The theory of triarchic intelligence was created by Robert J. Sternberg, a well-known figure in the research of human intelligence.

Human intelligence is mental activity directed toward purposive adaptation to, selection and shaping of real-world environments relevant to ones life (Sternberg, 1985, p. 45), which means that intelligence is how well an individual deals with environmental changes throughout their lifespan. Sternberg fought his first IQ test as a young elementary student. By his own story, he lost (Sternberg & Grigorenko, 2000). A victim of test anxiety, he was saddled with a low IQ score early in school. His teachers read his test score and for the first three years of his school life expected little of him. It was only the intervention of a fourth grade teacher who disregarded tests that set him on the path to achievement. Sternbergs theory comprises three parts: componential/analytical intelligence, experiential/ creative intelligence and practical/contextual.

Analytical thinking focuses on planning, monitoring, reflection, and transfer. Sternberg believes that Analytical Intelligence is based on connected operations of metacomponents, performance components and knowledge acquisition components of intelligence. Metacomponents control, monitor and evaluate cognitive processing. These are the select functions that command and organize performance and knowledge acquisition components. Metacomponents are used to analyze problems and pick a strategy for solving them and the performance components actually do it. Performance Components carry out strategies assembled by the metacomponents. They are the primary operations involved in any cognitive act. They are the cognitive processes that enable us to encode stimuli, hold information in shortterm memory, make calculations, perform mental calculations, mentally compare different stimuli and retrieve information from long-term memory. Knowledge acquisition components are the processes used in gaining and storing new knowledge - i.e. capacity for learning. The

strategies you use to help memorize things represent the processes that fall into this category. (http://www.wilderdom.com/personality/L2-2SternbergTriarchicTheory.html)

Creative Intelligence involves insights, synthesis and the ability to react to new situations and stimuli. This is the experiential aspect of intelligence; it reflects how an individual connects the internal world to external reality. The Creative component is the ability which allows people to think creatively and adjust creatively and effectively to new situations. According to Sternberg, more intelligent individuals will move from consciously learning in a new situation to automating the new learning so that they can attend to other tasks. There are two broad classes of abilities associated with creative intelligence: novelty skills and automation skills. A task measures intelligence if it requires the ability to deal with new demands or the ability to automate information processing. New tasks or situations are good measures of intellectual ability because they assess an individual's ability to apply existing knowledge to new problems. (http://www.wilderdom.com/personality/L2-2SternbergTriarchicTheory.html)

Practical Intelligence involves the ability to grasp, understand and deal with everyday tasks. This aspect of intelligence reflects how the individual relates the external world to him or her. Sternberg states that Intelligence is: "Purposive adaptation to, shaping of, and selection of real-world environments relevant to one's life" (Sternberg, 1984, p.271). Purposive means that intelligence is directed towards goals, however unclear or subconscious they may be. This means that intelligence is indicated by one's attempts to adapt to one's environment. Practical Intelligence can be said to be intelligence that operates in the real world. People with this type of intelligence can adapt to, or shape their environment. It is also known as Street-smarts. In

measuring this aspect, mental skills attitudes and emotional factors are influential in measuring intelligence.

Aware that most people may differ in their general ability to use the three intelligences, Sternberg later on developed a typology of people based on his theory, differentiating seven types: the analyzer, the creator, the practitioner, the analytical creator, the analytical practitioner, the creative practitioner and the consummate balancer. The Analyzer manages well in academic environments, but isn't likely to be very creative. The Creator produces ideas easily, but is unable to analyze these ideas or put them into practice. The Practitioner is persuasive and may be entertaining, but lacks substance in thinking. The Analytical Creator is able to analyze created ideas, but doesn't easily communicate these ideas to others. The Analytical Practitioner succeeds in conventional terms because high IQ is translated into practical work, but he is unlikely to make a lasting contribution. The Creative Practitioner has the ability to come up with new ideas and can persuade other people of the value of these ideas, regardless whether those ideas are worth it or not. The Consummate Balancer is able to apply all of the three intelligences as needed, and is therefore in the best position to make a valuable contribution to society.

Charles Edward Spearman (London, 1863-1945) was a British psychologist noted for his studies of intelligence and human skills. Spearman developed a two-factor theory of intelligence. There was the "G" which was for general intelligence, and there was the "S" which represents a number of specific abilities.

General intelligence, also known as g factor, refers to the existence of a general intelligence that influences performance on mental ability measures. Spearman believed that intelligence can be measured and expressed by a single number, such as an IQ score. The idea is that this underlying general intelligence influences performance on all cognitive tasks. "S" factors on the other hand only show how intelligent the individual is in a specific mental function. A person could potentially be very intelligent in one mental function area but score very low in a different one. According to Spearman, an individual develops specific intelligence with personal experience. Therefore by judging "g" factors instead the test would overlap multiple mental function areas and thus come up with a more generalized measure of the whole mind.

Unlike Sternberg who identified three areas of intelligence, Spearman identifies one area of intelligence, that is, the g factor or general intelligence factor. Even though Spearman mentions an s factor, it is clear that he does not believe that persons who are intelligent in specific tasks, but not others, to be necessarily intelligent as per his definition of the sense of the word. For example, if two students (A and B) are learning to drive a car and student A is offered 10 hours of practice time, while student B is offered 2 hours of practice time, it is probable that student A will perform better when driving skills are tested. Student A will have developed more "S", the specific skill for driving. To Spearman, this doesn't mean student A is smarter than B.

Subject A just has more experience. An intelligent person as per Spearmans definition is one who is intellectual in all areas. Sternberg however, identified individuals to be intellectual in three different areas and also identified that an individual can be intellectual in two or even all three of these areas.

In contrast to Sternberg, Spearman had high regards for the Intelligence Quotient (IQ) test. Sternberg has criticized IQ tests, saying they are "convenient partial operationalizations of the construct of intelligence, and nothing more. They do not provide the kind of measurement of intelligence that tape measures provide of height."

Howard Gardner initially formulated a list of seven intelligences known as Gardners Multiple Intelligence theory. The seven domains of intelligence are: linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence and intrapersonal intelligence. The first two have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called 'personal intelligences' (Gardner 1999: 41-43). In essence Howard Gardner argued that he was making two essential claims about multiple intelligences: (1) the theory is an account of human cognition in its fullness. The intelligences provided 'a new definition of human nature, cognitively speaking' (Gardner 1999: 44); (2) People have a unique blend of intelligences. Howard Gardner argues that the big challenge facing the deployment of human resources 'is how to best take advantage of the uniqueness conferred on us as a species exhibiting several intelligences' (ibid.: 45). Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence. Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones,

and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence. Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related. Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence. Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives. Sternbergs theory is more of a cognitive approach than Gardners. Sternberg identifies three types of intelligence: analytical, creative and practical whereas Gardner identifies seven domains of intelligence: linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence and intrapersonal intelligence. Both theories are similar in that they argue that intelligence is culturally and contextually determined. Both theories are also similar in that they oppose traditional concepts that intelligence is unitary; and highly critiqued standardized testing of intelligence.

The earliest roots of emotional intelligence can be traced to Charles Darwin. A general definition of emotional intelligence is the ability to perceive, express, understand, and regulate emotions. People high in emotional intelligence are more in touch with their feelings and the feelings of others. Emotional Intelligence however, cannot be thoroughly defined by any one definition. There have been several models put forward in an attempt to fully describe and define Emotional Intelligence. Currently, there are three main models of Emotional Intelligence: The Ability Emotional Intelligence Model, the Trait Emotional Intelligence Model and the Mixed Emotional Intelligence Model.

Solvey and Mayer did the majority of the research in the Ability Based Model. Solvey and Mayer describe Emotional Intelligence as the ability to perceive emotion, integrate emotion to facilitate thought, understand emotions and to regulate emotions to promote personal growth. This model proposes four main types of emotional abilities: Emotional Perception, Emotional Use, Emotional Understanding and Emotional Management. Emotional Perception is an individuals ability to recognize his own emotions as well as to understand the emotions expressed in faces, voices and pictures. This is the basic skill in Emotional Intelligence because an individual cannot manage emotions without first perceiving them.

Emotional Use is the ability to use emotions in order to perform cognitive activities. Someone with high Emotional Intelligence can use their emotions in order to help them think through a situation. This person can use their varying moods to the best advantage for completing required tasks.

Emotional Understanding is the ability to perceive the shades of emotion that exist and how different emotions interact with each other. For example, many persons express anger or get angry when they are hurt or sad. Emotional Understanding also includes comprehension of how emotions may evolve across a period of time.

Emotional Management is the ability to self regulate emotions and to regulate emotions in others. The person with a high level of this ability can harness positive or negative emotions and manage them in a way that facilitates the completions of required tasks.

The Trait Model of Emotional Intelligence marks a break from the idea that Emotional Intelligence is ability-based. It proposes that people have a number of emotional self perceptions and emotional traits. These traits are not measured scientifically, but by the individuals report on his or her own traits.

The Mixed Model of Emotional Intelligence was most famously described by Daniel Goleman. It is the most widely accepted and used model of Emotional Intelligence today. This model involves a range of competencies which are broken down into skill sets and which together form a persons level of Emotional Intelligence. Golemans Emotional Intelligence competencies are: Self Awareness, Self Management, Social Awareness and Social Skills. Goleman proposed that these competencies are not innate, but are developed over time.

Characteristics of Self Awareness include Emotional Self Awareness, Accurate Self Assessment and Self Confidence. Self Awareness involves knowing how we feel in the moment and having a realistic understanding of our own abilities in order to help decision making.

Characteristics of Self Management include Self Control, Worthiness, Conscientiousness, Adaptability, Achievement Orientation and Initiative. Self Management involves handling our own emotions so that it does not interfere but facilitate happenings in our lives. It also involves having the ability to delay gratification in pursuit of a goal; recovering well from emotional distress, adapting to new environments or situations and translating our goals into action.

Characteristics of Social Awareness include Empathy, Organisational Awareness and Service Orientation. Social Awareness involves sensing what others are feeling, being able to understand situations from others perspective and investing in relationships with a variety of people.

Characteristics of Social Skills include Influence, Leadership, Developing Others, Communication, Conflict Management, Building Bonds, Teamwork and Collaboration. Social Skills involve handling emotions in respect to relationships with other people; being able to read the complexity of social interactions; being able to interact well in social settings and managing these connections for the use of these connections may arise; and being able to use these skills to influence, persuade, negotiate and lead.

Understanding Emotional Intelligence can prove to be very beneficial to relationships with our significant other providing that individuals act on these understandings. If we can detect a persons emotion and understand why that person is feeling a certain emotion, then we can work on resolving whatever the conflict is. Understanding Emotional Intelligence can also be beneficial in that we may be able to control our emotions and not have our emotions control us. For example, if an individuals significant other has done or said something to make that individual angry, the individual will be able to control his/her anger and not have any outbursts

or make any rash decisions in his fit of anger. Another benefit of Emotional Intelligence is that we can understand what makes the people in our lives upset and therefore avoid doing things to hurt them. A fourth benefit is that we can try to regulate the emotions of our significant other if he/she is angry, distressed, sad etc.

BIBLIOGRAPHY

http://www.biografiasyvidas.com/biografia/s/spearman.htm http://en.wikipedia.org/wiki/Emotional_intelligence http://en.wikipedia.org/wiki/Triarchic_theory_of_intelligence http://www.gigers.com/matthias/gifted/sternberg.html http://psychology.about.com/od/cognitivepsychology/p/intelligence.htm http://www.talentsmart.com/about/emotional-intelligence.php http://www.tecweb.org/styles/gardner.html http://www.wilderdom.com/personality/L2-2SternbergTriarchicTheory.html