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1.
Robert J. Sternberg 《Applied cognitive psychology》1988,2(4):231-255
This article describes how cognitive theory can be applied to the testing and teaching of intelligence. The article is divided into three main parts. The first part describes how the study of intelligence, traditionally an area that has been viewed as under the purview of differential psychology, has come squarely into the purview of cognitive psychology. The second part describes how the testing and teaching of intelligence, which in the past have been largely atheoretical, have been transformed into theoretically based enterprises guided by the theories of cognitive psychology. The last part describes a particular theory of intelligence, the triarchic theory, and how it has been applied to the problems of testing and teaching intelligence. It is concluded that cognitive psychology has given the study of intelligence a ‘new lease on life’, and that the testing and teaching of intelligence can and should be viewed as a primary focus of application for the principles of cognitive psychology. 相似文献
2.
Robert J. Sternberg 《International journal of psychology》1987,22(5-6):507-529
This article discusses the neo-Piagetian theories of cognitive development proposed by Robbie Case, Andreas Demetriou and Anastasia Efklides, Kurt Fischer, Jeffrey Farrar, Graeme Halford, Juan Pascual-Leone, Michael Shayer, and Robert Siegler. Each theory is discussed in terms of its basic assumptions, and propositions regarding structure, process, novelty and automatization, context, and mechanisms of development. Then some general conclusions are drawn about the enterprise of neo-Piagetian theorizing as a whole. 相似文献
3.
Tacit knowledge in managerial success 总被引:2,自引:0,他引:2
4.
Robert J. Sternberg 《Developmental Review》1984,4(2):145-147
S. R. Yussen (1984, Developmental Review, 4, 139–144) and I have few disagreements. The major one seems to be in what the purpose of my article (R. J. Sternberg, 1984, Developmental Review, 4, 113–138) should have been. I believe the article fulfills my own purpose, if not Yussen's. 相似文献
5.
Donald J. Searls Alan L. Sternberg Lowell T. Wilson R. W. Miskimins 《Journal of Employment Counseling》1969,6(1):22-26
The experiences of the placement department of the Mental Health and Manpower Project have demonstrated that an effective team can be created to develop job opportunities for the mentally restored psychiatric patient. Composed of a vocational counselor and a placement counselor, the team is effective in securing meaningful employment and developing re-education programs in the community. While the vocational counselor provides the clinical information concerning the restored patient-client, the placement counselor serves as a more personnel oriented individual in finding the appropriate kind of employment position. The team points to the potential that the mental health center possesses in involving the general community in its programs. 相似文献
6.
Valerie J. Steffen Louis Sternberg Lisa A. Teegarden Kristen Shepherd 《Journal of applied social psychology》1994,24(10):897-925
Many behaviors are performed less frequently than intended because they require knowledge and skill to overcome behavioral barriers. This experiment tested effects of two factors, direct experience and message frame, that were hypothesized to affect men's intention to perform the testicle self-exam for cancer (TSE) and their actual exam performance, in part by affecting their knowledge and beliefs about overcoming TSE performance barriers. Men's experience performing the TSE on a life-like model and the frame (negative, positive, or neutral) of the recommendation promoting the exam were manipulated factorially. Consistent with prediction, men who practiced (vs. did not practice) the self-exam: (a) endorsed stronger beliefs about behavior-specific knowledge (e.g., ability to imagine a lump), (b) held more positive intention, and (c) translated that intention more consistently into self-reported action, in part because their behavior-specific knowledge increased their tendency to act on their intention. Consistent with action phase theory (Gollwitzer, 1990), intention related more strongly to behavior-specific beliefs than to general, long-term beliefs, and more strongly than attitude related to behavior-specific beliefs. These findings have practical and theoretical implications for promoting healthful and other intended behaviors. 相似文献
7.
R J Sternberg 《Journal of experimental child psychology》1979,28(3):469-498
A total of 224 subjects in grades 2, 4, 6, 8, high school, and college solved problems requiring comprehension of the logical connectives and, or, if-then, only if, and if and only if, as well as the terms is and is not. Half the subjects were required merely to encode the connectives; the other half were required to combine as well as encode them. Problems were presented in two replications (over two sessions) via two different content vehicles. Quantitative analyses revealed significant effects of task, age, session, and connective, with comprehension of different connectives developing at different rates. In general, comprehension of the conjunctive connective was easiest; comprehension of the conditional and biconditional connectives was most difficult. Qualitative analyses indicated just how the logical connectives were interpreted at each grade level, and also investigated individual differences within each grade level. 相似文献
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How do humans learn contingencies between events? Both pathway-strengthening and inference-based process models have been proposed to explain contingency learning. We propose that each of these processes is used in different conditions. Participants viewed displays that contained single or paired objects and learned which displays were usually followed by the appearance of a dot. Some participants predicted whether the dot would appear before seeing the outcome, whereas other participants were required to respond quickly if the dot appeared shortly after the display. In the prediction task, instructions guiding participants to infer which objects caused the dot to appear were necessary in order for contingencies associated with one object to influence participants' predictions about the object with which it had been paired. In the response task, contingencies associated with one object affected responses to its pair mate irrespective of whether or not participants were given causal instructions. Our results challenge single-mechanism accounts of contingency learning and suggest that the mechanisms underlying performance in the two tasks are distinct. 相似文献