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Thinking Styles
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  • Cited by 258
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    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Lang, Margherita Matta, Michael Parolin, Laura Morrone, Cristina and Pezzuti, Lina 2017. Cognitive Profile of Intellectually Gifted Adults: Analyzing the Wechsler Adult Intelligence Scale. Assessment, p. 107319111773354.

    Sternberg, Robert J. 2017. School mathematics as a creative enterprise. ZDM, Vol. 49, Issue. 7, p. 977.

    Li, Mengting and Fan, Weiqiao 2017. The Role of Thinking Styles in Career Development Among Chinese College Students. The Career Development Quarterly, Vol. 65, Issue. 3, p. 237.

    Sternberg, Robert J. 2017. Encyclopedia of Personality and Individual Differences. p. 1.

    McCombs, Barbara L. 2017. Historical Review of Learning Strategies Research: Strategies for the Whole Learner—A Tribute to Claire Ellen Weinstein and Early Researchers of This Topic. Frontiers in Education, Vol. 2,

    Liu, Guan-Ting and Chen, Wenzhi 2017. Advances in Human Factors, Business Management, Training and Education. Vol. 498, Issue. , p. 969.

    Dikici, Ayhan 2017. Exploring the Benefits of Creativity in Education, Media, and the Arts. p. 136.

    Kogan, Nathan 2017. Advancing Human Assessment. p. 413.

    Li, Eric Ping Hung 2017. Consumer Perception of Product Risks and Benefits. p. 267.

    Buscà Donet, Francesc Ambròs Pallares, Alba and Burset Burillo, Sílvia 2017. Bibliometric characteristics of articles on key competences indexed in ERIC from 1990 to 2013. European Journal of Teacher Education, Vol. 40, Issue. 2, p. 144.

    Kageyama, Tetsuya and Sugiura, Motoaki 2017. Relationship of Cognitive Style and Job Level: First Demonstration of Cultural Differences. Frontiers in Psychology, Vol. 8,

    Chan, Yiu-Kong 2016. Investigating the relationship among extracurricular activities, learning approach and academic outcomes: A case study. Active Learning in Higher Education, Vol. 17, Issue. 3, p. 223.

    Zhang, Li-Fang and Jing, Li-Zhen 2016. Organisational commitments and teaching styles among academics in mainland China. Educational Psychology, Vol. 36, Issue. 3, p. 415.

    Elif, Esmer G uuml l ccedil in, G uuml ven Oktay, Aydın B uuml lent, Ouml zden Kadriye, Efe and Nurcan, Şener 2016. Perceptions of education faculty students on teaching methods and materials. Educational Research and Reviews, Vol. 11, Issue. 12, p. 1093.

    Whalley, W. Brian 2016. Evaluating student assessments: the use of optimal foraging theory. Assessment & Evaluation in Higher Education, Vol. 41, Issue. 2, p. 183.

    Cheng, Sanyin Zhang, Li-Fang and Hu, Xiaozhong 2016. Thinking Styles and University Self-Efficacy Among Deaf, Hard-of-Hearing, and Hearing Students. Journal of Deaf Studies and Deaf Education, Vol. 21, Issue. 1, p. 44.

    Ochiai, Jun Maie, Yuko and Wada, Yuichi 2016. Reliability and validity of the Japanese version of the Thinking Style Inventory. The Japanese journal of psychology, Vol. 87, Issue. 2, p. 172.

    Bonney, Leff Plouffe, Christopher R. and Brady, Michael 2016. Investigations of sales representatives’ valuation of options. Journal of the Academy of Marketing Science, Vol. 44, Issue. 2, p. 135.

    Lodge, Jason M. Hansen, Louise and Cottrell, David 2016. Modality preference and learning style theories: rethinking the role of sensory modality in learning. Learning: Research and Practice, Vol. 2, Issue. 1, p. 4.

    Kohan-Mass, Judy 2016. Understanding Gender Differences in Thinking Styles of Gifted Children. Roeper Review, Vol. 38, Issue. 3, p. 185.

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Book description

In our society, the recognition of talent depends largely on idealized and entrenched perceptions of academic achievement and job performance. Thinking Styles bucks this trend by emphasizing the method of our thought rather than its content. Psychologist Robert Sternberg argues that ability often goes unappreciated and uncultivated not because of lack of talent, but because of conflicting styles of thinking and learning. Using a variety of examples that range from scientific studies to personal anecdotes, Sternberg presents a theory of thinking styles that aims to explain why aptitude tests, school grades, and classroom performance often fail to identify real ability. He believes that criteria for intelligence in both school and the workplace are unfortunately based on the ability to conform rather than learn. He takes the theory a step further by stating that 'achievement' can be a result of the compatibility of personal and institutional thinking styles, and 'failure' is too often the result of a conflict of thinking styles, rather than a lack of intelligence or aptitude. Sternberg bases his theory on hard scientific data, yet presents a work that remains highly accessible.


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