Abstract
A number of different theories have been proposed that delineate varieties of a concept of multiple intelligences. The core idea in such theories is that intelligence is not, strictly speaking, unitary but rather multiple. Two of the key theories are those of Howard Gardner and of Robert Sternberg.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Boring, E. G. (1923, June 6). Intelligence as the tests test it. New Republic, 35–37.
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Cambridge University Press.
Cattell, R. B. (1971). Abilities: Their structure, growth and action. Boston: Houghton Mifflin.
Cattell, R. B., & Cattell, H. E. P. (1973). Measuring intelligence with the Culture Fair Tests. Champaign: Institute for Personality and Ability Testing.
Ceci, S. J. (1996). On intelligence (Rev. and exp. ed.). Cambridge, MA: Harvard University Press.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic.
Gardner, H. (2006). Multiple intelligences: New horizons in theory and practice. New York: Basic.
Gottfredson, L. S. (2003a). Discussion: On Sternberg’s ‘Reply to Gottfredson’. Intelligence, 31(4), 415–424.
Gottfredson, L. S. (2003b). Dissecting practical intelligence theory: Its claims and evidence. Intelligence, 31(4), 343–397.
Grigorenko, E. L., Jarvin, L., & Sternberg, R. J. (2002). School–based tests of the triarchic theory of intelligence: Three settings, three samples, three syllabi. Contemporary Educational Psychology, 27, 167–208.
Grigorenko, E. L., Meier, E., Lipka, J., Mohatt, G., Yanez, E., & Sternberg, R. J. (2004). Academic and practical intelligence: A case study of the Yup’ik in Alaska. Learning and Individual Differences, 14, 183–207.
Guyote, M. J., & Sternberg, R. J. (1981). A transitive-chain theory of syllogistic reasoning. Cognitive Psychology, 13, 461–525.
Hedlund, J., Forsythe, G. B., Horvath, J. A., Williams, W. M., Snook, S., & Sternberg, R. J. (2003). Identifying and assessing tacit knowledge: Understanding the practical intelligence of military leaders. Leadership Quarterly, 14, 117–140.
(1921). “Intelligence and its measurement”: A symposium. Journal of Educational Psychology, 12, 123–147, 195–216, 271–275.
Jensen, A. R. (1998). The g factor: The science of mental ability. Westport: Praeger/Greenwoood.
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. Cambridge, MA: MIT Press.
Okagaki, L., & Sternberg, R. J. (1993). Parental beliefs and children’s school performance. Child Development, 64(1), 36–56.
Spearman, C. (1904). ‘General intelligence’, objectively determined and measured. American Journal of Psychology, 15(2), 201–293.
Spearman, C. (1927). The abilities of man. London: Macmillan.
Sternberg, R. J. (1977). Intelligence, information processing, and analogical reasoning: The componential analysis of human abilities. Hillsdale: Lawrence Erlbaum Associates.
Sternberg, R. J. (1980a). Representation and process in linear syllogistic reasoning. Journal of Experimental Psychology: General, 109, 119–159.
Sternberg, R. J. (1980b). Sketch of a componential subtheory of human intelligence. Behavioral and Brain Sciences, 3, 573–584.
Sternberg, R. J. (1981). Intelligence and nonentrenchment. Journal of Educational Psychology, 73, 1–16.
Sternberg, R. J. (1982). Natural, unnatural, and supernatural concepts. Cognitive Psychology, 14, 451–488.
Sternberg, R. J. (1983). Components of human intelligence. Cognition, 15, 1–48.
Sternberg, R. J. (1984). Toward a triarchic theory of human intelligence. Behavioral and Brain Sciences, 7, 269–287.
Sternberg, R. J. (1985a). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.
Sternberg, R. J. (1985b). Implicit theories of intelligence, creativity, and wisdom. Journal of Personality and Social Psychology, 49(3), 607–627.
Sternberg, R. J. (1993). Sternberg triarchic abilities test. Unpublished test.
Sternberg, R. J. (1995). In search of the human mind. Orlando: Harcourt Brace College Publishers.
Sternberg, R. J. (1997). Successful intelligence. New York: Plume.
Sternberg, R. J. (1998). Abilities are forms of developing expertise. Educational Researcher, 27, 11–20.
Sternberg, R. J. (1999a). Intelligence as developing expertise. Contemporary Educational Psychology, 24, 359–375.
Sternberg, R. J. (1999b). The theory of successful intelligence. Review of General Psychology, 3, 292–316.
Sternberg, R. J. (Ed.). (2000). Handbook of intelligence. New York: Cambridge University Press.
Sternberg, R. J. (2003). WICS: A theory of wisdom, intelligence, and creativity, synthesized. New York: Cambridge University Press.
Sternberg, R. J. (2004). Culture and intelligence. American Psychologist, 59(5), 325–338.
Sternberg, R. J. (2005). The theory of successful intelligence. Interamerican Journal of Psychology, 39(2), 189–202.
Sternberg, R. J. (2007). Culture, instruction, and assessment. Comparative Education, 43(1), 5–22.
Sternberg, R. J. (2008). Schools should nurture wisdom. In B. Z. Presseisen (Ed.), Teaching for intelligence (2nd ed., pp. 61–88). Thousand Oaks: Corwin.
Sternberg, R. J. (2009). The Rainbow and Kaleidoscope Projects: A new psychological approach to undergraduate admissions. European Psychologist, 14, 279–287.
Sternberg, R. J. (2010). College admissions for the 21st century. Cambridge, MA: Harvard University Press.
Sternberg, R. J., & Clinkenbeard, P. R. (1995). The triarchic model applied to identifying, teaching, and assessing gifted children. Roeper Review, 17(4), 255–260.
Sternberg, R. J., & Detterman, D. K. (Eds.). (1986). What is intelligence? Norwood: Ablex Publishing Corporation.
Sternberg, R. J., & Gardner, M. K. (1983). Unities in inductive reasoning. Journal of Experimental Psychology: General, 112, 80–116.
Sternberg, R. J., & Gastel, J. (1989a). Coping with novelty in human intelligence: An empirical investigation. Intelligence, 13, 187–197.
Sternberg, R. J., & Gastel, J. (1989b). If dancers ate their shoes: Inductive reasoning with factual and counterfactual premises. Memory and Cognition, 17, 1–10.
Sternberg, R. J., & Grigorenko, E. L. (2007). Teaching for successful intelligence (2nd ed.). Thousand Oaks: Corwin.
Sternberg, R. J., & Hedlund, J. (2002). Practical intelligence, g, and work psychology. Human Performance, 15(1/2), 143–160.
Sternberg, R. J., & Lubart, T. I. (1991). An investment theory of creativity and its development. Human Development, 34(1), 1–31.
Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press.
Sternberg, R. J., & Lubart, T. I. (1996). Investing in creativity. American Psychologist, 51(7), 677–688.
Sternberg, R. J., & Nigro, G. (1980). Developmental patterns in the solution of verbal analogies. Child Development, 51, 27–38.
Sternberg, R. J., & Rifkin, B. (1979). The development of analogical reasoning processes. Journal of Experimental Child Psychology, 27, 195–232.
Sternberg, R. J., & The Rainbow Project Collaborators. (2006). The Rainbow Project: Enhancing the SAT through assessments of analytical, practical and creative skills. Intelligence, 34(4), 321–350.
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), 1–4.
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: Lawrence Erlbaum Associates.
Sternberg, R. J., Wagner, R. K., Williams, W. M., & Horvath, J. A. (1995). Testing common sense. American Psychologist, 50(11), 912–927.
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.
Sternberg, R. J., & Grigorenko, E. L. (1997). 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(1), 20–27.
Sternberg, R. J., Torff, B., & Grigorenko, E. L. (1998). Teaching triarchically improves school achievement. Journal of Educational Psychology, 90, 374–384.
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.
Sternberg, R. J., Forsythe, G. B., Hedlund, J., Horvath, J., Snook, S., Williams, W. M., Wagner, R. K., & Grigorenko, E. L. (2000). Practical intelligence in everyday life. New York: Cambridge University Press.
Sternberg, R. J., Grigorenko, E. L., & Jarvin, L. (2001a). Improving reading instruction: The triarchic model. Educational Leadership, 58(6), 48–52.
Sternberg, R. J., Nokes, K., Geissler, P. W., Prince, R., Okatcha, F., Bundy, D. A., & Grigorenko, E. L. (2001b). The relationship between academic and practical intelligence: A case study in Kenya. Intelligence, 29, 401–418.
Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2002). The creativity conundrum: A propulsion model of kinds of creative contributions. New York: Psychology Press.
Sternberg, R. J., Grigorenko, E. L., & Zhang, L.-F. (2008). Styles of learning and thinking matter in instruction and assessment. Perspectives on Psychological Science, 3(6), 486–506.
Sternberg, R. J., Jarvin, L., & Grigorenko, E. L. (2009). Teaching for wisdom, intelligence, creativity, and success. Thousand Oaks: Corwin.
Sternberg, R. J., Bonney, C. R., Gabora, L., & Merrifield, M. (2012). WICS: A model for college and university admissions. Educational Psychologist, 47(1), 30–41.
Tetewsky, S. J., & Sternberg, R. J. (1986). Conceptual and lexical determinants of nonentrenched thinking. Journal of Memory and Language, 25, 202–225.
Thurstone, L. (1938). Primary mental abilities. Chicago: University of Chicago Press.
Vernon, P. E. (1971). The structure of human abilities. London: Methuen.
Visser, B. A., Ashton, M. C., & Vernon, P. A. (2006). Beyond g: Putting multiple intelligences theory to the test. Intelligence, 34, 487–502.
Wagner, R. K. (1987). Tacit knowledge in everyday intelligent behavior. Journal of Personality and Social Psychology, 52(6), 1236–1247.
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.
Williams, W. M., Blythe, T., White, N., Li, J., Gardner, H., & Sternberg, R. J. (2002). Practical intelligence for school: Developing metacognitive sources of achievement in adolescence. Developmental Review, 22(2), 162–210.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer Science+Business Media New York
About this chapter
Cite this chapter
Sternberg, R.J. (2015). Multiple Intelligences in the New Age of Thinking. In: Goldstein, S., Princiotta, D., Naglieri, J. (eds) Handbook of Intelligence. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-1562-0_16
Download citation
DOI: https://doi.org/10.1007/978-1-4939-1562-0_16
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4939-1561-3
Online ISBN: 978-1-4939-1562-0
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)