ERIC Number: ED242700
Record Type: Non-Journal
Publication Date: 1983-Dec
Reference Count: N/A
How Can We Teach Intelligence?
Sternberg, Robert J.
The "componential" theory of intelligence explains intelligence in terms of three types of component processes that make up intelligent performance. The first of these, "metacomponents," are the higher-order or executive processes that one uses to plan what one is going to do, monitor what one is doing, and evaluate what one has done. The second type of process is the "performance" component. While "metacomponents" decide what to do, "performance" components actually do it. The third type of process is the "knowledge-acquisition" component. Processes of this kind are used in learning new material. If intelligence can be broken down into this set of underlying processes and strategies for combining these processes, it is possible to intervene at the level of the mental process, teach individuals what processes to use, when and how to use them, and how to combine them into workable strategies for task solution. Three programs that train aspects of intelligence as specified by the "componential" theory are reviewed: (1) Feuerstein's "Instrumental Enrichment"; (2) Lipman's "Philosophy for Children"; and (3) "Chicago Mastery Learning: Reading." General remarks and suggestions about adaptation of an intellectual or thinking skills training program are presented. General guidelines that can be applied to selection of programs are offered. (JD)
Descriptors: Abstract Reasoning, Cognitive Processes, Decision Making, Demonstration Programs, Elementary Secondary Education, Inquiry, Intellectual Development, Intelligence, Logical Thinking, Metacognition, Problem Solving, Program Descriptions, School Role, Student Development, Student Needs, Teaching Methods
Publication Type: Reports - Descriptive; Opinion Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.