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Thinking Styles
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  • Cited by 272
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    This (lowercase (translateProductType product.productType)) has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Miceli, Silvana de Palo, Valeria Monacis, Lucia Cardaci, Maurizio and Sinatra, Maria 2018. The Italian Version of the Cognitive Style Indicator and its Association with Decision-Making Preferences. Creativity Research Journal, Vol. 30, Issue. 1, p. 85.

    Ilie, Camelia Cardoza, Guillermo Pombo, Carlos and Ogliastri, Enrique 2018. Thinking styles, gender, and decision-making in Latin American management: a comparative study with the United States. Academia Revista Latinoamericana de Administración, p. 00.

    Sternberg, Robert J. 2018. 21 Ideas: A 42-Year Search to Understand the Nature of Giftedness. Roeper Review, Vol. 40, Issue. 1, p. 7.

    Borromeo Ferri, Rita 2018. Learning How to Teach Mathematical Modeling in School and Teacher Education. p. 13.

    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.

    Darling, Carol A. Cassidy, Dawn and Rehm, Marsha 2017. Family Life Education: Translational Family Science in Action. Family Relations, Vol. 66, Issue. 4, p. 741.

    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.

    Chujfi, Salim and Meinel, Christoph 2017. Matching cognitively sympathetic individual styles to develop collective intelligence in digital communities. AI & SOCIETY,

    Elyakim, Nitzan Reychav, Iris Offir, Baruch and McHaney, Roger 2017. Perceptions of Transactional Distance in Blended Learning Using Location-Based Mobile Devices. Journal of Educational Computing Research, p. 073563311774616.

    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,

    Nelson, Julien and Botella, Marion 2017. Creativity, Design Thinking and Interdisciplinarity. p. 101.

    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.

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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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