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The Triangular Theory of Love (measured with Sternberg's Triangular Love Scale - STLS) is a prominent theoretical concept in empirical research on love. To expand the culturally homogeneous body of previous psychometric research regarding the STLS, we conducted a large-scale cross-cultural study with the use of this scale. In total, we examined more than 11,000 respondents, but as a result of applied exclusion criteria, the final analyses were based on a sample of 7332 participants from 25 countries (from all inhabited continents). We tested configural invariance, metric invariance, and scalar invariance, all of which confirmed the cultural universality of the theoretical construct of love analyzed in our study. We also observed that levels of love components differ depending on relationship duration, following the dynamics suggested in the Triangular Theory of Love. Supplementary files with all our data, including results on love intensity across different countries along with STLS versions adapted in a few dozen languages, will further enable more extensive research on the Triangular Theory of Love.

A deeper understanding of the processes leading to problem framing and behind finding solutions to problems should help explain variability in the quality of the solutions to those problems. Using Sternberg's WICS model as the conceptual basis of problem solving, this article discusses the relations between creative, analytical, practical, and wisdom-based approaches as bases for solutions to problems. We use a construct of meta-intelligence to encompass understanding, control, and coordination between these constructs. We propose that constraints can act at each of three levels-individual, contextual, and interactive. Individual constraints include the metacomponents (executive processes) that underpin each of the four kinds of solutions. Contextual constraints direct which of the four approaches are preferred under what circumstances. Finally, interactive constraints involve individual and contextual constraints directly impacting each other's actions. The model of meta-intelligence and its functioning helps to explain the variability in the ways that individuals frame problems and, as a consequence, in the solutions that are found. The model of meta-intelligence also helps explain why some solutions to problems are so much more comprehensive, and often better, than others.

This is not the story of a catastrophic breakdown of scientific thinking but rather of a minor case of forecasting myopia, which, we think, is diagnostic of a larger point. Our forecasting failure occurred when we were studying the decision to make a prosocial sacrifice in the so-called Volunteer’s Dilemma (VoD). The VoD is a rather challenging situation of interpersonal interdependence where the best outcome for the group is when exactly one person agrees to make a sac-rifice. To give a stark example, who will run into the burning house to save the baby when mom and dad are respectively standing on the front and on the back lawn? The savior will get badly burned but live; if both run in, both get burned; if neither runs in, the baby dies, and each parent’s grief is worse than the burn. In a series of web-based studies, we found that the probability of volunteering increases as the social distance between the “players” decreases (Krueger, Ullrich, & Chen, 2016). The social distance effect is compelling, assuming that people care more about the well-being of close others than distant others. They are more willing to engage in a costly prosocial act. This generally useful social-distance heuristic is potentially problematic in the VoD because it can lead to “overvolunteering.” We found that when people consider a VoD involving someone near and dear, they are all too willing to make that sacrifice. There are too many cases where both volunteer, which is not what they want. They want to volunteer for someone who does not volunteer. That is what would give the sacrifice meaning in the form of added value to the other person. If both parties want to be nice …

This essay is about Jean Piaget’s late theory, but it is also an advance of my broader historiographical argument regarding the role of intellectual history in uncovering our science’s still-relevant “neglected invisibles” (introduced in Burman, 2015). It does this by building on recent scholarship in the History of Biology to show how Historians of Psychology can contribute to contemporary science without falling prey to “presentism” (i.e. the bias introduced into historical narratives as a result of the framing afforded by contemporary concerns). To wit: when the present itself has been biased by past disciplinary politics, then it is not “presentist” to show that this bias exists. Nor is it presentist to follow the consequences of this biasing back to the original sources, and then highlight the resulting neglected invisibles that have continuing contemporary relevance. I do that, here, by leveraging recent scholarship showing that development was actively suppressed from the evolutionary discourse during the 20th century. Because this is starting to change, with the rise of “evo-devo” (the new synthesis of evolutionary and developmental biology that augments the old synthesis of Darwin and Mendel), and because the biological discourse provides meta-theory for evolutionary thinking in adjacent areas, the conditions of possibility for theory in psychology and epistemology are also changing: ideas that were once dismissed as unthinkable can be reconsidered in new light. Therefore, here, I turn to what Piaget called his “hazardous hypotheses,” and reexamine his long-neglected proposals—building on Baldwin and Waddington—for a single unifying evolutionary, developmental, psychological, and epistemological mechanism. PLAN FOR THE BOOK The handbook will cover how psychological ideas have evolved from past to present. The book will be organized much as an introductory-psychology text is, except that the goal of each chapter will be not merely t

This manifesto, discussed by 20 scholars, representing diverse lines of creativity research, marks a conceptual shift within the field. Socio-cultural approaches have made substantial contributions to the concept of creativity over recent decades and today can provide a set of propositions to guide our understanding of past research and to generate new directions of inquiry and practice. These propositions are urgently needed in response to the transition from the Information Society to the Post-Information Society. Through the propositions outlined here, we aim to build common ground and invite the community of creativity researchers and practitioners to reflect up, study, and cultivate creativity as a socio-cultural phenomenon., Este manifiesto, discutido por 20 académicos y académicas que representan diversas líneas de investigación sobre la creatividad, marca un cambio conceptual dentro de los estudios de este campo. Los enfoques socioculturales han hecho contribuciones sustanciales al concepto de creatividad en las últimas décadas y hoy pueden proporcionar un conjunto de propuestas para guiar nuestra comprensión de la investigación anterior y generar nuevas direcciones en investigación y práctica. Estas proposiciones son urgentemente necesarias en respuesta a la transición de una Sociedad de la Información a una Sociedad Post-Información. A través de las proposiciones descritas aquí, nuestro objetivo es construir un terreno común e invitar a la comunidad de investigadores y profesionales de la creatividad a reflexionar, estudiar y cultivar la creatividad como un fenómeno sociocultural.

This essay is about Jean Piaget’s late theory, but it is also an advance of my broader historiographical argument regarding the role of intellectual history in uncovering our science’s still-relevant “neglected invisibles” (introduced in Burman, 2015). It does this by building on recent scholarship in the History of Biology to show how Historians of Psychology can contribute to contemporary science without falling prey to “presentism” (i.e. the bias introduced into historical narratives as a result of the framing afforded by contemporary concerns). To wit: when the present itself has been biased by past disciplinary politics, then it is not “presentist” to show that this bias exists. Nor is it presentist to follow the consequences of this biasing back to the original sources, and then highlight the resulting neglected invisibles that have continuing contemporary relevance. I do that, here, by leveraging recent scholarship showing that development was actively suppressed from the evolutionary discourse during the 20th century. Because this is starting to change, with the rise of “evo-devo” (the new synthesis of evolutionary and developmental biology that augments the old synthesis of Darwin and Mendel), and because the biological discourse provides meta-theory for evolutionary thinking in adjacent areas, the conditions of possibility for theory in psychology and epistemology are also changing: ideas that were once dismissed as unthinkable can be reconsidered in new light. Therefore, here, I turn to what Piaget called his “hazardous hypotheses,” and reexamine his long-neglected proposals—building on Baldwin and Waddington—for a single unifying evolutionary, developmental, psychological, and epistemological mechanism. PLAN FOR THE BOOK The handbook will cover how psychological ideas have evolved from past to present. The book will be organized much as an introductory-psychology text is, except that the goal of each chapter will be not merely t

In this article, the authors argue that the overwhelming portion of the literature on intelligence, race, and genetics is based on folk taxonomies rather than scientific analysis. They suggest that because theorists of intelligence disagree as to what it is, any consideration of its relationships to other constructs must be tentative at best. They further argue that race is a social construction with no scientific definition. Thus, studies of the relationship between race and other constructs may serve social ends but cannot serve scientific ends. No gene has yet been conclusively linked to intelligence, so attempts to provide a compelling genetic link of race to intelligence are not feasible at this time. The authors also show that heritability, a behavior-genetic concept, is inadequate in regard to providing such a link.

Although it is diffi cult to defi ne the concept of wisdom, psychologists have developed theories on the concept. One of these is the balance theory of wisdom which states that whence making decisions, wise individuals combine values and knowledge and balance the confl ictive nature of intrapersonal, interpersonal and extra-personal interests for short and long terms. This conceptual model of wisdom is action oriented and takes into consideration relevant values and knowledge together with multiple interests and their possible consequences. This model may not only be learned by students but may be taught by instructors.., Aun cuando resulta difícil defi nir la sabiduría, los psicólogos han desarrollado teorías acerca de este tema; una de ellas es la teoría del balance, que postula que a la hora de tomar decisiones, los individuos sabios se basan en sus valores y conocimientos, que balancean los intereses confl ictivos de naturaleza intrapersonal, interpersonal y extrapersonal, en plazos cortos y largos. Este modelo conceptual de la sabiduría está orientado a la acción y toma en cuenta los valores y conocimientos relevantes, sumados a la consideración de los múltiples intereses y a sus posibles consecuencias. Este modelo teórico, además, no solamente puede ser aprendido por los estudiantes, sino también enseñado por los profesores.

This article argues for the importance of teaching for ethical reasoning. Much of our teaching is in vain if it is not applied to life in an ethical manner. The article reviews lapses in ethical reasoning and the great costs they have had for society. It proposes that ethical reasoning can be taught across the curriculum. It presents an eightstep model of ethical reasoning that can be applied to ethical challenges and illustrates its application. The eight steps range from recognizing there even is a situation to which to respond, to acting. It is argued that ethical behavior requires the completion of all eight steps. It further points to a source of frustration in the teaching and application of ethics: ethical drift. Finally it draws conclusions.

A test battery to assess mental flexibility was developed based on Sternberg's theory successful intelligence (1985). New mental flexibility assessment instruments were developed and underwent formative and summative evaluation. The newly developed mental flexibility tests showed adequate reliability, and preliminary evidence of construct- and criterion-related validity. One mental flexibility factor explained 70% of variance in the test battery and was differentiated from the latent factor underlying divergent and convergent measures of fluid intelligence. Preliminary evidence of incremental criterion-related validity was found, suggesting that the mental flexibility test battery explains variance above and beyond divergent and convergent measures of fluid intelligence in criterion measures., Task No., 4901, Technical Rept. 1222.

Comets are thought to preserve the most pristine material currently present in the solar system, as they are formed by agglomeration of dust particles in the solar nebula, far from the Sun, and their interiors have remained cold. By approaching the Sun, volatile components and dust particles are released forming the cometary coma. During the phase of Heavy Bombardment, 3.8--4 billion years ago, cometary matter was delivered to the Early Earth. Precise knowledge on the physico-chemical composition of comets is crucial to understand the formation of the Solar System, the evolution of Earth and particularly the starting conditions for the origin of life on Earth. Here, we report on the COSAC instrument, part of the ESA cometary mission Rosetta, which is designed to characterize, identify, and quantify volatile cometary compounds, including larger organic molecules, by in situ measurements of surface and subsurface cometary samples. The technical concept of a multi-column enantio-selective gas chromatograph (GC) coupled to a linear reflectron time-of-flight mass-spectrometer instrument is presented together with its realisation under the scientific guidance of the Max-Planck-Institute for Solar System Research in Katlenburg-Lindau, Germany. The instrument's technical data are given; first measurements making use of standard samples are presented. The cometary science community is looking forward to receive fascinating data from COSAC cometary in situ measurements in 2014.

The main objective of this work was to investigate two testing procedures, repeated static tests and dynamic testing, that can more clearly demonstrate the impact of treatment for parasites in children. Rural Tanzanian children were assessed for the presence/absence and burden of helminth parasites and assigned to one of three groups—infected/treated with anthelmintic medication, infected/not treated, and uninfected/not treated. All three groups were assessed with dynamically administered cognitive tests (on three separate occasions, with each session including pretest, instruction, and posttest), conventionally (statically) administered cognitive tests, and traditionally administered educational achievement tests. The data demonstrated that the children in the infected/treated and uninfected groups showed higher cognitive gains on two out of three dynamically administered and one out of eight statically administered tasks than did the children in the infected/not treated group. Thus, anthelmintic medications for parasitic illnesses appear to contribute to the improvement in cognitive functioning and this improvement is captured more clearly in dynamic than static tasks. The pathways of this improvement are still not understood and require further investigation.

The main objective of this work was to investigate two testing procedures, repeated static tests and dynamic testing, that can more clearly demonstrate the impact of treatment for parasites in children. Rural Tanzanian children were assessed for the presence/absence and burden of helminth parasites and assigned to one of three groups—infected/treated with anthelmintic medication, infected/not treated, and uninfected/not treated. All three groups were assessed with dynamically administered cognitive tests (on three separate occasions, with each session including pretest, instruction, and posttest), conventionally (statically) administered cognitive tests, and traditionally administered educational achievement tests. The data demonstrated that the children in the infected/treated and uninfected groups showed higher cognitive gains on two out of three dynamically administered and one out of eight statically administered tasks than did the children in the infected/not treated group. Thus, anthelmintic medications for parasitic illnesses appear to contribute to the improvement in cognitive functioning and this improvement is captured more clearly in dynamic than static tasks. The pathways of this improvement are still not understood and require further investigation.

This investigation tested methods derived from Sternberg's theory of practical intelligence (Sternberg et. al, 2000) that were designed to enhance experience-based (tacit) knowledge in military leadership. Two experimental studies were conducted that built on prior research. The first research effort was a quasi-experiment, in which 101 Army officers participated in theory-based reflection interventions or a no-reflection control. Results showed a strong effect of reflection condition on tacit knowledge post-test scores (F(3, 91)=3.743, p=.01). In the second experiment, 235 college students participated in a theory-based reflection intervention or reflection control. Results showed a marginally significant effect of reflection condition on tacit knowledge post-test performance (Hotellings T(1,233)=.015, p=.06). This intervention suggests that individual reflection interventions based on cognitive theory may promote experiential learning as measured by domain-specific, practical problem-solving.

A review of the most important theories and studies about intelligence and creativity. Both human abilities are considered from the different perspectives of relation, from inclusive ones to separate categories. The author shows us the variety and depth of present analysis that study creativity as a vital element to open new stances of cognitive world. The author exposes his essential triarchic intelligence theory., Revision de las mas importantes teorias y estudios sobre las relaciones entre inteligencia y creatividad. Ambas capacidades humanas se consideran desde muy diferentes relaciones, desde las inclusivas hasta las completamente independientes. El autor nos muestra la variedad y profundidad de los analisis actuales que estudian la creatividad como un rasgo vital para abrir las perspectivas sobre el mundo cognitivo. El autor expone su esencial teoria triarquica de la inteligencia.

This report addresses the role of practical intelligence and tacit knowledge in understanding how individuals learn from experience and develop expertise. We present background on the notion of practical intelligence as an alternative to conventional conceptualizations of intelligence, and the exploration of the acquisition and utilization of tacit knowledge as elements of practical intelligence. We review research on practical intelligence and, in particular, highlight findings from over 15 years of research on tacit knowledge. We then address new directions aimed at understanding how individuals learn from experience and acquire tacit knowledge, and present new approaches for identifying and promoting managerial and leadership potential that are based on ongoing research on practical intelligence.

In this report we first introduce traditional notions of leadership and their limitations, and the importance of tacit knowledge for military leadership. We then present Sternberg's (1985, 1988, 1997) Triarchic theory of intelligence and the role of practical intelligence and tacit knowledge in successful leadership. Next, we examine in-depth the nature of tacit knowledge, how it is defined and measured, how it differentiates experts from novices, and how it is bounded. Furthermore, we present a model of practical intelligence and tacit knowledge acquisition, and demonstrate how tacit knowledge may be acquired experientially and vicariously. Based on the literature reviewed, we draw hypotheses that we test empirically. We then present the results of our findings and discuss their theoretical and practical implications. Last, we relate our findings to the purpose of this report, and to the research questions we sought to answer.

The objective of this project is to explore methods for facilitating the acquisition of tacit (i.e., experience-based) knowledge by military leaders. We are investigating the cognitive information processes through which individuals who gain relatively more from their experiences acquire information from stimuli and events in their environment. As tacit knowledge is a critical component of practical intelligence, we expect to show that facilitating the acquisition of tacit knowledge will, in turn, improve practical problem solving. Improved practical problem solving has obvious implications for improved leadership in the complex, rapidly changing environment in which military leaders must work.

The goal of the project was to provide preliminary insight into the process of tacit knowledge acquisition and to support the development of tools to assess the use of various knowledge-acquisition processes in solving practical leadership problems. These requirements were met by (a) reviewing relevant theory and research on tacit knowledge, leadership, and knowledge acquisition; (b) reporting results of analyses performed on free text responses provided by Army officers to tacit- knowledge scenarios; and (c) discussing the implications of this research for ongoing efforts to identify and assess the processes associated with tacit-knowledge acquisition. Over the course of the multi-year project evidence was discovered that tacit knowledge from the stories and advice leaders shared about their experiences could be used to developed tools for measuring the possession of tacit knowledge and evidence was obtained that tacit knowledge relates to effective leadership. Relationships were found between rank and tacit-knowledge scores on the company and battalion inventories, providing support for the relationship between experience and tacit knowledge.

En el presente trabajo se comparan distintos modelos teóricos acerca de la estructura subyacente del STAT (Sternberg Triarchic Abilities Test), nivel H, utilizando las técnicas de Análisis Factorial Confirmatorio. La comparación de los distintos modelos se realiza mediante el empleo de una estrategia de análisis jerárquico factorial confirmatorio y de comparación de modelos anidados, bajo diferentes asunciones, relativas a un concepto unidimensional de la inteligencia, un concepto factorial tradicional y un modelo triárquico. Los resultados ponen de manifiesto que el modelo que logra un mejor ajuste a los datos empíricos es el basado en una concepción triárquica de la inteligencia. Estos resultados se discuten atendiendo a la validez conceptual de la teoría triárquica., This study compares different theoretical models on the underlying structure of the STAT (Stenberg Triarchic Abilities Test), level H, by using Confirmatory Factor Analysis techniques. This comparison of different models is made by applying a strategy of Hierarchical Confirmatory Factor Analysis (HCFA) and a strategy of comparison of nested models, with the acceptance of some theories, such as the unidimensional concept of intelligence, the traditional concept of Factor, and the Triarchic Model. The results obtained reveal that the model that best meets empirical data is the one based upon a triarchic concept of intelligence. These results are analised with reference to the conceptual validation of the Triarchic Theory.

This product is an extension of a project that defined and measured tacit knowledge for leadership among U.S. Army officers. The project researched tacit knowledge for leadership at three different levels of command and developed tacit knowledge assessment inventories for each level. The project is described in detail in ARI Technical Report 1080 (Hedlund et al, 1998) which is referenced in this document. During conduct of the research both common themes and distinct categories of tacit knowledge emerged across the three levels of command (platoon, company and battalion). This report discusses how the categories compare to the general dimensions of leadership identified by other researchers and what these categories reveal about the primary leadership challenges at the three command levels. Good and bad responses to inventory items as rated by experts are compared with the responses of practitioners rated as effective or ineffective leaders by their subordinates, peers or superiors. These data allow the identification of specific response patterns associated with effectiveness ratings from various sources and provide insights into why effective leadership is viewed differently from different perspectives. The findings have implications for the complexity and training of Army leadership.

This is the final product of a six year effort to define, assess and measure tacit knowledge for leadership among U.S. Army officers. Tacit knowledge is defined as knowledge grounded in experience, intimately related to action, and not well supported by formal training and doctrine. Tacit knowledge for leadership was researched at three different levels of command and developed into assessment inventories for each level. The assessment inventories have been construct validated and proven to predict certain leadership effectiveness ratings at each level and to do so better than measures of verbal reasoning ability, tacit knowledge for business managers, or experience. The report describes the constructs of "practical intelligence" and "tacit knowledge", other research related to them, the general methods used in assessing tacit knowledge, and the development of the Tacit Knowledge for Military Leaders inventories. There is also a chapter on the practical implications for leadership development and training. An expanded version of this report will appear as a commercially available book entitled, Practical Intelligence in Everyday Life by the same authors.

El trabajo presenta los resultados de un estudio acerca del papel que juegan los estilos intelectuales en el rendimiento académico en distintas áreas de la Educación Primaria (Primary School) obligatoria. Como variables predictoras se incluyen: una medida de la inteligencia abstracta de tipo analítico, el cociente intelectual en el Sternberg Triarchic Abilities Test (STAT-forma E), y cada uno de los trece estilos intelectuales definidos por Sternberg y colaboradores. Los resultados, obtenidos en una muestra de 485 estudiantes de sexto curso de la (Primary School educación primaria), muestran que cada uno de estos factores realiza una contribución independiente y significativa a la explicación de la varianza observada en el rendimiento académico. Los análisis correlacionales, de regresión jerárquica y de correlación canónica indican que la variable de estilos intelectuales muestra relaciones significativas con el rendimiento medio y con el rendimiento en cada una de las áreas consideradas. El estilo ejecutivo tiene una contribución positiva y significativa en la explicación del rendimiento en todos los casos. Estos resultados se discuten en relación al papel que juegan los estilos intelectuales en otro tipo de realizaciones como la creatividad., This work presents the results of a study on the role that intellectual styles play in academic performance in different areas of primary school. Variable predictors include analytical measurements of abstract intelligence, the intelligence quotient set out in the Sternberg Triarchic Abilities Test (STAT form E), and of each of the thirteen intellectual styles defined by Sternberg and collaborators. The results, obtained from a sample of 485 students in the sixth grade of primary school, show that each of these factors makes an independent and significant contribution to the explanation of the variance observed in academic performance. The correlational analyses of hierarchical regression and canonical correlation indicate that the variable of intellectual styles is significantly related to average academic performance in each of the areas considered. The manner of execution of this study makes a positive and significant contribution to the explanation of academic performance in all cases. These results can be debated in relation to the role that intellectual styles, such as creativity, play in other types of outcomes.

El presente estudio examina las diferencias en el estilo intelectual entre grupos de estudiantes con diferentes niveles intelectuales y rendimiento académico, utilizando como criterios las puntuaciones obtenidas en dos tests de inteligencia (el factor "g" de Cattell y STAT de Sternberg, nivel H.) y las puntuaciones dadas por los profesores. El inventario de los estilos intelectuales diseñado por Sternberg y Wagner (1991) se ha usado para medir los estilos intelectuales. Los resultados obtenidos de una muestra de estudiantes de Educación Secundaria, con una media de edad de 16 años establecen la existencia de diferencias significativas entre los grupos mayormente en los estilos. Los estudiantes más capaces, según sus profesores, son más legislativos, judiciales, globales, locales y progresistas que los estudiantes con mejor capacidad intelectual; sin embargo, los estudiantes más capaces, no son más ejecutivos y conservadores que sus compañeros. Estos resultados están en concordancia con los de otros estudios, según los cuales los alumnos de altas habilidades son más creativos, críticos, globales y progresistas que los estudiantes de habilidades medias., The present study examines the differences in thinking styles among groups of subjects with differing intellectual levels and academic performance, using as criteria the scores obtained on two tests of intelligence (the Cattell Factor "g" test and the Sternberg STAT) and grades given by teachers. The inventory of students' intellectual styles, devised by Sternberg and Wagner (1991), was used to measure the thinking styles. The results obtained from a sample of 240 secondary students with an average age of 16 establish the existence of significant differences among the groups —mostly in terms of styles. The more-able students are, according to their teachers, altogether more legislative, judicial, global, and local —as well as more progressive— than students with average ability. However, the more-able students are not seen as more executive nor more conservative than their classmates. These results are, along more general lines, in agreement with the results of other studies which consider the more-able subjects more creative, critical, global, and progressive than the subjects with average abilities.

Tacit knowledge is defined as knowledge grounded in experience, intimately related to action, and not well support by formal training and doctrine. Tacit knowledge of leadership used by Army officers at three different levels of command have been identified, assessed, and developed into assessment inventories for each level. The inventories have been construct validated and proven to predict leadership effectiveness ratings at each level and to do so better than measures of verbal reasoning ability, tacit knowledge for business managers, or experience. This report summarizes the development process and identifies and discusses findings from the development process that have potential application in Army leadership development. The relationship of tacit knowledge to the future of military leadership is also discussed.

Army officers, drawn from three different institutional settings, evaluated tacit-knowledge items to Support development of tests of tacit knowledge for military leadership. Items were identified that differentiated leaders varying in leadership experience (at a level of leadership) or in rated leadership effectiveness. Subject-matter experts also sorted the items into categories of like items. Analyses of the categories identified dimensions that described the organization of the items. Item discrimination and organizational location will be used to select materials for construction of tests of tacit knowledge for each three levels of Army Leadership: platoon leader, company commander, and battalion commander.

Our experiment was designed to asses the insight skills are as sources of difference individuals between high level intelligence children and other individuals. The results of our study are wholly consistent both with the Sternberg information-processing theory of insight and with the role of skills insight (selective encoding, selective combination and selective comparison) in distinguishing the performance of high level intelligence (gifted) from nogifted students. The results of these analyses state that high intelligence individuals use selective encoding, combination and comparison processes such as the ones used in this work. The difference among high intellectual individuals and the average ones lies in the ability to the first ones to sift out information in order to find the relevant aspects they need to finish the task., El objetivo de la investigación es estudiar el insight como un aspecto diferencial entre los sujetos con alto nivel intelectual y los de inteligencia media. Los resultados de nuestro experimento son consistentes tanto con la teoría de las habilidades de los procesos de insight como con el rol que juegan dichas habilidades en las diferencias individuales de los superdotados y los que no lo son. En general, los resultados de nuestro estudio demuestran que los alumnos con un alto nivel intelectual obtienen mayores puntuaciones que los del nivel medio. La diferencia reside sobre todo en mayor capacidad de los sujetos superdotados para tratar la información y sobre todo los aspectos más relevantes para acabar la tarea

This report reviews the theory of tacit knowledge and its theoretical and empirical background. The authors propose a three category structure for the tacit knowledge in military leadership: intrapersonal, interpersonal, and organizational. That structure was derived from instances of leadership tacit knowledge inferred from a review of military trade journals, military 'lessons learned' publications, and military memoirs. The report presents instances for the three categories. The proposed structure and representing instances are discussed in terms of (1) tacit knowledge in civilian business management; (2) U.S. Army leadership doctrine; (3) applicability across organizational levels of the U.S. Army (battalion, company, and platoon); and (4) the likelihood of further elaboration and replication of the proposed structure with application of other data collection methods. (RWJ) ( SF-298)

This report on promoting individual and organizational productivity through practical intelligence discusses the authors' tacit-knowledge framework and some of the experiments done to test the framework. The basic idea behind the experiments is that a critical component to success in organizations is tacit knowledge, or what one learns on the job that is not explicitly taught and often, not even verbalized. We have done a series of experiments that show, in a variety of jobs and settings, the importance and nature of tacit knowledge. These experiments examined the role of tacit knowledge in jobs such as management, teaching, and sales, and looked at the importance of tacit knowledge to students. We found that tacit knowledge tends to increase with experience, although it is what one learns from experience rather than the experience itself that is critical. We also found that tacit knowledge is unrelated to traditional measures of intellectual abilities, and that it predicts job performance about twice as well as conventional ability tests. Tacit knowledge is important in a variety of occupations and can be measured in ways that are both reliable and valid. The authors believe this research shows that tacit knowledge is critical to success in organizational settings.

The aim of this article is to propose a theoretical foundation for undertanding mental abilities and retardation, in them that rovides one possible basis for understanding the differences in observed performance between retarded and normal individuals. The triarchic theory comprises three subtheories, each of which deals with a different aspect of intelligence and retardation. We shall deal with each of three subtheories -called the componential, experiential, and contextual- and review some of the evidence in the literature that seems to support the triarquic theory. The componential subtheory relates the concept of intelligence to the internal world of the individual; extensive evidence is available to suggest that retarded individual differ from normal individuals in their componential and particularly metacomponential skills. The experiential subtheory suggests that retarded individuals are less able to deal effectively with novelty than normal individual are. The contextual subtheory attempts to relate intelligence to the external world of the individual. Clearly, retarded an nonretarded individuals differ in their adaptive patterns., El objetivo de este trabajo es explicar las fundamentaciones teóricas de la teoría triárquica de la inteligencia, para entender el retraso mental y las diferencias de los sujetos retrasados con los normales. La teoría triárquica intenta explicar la inteligencia en términos de tres subteorías: a) la componencial, que se refiere a las relaciones entre la inteligencia y el mundo interno o mental del sujeto, las investigaciones demuestran que los deficientes se diferencian de los normales en sus habilidades metacomponenciales; b) la experiencial, intenta entender la inteligencia en términos de relaciones entre el individuo y su experiencia a lo largo de su vida, los estudios realizados hasta la fecha demuestran que los sujetos retrasados son menos eficaces que los normales a la hora de resolver problemas novedosos y de automatizar la información; y c) la contextual, considera la inteligencia en función de las relaciones del individuo con su mundo externo o contexto; los sujetos retrasados se diferencian de los normales en sus patrones de adaptación al medio

This article suggests that intelligence can best be understood through the study of nonentrenched, i.e., novel, kinds of tasks. Such tasks require subjects to use concepts or form strategies that differ in kind from those to which they are accustomed. It is suggested that the only partial success of the cognitive-correlates and cognitive-components approaches to intelligence that are in contemporary favor might be due in part to the use of tasks that are more entrenched (familiar in kind) than would be optimal for the study of intelligence. Two nonentrenched tasks are described, one requiring projection into the future of states of objects, the other requiring complex analogical reasoning where multiple terms of analogies can be replaced by alternative answer options. Research into the first task focused upon performance components of task solution (i.e., components used in the execution of strategy); research into the second task focused upon metacomponents of task solution (i.e., components used in the planning of strategy). Correlations of task and component latencies were generally higher than those obtained in most contemporary information-processing research on the nature of intelligence. Some speculations are made about the implications of these results for educational theory and practice.

This article presents a description of a theory and data stemming from a newly developed research program to explain real-time comprehension. The program particularly seeks an understanding of what happens in real time when a person processes verbal relations, as, for example, in a synonyms test. The article is divided into three major parts: first several alternate approaches to understanding the nature of verbal comprehension are discussed, touching on both the positive contributions and the limitations of each, then a theory of real- time verbal comprehension is presented, together with data supporting it, finally, the authors discuss the implications of the theory and data for the design and analysis of mental ability tests. Keywords: Human intelligence., Sponsored in part by Contract N00014-78-C-0025.

This Final Report is divided into four main sections. In the first section, I describe in some detail a subset of the empirical research I have done with my collaborators under the contract. Rather than attempt to describe every study, I have described selected studies in detail. These studies show some of the range of work we have accomplished during the contract. In the second section, I present a list of the publications that have ensued from 1985 to 1988, as well as publications that are in press. These are the years during which the contract was held. In the third section, I list presentations I have given during the years of the contract. And in the fourth and final section, I give the final budgetary accounting for the contract. Keywords: Intelligence(Humans), Psychrometers, Hypotheses, Psychomotor tests, Reasoning, Aptitudes test, Cognition, Information processing, Experimental psychology.

Thus far, the study of adult intelligence has been influenced by the study of children's intelligence, but the reverse has not been true. In this chapter of the book Child Development in Life-Span Perspective, it is proposed that the researchers studying intelligence in children can benefit from considering the perspectives and assumptions found in adult intelligence theories. Ten lessons which child psychologists can learn from those studying adult intelligence are presented.