The Intelligent Attitude: What Is Missing from Intelligence Tests

Sternberg, Robert J.

doi:10.3390/jintelligence10040116

Cited by 9 publications

(11 citation statements)

References 97 publications

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“…In Iran, an uprising led by women, mostly young, is showing that an understudied form of giftedness, courage (Sternberg, 2022a), can shake up, if not uproot, a corrupt and brutal government (Wright, 2022). The gifts of these women are not the kinds of gifts that express themselves in grades and on standardized tests.…”

Section: Refusal Merely To Accept Authoritymentioning

confidence: 99%

“…Giftedness is humanitarian by virtue of the way it is deployed. On this view, much of humanitarian giftedness, like adaptive intellectual functioning, lies in the attitudes of gifted individuals, not just in their abilities (see Sternberg, 2022a). Arguably, it is deployment that matters more than what one metaphorically might have stored inside the head.…”

Section: Beyond Gifts That Are “Bestowed”mentioning

confidence: 99%

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Humanitarian giftedness

Sternberg

Rodríguez-Fernández

2023

Gifted Education International

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Humanitarian giftedness is the deployment of one’s gifts and talents in a way that, at some level, benefits humanity. Humanitarian giftedness involves sharing one’s gifts with others in a way that makes the world a better place. It is not something people are born with—they develop it in the same way other forms of expertise are developed—through a deployment of abilities as developed by deliberate practice and a focus on giving rather than just receiving. Teachers and parents can develop humanitarian giftedness by being role models, by sharing stories of humanitarian giftedness, and by encouraging it in their students. They also must discourage use of gifts for ends that harm humanity. The road to more humanitarian deployment of gifts is not through tests and other assessments, but through the development of humanitarian gifts as a learned form of expertise—as gifts not from genes, but rather from the interaction of the person with the tasks they confront and the environmental contexts in which they live.

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Section: Refusal Merely To Accept Authoritymentioning

confidence: 99%

Section: Beyond Gifts That Are “Bestowed”mentioning

confidence: 99%

Humanitarian giftedness

Sternberg

Rodríguez-Fernández

2023

Gifted Education International

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“…For example, all the theories explain, at some level, why intelligence is necessary but not sufficient for wisdom. Wisdom requires the knowledge and analytical thinking skills that are critical to intelligence (e.g., Carroll, 1993;Cattell, 1971;Ceci, 1996), but also complex dispositions, judgmental and metacognitive skills as well as attitudes that are not part and parcel of most contemporary theories of intelligence (see Sternberg, 2003Sternberg, , 2022. The theories also explain why a substantial level of creativity is necessary but not sufficient for wisdom.…”

Section: What Makes the Top A Theory?mentioning

confidence: 99%

“…Wise people must be knowledgeable, but to be knowledgeable is not sufficient for wisdom, because so many people use their knowledge poorly, selfishly, or simply do not use it at all. As Sternberg (2022) has suggested, in the end, what matters most is not the particular knowledge or gifts one has available, but rather how the resources are deployed. If someone uses their knowledge for bad or immoral purposes, the knowledge has certainly not made them wise in thought or action.…”

Section: Some Extant Theories Of Wisdommentioning

confidence: 99%

What Is Wisdom? Sketch of a TOP (Tree of Philosophy) Theory

Sternberg

2023

Review of General Psychology

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This article proposes a sketch of a new theory of wisdom based on the tree of philosophy (TOP) model. It is argued that philosophy—love of wisdom—has developed branches over the millennia that reflect the different aspects of thought and action that need to be considered in a comprehensive theory of wisdom. Although there is not a full consensus on what these branches are, the TOP usually has as branches, at minimum, metaphysics—including epistemology and ontology—and ethics, logic, aesthetics, hermeneutics, and axiology. Each of these branches is considered, and its implications for a philosophically based theory of wisdom are considered. Whereas some other theories of wisdom attempt to synthesize recent psychological attempts to understand wisdom, the TOP theory attempts to synthesize the contribution of millennia of philosophical inquiry.

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“…On the other hand, both scientists and laypeople know that people who have high intelligence often act in surprisingly "stupid" or foolish ways (Aczel 2020;Sternberg 2002). In some cases, they may lack emotional intelligence (Rivers et al 2020), social intelligence (Kihlstrom and Cantor 2020), cultural intelligence (Ang et al 2020), or what Gardner calls interpersonal intelligence (Gardner 2011); but in other cases, the problem may seem to be not a lack of ability but rather the attitude with which they approach a task requiring intelligence: they seem to self-sabotage their performance by going into the task with an attitude that will lead to failure or defeat; Sternberg (2022) has referred to this phenomenon as a failure of intelligent attitude. Relevant also is the construct of self-handicapping, whereby people purposely set up obstacles in their way, sometimes to blame failure in tasks on external causes rather than on themselves (e.g., Berglas and Jones 1978;Jones and Berglas 1978).…”

Section: Introductionmentioning

confidence: 99%

An Empirical Test of the Concept of the Adaptively Intelligent Attitude

Sternberg,

Soleimani Dashtaki,

Baydil

2024

J. Intell.

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This study provides an empirical test of a previously proposed assertion that intelligence as adaptation has an attitudinal as well as an ability component. The ability component deals with what the basic knowledge and skills are that underlie intelligence, and how much of each one an individual has. The attitudinal component deals with how an individual chooses to deploy the abilities they have. In other words, to what use are the abilities put? It is argued that it is impossible fully to separate the measurement of the ability component from the attitudinal one. In a diverse population, even taking an intelligence test will show itself to involve an attitude toward the test, which may enhance or detract from performance, as when one sees the test as irrelevant or harmful to one’s life, or as a sociocultural misfit to one’s life experience. To succeed, people need not only to have abilities, but attitudes that put those abilities to effective use to accomplish individuals’ life goals. In the study, we found that intelligent attitudes are related, but non-identical, to germane constructs, such as wisdom, the need for cognition, creativity, and openness to experience. Scores on the attitudinal measure were not related to scores on tests of fluid intelligence and academic abilities/achievement. Thus, the range of attitudes regarding how to deploy intelligence can vary over ability levels.

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The Intelligent Attitude: What Is Missing from Intelligence Tests

Cited by 9 publications

References 97 publications

Humanitarian giftedness

Humanitarian giftedness

What Is Wisdom? Sketch of a TOP (Tree of Philosophy) Theory

An Empirical Test of the Concept of the Adaptively Intelligent Attitude

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