www.yale.edupace - PowerPoint PPT Presentation

Title: www.yale.edupace


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www.yale.edu/pace
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Development of Psychological Assessment Tools
Based on the Theory of Successful Intelligence
and Related Theories

• Robert J. Sternberg
• Yale University

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Collaborators

• The PACE Center at Yale

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Funders

• National Science Foundation
• ONR
• ARI
• OERI (now IES)
• Foreign Service Institute

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Organization of Presentation

• Background
• Research
• Analytical Abilities
• Fluid Abilities
• Induction
• Deduction
• Crystallized Abilities
• Verbal Comprehension

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Organization of Presentation

• Creative Abilities
• Convergent Measures
• Divergent Measures
• Practical Abilities
• All Triarchic Abilities
• Thinking Styles
• Current and Future Directions

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What is the PACE Center?
A research team at Yale dedicated to the study
of the Psychology of Abilities, Competencies,
and Expertise
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Mission of the PACE Center

• To show how abilities develop into competencies,
  and competencies into expertise, through
• Instruction
• Assessment
• Fundamental notion is that abilities are
  modifiable in some degree

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Research has been conducted across the United
States
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and across the globe.
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View toward Assessment

• Assessments measure abilities and competencies as
  they exist at a given time, in a give place, on a
  given test or set of tests
• Assessments should always use converging
  operations
• With appropriate interventions, scores are
  modifiable

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Why Existing Assessment is Incomplete

• So-called g-based measures tell part of the story
  of human abilities, but not the whole story
• Four problems
• Incompleteness in abilities measured
• Closed systems
• Self-fulfilling prophecies
• Loss of human resources

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Theoretical Orientation

• Successful Intelligence
• Ability to Succeed According to Ones Own
  Definition of Success within Ones Sociocultural
  Context
• Through Capitalization on Strengths Correction
  of or Compensation for Weaknesses
• Via Analytic, Creative, and Practical Abilities
• To Adapt to, Shape, or Select Environment

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Three Kinds of Components of Intelligence

• Metacomponents
• Performance Components
• Knowledge-Acquisition Components

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Organization of Presentation

• Background
• Research
• Current and Future Directions

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Conceptual Framework

• Definition of each construct
• Why it is important
• Approach to assessment and measurement
• Research findings

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What is Analytical Ability?

• Analytical ability is involved when we
• Analyze
• Compare and contrast
• Evaluate
• Explain
• Judge
• Critique

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Why is Analytic Ability Important?

• ANALYZE (a large data set, the floor plan of a
  building, an approach to improving workplace
  performance)
• COMPARE AND CONTRAST (the rhetoric of two
  political figures, historical and present systems
  of government in the same country, parenting
  styles of adults from different cultures)
• EVALUATE (multiple possibilities for entering a
  secured building, a cultural custom, political
  assumptions and ideologies, alternative
  solutions)
• EXPLAIN (the rationale for a decision, your
  interpretation of an historical event, the
  solution to a scientific problem)

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Why New Tests When We Already Have Analytical
Tests?

• Attain more differentiated information about
  performance
• Test broader range of analytical skills
• E.g., everyday induction
• Remove confoundings in conclusions because of
  non-separated processes
• E.g., analogies, spatial relations

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What Componential Analysis Tells the Researcher

• Component latencies and error rates
• Strategies used
• Mental representations employed
• Correlations of component scores with reference
  ability tests

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How is Analytical Ability Assessed?

• Inductive Reasoning (Fluid)
• Analogies
• Classifications
• Series Completions
• Everyday Inductions
• Deductive Reasoning (Fluid)
• Linear Syllogistic Reasoning
• Categorical Syllogistic Reasoning
• Conditional Syllogistic Reasoning
• Learning from Context (Crystallized)

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Theory of Inductive Reasoning

• E.g., Washington 1 Lincoln (a. 5, b. 10)
• Encoding
• Inference
• Mapping
• Application
• Comparison
• Justification
• Response

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Models of Inductive Reasoning

• Fully Exhaustive
• Partially Exhaustive Partially Self-Terminating
• Fully Self-Terminating

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Analytical AbilityVerbal Classification

• Which term belongs with the others?
• general, corporal, sergeant, lieutenant
• A. ensign, B. admiral, C. private, D. public

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Data (Sternberg Gardner, 1983)

• Internal Validation R2 values
• Schematic pictures .76
• Verbal .67
• Geometric .58
• External Validation RT Correlations
• Psychometric reasoning tasks (convergent) -.47
  to -.72, median -.64
• Psychometric perceptual-speed tasks
  (discriminant) -.13 to .16, median .00

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Complex Verbal Analogies

• Analogies with multiple terms missing
• Range of number of missing terms 1 3
• Model
• Global strategy planning
• Local strategy planning
• Performance components
• Example
• Man Skin (Dog, Tree) (Cat, Bark)

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Complex Verbal Analogies Data (Sternberg, 1981)

• R2 (internal validation) .97
• Correlations (external validation)
• With inductive reasoning
• Global planning .43
• Local planning -.33
• Performance components -.42
• Regression constant -.40

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Everyday Induction

• Testing peoples everyday induction skills
• Prediction/No Change
• Oak leaf Physical Location
• June 12 July 12
• On the tree (a) Off the tree
• (b) On the tree

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Everyday Induction

• Testing peoples everyday induction skills
• Prediction/Change
• Refrigerated Milk Freshness
• March 11 March 25
• Fresh (a) Fresh
• (b) Rancid

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Everyday Induction

• Testing peoples everyday induction skills
• Postdiction/No Change
• Pond Physical State
• October 12 September 12
• Water (a) Ice
• (b) Water

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Everyday Induction

• Testing peoples everyday induction skills
• Postdiction/Change
• Teenager Height
• October 1994 October 1983
• 5 10 (a) 3 10
• (b) 5 10

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Everyday Induction Data(Sternberg Kalmar,
1997)

• R .62 (Internal Validation)
• Correlations (External Validation)
• Induction Deduction Vocab.
• Latencies -.53 -.25 -.23
• Error Rates -.61 -.29 -.44

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Analytical AbilityDeductive Reasoning

• Linear Syllogisms
• John is taller than Bill.
• Bill is taller than Jack.
• Who is shortest?
• Categorical Syllogisms
• All draks are flims. All flims are floms. Are
  all draks, floms?
• Conditional Syllogisms
• If it rains, it pours. It pours. Can one
  conclude it rains?

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Mixture Model ofLinear Syllogistic Reasoning

• Premise Reading
• Marking
• Negation
• Pivot Search
• Seriation
• Question Reading
• Response Search
• Noncongruence
• Reponse

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Data Linear Syllogisms (Sternberg, 1980a, 1980b)

• Internal Validation
• R2 .84 (compared to .60 for linguistic model and
  .58 for spatial theory)
• External Validation
• Correlations Verbal Spatial
• Encoding -.25 -.51
• Negation -.10 -.56
• Marking -.26 -.65
• Pivot Search -.18 -.38
• Response Search -.28 -.58
• Noncongruence -.41 -.38
• Response -.30 -.09

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Data Linear Syllogisms(Sternberg Weil, 1980)

• Participants can be taught to use particular
  strategies
• Not all participants use strategy in which they
  are trained
• Correlations with Verbal Spatial Tests
• Mixture Strategy -.27 -.45
• Verbal Strategy -.76 -.28
• Spatial Strategy -.08 -.61
• Algorithmic Strategy -.32 -.28

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Theory of Learning from Context

• Processes
• Selective encoding, selective combination,
  selective comparison
• Context Cues
• Temporal, spatial, value, stative descriptive,
  functional descriptive, causal/enablement, class
  membership, equivalence
• Mediating Variables
• Number of occurrences, variability of contexts,
  importance, concreteness, density, usefulness

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Analytical AbilityLearning from Context

• He first saw a blumen during his trip to
  Australia. He had just arrived from a business
  trip to India and felt very tired. Looking out
  at the plain, he saw the blumen hop across it.
  It was a typical marsupial, getting its food by
  chewing on the surroudning plants. Squinting
  because of the bright sunlight and an impending
  headache, he noticed a young blumen securely
  fastened in an opening in front of its mother.

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Data (Sternberg, 1987 Sternberg Powell, 1983)

• Internal Validation R2 values between model and
  data
• .92 for literary passages
• .74 for newspaper passages
• .85 for science passages
• .77 for history passages
• External Validation Correlations
• .62 with IQ
• .56 with vocabulary
• .65 with reading comprehension

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Analytic Ability Executive Control of
Reading

• Executive control involves
• Determining what to read
• Determining how to read it
• Participants have to read 4 passages per block,
  presented on a computer
• They control time per passage and sequencing

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Executive Control of Reading

• Passages
• ¼ from newspapers
• ¼ from novels
• ¼ from humanities textbooks
• ¼ from science textbooks
• Tasks
• 1 passage for main idea
• 1 passage for gist
• 1 passage for detail
• 1 passage for inference

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Data Executive Control of Reading(Wagner
Sternberg, 1987)

• Correlations External Validation
• Vocabulary .57
• Reading Comprehension .48
• Verbal Reasoning .78
• Nelson-Denny Reading
• Semi-partial coefficient in MR
• on comprehension .30
• R
  .85

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Dynamic Assessment of Analytical
Abilities(Sternberg Grigorenko, 2002)

• Static testing assesses developed abilities
• Dynamic testing, based on Vygotsky, assesses
  developing abilities
• Combines instruction and assessment
• Provides direct measure of learning skills

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Dynamic Assessment in Rural Tanzania

• Sorting task
• Linear-Syllogisms task
• Twenty-Questions task
• Tasks are administered with pretest, instruction,
  and posttest (experimental group) or simply
  pretest and posttest (control group)

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Data Tanzania Project(Sternberg et al., 2002)

• Instructed participants improved significantly
  from pretest to posttest, and significantly more
  than did control participants
• Correlation between pretest and posttest was .3
  in experimental group, .8 in control group
• Posttest scores correlated better with working
  memory than did pretest scores

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What is Creative Ability?

• Creative ability is involved when we
• Create
• Design
• Invent
• Imagine
• Suppose

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Why is Creative Ability Important?

• CREATE (an explanation for inconsistent evidence
  on the same phenomenon, a work of fiction)
• DESIGN (a new database management system, a
  method of scientific inquiry, a new approach to
  solving an old problem)
• IMAGINE (what life would be like in another
  country, what it would be like to be president of
  a country, how bees communicate with each other)
• SUPPOSE (people were paid to inform on neighbors
  who do not support the political party in power,
  the ozone layer were completely depleted, voting
  was compulsory, social security was removed)

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How is Creative Ability Assessed?

• Skills Requiring Creative Ability
• Conceptual Projection
• Novel Inductive Reasoning
• Written Storytelling
• Oral Storytelling
• Cartoon Captioning
• Insight
• Forecasting

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Creative AbilityConceptual Projection

• Coping with novelty
• Make inferences (projection) about the state of
  an object in the future given certain rules and a
  number of propositions (variant of conditional
  reasoning)
• Propositions Verbal and Pictorial representation
• Performance predicted by process complexity

Example Items
I inconsistent, 1. Easy, 2 Hard
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Conceptual-Projection Data(Sternberg, 1982)

• R2 values (internal validation)
• Green-blue .94
• Liquid-solid .92
• Child-adult .92
• Water-ice .84
• Correlations (external validation)
• Inductive reasoning
• (convergent holding deduction constant) -.50
• Deductive reasoning
• (discriminant holding induction constant)
  -.10

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Creative AbilityNovel Inductive Reasoning

• Novel relevant
• Suppose that Villains are admirable leaders.
• Mother Theresa, Martin Luther King, Winston
  Churchill
• (a) NEVILLE CHAMBERLAIN, (b) TOM CRUISE, (c)
  MARILYN MONROE, (d) ATTILLA THE HUN
• Novel irrelevant
• Suppose that Water boils at room temperature.
• FOG, STEAM, VAPOR, CLOUD
• (a) PUDDLE, (b) ICE, (c) MIST, (d) RAIN

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External Validation Correlations
Creative AbilityNovel Inductive
Reasoning (Sternberg Gastel, 1989)
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Further Findings Novel Inductive Reasoning

• Conclusions
• Both novelty and irrelevance add time to
  information processing in series completion
• Nonentrenched items were better measures of fluid
  abilities than entrenched items

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Creative AbilityInsight Problems

• If you have black socks and brown socks in your
  drawer, mixed in the ratio of 4 to 5, how many
  socks will you have to take out to make sure of
  having a pair of socks of the same color? 3
• Suppose you and I have the same amount of money.
  How much must I give you so that you have 10
  dollars more than I? 5
• Water lilies double in area every 24 hours. At
  the beginning of the summer there is 1 water lily
  on a lake. It takes 60 days for the lake to
  become covered with water lilies. On what day is
  the lake half-covered? 59

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Data(Sternberg Davidson, 1982)

• Correlations (External Validation)
• Henmon-Nelson IQ .66
• Inductive Reasoning (letter sets) .63
• Deductive Reasoning (syllogisms) .34

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Creativity Free-Form Products

• Written Short Stories
• Trapped
• Art Works
• Earth from an Insects Point of View
• Advertisements
• A New Brand of Door Knob
• Science
• Identifying Extraterrestrial Aliens

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Data Free-Form Products(Sternberg Lubart,
1995)

• Intellectual Processes .75
• Knowledge .49
• Intellectual Styles .39
• Personality .36
• Motivation .53
• Combined .83

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What is Practical Ability?

• Practical ability is involved when we
• Use
• Apply
• Implement
• Employ
• Contextualize

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Why is Practical Ability Important?

• USE (a lesson learned from family interactions to
  improve your office politics, an explanation for
  poor subordinate motivation to better understand
  your teenager, a successful conflict-resolution
  strategy from work to improve a difficult,
  non-work interpersonal relationship)
• APPLY (what you learned in a foreign-language
  class to an interaction with a foreigner,
  knowledge of your organizations history to avoid
  repeating a mistake made by others, a scientific
  principle to everyday life)

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How is Practical Ability Assessed?

• Skills that require practical ability
• Social Decoding Scenarios
• Situational Judgment Tests
• Tacit Knowledge Inventories
• Everyday Reasoning
• Practical Mathematics
• Route Planning
• Emotional skills

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Practical Ability Social Decoding

• Can you tell if two people standing next to each
  other are in a relationship?
• Can you tell which person in a photograph is the
  manager?

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Practical AbilitySocial Decoding (Couples Task)
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Practical Ability Social Decoding (Supervisors
Task)
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Data Social Decoding (Sternberg Smith, 1985)

• Proportion Correct
• Couples .60
• Supervisors .74
• R2 (Internal Validation of proportion
  correct/picture on aspects of pictures)
• Couples .73
• Supervisors .92
• Correlations (External Validation)
• .40 with Embedded Pictures
• No others significant

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Practical AbilityTacit-Knowledge Inventories

• Situational Judgment Testing Methodology
• Brief vignettes featuring practical problems
• Several possible response strategies
• Each response strategy is rated for its perceived
• quality or effectiveness
• Score on the inventory is determined by measuring
  the degree of correspondence with a
• designated comparison group

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Practical AbilityTacit-Knowledge Inventories

• Management
• Military Leadership (3 levels)
• Principals
• Salespeople
• Elementary-School Teachers
• College Students
• High School Students

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Practical Ability Tacit-KnowledgeGeneral
Workplace
You and a co-worker jointly are responsible for
completing a report on a new product by the end
of the week. You are uneasy about this assignment
because he has a reputation for not meeting
deadlines. The problem does not appear to be lack
of effort. Rather, he seems to lack certain
organizational skills necessary to meet a
deadline and also is quite a perfectionist. As a
result too much time is wasted coming up with the
perfect idea, product or report. Your goal
is to produce the best possible report by the
deadline at the end of the week. Rate the quality
of the following strategies for meeting your goal
on a 1-7 point scale
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1 Extremely Bad
7 Extremely Good
2 Very Bad
6 Very Good
3 Somewhat Bad
5 Somewhat Good
4 Neither Good nor Bad
___Divide the work to be done in half and tell
him that if he does not complete his part, you
obviously will have to let your immediate
superior know it was not your fault. ___Politely
tell him to be less of a perfectionist. ___Set
deadlines for completing each part of the report,
and accept what you have accomplished at each
deadline as the final version of that part of
the report. ___Ask your superior to check up on
your progress on a daily basis (after explaining
why). ___Praise your co-worker verbally for
completion of parts of the assignment. ___Get
angry with him at the first sign of getting
behind schedule.
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Practical AbilityTacit-KnowledgeMilitary
Leadership
1 2 3 4
5 6 7 8
9 Extremely Somewhat
Neither Bad Somewhat
Extremely Bad Bad
Nor Good Good Good
You are a platoon leader, and one day your
driver has a motivational problem while out in
the field. He starts mouthing off to you while
standing on top of the turret in front of the
rest of the platoon. Everyone in the platoon is
listening to what hes saying about you, and it
is extremely negative and harsh. What should you
do?
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Practical AbilityTacit-Knowledge Inventories
Rate the quality of the following things you are
considering doing in this situation on the 1-to-9
point scale above.
___Speak to your company commander about the
problem and get his/her advice. ___In front of
the platoon, order your driver to do an
unpleasant task as punishment for his
insubordination. ___Pull him aside and read him
his rights really chew his butt. ___Go to the
PSG and tell him to take care of this
problem. ___Order your driver to be quiet and get
back to his job. ___Pull him aside and tell him
to come speak to you in one hour.
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Practical Ability Tacit-Knowledge--Management

• 1 2 3 4 5 6 7
• extremely bad neither extremely
  good
• An employee who reports to one of your
  subordinates has asked to talk with you about
  waste, poor management practices, and possible
  violations of both company policy and the law on
  the part of your subordinate. You have been in
  your present position only a year, but in that
  time you have had no indications of trouble about
  the subordinate in question. Neither you nor your
  company has an open door policy, so it is
  expected that employees should take their
  concerns to their immediate supervisors before
  bringing the matter to the attention of anyone
  else. The employee who wishes to meet with you
  has not discussed this matter with her supervisor
  because of its delicate nature.

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Practical AbilityTacit-Knowledge Inventories

• ____ Rate the quality of the following things you
  are considering
• doing in this situation on the 1-to-7 point
  scale above.
• ____ Refuse to meet with the employee unless the
  individual first discusses the matter with
  your subordinate.
• ____ Meet with the employee and then with your
  subordinate to get both sides of the story.
• ____ Meet with the employee and then
  investigate the allegations if an investigation
  appears warranted before talking with your
  subordinate.
• ____ Find out more information about the
  employee, if you can,
• before making any decisions.

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Practical AbilityFindings Tacit-Knowledge
Inventories

• TK inventories have been scored by
• correlating responses with an index of group
  membership (e.g, expert, novice)
• using professional rules of thumb
• computing a difference score between sample-based
  responses or expert-based responses.

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Practical Ability Tacit-Knowledge Inventories

• Criteria
• Business Executives Managerial Simulations
• Military Leaders Ratings of Leadership
  Effectiveness, Rank
• Life Insurance Salespeople Yearly Quality
  Awards, Yearly
• Sales Volumes and Premiums, and so on
• Academic Psychologists Citation rates,
  Number of
• Publications, Conference Papers Presented,
  and so on
• College Students Freshman GPA, Academic
  Index,
• Adjustment Index
• Business Managers Salary, Number of
  Employees Supervised, Level of Job Title, and so
  on

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Correlations With Criteria (External Validity)
Practical AbilityFindings Tacit-Knowledge
Inventories (Sternberg et al., 2000)
All correlations are statistically significant.
Incremental validity above and beyond general
intelligence was also tested and shown.
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Practical Ability Findings Tacit-Knowledge
Inventories
Correlations With General Intelligence
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Practical AbilityFindings Tacit-KnowledgeGenera
l Workplace

• Sample Results Correlations
• My relationship with this employee is
  good.    .24
• I think highly of this employee. .31
• I am satisfied with this employee. .33
• This employee's relationships with other
  coworkers are good.   .15
• How would you rate this employee's common-sense
  ability? .40
• How would you rate this employee's academic
  ability? .44
• How would you rate this employee's creative
  ability? .34
• How would you rate this employee at working by
  him/herself? .34
• How would you rate this employee at working with
  others? .26
• How good is this employee at motivating
  him/herself? .44    
• How good is this employee at managing
  tasks? .38
• How responsible is this employee? .29    

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Practical AbilityFindings Tacit-Knowledge
Inventories

• In studies conducted with academic psychologists,
  managers, business executives, salespersons,
  teachers, principals, and college students
• TK scores increased, on average, with
  experience, although learning from experience was
  what mattered, not experience itself.
• TK scores had null to modest relationships with
  tests of general ability.
• TK scores had null to modest relationships with
  scores on tests of multiple abilities (e.g.,
  ASVAB).

79
Practical AbilityFindings Tacit-Knowledge
Inventories

• TK scores were uncorrelated with scores on tests
  of personality or cognitive styles.
• TK scores correlated among themselves.
• TK scores predicted criterion performance as well
  as or better than did IQ.
• TK scores predicted job-related criteria
  incrementally over cognitive, personality, and
  cognitive style measures.

80
Practical Intelligence in Special Settings
Rural Kenya

• Test of Knowledge of Natural Herbal Remedies
• A small child in your family has homa. She has a
  sore throat, headache, and fever. She has been
  sick for three days. Which of the following 5
  Yadh nyaluo Luo herbal medicines can treat
  homa?
• 1. Chamama. Take the leaf and fito (sniff
  medicine up nose to sneeze out illness)
• 2. Kaladali. Ake the leaves, drink, and fito.
• 3. Obuo. Take the leaves and fito.
• 4. Ogaka. Take the roots, pound, and drink.
• 5. Ahundo. Take the leaves and fito.

81
Rural Kenya Data(Sternberg et al., 2001)

• Test of practical intelligence showed negative
  pattern of correlations with measures of fluid
  and crystallized abilities as well as with
  achievement tests in English and mathematics

82
Practical Intelligence in Special Settings Rural
Alaska

• I can usually find the most atsalugpiat
  cloudberries/salmonberries in the
• A. grass far from the water
• B. tundra
• C. hills that appear dry
• D. hills that appear green

83
Rural Alaska Data(Grigorenko et al., 2002)

• Tests of academic and practical intelligence both
  predict generalized adaptation. Tests of
  practical intelligence are better measures of
  rated hunting/gathering skills than are tests of
  academic intelligence.

84
Analytical, Creative, and Practical Abilities

• The CANAL-F test
• Cognitive Ability for Novelty in Acquisition of
  Language (Foreign)

85
CANAL-F Nature

• Simulates a situation in which second-language
  learning occurs largely naturally,
• by gradually introducing a simulated language
• embedded in a multifaceted language context
• Dynamic rather than static, in that it tests the
  ability to learn at the time of the test

86
CANAL-F Structures

• Structures Tested
• lexical
• morphological
• semantic
• syntactic

87
CANAL-F Input

• Modes of Input
• Visual
• predominates in reading and writing
• Oral
• predominates in listening and speaking

88
CANAL-F Example 1

• The wealthy hunting femo-de of late glacial
  Europe might have maintained or even enriched
  culture, or unta-u erto to stagnate ik decline
  Yuve could hardly have advanced erto to a higher
  form of civilization, for the environment
  neunta-u-erto. But Yuve-Yuve future cutta-u not
  left in Yuve-Yuve own sima-de. Inexorably,
  although no doubt to twum imperceptibly, the
  climate changed kojok-de grew longer, ik
  warmer, ice sheets shrank, ik glaciers retreated.
  Enslaved to climate, plant ik animal kiz had to
  change also (etc.)

89
Response Options

• The passage is largely concerned with (a) mans
  conflict with his environment (b) the effect of
  climate on mans way of life (c) changes in
  plant and animal life in South America (d)
  primitive hunting tribes and their culture (e)
  extinct prehistoric animals.
• The phrase fru neunta most likely means (a) to
  prevent (b) to allow (c) because of (d) to
  permit (e) factor.

90
CANAL-F Example 2

• In Ursulu,
• Panlin-u Sumu Twah chuck means I handed a stick
  to him.
• Panlin-u Yut Twa dozz means He handed an umbrella
  to me.
• Panilcos-u Yut Twa flexta means He handed a piece
  of paper to me.
• Panleh-u Sumu Twah chuchu means I handed a rope
  to him.
• (1) The sentence Panilcos-u Sumu Twah otikum
  most likely means (a) He handed a rod to me
  (b) I handed a cord to him (c) I handed a
  postcard to him (d) I handed a waterhose to him
  (e) I handed a tree-branch to her.

91
CANAL-F External Validation(Grigorenko,
Sternberg, Ehrman, 2000)
Correlations Between CANAL-F And Other Measures

• Comment on the students
• communication skills .58
• vocabulary .45
• writing skills .48
• Is your student mostly
• visual learner .01
• auditory learner .42
• fast learner .52

92
The Rainbow Project(Sternberg the Rainbow
Project Collaborators, 2002)

• A Measure of Analytical, Creative, and Practical
  Skills

93
Example 1 STAT

• Analytic-Verbal
• Any retail business that ignores its regular
  clientele, in order to concentrate on new jids,
  may discover that sales do not increase. The new
  interest generated may not be enough to
  compensate for the loss in sales caused by
  dissatisfied patrons who begin to shop elsewhere.
• Jid most likely means
• A. Product
• B. Customer
• C. Advertisement
• D. Investment
•  

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Analytical AbilityNumber Series

• Pick the next number in the sequence
•  2 8 3 27 4 64
  5
•  
• A. 125
• B. 100
• C. 121
• D. 81

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Analytical Ability Figural Analogies

• Pick the correct figure to fill in the empty
  space

 
   
       
A B C
D
96
Creative AbilityAnalogies w/Counterfactual
Premise

• Creative-Verbal

Money falls off trees. snow is to shovel as
dollar is to   A. bill B. rake C. bank D. green
97
Creative AbilityNovel Numerical Systems

• Creative-Math

There is a new mathematical operation called
graf. It is defined as follows   x graf y x
y, if x lt y but x graf y x y, if otherwise

• How much is 4 graf 7?
•  
• -3
• 3
• 11
• -11

98
Creative Ability Pattern Recognition

• Creative-Figural

99
Creative Ability Written Stories

• WRITTEN STORY TASK
• A Fifth Chance
• 2983
• Beyond the Edge
• The Octopuss Sneakers
• Its Moving Backwards
• Not Enough Time

100
Creative AbilityOral Stories

• Task
• 5 sheets of paper, each with several images
• Choose 2 of 5 sheets separate story for each
• No limits on the content of the stories
• 10 minutes to think
• 5 minutes to dictate
• Scored for originality, cleverness, humor, task
  appropriateness

101
Creative AbilityOral Stories
102
Creative AbilityCartoon Captioning
  ________________________________________________
________________________ _______________________
_________________________________________________
103
Practical Ability Everyday Reasoning

• Practical - Verbal 
• Dear Joey,
• I was awarded a scholarship to college for next
  year. It covers all my expenses except books and
  supplies, which I think will cost about 1000 per
  year. I really want to be completely financially
  independent, so how can I be independent yet
  still get the money I need?
• Signed,
• Broke and on my own
• Dear Broke,
• You can
• A. use the money you hope to receive from
  graduation gifts instead of spending it on new
  clothes for college. 
• B. get a summer job and be willing to work as
  much as possible.
• C. take out a student loan.
• D. borrow the money from your parents.

104
Practical AbilityPractical Mathematics

• Practical - Math

D 5
C 10
B 15
A 20
FIELD
ROWS 1-10
ROWS 11-20
ROWS 21-30
ROWS 31-100
Mike wants to buy two seats together and is told
there are pairs of seats available only in Rows
8, 12, 49, and 96. Which of the following is not
one of his choices for the total price of the two
tickets?   A. 10 B. 20 C. 30 D. 40
105
Practical AbilityRoute Planning

• Practical - Figural

• You are at the Burger Stand. You want to go to
  the front of the Ticket Sales to meet some
  friends. If you walk the shortest way, you will
  past the entrance to the
•  
• A. Lemonade Stand and Computer
• Games Arcade
• B. Music Hall and Wild Animal Show
• C. Music Hall and
• Soft Drink Stand
• D. Monkey Show and
• Wild Animal Show
•  

106
Practical Ability Movies

• Analogous methodology to other
  tacit-knowledge inventories
• Vignette material is presented via a
  live-action film either on
• the computer or on a videocassette and TV
• Possible response strategies are rated either
  on the computer
• or on paper-and-pencil answer sheets

107
Tacit Knowledge Inventories Everyday Judgments
If you were the diner in this scenario which of
the following would be your best course of
action? 1 2
3 4 5
6 7Extremely
Neither Bad
Extremely Bad
Nor Good
Good   a) Pay the bill and leave
the remaining money as a tip. b) Pay the bill
and talk to the waitress and excuse yourself for
not having money for the tip. c) Pay the bill
and bring the tip to the waitress the following
day. d) Use some other form of payment beside
cash to pay the bill and then use the cash to
leave a tip. e) Pay the bill then leave some
cigarettes, mints, or other gifts as a tip. f)
Tell the waitress you'll be right back and then
go borrow money from people in your office.  
108
ResultsIncremental Validity Beyond
SAT(Sternberg et al., 2002)

• Step 1
• SAT Verbal .163
• SAT Math .191
• R2 .101

109
ResultsIncremental Validity Beyond SAT

• Step 2
• SAT Verbal .129
• SAT Math -.078
• STAT Analytical .304
• R2 .148

110
ResultsIncremental Validity Beyond SAT

• Step 3
• SAT Verbal .090
• SAT Math -.035
• STAT Analytical .225
• STAT Practical
• Perf Latent .164
• Practical STAT .155
• R2 .192

111
ResultsIncremental Validity Beyond SAT

• Step 4
• SAT Verbal -.005
• SAT Math -.027
• STAT Analytical .186
• STAT Practical
• Perf Latent .071
• Practical STAT .100
• Creative
• Written .128
• Oral .183
• Cartoons -.005
• Creative STAT .180
• R2 .257

112
Ethnicity Effects on SAT and Rainbow Measures

• Omega2
• SAT-V .13
• SAT-M .16
• STAT-A .03
• STAT-P .03
• STAT-C .02

113
Ethnicity Effects on SAT and Rainbow Measures

• Omega2
• Movies .00
• Common Sense .00
• College Life .00
• STAT-P .03
• Practical Perf. Latent .05

114
Ethnicity Effects on SAT and Rainbow Measures

• Omega2
• Cartoon Captions .03
• Oral Stories .04
• Written Stories .00
• Creative Perf. Latent .00

115
Implicit-Theories Studies

• Mainstream United States (Sternberg et al., 1981)
• Taiwan (Sternberg Yang, 1997)
• Kenya (Grigorenko et al., 2001)
• San Jose, CA (Okagaki Sternberg, 1983)

116
Implicit Theories

• U.S. participants asked to rate themselves on
  statements generated from study of conceptions of
  intelligence (1-9)

117
Factors

• Practical problem solving
• Reasons logically and well
• Sees all aspects of a problem
• Verbal Ability
• Is verbally fluent
• Reads with high comprehension
• Social Competence
• Accepts others for what they are
• Thinks before speaking and doing

118
Implicit Theories Data(Sternberg et al., 1981)

• Multiple Regressions for Hypothetical Individuals
  (Internal Validation) R2 .97
• R of three prototype scores (practical problem
  solving, verbal ability, social competence) with
  IQ .55
• Correlations of Self-Ratings with IQ (External
  Validation)
• Ratings of Intelligence .52
• Ratings of Academic Intelligence .56
• Ratings of Everyday Intelligence .45

119
Thinking StylesThe Theory of Mental
Self-Government

• People have preferred ways of using their
  abilities.
• These preferences can vary across domains.
• The styles are socialized.
• The styles are modifiable.
• The styles are quantifiable.

120
Why Thinking Styles are Important

• They affect
• how teachers teach
• how learners learn
• which tasks we seek and which we shun
• how we best can do our work
• How we worst can do our work

121
Thinking StylesThe Theory of Mental
Self-Government

• Legislative
• When making decisions I tend to rely on my own
  ideas and ways of doing things.
• Executive
• When discussing or writing down ideas, I follow
  formal rules of presentation.
• Judicial
• I like situations where I can compare and rate
  different ways of doing things.

122
Thinking Styles

• Monarchic
• When trying to finish a task, I tend to ignore
  problems that come up.
• Hierarchic
• In dealing with difficulties, I have a good sense
  of how important each of them is and what order
  to tackle them in.
• Oligarchic
• Usually, when I have many things to do, I split
  my time and attention equally among them.
• Anarchic
• When discussing or writing down new ideas, I use
  whatever comes to mind.

123
Thinking Styles

• Global
• In doing a task, I like to see how what I do fits
  into the general picture.
• Local
• I pay more attention to the parts of the task
  than to its overall effects or significance.

124
Thinking Styles

• External
• I like to participate in activities where I can
  interact with others as part of a team.
• Internal
• I like projects that I can complete
  independently.

125
Thinking Styles

• Conservative
• I stick to standard ways or rules of doing
  things.
• Liberal
• I like to change routines in order to improve the
  way tasks are done.

126
Findings Thinking Styles(Sternberg, 1997)

• Lower SES is associated with executive, local,
  conservative styles
• Later-borns tend to be more legislative
• People overestimate the extent to which others
  share their thinking styles
• Teachers rate more highly students whose profiles
  of thinking styles correspond to their own

127
Findings Thinking Styles(Sternberg, 1997)

• Institutions have different styles
• Correlations of styles with school grades vary
  radically across schools depending on the styles
  of the schools
• People are often promoted for styles that work at
  one level but do not work at a higher level

128
Organization of Presentation

• Background
• Current and Recently Completed Research
• Current and Future Directions

129
Complementary Emphasis on Instruction

• Students learn better when taught to their
  triarchic strengths (Sternberg et al., 1999)
• Students learn better when taught triarchically
  than when taught for critical thinking or for
  memory (Grigorenko et al. 2002 Sternberg et al.,
  1998, 2002)

130
Current and Future Directions

• The College Board Rainbow Project
• The ETS-CB Advanced Placement Project
• The University of Michigan Business School
  Project
• The ARI Mental Flexibility Project
• The IES Giftedness Project
• The NSF Instructional Project
• The W. T. Grant Foundation Wisdom Project