Sternberg’s Triarchic Theory Of Intelligence

Despite the fact that almost all of us believe that we are clear about the concept of intelligence, there have been numerous definitions throughout history. There are many experts who have developed a theory about intelligence, such as Binet, Weschler, Spearman, Catell or Sternberg, among others.

In this case, we are going to focus on the perspective of Robert Sternberg, a psychologist and professor at Yale University. Sternberg defines intelligence from the point of view of cognitive psychology as “the to mind ctivity directed toward intentional adaptation, selection or processing environments the relevant real world in one ‘s life .”

In this way, we can say that Sternberg conceives intelligence as a relationship of the individual with the context at a cognitive level with the aim of both adapting to it and transforming it, depending on the circumstance.

Now, the author went much further and developed a theory known as the triarchic theory of intelligence, according to which there are three types of intelligence:

• Analytical intelligence.
• Creative intelligence.
• Practical intelligence.

Fundamental aspects of the triarchic theory of intelligence

As we have discussed, Sternberg speaks of three types of intelligence: analytical, creative, and practical. Each of them is part of three partial subtheories that complement each other: the component, the experiential and the contextual. 

We will now draw on the description of Elizabeth, JR and Gregorio, P. (2008) to develop and explain Sternberg’s theory. Let’s go deeper.

The relationship of intelligence with the internal world of the individual: the components of intelligence

The triarchic theory of intelligence describes the relationship of intelligence with the internal world of the individual through the components or mental processes that are involved in thinking. These components are of three types:

• Metacomponents : these are the executive processes used to plan, control and evaluate the solution of problems or tasks.
• Execution components : these are the lowest-level processes of all those involved in making effective or executing the commands of the metacomponents.

• Knowledge acquisition components : are those processes used, in the first place, to learn to solve problems.

These types of components are highly interdependent and together they form what the author calls analytical intelligence.

The relationship of intelligence to individual experience: facets of human intelligence

The three types of information processing components apply to tasks and situations that vary in terms of individual experience levels with them. When a task is presented for the first time it is new, but through successive experiences it is automated.

This type of intelligence is what Sternberg calls creative intelligence.

The context of intelligence: functions of mental self-government

In this theory, everyday intelligence, that of every day, is defined as the selection and modification of real world environments that are relevant in our life and for our skills, always under an adaptive purpose.

The adaptation is chosen first and, if this fails, the selection or molding is chosen. It is the last type of intelligence defined by Sternberg in his theory: practical intelligence.

The intelligent person seeks the experience they want to carry out

We wanted to highlight this beautiful phrase by Aldous Huxley because it relates intelligence to the personal desire of each one of us. Something that should be taken into account in the educational field. In fact, one of the main objectives of this context should be the  search and development of multiple intelligence, emotional intelligence and triarchic intelligence.

These intelligences are the main factors that help us to generate and develop emotional, cognitive and many more skills that are lethargic on many occasions in each one of us.

The fact of being able to have theories about intelligence that provide us with different methods of studying it can be very useful, as long as we use them correctly. Furthermore, if education professionals are aware of them, their use in educational contexts would be highly recommended, so that later on, they can be applied on a day-to-day basis.