Robert J. Sternberg's research while affiliated with Cornell University and other places
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Publications (593)
During the twentieth century, James Flynn found that IQs around the world increased by 30 points. The average IQ remained 100 only because test publishers kept renorming the tests. Inevitably, scholars sought to understand the explanation for this spectacular rise. Although there have been many explanations, one popular explanation, accepted by Fly...
We seek to elucidate the interrelations among intelligence, creativity, and wisdom. We suggest that these constructs are not separate psychological entities but rather functional categories that represent different kinds of interactions among persons, tasks, and situations. They all begin with propensities, which are abilities, whose effects are mo...
This chapter provides an overview of the intellectual history of literature relating intelligence, creativity, and wisdom. The chapter reviews various approaches to how interrelations among these constructs can be studied and understood. These include labeling, a fully convergent model, a partially convergent model, and a fully divergent model.Keyw...
This chapter provides an analysis of the interrelations among intelligence, creativity, and wisdom, using a 6P framework for understanding the constructs and their interrelations: purpose, press, problems, persons, processes, and products. These 6Ps are themselves intertwined but together provide a rather comprehensive account of the constructs and...
Although early-life adversity can undermine healthy development, an evolutionary-developmental perspective implies that children growing up in harsh environments will develop intact, or even enhanced, skills for solving problems in high‐adversity contexts (i.e., 'hidden talents'). This Element situates the hidden talents model within a larger inter...
This article reviews the implications of many of the major schools in the history of psychology for understanding giftedness and its inner workings: operationist, psychometric, psychoanalytic, associationist, behaviorist, Gestalt, cognitive, humanistic/positive psychology, functionalist/pragmatic/constructivist, cultural, and biological. Each parad...
Lurking behind every conception of intelligence—whether an implicit (folk) or explicit (expert-generated) conception—is an underlying theory of meaning that specifies the form the theory of intelligence does and, indeed, can take. These underlying theories of meaning become presuppositions for the conception’s form. The theories of meaning have dif...
This article presents a propulsion theory of creative contributions and discusses the reward system under which it operates. The theory argues that creative contributions are of three kinds – paradigm-preserving, paradigm-defying, and paradigm-integrating. Within each of these categories are various kinds of contributions that change a field in dif...
This chapter reviews conceptions of intelligence. It starts off with the conception of Albert Binet. Binet truly understood intelligence. But many of his insights were later lost. The chapter discusses the following: first, the psychometric conception, pointing out that, in some ways, the psychometric conception of intelligence has closed off rathe...
Recent cross-cultural and neuro-hormonal investigations have suggested that love is a near universal phenomenon that has a biological background. Therefore, the remaining important question is not whether love exists worldwide but which cultural, social, or environmental factors influence experiences and expressions of love. In the present study, w...
Toxic giftedness is giftedness that is used for negative and even harmful ends. The field of giftedness has not been quick to recognize the importance to society of toxic giftedness, and its responsibility to combat it. This article defines the concept of toxic giftedness. Then it discusses two manifestations of toxic giftedness: gifted toxic leade...
This article describes a three-step process by which behaviors are associated with the concept of giftedness. In the first step, a three-way interaction of a person x task x situation leads to some kind of excellence in a societally significant performance. In the second step, that performance is identified as excellent and societally significant....
Love is a worldwide known phenomenon that affects many aspects of human life, including considering a romantic partner with whom to bond. Thus, developing a reliable and valid measure of love experiences is crucial. One of the most popular tools to test love levels is Sternberg's 45-item Triangular Love Scale (TLS-45), which measures three love com...
Intelligence, like creativity and wisdom, has an attitudinal component as well as an ability-based one. The attitudinal component is at least as important as the ability-based one. Theories of intelligence, in ignoring the attitudinal component of intelligence, have failed to account fully or accurately for why so many people who have relatively hi...
Historically, intelligence has been viewed as a trait—a characteristic of a person that is at least partially heritable and that is relatively stable, relative to other persons, throughout a lifetime. Sternberg (2021a) has questioned this view and suggested instead that intelligence is not an inherent trait but rather a person x task x situation in...
During the twentieth century, IQs rose an incredible 30 points—two full standard deviations! Higher IQs may have helped people deal better with computers, cell phones, and other technological innovations, but they seem to have been a time bomb—they have been worse than useless in dealing with the truly serious problems that confront the world today...
Some nations of the world have fallen into autocracy or outright dictatorship. Others are democracies, anocracies (quasi-democracies with features of both democracies and autocracies), or pseudo-democracies (autocracies pretending to be democracies). Some of these nations still can prevent themselves from falling into the dictatorship trap. They ha...
Gifted students should be taught not only for knowledge and for intelligence-enhancing techniques, but also for wisdom. What the world needs most, but also most lacks, is wisdom in the gifted individuals who become leaders. Teaching for wisdom means helping students to look toward a common good; by balancing their own with others’, and with larger...
In this article, we present a hierarchical model for teaching scientific thinking to gifted students. This article follows up on an article published 40 years ago in this journal. The problem now, as 40 years ago, is that gifted students often are taught science courses at a more intensive level, but without their truly learning how to think scient...
The field of giftedness legitimates itself on the basis of correlations of gifted-identification measures with future success that do not mean what they often are taken to mean. When one views the inadequacies of these correlations, the field turns out to be much like the emperor who had no clothes. This essay reviews some of the assumptions upon w...
An investment perspective on creativity, proposed 30 years ago, no longer seems adequate, nor do various revisions of the model made since then. The world, or at least the way many people experience it, has changed and so have the challenges for creativity. In particular, creativity is being used to increasingly greater effect in negative ways and...
In this exchange, the authors each address five questions about creativity, and then provide a final synthesizing response. The five questions they address are: (1) What is creativity? Are there different processes, types, or kinds of creativity, and if so, what are they? (2) What are the major obstacles to people thinking and acting creatively? (3...
Criterion-referenced testing is usually applied to the assessment of achievement. In this article, we suggest how it can also be applied to the assessment of adaptive intelligence, that is, intelligence as adaptation to the environment. In the era of the Anthropocene, we argue that adaptive intelligence is what is most important not only for indivi...
We administered both maximum-performance and typical-performance assessments of cultural intelligence to 114 undergraduates in a selective university in the Northeast of the United States. We found that cultural intelligence could be measured by both maximum-performance and typical-performance tests of cultural intelligence. Cultural intelligence a...
The Psychology of Wisdom: An Introduction is the first comprehensive coursebook on wisdom, providing an engaging, balanced, and expert introduction to the psychology of wisdom. It provides a comprehensive and up-to-date account of the psychological science of wisdom, covering wide-ranging perspectives. Each chapter includes extensive pedagogy, incl...
The Psychology of Wisdom: An Introduction is the first comprehensive coursebook on wisdom, providing an engaging, balanced, and expert introduction to the psychology of wisdom. It provides a comprehensive and up-to-date account of the psychological science of wisdom, covering wide-ranging perspectives. Each chapter includes extensive pedagogy, incl...
Giftedness is usually conceived of in trait-like terms. But it often is expressed in the world in state-like terms—in response to challenging but often unpredictable situations where it is unclear who will rise to the challenges or even how we could know in advance who would be able to address the challenges at hand. Whereas traits tend to be stabl...
The field of giftedness—including educators, theorists, and researchers--needs to show more cognizance of a phenomenon that is rearing its ugly head in more and more visible ways, namely, dark giftedness. Dark giftedness is giftedness used for bad and even toxic ends. Being gifted provides little, if any protection against the dark deployment of th...
In this study, we performed a first assessment of the construct validity of a theory and measure of love for music students’ musical instruments. In all, 288 undergraduates at a large and selective Northeastern university in the United States completed measures of their love of their musical instrument with respect to intimacy, passion, and commitm...
Existing theories and frameworks generally have regarded creativity as inhering in a person, a task, a situation, or a combination of 2 of these 3 elements. After reviewing these approaches, and frameworks that are based on the interaction of more than 2 components, we propose a Person × Task × Situation synergistic paradigm, according to which cre...
This article discusses the issues of the basic processes underlying intelligence, considering both historical and contemporary perspectives. The attempt to elucidate basic processes has had, at best, mixed success. There are some problems with pinpointing the underlying basic processes of intelligence, both in theory and as tested, such as what con...
The Psychology of Wisdom: An Introduction is the first comprehensive coursebook on wisdom, providing an engaging, balanced, and expert introduction to the psychology of wisdom. It provides a comprehensive and up-to-date account of the psychological science of wisdom, covering wide-ranging perspectives. Each chapter includes extensive pedagogy, incl...
The Psychology of Wisdom: An Introduction is the first comprehensive coursebook on wisdom, providing an engaging, balanced, and expert introduction to the psychology of wisdom. It provides a comprehensive and up-to-date account of the psychological science of wisdom, covering wide-ranging perspectives. Each chapter includes extensive pedagogy, incl...
The Psychology of Wisdom: An Introduction is the first comprehensive coursebook on wisdom, providing an engaging, balanced, and expert introduction to the psychology of wisdom. It provides a comprehensive and up-to-date account of the psychological science of wisdom, covering wide-ranging perspectives. Each chapter includes extensive pedagogy, incl...
The Psychology of Wisdom: An Introduction is the first comprehensive coursebook on wisdom, providing an engaging, balanced, and expert introduction to the psychology of wisdom. It provides a comprehensive and up-to-date account of the psychological science of wisdom, covering wide-ranging perspectives. Each chapter includes extensive pedagogy, incl...
The tension between transactional and transformational giftedness becomes more important as 21-century macroproblems worsen. If humanity is to survive and perhaps thrive while navigating through these turbulent environmental and socioeconomic problems, gifted education will have to enable bright young people to inject ethical awareness and big-pict...
This chapter discusses transformational giftedness. Transformational giftedness is giftedness that is, literally, transformative. By its nature, it is a kind of giftedness that seeks positively, meaningfully, and enduringly to change the world at some level—to make the world a better place. I first discuss current conceptions of giftedness, both na...
Courage may be the most important gift of all. It is not something we are born with. It is not something that, for the most part, we learn in school. Rather, it is a choice that anyone can make—if they are willing to pay the price. This article discusses the gift of courage. It discusses what courage is, why it is important, and why it crucially ne...
This article introduces the construct of personal talent curation. Personal talent curation is one’s assessment of one’s talents—of one’s strengths and weaknesses—but also the building of an adaptive match in life between those talents and both one’s career pursuits and one’s personal lifestyle. Sometimes, this match means pursuing a lifelong passi...
This chapter summarizes the main points in this book. First, non-verbal communication is important in close relationships. Second, non-verbal communication is not only important, often it is more important than verbal communication; when non-verbal signals belie verbal ones, people often believe the non-verbal ones over the verbal ones. Third, nonv...
Creativity sometimes has been viewed as fixed or absolutist over time and space and other times has been viewed as flexible or relativistic over time and space. The psychometric view has tended toward the absolutist model, the sociocultural view toward the relativistic model. It is proposed that these two views roughly represent a thesis and an ant...
Higher cognitive processes are often characterized as fitting into categories that, while treated as natural kinds, actually are human-made inventions, such as intelligence, creativity, and wisdom. Other germane categories include reasoning, problem solving, and concept formation. The different categories generate their own journals, their own test...
This article introduces the concept of adaptive intelligence—the intelligence one needs to adapt to current problems and anticipate future problems of real-world environments—and discusses its implications for education. Adaptive intelligence involves not only promoting one’s own ability to survive and thrive, but also that of others in one’s own g...
This article explores the advantages of viewing intelligence not as a fixed trait residing within an individual, but rather as a person × task × situation interaction. The emphasis in the article is on the role of persons solving tasks embedded in situations involving learning, intellectual abilities, and competencies. The article opens with a cons...
This article describes how a theory of musical intelligence can be applied to the teaching of music whereby musical learning is viewed as a form of problem-solving. We first introduce basic concepts and then describe the steps in a problem-solving cycle for musical learning. In particular, these steps involve recognizing the existence of a problem,...
Gifts can be individually, dyadically, or collectively chosen and oriented. Society, in its identification of the gifted, has chosen to focus on individual and sometimes dyadic goods. This practice represents a culture of individualism, but it has become solipsistic. We argue that identification instead should focus on those most likely to help to...
This article proposes a theory (AWOKE) of mental representation and process in the functioning of intelligence as adaptation. It opens with some background, considering alternative metaphors of mind that have been used in the psychological literature to characterize intelligence. It then considers the epistemological underpinnings of the proposed t...
The world is simultaneously facing many crises that humanity is failing to solve. Yet, at the same time, humans are smarter (with IQs on average thirty points higher than a century ago) and more knowledgeable (with the world's knowledge base at our fingertips), and scientific advances are accelerating. However, intelligence and knowledge are not en...
The field of gifted education, historically and contemporarily, is not well-known for being equitable for underrepresented students, specifically, Black, Hispanic, Native American, among others. In this article, we present a short history of gifted education with attention to key historical figures who have significantly shaped the field; their inf...
This chapter defines wisdom and discusses its relevance to life. In particular, it highlights wisdom as the search for a common good, by balancing one’s own, others’, and larger interests over the long- as well as the short-term through the infusion of positive ethical values. The chapter gives an extended example of how this definition applies in...
This chapter reviews how psychologists’ ideas of wisdom have evolved over time. There was virtually no research on wisdom until the 1970s. As psychologists became more interested in aging, wisdom, as a positive quality associated with old age, became a field of interest. The first psychological research programs on wisdom took a cognitive perspecti...
This chapter reviews theoretical models and empirical evidence about the development of wisdom. Wisdom does not automatically come with age: many people grow very old without becoming very wise! Studies show that the relationship between wisdom and ages varies somewhat between different measures of wisdom, but there seems to be a growing consensus...
The world is simultaneously facing many crises that humanity is failing to solve. Yet, at the same time, humans are smarter (with IQs on average thirty points higher than a century ago) and more knowledgeable (with the world's knowledge base at our fingertips), and scientific advances are accelerating. However, intelligence and knowledge are not en...
This chapter discusses how to cultivate wisdom. First, it discusses why people are not wise, mainly, because they are susceptible to foolishness through eight fallacies.
• 1. The fallacy of unrealistic optimism.
• 2. The fallacy of egocentrism.
• 3. The fallacy of false omniscience.
• 4. The fallacy of false omnipotence.
• 5. The fallacy of false...
This chapter discusses why wisdom is so important to the world. In particular, it states:
• 1. Most important problems cannot be solved by knowledge + intelligence (IQ) alone. This formula has failed.
• 2. Analytical thinking untempered by wisdom can be risky and dangerous.
• 3. Creativity untempered by wisdom can be risky or downright dangerous....
This chapter reviews theoretical and empirical relationships between wisdom and aspects of intelligence, personality, emotions and well-being, and value orientations. Relationships between wisdom and other psychological characteristics vary considerably by wisdom measure. On average, wise people tend to be somewhat more intelligent than not-so-wise...
This chapter reviews the methods that psychologists have devised for measuring wisdom. There are two classical types of measures: self-report scales, where people rate themselves with respect to characteristics of wisdom, and performance measures, where people respond to descriptions of problems that require wisdom. Both types of measures have thei...
Cultural intelligence is one’s ability to adapt when confronted with problems arising in interactions with people or artifacts of diverse cultures. In this study, we conduct an initial construct-validation and assessment of a maximum-performance test of cultural intelligence. We assess the psychometric properties of the test and also correlate the...
This article introduces the concept of transformational creativity, which is creativity that is deployed to make a positive, meaningful, and potentially enduring difference to the world. Transformational creativity is compared to transactional creativity, which is creativity deployed in search of a reward, whether externally or internally generated...
This article presents an 8P theoretical framework for understanding creativity and theories of creativity. The 8Ps are purpose, press, person, problem, process, product, propulsion, and public. The article opens by distinguishing between a theory and a model, on the one hand, and a theoretical framework, on the other. It then considers briefly some...
We propose that wisdom should be considered in understanding, identifying, and developing skills of thought translated into action in gifted children and adults. First, we review some of the history of the gifted field and conclude that ideas about understanding, identification, and instruction are largely obsolete and based on assumptions that mig...
This article introduces a 6P framework for understanding intelligence, as well as the theories and tests that are derived from it. The 6Ps in the framework are purpose, press, problems, persons, processes, and products underlying intelligence. Each of the 6Ps is considered in turn. We argue that although the purpose of intelligence is culturally un...
Positive creativity is creativity that makes the world a better place—that makes a positive, meaningful, and potentially enduring difference to the world. Positive creativity can be a bit of a slippery concept in that, what is positive to one person or one group may be neutral or even negative to another group. Much of teaching young people for pos...
Ian Deary and Robert Sternberg have been writing about intelligence differences since 1982 and 1977, respectively. As Deary was retiring at the end of 2020, they discussed an idea for their first joint paper. They composed five questions related to research on intelligence differences, about: attempts to find cognitive components of intelligence; t...
The focus of the field of giftedness is on the wrong thing. Instead of focusing on identifying who is gifted, the field should identify how people will deploy their gifts and educate students to deploy their gifts in ways that will make the world a better place. In this article, I present at least a partial taxonomy of how gifts can be deployed and...
Citation: Sternberg, R.J.; Chowkase, A.; Desmet, O.; Karami, S.; Landy, J.; Lu, J. Beyond Transformational Giftedness. Abstract: This article discusses kinds of transformational giftedness, or giftedness that makes a positive, meaningful, and possibly enduring difference to the world. We extend previous work by suggesting that there are two kinds o...
This chapter considers the contemporary problem of bad leadership. It opens with a consideration of why, in recent times, leadership has declined in quality. Several reasons are presented: forgetting the lessons of the World Wars, the Internet, social media, surveillance, and discouragement of good candidates for entering positions of leadership. T...
A deeper understanding of the processes leading to problem framing and behind finding solutions to problems should help explain variability in the quality of the solutions to those problems. Using Sternberg’s WICS model as the conceptual basis of problem solving, this article discusses the relations between creative, analytical, practical, and wisd...
The late James Flynn, to whom this Special Issue is dedicated, suggested that what will matter most to the future of the world is not levels of intelligence but rather how intelligence is deployed. In this article, I argue that we can distinguish between transactional and transformational deployments of intelligence. Loosely following Flynn, I sugg...
This textbook is a systematic and straightforward introduction to the interdisciplinary study of creativity. Each chapter is written by one or more of the world's experts and features the latest research developments, alongside foundational knowledge. Each chapter also includes an introduction, key terms, and critical thought questions to promote a...
In this article, we propose a “6P” unified framework for understanding wisdom and accounts of wisdom: purpose, press, problems, persons, processes, products. We discuss wisdom in terms of these 6Ps, which expand and elaborate upon 4Ps originally suggested for models of creativity. We open the article with a discussion of the importance of wisdom. T...
This chapter reviews the previous chapters in the book and identifies points of agreement and disagreement among authors. The greatest point of agreement is that those wishing to identify and develop giftedness in young people need to go beyond IQ in their conception of what it means to be gifted.
In this chapter, I present a theory of giftedness that emphasizes that giftedness should be defined not just in terms of general-intellectual skills, as it has been in the past, but in terms of adaptive-intellectual skills—a person’s ability to make a positive, meaningful, and potentially enduring difference to the world. People who are adaptively...
This book brings together eminent and emerging scholars to present cutting-edge research on diverse conceptions of giftedness and talent from a range of international perspectives. It covers classical views, emphasizing IQ, but also seeks to move the academic debate on from the common exclusive emphasis on IQ-based skills.
In each chapter the cont...
In this Element, I first introduce intelligence in terms of historical definitions. I show that intelligence, as conceived even by the originators of the first intelligence tests, Alfred Binet and David Wechsler, is a much broader construct than just scores on narrow tests of intelligence and their proxies. I then review the major approaches to und...
This article presents an application of a triangular theory of love as it applies to love for musical instruments. The triangular theory comprises three components: intimacy, passion, and commitment. Intimacy, which is primarily emotional, refers to feelings of closeness, connectedness, warmth, communication, and emotional support. Passion, which i...
This article presents an effort toward a theory of musical intelligence through a somewhat novel combination of Howard Gardner’s theory of multiple intelligences with Robert J. Sternberg’s theory of successful intelligence. In particular, musical intelligence involves creative, analytical, practical, and wisdom-based aspects. These components apply...
In this article, I discuss two kinds of giftedness, transactional and transformational. Transformational giftedness is giftedness that is transformative. Transformationally gifted individuals seek positively to change the world at some level—in their own way, to make the world a better place. Transactional giftedness is giftedness that is based on...
I present a theory of adaptive intelligence and discuss why I believe adaptive intelligence, rather than general intelligence, is the kind of intelligence upon which we should focus in today's world. Adaptive intelligence is the ability to adapt to, shape, and select real-world environments in ways that result in positive outcomes not only for ones...
The Triangular Theory of Love (measured with Sternberg’s Triangular Love Scale – STLS) is a prominent theoretical concept in empirical research on love. To expand the culturally homogeneous body of previous psychometric research regarding the STLS, we conducted a large-scale cross-cultural study with the use of this scale. In total, we examined mor...
Although early-life adversity can undermine healthy development, children growing up in harsh environments may develop intact, or even enhanced , skills for solving problems in high-adversity contexts (i.e., “hidden talents”). Here we situate the hidden talents model within a larger interdisciplinary framework. Summarizing theory and research on hi...
In many nations, grades and standardized test scores are used to select students for programs of scientific study. We suggest that the skills that these assessments measure are related to success in science, but only peripherally in comparison with two other skills, scientific creativity and recognition of scientific impact. In three studies, we in...
David Geary (2019) has written a summary of his fascinating Psychological Review article on the purported role of the mitochondria in the development of intelligence (Geary 2018) [...]
Critical Thinking in Psychology - edited by Robert J. Sternberg January 2020
Critical Thinking in Psychology - edited by Robert J. Sternberg January 2020
In this chapter, we discuss social intelligence and why it is of crucial importance to the world today. We open by defining social intelligence. Then we discuss whether social intelligence should be separated from general intelligence. Then we discuss the role of nonverbal communication in social intelligence. Finally, we discuss how social intelli...
I propose an extension to existing paradigms for studying social intelligence. This extension moves beyond the study of what cues, and with what accuracy, people use in social situations to the study of how and why the exact same cues can lead to radically different constructions of social reality. These differences are tearing the world apart. Soc...
Robert Sternberg provides an overview of the work by Teresa Amabile as it relates to creativity. He notes that Teresa’s work transformed the field of creativity, and discusses a number major contribution to the study of creativity. First, the new focus on the social psychology of creativity, and the integration of creativity into the wider field of...
“This book on people's wisdom in using and understanding nonverbal communication marks a new level of maturity in the nonverbal field. First we figured out how to measure such ability, then we asked about its correlates, and finally we are asking what it's actually good for. Kudos to the field and to these talented authors!”
- Judith Hall, Universi...
In this chapter, I review the history of psychological accounts of intelligence in the nineteenth and twentieth centuries. I open with an account of the thinking of Galton and Binet. Although Binet is often viewed as atheoretical, I show this not to be the case at all. I then discuss some of their successors, including Spearman, Thomson, Holzinger,...
For about a century there has been a modest research effort to explain the nature of prodigies and savants. Savant research emerged out of the medical field and centered on deficit/remediation. Research with prodigies generally consists of case studies by psychologists with an interest in the manifestation and development of extreme talent, sometim...
This chapter poses some of the principal questions that will confront the future of intelligence research. Among these questions are (1) What is the role of the brain in intelligence and of intelligence-enhancing drugs upon the brain? (2) Does culture affect what intelligence is or just what it is conceived of as being? (3) What are the genetic bas...
Citations
... Furthermore, participants indicated that self-confidence was critical as they faced many challenges and failures, so they needed to trust themselves to continue and overcome these obstacles. This factor was critical for successful innovators who participated in this study and seemed to be grounded in research (Csikszentmihalyi 1996;Fisher and Amabile 2023;Sternberg 2023). Self-confidence was seen as one of the common personality traits in creative individuals in various research of creativity and innovation and is also included in the Investment Theory of Creativity (Sternberg 2023). ...
... We can see Frankl's approach as clearly related to Sternberg's concepts of transformational creativity and transformational giftedness, which seek positive and meaningful transformation to the world (Sternberg, 2020a(Sternberg, , 2020b(Sternberg, , 2021b(Sternberg, , 2022, such as that seen in the work of people involved in defending human rights or in the development of science, when it goes hand in hand with ethics. Frankl's earlier work is complementary with Sternberg's later proposal by emphasizing the importance of putting positively transformational thinking into practice in one's life. ...
... Sternberg [26] recently postulated a three-step process to explicate the concept of giftedness. According to this view, a three-way interaction of an individual, task, and situation leads to exceptional achievement. ...
... Importantly, this scale was created with input from roughly 150 international Consortium members from over 50 countries to ensure that the measures represented global guidelines that were consistently promoted across many countries. Many of these researchers have experience designing and validating multilingual surveys across languages [e.g., [20][21][22][23]. The scale was first written in English, then translated into 48 languages using a three-step translation, back-translation, and verification proccess [16]. ...
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... 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. ...
Reference: Humanitarian Giftedness
... In this vision, social progress runs counter to temporal progress, further complicating the relationship between time and progress, advance and regress. Freeman's fears, along with those articulated by Sternberg and Fischer (2023), are that linear progress leads to a world in a state of social regress, where possibilities are restricted. For Sternberg and Fischer (2023), this is marked by a rise in authoritarian regimes which reject the fundamental political equality of democracy, however imperfect. ...
... One view, that of Terman, would be that the individuals who did not do much of anything were under-achievers. An alternative view-that of this article---is that the children were simply mis-identified because IQ is not a sufficient basis for an identification of an individual as gifted (see also Sternberg et al., 2022b). We could even say that IQ is a reductionist evaluation of a person's talents, which does not take into consideration other characteristics (such as humanitarian aspects) that would allow us to know more globally the type of person he/she will become. ...
Reference: Humanitarian Giftedness
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... So, researchers have increasingly questioned the ethical and intentional outputs of creative productions in the last decades and unethical outcomes ("dark sides") of creativity have been noted (Cropley et al. 2010), whereas "transformational creativity" (Sternberg 2021b) "with full integrity" (Sternberg and Lubart 2023) or "responsible creativity" (Rebecchi and Hagège 2022) have been proposed as ways to characterize the orientation of creativity towards ethical actions, i.e., towards the "common good" (Sternberg 2021a). ...
... It involves a person's ability to perform their job effectively, understanding the methods and techniques necessary for success, such as problem-solving, decisionmaking, innovation, communication, and empathy (Sternberg 2020(Sternberg , 2021a. Adaptability and flexibility are also crucial skills for professional success (Sternberg 2021a;Sternberg et al. 2022a). ...
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... The close relationship between professional identity and professional intelligence suggests that the two concepts are mutually reinforcing. Professional identity relates to an individual's perception of themselves in the context of their job or career (Walder et al. 2022), while professional intelligence refers to an individual's ability to perform tasks and make effective decisions in a work environment (Sternberg 2021b;Sternberg et al. 2022b). The positive association between professional intelligence and professional identity indicates that a person with high professional intelligence is more likely to have a positive perception of their professional identity (Walder et al. 2022), and that a strong professional identity can enable individuals to have more confidence in developing their professional intelligence (Sternberg 2020(Sternberg , 2021aSternberg et al. 2022b). ...
