Tag Archives: Robert Sternberg

FEATURES

Charles Brainerd to receive G. Stanley Hall Award

Charles Brainerd, professor of human development and human neuroscience, will receive the American Psychological Association’s G. Stanley Hall award for distinguished contributions to developmental science at the APA’s August 2019 meeting in San Francisco.

Assisted-living is better when family and staff communicate

Karl Pillemer, the Hazel E. Reed Professor in Human Development and senior associate dean for research and outreach in the College of Human Ecology, has developed the Partners in Caregiving in Assisted Living Program (PICAL)  to reduce staff-family conflict in assisted living facilities.

Institute for the Social Sciences grant awarded to bethany ojalheto

The Institute for the Social Sciences (ISS) grants awards to faculty to develop new research or seek external funding. bethany ojalehto received funding for her project, "Cognitive Drivers of Environmental Decision Making: Mobilizing Indigenous Ecocentric Conceptual Perspectives in Diverse Contexts."

Our brains are wired to earn money, but not save it

Adam Anderson and Eve De Rosa recently studied why it is hard for people to save money. They found that when people were given the choice, over 90% of the time they chose earning money to saving it. They discuss how our brains may be hard-wired for earning and that saving requires more conscious effort.

Teens old for their grade more likely to enroll in college

Felix Thoemmes uses math models to better understand why high school students who are old for their grade are more likely to enroll in college than students who are young. The article discusses how the age at which one starts school has implications for each student as well as for the class as a whole.

MULTIMEDIA

Robert Sternberg and the Triangular Theory of Love

Robert Sternberg was interviewed on October 9, 2018 for the podcast, What Makes Us Human?from Cornell University's College of Arts & Sciences. This is the podcast's third season, "What Do We Know About Love?" and Dr. Sternberg discusses his "Triangular Theory of Love."

 

Robert Sternberg was interviewed on October 9, 2018 for the podcast, What Makes Us Human? from Cornell University's College of Arts & Sciences. This is the podcast's third season, "What Do We Know About Love?" and Dr. Sternberg discusses his "Triangular Theory of Love."

 

I became interested in love when I was in a failing relationship (regrettably, one of several in my lifetime).  I wondered what was wrong.  I thought back to some of the relationships in my life I would have labeled at one time or another as “loving.”

The first was with a little girl I’ll call Joan, when I was in early elementary school.  We could talk about anything.  We even planned to be King and Queen of the world, and everyone except us would have to go around naked.  We communicated well, cared about each other, felt like we could count on each other.  In sum, Joan and I were truly intimate with each other, although of course strictly in a Platonic sense.  After all, we were just 5 years old at the time!

The second relationship was with Jane (also not her real name). I saw Jane sitting in front of me in high school biology class and immediately fell head over heels for her. That year of school I obsessed over Jane.  I could think of no one and nothing else. But it was totally one-sided. She had no interest in me, and when she met the captain of the soccer team at a New Year’s Eve party, I was totally out of the picture.  What I felt for Jane was passion—infatuated love—but there was no intimacy. We even hardly spoke to each other. 

The third relationship was with a woman I’ll call Joanne. The relationship started off well enough.  But as time went on, it cooled. We seemed to be on different life paths and our understanding of each other got worse by the day.  For a long time, we stayed with it, despite the fact that the relationship had tanked.  Eventually, feeling commitment but little more, we split up.

These three relationships formed the basis for what I came to call a “triangular theory of love.”  The basic idea is that love has three components: intimacy (as with Joan), passion (as with Jane), and commitment (as with Joanne).  Each component contributes to the overall experience of love.  And different combinations of components yield different kinds of love.  Intimacy alone yields liking.  Passion alone produces infatuated love.  Commitment alone yields what I call empty love.  Intimacy plus passion, without commitment, gives you romantic love.  Intimacy plus commitment, but without passion, produces companionate love.  Passion plus commitment, but without intimacy, gives you what I call fatuous or foolish love. And intimacy, passion, and commitment all combined yield consummate or complete love.

I devised a scale to measure each of the components of love, and then did what is called “construct validation,” testing both the theory and the scale with adult subjects around New Haven, Connecticut. We learned two important things.  The first thing we learned wasn’t surprising: it turned out that more of each of the three components—intimacy, passion, and commitment—is associated with greater success and happiness in a relationship.  But the second thing we learned was more surprising and more important: we found that relationships tend to be more successful when partners’ triangles match -- when each partner is looking for more or less the same thing.  For example, if both partners value intimacy and passion but are not yet ready to commit, that will augur well for the relationship.  But if one partner seeks intimacy and the other craves passion, things are not likely to work out all so well.  Compatibility matters—a lot. 

So what should you look for in a partner?  Most of all, look for someone who wants the same things out of a relationship that you do.  In that way, you ensure that what you mean by love and what your partner means by love are, more or less, the same thing.  You will then have so much more reason to stay together!https://soundcloud.com/cornellcas/a-triangular-theory

FEATURES

Charles Brainerd elected to national education academy

Charles Brainerd was elected to the National Academy of Education (NAEd) for his scholarly contributions in the field of education research. Brainerd’s research has had a deep impact on educational, developmental and cognitive psychology.

Robert J. Sternberg receives lifetime achievement award

Robert J. Sternberg, professor of human development in the College of Human Ecology, has been selected to receive the 2017 William James Fellow Award from the Association for Psychological Science. The award honors members for their lifetime of outstanding intellectual contributions to psychology.

Jane Mendle awarded Weiss Junior Fellow for teaching

Jane Mendle was awarded the Stephen H. Weiss Junior Fellowship which has a term of five years. She was recommended by the selection committee for her passion for her subject and for teaching, her interactive lectures and creative assignments.

For Asian-Americans, daily racial slights invade the nights

In a new study by Anthony Ong, one of the first to link daily racial slights and insults to quality of sleep. The more instances of subtle racial discrimination the participants experienced, the worse the effect on how long and how well they slept.

Female STEM leaders more likely to back policies aiding women

A study by Wendy Williams of college and university administrators has found that female department chairs, deans, and provosts have different attitudes and beliefs than their male counterparts about hiring women professors in STEM fields - women administrators emphasize policies that attract and retain women.

Update on Irlen Research at Cornell University

Adam Anderson, in Human Development's Human Neuroscience Institute, has received a grant from the Irlen Syndrome Foundation for an fMRI project being conducted at the Cornell MRI Facility on the relationship between color processing and other cognitive processes in the brain.

Eve De Rosa: Neurochemicals on the mind

Eve De Rosa, associate professor of human development and an expert in the neurochemistry of cognition explains how her research on the neurochemical acetylcholine led her to Cornell.

STUDENTS IN THE NEWS

Law School commends dual PhD/JD development psychology and law student

Amelia Hritz, the first student in Human Development's Dual PhD and JD Program in Developmental Psychology and Law, was honored at the Law School graduation celebration.

Human Development honors 2017 undergraduate seniors

The Department of Human Development commended the graduating seniors of 2017 who made exceptional contributions to research and outreach.

MULTIMEDIA

Listen to Camille Sims (HD'15) talk about being an HD student and her advisor Anthony Burrow.

Watch Eve De Rosa and Adam Anderson talk about how emotion affects our vision and perception of reality.

Listen to Katherine Kinzler talk about how child food preferences are linked to how children learn about people.

Watch Ritch Savin-Williams' Chat in the Stacks at Mann Library - Becoming Who I am: Young Men on Being Gay.

Robert Sternberg

Reprinted from the Cornell Chronicle, March 6, 2017.

By Susan Kelley

Robert J. Sternberg, professor of human development in the College of Human Ecology, has been selected to receive the 2017 William James Fellow Award from the Association for Psychological Science. The award is given annually and honors association members for their lifetime of outstanding intellectual contributions to the basic science of psychology.

Sternberg will receive the award and deliver an address during the association’s 29th annual convention May 25-28 in Boston. His address will discuss society’s promotion of intelligence at the expense of wisdom, resulting in an overpopulation of “smart fools:” people with decent or even stellar IQs whose preoccupation with themselves and others they perceive to be “like them” – at the expense of people “not like them” – imperils society and the world.

Sternberg transformed the study of intelligence with his “triarchic” theory of successful intelligence. It distinguishes among three aspects of intelligence: analytical, creative and practical. In a more recent augmented version of the theory, Sternberg has added a fourth aspect: wisdom. Within this framework, Sternberg and his colleagues have developed assessments to identify people who are gifted in ways that IQ and other standardized tests do not capture. According to Sternberg, successful intelligence is one’s developed ability to create and implement a meaningful life plan that enables one to achieve success according to one’s own concept of success, and to work toward achieving a common good.

“I’m honored to receive this award, which reflects in small part my contributions over the years and in large part the contributions of my advisers, students and family to making my career possible,” Sternberg said. “The award thus is really a collective one, as are all scientific awards, to the large network of colleagues and family who contribute to an individual career.”

Sternberg has tested and supported his intelligence theories using several kinds of methods. These include reaction time and error rate, cultural, convergent and discriminant, and instructional analysis, among other methods. His insights have had relevance for teaching, university admissions policy, the understanding of developmental processes and the prediction of leadership potential, the association said.

Sternberg is the author of more than 1,600 peer-reviewed research publications. His work has been cited by academic authors 124,410 times. He is the third-most frequently cited living author in introductory-psychology textbooks.

“His prolific efforts in bringing theories, methods and applications together in landmark handbooks and other publications have advanced our ability to facilitate human achievement,” according to a statement from the association.

Sternberg is past president of several national organizations, including the American Psychological Association and the Federation of Associations in Behavioral and Brain Sciences. He is also the editor of the journal Perspectives on Psychological Science.

Sternberg previously won the James McKeen Cattell Award from the same association for his contributions to applications of psychological science.

By Allison M. Hermann

The Department of Human Development commended the graduating seniors of 2017 who made exceptional contributions to research and outreach.

The Henry Ricciuti Award for Outstanding Seniors in Human Development

Front row, left: Brian LaGrant, Angel Khuu, Prof. Elaine Wethington, Joanna Ezratty, Danielle Weinstein Center row, left: Emily Hagen, Ben Zang, Prof. Qi Wang, Assoc. Prof. Eve De Rosa Back row, left: Assoc. Prof. Adam Anderson, Prof. Robert Sternberg, Marcos Moreno, Sharnendra Sidhu, Assoc. Prof. Corinna Loeckenhoff, Deaven Winebrake (Not pictured: Anna Claire G. Fernández)

Ten graduating Human Development seniors received the Henry Ricciuti Award for having achieved "distinction in research, excellence in leadership, and/or have contributed to exceptional community and public service during their undergraduate career at Cornell University." Dr. Ricciuti  taught at Cornell for 53 years and was an expert in the cognitive and emotional development of infants and children and mentored many students in human development.

The Janet and Joseph Zuckerman Award for Excellence in Human Development Studies

From left: Prof. Elaine Wethington, Brian
LaGrant, Assoc. Prof. Eve De Rosa, Prof.
Anthony Ong

The Janet and Joseph Zuckerman Award is given to a senior whose honor's thesis is judged by HD faculty to be the most outstanding of the year. Brian LaGrant wrote “Individual Differences in Perspective Taking with Interactive Social Learning” and was advised by Dr. Eve De Rosa.  Here is the abstract from his thesis:

Imitation and perspective taking have been studied extensively independently, but little research has examined how they can impact one other. The purpose of this study was to determine how one’s perspective on a model performing a behavior can impact how veridically the observer imitates the behavior, and whether individual differences in autistic traits can mediate this relationship. 57 young adults and 29 young children were randomly assigned to observe a model open a puzzle box from one of three perspectives (0º, 90º, or 180º relative to model). All participants then attempted to open it from the model’s perspective. Surprisingly, perspective did not affect success rate or overimitation, but did show an unexpected effect on reaction time in adults. As predicted, autistic traits score did mediate some outcomes among individuals in the 90º and 180º conditions. Lowtrait adults had significantly more success at opening the puzzle box than hightrait adults. Moreover, the perspective from which participants desired to open the box was accurately predicted as a function of autistic traits: high-trait children were more likely to choose the perspective they initially observed from, whereas low-trait children were more likely to pick another perspective. The findings suggest that although the perspective from which one watches someone else solve a novel task does not substantially guide task performance, individuals with high levels of autistic traits can exhibit, and might be unconsciously aware of, deficits in imitation and perspective taking. Key implications of these results are discussed.

The Urie Bronfenbrenner Awards for Achievement in Research

From left: Prof. Qi Wang, Angel Khuu,
Sharnendra Sidhu, Assoc. Prof. Corinna
Loeckenhoff

The Urie Bronfenbrenner Award was presented to two students who demonstrated excellence in research. Urie Bronfenbrenner taught at Cornell for over 50 years and was a highly influential developmental psychologist famous for his holistic approach to human development. Angel Khuu received the award for her research project, "How Do you Remember More Accurately? Young Adults Postdating Earliest Childhood Memories " and was advised by Dr. Wang. Here is the abstract from her thesis:

Thirty-two young adults were recruited on SONA, a Cornell University Psychology Experiment Sign-up system. They reported their five earliest memories and the properties of these memories (i.e. personal significance). Parents were then contacted to confirm these memories and dating estimates, and to provide any additional details. Consistent with the first hypothesis, these young adults postdated memories before 48 months and predated memories after 48 months. Furthermore, more dating techniques was associated with less dating error and the most frequently used techniques were seasons, school year, and landmark events, consistent with my second hypothesis. Finally, memories with landmark events were not different in dating error from memories without, evidence against the third. This study is the first to examine postdating effects in young adults. These findings have important implications on autobiographical processes.

Sharnendra Sidhu also received the Bronfenbrenner award for her research project, "Racial and Ethnic Differences in Pain Self-Management Techniques Among Older Adults with Chronic Pain" and was adivsed by Dr. Loeckenhoff. Here is the abstract from her thesis:

The literature suggests that the adoption and use of pain-management techniques varies across racial and ethnic groups. However, potential mechanisms for the observed differences remain unclear. The present study wished to determine whether the Theory of Planned Behavior (TPB) could predict the use of two types of self-management techniques, exercise and psychological strategies, among White, Black, and Hispanic older adults with chronic pain (n = 134). Thus, we examined participants’ attitudes, perceived control, implementation intentions, and usage of these two techniques as well as the influence of race/ethnicity on this model. The results were consistent with the TPB, however race/ethnicity only showed to be a main effect on exercise usage. The implications and limitations of this study will be discussed in order to provide suggestions for future research.

Honors in Human Development

Front row, left: Professor Elaine Wethington, Professor Anthony Ong
Back row, left: Leona Sharpstene, Brian LaGrant, Angel Khuu,
Sharnendra Sidhu, Deaven Winebrake, Hsiang Ling Tsai
(Not pictured: Anna Claire G. Fernández)

The following seniors received Honors in Human Development having completed original, empirical research, and wrote and defended a honors thesis: Anna Claire G. Fernández, Angel Khuu, Brian LeGrant, Sharnendra Sidhu, Leona Sharpstene, Hsiang Ling Tsai, and Deaven Winebrake.

Congratulations to all of the 2017 Human Development graduates!

 whitlock460Online course brings self-injury to the surface                                                                     Janis Whitlock, Ph.D. ’03, director of the Cornell Research Program on Self-Injury and Recovery (CRPSIR) and a research scientist in the Bronfenbrenner Center for Translational Research, hopes to spotlight the issue by launching a set of web-based                                   education and training courses.
sad girlEarly puberty in girls raises the risk of depression                                                                   Perri Klass interviewed Jane Mendle in her NY Times' column, The Checkup, about Mendle's research with girls who begin puberty earlier than their peers. Read here about her findings and the risks these girls face in adolescence. 
LRDM lab members and 4-H Career Explorations studentsLearning to reduce risky behaviors leads to STEM careers                                                          The Laboratory for Rational Decision Making, led by Dr. Valerie Reyna in Human Development, welcomed 24 high school students from 18 different counties in New York State as part of  the 4-H Career Explorations Conference.
gsalogoGerontological Society selects experts on aging as fellows                     Professors Corinna Loeckenhoff and Elaine Wethington of human development, were two of 94 professionals named on May 31 to the society, which is the largest of its kind seeking to understand aging in the United States.

Students in the News

Sarah MooreHD graduate student in the news: Sarah R. Moore                                                             Sarah R. Moore, Ph.D. student of Dr. Richard A. Depue, was awarded the Early Career Outstanding Paper Award in Developmental Psychology. Read her summary of research on how people differ in their interaction with their environment.
MorenoMarcos Moreno '17 is named a 2016 Udall scholar                                                                  The Udall Scholarship supports undergraduates with excellent academic records and who show potential for careers in environmental public policy, health care and tribal public policy. Moreno is a human development major concentrating in neuroscience in                               the College of Human Ecology.
tumblr_inline_oab7iaDzqM1tqatqb_1280Summer Scholar Spotlight: Deborah Seok ‘17                                                                              In faculty research labs, in communities across the state, and at jobs and internships around the globe, Human Ecology undergrads are making a powerful impact this summer as they apply their knowledge and skills in real-world settings.

 Articles on the Web

Robert SternbergHow can current research inform the development of new methods to assess intelligence?                                                                                                                                    Read the fifth post from the six-part series, "Researching Human Intelligence" on fifteeneightyfour, the blog of Cambridge University Press, with Robert Sternberg,                                           professor of human development.

 Multimedia

video play buttonVideo introduces the Program for Research on Youth Development and Engagement (PRYDE), explaining it's mission and introducing key researchers and practitioners involved in the project.                                                                                                                                             
video play button                                                                                                                                                                    Professor Anthony Burrow Discusses Youth and Purpose with Karl Pillemer, Director of BCTR 

 

How can current research inform the development of new methods to assess intelligence?

The fifth blog of a six-part series on Researching Human Intelligence. Posted on June 15, 2016  fifteeneightyfour, the blog of Cambridge University Press

Participants:

Sternberg

Robert Sternberg

James R. Flynn, University of Otago, New Zealand

Richard Haier, University of California, Irvine

Robert Sternberg, Cornell University, New York

James Flynn:

If we mean the kind of intelligence that IQ tests at present measure, the Wechsler tests plus Sternberg, I doubt there will be any new breakthroughs in measuring intelligence on the psychological level, at least in fully modern societies.  Measurements on the level of brain physiology are dependent on IQ test results to map what areas of the brains are active in various problem-solving tasks.  One suggestion should be set aside:  that we use measurements of things like reaction times (how quickly a person can press a button when perceiving a light or hearing a sound) as a substitute for IQ tests.  They are subject to differences in temperament between people, stop increasing far too young to capture the maturation of intelligence, and are much subject to practice effects.I do not know enough about creating tests for pre-industrial societies to comment.  However, even the use of “our” tests there can be illuminating.  In the Sudan, there was a large gain on Object Assembly and Coding, subtests responsive to modernity’s emphasis on spatial skills and speedy information processing.  There were moderate gains on Picture Arrangement and Picture Completion, subtests responsive to modernity’s visual culture.  As the “new ways of thinking” subtests, Block Design and Similarities, they actually showed a loss.  On the “school-basics” subtests of Information, Arithmetic, and Vocabulary, only a slight gain.  Diagnosis: no real progress to modernity. They still have traditional formal schooling based on the Koran, and have not learned to use logic on abstractions and to classify.  Their entry into the modern world is superficial:  just access to radio, TV, and the internet.  However, the profile of other nations (Turkey, Brazil) is more promising.  If they continue to develop economically, their average IQs will equal those of the West.

Robert Sternberg:

We have developed what we believe to be better tests that measure no only the analytical aspect of intelligence but also the creative, practical, and wisdom-based ones.  For example, an analytical item might ask an individual to write an essay on why her favourite book is her favourite book—or perhaps comparing the messages of two books.  A creative essay might ask what the world would be like today if the American Revolution had never taken place or if computers had never been invented or if weapons were made illegal throughout the entire world.  Another create item might ask people to draw something creative or to design a scientific experiment or to write a creative story.  A practical item might ask an individual how he persuaded someone else of an idea he had that the other person initially reacted to sceptically. Or it might ask the individual to say how he would solve a practical problem such as how to move a large bed to a second floor in a house with a winding staircase.  A wisdom-based item might ask a person how, in the future, she might make the world a better place; or an item might ask her to resolve a conflict between two neighbours, such as over noise issues.We have found that, through these tests, it is possible clearly to separate out distinct analytical, creative, and practical factors.  These tests increase prediction not only of academic achievement (compared with traditional analytical tests), but also increase prediction of extracurricular success.  Moreover, they substantially reduce ethnic/racial group differences.  Moreover, students actually like to take the tests, something that cannot be said for traditional tests.

Richard Haier:

There is research oriented to measuring intelligence based on using brain speed measured by reaction time to solving mental test items.

There are major advances using neuroimaging to predict IQ scores from structural and functional connections in the brain. Just after I finished writing my book detailing these advances and noting that none were yet successful, a new study found a way to create a brain fingerprint based on imaging brain connections. They reported that these brain fingerprints were unique and stable within a person. Amazingly, they also found these brain fingerprints predicted IQ scores—truly a landmark study. Fortunately, I was able to add it to my book in time. One implication of this kind of research is that intelligence can be measured by brain imaging. Interestingly, a brain image now costs less than an IQ test. If a brain imaging method to assess intelligence also turns out to predict academic success (as it should), an MRI scan might replace the SATs at a much cheaper cost than an SAT prep course (and you can sleep during the MRI).

Week 1 – Can We Define Intelligence?Week 2 – What role does neuroscience play in understanding intelligence and our capacity to learn?Week 3 – What role do IQ tests play in measuring intelligence?Week 4 –How are technological advances, access to instant information and media forces affecting human intelligence?Week 5 – How can current research inform the development of new methods to assess intelligence?Week 6 – What does the future hold in the research of intelligence? How much smarter will we be in 100 years’ time?

About the Author: James R. Flynn

James R. Flynn is the author of Does Your Family Make You Smarter? He is professor emeritus at the University of Otago, New Zealand, and a recipient of the University's Gold Medal for Distinguished Career Research. He is renowned for the 'Flynn effect', the documentation of massive IQ gains from one generation to another....View the Author profile >

About the Author: Richard Haier

Richard J. Haier earned is Professor Emeritus at the University of California and author of The Neuroscience of Intelligence....View the Author profile >

About the Author: Robert J. Sternberg

Robert J. Sternberg is Professor of Human Development at Cornell University, New York. Formerly, he was IBM Professor of Psychology and Education at Yale University, Connecticut. He won the 1999 James McKeen Cattell Fellow Award and the 2017 William James Fellow Award from APS. He is editor of Perspectives on Psychological Science. His main fields ...View the Author profile >

Joe De Sena '90, Human Ecology and co-founder of Spartan Race, extreme athletic competitions held worldwide, interviewed Professor Robert Sternberg as part of a podcast series called, "Spartan Up!" In this episode, Dr. Sternberg discusses why creativity, practical thinking, wisdom and ethics are better indicators of intelligence than IQ scores.