1. Sternberg later modified his theory to include wisdom as a subtype of practical intelligence (Rimm et al., 2017, p. 17).
1.1. Centers on concerns of needs and welfare of others, most likely takes the form as good advice to oneself and others
1.2. Example: Gandhi, Mother Theresa, Martin Luther King, Jr., and Nelson Mandela
2. Sternberg believed that intellectual giftedness cannot be represented just by an IQ number (Rimm et al., 2017, p. 17).
3. Sternberg identified three main kinds of giftedness: analytic, synthetic, and practical (Rimm et al., 2017, p. 17).
3.1. Analytic Giftedness
3.1.1. Academic talent measured by typical intelligence tests
3.1.2. Example: This person scores high on intelligence tests, earns high grades, known to be smart by teachers, but not good at coming up with innovative ideas
3.2. Synthetic Giftedness
3.2.1. Creativity, insightfulness, intuition, or ability to cope with novelty
3.2.2. Example: These people may not have a high IQ, but has innovative ideas and may make great contributions to society
3.3. Practical Giftedness
3.3.1. Applying analytic and/or synthetic abilities everyday successfully
3.3.2. Example: This person can enter a new environment and figure out what needs to be done to succeed and then do it
4. Sternberg believed most people possess a blend of the three skills. Giftedness is coordinating the three skills and knowing when to use them (Rimm et al., 2017, p. 17).
5. Beyond the formal theory of giftedness, Sternberg states there is an implicit theory that deals with people’s conception of giftedness (Rimm et al., 2017, p. 18)
5.1. Excellence
5.1.1. The person must be extremely good at something
5.2. Rarity
5.2.1. The trait must be uncommon relative to peers
5.3. Productivity
5.3.1. Trait must or potentially lead to productivity
5.4. Demonstrability
5.4.1. Trait must be demonstrated through one or more valid tests
5.5. Value
5.5.1. Trait must be valued by society
6. Identification of Gifted Students - use of a variety of the following (Sternberg & Grigorenko, 2002, p. 270)
6.1. Standardized tests of memory and analytical abilities
6.1.1. IQ, SAT, ACT, SSAT, etc.
6.2. Standardized tests of achievement
6.2.1. Iowa Tests of Basic Skills or Stanford Achievement Tests
6.3. Teachers' grades and comments
6.3.1. Assessments of memory and analytical abilities as well as motivation
6.4. STAT (Sternberg Triarchic Abilities Test)
6.4.1. non-standardized test that is used in conjunction with other measures