students, Sternberg reveals why the issue has become a sticking point for so many educators."One of the main issues," he begins, "is whether students should be identified on the basis of ’g’—general ability or IQ-or whether one goes beyond that.
	www.ed.gov /pubs/TalentandDiversity/appendb.html (1943 words)

	Robert_Sternberg_Bio
		ROBERT J. Robert J. Sternberg is IBM Professor of Psychology and Education and Director of the Center for the Psychology of Abilities, Competencies, and Expertise at Yale.
		This Center is dedicated to the advancement of theory, research, practice, and policy advancing the notion of intelligence as developing expertise-as a construct that is modifiable and capable, to some extent, of development throughout the life span.
		Dr. Sternberg is a Fellow of the American Academy of Arts and Sciences, the American Association for the Advancement of Science, the American Psychological Association, the American Psychological Society, the Royal Norwegian Society of Sciences and Letters, the International Association for Empirical Aesthetics, and the Society of Experimental Psychologists.
	www7.nationalacademies.org /core/Robert_Sternberg_Bio.html (286 words)

	sternberg
		Sternberg's view of intelligence has been closely linked to Aristotle's ancient premise that intelligence is composed of three aspects theoretical, practical, and productive intelligence.
		Summarized from: Sternberg, Robert (1988) The Triarchic Mind: A New Theory of Intelligence.
		Professor Robert Sternberg of Yale University developed a concept of intelligence that equates to combinations of individual preferences from three levels of mental self-management.
	www.uwsp.edu /education/lwilson/learning/sternb1.htm (463 words)

	Robert J. Sternberg, PHD - Leading Authorities Speakers Bureau
		Robert Sternberg is a professor at Yale University and author of the groundbreaking new book Successful Intelligence.
		Sternberg's work has important implications for business: successfully intelligent people maximally capitalize on their strengths, and find ways around their weaknesses.
		Sternberg is also co-author of Defying the Crowd: Cultivating Creativity in a Culture of Conformity.
	www.leadingauthorities.com /4003/Robert_J._Sternberg,_PHD.htm (164 words)

	Psychology Today: Sternberg: a wayward path to wisdom - Yale psychologist Robert Sternberg credits his own failures and ... (Site not responding. Last check: 2007-10-08)
		The low scores Sternberg achieved as a child led later to his theory of practical intelligence--and a book by the same name--about the kind of smarts that matter in the real world.
		The result is a vision of human nature that may remind the reader of Sternberg himself: individual, idiosyncratic, and resistant to classification of any kind.
		Though he will, in irreverent moments, compare the dissemination of his theories to the selling of soap, Sternberg is more likely to speak of "making a difference," a phrase that comes up again and again in his conversation.
	www.findarticles.com /p/articles/mi_m1175/is_n3_v31/ai_20526121 (868 words)

	UW Psychology \| Robert Sternberg - The Rainbow Project: Using the Theory of Successful Intelligence to Augment the ... (Site not responding. Last check: 2007-10-08)
		These unorthodox tasks are designed to measure the creative and practical skills that Sternberg says are crucial to success in college and in life but are ignored by the typical pencil-and-paper exam.
		Robert J. Sternberg is IBM Professor of Psychology and Education, Department of Psychology, Yale University and Director, Center for the Psychology of Abilities, Competencies, and Expertise (PACE Center), Yale University.
		Sternberg's visit is sponsored by Department of Psychology's Allen L. Edwards Lectureship Endowment.
	web.psych.washington.edu /events/34.html (215 words)

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