School-Based Tests of the Triarchic Theory of Intelligence: Three Settings, Three Samples, Three Syllabi☆

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

124 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d2b8d3f238c41e42a844f23ecdc9f2a9565dd8ca

How researchers see this paper

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

In Cognitive Neuroscience

1. Robert J. Sternberg
2. Scott Barry Kaufman
3. Eran Halperin
4. Paul J Silvia
5. Anatoliy V. Kharkhurin
6. A. Kadir Bahar
7. James C. Kaufman
8. R. Reiter‐Palmon

In Developmental and Educational Psychology

1. Robert J. Sternberg
2. Elena L. Grigorenko
3. Scott Barry Kaufman
4. Li‐fang Zhang
5. Paul J Silvia
6. A. Kadir Bahar
7. V. Glăveanu
8. R. Reiter‐Palmon

In Experimental and Cognitive Psychology

1. Robert J. Sternberg
2. Elena L. Grigorenko
3. Scott Barry Kaufman
4. J. VanTassel-Baska
5. Colin G. DeYoung
6. James C. Kaufman
7. Paul J Silvia
8. F. Gagné

Citations in the corpus

• Toward Best Practice (2007, background): “Grigorenko, Jarvin, and Sternberg (2002) reported three recent studies that investigated the effectiveness of triarchically based instruction, which emphasizes analytical, creative, and practical thinking and learning skills.”
• Conceptions of Giftedness (2005, background): “In all settings, students who were taught triarchically substantially outperformed students who were taught in standard ways ( Grigorenko, Jarvin, & Sternberg, 2002 ).”
• A Broad View of Intelligence: The Theory of Successful Intelligence (2003, background): “In all settings, students who were taught triarchically substantially outperformed students who were taught in standard ways ( Grigorenko, Jarvin, & Sternberg, 2002 ).”
• RETRACTED ARTICLE: Successful Intelligence in the Classroom (2004, background): “outperformed students who were taught in standard ways ( Grigorenko, Jarvin, & Sternberg, 2002 ).”
• Creative Thinking in the Classroom (2003, background): “In all settings students who were taught triarchially substantially out-performed students who were taught in standard ways (Grigorenko et al., 2002).”
• Raising the Achievement of All Students: Teaching for Successful Intelligence (2002, background): “In a third study (Grigorenko et al., 2002), we helped primarily inner-city urban students at the middle and high school levels develop their reading skills.”
• What Is an “Expert Student?” (2003, background): “Grigorenko, Jarvin, and Sternberg (2002) have extended these results to reading curricula at the middle- and high-school levels.”