Practical Intelligence in Everyday Life

By Robert J. Sternberg, G. B. Forsythe, Jennifer Hedlund, Joseph A. Horvath, R. Wagner, Wendy M. Williams, Scott Snook, Elena L. Grigorenko. 2000

822 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b0950800e318b1c3a25eca4c0ec6305845922286

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Citations in the corpus

The Psychology of Personnel Selection (2010, unknown): “As obvious as this assertion may sound, there is a long academic dispute in psychology about the extent to which ‘common sense’ and practical skills – often labelled ‘social intelligence’ (Peterson & Seligman, 2004), ‘practical intelligence’ (Sternberg et al., 2000), ‘emotional intelligence’ (see Se”
Teacher behaviour and student outcomes : Suggestions for research on teacher training and professional development (2009, background): “Although the results of this study could be interpreted as providing support to the use of stage models of professional development (e.g., Berliner, 1994; Dreyfus & Dreyfus, 1986; Sternberg et al., 2000), we acknowledge the limitations of these models and especially the fact that there are no empiri”
Unveiling Professional Development: A Critical Review of Stage Models (2006, methodology): “In another view, deliberate practice is a necessary but not sufficient condition, as talent also plays an important role in the development of expert skill (see, for example, Sternberg & Ben-Zeev, 2001; Sternberg et al., 2000).”
Wisdom, Intelligence, and Creativity Synthesized (2003, background): “We have developed (Sternberg, Wagner, Williams, & Horvath, 1995; Wagner & Sternberg, 1985) and continue to develop (Sternberg et al., 2000) instruments to assess the acquisition andutilization of tacit knowledge.”
Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance (2007, background): “, 2000) and practical intelligence (Sternberg et al., 2000).”
Experiential learning and the acquisition of managerial tacit knowledge (2008, background): “Sternberg’s work into the nature of tacit knowledge is particularly noteworthy (e.g., Sternberg et al., 1993; Sternberg et al., 2000; Sternberg & Grigorenko, 2001b; Sternberg & Wagner, 1993; Wagner & Sternberg, 1986) because it provides a framework and a sound methodological basis from which tacit…”
Building Empathy, Compassion, and Achievement in the Jigsaw Classroom (2002, background): “…that scores on a test of tacit knowledge for military leadership predicted ratings of leadership effectiveness, whereas scores on a conventional test of intelligence and on our tacit-knowledge test for managers did not significantly predict the ratings of effectiveness (Sternberg et al., 2000).”
The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills (2006, methodology): “…as the knowledge that one is not explicitly taught and that often is not even verbalized but that one needs to work effectively in an environment (Sternberg et al., 2000; Sternberg & Hedlund, 2002; Sternberg & Wagner, 1993; Sternberg, Wagner, & Okagaki, 1993; Sternberg, Wagner, Williams, &…”
The professional learning of teachers in higher education (2006, background): “Research (Becher, 1999; Eraut, 2000; Sternberg et al., 2000) shows that a great deal of learning is non-formal, which is to say that it arises in the course of events.”
A Broad View of Intelligence: The Theory of Successful Intelligence (2003, background): “Consider an example of each kind of study (for more details, see Sternberg, 1997; Sternberg et al., 2000).”
The Significance of Workplace Learning for Individuals, Groups and Organisations (2007, background): “Another example comes from research into making tacit knowledge explicit (Sternberg et al.,2000, chapter 9).”
Sub-dimensions of the four factor model of cultural intelligence : expanding the conceptualization and measurement of cultural intelligence (2012, background): “…& Hunter, 2000), EQ (emotional intelligence; Mayer & Salovey, 1993), social intelligence (Thorndike & Stein, 1937), and practical intelligence (Sternberg et al., 2000) because intelligence is more than the ability to grasp concepts and solve problems in academic settings (Ackerman, 1996;…”
WICS: A Model of Leadership in Organizations (2003, background): “…typically correlating enerally in the range of .2 to .5 with criteria such as rated prestige of business or institution, salary, performance-appraisal ratings, number of publications, grades in school, and adjustment to college (Sternberg et al., 1995, 2000; Wagner, 1987; Wagner & Sternberg, 1985).”
General Mental Ability and Selection in Private Sector Organizations: A Commentary (2002, background): “However, even the strongest body of evidence—that for so-called practical intelligence and its associated triarchic theory of intelligence ( Sternberg et al., 2000 )—provides only scant and contradictory bits of evidence for such a claim.”
Developing experience-based (tacit) knowledge through reflection (2009, background): “According to the theory of practical intelligence, skills required to solve practical problems differ from those required to solve analytic problems, primarily because the types of problems are fundamentally different (Sternberg et al., 2000).”