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Thinking Styles, by Robert J. Sternberg PhD
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In our society, the recognition of talent depends largely on idealized and entrenched perceptions of academic achievement and job performance. In Thinking Styles, psychologist Robert Sternberg argues that ability often goes unappreciated and uncultivated not because of lack of talent, but because of conflicting styles of thinking and learning. Using a variety of examples that range from scientific studies to personal anecdotes, Dr. Sternberg presents a theory of thinking styles that aims to explain why aptitude tests, school grades, and classroom performance often fail to identify real ability. He believes that criteria for intelligence in both school and the workplace are unfortunately based on the ability to conform rather than to learn. He takes this theory a step farther by stating that "achievement" can be a result of the compatability of personal and institutional thinking styles, and "failure" is too often a result of a conflict of thinking styles, rather than a lack of intelligence or aptitude. Dr. Sternberg presents his revolutionary ideas in a way that is accessible to any educated reader. This provocative book suggests a real change in how we measure achievement and will inspire educators, employers, and parents alike.
- Sales Rank: #1041753 in Books
- Brand: Brand: Cambridge University Press
- Published on: 1999-03-13
- Original language: English
- Number of items: 1
- Dimensions: 8.98" h x .43" w x 5.98" l, .70 pounds
- Binding: Paperback
- 196 pages
- Used Book in Good Condition
Review
"Sternberg is a prolific and insightful writer. The ideas contained in this book may be useful to educators, employers, and psychologists. The information provided may help those in a position to make decisions about the value of others' contributions more aware of stylistic differences that may have a great deal of impact on performance, but have very little to do with ability...[and] may help sensitize people to recognize the value of differences in mental self-government to help capitalize on those differences." Contemporary Psychology
"[Sternberg's] examples are vivid and practical...Sternberg manages a clear, relatively jargon-free style and has organized his material in a user-friendly way." The Providence Sunday Journal
"[Sternberg's] ideas are provocative...They help explain why some of the very brightest kids flourish only after they've left their days of drab schooling far behind." Teacher Magazine
"A very readable book, which should interest a wide audience including upper-division undergraduates in education, psychology, and sociology." G.C. Gamst, Choice
"This is a thoughtfully constructed book that undertakes a fresh look at cognitive styles....The book is enjoyable and essential for all students, educators, employers, researchers and others interested in cognition and intelligence." Roseanne L. Flores, Readings
"In this stimulating and thought-provoking book, one of today's best-known psychologists provides a fascinating discussion of the many different ways people think and work today." Library and Information Science Annual
About the Author
Robert J. Sternberg is Dean of the School of Arts and Sciences and Professor of Psychology at Tufts University. Prior to being at Tufts, he was IBM Professor of Psychology and Education, Professor of Management in the School of Management, and Director of the Center for the Psychology of Abilities, Competencies, and Expertise at Yale University. This center, now relocated to Tufts, is dedicated to the advancement of theory, research, practice, and policy advancing the notion of intelligence as developing expertise, as a construct that is modifiable and capable, to some extent, of development throughout the lifespan. The Center seeks to have an impact on science, education, and society. Sternberg was the 2003 President of the American Psychological Association and is the 2006 2007 President of the Eastern Psychological Association. He was on the Board of Directors of the American Psychological Association and the Board of Trustees of the APA Insurance Trust. He is currently on the Board of Trustees of the American Psychological Foundation and on the Board of Directors of the Eastern Psychological Association as well as of the American Association of Colleges and Universities. Sternberg received his Ph.D. from Stanford University in 1975 and his B.A. from Yale University. He holds honorary doctorates from eight universities. He is the author of over 1,100 journal articles, chapters, and books. He focuses his research on intelligence, creativity, and wisdom and has studied love and close relationships as well as hate. This research has been conducted on five different continents.
Most helpful customer reviews
6 of 6 people found the following review helpful.
It Can Keep You Out Of Trouble
By William Baehr
This book gives you the knowledge of how to evaluate your own thinking styles and the thinking styles of those that you deal with so that you can best place your thinking style to your best advantage. As the book shows, thinking styles that are out of place are a disaster and thinking styles in place are a success. Sadly, creative, or as the author calls it, legislative thinking styles are punished in the public fool system, government and most of the business world. If you are a creative person you have to understand that most of what passes for education and business is out to punish and destroy your creativity. The status-quo is the executive style of thinking and is rewarded by most schools and businesses except at the very highest levels which very few will ever attain. So, if you are a creative person plan on a life of punishment in the school or corporate world. Of course if you are creative you don't need the school or corporate world anyway and you know it. If you're not having fun, you're doing something wrong.
9 of 9 people found the following review helpful.
Thinking styles are preferences in the use of abilities
By Maritza Gudi�o
This book will be of interest to diverse audiences: educators, psychologists, managers. Thinking styles are of interest ptimarily to educators because they can help teachers to improve instruction and assessment. They are related with age, gender, experience, self-esteem. Sternberg say that learning styles might be used to characterize how one prefers to learn, cognitive styles might be used to characterize ways to cognizing the information and, thinking styles might be used to characterize how one prefers to think about material as one is learning it or after one already knows it. I learned more about my own styles and how these styles affect my life.
94 of 105 people found the following review helpful.
An informative,provocative and relevent publication.
By A Customer
Robert J. Sternberg is IBM Professor of Psychology and Education at Yale University. His publication, Thinking Styles, is a study of how and why homosapiens think and could be classified as interactive and reciprocal mental self-government psychology. Its major objective is to show how different thinking styles affect learning preferences and how individual abilities to learn should be recognized and respected. In so doing, Sternberg manages to criticize many accepted views on intelligence testing. These, so called, standards of the day provide only part of an answer to why people learn and perform differently. His criticism of these standards provides us an insight into the special character of his concerns. Sternberg's theory of styles differs from established intelligence and motivational evaluational technique in that he explores the possibility of mental self-government. "The basic idea of the theory of mental self-government is that the forms of government we have in the world are not coincidental. Rather, they are external reflections of what goes on in people's minds. They represent alternative ways of organizing our thinking." Sternberg's theory of mental self government is as follows, "That the kinds of governments we have in the world are not merely arbitrary and perhaps random constructions, but rather in a certain sense are mirrors of the mind. In other words, they reflect different ways in which people can organize or govern themselves. On this view, then, governments are very much extensions of individuals: They represent alternative ways in which collectivities, like individuals, can organize themselves." Societies and individuals both need governmental guidelines. With this definition in mind, Sternberg's theory of thinking styles begins with three different governmental functions, legislative, executive and judicial which he attributes to three classifications of people and how they think. Legislative style people do things their own way, executive style people are implementers, and judicial style people are evaluators. Sternberg then proceeds to four different governmental forms, Monarchic, Hierarchic, Oligarchic and Anarchic, which he attributes to people and how they think. Monarchic style people tend to be motivated by a single goal. Hierarchic people tend to be priority setters, some goals are more important. Oligarchic style people tend to be motivated by several competing goals, without priority. Anarchic style people tend to be concerned with a wide assortment of goals, which they find difficult to sort out. At this point, Sternberg presents us with four different governmental concerns, global, local, internal, and external and two governmental persuasions, liberal and conservative, which he applies to people and how they think. Global style people prefer to address large abstract issues. Local style people prefer to address detail or concrete issues. Internal style people are often more introverted. External style people are often more extroverted. The liberal style people prefer to maximize change, and the conservative style people prefer to minimize change. With his government analogy firmly in place, Sternberg enumerates fifteen points needed to understand thinking styles. I have condensed them as follows: Styles are preferences not abilities; a match between styles and abilities creates a synergy; life choices should fit styles and abilities; people have patterns not just one single style; styles vary across tasks and situations; people's preferences differ; people's stylistic flexibility's differ; styles are socialized; life span styles can very; styles are measurable; styles are teachable; styles value is variable; styles are not universal; styles are not usually good or bad, they should fit; and styles must not be confused with abilities. Sternberg then explains that the thinking styles we develop as individual-thinking styles can be influenced by four variables. These variables are culture, where and how the individual is educated; gender, different sex-different expectations; age, less or more freedom of individual choice; and parenting style, degree of strictness. These four variables can affect an individual's mental self-governmental styles such as legislative or executive, internal or external, global or local, and liberal or conservative. These variables are consistent with Sternberg's fifteen points and both are needed in order to understand his thinking styles. Sternberg has supplied us with a theory of mental self-governmental and its styles, how to understand them and how they might vary. Sternberg then explains how an educator can apply styles. He suggests that "we need to teach and assess to a variety of styles." To accomplish this end we need to use a thinking styles test, a thinking styles tasks test that measures styles via performance, a questionnaire for teachers to assess their teaching styles, and a thinking styles evaluation of each student by their teacher. Our schools need to be aware of thinking styles because schools are, more often than not, too rigid and authoritarian, and to regimented and non-creative. Our schools should be more flexible. Students and teachers would both do a better job if styles, as well as ability levels, styles, as well as intelligence, were considered. I agree, with Sternberg, that teachers could be more affective if they considered the different thinking styles of their students, that they should recognize their stylistic strengths and not try to force them to be something that they are not. We need to assist students in being what they are and becoming who they are. Dr. Sternberg's Thinking Styles, from my perspective, is informative, provocative, and relevant. An awareness of Sternberg's styles should create better educators. I have always felt uncomfortable with the limits of the intelligence quotient evaluation and other traditional forms of ability measurement. Thinking Styles resolves questions I have queried and worried about. I am convinced that students who have been considered difficult to teach, in the past and today, can only be helped by knowledge of their thinking styles.
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