The Theory of Successful Intelligence as a Basis for Gifted Education

By Robert J. Sternberg, Elena L. Grigorenko. 2002

98 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/33ad392dd638b0b734cf0e90d6c7673d28e36789

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Z. Wen
2. P. Skehan
3. A. Biedroń
4. Lilia M. Ruban
5. Sally M. Reis
6. Andrea Révész
7. M. Vercellotti
8. Alex Housen

In Experimental and Cognitive Psychology

1. Sally M. Reis
2. P. Skehan
3. Z. Wen
4. M. Matthews
5. Matthew T. McBee
6. M. Balduf

Citations in the corpus

• Foreign language aptitude theory: Yesterday, today and tomorrow (2016, result): “Unfortunately, despite the bold move of the authors to offer a theory-driven view on FL aptitude, validation results of the CANAL-F test, as obtained in their empirical studies, did not significantly outperform the MLAT in predictive validity (Sternberg & Grigorenko 2002).”
• The Three-Ring Conception of Giftedness (2005, unknown): “Intelligence, according to Sternberg and Grigorenko (2002), is not a fixed entity, but a flexible and dynamic one (i.e., it is a form of developing expertise).”
• Patterns of self‐regulatory strategy use among low‐achieving and high‐achieving university students (2006, background): “Furthermore, both Vermetten et al. (1999) and Trigwell, Prosser, and Lyons (1997) demonstrated a relationship between teachers' instructional approaches and student learning.”