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This author index page for "S" was last revised by Clifford J. F. Morris on Wednesday, 23 January, 2008 

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S

Salomon, G.  (Ed.)  (1993).  Distributed cognitions: Psychological and educational considerations. New York: Cambridge University Press.

Salomon, H. G., & Gardner, H.  (1983). The computer as educator: Lessons from television research.  A Project Zero Technical Report.  (ERIC Document Reproduction Service No. ED 253 201)

Salomon, H. Gavriel., & Gardner, H.  (1986, January). The computer as educator: Lessons from television research.  Educational Researcher, 15(1), 13-19.  ERIC Document  Reproduction Service No: EJ 330 818 and ED 253 201.

 

Salthouse, T. A.. (1984).  Effects of age and skill in typing.  Journal of Experimental Psychology: General, 113, 345-371.

Salthouse, T. A.. (1989).  Aging and skilled performance. In A. M. Colley & J. R. Beech (Eds.), Acquisition and performance of cognitive skills (pp. 247-263). Chichester, UK: John Wiley & Sons.

Salthouse, T. A.. (1990).  Working memory as a processing resource in cognitive aging. Developmental Review, 10, 101-124.

Salthouse, T. A. (1991).  Expertise as the circumvention of human processing limitations. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise (pp. 286--300). New York: Cambridge University Press.

Salthouse, T. A., & Mitchell, D. R. D.. (1990).  Effects of age and naturally occurring experience on spatial visualization performance. Developmental Psychology, 26, 845-854.

Savin-Williams, R. C. & Berndt, T. J.  (1990). Peer relations during adolescence.  In S. Feldman & G. Elliot  (Eds.).  At the threshold: The developing adolescent.  Cambridge: Harvard University Press.

Scarr, Sandra  1985  An author's frame of mind  [Review of Frames of mind: The theory of multiple intelligences].  New Ideas in Psychology, 3(1), 95-100.  Here, Scarr severely critiques HEG for confusing talents and abilities with intelligence.

Schael, J., & Dionne, J. P.  (1991).  Judge's agreement and disagreement patterns when encoding verbal protocols. Paper presented at the annual meeting of the American Educational Research Association, Chicago, April  (ERIC Document Reproduction Service No. ED 334 209).

Schaie, K. W., & Willis, S. L..  (1996).  Adult development and aging (4th ed.). New York: HarperCollins.  Here, the authors present data which suggests that the vast majority of older individuals remain in sufficient health to function independently, even well into the eighth decade of life.

Scherer, Marge.  (1985, January).  How many ways is a child intelligent?  Instructor, 94(5), 32-35.  (ERIC Document  Reproduction Service No EJ 310 778)

Scherer, Marge.  (1997, Sept.).  Perspectives: Martian chronicles  [Special Issue].  Educational Leadership, 55(1), 7.

Schutlz, R., Musa, D., Staszewski, J., & Siegler, R. S.. (1994).  The relationship between age and major league baseball performance: Implications for development. Psychology and Aging, 9, 274-286.

Schoenfeld,  A.  H.  (1985).  Verbal data, protocol analysis, and the issue of control.  In A. H. Schoenfeld (Ed.),  Mathematical problem solving  (pp. 270-344).  New York: Academic Press.

Schoenfeld,  A.  H.  (1988).  Problem solving in context(s).  In  R. I. Charles  & E A, Silver (Eds.),  The teaching and assessing of mathematical problem solving. Reston, Va.: National Council of Teacher of Mathematics.

Seebach, Linda  2004.05.21  Scripps Howard News Service  Scoping out multiple intelligences

Sempsey, James  1993.10.19  The Pedagogical Implications Of Cognitive Science and Howard Gardner's M. I. Theory (A Critique).

This paper briefly assesses some of the pedagogical implications of Gardner's work.  Simply stated for here, Sempsey insists that Gardner’s theory is too broad and can be abused.  To cite Sempsey directly: "Since our national culture is supposed to become increasingly multi-cultural, could not any individual pick and chose between various sub-culturally valued competencies and then proclaim their own unique set of abilities as equally legitimate to any other set?,”  And “To define intelligence in terms of culturally relative values is to deny the intrinsic value (or even existence) of higher orders of organization. If intelligence can only be subjectively valued, then ultimately intelligence has no true value and perhaps never existed to begin with."

Shafer, Barbara  Here, Shafer comments that parents have concerns over the implementation of the Gardner MI model in public schools.

Shanks, David R.  (1999).  Outstanding performers: Created, not born?  Science Spectra,  Issue 18, 28-34.  At the outset of his article, Shanks writes, and I quote him directly:

Outstanding levels of performance in areas such as memory, chess, sports or music are commonly ascribed to innate talent.  Dr. David Shanks of University College, London, England, describes evidence for the role of deliberate practice in achieving these levels of performance and questions the need for the notion of talent.  This "anti-nativist" hypothesis is also evaluated in the area of intelligence, where, again, it appears that outstanding levels of achievement may not be due to innate ability.  To read his complete commentary, go to http://www.psychol.ucl.ac.uk/david.shanks/shanks_expertise.html

Shapiro, B. E., Grossman, M., & Gardner, H.  (1981).  Selective musical processing deficits in brain-damaged populations.  Neuropsychologia, 19(2), 161-169.

Shaughnessy, Michael. F.  (1985, Summer). What's new in IQ: A contemporary analysis with implications for gifted/talented/creative.  Creative Child and Adult Quarterly, 10(2), 72-78, 85.  (ERIC Document Reproduction Services No. ED 262 093)

Sherif, Muzafer  (initially Muzafer Serif Basoglu)

Sherman, C. W., Gardner, H., & Feldman, D. H.  (1988, Winter).  A pluralistic view of early assessment: The spectrum approach.  Theory into Practice, 27(1), 77-83.

Shobris, John, G.  (1996, May 1).  The anatomy of intelligence.  Genetic, Social & General Psychology Monographs, Vol. 122,  pp 133.

Shope, Richard.  (1989).  Mime as a mode of intelligence.   (ERIC Document Reproductive Service No. ED 311 501).

Shore, Bruce M., & Dover, Arlene C.  (1987, Winter). Metacognition, intelligence and giftedness.  Gifted Child Quarterly, 31(1), 37-39.

Shore, B.  M. , & Kanevsky, L.  S.  (1993).  Thinking processes: Being and becoming gifted.  In K. A. Heller, F. J., Monks,  & H. A. Passow, (Eds.),  International handbook of research and development of giftedness and talent.  (pp. 133-147).  New York: Pergamon Press.

Shotter, John  (1993).  Vygotsky: The social negotiation of semiotic mediation.  New Ideas in Psychology, 11(1), 61-75.

Shotwell, J., Wolf, D., & Gardner, H.  (1979). Styles of achievement in early symbolization.  In M. Foster & S. Brandes (Eds.).  Symbol as sense: New approaches to the analysis of meaning (pp. 361-387).  New York: Academic Press.

Siegel, S. & Castellan, N.  J. Jr.  (1988).  Nonparametric statistics for the behavioral sciences.  New York: McGraw-Hill.

Siegel, J., & Shaughnessy, M. (1994).  An interview with Howard Gardner: Educating for understanding. Phi Delta Kappan, 75, 563-566.

Silberstein, L., Gardner, H., Phelps, E., & Winner, E.  (1982, August).  Autumn leaves and old photographs: The development of metaphor preferences.  Journal of Experimental Child Psychology, 34(1), 135-150.

Silon, E. F., & Harter, S.  (1985).  Assessment of perceived competence, motivational orientation, and anxiety in segregated and mainstreamed educable mentally retarded children.  Journal of Educational Psychology, 77,  217-230.

Silver Harry, Strong Richard, & Perini Matthew.  (1997, Sept.).  Integrating learning styles and multiple intelligences  [Special Issue].  Educational Leadership, 55(1), 22-27.

Silverman, J., Winner, E., Rosentiel, A. K., & Gardner, H.  (1975).  On training sensitivity to painting styles.  Perception 4(4), 373-384.

Simeone, Wendy, F.  (1995, December).  Accommodating multiple intelligences in the English classroom.  English Journal,  84(8), 60-62.

Simon, Herbert  A.  (1978).  Information-processing theory of human problem solving.  In W. K. Estes  (Ed.),  Handbook of learning and cognitive resources, Vol. 5: Human information processes  (pp. 271-295).  Hillsdale, NJ: Lawrence Erlbaum.

Simon, Herbert  A. (1988).  Creativity and motivation: A response to Csikszentmihalyi.  New Ideas in Psychology, 6(2), 177-181.

 

 

Skinner, Burrhus Frederick

1. Skinner, B. F-1
2. Skinner, B. F-2

Smagorinsky, Peter.  (1995, December).  Multiple intelligences in the English class: An overview.  English Journal, 84(8), 19-26.  (ERIC Document  Reproduction Service No ED 331 090)

Smagorinsky, Peter.  (1995, Fall).  The social construction of data: Methodological problems of investigating learning in the zone of proximal development.  Review of Educational Research,  65(3), 191-212.

Smerechansky-Metzger, Jean, A.  (1995, May-June). The quest for multiple intelligences.  Gifted Child Today, 18(3), 12-15.

Smith, John Maynard

Smolucha, F.  (1993, October).  [Review of Multiple Intelligences: The Theory in Practice].  Choice, 31(2), 368.

Smolucha, Larry, W., & Smolucha, Francine C.,  (1985, Fall).  A fifth Piagetian stage: The collaboration between analogical and logical thinking in artistic creativity.  Visual Arts Research, 11(2), Issue 22, 90-99.

Snow, Richard, E.  (1980).  Intelligence in the year 2001.  Intelligence, 4, 185-199.

Snow, Richard, E.  (1985, November).  [Review of Frames of Mind: The theory of multiple intelligences]. American Journal of Education, 88 ? or 94(1), 109-112.

Soares, Louise, M.  (1998, March 3).  Structure, content, and process in teacher training: the relevance of Copernicus, Gardner, and Dewey.  The Clearing House, Vol. 71,   pp 217(4).

Sooho, S. (1991). School renewal: Taking responsibility for providing an education of value. In J. I. Goodlad & P. Keating (Eds.), Access to knowledge (pp. 205-221). New York: College Entrance Examination Board.

Spearman, C

Spitz, E. H.,  (1985).  A potpourri on creativity  [Review of Art, Mind, and Brain: A cognitive approach to creativity].  New Ideas in Psychology, 3(1), 77-85.

Stein, M. K., & Wang, M. C.  (1988).  Teacher development and school improvement: The process of teacher change.  Teaching and Teacher Education, 4, 171-187.

Stellar, Elliot

 

Sternberg, Robert Jeffrey

Robert Jeffrey Sternberg is the author and editor of over  900 publications on the topic of human intelligences.  He is unquestionably a significant authority on this topic.  The following list of (Sternberg) references represent only a small portion of his works.

1. Sternberg-1
2. Sternberg-2

1988  The triarchic mind: A new theory of human intelligence.  New York: Penguin Books.  Here, Sternberg is unclear as to "exactly what each intelligence consists of, because HEG's theory, like other map-based theories, does not specify processes. In other words, it is one thing to identify a linguistic intelligence but quite another to specify the underlying processes.  How do we read, learn vocabulary, write prose or poetry, produce oral speech, summarize, and so on?  HEG's theory names the so-called intelligences without pinning down just what they are (and aren't)" (p. 42).

Sternberg continues his critique of HEG by calling Gardner's MIT model "a theory of talents, not one of intelligences" (p. 42).  Sternberg sees the difference between talent and intelligence as qualitative by stating "[I]ntelligence is general: without it we cannot function independently.  Talents, however, are specialized" (p. 42).

Sternberg, R.J.  (1977).  Intelligence, Information Processing, and Analogical Reasoning. Hillsdale, NJ: Erlbaum.

Sternberg, R. J.  (1979, July-Sept.).  Six authors in search of a character: A play about intelligence tests in the year 2000.  Intelligence, 3(3), 283-293.

Sternberg, R.J. (1982a).  A componential approach to intellectual development.  In R.J. Sternberg (Ed.). Advances in the psychology of human intelligence. Vol. I (pp 413-463). Hillsdale, NJ: Erlbaum.

Sternberg, R. J.  (Ed.).  (1982b).  Handbook of human intelligence. New York: Cambridge University Press.

Sternberg, R. J.  (1982c, Fall).  Lies we live by: Misapplication of tests in identifying the gifted.  Gifted Child Quarterly, 26(4), 157-161.

Sternberg, R. J.  (1982d).  Reasoning, problem solving, and intelligence.  In R. J. Sternberg (Ed.), Handbook of human intelligence (pp. 225-307).  New York: Cambridge University Press.

Sternberg, R. J.  (1982e, April).  Who's intelligent?  Psychology Today, 30-39.

Sternberg, R.J.  (1983a).  Criteria for intellectual skills training. Educational Researcher,12, 6-12.

Sternberg, R.J.  (1983b, Winter).  How much Gall is too much gall?  [Review of Howard Gardner's 1983 book, Frames of Mind: The theory of multiple intelligences]. Contemporary Education Review, 2(3), 215-224.

1983, Winter  How much Gall is too much gall?  [Review of Frames of Mind: The theory of multiple intelligences]. Contemporary Education Review, 2(3), 215-224. 

In what was perhaps one of THE earliest book reviews of HEG's Frames of Mind: The Theory of Multiple Intelligences, Sternberg cites three (3) reasons why he serious doubts the validity of the MIT model (see p. 220).  They are: (1) HEG's reliance on Gall's faculty psychology, (2) HEG's usage of the term multiple intelligence and not multiple talents, and (3) The overall structure of HEG's MIT framework (see especially pp. 220-222).

Sternberg, R. J.  (1984, October).  A contexturalist view of the nature of intelligence. International Journal of Psychology, 19(4&5), 307-334.

Sternberg, R. J.  (1984, June).  Fighting butter battles: A reply.  Phi Delta Kappan, 65, 699-700.

Sternberg, R. J.  (1984, September).  How can we teach intelligence?  Educational Leadership, 38-48.

Sternberg, R. J.  (1984, Fall).  The Kaufman assessment battery for children: An information-processing analysis and critique. Journal of Special Education, 18(3), 269-279.

Sternberg, R. J.  (1984, June).  Testing intelligences without IQ tests.  Phi Delta Kappan, 65, 694-698.

Sternberg, R. J.  (1984).  Toward a triarchic theory of human intelligence.  The Behavioral and Brain Sciences, 7, 269-315.

Sternberg, R. J. (1985).  Beyond IQ: A triarchic theory of human intelligence.  New York: Cambridge University Press.

Intelligence comprises the mental abilities necessary for adaptation to, as well as shaping and selection of, any environmental context (Sternberg, 1997, p. 1030)  This is the reference for that citation: Sternberg, R. J.  (1997, October).  The concept of intelligence and its role in lifelong learning and success  [Special Issue].  American Psychologist, 52(10), 1030-1037.

Sternberg, R. J.  (1985, December).  Human intelligence: The model is the message.  Science, 230, 1111-1118.

Sternberg, R. J.  (1985).  Implicit theories of intelligence, creativity, and wisdom.  Journal of Personality and Social Psychology, 49(3), 607-627.

Sternberg, R. J.  (1986, February).  Identification of the gifted through IQ: Why a little bit of knowledge is a dangerous thing.  Roeper Review, 8(3), 143-147.

Sternberg, R. J.  (1986, March-April).  Inside intelligence.  American Scientist, 74(2), (137-143).

Sternberg, R. J. (1986).  A triarchic theory of intellectual giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 223-243).

Sternberg, R. J.  (1986, August).  Three heads are better than one. Psychology Today, 20(8), 56-62.

Sternberg, R. J.  (1988, Spring).  Beyond IQ testing.  National Forum: The Phi Kappa Phi Journal, 68(2), 8-11.

Sternberg, Robert, J. (1988). Explaining away intelligence: A reply to Howe.  British Journal of Psychology, 79, 527-533.

Sternberg, R. J.  (1988).  Intelligence.  In R. J. Sternberg &  E. E. Smith, (Eds.),  The psychology of human thought (pp. 267-308).  New York: Cambridge University Press.

Sternberg, R. J.  (1988).  Mental self-government: A theory of intellectual styles and their development.  Human Development, 31, 197-224.

Sternberg, R. J., (Ed.).  (1988).  The nature of creativity: Contemporary psychological perspectives.  New York: Cambridge University Press.

Sternberg, R. J.  (1988).  A three-facet model of creativity.  In R. J. Sternberg (Ed.), The nature of creativity  (pp. 125-147).  New York: Cambridge University Press.

Sternberg, R. J.  (1988).  The triarchic mind: A new theory of human intelligence.  New York: Viking-Penguin.

Here, Sternberg is unclear as to "exactly what each intelligence consists of, because HEG's theory, like other map-based theories, does not specify processes. In other words, it is one thing to identify a linguistic intelligence but quite another to specify the underlying processes.  How do we read, learn vocabulary, write prose or poetry, produce oral speech, summarize, and so on?  HEG's theory names the so-called intelligences without pinning down just what they are (and aren't)" (p. 42).

Sternberg continues his critique of HEG by calling Gardner's MIT model "a theory of talents, not one of intelligences" (p. 42).  Sternberg sees the difference between talent and intelligence as qualitative by stating "[I]ntelligence is general: without it we cannot function independently.  Talents, however, are specialized" (p. 42).

Sternberg, R. J.  (1989, March).  The tyranny of testing.  Learning '89, 17(7), 60-63.

Sternberg, R. J.  (1990).  Metaphors of mind: Conceptions of the nature of intelligence.  New York: Cambridge University Press.  Here, Sternberg offers 'a discussion of the wide array of metaphors that researchers have used for intelligence.'

Sternberg, R. J.  (1990).  T & T is an explosive combination: Technology and testing.  Educational Psychologist, 25(3&4), 201-222.

Sternberg, R. J.  (Ed.).  (1990).  Wisdom: Its nature, origins, and development.  New York: Cambridge University Press.

Sternberg, R. J.  (1991).  Death, taxes, and bad intelligence tests.  Intelligence, 15(3), 257-270.

1991  Death, taxes, and bad intelligence tests.  Intelligence, 15(3), 257-270.

In this (often-quoted) article, Sternberg writes that bad intelligence tests seem as inescapable as death and taxes.  However, new theories of intelligence are resulting in some promising developments.  Sternberg describes thirteen (13) approaches to the measurement of intelligence, dividing then into the following six (6) categories:

1. Biological
2. Classical psychometric
3. Cognitive
4. Culture-sensitive
5. Developmental
6. Systems

And, like so many others, Sternberg criticizes Howard Gardnert for confounding talents and abilities with intelligence.

Sternberg, R.  J.  (1993).  Procedures for identifying intellectual potential in the gifted: A perspective on alternative "metaphors of mind".  In K. A. Heller, F. J. Monks, & H. A. Passow (Eds.).  International handbook of research and development of giftedness and talent.  (pp. 185-207).  New York: Pergamon Press.

Sternberg, R. J. (1993).  Sternberg Triarchic Abilities Test.  Unpublished research instrument available from author.

Sternberg, R. J. (1994, November).  Allowing for thinking styles.  Educational Leadership.  25(2), 36-40.

Sternberg, R. J. (1994, Summer).  Commentary: Reforming school reform: Comments on "Multiple Intelligences: The theory in Practice".  Teachers College Record.  95(4), 561-569.

Sternberg, R. J.  (Editor in chief).  (1994).  Encyclopedia of human intelligence  (Vols. 1-2).  BF431.E59  New York: Macmillan.

Sternberg, R. J.  (1994).  A triarchic model for teaching and assessing students in general psychology.  General Psychologist. 30(2), 42-48.

Sternberg, R. J.  (1994).  The triarchic theory of human intelligence.  In R. J. Sternberg  (Ed.), Encyclopedia of human intelligence (Vol. 2, pp. 1087-1091).  New York: Macmillan.

Sternberg, R. J. (1995).  For whom the bell curve tolls: A Review of The Bell Curve.  Psychological Science, 6, 257-261.

Sternberg, R. J.  (1995).  In search of the human mind.  Ft. Worth, TX: Harcourt Brace.

Sternberg, R. J.  (1996).  Love stories. Personal Relationships, 3, 1359-1379.

Sternberg, R. J.  (1996, March).  Myths, countermyths, and truths about human intelligence. Educational Researcher, 25(2), 11-16.

Sternberg, R. J.  (1996, March).  The sound of silence: A nation responds to its gifted.  Roeper Review, 18(3), 168-172.

Sternberg, R. J.  (1996).  Successful intelligence. New York: Simon & Schuster. (Paperback edition: New York: Dutton, 1997).

Sternberg, R. J.  (1996, Spring).  What should we ask about intelligence?  American Scholar, 65(2), 205-217.

Sternberg, R. J.  (Ed.)  (1997).  Career paths in psychology: Where your degree can take you. Washington, DC:  American Psychological Association.

Sternberg, R. J. (1997).  Extra credit for doing poorly. The New York Times, p. A27.

Sternberg, R. J.  (1997).  Educating intelligence: Infusing the triarchic theory into school instruction.  In R. J. Sternberg & E. L. Grigorenko  (Eds.).  Intelligence, heredity, and environment (pp. 343-362).  New York:  Cambridge University Press.

Sternberg, R. J.  (1997, October).  Intelligence and lifelong learning: What's new and how can we use it?  [Special Issue].  American Psychologist, 52(10), 1134-1139.

Sternberg, R. J.  (1997, October).  Introduction to the special issue on intelligence and lifelong learning  [Special Issue].  American Psychologist, 52(10), 1029.

Sternberg, R. J.  (1997).  Successful intelligence.  New York: Plume.

Sternberg, R. J.  (1997).  Successful intelligence: How practical and creative intelligence determine success in life.  New York: Simon & Schuster.

Sternberg, R. J. (Ed.) (1997).  Teaching introductory psychology. Washington, DC: American Psychological Association.

Sternberg, R. J.  (1997, October).  The concept of intelligence and its role in lifelong learning and success  [Special Issue].  American Psychologist, 52(10), 1030-1037.

Sternberg, R. J.  (1997).  Thinking styles.  New York: Cambridge University Press.

Sternberg, R. J.  (1997).  The triarchic theory of intelligence.  In Dawn P. Flannagan, Judy, L. Genshaft, & Patti L. Harrison (Eds.). Contemporary Intellectual Assessment: Theories, tests, and issues (pp. 92-104) New York: Guilford Press.)

Here, Sternberg "continues his crusade against the use of IQ and other traditional measures that he believes fail to adequately account for success or lack of it by proposing a multifaceted theory of thinking styles ... Sternberg is careful to explain that style is preferred and not an ability.  Style is the manner in which we apply the abilities that we have" (Gridley, 1998, p. 511.)

Gridley's reference is: Gridley, Betty, E.  (1998, July). You are how you think  [Review of Thinking styles].  Contemporary Psychology, 43(7),  511-512.

Sternberg, R. J.  (1997).  What does it mean to be smart?  Educational Leadership, 5, 20-24.

Sternberg, R. J.  (1998, Winter).  How intelligent is intelligence testing?  [Special Issue].  Scientific American, 9(4). 12-17.

"Standardized tests, such as the Scholastic Assessment Test (SAT) and the Graduate Record Exam (GRE), capture the main aspects of IQ tests."

"Such standardized tests may not assess all the important elements necessary to succeed in school and in life, argues Robert J. Sternberg. In his article "How Intelligent Is Intelligence Testing?", Sternberg notes that traditional tests best assess analytical and verbal skills but fail to measure creativity and practical knowledge, components also critical to problem solving and life success. Moreover, IQ tests do not necessarily predict so well once populations or situations change. Research has found that IQ predicted leadership skills when the tests were given under low-stress conditions, but under high-stress conditions, IQ was negatively correlated with leadership--that is, it predicted the opposite ... "

"Sternberg has developed tests to measure the creative and practical sides of the mind. Some schools and businesses use them, and Sternberg has published work showing their predictive value in subsequent tasks" (Yam,  1998, p. 8, emphases are mine and not Sternberg's)."

Yam, Philip  (1998, Winter).  Intelligence considered,  [Special Issue].  Scientific American, 9(4). 6-11.

Sternberg, R. J.  (1998).  A balance theory of wisdom.  Review of General Psychology, 2, 347-365

Sternberg, R. J.  (1998).  Abilities are forms of developing expertise. Educational Researcher, 27, 11-20.

Sternberg, R. J.  (1998).  Cupid’s arrow: The course of love through time.  New York:  Cambridge University Press.

Sternberg, R. J.  (1998).  Love is a story.  New York:  Oxford University Press.

Sternberg, R. J. (1998).  Triangular love scale. Available in Cupid's Arrow book.

Sternberg, R. J.  (1999).  A propulsion model of types of creative contributions.  Review of General Psychology, 3, 83-100.

Sternberg, R. J. (Ed.).  (1999).  Handbook of creativity.  New York:  Cambridge University Press.

Sternberg, R. J.  (1999).  Successful intelligence: Finding a balance. Trends in Cognitive Sciences , 3, 436-442.

Sternberg, R. J. (1999).  The theory of successful intelligence. Review of General Psychology, 3, 292-316.

Sternberg, R. J. (2000).  Wisdom as a form of giftedness.  Gifted child quarterly, 44(4), 252-259.

Sternberg, R. J., & Berg, Cynthia A., (Eds.).  (1992).  Intellectual development.  Cambridge: Cambridge University Press.

Sternberg, R. J., & Clinkenbeard, P. R.  (1995).  A triarchic view of identifying, teaching, and assessing gifted children.  Roeper Review, 17, 255-260.

Sternberg, R. J., & Davidson, J. E.  (1983).  Insight in the gifted.  Educational Psychologist, 18, 51-57.

Sternberg, R. J., & Davidson, J. E.  (Eds.).  (1984).  Conceptions of giftedness. New York: Cambridge University Press.

Sternberg, R. J., & Detterman D. K.  (Eds.).  (1986).  What is Intelligence?: Contemporary viewpoints on its nature and definition. Norwood, New Jersey: Ablex Publishing Corporation.

Sternberg, R. J., Ferrari, M., Clinkenbeard, P. R., & Grigorenko, E. L.  (1996).  Identification, instruction, and assessment of gifted children: A construct validation of the triarchic model.  Gifted Child Quarterly, 40, 129-137.

Sternberg, R. J., Forsythe, G. B., Hedlund, J., Horvath, J., Snook, S. Williams, W. M.. Wagner, R. K., Grigorenko, E. L. (2000). Practical intelligence. New York:  Cambridge University Press.

Sternberg, R. J. & Frensch, P. A..  (1990).  Intelligence and cognition.  In M. W. Eysenck (Ed.), International review of cognitive psychology.  Chichester: Wiley.

In critiquing HEG's MIT, Sternberg and Frensch write that "it seems strange to describe someone who is tone deaf or physically uncoordinated as unintelligent" (p. 193).  But in defense, Gardner believes that if spatial or musical ability must be called a "talent", then language and logic must be called merely a talent as well.  I'm going to give HEG the final word here when he comments "I balk at the unwarranted assumption that certain human abilities can be arbitrarily singled out as intelligence while others cannot" (Peterson, 1997, p. D2).

Sternberg, R. J., & Gardner, M. K.  (1983).  Unities in inductive reasoning.  Journal of Experimental Psychology: General, 112, 80-116.

Sternberg, R. J., & Grigorenko, E. L.  (1997).  Are cognitive styles still in style? American Psychologist, 52(7), 700-712.

Sternberg, R. J., & Grigorenko, E. L.  (Eds.) (1997).  Intelligence, heredity, and environment. New York: Cambridge University Press.

Sternberg, R. J., & Grigorenko, E. L.  (1999a).  A smelly 113° in the shade, or, why we do field research.  APS Observer, 12,  1, 10-11, & 20-21.

Sternberg, R. J., & Grigorenko, E. L.  (1999b).  Myths in psychology and education regarding the gene environment debate.  Teachers College Record, 100, 536-553.

Sternberg, R. J., & Grigorenko, E. L. (1999c).  Our labeled children: What every parent and teacher needs to know about learning disabilities. Reading, MA:  Perseus Publishing Group.

Sternberg, R. J., & Grigorenko, E. L.  (2000).  Teaching for successful intelligence.  Arlington Heights, IL: Skylight Training and Publishing Inc.

Sternberg, R. J., & Grigorenko, E. L.  Autumn, 2004  Successful intelligences in the classroom

Sternberg, R. J., Grigorenko, E. L., Ferrari, M. & Clinkenbeard, P.  (1999).  A triarchic analysis of an aptitude-treatment interaction. European Journal of Psychological Assessment,15(1), 1-11.

Sternberg, R. J., & Hojjat, M. (1998). Love stories scale. Available in Love is a Story book.

Sternberg, R. J., & Hojjat M. (Eds.).  (1997).  Satisfaction in close relationships. New York:  Guilford Press.

Sternberg, R. J., & Horvath, J. A.  (1995, August-September).  A prototype view of expert teaching.  Educational Researcher.  24(6), 9-17.

Sternberg, R. J., & Kalmar, D. A.  (1998).  When will the milk spoil?  Everyday induction in human intelligence.  Intelligence, 25(3), 185-203.

Sternberg, R. J., & Kolligian, J.  (Eds.).  (1990).  Competence considered.  New Haven, CT: Yale University Press.

Sternberg, R. J.,  & Lubart, T. I.  (1991).  An investment theory of creativity and its development, Human Development, 34, 1-31.

Sternberg, R. J., & Lubart, T. I.  (1992).  Buy low and sell high: An investment approach to creativity.  Current Directions in Psychological Science, 1, 1-5.

Sternberg, R. J.,  & Lubart, T. I.  (1995).  Defying the crowd: Cultivating creativity in a culture of conformity.  New York: Free Press.

Sternberg, R. J., & Lubart, T. I.  (1996).  Investing in creativity.  American Psychologist, 51(7), 677-688.

Sternberg, R. J., Okagaki, Lynn, & Jackson, Alice, S.  (1990, September).  Practical intelligence for success in school.  Educational Leadership, 48(1), 35-39.

Sternberg, R. J. & Powell, J. S.  (1982).  Theories of intelligence.  In R. J. Sternberg (Ed.), Handbook of human intelligence (pp. 975-1005).  New York: Cambridge University Press.

Sternberg, R. J., & Ruzgis, Patricia  (Eds.). (1994).  Personality and intelligence.  New York: Cambridge University Press.

Sternberg, R. J., & Salter, W., (1982).  Conceptions of intelligence.  In R. J. Sternberg (Ed.),  Handbook of human intelligence (pp. 3-28).  Cambridge: Cambridge University Press.

Sternberg, R. J., & Spear-Swerling, L. (1996). Teaching for thinking. Washington, DC: American Psychological Association.

Sternberg, R. J., & Spear-Swerling, L. (Eds.). (1999).  Perspectives on learning disabilities: Biological, cognitive, contextual. Boulder, CO: Westview Press.

Sternberg, R. J., & Smith, Craig  (1985).  Social intelligence and decoding skills in nonverbal communication.  Social Cognition, 3(2), 168-192.

Sternberg, R. J., & Smith Edward E., (Eds.)., E. (1988).  The psychology of human thought.  New York: Cambridge University Press.

Sternberg, R. J., & Spear-Swerling, L.  (1996).  Teaching for thinking. Washington, DC: American Psychological Association.

Sternberg, R. J., & Spear-Swerling, L. (Eds.). (1999).  Perspectives on learning disabilities: Biological, cognitive, contextual. Boulder, CO: Westview Press.

Sternberg, R. J., Torff, Bruce & Grigorenko, Elena  (1998, May).  Teaching for successful intelligence raises school achievement.  Phi Delta Kappan, 79(9), 667-669.

Sternberg, R. J., & Wagner, R. , K., (Eds.).  (1986).  Practical intelligence: Nature and origins of competence in the everyday world.  New York: Cambridge University Press.

Sternberg, R. ,  J., & Wagner, R. , K.  (1993).  The g-ocentric view of intelligence and job performance is wrong.  Current Directions in Psychological Science, 2, 1-5.

Sternberg, R. J., & Wagner, R.,  K., (Eds.).  (1994).  Mind in context: Interactionist perspectives on human intelligence.  New York: Cambridge University Press.

Sternberg, R. J., Wagner, R. K., & Okagaki, L.  (1993).  Practical intelligence: The nature and role of tacit knowledge in work and at school.  In H. Reese & J. Puckett (Eds.), Advances in lifespan development  (pp. 205-227).  Hillsdale, NJ:  Erlbaum.

Sternberg, R. J., Wagner, Richard, K., Williams, Wendy, M., & Horvath, Joseph, A.  (1995, November).  Testing common sense.  American Psychologist, 50(11), 912-927.

Sternberg, R. J., & Williams, W. M. (1996).  How to Develop student creativity.  Alexandria, VA: Association for Supervision and Curriculum Development.

Sternberg, R. J., & Williams, W. M., (1997).  Does the Graduate Record Examination predict meaningful success in the graduate monitoring of psychologists? A case study. American Psychologist, 52(6), 630-641.

Sternberg, R. J., & Williams, W. M. (1996).  How to develop student creativity. Alexandria, VA:  Association for Supervision and Curriculum Development.

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Here are six (6) references when "Sternberg, R. J."  is not the first author.  There are many more.  They have not yet been copied to their author index A - Z letter locations.

Cianciolo, A. T., & Sternberg, R. J. (2004).  Intelligence: A brief history. Malden, MA: Blackwell Publishing.

Grigorenko, E. L., & Sternberg, R. J. (1998).  Dynamic testing. Psychological Bulletin, 124, 75-111.

Lubart, T. I., & Sternberg, R. J. (1995).  Creativity tasks in four domains.  Unpublished research instrument available from authors.

Spear-Swerling, L., & Sternberg, R. J.  (1996).  Off track: When poor readers become learning disabled. Boulder, CO: Westview-HarperCollins.

Wagner, R. K., & Sternberg, R. J. (1991).  Tacit Knowledge Inventory for Managers. Unpublished research instrument available from authors.

Williams, W. M.; Blythe, T.; White, N.; Li, J.; Sternberg, R. J.; and Gardner, H.   (1996)  Practical Intelligence for School: A Handbook for Teachers of Grades 5-8. New York: Harper Collins.