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The Psychology of Problem Solving
  • Edited by Janet E. Davidson, Robert J. Sternberg
  • Published online:
    05 June 2012
    Print publication:
    09 June 2003
  • Problems are a central part of human life. The Psychology of Problem Solving organizes in one volume much of what psychologists know about problem solving and the factors that contribute to its success or failure. There are chapters by leading experts in this field, including Miriam Bassok, Randall Engle, Anders Ericsson, Arthur Graesser, Keith Stanovich, Norbert Schwarz, and Barry Zimmerman, among others. The Psychology of Problem Solving is divided into four parts. Following an introduction that reviews the nature of problems and the history and methods of the field, Part II focuses on individual differences in, and the influence of, the abilities and skills that humans bring to problem situations. Part III examines motivational and emotional states and cognitive strategies that influence problem solving performance, while Part IV summarizes and integrates the various views of problem solving proposed in the preceding chapters.

  • Chapter 4 - Contemporary Models of Intelligence

  • from Part I - Intelligence and Its Measurement
  • Edited by Robert J. Sternberg, Oklahoma State University, Scott Barry Kaufman, New York University
  • Book:
    The Cambridge Handbook of Intelligence
    Published online:
    05 June 2012
    Print publication:
    30 May 2011, pp 58-82

  • Summary

    This chapter describes cited contemporary models of intelligence for each of the three levels: psychometric, physiological, and social. The contemporary models that bridge more than one level are examined. The chapter discusses the extended theory of fluid and crystallized intelligence (Gf-Gc theory), the three-stratum theory, the Cattell-Horn-Carroll (CHC) theory, and critique of the psychometric level and its models. According to the dual process (DP) theory intelligent behavior can be explained through a hierarchical structure of directed and spontaneous mental processes. Sternberg notes that his analytic, practical, and creative aspects of intelligence could be applied to Gardner's domains of intelligences. Similarly, neuroimaging studies could examine areas of the brain that are activated before and after the acquisition of expertise. The psychometric, physiological, and social levels and their current models have headed the field of intelligence down three productive paths. Perhaps the time has come for these paths to converge into one.

Conceptions of Giftedness
  • 2nd edition
  • Edited by Robert J. Sternberg, Janet E. Davidson
  • Published online:
    02 December 2009
    Print publication:
    16 May 2005
  • What does it really mean to be gifted and how can schools or other institutions identify, teach, and evaluate the performance of gifted children? Gifted education is a crucial aspect of schooling in the United States and abroad. Most countries around the world have at least some form of gifted education. With the first edition becoming a major work in the field of giftedness, the second edition of Conceptions of Giftedness aims to describe the major conceptions of what it means to be gifted, and how these conceptions apply to identification, instruction, and assessment of the gifted. It will provide specialists with a critical evaluation of various theories of giftedness, give practical advice to teachers and administrators on how to put theories of gifted education into practice, and to enable the major researchers in the field to compare and contrast the strengths of their theoretical models.

  • Preface

  • Edited by Robert J. Sternberg, Yale University, Connecticut, Janet E. Davidson, Lewis and Clark College, Portland
  • Book:
    Conceptions of Giftedness
    Published online:
    02 December 2009
    Print publication:
    16 May 2005, pp vii-viii

  • Summary

    Emanuel Feuermann was hired to the faculty of the University of Cologne at the age of 16 to teach the cello to students, all of whom were older than he was. He was a child prodigy who made good and became a superstar as an adult. In contrast, his brother, Sigmund Feuermann, was an even more amazing child prodigy than was Emanuel. But by the age of 31, Sigmund returned to his parents' home in Vienna in semiretirement. His career as a mature violinist had been, to a large extent, a bust. What is it that distinguishes gifted children who later go on to become gifted adults from those who do not? Indeed, what does it even mean to be gifted, and how can schools or other institutions identify, teach, and evaluate the performance of gifted children?

    Gifted education is a crucial aspect of schooling in the United States and abroad. Most countries around the world have at least some form of gifted education. To help those with an interest in the field of gifted education, we edited a volume that was published in 1986 by Cambridge University Press, Conceptions of Giftedness. However, that book has been out of print for several years. Since the book went out of print, the senior editor of this volume has received many requests for permission to copy material from that book and also for a new edition of the book. This book is that new, second edition.

  • 5 - Insights about Insightful Problem Solving

  • Edited by Janet E. Davidson, Lewis and Clark College, Portland, Robert J. Sternberg, Yale University, Connecticut
  • Book:
    The Psychology of Problem Solving
    Published online:
    05 June 2012
    Print publication:
    09 June 2003, pp 149-175

  • Summary

    Many years ago, I tried to go night skiing with some friends. We were driving to the mountain wishing we had checked the ski report to find out whether there would be snow, when suddenly we found ourselves in a blizzard. Cars were skidding off the road and getting stuck in large snowdrifts. The car I was in also went off the road, but the driver, who had never before driven in a blizzard, somehow managed to get it back on course. (I cannot tell you how he did this because I had my eyes closed.)

    A similar situation occurs when people try to solve nonroutine problems. Nonroutine problems can be difficult because we do not possess preexisting procedures for solving them (Mayer, 1995). This difficulty is compounded when the givens, goals, and obstacles in the problems are not well specified. Under these conditions, there are times when we all go off track. Some people manage to get on course and successfully solve the problem; others remain stuck. In this chapter I claim that the ability to get on track when solving nonroutine problems often involves conceptual change and insight. In addition, getting on track in one's problem solving, after being off course, is frequently accompanied by a feeling of suddenly knowing what to do.

    Insight has long been associated with creative thoughts and products. For example, Graham Wallas (1926) proposed four stages involved in the creative process.

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