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成功智力理论:内涵、实践及启示 被引量:15

The Theory of Successful Intelligence: Notion, Practice and Implication
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摘要 斯滕伯格提出的成功智力理论是目前最富影响力的智力理论之一,它拓宽了传统智力概念的内涵,并通过一系列实践得到了证实,是理论结合实际的典范,对当今的教育和教学具有启示性意义。 The theory of successful intelligence proposed by Sternberg is one of the most influential intelligence theories. It has expanded the conventional notions of intelligence, and has been verified by a number of studies. It is an example of linking theory with practice. Therefore its implications for the current education and instruction is discussed in this paper.
作者 赵笑梅
出处 《比较教育研究》 CSSCI 北大核心 2005年第8期30-33,12,共5页 International and Comparative Education
关键词 斯滕伯格 成功智力 内涵 实践 启示 Sternberg successful intelligence notion practice implication
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参考文献9

  • 1Sternberg R.J. The Heory of Successful Intelligence, Review of General Psychology,1999, 3(4): 292-316.
  • 2Sternberg R. J. A Broad View of Intelligence,Consulting Psychology Journal: Practice and Research,2003, 55(3): 139 - 152.
  • 3Sternberg R. J. Successful Intelligence: Finding a Balance.Trends in Cognitive Science, 1999, 3(11 ): 436 -442.
  • 4Sternberg R.J. Castejon J. L. Prieto M. D. Hautam?ki J.& Grigorenko E.L. Confirmatory Factor Analysis of the Sternberg Triarchic Abilities Test in Three International Samples: An Empirical Test of the Triarchic Theory of Intelligence. European Journal of Psychological Assessment, 2001, 17:1 - 16.
  • 5Grigorenko E. L., & Sternberg R.J. Analytical, Creative,and Practical Intelligence as Predictors of Self-reported Adaptive Functioning: A Case Study in Russia. Intelligence, 2001, 29:57-73.
  • 6Sternberg R.J. The Concept of Intelligence and Its Role in Lifelong Learning and Success, American Psychologist, 1997, 52(10): 1030- 1037.
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  • 8Grigorenko E. L.,Jarvin L., & Sternberg R. J. Schoolbased Tests of the Triarchic Theory of Intelligence: Three Settings, Three Samples, Three Syllabi. Contemporary Educational Psychology, 2002, 27:167 -208.
  • 9Sternberg R. J. A Triarchic Approach to the Understanding and Assessment of Intelligence in Multicultural Populations. Journal of School Psychology, 1999, 37(2): 145 -159.

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