Robert Sternberg
Robert Sternberg
Robert Sternbergis an American psychologist and psychometrician. He is Professor of Human Development at Cornell University. Prior to joining Cornell, Sternberg was president of the University of Wyoming. He has been Provost and Professor at Oklahoma State University, Dean of Arts and Sciences at Tufts University, IBM Professor of Psychology and Education at Yale University. He is a member of the editorial boards of numerous journals, including American Psychologist. He was the past President for the American Psychological Association...
NationalityAmerican
ProfessionScientist
Date of Birth8 December 1949
CountryUnited States of America
Robert Sternberg quotes about
Research has shown that IQ type tests account for about 10% of the variation in how successful people are in various aspects of their adult lives.
The world supports a multi-million dollar industry of intelligence and ability research, but it devotes virtually nothing to determine why this intelligence is squandered by engaging in amazing, breathtaking acts of stupidity.
But what many psychologists have done, probably because they did well on a test themselves and everyone wants high self esteem, is to create this little box and then do their research inside it.
Teachers can't afford not to be flexible. The world is changing quickly. Don't just teach to those who think and learn analytically.
capitalize on their strengths, but also to correct and compensate for their weaknesses.
Leadership and civic engagement are an important part of the Tufts education, ... People often get themselves into power who are very bright, but not necessarily wise, and maybe even foolish.
When I grew up, there were no computers that anyone used, except for the big scientists. There was no internet, there were no VCRs.
All of the studies we do in my group are quantified.
Well, I don't think that the SAT is a scam.
To the Kenyan families, school doesn't really matter because none of them are going on to college. Almost all of drop out of school and so, they're spending their time learning things that are important to them.
In other words, unlike some people with new theories, we will go out, we'll go into a school and we get products and the products are evaluated, whether it's by teachers or others. The scores are quantified and then we compare performances.
If you bore them to death and say, this hurts me more than it hurts you, #A, they're not going to believe it, and #B, they're going to invest their time in other things anyway.
The problem is that there are very few technologies that essentially haven't changed for 60, 70 years.
The three parts of the theory are analytical ability, the ability to analyze things to judge, to criticize. Creative, the ability to create, to invent and discover and practical, the ability to apply and use what you know.