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Intelligence in Early Adulthood

Introduction to Robert Sternberg

  • Robert Sternberg developed a prominent theory of intelligence.

  • Currently affiliated with Yale University; recognized for brilliance as a researcher.

  • Unusual for a researcher; not only focused on intelligence but also developed a model of love.

  • Strong personal interest in the understanding of intelligence; reflects on his own experiences with testing.

Personal Background of Sternberg

  • Growing up, he dreaded intelligence tests due to poor performance.

  • Intelligence testing was prevalent during his childhood.

  • Psychologist's arrival at school evoked anxiety; characterized the experience as one of dread.

  • Remarkably, in sixth grade, his performance surged, demonstrating a nonlinear rather than linear progression in intelligence.

The Nature of Intelligence Testing

  • Intelligence tests traditionally assume a linear development of intelligence over time.

  • Some children show nonlinear intelligence growth, often lagging behind until a significant increase occurs.

  • Sternberg's own experience illustrates the limitations of traditional testing methods.

  • His keen curiosity led him to study intelligence further, even working with the Educational Testing Service, which standardizes SAT and ACT tests.

Development of the Triarchic Theory

  • Sternberg introduced the Triarchic Theory of Intelligence, posited on three distinct types of intelligence:
      1. Analytical Intelligence
      2. Creative Intelligence
      3. Practical Intelligence

  • Standard IQ tests measure primarily the analytical aspect.

  • Importance of recognizing that these three intelligences are not mutually exclusive; individuals can possess varying degrees of each.

Examples of Triarchic Intelligence in Action

Analytical Intelligence

  • Example of Ashley, a graduate student with:
      - 4.0 GPA
      - High GRE scores
      - Strong letters of recommendation

  • Ashley excelled academically, demonstrating traditional school intelligence, often termed “book smarts.”

  • Illustrated skill in traditional academic performance and comprehending and articulating information well.

Creative Intelligence

  • Example of Barbara, another graduate applicant, who:
      - Did not make it into the program despite her potential.
      - Letters of recommendation praised her unique perspective and creativity.

  • Sternberg was impressed and hired her for his lab, valuing her ability to approach information creatively.

  • Creativity is critical in both artistic and scientific realms, exemplifying an important form of intelligence not measured by traditional tests.

Practical Intelligence

  • Example of Courtney, who gained admission but with lesser statistics:
      - Displayed exceptional understanding of career growth and networking.
      - Known as “street smarts” or common sense, showcasing practical intelligence in navigating career opportunities effectively.

  • Practical intelligence is crucial for success in real-world scenarios, demonstrating that it is as valuable as analytical and creative intelligences.

K. Warner Schaie and Intelligence in Adulthood

  • K. Warner Schaie investigated intelligence throughout adulthood.

  • Previous assumptions suggested intelligence peaked in childhood and declined thereafter; Schaie challenged this notion, illustrating that significant cognitive development occurs throughout adulthood.

Emotional Intelligence (EQ)

  • Emotional Intelligence (EQ) involves understanding and managing emotions.

  • Sternberg questions the validity of EQ’s significance beyond a single observation: higher EQ correlates with optimism.

  • The literature presents EQ as somewhat superficial in depth and impact.

Moral Development

  • Introduction to Lawrence Kohlberg's model of moral development; noted Kohlberg's struggle with depression and tragic end.

  • Proposed the possibility of a seventh stage called transcendental morality:
      - Focuses on profound ethical inquiries, particularly the question of why one should be moral.
      - This stage lacks substantial research, presenting as a speculative extension of Kohlberg's model.

Relationship Between Education and Work

  • The changing landscape of necessary educational qualifications for the workforce:
      - White-collar jobs increasingly outnumbering blue-collar jobs.
      - Historical context: once, factory jobs guaranteed family stability; now, educational credentials essential for good jobs.

  • Modern expectations: people seek more from their jobs, prioritizing meaning and impact over mere financial stability.

Current Trends in Employment

  • 4% of jobs are now considered unskilled labor; a significant shift toward a need for higher education and qualifications.

  • Individuals are more likely to change careers multiple times, not just jobs, with a normative life of three careers.

  • A growing trend of part-time or temporary employment relative to full-time positions, even within areas historically resistant to such trends (like higher education).

Concluding Thoughts

  • The evolution of job expectations presents challenges as people increasingly seek work that provides meaning.

  • The anxiety surrounding job stability contrasts with the desire for fulfilling and impactful work, framing contemporary adult experiences in the workforce.