- •Psychology
- •Contents
- •Передмова
- •Part I. Introducing psychology Text 1. Special Fields of Psychology
- •Assignments
- •Text 2. Physiological Psychology
- •Assignments
- •Text 3. Gestalt Psychology
- •Assignments
- •Text 4. Social Psychology
- •Assignments
- •Part II. Family psychology Text 1. Family Relations
- •Assignments
- •Text 2. Cohabitation.
- •Assignments
- •Text 3. Family Problems
- •Assignments:
- •Text 4. Single-Parent Families
- •Assignments
- •Text 5. Stepfamilies
- •Assignments
- •Text 6. Ten Tips for Building a Marriage
- •Assignments
- •Text 7.The Difficult Child
- •Assignments
- •Text 8. Handling Aggressive Children
- •Assignments
- •Агресивні діти
- •Part III. Psychology of sex relations. Behavioral therapies.
- •3.1 Psychology of sex relations Text 1.Can Men and Women Be Friends?
- •Assignments
- •Text 2. Men and Women Really do Think Differently
- •Assignments
- •Text 3. Psychological Problems of Sex Relations
- •Assigments
- •3.2. Behavioral therapies Text 1. The Approaches to Therapy.
- •Assignments
- •Text 2. Reciprocal Inhibition
- •Assignments
- •Text 3. Desensitization in Real Life Situations
- •Assignments
- •Text 4. Other Methods of Treating Psychological Disorders.
- •Assignments
- •Text 5. Assertive Training
- •Assignments
- •Part IV. Temperament. Emotions
- •4.1 Temperament Text1. Personality: What is Temperament?
- •Assignments
- •Text 2.The Four Temperaments in General
- •Assignments
- •Text 3. How to Define Your Temperament
- •Assignments
- •Text 4. Personality and Handwriting
- •Vocabulary notes
- •Assignments
- •Text 5. Left-Handed People
- •Assignments
- •Про що можливо дізнатися з почерку?
- •4.2 Emotions Тext 1. What Are Emotions?
- •Assignments
- •Text 2. Kinds of Emotions
- •Vocabulary notes
- •Assignments
- •Text 3. Loving
- •Assignments
- •Text 4. Fear and Anger
- •Assignments
- •Text 5. Long-Тerm Arousal
- •Assignments
- •Text 6. Attributions
- •Assignments
- •Text 7. Locus of Control
- •Assignments
- •Part V. Human feelings. Phobias.
- •5.1 Human feelings. Text 1. Our Feelings as the Motor of Our Life
- •Assignments
- •Text 2. How do We Loose Our Feelings?
- •Assignments
- •Text 3. Negative Feelings
- •Assignments
- •Text 4. Find Constructive Ways to Release Your Anger
- •Assignments
- •Text 5. Shyness is a Common Social Problem
- •Assignments
- •Text 6. What is Modesty?
- •Assignments
- •5.2 Phobias Text 1. Social Phobia
- •Assignments
- •Text 2. Facts about Phobias
- •Assignments
- •Text 3. Social Phobia in Children
- •Text 4. Panic
- •Assignments
- •Part VI. Stress Text 1. Types of Stress
- •Vocabulary notes
- •Assignments
- •Text 2. Common Stress Symptoms
- •Assignments
- •Text 3. Stress Areas
- •Vocabulary notes
- •Assignments
- •Text 4. Priorities in Managing Stress
- •Vocabulary notes
- •Assignments
- •Text 5. Stress Management and Communication
- •Assignments
- •Text 6. Stress Management Techniques
- •Assignments
- •Text 7. Steps to Combat Stress
- •Assignments
- •Part VII.Sleep and dreams. Memory and brain.
- •7.1. Sleep and dreams Text 1. Sleep
- •Assignments
- •Text 2. The Mystery of Sleep
- •Assignments
- •Text 3 . Sweet Dreams
- •Assignments
- •Text 4. The Meaning of Dreams
- •Assignments
- •Text 5. Freud and Dreams
- •Assignments
- •Text 6. Body Clock
- •Assignments
- •7.2 Memory and brain. Text 1. Memory
- •Assignments
- •Text 2. Inside the Brain.
- •Assignments
- •Text 3. Hypnotherapy
- •Assignments
- •Part VIII. Psychology of learning. Psychology in work.
- •8.1 Psychology of learning. Text 1. Asociation Learning
- •Assignments
- •Text 2. Treating Phobias.
- •Vocabulary notes
- •Assignments
- •Text 3. Operant Conditioning
- •Assignments
- •Text 4. Imitation and Modelling
- •Assignments
- •Text 5. Schemas
- •Vocabulary notes
- •Assignments
- •Text 6. The Triarchic Theory of Intelligence
- •Vocabulary notes
- •Assignments
- •8.2. Psychology in work Text 1. Psychological Theories about Unemployment and Retirement
- •Latent functions of working
- •Assignments
- •Text 2. Retirement and Responsibility
- •Assignments
- •Text 3. Leadership
- •Assignments
- •Text 4. Choosing People for Jobs
- •Assignments
- •Список літератури
Text 6. The Triarchic Theory of Intelligence
Sternberg (1986) developed what became known as the triarchic theory of intelligence. He identified three different aspects of intelligence, each of which contributes to how intelligently we interact with other people.
The first facet of intelligence is contextual intelligence. Any intelligent act or ability, Sternberg said, takes place within a context. It happens in a society and a culture, and that makes all the difference to how the act or ability is regarded. For instance, imagine someone who is particularly quick at responding to something which is said to them. In one culture that might be regarded as a sign of intelligence; but in another culture, it might be seen as a sign of impulsiveness and lack of thought. A slower, more thoughtful way of responding would be seen as being more intelligent. So one part of intelligence is to do with how the person responds to the demands and expectations of their culture.
The second facet of intelligence which Sternberg identified is experiential intelligence. Experiences and expectations affect the way that we think, perceive and remember. We also learn from our experiences, and all this forms a significant part of our intelligence. Experience can influence intelligence in two ways: first, because of the automatised skills which we have developed, and secondly, because of the way that it helps us to recognize the demands of a particular situation, and what would be the best thing to do.
The third facet of intelligence is the one which is usually assessed by intelligence tests - or at least, by modern intelligence tests. Some of the early ones were very culturally biased, assuming that anyone who was not familiar with the practices of white American or English culture was automatically mentally inferior. But modern tests are much better at assessing what Sternberg called componential intelligence. Componential intelligence consists of three parts: first, our ability to learn and acquire knowledge; secondly, how well we actually carry out a task, like problem-solving or calculation; and thirdly, higher mental abilities like our ability to plan and make decisions. So each part of componential intelligence contributes to how well we think and process information. But how we do it is also influenced strongly by our own personal experience, and by the cultural and social settings in which we find ourselves. Intelligence is not something which just happens in a social vacuum: it is part of social living. And different societies value different intellectual skills, which mean that what we consider to be “intelligent” behaviour also varies.
Vocabulary notes
Intelligence (n) – the ability to learn, understand and think in a logical way about things; the ability to do this well: a person of high/average/ low intelligence.
Intelligent (adj.) – good at learning, understanding and thinking in a logical way about things showing this ability: a highly intelligent child.
Intelligence quotient (IQ) – a measurement of a person’s intelligence that is calculated from the results of special tests: an IQ of 120; to have a high/low IQ;
Intelligence test – a test to measure how well a person is able to understand and think in a logical way about things.