educational psychology

• 3 triarchic theory of intelligence

  analytical, creative, practical
• robert j sternberg

  • a prominent figure in the research of human intelligence
  • he developed an alternative intelligence model
  • the model comprises 3 elements of thinking process kept in balance by metacognition
• sternberg triarchic theory of intelligence

  • componential
  • experiential
  • contextual
• 3 kinds of intelligence

  • analytical intelligence
  • creative intelligence
  • practical intelligence
• analytical intelligence (componential)

  • focuses on planning, monitoring reflection, and transfer
  • is influential in being able to take apart problems and being able to see solutions not often seen
  • "book smart"
• 3 componential (subtheory)

  • meta components, performance, knowledge acquisition
• metacomponents 


  enable us to monitor, control and evaluate our mental processing, so that we can make decisions, solve problems, and create plans (planning and decision making skills)
• performance


  enable us to take action on the plans decisions arrived at by the metacomponents (what people do while carrying out plans)
• knowledge acquisition


  acquisition components enable us to learn new information that will help us carry out our plans (skills necessary for learning)
• creative intelligence (experiential)

  • focuses on developing, analyzing new ideas and creating solutions
  • deals with how well a task is performed with regard to how familiar it is
• 2 experiential (subtheory)

  novelty and automation
• novelty 


  ability of a person to deal with the problem for the first time
• automation 


  ability of a person to automatically perform the repeated tasks
• practical intelligence (contextual)

  • focuses on selecting, and shaping real world environments and experiences
  • deals with the mental activity involved in attaining fit to context
  • "street smart"
• 3 contextual (subtheory)

  • adaption
  • selection
  • shaping
• education and learning will take effect if:

  • teach them in a manner that matches their learning abilities
  • design and create a suitable match
  • using an integrated box of abilities
  • identifying their strengths and weaknesses
  • using a range of different strategies
• the basic aspects of using this theory (triarchic) are:

  • help children use the benefits of perceived strengths and skills and use them to enhance learning abilities
  • at the same time, assist them correctly, rectify or compensate for all those weaknesses that hinder learning process
• teaching children in an analytical manner:

  • encourage and nudge children to analyze, critique, judge, compare and contrast, evaluate, asses
• teaching children in an creative manner:

  • assist children to create something
  • help them invent something
  • encourage them to discover something
  • nudge them imagine something
• teaching children in an practical manner:

  • applying learning in a practical manner +
  • use available materials to use in a practical manner
  • put theoretical lessons into practice
  • implement the available solutions
  • employ the most feasible and flexible techniques to solve problems
• edward thorndike 


  1930, components of social intelligence
• david wechsler


  1940, components of intelligence
• Abraham maslow


  1950, emotional strength
• howard gardner


  1975, introduced the concept of "multiple intelligence"
• wayne payne 


  1985, introduced the term "emotional intelligence"
• keth beasly 


  1987, uses the term "emotional quotient"
• peter salovey & john mayer 


  1990, published article "emotional intelligence"
• daniel goleman 


  1995, emotional intelligence: why it can matter more than IQ
• emotional intelligence 


  we usually make decisions based on emotions +

  we are not Vulcan (alien humanoids who live by logic and reason and suppress emotion)
• why do we base decisions on emotions?

  • the amygdala in our brain is made to help us survive in a millisecond when danger is present. it is sudden and doesn't involve much thought
• emotional intelligence

  • the ability to identify and manage one's own emotions and the emotions of others
  • develop and maintain good social relationships
  • solve problems under pressure
• a person with high emotional intelligenve is 


  aware of him/herself, manages, aware of others, manages his/her relationships with others
• true 


  we are not born with high EI
• 5 components of emotional intelligence

  1. self-awareness
  2. self-regulation
  3. motivation
  4. empathy
  5. social skills
• self-awareness

  • ability to recognize what you are feeling
  • understanding your habitual emotional responses to events
  • recognizing how your emotions affect your behavior and performance
• high scores in self-awareness

  1. you see yourself as others see you
  2. have a good sense of your abilities (realistic assessment)
  3. know your limitations
  4. self confident
• strategies to develop in self awareness:

  • work on identifying your emotions
  • ask others how you are affecting them: seek and accept feedback
  • work on admitting what you need to change
  • anticipate button pushers
• self-regulation

  • ability to stay focused and think clearly when you have powerful emotions (think before acting)
  • controls or redirects disruptive impulses and moods
  • ability to suspend judgements
• high scores in self regulation:

  • ability to manage own emotional state
  • does not easily panic
  • takes responsibility for actions
  • do not make hasty decision that you might later regret
  • open to change/adaptable
  • trustworthy
• strategies to develop in self regulation

  • control self talk - eliminate ANT's (automatic negative thoughts+