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Cambridge Judge Business School Executive Education

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Professor Robert Sternberg

Biography:

Robert Sternberg is Provost and Senior Vice President at Oklahoma State University, having previously served as Dean of the School of Arts and Sciences at Tufts University and Director of the PACE (Psychology of Abilities, Competencies and Expertise) Center.

Robert J.Sternberg was previously IBM Professor of Psychology and Education and Professor of Management at Yale University. A member of the American Academy of Arts and Sciences, Professor Sternberg's research covers a wide range of areas, including intelligence, creativity, wisdom, leadership, love and close relationships, and hate. He is the author of over 1000 books and articles, and has won roughly two dozen awards for his scholarship. His research has taken him to five different continents, where he has studied the relationship between culture and competence.

Robert Sternberg was listed:

  • as one of the "Top 100 Psychologists of the 20th Century," APA Monitor, 2002;
  • as one of the "100 Top Young Scientists in the U.S.", Science Digest, 1984;
  • in the Esquire Register recognizing the achievements of outstanding American men and women under 40, 1986.

He received his Ph.D. from Stanford University and his B.A. summa cum laude and Phi Beta Kappa,with honors with exceptional distinction in psychology, from Yale University. He also has received 5 honorary doctorates. Sternberg is a past-president of the American Psychological Association (APA), and has served on the Boards of Directors of the APA, APA Insurance Trust, American Psychological Foundation,and Eastern Psychological Association. He is serving as president of the International Association for Cognitive Education and Psychology, and is president-elect of the Federation of Associations of Behavioral and Brain Sciences.

Key Publications

Sternberg, R. J. (1972). A decision rule to facilitate the undergraduate admissions process. College and University48, 48-53.

Sternberg, R. J. (1973). Cost-benefit analysis of the Yale admissions office interview. College and University48, 154-164.   

Sternberg, R. J. (1974). How to prepare for the Miller Analogies Test. Woodbury, NY: Barron-s Educational Series, Inc.

Sternberg, R. J., & Bower, G. H. (1974). Transfer in part-whole and whole-part free recall: A comparative evaluation of theories. Journal of Verbal Learning and Verbal Behavior13, 1-26.

Sternberg, R. J. (1975). Review of D. Stenhouse, The evolution of intelligenceAmerican Scientist,63, 476.

Sternberg, R. J. (1976). Cognitive theories about cognitive theory [Review of F. Restle, R. M. Shiffrin, N. J. Castellan, H. R. Lindman, & D. B. Pisoni (Eds.), Cognitive Theory (Vol. 1)]. Contemporary Psychology21, 557-558.

Sternberg, R. J. (1976). Review of L. Kamin, The science and politics of IQAmerican Scientist64, 223-224.

Sternberg, R. J. (1976). A -univariate- symposium on multivariate psychology [Review of J. R. Royce (Ed.), Multivariate analysis and psychological theory.] Contemporary Psychology21, 13-14.

Sternberg, R. J. (1977). Component processes in analogical reasoning. Psychological Review84, 353-378.

Sternberg, R. J. (1977). Intelligence, information processing, and analogical reasoning: The componential analysis of human abilities. Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1977). Review of E. B. Brody & N. Brody (Eds.), Intelligence: Nature, determinants, consequences, and D. Bindra, A theory of intelligent behaviorAmerican Scientist65, 374.

Sternberg, R. J. (1977). Unifying the two disciplines of scientific psychology [Review of L. Resnick (Ed.), The nature of intelligence]. Contemporary Psychology22, 260-262.

Sternberg, R. J. (1977). Writing the psychology paper. Woodbury, NY: Barron-s Educational Series, Inc.

Sternberg, R. J., & Tulving, E. (1977). The measurement of subjective organization in free recall.Psychological Bulletin84, 539-556.

Sternberg, R. J. (1978). Componential investigations of human intelligence. In A. Lesgold, J. Pellegrino, S. Fokkema, & R. Glaser (Eds.), Cognitive psychology and instruction (pp. 277-298). New York: Plenum.

Sternberg, R. J. (1978). How to prepare for the Miller Analogies Test (2nd ed.). Woodbury, NY: Barron-s Educational Series, Inc.

Sternberg, R. J. (1978). Isolating the components of intelligence. Intelligence2, 117-128.

Sternberg, R. J. (1978). Intelligence research at the interface between differential and cognitive psychology. Intelligence2, 195-222.

Sternberg, R. J., & Davis, J. C. (1978). Student perceptions of Yale and its competitors. College and University53, 272-278.

Sternberg, R. J. (1979). Developmental patterns in the encoding and combination of logical connectives. Journal of Experimental Child Psychology28, 469-498.

Sternberg, R. J. (1979). Is absolute time relatively interesting? Behavioral and Brain Sciences2,281-282.

Sternberg, R. J. (1979). The nature of mental abilities. American Psychologist34, 214-230.

Sternberg, R. J. (1979). Six authors in search of a character: A play about intelligence tests in the year 2000. Intelligence3, 281-291.

Sternberg, R. J. (1979, September). Stalking the I.Q. quark. Psychology Today13, 42-54.

Sternberg, R. J., & Detterman, D. K. (Eds.). (1979). Human intelligence: Perspectives on its theory and measurement. Norwood, NJ: Ablex.

Sternberg, R. J., & Rifkin, B. (1979). The development of analogical reasoning processes. Journal of Experimental Child Psychology27, 195-232.
Sternberg, R. J., Tourangeau, R., & Nigro, G. (1979). Metaphor, induction, and social policy: The convergence of macroscopic and microscopic views. In A. Ortony (Ed.), Metaphor and thought (pp. 325-353). New York: Cambridge University Press.

Sternberg, R. J. (1980). The cat in the hat comes back [Review of C. R. Puff (Ed.), Memory organization and structure]. Contemporary Psychology25, 690-691.

Sternberg, R. J. (1980). Claims, counterclaims, and components: A counter-critique ofcomponential analysis. Behavioral and Brain Sciences3, 559-611.

Sternberg, R. J. (1980). Component man as vice-president: A reply to Pellegrino and Lyon-s analysis of -The components of a componential analysis.- Intelligence4, 83-95.

Sternberg, R. J. (1980). The construct validity of aptitude tests: An information-processing assessment. In Construct validity in psychological measurement (pp. 67-78). Princeton, NJ: Educational Testing Service. 

Sternberg, R. J. (1980). The development of linear syllogistic reasoning. Journal of Experimental Child Psychology29, 340-356.

Sternberg, R. J. (1980). Factor theories of intelligence are all right almost. Educational Researcher9, 6-13, 18. 

Sternberg, R. J. (1980). Intelligence and test bias: Art and science. Behavioral and Brain Sciences3, 353-354. 

Sternberg, R. J. (1980). A proposed resolution of curious conflicts in the literature on linear syllogisms. In R. Nickerson (Ed.), Attention and performance VIII (pp. 719-744). Hillsdale, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J. (1980). Representation and process in linear syllogistic reasoning. Journal of Experimental Psychology: General109, 119-159.

Sternberg, R. J. (1980, April). Review of R. Gelman & C. R. Gallistel, The child-s understanding of numberScience208, 47-48.

Sternberg, R. J. (1980). Review of W. A. Scott, D. W. Osgood, & C. Peterson, Cognitive structure: Theory and measurement of individual differencesAmerican Scientist68, 459- 460.

Sternberg, R. J. (1980). Sketch of a componential subtheory of human intelligence. Behavioral and Brain Sciences3, 573-584.

Sternberg, R. J. (1980). A tower of intellect? [Review of A. Chiba, Developmental structure of intelligence]. Contemporary Psychology25, 389-390.

Sternberg, R. J., & Gardner, M. K. (1980). Information processing components of general intelligence.Human Intelligence International Newsletter1, 3.

Sternberg, R. J., Guyote, M. J., & Turner, M. E. (1980). Deductive reasoning. In R. E. Snow, P. A. Federico, & W. E. Montague (Eds.), Aptitude, learning, and instruction: Cognitive process analyses of aptitude (Vol. 1, pp. 219-245). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J., & Nigro, G. (1980). Developmental patterns in the solution of verbal analogies. Child Development51, 27-38.

Sternberg, R. J., & Schustack, M. W. (1980). Components of causal inference. Naval Research Reviews33, 48-62.

Sternberg, R. J., & Weil, E. M. (1980). An aptitude-strategy interaction in linear syllogistic reasoning. Journal of Educational Psychology72, 226-234.

Guyote, M. J., & Sternberg, R. J. (1981). A transitive-chain theory of syllogistic reasoning. Cognitive Psychology13, 461-525. 

Schustack, M. W., & Sternberg, R. J. (1981). Evaluation of evidence in causal inference. Journal of Experimental Psychology: General110, 101-120.

Sternberg, R. J. (1981). Cognitive-behavioral approaches to the training of intelligence in the retarded.Journal of Special Education15, 165-183.

Sternberg, R. J. (1981). A componential theory of intellectual giftedness. Gifted Child Quarterly25, 86-93. 

Sternberg, R. J. (1981). The evolution of theories of intelligence. Intelligence5, 209-229.

Sternberg, R. J. (1981). How to prepare for the Miller Analogies Test (3rd ed.). Woodbury, NY: Barron-s Educational Series, Inc.

Sternberg, R. J. (1981). Intelligence and nonentrenchment. Journal of Educational Psychology73, 1-16. 

Sternberg, R. J. (1981). Intelligence as thinking and learning skills. Educational Leadership39, 18-20. 

Sternberg, R. J. (1981). The nature of intelligence. New York University Education Quarterly12, 3, 10-17. 

Sternberg, R. J. (1981). Nothing fails like success: The search for an intelligent paradigm for studying intelligence. Journal of Educational Psychology73, 142-155.

Sternberg, R. J. (1981). Novelty-seeking, novelty-finding, and the developmental continuity of intelligence. Intelligence5, 149-155.

Sternberg, R. J. (1981). Reasoning with determinate and indeterminate linear syllogisms. British Journal of Psychology72, 407-420.

Sternberg, R. J. (1981). Some questions regarding the rationality of a demonstration of human rationality. Behavioral and Brain Sciences4, 352.

Sternberg, R. J. (1981). Testing and cognitive psychology. American Psychologist36, 1181-1189.

Sternberg, R. J. (1981). Toward a unified componential theory of human intelligence: I. Fluid abilities. In M. Friedman, J. Das, & N. O-Conner (Eds.), Intelligence and learning (pp. 327-344). New York: Plenum.

Sternberg, R. J., Conway, B. E., Ketron, J. L., & Bernstein, M. (1981). People-s conceptions of intelligence. Journal of Personality and Social Psychology41, 37-55.

Sternberg, R. J., & Turner, M. E. (1981). Components of syllogistic reasoning. Acta psychologica47, 245-265. 

Tourangeau, R., & Sternberg, R. J. (1981). Aptness in metaphor. Cognitive Psychology13, 27- 55.

Detterman, D. K., & Sternberg, R. J. (Eds.). (1982). How and how much can intelligence be increased? Norwood, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (Ed.). (1982). Advances in the psychology of human intelligence (Vol. 1). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1982). Casting stones: A reply to Humphreys. Journal of Educational Psychology,74, 427-429. 

Sternberg, R. J. (1982). A componential approach to intellectual development. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 1, pp. 413-463). Hillsdale, NJ: Lawrence Erlbaum Associates. 

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

Sternberg, R. J. (1982). Lies we live by: Misapplication of tests in identifying the gifted. Gifted Child Quarterly26, 157-161.

Sternberg, R. J. (1982). Natural, unnatural, and supernatural concepts. Cognitive Psychology14, 451-488. 

Sternberg, R. J. (1982). Nonentrenchment in the assessment of intellectual giftedness. Gifted Child Quarterly26, 63-67.

Sternberg, R. J. (1982). Prerrequisitos de los programas para la capacitacion de las habilidades intelectuales [Prerequisites of programs for the enhancement of intellectual abilities]. In A. Morles (Ed.), Educacion y desarrollo de la inteligencia. Caracas, Venezuela:

Sternberg, R. J. (1982). 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. (1982). A schism has arisen. Roeper Review4, 52. Sternberg, R. J. (1982). Teaching scientific thinking to gifted children. Roeper Review4, 4-6.

Sternberg, R. J. (1982, April). Who-s intelligent? Psychology Today16, 30-39.

Sternberg, R. J., & Davidson, J. E. (1982). Componential analysis and componential theory.Behavioral and Brain Sciences53, 352-353.

Sternberg, R. J., & Davidson, J. E. (1982, June). The mind of the puzzler. Psychology Today16, 37-44. 

Sternberg, R. J., & Downing, C. J. (1982). The development of higher-order reasoning inadolescence. Child Development53, 209-221.

Sternberg, R. J., & Gardner, M. K. (1982). A componential interpretation of the general factor in human intelligence. In H. J. Eysenck (Ed.), A model for intelligence (pp. 231-254). Berlin: Springer-Verlag.

Sternberg, R. J., & Kaye, D. B. (1982). Intelligence. In H. Mitzel (Ed.), Encyclopedia of educational research (5th ed.). Washington, DC: American Educational Research Association.

Sternberg, R. J., & Ketron, J. L. (1982). Selection and implementation of strategies in reasoning by analogy. Journal of Educational Psychology74, 399-413.

Sternberg, R. J., Ketron, J. L., & Powell, J. S. (1982). Componential approaches to the training of intelligent performance. In D. K. Detterman & R. J. Sternberg (Eds.), How and how much can intelligence be increased? (pp. 155-172). Norwood, NJ: Ablex.

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., Powell, J. S., & Kaye, D. B. (1982). The nature of verbal comprehension. Poetics,11, 155-187. 

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

Sternberg, R. J., & Wagner, R. K. (1982, July). Automatization failure in learning disabilities. Topics in learning and learning disabilities2, 1-11.

Tourangeau, R., & Sternberg, R. J. (1982). Understanding and appreciating metaphors. Cognition11, 203-244. 

McNamara, T. P., & Sternberg, R. J. (1983). Mental models of word meaning. Journal of Verbal Learning and Verbal Behavior22, 449-474.

Sternberg, R. J. (1983). Componential theory and componential analysis: Is there a -Neisser- alternative? Cognition15, 199-206.

Sternberg, R. J. (1983). Components of human intelligence. Cognition15, 1-48.

Sternberg, R. J. (1983). Criteria for intellectual skills training. Educational Researcher12, 6-12, 26.

Sternberg, R. J. (1983). How much gall is too much gall? [Review of H. Gardner, Frames of mind: The theory of multiple intelligences]. Contemporary Education Review2, 215-224.

Sternberg, R. J. (1983). Review of J. St. B. T. Evans, The psychology of deductive reasoningBritish Journal of Psychology74, 424-426.

Sternberg, R. J. (1983). Should K come before A, B, and C? [Review of the Kaufman Assessment Battery for Children]. Contemporary Education Review2, 199-208.

Sternberg, R. J., & Davidson, J. E. (1983). Insight in the gifted. Educational Psychologist18, 51-57.

Sternberg, R. J., & Gardner, M. K. (1983). Unities in inductive reasoning. Journal of Experimental Psychology: General112, 80-116.

Sternberg, R. J., & Nigro, G. (1983). Interaction and analogy in the comprehension and appreciation of metaphors. Quarterly Journal of Experimental Psychology35A, 17-38.

Sternberg, R. J., & Powell, J. S. (1983). Comprehending verbal comprehension. American Psychologist38, 878-893.

Sternberg, R. J., & Powell, J. S. (1983). The development of intelligence. In P. H. Mussen (Series Ed.), J. Flavell & E. Markman (Volume Eds.), Handbook of child psychology (Vol. 3, 3rd ed., pp. 341-419). New York: Wiley. 

Sternberg, R. J., Powell, J. S., & Kaye, D. B. (1983). Teaching vocabulary-building skills: A contextual approach. In A. C. Wilkinson (Ed.), Classroom computers and cognitive science (pp. 121-143). New York: Academic Press.

Sternberg, R. J., & Wagner, R. K. (1983). Understanding intelligence: What-s in it for educators? In A nation at risk. Washington, DC: National Commission on Excellence in Education.

Davidson, J. E., & Sternberg, R. J. (1984). The role of insight in intellectual giftedness. Gifted Child Quarterly28, 58-64. 

Sternberg, R. J. (Ed.). (1984). Advances in the psychology of human intelligence (Vol. 2). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1984). The case of the disappearing disagreements: A reply to Yussen.Developmental Review4, 145-147.

Sternberg, R. J. (1984). Common and uncommon issues in AI and psychology. In A. Elithorn & R. Banerji (Eds.), Artificial and human intelligence (pp. 281-288). Amsterdam: North-Holland.

Sternberg, R. J. (1984). A contextualist view of the nature of intelligence. International Journal of Psychology19, 307-334.

Sternberg, R. J. (1984). Does -simplicity breed content-? A reply to Jensen. Journal of Social and Biological Structures7, 119-123.

Sternberg, R. J. (1984). Facets of intelligence. In J. R. Anderson & S. M. Kosslyn (Eds.), Tutorials in learning and memory: Essays in honor of Gordon Bower (pp. 137-165). San Francisco: Freeman.

Sternberg, R. J. (1984). Fighting butter battles: A reply to Gardner. Phi Delta Kappan65, 700.

Sternberg, R. J. (1984). Higher-order reasoning in post-formal-operational thought. In M.Commons & C. Armon (Eds.), Beyond formal operations: Late adolescent and adult cognitive development (pp. 74-91). New York: Praeger.

Sternberg, R. J. (1984). How can we teach intelligence? Educational Leadership42, 38-50.

Sternberg, R. J. (1984). If at first you don-t believe, try -tri- again. Behavioral and BrainSciences7, 304-315. 

Sternberg, R. J. (1984). The Kaufman Assessment Battery for Children: An information processing analysis and critique. Journal of Special Education18, 269-279.

Sternberg, R. J. (1984). Macrocomponents and microcomponents of human intelligence: Some proposed loci of mental retardation. In P. H. Brooks, R. Sperber, & C. McCauley (Eds.), Learning and cognition in the mentally retarded (pp. 89-114). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (Ed.). (1984). Mechanisms of cognitive development. San Francisco: Freeman.

Sternberg, R. J. (1984). Mechanisms of cognitive development: A componential approach. In R. J. Sternberg (Ed.), Mechanisms of cognitive development (pp. 163-186). San Francisco: Freeman.

Sternberg, R. J. (1984). Operant analysis of problem solving: Answers to questions you probably don-t want to ask. Behavioral and Brain Sciences7, 605.

Sternberg, R. J. (1984). Re-inventing psychology. Wilson Quarterly8, 60-71.

Sternberg, R. J. (1984). Review of H. Gardner, Frames of mind: The theory of multiple intelligences. American Scientist, 72, 394.

Sternberg, R. J. (1984). Review of M. Hunt, The universe within. Journal of Social and Biological Structures, 7, 85-87.

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

Sternberg, R. J. (1984). A theory of knowledge acquisition in the development of verbal concepts. Developmental Review, 4, 113-138.

Sternberg, R. J. (1984). Toward a triarchic theory of human intelligence. Behavioral and Brain Sciences, 7, 269-287.

Sternberg, R. J. (1984). What cognitive psychology can and cannot do for test development. In B. S. Plake & J. Mitchell (Eds.), Social and technical issues in testing: Implications for test construction and usage (pp. 39-60). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1984). What should intelligence tests test? Implications of a triarchic theory of intelligence for intelligence testing. Educational Researcher, 13, 5-15.

Sternberg, R. J., & Grajek, S. (1984). The nature of love. Journal of Personality and Social Psychology, 47, 312-329.

Sternberg, R. J., & Lasaga, M.J. (1984). Approaches to human reasoning: An analytical framework. In A. Elithorn & R. Banerji (Eds.), Artificial and human intelligence (pp. 213-227). Amsterdam: North-Holland.

Sternberg, R. J., & Soriano, L. J. (1984). Styles of conflict resolution. Journal of Personality and Social Psychology, 47, 115-126.

Wagner, R. K., & Sternberg, R. J. (1984). Alternative conceptions of intelligence and their implications for education. Review of Educational Research, 54, 179-223.

Berg, C. A., & Sternberg, R. J. (1985). Response to novelty: Continuity versus discontinuity in the developmental course of intelligence. In H. Reese (Ed.), Advances in child development and behavior (Vol. 19, pp. 2-47). New York: Academic Press.

Berg, C. A., & Sternberg, R. J. (1985). A triarchic theory of intellectual development during adulthood. Developmental Review, 5, 334-370.

Davidson, J. E., & Sternberg, R. J. (1985). Competence and performance in intellectual development. In E. Neimark, R. de Lisi, & J. H. Newman (Eds.), Moderators of competence (pp. 43-76). Hillsdale, NJ: Lawrence Erlbaum Associates.

Downing, C. J., Sternberg, R. J., & Ross, B. (1985). Multicausal inference: Evaluation of evidence in causally complex situations. Journal of Experimental Psychology: General, 114, 239-263.

Sternberg, R. J. (1985). All-s well that ends well, but it-s a sad tale that begins at the end: A reply to Glaser. American Psychologist, 40, 571-573.

Sternberg, R. J. (1985). Applying componential analysis to the study of individual differences in cognitive skills. In C. Reynolds & V. Willson (Eds.), Methodological and statistical advances in the study of individual differences. New York: Plenum.

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

Sternberg, R. J. (1985). The black-white differences and Spearman-s g: Old wine in new bottles that still doesn-t taste good. Behavioral and Brain Sciences, 8, 244.

Sternberg, R. J. (1985). Cognitive approaches to intelligence. In B. Wolman (Ed.), Handbook of intelligence. New York: Wiley.

Sternberg, R. J. (1985). Componential analysis: A recipe. In D. K. Detterman (Ed.), Current topics in human intelligence (Vol. 1, pp. 179-201). Norwood, NJ: Ablex.

Sternberg, R. J. (1985). Controlled versus automatic processing: A reply to Fodor. Behavioral and Brain Sciences, 8, 32-33.

Sternberg, R. J. (1985). Critical thinking: Its nature, measurement, and improvement. In F. R. Link (Ed.), Essays on the intellect (pp. 45-65). Alexandria, VA: Association for Supervision and Curriculum Development.

Sternberg, R. J. (1985). For the best on how to test [Review of L. J. Cronbach, Essentials of psychological testing (4th ed.)]. Contemporary Psychology, 30, 377-378.

Sternberg, R. J. (1985). General intellectual ability. In R. J. Sternberg (Ed.), Human abilities: An information-processing approach (pp. 5-29). San Francisco: Freeman.

Sternberg, R. J. (Ed.). (1985). Human abilities: An information-processing approach. San Francisco: Freeman. 

Sternberg, R. J. (1985). 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. (1985). Instrumental and componential approaches to the training of intelligence. In S. Chipman, J. Segal, & R. Glaser (Eds.), Thinking and learning skills: Current research and open questions (Vol. 2, pp. 215-243). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1985, April). The measure of love. Science Digest, 60, 78-79. Sternberg, R. J. (1985, Spring). Pretty close to ideal, anyway [Review of J. Bransford & B. Stein, The ideal problem solver]. Human Intelligence Newsletter, 6, 10.

Sternberg, R. J. (1985). Review of Meichenbaum, Burland, Grusen, and Cameron-s-Metacognitive assessment.- In S. Yussen (Ed.), The growth of reflection in the child (pp.31-35). New York: Academic Press.

Sternberg, R. J. (1985). Review of Nonverbal Test of Cognitive Skills. In J. V. Mitchell (Ed.), The ninth mental measurements yearbook (pp. 1058-1060). Lincoln, NE: University of Nebraska Press. 

Sternberg, R. J. (1985). Review of Test of Cognitive Skills. In J. V. Mitchell (Ed.), The ninth mental measurements yearbook (pp. 1556-1557). Lincoln, NE: University of Nebraska Press.

Sternberg, R. J. (1985). Tacit agreements between authors and editors. Behavioral and Brain Sciences, 8, 746-747.

Sternberg, R. J. (1985). Teaching critical thinking, Part 1: Are we making critical mistakes? Phi Delta Kappan, 67, 194-198. 

Sternberg, R. J. (1985). Teaching critical thinking, Part 2: Possible solutions. Phi Delta Kappan, 67, 277-280. 

Sternberg, R. J., & Barnes, M. (1985). Real and ideal others in romantic relationships: Is four a crowd? Journal of Personality and Social Psychology, 49, 1586-1608. 

Sternberg, R. J., & Baron, J. B. (1985). A statewide approach to measuring critical thinking skills. Educational Leadership, 43, 40-43. 

Sternberg, R. J., & Caruso, D. (1985). Practical modes of knowing. In E. Eisner (Ed.), Learning the ways of knowing (pp. 133-158). Chicago: University of Chicago Press.

Sternberg, R. J., & Davidson, J. E. (1985). Cognitive development in the gifted and talented. In F. D. Horowitz & M. O-Brien (Eds.), The gifted and talented: A developmental perspective. Washington, DC: American Psychological Association. 

Sternberg, R. J., & McNamara, T. P. (1985). The representation and processing of information in real-time verbal comprehension. In S. E. Embretson (Ed.), Test design: Contributions from psychology, education, and psychometrics (pp. 21-43). New York: Academic Press. 

Sternberg, R. J., & Smith, C. (1985). Social intelligence and decoding skills in nonverbalcommunication. Social Cognition, 2, 168-192. 

Sternberg, R. J., & Spear, L. C. (1985). A triarchic theory of mental retardation. In N. Ellis & N. Bray (Eds.), International review of research in mental retardation (Vol. 13, pp. 301-326). New York: Academic Press. 

Wagner, R. K., & Sternberg, R. J. (1985). Practical intelligence in real-world pursuits: The role of tacit knowledge. Journal of Personality and Social Psychology, 49, 436-458.

Davidson, J. E., & Sternberg, R. J. (1986). What is insight? Educational Horizons, 64, 177-179.

Dillon, R. F., & Sternberg, R. J. (Eds.). (1986). Cognition and curriculum design. Orlando, FL: Academic Press. 

Marr, D. B., & Sternberg, R. J. (1986). Analogical reasoning with novel concepts: Differential attention of intellectually gifted and nongifted children to relevant and irrelevant novel stimuli. Cognitive Development, 1, 53-72. 

Spear, L. C., & Sternberg, R. J. (1986). Cognitive assessment with disabled readers. Special Services in the Schools, 1985-1986, 2(2/3), 71-84. 

Sternberg, R. J. (Ed.). (1986). Advances in the psychology of human intelligence (Vol. 3). Hillsdale, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J. (1986). Alternatives to the triarchic theory of intelligence. Behavioral and Brain Sciences, 9, 581-582.

Sternberg, R. J. (1986). Cognition and instruction: Why the marriage sometimes ends in divorce. In R. F. Dillon & R. J. Sternberg (Eds.), Cognition and curriculum design (pp. 375-382). Orlando, FL: Academic Press.

Sternberg, R. J. (1986). A framework for understanding conceptions of intelligence. In R. J. Sternberg & D. K. Detterman (Eds.), What is intelligence? Contemporary viewpoints on its nature and definition (pp. 3-15). 

Norwood, NJ: Ablex. Sternberg, R. J. (1986). The future of intelligence testing. Educational Measurement: Issues and Practice, 5(3), 19-22.

Sternberg, R. J. (1986). GENECES: A framework for intellectual abilities and theories of them. Intelligence, 10, 239-250. 

Sternberg, R. J. (1986). Haste makes waste versus a stitch in time? A reply to Vernon, Nador, and Kantor. Intelligence, 10, 265-270. 

Sternberg, R. J. (1986). How to prepare for the Miller Analogies Test (4 th ed.). Woodbury, NY: Barron-s Educational Series, Inc.

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

Sternberg, R. J. (1986). In defense of -critical thinking- programs. Education Week, 6(6), 19.

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

Sternberg, R. J. (1986). Instructor-s manual to accompany Intelligence applied: Understanding and increasing your intellectual skills. San Diego, CA: Harcourt Brace Jovanovich.

Sternberg, R. J. (1986). Intelligence applied: Understanding and increasing your intellectual skills. San Diego, CA: Harcourt Brace Jovanovich. 

Sternberg, R. J. (1986). Intelligence is mental self-government. In R. J. Sternberg & D. K. Detterman (Eds.), What is intelligence? Contemporary viewpoints on its nature and definition (pp. 141-148). Norwood, NJ: Ablex. 

Sternberg, R. J. (1986). Intelligence, wisdom, and creativity: Three is better than one. Educational Psychologist, 21, 175-190.

Sternberg, R. J. (1986). Introduction: The nature and scope of practical intelligence. In R. J. Sternberg & R. K. Wagner (Eds.), Practical intelligence: Nature and origins of competence in the everyday world (pp. 1-10). New York: Cambridge University Press.

Sternberg, R. J. (1986). A perspective on the prospects for Human intelligence: Perspectives and prospects, by R. Kail & J. W. Pellegrino. Contemporary Psychology, 31, 18-19.

Sternberg, R. J. (1986). Time capsules are not a panacea: A reply to Vernon. Intelligence, 10, 277-279. 

Sternberg, R. J. (1986). Toward a unified theory of human reasoning. Intelligence, 10, 281-315.Sternberg, R. J. (1986). A triangular theory of love. Psychological Review, 93, 119-135. 

Sternberg, R. J. (1986). A triarchic theory of human intelligence. In S. E. Newstead, S. H. Irvine, & P. L. Dann (Eds.), Human assessment: Cognition and motivation (pp. 43-47). Dordrecht, The Netherlands: Martinus Nijhoff. 

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

Sternberg, R. J. (1986). What is adaptive? Behavioral and Brain Sciences, 9, 207-208.

Sternberg, R. J. (1986). What would better intelligence tests look like? In Measures in the college admissions process: A College Board Colloquium (pp. 146-150). New York: College Board.

Sternberg, R. J., & Berg, C. A. (1986). Quantitative integration: Definitions of intelligence: A comparison of the 1921 and 1986 symposia. In R. J. Sternberg & D. K. Detterman (Eds.), What is intelligence? Contemporary viewpoints on its nature and definition (pp. 155-162). Norwood, NJ: Ablex. 

Sternberg, R. J., & Bhana, K. (1986). Synthesis of research on the effectiveness of intellectual skills programs: Snake-oil remedies or miracle cures? Educational Leadership, 44(2), 60-67. 

Sternberg, R. J., & Davidson, J. E. (Eds.). (1986). Conceptions of giftedness. New York: Cambridge University Press. 

Sternberg, R. J., & Davidson, J. E. (1986). Conceptions of giftedness: A map of the terrain. In R J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 3-18). New York: Cambridge University Press.

Sternberg, R. J., & Detterman, D. K. (Eds.) (1986). What is intelligence? Norwood, N.J.: Ablex Publishing Corporation. 

Sternberg, R. J., & Suben, J. (1986). The socialization of intelligence. In M. Perlmutter (Ed.), Perspectives on intellectual development: Vol. 19. Minnesota symposia on child psychology (pp. 201-235). Hillsdale, NJ: Lawrence Erlbaum Associates. 

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

Tetewsky, S. J., & Sternberg, R. J. (1986). Conceptual and lexical determinants of nonentrenched thinking. Journal of Memory and Language, 25, 202-225. 

Wagner, R. K., & Sternberg, R. J. (1986). Tacit knowledge and intelligence in the everyday world. In R. J. Sternberg & R. K. Wagner (Eds.), Practical intelligence: Nature and origins of competence in the everyday world (pp. 51-83). New York: Cambridge University Press. 

Baron, J. B., & Sternberg, R. J. (Eds.). (1987). Teaching thinking skills: Theory and practice. New York: Freeman.

Kaye, D. B., Sternberg, R. J., & Fonseca, L. (1987). Verbal comprehension: The lexicaldecomposition strategy to define unfamiliar words. Intelligence, 11, 1-20. 

Kolligian, J., Jr., & Sternberg, R. J. (1987). Another look at intelligence and learning disabilities: A reply to Reynolds- -rap.- Journal of Learning Disabilities, 20(6), 325-326.

Kolligian, J., Jr., & Sternberg, R. J. (1987). Intelligence, information processing, and specific learning disabilities: A triarchic synthesis. Journal of Learning Disabilities, 20, 8-17.

Marr, D. B., & Sternberg, R. J. (1987). The role of mental speed in intelligence: A triarchic perspective. In P. A. Vernon (Ed.), Speed of information processing and intelligence (pp. 271-294). Norwood, NJ: Ablex. Sincoff, J., & 

Sternberg, R. J. (1987). Two faces of verbal ability. Intelligence, 11, 263-276.

Spear, L. C., & Sternberg, R. J. (1987). An information-processing framework for understanding reading disabilities. In S Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities (Vol. 2, pp. 3-31). Hillsdale, NJ: Lawrence Erlbaum Associates.

Spear, L. C., & Sternberg, R. J. (1987). Teaching styles: Staff development for teaching thinking. Journal of Staff Development, 8(3), 35-39. 

Sternberg, R. J. (1987). Behavior genetics moves beyond percentages--at last. Behavioral and Brain Sciences, 10, 40. 

Sternberg, R. J. (1987). Coping with novelty and human intelligence. In P. Morris (Ed.), Modelling cognition (pp. 57-91). London: Wiley. 

Sternberg, R. J. (1987). A day at developmental downs: Sportscast for race no. 2-Neo-Piagetian theories of cognitive development. International Journal of Psychology, 22(5/6), 507-529. 

Sternberg, R. J. (1987). Difficulties in comparing intelligence across species. Behavioral and Brain Sciences, 10(4), 679-680.

Sternberg, R. J. (1987). Down with paper clips! [Review of V. John-Steiner, Notebooks of the mind: Explorations of thinking]. Contemporary Psychology, 32, 339-340. 

Sternberg, R. J. (1987). Explorations of love. In D. Perlman & W. Jones (Eds.), Advances in personal relationships (Vol. 1, pp. 171-196). Greenwich, CT: JAI Press.

Sternberg, R. J. (1987). Five ways to think about thinking skills. Instructor [Special Issue], 32-33.

Sternberg, R. J. (1987). Gee, there-s more than g: A critique of Arthur Jensen-s views onintelligence. In S. Modgil & C. Modgil (Eds.), Arthur Jensen: Consensus and controversy (pp. 237-249). Barcombe, UK: Falmer Press.

Sternberg, R. J. (1987). Implicit theories: An alternative to modeling cognition and its development. In J. Bisanz, C. Brainerd, & R. Kail (Eds.), Formal methods in developmental psychology: Progress in cognitive development research (pp. 155-192). New York: Springer-Verlag. Sternberg,

R. J. (1987). Intelligence. In R. L. Gregory (Ed.), The Oxford companion to the mind (pp. 375-379). Oxford: Oxford University Press. 

Sternberg, R. J. (1987). Intelligence and cognitive style. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: Vol. 3. Co-native and affective process analyses (pp. 77-97). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1987). Liking versus loving: A comparative evaluation of theories. Psychological Bulletin, 102, 331-345. 

Sternberg, R. J. (1987). Most vocabulary is learned from context. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 89-105). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1987). The psychology of verbal comprehension. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 3, pp. 97-151). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1987). Questioning and intelligence. Questioning Exchange, 1, 11-14.

Sternberg, R. J. (1987). Questions and answers about the nature and teaching of thinking skills. In J. B. Baron & R. J. Sternberg (Eds.), Teaching thinking: Theory and practice (pp. 251- 259). New York: Freeman.

Sternberg, R. J. (1987). Review of B. Presseisen, Thinking skills. Educational Horizons, 65, 151.

Sternberg, R. J. (1987). Second game: A school-s-eye view of intelligence. In J. A. Langer (Ed.), Language, literacy, and culture: Issues of society and schooling (pp. 23-48). Norwood, NJ: Ablex.

Sternberg, R. J. (1987). Stalking a moving target [Review of R. Nickerson, D. Perkins, & E. Smith, The teaching of thinking]. Contemporary Psychology, 32, 322-323.

Sternberg, R. J. (1987). Synopsis of a triarchic theory of human intelligence. In S. H. Irvine & S. E. Newstead (Eds.), Intelligence and cognition: Contemporary frames of reference (pp. 141-176). Dordrecht, The Netherlands: Martinus Nijhoff. 

Sternberg, R. J. (1987). Teaching critical thinking: Eight easy ways to fail before you begin. Phi Delta Kappan, 68, 456-459.

Sternberg, R. J. (1987). Teaching intelligence: The application of cognitive psychology to the improvement of intellectual skills. In J. B. Baron & R. J. Sternberg (Eds.), Teaching thinking skills: Theory and practice (pp. 182-218). New York: Freeman.

Sternberg, R. J. (1987). Teaching intelligence: A triarchic model. In D. N. Perkins, J. Lochhead, & J. C. Bishop (Eds.), Thinking: The second international conference (pp. 53-60). Hillsdale, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J. (1987). Three portraits of intellectual giftedness. Gifted Students Institute Quarterly, 12, A1-A5. 

Sternberg, R. J. (1987). The triarchic theory of human intelligence: A framework for theunderstanding, investigation, testing, and training of intelligence. In J. Richardson, M. W. Eysenck, & D. W. Piper (Eds.), Student learning: Research in education and cognitive psychology (pp. 357-374). London: SRHE & The Open University Press. 

Sternberg, R. J. (1987). A unified theoretical perspective on autism. In D. Cohen & A. M. Donnellan (Eds.), Handbook of autism and pervasive developmental disorders (pp. 690- 696). New York: Wiley.

Sternberg, R. J. (1987). A unified theory of intellectual exceptionality. In J. D. Day & J. G. Borkowski (Eds.), Intelligence and exceptionality: New directions for theory, assessment, and instructional practices (pp. 135-172). Norwood, NJ: Ablex. 

Sternberg, R. J. (1987, September 23). The uses and misuses of intelligence testing. Education Week, pp. 28, 22. 

Sternberg, R. J., & Berg, C. A. (1987). What are theories of adult intellectual development theories of? In C. Schooler & K. Warner Schaie (Eds.), Cognitive functioning and social structure over the life course (pp. 3-23). Norwood, NJ: Ablex. 

Sternberg, R. J., & Davidson, J. E. (1987, May/June). Teaching thinking to college students: Some lessons learned from experience. Teaching Thinking and Problem Solving, 9, pp. 1-2, 10-11.

Sternberg, R. J., & Dobson, D. M. (1987). Resolving interpersonal conflicts: An analysis of stylistic consistency. Journal of Personality and Social Psychology, 52, 794-812.

Wagner, R. K., & Sternberg, R. J. (1987). Executive control in reading comprehension. In B. K. Britton & S. M. Glynn (Eds.), Executive control processes in reading (pp. 1-21). Hillsdale, NJ: Lawrence Erlbaum Associates. 

Wagner, R. K., & Sternberg, R. K. (1987). Tacit knowledge in managerial success. Journal of Business and Psychology, 1, 301-312.

Kalmar, D. A., & Sternberg, R. J. (1988). Theory knitting: An integrative approach to theory development. Philosophical Psychology, 1, 153-170.

Lubart, T. I., & Sternberg, R. J. (1988). Creativity: The individual, the systems, the approach. Creativity Research Journal, 1, 63-67. 

Okagaki, L., & Sternberg, R. J. (1988). Unwrapping giftedness. In G. Kanselaar, J. L. van der Linden, & A. Pennings (Eds.), Individual differences in giftedness: Identification and education (pp. 30-45). Louvain, Belgium: Acco.

Sincoff, J. B., & Sternberg, R. J. (1988). The development of verbal fluency abilities and strategies in elementary-school-aged children. Developmental Psychology, 24, 646-653. 

Sternberg, R. J. (Ed.). (1988). Advances in the psychology of human intelligence (Vol. 4). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1988). Applying cognitive theory to the testing and teaching of intelligence. Applied Cognitive Psychology, 2, 231-255.

Sternberg, R. J. (1988, Spring). Beyond IQ testing. National Forum, pp. 8-11.

Sternberg, R. J. (1988). Counting the ways: The scientific measurement of love. In J. Brockman (Ed.), The reality club I (pp. 151-173). New York: LYNX.

Sternberg, R. J. (1988). The development of intellectual styles. Teaching Thinking and Problem Solving, 10(2), 1-4. 

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

Sternberg, R. J. (1988). GENECES: A rationale for the construct validation of theories and tests of intelligence. In H. Wainer & H. I. Braun (Eds.), Test validity (pp. 61-75). Hillsdale, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J. (1988, November). How to think much better. Boardroom, pp. 13-14, 16. 

Sternberg, R. J. (1988). The intellect: Three portraits unveiled. Gifted Children Monthly, 9, 1-3.

Sternberg, R. J. (1988). Intellectual development: Psychometric and information-processing approaches. In M. Bornstein & M. Lamb (Eds.), Developmental psychology: An advanced textbook (2nd ed., pp. 261-295). Hillsdale, NJ: Lawrence Erlbaum Associates.

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). Intelligence is more than a matter of -How much?- Human Intelligence International Newsletter, 8(4), pp. 2-4. 

Sternberg, R. J. (1988). Lessons from the life span: What theorists of intellectual development among children can learn from their counterparts studying adults. In E. M. Hetherington, R. M. Lerner, & M. Perlmutter (Eds.), Child development in life-span perspective (pp. 259-275). Hillsdale, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J. (1988). Looking at intelligence differently. In Understanding your school-age child (pp. 18-19). Alexandria, VA: Time-Life Books. 

Sternberg, R. J. (1988). The male/female difference is there: Should we care? Behavioral and Brain Sciences, 11(2), 210-211. 

Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development, 31(4), 197-224.

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

Sternberg, R. J. (1988). A practical approach to practical intelligence. Contemporary Psychology, 33, 504-505. 

Sternberg, R. J. (1988). The psychologist-s companion (2 nd ed.). New York: CambridgeUniversity Press. 

Sternberg, R. J. (1988). Questioning cognitive psychology. Contemporary Psychology, 33, 206- 207.

Sternberg, R. J. (1988). Review of The long-term retention of knowledge and skills: A cognitive and instructional perspective. Human Intelligence International Newsletter, 8(4), p. 10.

Sternberg, R. J. (1988). Review of H. Spitz, The raising of intelligence: A selected history of attempts to raise retarded intelligence. American Journal of Psychology, 101, 142-145.

Sternberg, R. J. (1988). Survival of the fittest in theories of creativity. Journal of Social and Biological Structures, 11, 154-155. 

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). Triangulating love. In R. J. Sternberg & M. Barnes (Eds.), The psychology of love (pp. 119-138). New Haven, CT: Yale University Press. 

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

Sternberg, R. J. (1988). A triarchic view of intelligence in cross-cultural perspective. In S. H. Irvine, & J. W. Berry (Eds.), Human abilities in cultural context (pp. 60-85). New York: Cambridge University Press. 

Sternberg, R. J. (1988). What-s love got to do with it? Omni, 10, p. 27.

Sternberg, R. J. (1988). What we don-t know that we do know [Review of P. Lewicki,Nonconscious social information processing]. Journal of Social and Biological Structures, 11, 479-482. 

Sternberg, R. J., & Barnes, M. (1988). An introduction to the psychology of love. In R. J. Sternberg & M. Barnes (Eds.), The psychology of love (pp. 3-10). New Haven, CT: Yale University Press.

Sternberg, R. J., & Barnes, M. (Eds.). (1988). The psychology of love. New Haven, CT: Yale University Press. 

Sternberg, R. J., & Martin, M. (1988). When teaching thinking does not work, what goes wrong? Teachers College Record, 89, 555-578. 

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

Tardif, T., & Sternberg, R. J. (1988). Conclusions: What do we know about creativity? In R. J. Sternberg (Ed.), The nature of creativity (pp. 429-440). New York: Cambridge University Press.

Williams, W. M., & Sternberg, R. J. (1988). Group intelligence: Why some groups are better than others. Intelligence, 12, 351-377.

Ackerman, P., Sternberg, R. J., & Glaser, R. (Eds.). (1989). Learning and individual differences. New York: Freeman Barnes, M. L., & Sternberg, R. J. (1989). Social intelligence and decoding of nonverbal cues. Intelligence, 13, 263-287. 

Frensch, P. A., & Sternberg, R. J. (1989). Expertise and intelligent thinking: When is it worse to know better? In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 5, pp. 157-188). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sincoff, J., & Sternberg, R. J. (1989). The development of cognitive skills: An examination of recent theories. In A. M. Colley & J. R. Beech (Eds.), Acquisition and performance of cognitive skills (pp. 19-60). Chichester, England: Wiley. 

Sternberg, R. J. (Ed.). (1989). Advances in the psychology of human intelligence (Vol. 5). Hillsdale, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J. (1989). Computational models of scientific discovery: Do they compute? [Review of P. Langley, H. Simon, G. Bradshaw, & J. Zytkow, Scientific discovery: Computational explorations of the creative processes]. Contemporary Psychology, 34, 895- 897. 

Sternberg, R. J. (1989). Domain-generality versus domain-specificity: The life and impending death of a false dichotomy. Merrill-Palmer Quarterly, 35, 115-130.

Sternberg, R. J. (1989). How to prepare for the Miller Analogies Test (5 th ed.). Woodbury, NY: Barron-s Educational Series, Inc.

Sternberg, R. J. (1989). Human intelligence. Encyclopedia Britannica (pp. 710-717). Chicago: Britannica Inc. 

Sternberg, R. J. (1989). Intelligence, wisdom, and creativity: Their natures and interrelationships. In R. L. Linn (Ed.), Intelligence: Measurement, theory, and public policy (pp. 119-146). Chicago: University of Chicago Press. 

Sternberg, R. J. (1989). Review of Educating reason: Rationality, critical thinking, and education. Analytic Teaching, 10, 120-121.

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

Sternberg, R. J., & Davidson, J. E. (1989). A four-prong model for intellectual skills development. Journal of Research and Development in Education, 22, 22-28.

Sternberg, R. J., & Frensch, P. A. (1989). A balance-level theory of intelligent thinking. Zeitschrift f-r P-dagogische Psychologie, 3, 79-96. 

Sternberg, R. J., & Gastel, J. (1989). Coping with novelty in human intelligence: An empirical investigation. Intelligence, 13, 187-197.

Sternberg, R. J., & Gastel, J. (1989). If dancers ate their shoes: Inductive reasoning with factual and counterfactual premises. Memory and Cognition, 17, 1-10.

Sternberg, R. J., & Okagaki, L. (1989). Continuity and discontinuity in intellectual development are not a matter of -either-or.- Human Development, 32, 158-166.

Sternberg, R. J., & Wagner, R. K. (1989). The fate of the trait: A reply to Cantor and Kihlstrom. In R. S. Wyer, Jr., & T. K. Srull (Eds.), Advances in social cognition (Vol. 2, pp. 175-185). Hillsdale, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J., & Wagner, R. K. (1989). Individual differences in practical knowledge and its acquisition. In P. Ackerman, R. J.

Sternberg, & R. Glaser (Eds.), Learning and individual differences (pp. 255-278). New York: Freeman.

Beall, A. E., & Sternberg, R. J. (1990). Love and science: Can the two be married? Journal of NIH Research, 2, 57-61. 

Okagaki, L., & Sternberg, R. J. (1990). Teaching thinking skills: We-re getting the context wrong. In D. Kuhn (Ed.), Developmental perspectives on teaching and learning thinking skills: Contributions to Human Development (Vol. 21, pp. 63-78). Basel, Switzerland: Karger. 

Prieto, D., & Sternberg, R. J. (1990). Dos caras de una misma moneda: la inteligencia. (Two sides of the same coin: Intelligence.) Bolet-n de Psicolog-a, 28, 29-58.

Sternberg, R. J. (1990). Behind closed doors: Unlocking the mysteries of human intelligence. In J. Brockman (Ed.), Speculations: The reality club (pp. 186-207). Englewood Cliffs, NJ: Prentice Hall.

Sternberg, R. J. (1990). Crimes of the smart: A reply to Humphreys and Larson. Intelligence, 14, 239-244. 

Sternberg, R. J. (1990). Intellectual styles. In K. E. Clark & M. B.Clark (Eds.), Measures of leadership (pp. 481-492). West Orange, NJ: Leadership Library of America. 

Sternberg, R. J. (1990). Intellectual styles: Theory and classroom implications. In B. Presseisen (Ed.), Intellectual styles and interaction in the classroom (pp. 18-42). Washington, DC:National Education Association. 

Sternberg, R. J. (1990). Mayday for Maybery: Reply to an invalid critique. British Journal of Psychology, 81, 285-286.

Sternberg, R. J. (1990). Metaphors of mind: Conceptions of the nature of intelligence. New York: Cambridge University Press. 

Sternberg, R. J. (1990). Of cockroaches as kings. Behavioral and Brain Sciences, 13, 91.

Sternberg, R. J. (1990). Prototypes of competence and incompetence. In R. J. Sternberg & J. Kolligian, Jr. (Eds.), Competence considered (pp. 117-145). New Haven, CT: Yale University Press.

Sternberg, R. J. (1990). Thinking styles: Keys to understanding student performance. Phi Delta Kappan, 71, 366-371.

Sternberg, R. J. (1990). Understanding wisdom. In R. J. Sternberg (Ed.), Wisdom: Its nature, origins, and development (pp. 3-9). New York: Cambridge University Press. 

Sternberg, R. J. (1990). What constitutes a -good- definition of giftedness? Journal for the Education of the Gifted, 14, 96-100. 

Sternberg, R. J. (1990). Wisdom and its relations to intelligence and creativity. In R. J. Sternberg (Ed.), Wisdom: Its nature, origins, and development (pp. 142-159). New York: Cambridge University Press.

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

Sternberg, R. J., & Frensch, P. A. (1990). Intelligence and cognition. In M. W. Eysenck (Ed.), Cognitive psychology: An international review (pp. 57-103). New York: Wiley.

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

Sternberg, R. J., Okagaki, L., & Jackson, A. (1990). Practical intelligence for success in school. Educational Leadership, 48, 35-39. 

Wagner, R. K., & Sternberg, R. J. (1990). Street smarts. In K. E. Clark & M. B. Clark (Eds.), Measures of leadership (pp. 493-504). West Orange, NJ: Leadership Library of America.

Bernardo, A. B. I., & Sternberg, R. J. (1991). Contextual reference domains and verification: What’s relevant and what’s not relevant in sentence verification. Journal of Memory and Language30, 664–684. 

Frensch, P. A., & Sternberg, R. J. (1991). Skill-related differences in game playing. In R. J. Sternberg & P. A. Frensch (Eds.),Complex problem solving: Principles and mechanisms (pp. 343–381). Hillsdale, NJ: Lawrence Erlbaum Associates.

Kolligian, J., Jr., & Sternberg, R. J. (1991). Perceived fraudulence in young adults: Is there an “imposter syndrome”? Journal of Personality Assessment56 (2), 308–326.

McNamara, T. P., Sternberg, R. J., & Hardy, J. K. (1991). Processing verbal relations. Intelligence,15, 193–221. 

Okagaki, L., & Sternberg, R. J. (1991). Cultural and parental influences on cognitive development. In L. Okagaki & R. J. Sternberg (Eds.), Directors of development: Influences on the development of children’s thinking (pp. 101–120). Hillsdale, NJ: Lawrence Erlbaum Associates.

Okagaki, L., & Sternberg, R. J. (Eds.). (1991). Directors of development: Influences on the development of children’s thinking. Hillsdale, NJ: Lawrence Erlbaum Associates.

Prieto Sanchez, M. D., & Sternberg, R. J. (1991). La teoría triárquica de la inteligencia: Un modelo que ayuda a entender la naturaleza del retraso mental [The triarchic theory of intelligence: A model that helps understand the nature of mental retardation]. Revista Interuniversitaria de Formación del Profesorado11, 77–93.

Sternberg, R. J. (1991) Are we reading too much into reading-comprehension tests? Journal of Reading34(7), 540–545.

Sternberg, R. J. (1991). After the gates of excellence [Review of R. Ochse, Before the gates of excellence: The determinants of creative genius]. Contemporary Psychology36, 393–394.

Sternberg, R. J. (1991). Cognitive theory and psychometrics. In R. K. Hambleton & J. Zaal (Eds.),Advances in educational and psychological testing (pp. 367–393). Boston: Kluwer Academic Publishers.

Sternberg, R. J. (1991). Death, taxes, and bad intelligence tests. Intelligence15, 257–269.

Sternberg, R. J. (1991). Did you remember...? [Review of L. W. Poon, D. C. Rubin, & B. A. Wilson (Eds.), Everyday cognition in adulthood and late life]. American Scientist79, 74–75.

Sternberg, R. J. (1991). Directors of development: A play in an unknown number of acts. In L. Okagaki & R. J. Sternberg (Eds.), Directors of development: Influences on the development of children’s thinking (pp. 269–277). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1991). Foreword. In N. Blagg, Can we teach intelligence? (pp. ix–xiii). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1991). Giftedness according to the triarchic theory of human intelligence. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (pp. 45–54). Needham Heights, MA: Allyn & Bacon.

Sternberg, R. J. (1991). Intelligence applied: A triarchic program for training intellectual skills. In A. L. Costa (Ed.), Developing minds: Programs for teaching thinking (Vol. 2, rev. ed., pp. 79–84). Alexandria, VA: Association for Supervision and Curriculum Development.

Sternberg, R. J. (1991). Love the way you want it. New York: Bantam.

Sternberg, R. J. (1991). T and T is an explosive combination: Technology and testing. Educational Psychologist25(3 & 4), 201–222.

Sternberg, R. J. (1991). Theory-based testing of intellectual abilities: Rationale for the Triarchic Abilities Test. In H. Rowe (Ed.), Intelligence: Reconceptualization and measurement (pp. 183–202). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1991). Triarchic abilities test. In D. Dickinson (Ed.), Creating the future: Perspectives on educational change (pp. 76–81). Aston Clinton, Bucks, UK: Accelerated Learning Systems.

Sternberg, R. J. (1991). A triarchic model for teaching intellectual skills. In A. McKeough & J. Lupart (Eds.), Toward the practice of theory-based instruction: Current cognitive theories and their educational promise (pp. 92–116). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1991). A triarchic program for training intellectual skills. In R. F. Mulcahy, J. Andrews, & R. Short (Eds.), Thinking for a change: Recent perspectives and directions. New York: Praeger.

Sternberg, R. J. (1991). We’re having problems en route to Solla Sollew. [Review of M. I. Posner (Ed.), Foundations of cognitive science]. Contemporary Psychology36, 382–384.

Sternberg, R. J. (1991, January 13). You are what you retrieve. [Review of R. Schank, Tell me a story]. New York Times Book Review, pp. 14–15.

Sternberg, R. J., & Beall, A. (1991). How can we know what love is? An epistemological analysis. In G. J. O. Fletcher & F. D. Fincham (Eds.), Cognition in close relationships (pp. 257–278). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J., & Davidson, J. E. (Guest Eds.). (1991). Intelligence and intelligence testing [Special issue]. Educational Psychologist25(3 & 4).

Sternberg, R. J., & Frensch, P. A. (Eds.). (1991). Complex problem solving: Principles and mechanisms. Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J., & Lubart, T. I. (1991). An investment theory of creativity and its development. Human Development34(1), 1–31.

Sternberg, R. J., & Lubart, T. I. (1991). Creating creative minds. Phi Delta Kappan72 (8), 608–614.

Sternberg, R. J., & Lubart, T. I. (1991). On short-selling the investment theory of creativity: A reply to Runco. Creativity Research Journal4(2), 200–202.

Wagner, R. K., & Sternberg, R. J. (1991). Tacit knowledge inventory for managers. San Antonio, TX: Psychological Corporation.

Wagner, R. K., & Sternberg, R. J. (1991). Tacit knowledge: Its uses in identifying, assessing, and developing managerial talent. In J. Jones, B. Steffy, & D. Bray (Eds.), Applying psychology in business: The manager’s handbook (pp. 333–344). New York: Human Sciences Press.

Berg, C. A., & Sternberg, R. J. (1992). Adults’ conceptions of intelligence across the adult life span.Psychology and Aging, 7(2), 221–231.

McGrane, P. A., & Sternberg, R. J. (1992). Discussion: Fatal vision––The failure of the schools in teaching children to think. In C. Collins & J. N. Mangieri (Eds.), Teaching thinking: An agenda for the 21st century (pp. 333–344). Hillsdale, NJ: Lawrence Erlbaum Associates.

Spear, L. C., & Sternberg, R. J. (1992). Information processing, experience, and reading disability. In D. J. Stein & J. E. Young (Eds.), Cognitive science and clinical disorders (pp. 314–333). San Diego, CA: Academic Press Inc.

Sternberg, R. J. (1992). Ability tests, measurements, and markets. Journal of EducationalPsychology84(2), 134–140.

Sternberg, R. J. (1992). Appendix D: The tornado theory of gifted education research. In N. Colangelo, S. G. Assouline, & D. L. Ambroson (Eds.), Talent development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (p. 432). Unionville, NY: Trillium Press. 

Sternberg, R. J. (1992). CAT: A program for comprehensive abilities testing. In B. R. Gifford & M. C. O’Connor (Eds.), Changing assessments: Alternative views of aptitude, achievement, and instruction(pp. 213–274). Boston: Kluwer Academic Publishers.

Sternberg, R. J. (1992). Creativity, critical reasoning, and the problem of content-oriented education. In R. A. Talaska (Ed.), Critical reasoning in contemporary culture (pp. 113–131). Albany: State University of New York Press.

Sternberg, R. J. (September, 1992). How to win acceptances by psychology journals: Twentyone tips for better writing. APS Observer5, 12–13.

Sternberg, R. J. (1992, Capitulo 13). La naturaleza del amor [The nature of love.] El Pais: El Libro de la Sexualidad, pp. 196–199.

Sternberg, R. J. (1992). Metaphors of mind underlying the testing of intelligence. In P. W. McReynolds & J. C. Rosen (Eds.), Advances in psychological assessment (Vol. 8, pp. 1–39). San Francisco: Jossey-Bass Publishers.

Sternberg, R. J. (1992). Practical intelligence. New Horizons for Learning13(1), 12–13.

Sternberg, R. J. (1992). The princess grows up: A satiric fairy tale about intellectual development. In R. J. Sternberg & C. A. Berg (Eds.), Intellectual development (pp. 381–394). New York: Cambridge University Press. 

Sternberg, R. J. (1992). Psychological Bulletin’s top 10 “Hit Parade.” Psychological Bulletin112(3), 387–388. 

Sternberg, R. J. (1992). The thinking cycle. In J. W. Keefe & H. J. Walberg (Eds.), Thinking––Critical and otherwise (pp. 111–118). Reston, VA: The National Association of Secondary School Principals.Sternberg, R. J. (1992). Too young to die: Let’s not bury psychology alive. New Ideas in Psychology,10(2), 195–205.

Sternberg, R. J. (1992). Toward better intelligence tests. In M. C. Wittrock (Ed.), Testing and cognition(pp. 31–39) Englewood Cliffs, NJ: Prentice-Hall.

Sternberg, R. J. (1992, January). The true score on recent changes in editorial policy regarding quantitative articles for the Psychological Bulletin. The Score14(4), 4, 6.

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

Sternberg, R. J., & Frensch, P. A. (1992). On being an expert: A cost–benefit analysis. In R. Hoffman (Ed.), The cognition of experts: Psychological research and empirical AI (pp. 191–203). New York: Springer–Verlag. 

Sternberg, R. J., & Lubart, T. I. (1992). Buy low and sell high: An investment approach to creativity.Current Directions in Psychological Science1(1), 1–5.

Sternberg, R. J., & Lubart, T. I. (1992). Creative giftedness in children. In P. Klein & A. Tannenbaum (Eds.), To be young and gifted (pp. 33–51). Norwood, NJ: Ablex.

Sternberg, R. J., & Lubart, T. I. (1992). Creative giftedness: Theory, speculation, and data. In N. Colangelo, S. G. Assouline, & D. L. Ambroson (Eds.), Talent development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp. 66–88). Unionville, NY: Trillium Press. 

Sternberg, R. J., & Lubart, T. I. (1992). The creative mind. Tijdschrift voor de Psychologie(Dutch Journal of Psychology), 47, 288–300.

Sternberg, R. J., & Lubart, T. I. (1992). Creativity: Its nature and assessment. School Psychology International13(3), 243–253.

Sternberg, R. J., & Wagner, R. K. (1992). Tacit knowledge: An unspoken key to managerial success.Creativity and Innovation Management1, 5–13.

Arroyo, C. G., & Sternberg, R. J. (1993). Against all odds: A view of the gifted disadvantaged. In B. Wallace & H. B. Adams (Eds.), Worldwide perspectives on the gifted disadvantaged (pp. 29–43) Bicester, Oxon, England: A B Academic.

Beall, A., & Sternberg, R. J. (Eds.) (1993). The psychology of gender. New York: Guilford Press.

Chawarski, M. C., & Sternberg, R. J. (1993). Negative priming in word recognition: A context effect.Journal of Experimental Psychology: General122(2), 195–206.

Detterman, D. K., & Sternberg, R. J. (Eds.). (1993). Transfer on trial: Intelligence, cognition, and instruction. Norwood, NJ: Ablex.

Hartman, H. J., & Sternberg, R. J. (1993). A broad BACEIS for improving thinking. Instructional Science21(5), 401–423.

Horvath, J. A., Williams, W. M., Forsythe, G. B., Sweeney, P. J., Sternberg, R. J., McNally, J. A., & Wattendorf, J. A. (1993). Tacit knowledge and military leadership: A review of the literature. ARI Technical Report. Alexandria, Virginia: U.S. Army Research Institute for the Behavioral and Social Sciences.

Okagaki, L., & Sternberg, R. J. (1993). Parental beliefs and children’s school performance. Child Development64(1), 36–56.

Okagaki, L., & Sternberg, R. J. (1993). Putting the distance into students’ hands: Practical intelligence for school. In R. R. Cocking & K. A. Renninger (Eds.), The development and meaning of psychological distance (pp. 237–253). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1993). The concept of “giftedness”: A pentagonal implicit theory. The origins and development of high ability (pp. 5–21). United Kingdom: CIBA Foundation.

Sternberg, R. J. (1993). How do you size up the contributions of a giant? [Review of From learning theory to connectionist theory: Essays in honor of William K. Estes (Vol. 1); From learning processes to cognitive processes: Essays in honor of William K. Estes (Vol. 2)]. Contemporary Psychology38(9), 915–917.

Sternberg, R. J. (1993). Human intelligence. McGraw-Hill Yearbook of Science and Technology (pp. 213–215). New York: McGraw-Hill.

Sternberg, R. J. (1993). La inteligencia practica en las escuelas: teoria, programa y evaluacion [Practical intelligence in schools: theory, program, and evaluation]. In J. A. Beltran, V. B. Bermejo, M. D. Prieto, & D. Vence (Eds.), Intervencion psicopedagogica (pp. 433–446). Madrid, Spain: Ediciones Piramide, S.A.

Sternberg, R. J. (1993). In search of the secret garden [Review of Creativity: Beyond the myth of genius]. Creativity Research Journal6(4), 479–481.

Sternberg, R. J. (1993). Inteligencia [Intelligence]. In L. P. Sanchez (Dir.), 10 palabras clave in superdotados. Estella, Navarra, Spain: Editorial Verbo Divino.

Sternberg, R. J. (1993). Intelligence is more than IQ: The practical side of intelligence. Journal of Cooperative Education28(2), 6–17.

Sternberg, R. J. (1993). Parts is parts, but isn’t there more to the whole? [Review of P. J. Johnson-Laird, Human and machine thinking], Contemporary Psychology, 38(12), 1271– 1274.

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. Mönks, & A. H. Passow (Eds.), International handbook for research on giftedness and talent (pp. 181–203). Oxford: Pergamon Press.

Sternberg, R. J. (1993). The psychologist’s companion (3rd ed.). New York: Cambridge University Press. 

Sternberg, R. J. (1993). Review of Intelligence by Nathan Brody (2nd ed.). American Scientist81, 296–297. 

Sternberg, R. J. (1993). Rocky’s back––again: A review of the WISC–III. Journal ofPsychoeducational Assessment (Monograph). 161–164.

Sternberg, R. J. (1993). Sternberg Triarchic Abilities Test. Unpublished test.

Sternberg, R. J. (1993). Styles of the mind. In Restructuring learning (pp. 21–31). Washington, D.C.: Council of Chief State School Officers (CCSSO).

Sternberg, R. J. (1993). What is the relation of gender to biology and environment?: An evolutionary model of how what you answer depends on just what you ask. In A. Beall & R. J. Sternberg (Eds.),The psychology of gender (pp. 1–6). New York: Guilford Press.

Sternberg, R. J. (1993). Would you rather take orders from Kirk or Spock? The relation between rational thinking and intelligence. Journal of Learning Disabilities26(8), 516–519.

Sternberg, R. J., & Davidson, J. E. (1993). Problem solving. Encyclopedia of Educational Research(6th ed.). Washington, DC: American Educational Research Association. (pp. 1037–1045).

Sternberg, R. J., & Frensch, P. A. (1993). Mechanisms of transfer. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer on trialIntelligence, cognition, and instruction (pp. 25–38). Norwood, NJ: Ablex.

Sternberg, R. J., & Grigorenko, E. L. (1993). Thinking styles and the gifted. Roeper Review16(2), 122–130. 

Sternberg, R. J., & Lubart, T. I. (1993). Creative giftedness: A multivariate investment approach.Gifted Child Quarterly37(1), 7–15.

Sternberg, R. J., & Lubart, T. I. (1993). Investing in creativity. Psychological Inquiry4(3), 229–232.

Sternberg, R. J., & Wagner, R. K. (1993). The g–ocentric view of intelligence and job performance is wrong. Current Directions in Psychological Science2(1), 1–4.

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: Lawrence Erlbaum Associates.

Williams, W. M., & Sternberg, R. J. (1993). Seven lessons for helping children make the most of their abilities. Educational Psychology13(3–4), 317–331.

Williams, W. M., Sternberg, R. J., Rashotte, C. A., & Wagner, R. K. (1993). Assessing the value of cooperative education. Journal of Cooperative Education28(2), 32–55.

Davidson, J. E., Deuser, R., & Sternberg, R. J. (1994). The role of metacognition in problem solving. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 207–226). Cambridge, MA: MIT Press.

Gardner, H., Krechevsky, M., Sternberg, R. J., & Okagaki, L. (1994). Intelligence in context: Enhancing students’ practical intelligence for school. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 105–127). Cambridge, MA: MIT Press.

Horvath, J. A., Forsythe, G. B., Sweeney, P., McNally, J., Wattendorf, J., Williams, W. M., & Sternberg, R. J. (1994). Tacit knowledge and military leadership: Evidence from officer interviews.ARI Technical Report. Alexandria, Virginia: U.S. Army Research Institute for the Behavioral and Social Sciences. Okagaki, L, & 

Sternberg, R. J. (1994). Perspectives on kindergarten: Rafael, Vanessa, and Jamlien go to school.Childhood Education71(1), 14–19.

Spear–Swerling, L., & Sternberg, R. J. (1994). The road not taken: An integrative theoretical model of reading disability. Journal of Learning Disabilities27(2), 91–103.

Sternberg, R. J. (1994). Allowing for thinking styles. Educational Leadership52(3), 36–40.

Sternberg, R. J. (1994). Answering questions and questioning answers. Phi Delta Kappan76 (2), 136–138. 

Sternberg, R. J. (1994). Author’s thinking: What develops? [Review of Cognitive development (3rd ed.); Children’s thinking (2nd ed.)]. Contemporary Psychology39(7), 770–771.

Sternberg, R. J. (1994). Can computers be creative or even disappointed? [Commentary on Margaret Boden, The creative mind]. Behavioral and Brain Sciences17(3), 553–554.

Sternberg, R. J. (1994). Changing conceptions of intelligence and their impact upon the concept of giftedness: The triarchic theory of intelligence. In J.L. Genshaft, M. Bireley, & C.L. Hollinger (Eds.),Serving gifted and talented students (pp.33–47). Austin, TX: Pro–ed.

Sternberg, R. J. (1994). Cognitive conceptions of expertise. International Journal of ExpertSystems: Research and Applications7(1), 1–12.

Sternberg, R. J. (1994). La conception triarchique de l’intelligence [The triarchic conception of intelligence]. In M. Huteau (Dir.), Les techniques psychologiques d’évaluation des personnes. Issy–les–Moulineaux, France: Éditions EAP. 40–59.

Sternberg, R. J. (1994). Diversifying instruction and assessment. The Educational Forum59(1), 47–53. 

Sternberg, R. J. (Ed.). (1994). Encyclopedia of human intelligence. New York: Macmillan. Sternberg, R. J. (1994). Experimental approaches to human intelligence. European Journal of Psychological Assessment10(2), 153–161.

Sternberg, R. J. (1994). 468 factor-analyzed data sets: What they tell us and don’t tell us about human intelligence. [Review of John B. Carroll, Human cognitive abilities]. Psychological Science, 5(2), 63–65. 

Sternberg, R. J. (1994). Gulliver Ravel’s travels: An excursion to the theoretical islands of intelligence. In A. Demetriou & A. Efklides (Eds.), Intelligence, mind, and reasoning: Structure and development(pp. 213–231). Amsterdam: Elsevier.

Sternberg, R. J. (Ed.). (1994). Handbook of perception and cognition: Thinking and problem solving. San Diego, CA: Academic Press.

Sternberg, R. J. (1994). How to prepare for the Miller Analogies Test (6th ed.). Woodbury, NY: Barron’s Educational Series, Inc.

Sternberg, R. J. (1994). Human intelligence: Its nature, use, and interaction with context. In D. K. Detterman (Ed.), Current topics in human intelligence (Vol. 4, pp.361–407). Norwood, NJ: Ablex.

Sternberg, R. J. (1994). Intelligence. In V. S. Ramachandran (Ed.), Encyclopedia of human behavior(pp. 663–673). San Diego, CA: Academic Press.

Sternberg, R. J. (1994). Intelligence. In R. J. Sternberg (Ed.), Handbook of perception and cognition: Thinking and problem solving (pp. 263–288). San Diego, CA: Academic Press.

Sternberg, R. J. (1994). Intelligence and cognitive styles. In A. Coleman (Ed.), Companion encyclopedia of psychology (pp. 583–601). London: Routledge.

Sternberg, R. J. (1994). Love is a story. The General Psychologist30(1), 1–11.

Sternberg, R. J. (1994). PRSVL: an integrative framework for understanding mind in context. In R. J. Sternberg & R. K. Wagner (Eds.), Mind in context: Interactionist perspectives on human intelligence(pp. 218–232). New York: Cambridge University Press.

Sternberg, R. J. (1994). The PRSVL model of person–context interaction in the study of human potential. In M. G. Rumsey, C. B. Walker, and J. H. Harris (Eds.), Personnel selection and classification (pp. 317–332). Hillsdale, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1994). Psychology: The good, the bad, and the ugly (as viewed from the Planet Remus). General Psychologist30(3), 73–79.

Sternberg, R. J. (1994). Reforming school reform: Comments on Multiple intelligences: Theory in practice. [Review of Multiple intelligences: The theory in practice]. Teachers College Record95 (4), 561–569.

Sternberg, R. J. (1994). Pour survivre en milieu scolaire [To survive in school]. Revue canadienne de psycho-éducation, 23(1), 43–54.

Sternberg, R. J. (1994). Tacit knowledge and job success. In N. Anderson & P. Herriot (Eds.), Assessment and selection in organizations (pp. 27–39). New York: Wiley.

Sternberg, R. J. (1994). La théorie triarchique de l’intelligence [The triarchic theory of intelligence]. L’orientation scolaire et professionnelle, 23, 119–136.

Sternberg, R. J. (1994). Thinking styles: Theory and assessment at the interface between intelligence and personality. In R. J. Sternberg and P. Ruzgis (Eds.), Personality and intelligence (pp. 105–127). New York: Cambridge University Press.

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 (pp.1087–1091). New York: MacMillan.

Sternberg, R. J. (1994). A triarchic view of “cognitive resources and leadership performance” [Commentary on Fred E. Fiedler, “Cognitive resources and leadership performance”]. Applied Psychology: An International Review, 44(1), 29–32. Hove, UK: Lawrence Erlbaum Associates.

Sternberg, R. J. (1994). What if the construct of dysrationalia were an example of itself? Educational Researcher, 23(4), 22–23, 27.

Sternberg, R. J., & Davidson, J. E. (Eds.) (1994). The nature of insight. Cambridge, MA: MIT Press.

Sternberg, R. J., & Lubart, T. I. (1994). An investment perspective on creative insight. In Sternberg, R. J., & Davidson, J. E. (Eds.). The nature of insight (pp. 534–558). Cambridge, MA: MIT Press.

Sternberg, R. J., & McGrane, P. A. (1994). Intellectual development across the lifespan. International encyclopedia of education (2nd ed) (pp. 2910–16). Oxford, England: Elsevier Science Limited.

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

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

Sternberg, R. J. (1995). Seeking to understand intelligence in context. [Review of Social origins of mental ability by Gary Collier]. American Journal of Psychology, 108(2), 297–299.

Sternberg, R. J. (1995). Styles of intelligence. The Educational Therapist, 16(1), 3–8.

Sternberg, R. J. (1995). Styles of thinking and learning. Language Testing, 12(3), 265–291.

Sternberg, R. J. (1995). Theory and measurement of tacit knowledge as a part of practicalintelligence. Zeitschrift fur Psychologie, 203, 319–3. 

Sternberg, R. J. (1995). A triarchic approach to teaching high school psychology. The Psychology Teacher Network, 5(4), 2, 15. 

Sternberg, R. J. (1995). What it means to be intelligent: The triarchic theory of human intelligence. In W. Tomic (Ed.) Textbook for undergraduate intelligence course. Amsterdam: The Netherlands: The Open University. 

Sternberg, R. J., Callahan, C., Burns, D., Gubbins, E. J., Purcell, J., Reis, S. M., Renzulli, J. S., & Westberg, K. (1995). Return gift to sender: A review of The bell curve, by Richard Herrnstein & Charles Murray. Gifted Child Quarterly, 39(3), 177–179.

Sternberg, R. J., Chawarski, M., & Allbritton, D. W. (1995). If I forget who I am, who am I? The problem of person and object identification in everyday life. In T. Helstrup, G. Kaufmann, & K. H. Teigen (Eds.), Essays in honor of Kjell Raaheim (pp. 235–248). Bergen, Norway: Fogbokforlaget Vigmostad & Bjorke AS.

Sternberg, R. J., & Clinkenbeard, P. R. (1995). The triarchic model applied to identifying, teaching, and assessing gifted children.

Roeper Review, 17(4), 255–260. Sternberg, R. J., Grigorenko, E. L. (1995). Styles of thinking in school. European Journal for High Ability, 6(2), 201–219. 

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

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. (1995). Ten keys to creative innovation. R & D Innovator, 4(3), 8–11.

Sternberg, R. J., & Lubart, T. I. (1995). Ten tips toward creativity in the workplace. In C. M. Ford & D. A. Gioia (Eds.), Creative action in organizations: Ivory tower visions and real world voices (pp. 173–180). Newbury Park, CA: Sage Publications.

Sternberg, R. J., & Williams, W. M. (1995). Parenting toward cognitive competence. In M. H. Bornstein (Ed.), Handbook of parenting (Vol. IV, pp. 259–275). Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J., Wagner, R. K., Williams, W. M., & Horvath, J. A. (1995). Testing common sense. American Psychologist, 50(11), 912–927. 

Sternberg, R. J., & Zhang, L. F. (1995). What do we mean by “giftedness”? A pentagonal implicit theory. Gifted Child Quarterly, 39(2), 88–94. 

Bermejo, M. R., Castejon, J. L., & Sternberg, R. J. (1996). Insight in children with high intelligence level. Faisca, 4, 85–94. 

Grigorenko, E. L., & Sternberg, R. J. (1996). Styles of thinking in school settings. Part 1.Vestnik Moskovskogo Universiteta. Seria 14 Psikhologia, 3, 34–42.

Neisser, U., Boodoo, G., Bouchard T. J., Boykin, W. A., & Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C. Perloff, R., Sternberg, R. J., & Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51(2), 77–101. 

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

Sternberg, R. J. (1996). Cognitive psychology. Orlando, FL: Harcourt Brace College Publishers.

Sternberg, R. J. (1996). Correcting expertopia. Polish Quarterly of Developmental Psychology, 2(2), 91–95. 

Sternberg, R. J. (1996). Costs of expertise. In K. A. Ericsson (Ed.), The road to excellence (pp. 347–354). Mahwah, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational Psychology Review, 8, 175–185.

Sternberg, R. J. (1996). Equal protection under the law: What is missing in education? Psychology, Public Policy and Law, 2(3/4), 575–583. 

Sternberg, R. J. (1996). For whom does the bell curve toll? It tolls for you. Journal of Quality Learning, 6(1), 9–27. 

Sternberg, R. J. (1996). Historias de amor [Stories of love.] Revista Psicología Contemporánea Año 3, 4–17. 

Sternberg. R. J. (1996). IQ counts, but what really counts is successful intelligence. NASSP Bulletin, 8018–23. 

Sternberg. R. J. (September, 1996). Is the system for awarding U.S. government basic research grants scientifically bankrupt? APS Observer, 9, 11–12. 

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

Sternberg, R. J. (1996). Matching abilities, instruction, and assessment: Reawakening the sleeping giant of ATI. In I. Dennis & P. Tapsfield (Eds.), Human abilities: Their nature and measurement (pp. 167–181). Mahwah, NJ: Lawrence Erlbaum Associates. 

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

Sternberg, R. J. (1996). Neither elitism nor egalitarianism: Gifted education as a third force in American education. Roeper Review, 18, 261–263.

Sternberg, R. J. (1996). Personality, pupils and purple cows: We have the right answers, but do we have the right questions? European Journal of Personality, 10, 447–452. 

Sternberg, R. J. (1996). The school bell and the bell curve: Why they don’t mix. NASSP Bulletin, 80(577), 46–56. 

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

Sternberg, R. J. (1996, August). Statement on issues facing psychology. The Pennsylvania Psychologist Quarterly, 6–7. 

Sternberg, R. J. (1996). Stili di pensiero [Styles of thinking]. In R. Vianello & C. Cornoldi (Eds.), Metacognizione disturbi di apprendimento e handicap (pp. 57–76). Bergamo, Italy: Editioni Junior.

Sternberg, R. J. (1996). Styles of thinking. In P. B. Baltes & U. M. Staudinger (Eds.), Interactive minds (pp. 347–365). New York: Cambridge University Press.

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

Sternberg. R. J. (1996, September). We can invest in creativity or in vested interest: A reply to Sechrest and Dawes. APS Observer, 9, 14–19.

Sternberg, R. J. (1996). What is “successful” intelligence? Education Week, 16(11), (pp. 48 & 37)

Sternberg, R. J. (1996). What is mathematical thinking? In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 303–318). Mahwah, NJ: Lawrence Erlbaum Associates.

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

Sternberg, R. J., & Ben-Zeev, T. (Eds.) (1996). The nature of mathematical thinking. Mahwah, NJ: Lawrence Erlbaum Associates. 

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

Sternberg, R. J., Gordeeva, T. (1996). The anatomy of impact: What makes an article influential? Psychological Science, 7(2), 69–75.

Sternberg, R. J., & Kaufman, J. C. (1996). Innovation and intelligence testing: The curious case of the dog that didn’t bark. European Journal of Psychological Assessment, 12(3), 175–182.

Sternberg, R. J., & Lubart, T. I. (1996). Creando mentes creativas [Creating creative minds]. Revista Universidad de Guadalajara, 5, 19–25. 

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

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

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

Williams, W. M., Blythe, T., White, N., Li, J., Sternberg, R. J., & Gardner, H. I. (1996). Practical intelligence for school: A handbook for teachers of grades 5–8. New York: HarperCollins.

Barnes, M. L., & Sternberg, R. J. (1997). A hierarchical model of love and its prediction of satisfaction in close relationships. In R. J. Sternberg, & M. Hojjat (Eds.). Satisfaction in close relationships (pp. 79–101). New York: Guilford Press. 

Grigorenko, E. L., Ruzgis, P., & Sternberg, R. J. (Eds.) (1997). Psychology in Russia: Past, present, future. New York: Nova Science. 

Grigorenko, E. L., & Sternberg, R. J. (1997). Styles of thinking, abilities and academic performance. Exceptional Children, 63, 295–312.

Grigorenko, E. L., & Sternberg, R. J. (1997). Styles of thinking in school settings. Part 2.Vestnik Moskovskogo Universiteta. Seria 14 Psikhologia, 4, 33–42.

Sternberg, R. J. (1997). The author speaks (Sternberg’s In search of the human mind). Teaching of Psychology, 24(2), 136. 

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

Sternberg, R. J. (1997). Cognitive conceptions of expertise. In P. J. Feltovich, K. M. Ford, & R. R. Hoffman (Eds.) Expertise in context: human and machine (pp. 149–162). Cambridge, MA: AAAI Press/MIT Press.

Sternberg, R. J. (1997). The concept of intelligence and its role in lifelong learning and success. American Psychologist, 52, 1030–1037.

Sternberg, R. J. (1997). Construct validation of a triangular love scale. European Journal of Social Psychology , 27(3), 313–335

Sternberg, R. J. (1997). De triarchische theorie van de menselijke intelligentie [The triarchic theory of intelligence]. In W. O. Tomic & Henk T. van der Molen (Eds.), Intelligentie en sociale competentie (pp. 43–56). Amsterdam: The Open University.

Sternberg, R. J. (1997, June). Developing your child’s successful intelligence. Parenting for high potential, 8–10. 

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). Epilogue: Preparing for a career in psychology. In R. J. Sternberg (Ed.), Career paths in psychology: Where your degree can take you (pp. 287–291). Washington, DC: American Psychological Association. 

Sternberg, R. J. (1997, August 25). Extra credit for doing poorly. The New York Times, p. A27.

Sternberg, R. J. (1997). Fads in psychology: What we can do. APA Monitor, 28(7), 19.

Sternberg, R. J. (1997). Inspection time for inspection time. American Psychologist, 52, 1144–1147.

Sternberg, R. J. (1997). Intelligence. In A. Baum, S. Newman, J. Weinman, R West, & C. McManus, (Eds.), Cambridge handbook of psychology, health and medicine (pp.18–20). Cambridge, UK: Cambridge University Press.

Sternberg, R. J. (1997). Intelligence: Putting theory into practice. In H. J. Walberg & G. D. Haertel (Eds.), Psychology and educational practice (pp. 15–29). Berkeley, CA: McCutchan Publishing Corporation.

Sternberg, R. J. (Guest Ed.). (1997). Intelligence and lifelong learning [Special issue]. American Psychologist, 52. 

Sternberg, R. J. (1997). Intelligence and lifelong learning: What’s new and how can we use it? American Psychologist, 52, 1134–1139. 

Sternberg, R. J. (Guest Ed.). (1997). Introduction to the special issue on intelligence and lifelong learning. American Psychologist, 52, 1029. 

Sternberg. R. J. (1997). Introduction to psychology. Orlando: Harcourt Brace College Publishers.

Sternberg. R. J. (1997). Managerial intelligence: Why IQ isn’t enough. Journal of Management, 23(3), 475–463. 

Sternberg, R. J. (1997). The mindful mind. [Review of The power of mindful learning by Ellen Langer]. American Journal of Psychology, 110(2), 309–315.

Sternberg, R. J. (1997). Pathways to psychology. Orlando, FL: Harcourt Brace College Publishers.Sternberg, R. J. (1997, Winter/Spring). Preferred styles of thinking and learning. Choate Rosemary Hall Bulletin, 54–56. 

Sternberg, R. J. (1997). Styles of thinking and learning. Canadian Journal of School Psychology, 13(2), 15–40. 

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

Sternberg, R. J. (1997). Successful intelligence: a broader view of who is smart in school and in life. International Schools Journal, XVII, 19–31. 

Sternberg, R. J. (1997). Tacit knowledge and job success. In N. Anderson & P. Herriot (Eds), International handbook of selection and assessment (pp. 201–213). New York: Wiley.

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

Sternberg, R. J. (1997). Teaching students to think as psychologists. In R. J. Sternberg (Ed.) Teaching introductory psychology (pp.137–149). Washington, DC: American Psychological Association.

Sternberg, R. J. (1997). Technology changes intelligence: Societal implications and soaring IQs. Technos: Journal of the Agency for Instructional Technology, 6(2), 12–14. 

Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press. Sternberg, R. J. (1997). Toward writing better book reviews. Contemporary Psychology, 42(5) 461. 

Sternberg, R. J. (1997). The triarchic theory of intelligence. In D.P. Flanagan, J.L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 92–104). New York: Guilford Press. 

Sternberg, R. J. (1997). A triarchic view of giftedness: Theory and practice. In N. Colangelo, & G. A. Davis (Eds.), Handbook of gifted education (2 nd Ed., pp. 43–53). Boston: Allyn & Bacon.

Sternberg, R. J. (1997). A tribute to Hans Eysenck. Intelligence, 24(3), 393–396. Sternberg, R. J. (1997, December 3). A waste of talent. Education Week, 17, p. 56. 

Sternberg, R. J. (1997). What do students still most need to learn about research in psychology. APS Observer, 14, 19. 

Sternberg, R. J. (1997). What does it mean to be smart? Educational Leadership, 54(6), 20–24.

Sternberg, R. J., Bermejo, M. R., & Castejón, J. L. (1997). Factores intelectuales y personales in la cognición creativa definida por el insight [Intellectual and personal factors in creative cognition defined by insight]. Boletín Psicología, 57, 41–58. 

Sternberg, R. J., & Dennis, M. J. (1997). Elaborating cognitive psychology through linkages topsychology as a helping profession. Teaching of Psychology, 24(4), 246–249.

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. (1997 Fall). The cognitive costs of physical and mental ill health: Applying the psychology of the developed world to the problems of the developing world. Eye on Psi Chi, 2(1), 20–27. 

Sternberg, R. J., & Grigorenko, E. L. (1997). Interventions for cognitive development in children 0–3 years old. In M. E. Young (Ed.) Early child development programs: Investing in our children’s future (pp. 127–156). Amsterdam: Elsevier. 

Sternberg, R. J., & Grigorenko, E. L. (1997). Infamous artifacts in the study of intelligence: Why there is so much support for so many hypotheses. [Commentary on P. H. Schönemann, Famous artefacts: Spearman’s hypothesis.] Current Psychology of Cognition, 16(6), 769–778.

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

Sternberg, R. J., Grigorenko, E. L., & Nokes, C. (1997). Effects of children’s ill health on cognitive development. In M. E. Young (Ed.) Early child development programs: Investing in our children’s future (pp. 85–125). Amsterdam: Elsevier. 

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

Sternberg, R. J., Hojjat, M., Brigockas, M.G., & Grigorenko E. L. (1997). Getting in: Criteria for acceptance of manuscripts in Psychological Bulletin, 121(2), 321–323. 

Sternberg, R. J., & Kalmar D.A. (1997). When will the milk spoil? Everyday induction in human intelligence. Intelligence, 25(3), 185–203.

Sternberg, R. J., O’Hara, L. A, & Lubart, T. L. (1997 Fall). Creativity as investment. California Management Review, 40(1), 8–21. 

Sternberg, R. J., Powell, C., McGrane, P. A., & McGregor, S. (1997). Effects of a parasitic infection on cognitive functioning. Journal of Experimental Psychology: Applied, 3, 67–76. 

Sternberg, R. J., & Prieto, M. A. (1997). Evaluación de las habilidades de la inteligencia: Teoría triárquica de la inteligencia [Evaluation of abilities of intelligence: The triarchic theory of intelligence]. In G. Buela-Casal and C. Sierra (Eds.), Manual de evaluación psicológica: Fundamentos, técnicas y aplicaciones (pp. 589–608). Madrid, Spain: Siglo Veintiuno de España Editores, SA.

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

Yang, S., & Sternberg, R. J. (1997). Conceptions of intelligence in ancient Chinese philosophy. Journal of Theoretical and Philosophical Psychology, 17, 101–119.

Yang, S., & Sternberg, R. J. (1997). Taiwanese Chinese people’s conceptions of intelligence. Intelligence, 25, 21–36. 

Davidson, J. E, & Sternberg, R. (1998). Smart problem solving: How metacognition helps. In D. J. Hacker, A. C. Graesser, and J. Dunlosky (Eds.), Metacognition in educational theory and practice (pp.47–69). Mahwah, NJ: Lawrence Erlbaum Associates. 

Ferrari, M., & Sternberg, R. J. (1998). The development of mental abilities and styles. In W. Damon (Series Ed.) & D. Kuhn and R. Siegler (Vol. Eds.), Handbook of child psychology (Vol. 3, pp. 899–946). New York: Wiley. 

Ferrari, M., & Sternberg, R. J. (Eds.) (1998). Self-awareness: Its nature and development. New York: Guilford Press. Grigorenko, E. L., & Sternberg, R. J. (1998). Dynamic testing. Psychological Bulletin, 124, 75–111. 

Lubart, T. I., & Sternberg, R. J. (1998). Creativity across time and place: Lifespan and crosscultural perspectives. High Abilities Studies, 9, 59–74. 

Lubart, T. I., & Sternberg, R. J. (1998). Life span creativity: An investment theory approach. In C. Adams–Price (Ed.), Creativity and successful aging: Theoretical and empirical approaches (pp. 21–41). New York: Springer–Verlag.

Samuda, R. J., Feuerstein, R. Kaufman, A. S., Lewis, J. E., & R. Sternberg & Associates (1998).Advances in cross-cultural assessment. Thousand Oaks, CA: Sage Publications. Spear-Swerling, L., & Sternberg, R. J. (1998). Curing our “epidemic” of learning disabilities. Phi Delta Kappan, 79, 397–401.

Sternberg, R. J. (1998). Abilities are forms of developing expertise. Educational Researcher, 27(3), 11–20. 

Sternberg, R. J. (1998). Ability testing, instruction and assessment of achievement: Breaking out of the vicious circle. NASSP Bulletin, 82, 4–10. 

Sternberg, R. J. (1998). All intelligence testing is “cross-cultural.” In R. J. Samuda et al. (Eds.), Advances in cross-cultural assessment (pp. 197–215; 274–285). Thousand Oaks, CA: Sage Publications.

Sternberg, R. J. (1998). Applying the triarchic theory of human intelligence in the classroom. In R. J. Sternberg & W. M. Williams (Eds.), Intelligence, instruction, and assessment (pp. 1–15). Mahwah, NJ: Lawrence Erlbaum Associates. 

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

Sternberg, R. J. (1998). Cognitive mechanisms in human creativity: Is variation blind or sighted? Journal of Creative Behavior, 32, 159–176. 

Sternberg, R. J. (1998). Costs and benefits of defying the crowd in science. Intelligence, 26, 209–215.

Sternberg, R. J. (1998, Winter). Creativity: Going for the long term. Psychology and the Arts, 3–4.Sternberg, R. J. (1998). Cupid’s arrow: The course of love through time. New York: Cambridge University Press.

Sternberg, R. J. (1998). The dialectic as a tool for teaching psychology. Teaching of Psychology, 25, 177–180. 

Sternberg, R. J. (1998) Enhancing education for immigrants: The role of tacit knowledge. Educational Policy, 12, 705–718. 

Sternberg, R. J. (1998, Winter). How intelligent is intelligence testing? Scientific American Presents, 9, 12–17. 

Sternberg, R. J. (1998). How to prepare for the Miller Analogies Test (7 th ed.). Hauppauge, NY: Barron’s. 

Sternberg, R. J. (1998). If the key’s not there, the light won’t help. [Commentary on M. J. A. Howe, J. W. Davidson, & J. H. Sloboda, Innate talents: Reality or myth?] Behavioral and Brain Sciences, 21, 425–426. 

Sternberg, R. J. (1998). In search of the human mind (2 nd ed.). Orlando, FL: Harcourt Brace College Publishers. 

Sternberg, R. J. (1998). Looking for ‘smarts’ in all the wrong places. The Brown University Child and Adolescent Behavior Letter, 14, 7–8. Sternberg, R. J. (1998). Love is a story. New York: Oxford University Press.

Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student? Instructional Science, 26, 127–140. 

Sternberg, R. J. (1998). Principles of teaching for successful intelligence. Educational Psychologist, 33, 65–72. 

Sternberg, R. J. (1998). Psychology. New book of knowledge (pp. 411–511). Bethel, CT : Grolier Incorporated. 

Sternberg, R. J. (1998). Successful intelligence: An expanded approach to understanding intelligence. In K. Pribram (Ed.), Brain and Values: Is a biological science of values possible (pp.1–21). Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (1998). Survival of the fit test. People Management, 4, 28–33.

Sternberg, R. J. (1998). Teaching and assessing for successful intelligence. The SchoolAdministrator, 1, 26–31. 

Sternberg, R. J., Chawarski, M., & Allbritton, D. W. (1998). If you changed your name and appearance to those of Elvis Presley, who would you be?: Historical features in categorization. American Journal of Psychology, 111, 327–351. 

Sternberg, R. J., & Horvath, J. A. (1998). Cognitive conceptions of expertise and their relations to giftedness. In R. Friedman and K. Rogers (Eds.), Talent in context (pp.177–191). Washington, DC: American Psychological Association. 

Sternberg, R. J., & Kaufman J. C. (1998). Human abilities. Annual Review of Psychology, 49, 479–502. 

Sternberg, R. J., & Pardo, J. (1998). Intelligence as a unifying theme for the teaching of cognitive psychology. Teaching of Psychology, 25, 293–296. 

Sternberg, R. J., & Spear-Swerling, L. (1998). Personal navigation. In M. Ferrari & R. J. Sternberg (Eds.), Self-awareness: Its nature and development (pp. 219–245). New York: Guilford Press.

Sternberg, R. J., Torff, B., & Grigorenko, E. L. (1998). Teaching for successful intelligence raises school achievement. Phi Delta Kappan, 79, 667–669. 

Sternberg, R. J., Torff, B., & Grigorenko, E. L. (1998). Teaching triarchically improves school achievement. Journal of Educational Psychology, 90, 374–384.

Sternberg, R. J., & Williams, W. M. (Eds.). (1998). Intelligence, instruction, and assessment. Mahwah, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J., & Williams, W. M. (1998). You proved our point better than we did: A reply to our critics. American Psychologist, 53, 576–577. 

Torff, B., & Sternberg, R. J. (1998). Changing mind, changing world: Practical intelligence and tacit knowledge in adult learning. In R. Sternberg (Series Ed.), C. M. Smith, &T. Pourchot (Eds.), Adult learning and development: Perspectives from educational psychology (pp. 109–126). Mahwah, NJ: Lawrence Erlbaum Associates. 

Zhang, L., & Sternberg, R. J. (1998). The pentagonal implicit theory of giftedness revisited: A cross–validation in Hong Kong. Roeper Review, 21(2), 149–153. 

Zhang, L. F., & Sternberg, R. J. (1998). Thinking styles, abilities, and academic achievement among Hong Kong University students. Hong Kong Educational Research Association Educational Research Journal, 13, 41–62. 

Dennis, M. J., & Sternberg, R. J. (1999). Cognition and instruction. In F. T. Durso (Ed.), Handbook of cognition (pp. 571–593). New York: John Wiley & Sons. 

Grigorenko, E. L. & Sternberg, R. J. (1999). Assessing cognitive development in early childhood. Education: Early child development. Washington, DC: World Bank.

Horvath, J. A., Forsythe, G. B., Bullis, R. C., Sweeney, P. J., Williams, W. M., McNally, J. A., Wattendorf, J. A., & Sternberg, R. J. (1999). Experience, knowledge, and military leadership. In R. J. Sternberg & J. A. Horvath (Eds.), Tacit knowledge in professional practice (pp. 39–71). Mahwah, NJ: Lawrence Erlbaum Associates.

Lutz, D. J., & Sternberg, R. J. (1999). Cognitive development. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental psychology: An advanced textbook (4 th ed.) (pp.275–311). Mahwah, NJ: Lawrence Erlbaum Associates.

Morgeson, F. P., Seligman, M. E., Sternberg, R. J., Taylor, S. E., & Manning, C. M. (1999). Lessons learned from a life in psychological science. American Psychologist, 54, 106–116.

O’Hara, L. A., & Sternberg, R. J (1999). Learning styles. In M. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity (Vol. 2, pp. 147–153). San Diego, CA: Academic Press.

Sternberg, R. J. (1999). Abilità [Ability]. In Enciclopedia del Corpo. (Vol II, pp. 13–15). Instituto della Enciclopedia Italiana Treccani. 

Sternberg, R. J. (1999, Spring). Ability and expertise: It’s time to replace the current model of intelligence. American Educator, 10–13, 50–51.

Sternberg, R. J. (1999). After Piaget, the deluge. Essay review of F. E. Weinert & W. Schneider (Eds.), Individual development from 3–12: Findings from the Munich longitudinal study. Human Development, 42, 220–224. 

Sternberg, R. J. (1999). Cognitive psychology (2 nd ed.). Fort Worth, TX: Harcourt Brace College Publishers. 

Sternberg, R. J. (1999). A comparison among three models for teaching psychology. Psychology Teaching Review, 8, 37–43. 

Sternberg, R. J. (1999). The creativity paradox: Why everyone and no one seems to appreciate creative work. APA Monitor, 30(10), 17. 

Sternberg, R. J. (1999). Darwinian creativity as a conventional religious faith. Psychological Inquiry 10, 357–359. 

Sternberg, R. J. (1999). A dialectical basis for understanding the study of cognition. In R. J. Sternberg (Ed.), The nature of cognition (pp. 51–78). Cambridge, MA: The MIT Press.

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

Sternberg, R. J. (1999). Epilogue: Toward an emerging consensus about learning disabilities. In R. J. Sternberg & L. Spear-Swerling (Eds.), Perspectives on learning disabilities: Biological, cognitive, contextual (pp. 277–282). Boulder, CO: Westview Press. 

Sternberg, R. J. (1999). Epilogue: What do we know about tacit knowledge? Making the tacit become explicit. In R. J. Sternberg & J. A. Horvath (Eds.), Tacit knowledge in professional practice (pp. 231–236). Mahwah, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J. (1999). Human intelligence: A case study of how more and more research can lead us to know less and less about a psychological phenomenon, until finally we know much less than we did before we started doing research. E. Tulving (Ed.), Memory, consciousness and the brain: The Tallinn Conference (pp.363–373). Philadelphia: Psychology Press.

Sternberg, R. J. (1999). Intelligence as developing expertise. Contemporary Educational Psychology, 24, 359–375. 

Sternberg, R. J. (1999). Intelligence. In R. A. Wilson & F. C. Keil (Eds.), Encyclopedia of the cognitive sciences (pp. 409–411).Cambridge, MA: MIT Press.

Sternberg, R. J. (1999). Intelligence (relation to creativity). In M. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity (Vol. 2, pp. 81–88). San Diego, CA: Academic Press. 

Sternberg, R. J. (1999). L’intelligence: au-delà du Q.I [Intelligence: Beyond the IQ]. Sciences Humaines. 

Sternberg, R. J. (1999). L’intelligence au-delà du QI, entretien avec Robert J. Sternberg [Intelligence: Beyond the IQ]. In J.-F. Dortier (Ed.), Le cerveau et la pensée. La revolution des sciences cognitives (pp. 235–243). Auxerre, France: Sciences Humaines Editions.

Sternberg, R. J. (1999). Looking back and looking forward on intelligence: Toward a theory of successful intelligence. In M. Bennett (Ed.), Developmental psychology: Achievements and prospects (pp. 289–308). Philadelphia: Psychology Press. 

Sternberg, R. J. (1999). Love. In D. Levinson, J. J. Ponzetti Jr., & P. F. Jorgensen (Eds.),Encyclopedia of human emotions (Vol. 2, pp. 430–438). New York: Macmillan. 

Sternberg, R. J. (Ed.). (1999). The nature of cognition. Cambridge, MA: The MIT Press.

Sternberg, R. J. (1999). The nature of mathematical reasoning. In L. V. Stiff and F. R. Curcio (Eds.) Developing mathematical reasoning in grades K–12: 1999 NCTM Yearbook, (pp. 37–44). Reston, VA: National Council of Teachers of Mathematics.

Sternberg, R. J. (1999, Summer). A president-elect’s message: Convention preview. Psychology and the Arts, 4–5. 

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

Sternberg, R. J. (1999, Autumn). Review of D. Goleman, Working with emotional intelligence. Personnel Psychology, 52, 780–783. 

Sternberg, R. J. (1999). Review of A. R. Jensen, The g factor: The science of mental ability. Personnel Psychology, 52, 472–476.

Sternberg, R. J. (1999). Rising tides and racing torpedoes: Triumphs and tribulations of the adult gifted as illustrated by the career of Joseph Renzulli. Journal for the Education of the Gifted, 23, 67–74.

Sternberg, R. J. (1999). Schools should nurture wisdom. In B. Z. Presseisen (Ed.), Teaching for intelligence I (pp. 55–82). Arlington Heights, IL: Skylight Training and Publishing Inc. 

Sternberg, R. J. (1999). Some divergent thoughts on a convergent model. Developmental Science, 2, 411–412. 

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

Sternberg, R. J. (1999). Successful intelligence and the gifted. Tempo, 19(1),19–20. Austin, Texas. Texas Association for the Gifted and Talented. 

Sternberg, R. J. (1999). Teaching psychology students to be savvy consumers and producers of research questions. Teaching of Psychology, 26, 211–213.

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

Sternberg, R. J. (1999, Summer). Thinking styles. Critique Magazine, 64–72. 

Sternberg, R. J. (1999). A triarchic approach to the understanding and assessment of intelligence in multicultural populations. Journal of School Psychology, 37, 145–159. 

Sternberg, R. J. (1999). Twenty tips for teaching introductory psychology. APS Observer, 12, 16–17.

Sternberg, R. J. (1999, September). “What makes a good leader

Sternberg, R. J. (1999, September). “What makes a good leader?” The Psychology Place.http://www.psychplace.com.

Sternberg, R. J., & Davidson, J. E. (1999). Insight. In M. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity (Vol. 2, pp.57–69). San Diego, CA: Academic Press.

Sternberg, R. J., Grigorenko. E. L. (1999). Genetics and intelligence. Journal of American Academy of Child and Adolescent Psychiatry, 38, 486–488.

Sternberg, R. J., Grigorenko. E. L. (1999). In praise of dilettantism. APS Observer, 12, 5, 37–38.

Sternberg, R. J., & Grigorenko, E. L. (1999). 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. (1999). Which queue? Review of M. Kelman & G. Lester, Jumping the queue: an inquiry into the legal treatment of students with learning disabilities. The Michigan Law Review, 97,1928–1947.

Sternberg, R. J., & Grigorenko, E. L. (1999).

Myths in psychology and education regarding the gene environment debate. Teachers College Record, 100, 536–553.

Sternberg, R. J., & Grigorenko, E. L. (1999). 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. (1999). Psst…..There’s more to Soviet and post-Soviet psychology than Pavlov and Vygotsky. [Review of D. F. Halpern & A.E. Voiskounsky (Eds.), States of mind: American and post-Soviet perspectives On contemporary issues in psychology]. American Journal of Psychology, 112, 147–153.

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., Grigorenko, E. L., Ferrari, M., & Clinkenbeard, P. (1999). The triarchic model applied to gifted identification, instruction, and assessment. In N. Colangelo, & S. G. Assouline, (Eds.), Talent development III: Proceedings from the 1995 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp. 71–80). Scottsdale, AZ: Gifted Psychology Press.

Sternberg, R. J., & Horvath, J. A. (Eds.). (1999). Tacit knowledge in professional practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3–15). New York: Cambridge University Press.

Sternberg, R. J., & O’Hara, L. A. (1999). Creativity and intelligence. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 251–272). New York: Cambridge University Press.

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

Sternberg, R. J., & Wagner, R. K. (Eds.). (1999). Readings in cognitive psychology. Fort Worth, TX: Harcourt Brace College Publishers.

Wagner, R. K., Sujan, H., Sujan, M., Rashotte, C. A., & Sternberg, R. J. (1999). Tacit knowledge in sales. In R. J. Sternberg & J. A. Horvath (Eds.), Tacit knowledge in professional practice (pp. 155–182). Mahwah, NJ: Lawrence Erlbaum Associates.

Azzara, A. V., Freer, A., & Sternberg, R. J. (2000). Cracking the AP Psychology Advanced Placement Exam. New York: Princeton Review.

Dennis, M. J., Sternberg, R. J., & Beatty, P. (2000) The construction of “user-friendly” tests of cognitive functioning: A synthesis of maximal- and typical-performance measurement philosophies.Intelligence, 28(3), 193–211.

Drake, L. J., Jukes, M. C. H., Sternberg, R. J., & Bundy, D. A. P. (2000). Geohelminth infections (Ascariasis, Trichuriasis, and Hookworm): Cognitive and developmental impacts. Seminars in Pediatric Infectious Diseases, 11(4), 245–251.

Grigorenko, E. L., & Sternberg, R. J. (2000). Elucidating the etiology and nature of beliefs about parenting styles. Developmental Science, 3(1), 93–112.

Grigorenko, E. L., Sternberg, R. J., & Ehrman, M. E. (2000). A theory-based approach to the measurement of foreign language learning ability: The CANAL-F theory and test. The Modern Language Journal, 84(3), 390–405. 

Hedlund, J. & Sternberg, R. J. (2000). Practical intelligence: Implications for human resources research. In G. R. Ferris (Ed.), Research in Personnel and Human Resource Management (Vol. 19, 1–52). Oxford, UK: Elsevier Science.

Hedlund, J., & Sternberg, R. J. (2000). Too many intelligences? Integrating social, emotional, and practical intelligence. In R. Bar-On, & J. D. A. Parker, (Eds.). Handbook of emotional intelligence(pp.136–167). San Francisco: Jossey-Bass Publishers.

Heller, K. A., Mönks, F. J., Sternberg, R. J., & Subotnik, R. F. (Eds.) (2000). International handbook of giftedness and talent. Amsterdam: Elsevier.

Kaufman, J. C. & Sternberg, R. J. (2000). Are there mental costs to creativity? Bulletin of Psychology and the Arts, 1(2), 38.

Sternberg, R. J. (2000). The ability is not general, and neither are the conclusions. Behavioral and Brain Sciences, 23(5), 697–698.

Sternberg, R. J. (2000). Article writing 101: A crib sheet of 50 tips for the final exam. In R. J. Sternberg (Ed.), Guide to Publishing in Psychology Journals (pp. 199–206). New York: Cambridge University Press.

Sternberg, R. J. (2000). The concept of intelligence. In R. J. Sternberg (Ed.), Handbook of intelligence(pp. 3–15). New York: Cambridge University Press.

Sternberg, R. J. (2000). Creativity is a decision. In A. L. Costa (Ed.), Teaching for intelligence II (pp. 85–106). Arlington Heights, IL: Skylight Training and Publishing Inc.

Sternberg. R. J. (2000). Cross-disciplinary verification of theories: The case of the triarchic theory.History of Psychology, 3(2), 177–179.

Sternberg, R. J. (2000). Damn it, I still don’t know what to do! [Review of G. Gigerenzer & P. M. Todd,Simple heuristics that make us smart]. Behavioral and Brain Sciences, 23(5), 764– 765.

Sternberg, R. J. (2000). Dynamic assessment: Prevailing models and applications. In C. Lidz, & J. Elliott (Eds.), Dynamic assessment: Prevailing models and applications (pp. xiii–xv). Oxford, UK: Elsevier Science Limited. 

Sternberg, R. J. (2000). An evolutionary interpretation of intelligence, creativity, and wisdom: a link between the evolution of organisms and the evolution of ideas. [Commentary on K. N. Laland, J. Odling-Smee, & M. W. Feldman, Niche construction, biological evolution and cultural change.]Behavioral and Brain Sciences, 23(1), 160–161.

Sternberg, R. J. (2000). Giftedness as developing expertise. In K. A. Heller, F. J. Mönks, R. J. Sternberg, & R. F. Subotnik (Eds.) International handbook of giftedness and talent (pp. 55–66). Amsterdam: Elsevier.

Sternberg, R. J. (2000). Group and individual differences in intelligences: What can and should we do about them. In A. Kouzlin & Y. Rand (Eds.) (pp.55–82). Experience of mediated learning: An impact of Feuerstein’s theory in education and psychology. Oxford, England: Pergamon Press.

Sternberg, R. J. (Ed.). (2000). Guide to publishing in psychology journals. New York: Cambridge University Press.

Sternberg, R. J. (Ed.). (2000). Handbook of intelligence. New York: Cambridge University Press.

Sternberg, R. J. (2000). The holey grail of general intelligence. Science, 289, 399–401. Sternberg, R. J. (2000). Human intelligence. In W. E. Craighead & C. B. Nemeroff (Eds.), The corsini encyclopedia of psychology and behavioral science (3rd ed., Vol. 2, pp. 700–701). New York: Wiley.

Sternberg, R. J. (2000). Identifying and developing creative giftedness. Roeper Review, 23(2), 60–64.

Sternberg, R. J. (2000). Images of mindfulness. Journal of Social Issues, 56, 11–26. Sternberg, R. J. (2000). Implicit theories of intelligence as exemplar stories of success: Why intelligence test validity is in the eye of the beholder. Psychology, public policy and law, 6(1), 159–167.

Sternberg, R. J. (2000). In search of the zipperump-a-zoo: Half a career spent trying to find the right questions to ask about the nature of human intelligence. The Psychologist, 13(5), 250–255.

Sternberg, R. J. (2000). Intelligence and wisdom. In R. J. Sternberg (Ed.), Handbook of intelligence(pp. 631–649). New York: Cambridge University Press.

Sternberg, R. J. (2000). Making school reform work: A “mineralogical” theory of school modifiability. Bloomington, IN: Phi Delta Kappa Educational Foundation.

Sternberg, R. J. (2000). Multicultural issues in the testing of abilities and achievement. In M. Runco (Series Ed.), G. B. Esquivel & J. Houtz (Vol. Eds.), Creativity and giftedness in culturally diverse students (pp. 105–123). New York: Hampton Press.

Sternberg, R. J. (2000). Pathways to psychology (2nd ed.). Orlando, FL: Harcourt Brace College Publishers. 

Sternberg, R. J. (2000). Patterns of giftedness: A triarchic analysis. Roeper Review, 44, 231–235.

Sternberg, R. J. (2000) President’s message. Bulletin of Psychology and the Arts, 1(2), 76–77.Sternberg, R. J. (2000, Winter). President’s message. Where are the jobs in psychology and the arts? Bulletin of Psychology and the Arts, 1(1), 4–5.

Sternberg, R. J. (2000). Research dissemination. In A. Kazdin (Ed.) Encyclopedia of psychology (Vol. 7, pp. 76–80). Washington D.C.: American Psychological Association.

Sternberg, R. J. (2000). Review of Dean K. Simonton, Origins of genius: Darwinian perspectives on creativityTrends in Cognitive Science, 4, 246–247.

Sternberg, R. J. (2000). Review of N. J. Mackintosh, IQ and Human Intelligence. The Journal of Nervous and Mental Disease, 188(8), 552–553.

Sternberg, R. J. (2000). Review of Peter Sacks, Standardized minds: The high price of America’s testing culture and what we can do to change itNASSP Bulletin, 84, 118–121.

Sternberg, R. J. (2000). Right war, wrong battle. General Psychologist, 35, 6–8.

Sternberg, R J. (2000). Successful intelligence: A unified view of giftedness. In C. F. M. van Lieshout & P. G. Heymans (Ed.), Developing talent, across the life span (pp. 43–65). Hove, UK: Psychology Press.

Sternberg, R. J. (2000, February 14). Tenure on trial. Yale Daily News, p. 2.

Sternberg, R. J. (2000). Teaching psychology students about creativity as a decision. Psychology Teaching Review, 9(2), 111–118.

Sternberg, R. J. (2000). The theory of successful intelligence . Gifted Education International, 15(1), 4–21. 

Sternberg, R. J., (2000). Thinking: An overview. In A. Kazdin (Ed.) Encyclopedia of psychology (Vol. 8, pp. 68–71). Washington D.C.: American Psychological Association.

Sternberg, R. J. (2000). Titles and abstracts: They only sound important. In R. J. Sternberg (Ed.),Guide to Publishing in Psychology Journals (pp. 37–40). New York: Cambridge University Press.

Sternberg, R. J. (2000). Want to be a genius? Never mind. [Review of A. Steptoe (Ed.), Genius and the mind]. American Journal of Psychology, 113, 318–321.

Sternberg, R. J. (2000, July/August). What’s your love story? Psychology Today, 32(4), 52–55, 58–59.

Sternberg, R. J. (2000). When love stories become love traumas. Psych-Talk: Special Bulletin 1, 12–14. British Psychological Society.

Sternberg, R. J. (2000). Wisdom as a form of giftedness. Gifted Child Quarterly, 44(4), 252–260.

Sternberg, R. J. (2000). Writing for your referees. In R. J. Sternberg (Ed.), Guide to publishing in psychology journals (pp.161–168). New York: Cambridge University Press.

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

Sternberg, R. J., & Grigorenko E. L. (2000). Ability testing across cultures. In L. A. Suzuki, J. G. Ponterotto, & P. J. Meller (Eds.), The handbook of multicultural assessment: Clinical, psychological and educational applications (pp. 335–358). San Francisco: Jossey-Bass Publishers.

Sternberg, R. J., & Grigorenko, E. L. (2000–2001). Guilford’s structure of intellect model and model of creativity: Contributions and limitations. Creativity Research Journal Special Issue: Commemorating Guilford’s 1950 Presidential Address, 13(3 & 4), 309–316.

Sternberg, R. J., & Grigorenko, E. L. (2000). The myth of the lone ranger in psychological research.APS Observer, 13(2), 11, 27.

Sternberg, R. J., Grigorenko, E. L. (2000). Practical intelligence and its development. In Bar-On, R., & Parker, J. D. A. The handbook of emotional intelligence (pp. 215–243). San Francisco: Jossey-Bass Publishers. 

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. (2000). Theme-park psychology: A case study regarding human intelligence and its implications for education. Educational Psychology Review, 12(2), 247–268.

Sternberg, R. J., Grigorenko, E. L., Jarvin, L., Clinkenbeard, P., Ferrari, M., & Torff, B. (2000, Spring). The effectiveness of triarchic teaching and assessment. NRCGT Newsletter, 3–8.

Sternberg, R. J., & O’Hara, L. A. (2000). Intelligence and creativity. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 609–628). New York: Cambridge University Press.

Sternberg, R. J., & Subotnik, R. F. (2000). A multidimensional framework for synthesizing disparate issues in identifying, selecting, and serving gifted children. In Heller, K. A.,  Mönks, F. J., Sternberg, R. J., & Subotnik, R. F. (Eds.) International handbook of giftedness and talent (pp. 831–838). Amsterdam: Elsevier.

Zhang, L. F., & Sternberg, R. J. (2000). Are learning approaches and thinking styles related? A study in two Chinese populations. The Journal of Psychology, 134(5), 469–489.

Cilliers, C. D., & Sternberg, R. J. (2001). Thinking styles: Implications for optimizing learning and teaching in university education. South African Journal of Higher Education, 15(1), 13– 24.

Grigorenko, E. L., Geissler, P. W., Prince, R., Okatcha, F., Nokes, C., Kenny, D. A., Bundy, D. A., & Sternberg, R. J. (2001). The organization of Luo conceptions of intelligence: A study of implicit theories in a Kenyan village. International Journal of Behavioral Development, 25(4), 367–378.

Grigorenko, E. L., & Sternberg, R. J. (2001). Analytical, creative, and practical intelligence as predictors of self–reported adaptive functioning: A case study in Russia. Intelligence, 29, 57–73.

Grigorenko, E. L., & Sternberg, R. J. (Eds.). (2001). Family environment and intellectual functioning: A life-span perspective. Mahwah, NJ: Lawrence Erlbaum Associates.

Niu, W., & Sternberg, R. J. (2001). Cultural influences on artistic creativity and its evaluation.International Journal of Psychology, 36(4), 225–241.

O’Hara, L. A., & Sternberg, R. J. (2000–2001). It doesn’t hurt to ask: Effects of instructions to be creative, practical, or analytical on essay–writing performance and their interaction with students’ thinking styles. Creativity Research Journal , 13(2), 197–210.

Prince, R. J., Geissler, P. W., Nokes, K., Maende, J. O., Okatcha, F., Grigorenko, E. L., & Sternberg, R. J. (2001). Knowledge of herbal and pharmaceutical medicines among Luo children in western Kenya. Anthropology & Medicine8(2/3), 211–235.

Spear-Swerling, L., & Sternberg, R. J. (2001). What science offers teachers of reading. Learning Disabilities Research & Practice, 16(1), 51–57. Blackwell Publishers, United Kingdom.

Sternberg, R. J. (2001). Are adjunct faculty the victims of a “bystander effect”? MichiganPsychologist, 3, 10. 

Sternberg, R. J. (2001). APA presidential candidates comment on aging. Adult Development & Aging News, 29(2), 6.

Sternberg, R. J. (2001). Construct validating a theory of successful intelligence through converging operations. Polish Review of Psychology, 44, 375–403.

Sternberg, R. J. (2001). Developing creativity. Duke Gifted Letter, 1(4), 6.

Sternberg, R. J. (2001). Developing successful intelligence in all children: Adding creative and practical abilities to analytic thinking. The CEIC Review, 10(4), 4–6.

Sternberg, R. J. (2001). Dr. Jekyll meets Mr. Hyde: Two faces of research on intelligence and cognition In J. S. Halonen & S. F. Davis (Eds.), The many faces of psychological research in the 21st century. Retrieved December 12, 2001 from the Society for the Teaching of Psychology

Sternberg, R. J. (2001). Epilogue: Another mysterious affair at styles. In R. J. Sternberg, & L. F. Zhang (Eds.), Perspectives on thinking, learning and cognitive styles (pp. 249–252). Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (2001). Epilogue: Is there a heredity–environment paradox? In R. J. Sternberg, & E. L. Grigorenko (Eds.), Environmental effects on cognitive abilities (pp. 425–432). Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (2001). Fall editorial: “Made in America”? Setting the PACE, 2, 1.

Sternberg, R. J. (2001). Five candidates run for APA president. APA Monitor, 32(5), 78–84.

Sternberg, R. J. (2001). Giftedness as developing expertise: A theory of the interface between high abilities and achieved excellence. High Ability Studies, 12(2), 159–179.

Sternberg, R. J. (2001). How intelligent are schools? Review of K. Leithwood (Ed.), Understanding schools as intelligent systemsIssues in Education, 7(1), 131–135.

Sternberg, R. J. (2001). How much money should one put into the cognitive parking meter? Trends in Cognitive Sciences, 5(5), 190.

Sternberg, R. J. (2001). How to prepare for the Miller Analogies Test (8th ed.). Hauppauge, NY: Barron’s. 

Sternberg, R. J. (2001). How wise is it to teach for wisdom? A reply to five critiques. Educational Psychologist, 36(4), 269–272.

Sternberg, R. J. (2001). Intelligence tests as measures of developing expertise. In C. Chiu, F. Salili, & Y. Hong (Eds.) Multiple competencies and self-regulated learning: Implications for multicultural education (pp. 17–27). Greenwich, CT: Information Age Publishing.

Sternberg, R. J. (2001). An interview with Robert Sternberg about learning disabilities. North American Journal of Psychology, 3(1), 131–138.

Sternberg, R. J. (2001). Measuring the intelligence of an idea: How intelligent is the idea of emotional intelligence? In J. Ciarrochi, J. Forgas, & J. D. Mayer (Eds.), Emotional intelligence in everyday life(pp. 187–194)Philadelphia, PA: Psychology Press.

Sternberg, R. J. (2001). Metacognition, abilities, and developing expertise: What makes an expert student? In H. J. Hartman (Ed.) Metacognition in learning and instruction: Theory, research and practice (pp. 247–260). Boston: Kluwer Academic Publishers.

Sternberg, R. J. (2001). The need for internationally based research: Human intelligence as a case study. International Psychology Reporter, 5(2), 12–13.

Sternberg, R. J. (2001). The practitioner–scientist model. NYSPA Notebook, XIII(3), 18–22.

Sternberg, R. J. (2001). Prescription privileges for psychologists: A view from academe. The California Psychologist, 34(10), 16–17.

Sternberg, R. J. (2001). Proba weryfikacji teorii inteligencji sprzyjajacej powodzeniu zyciowemu poprzez operacje konwergencyjne. Przeglad Psychologiczny—Organ Polskiego Towarzystwa Psychologicznego, 44(4), 375–404. 

Sternberg, R. J. (2001). Psychology: In search of the human mind (3rd ed.)Ft. Worth, TX: Harcourt College Publishers.

Sternberg, R. J. (2001). Psychotherapy as a means for developing human intelligence.Psychotherapy Bulletin, 36(3), 25–29.

Sternberg, R. J. (2001). Review of Bock, G. R., & Goode, J. A. (Eds.) The nature of intelligence. Pathways, 2(2), 35.

Sternberg, R. J. (2001). Review of Friedman, R. C., & Shore, B. M. (Eds.). Talents unfolding: Cognition and development. High Ability Studies, 12(1), 130–133.

Sternberg, R. J. (2001). The role of creativity in the dialectical evolution of ideas. Bulletin of Psychology and the Arts, 2(1), 39–43.

Sternberg, R. J. (2001). The SAT dilemma: A possible solution through augmentation. The Score, XXIII(3), 4–6. 

Sternberg, R. J. (2001). The search for criteria: Why study the evolution of intelligence? In R. J. Sternberg, & Kaufman, J. C. (Eds.). The evolution of intelligence. (pp. 1–7). Mahwah, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J. (2001). Successful intelligence: Understanding what Spearman had rather than what he studied. In J. M. Collis, & S. Messick (Eds.) (2001). Intelligence and personality: Bridging the gap in theory and measurement. (pp. 347–373). Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (2001). Teaching problem solving as a way of life. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking (3rd ed, pp. 451–454). Alexandria, VA: Association for Supervision and Curriculum Development.

Sternberg, R. J. (2001). Teaching psychology students that creativity is a decision. The General Psychologist, 36(1), 8–11.

Sternberg, R. J. (2001). Thinking styles. In A. L. Costa (Ed.), Developing minds: A resource book for teaching thinking (3rd ed., pp. 197–201). Alexandria, VA: Association for Supervision and Curriculum Development. 

Sternberg, R. J. (2001). Transforming the APA presidency into a platform to advance educational psychology. Newsletter for Educational Psychologists, 24(3), 3–4.

Sternberg, R. J. (2001). What is the common thread of creativity? Its dialectical relation to intelligence and wisdom. In R. J. Sternberg & N. Dess, (Eds.), Special section of American Psychologist on creativity, 56(4), 360–362.

Sternberg, R. J. (2001). Where was it published? APS Observer, 14(8), 13,40.

Sternberg, R. J. (2001). Why schools should teach for wisdom: The balance theory of wisdom in educational settings. Educational Psychologist, 36(4), 227–245.

Sternberg, R. J. (2001). Wisdom and education. Perspectives in Education,19(4), 1–16.

Sternberg, R. J., & Ben-Zeev, T. (2001). Complex cognition: The psychology of human thought. New York: Oxford University Press.

Sternberg, R. J., Castejón, J. L., Prieto, M. D., Hautamäki, J., & Grigorenko, E. L. (2001).Confirmatory factor analysis of the Sternberg triarchic abilities test in three international samples: An empirical test of the triarchic theory of intelligence. European Journal of Psychological Assessment, 17(1) 1–16.

Sternberg, R. J., & Dess, N. (Eds.). (2001). Special section of American Psychologist on creativity, 56(4). 

Sternberg, R. J., & Dess, N. (Eds.). (2001). Creativity for the new millennium. In R. J. Sternberg & N. Dess (Eds.), Special section of American Psychologist on creativity, 56(4), 332.

Sternberg, R. J., & Grigorenko, E. L. (2001). A capsule history of theory and research on styles. In R. J. Sternberg, & L. F. Zhang (Eds.), Perspectives on thinking, learning and cognitive styles (pp. 1–21). Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J., & Grigorenko, E. L. (2001). All testing is dynamic testing. Issues in Education, 7(2), 137–170. 

Sternberg, R. J., & Grigorenko E. L. (2001) Degree of embeddedness of ecological systems as a measure of ease of adaptation to the environment. In E. L. Grigorenko & R. J. Sternberg (Eds.).Family environment and intellectual functioning: A life–span perspective (243–262). Mahwah, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J., & Grigorenko, E. L. (Eds.). (2001). Environmental effects on cognitive abilities. Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J., & Grigorenko, E. L. (2001). Learning disabilities, schooling, and society. Phi Delta Kappan, 83(4), 335–338.

Sternberg, R. J., & Grigorenko, E. L. (2001). The misorganization of psychology. APS Observer, 14(1), 1–20. 

Sternberg, R. J., & Grigorenko, E. L. (2001). The truth can now be told. This whole exchange is one big dynamic test! Issues in Education, 7(2), 251–260.

Sternberg, R. J., & Grigorenko, E. L. (2001). Unified psychology. American Psychologist, 56(12), 1069–1079. 

Sternberg, R. J., Grigorenko, E. L., & Bundy, D. (2001). The predictive value of IQ. Merrill–Palmer Quarterly, 47(1), 1–41.

Sternberg, R. J., Grigorenko, E. L., & Jarvin, L. (2001). Improving reading instruction: The triarchic model. Educational Leadership, 58(6), 48–52.

Sternberg, R. J., Grigorenko, E. L., Kalmar, D. A. (2001). The role of theory in unified psychology. The Journal of Theoretical and Philosophical Psychology, 21(2), 99–117.

Sternberg, R. J., Grigorenko, E. L., & Oh, S. (2001). The development of intelligence at midlife. In M. E. Lachman (Ed.), Handbook of midlife development (pp. 217–247). New York: Wiley.

Sternberg, R. J., Hojjat, M., & Barnes, M. L. (2001). Empirical aspects of a theory of love as a story. European Journal of Personality, 15(3), 199–218.

Sternberg, R. J. & Jarvin, L. (2001). Binet, Alfred (1857–1911). In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences. Oxford: Elsevier Science Ltd.

Sternberg, R. J., & Kaufman, J. C. (Eds.). (2001). The evolution of intelligence. Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2001) The propulsion model of creative contributions applied to the arts and letters. Journal of Creative Behavior, 35(2), 75–101.

Sternberg, R. J., & Lubart, T. I. (2001). Wisdom and creativity. In J. E. Birren, & K. W. Schaie (Eds.), Handbook of the psychology of aging, (5th ed., pp. 500–522). San Diego, CA: Academic Press.

Sternberg, R. J., Nokes, K., Geissler, P. W., Prince, R., Okatcha, F., Bundy, D. A., & Grigorenko, E. L. (2001). The relationship between academic and practical intelligence: A case study in Kenya. Intelligence, 29, 401–418. 

Sternberg, R. J., & Williams, W. M. (2001). Educational psychology. Boston, MA: Allyn & Bacon.

Sternberg, R. J., & Williams, W. M. (2001). Teaching for creativity: Two dozen tips. In R. D. Small, & A. P. Thomas (Eds.), Plain talk about education (pp. 153–165). Covington, LA Center for Development and Learning. 
Sternberg, R. J., & Zhang, L. F. (Eds.). (2001). Perspectives on thinking, learning and cognitive styles. Mahwah, NJ: Lawrence Erlbaum Associates.

Torff, B., & Sternberg, R. J. (Eds.). (2001). Intuitive conceptions among learners and teachers. In B. Torff & R. J. Sternberg (Eds.), Understanding and teaching the intuitive mind: Student and teacher learning (pp. 3–26). Mahwah, NJ: Lawrence Erlbaum Associates. Torff, B., & Sternberg, R. J. (Eds.). (2001). Understanding and teaching the intuitive mind: Student and teacher learning. Mahwah, NJ: Lawrence Erlbaum Associates.

Williams, W. M., Markle, F., Brigockas, M., & Sternberg, R. J. (2001). Creative intelligence for school (CIFS): 21 lessons to enhance creativity in middle and high school students. Needham Heights, MA: Allyn & Bacon.

Zhang, L. F., & Sternberg, R. J. (2001). Thinking styles across cultures: Their relationships with student learning. In R. J. Sternberg, & L. F. Zhang (Eds.), Perspectives on thinking, learning and cognitive styles (pp.197–226). Mahwah, NJ: Lawrence Erlbaum Associates. 

Grigorenko, E. L., Jarvin, L., & Sternberg, R. J. (2002). School–based tests of the triarchic theory of intelligence: Three settings, three samples, three syllabi. Contemporary Educational Psychology, 27, 167–208.

Jukes, M. J., McGuire, J., Method, F., & Sternberg, R. J. (2002). Nutrition and education. In Nutrition: A foundation for development. Geneva: ACC/SCN. 

Leighton, J. P., Sternberg R. J. (2002) Thinking about reasoning: Is knowledge power? The Korean Journal of Thinking and Problem Solving, 12(1), 5–25.

Niu, W. & Sternberg, R. J. (2002). Contemporary studies on the concept of creativity: The East and the West. Journal of Creative Behavior, 36, 269–288.

Preiss, D. D., & Sternberg, R. J. (2002). Prácticas intelectuales en el trabajo: Conocimiento, actividad y tecnología [Practical intelligence at work: Knowledge, activity, and technology]. Psykhe, 11(2), 3–16.

Sternberg, R. J. (2002). The best gift an experimental psychologist can receive. Experimental Psychology Bulletin, 6(2), 3–6.

Sternberg, R. J. (2002). Beyond g: The theory of successful intelligence. In R. J. Sternberg, & E. L. Grigorenko (Eds.), The general factor of intelligence: How general is it? (pp. 447–479). Mahwah, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J. (2002). Comment on Vaughan, W. Jr. review of “On civility in reviewing”. APS Observer, 15(2), 3. 

Sternberg, R. J. (2002). Creativity as a decision. American Psychologist, 57(5), 376. 

Sternberg, R. J. (2002). La creatividad es una decision [Creativity as a decision] (Part 1). Creatividad y Sociedad, 1(1).

Sternberg, R. J. (2002). La creatividad es una decision [Creativity as a decision] (Part 2). Creatividad y Sociedad, 1(2), 9–16.

Sternberg, R. J. (2002). Developing successful intelligence in all children: A potential solution to underachievement in ethnic minority students. In M. C. Wang & R. D. Taylor (Eds.), Closing the achievement gap. Philadelphia, PA: The Laboratory for Student Success at Temple University. 

Sternberg, R. J. (2002). Effecting organizational change: A “mineralogical theory” of organizational modifiability. Consulting Psychology Journal, 54, 147–156. 

Sternberg, R. J. (2002). Encouraging students to decide for creativity. Research in the Schools, 9(2), 61–70. 

Sternberg, R. J. (2002). Everything you need to know to understand the current controversies you learned from psychological research: A comment on the Rind and Lilienfeld controversies. American Psychologist, 57(3), 193–197. 

Sternberg, R. J. (2002). Fashion vs. passion: The perils of fad hiring. APS Observer, 15(5), 7–8. 

Sternberg, R. J. (2002). Foreword. In G. Matthews, M. Zeidner, & R. D. Roberts (Eds.), Emotional Intelligence: Science & Myth (pp. xi–xiii). Cambridge: Massachusetts Institute of Technology. 

Sternberg, R. J. (2002). The growth of intelligence in infancy. In M. Lewis & A. Slater (Eds.), Introduction to infant development, (pp. 101-114). New York: Oxford University Press.

Sternberg, R. J. (2002). How can we improve public education? Psychology Today, 35(6), 84.Sternberg, R. J. (2002). In search of a unified field of psychology. APS Observer 15(9), 9–10, 49. 

Sternberg, R. J. (2002). Individual differences in cognitive development. In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 600–619). Cornwall, UK: Blackwell.

Sternberg, R. J. (2002). Intelligence is not just inside the head: The theory of successful intelligence. In J. Aronson (Ed.), Improving academic achievement (pp. 227–244). San Diego, CA: Academic Press.

Sternberg, R. J. (2002). It’s not just what you know, but how you use it: Teaching for wisdom in our schools. Education Week, 22(11), 42, 53.

Sternberg, R. J. (2002). It’s not what you know, but how you use it: Teaching for wisdom. The Chronicle of Higher Education, 48(42), B20.

Sternberg, R. J. (2002). The “Janus Principle” in psychometric testing: The example of the upcoming SAT–I. APA Division 5 Newsletter, 24(2).

Sternberg, R. J. (2002). New APA president-elect speaks out: The need for unity amongpsychologists: Why scientist–practitioner schism is mistake, and how it can be corrected. National Psychologist, 11(1), 16–19. 

Sternberg, R. J. (2002). On civility in reviewing. APS Observer, 15(1), 3, 34.

Sternberg, R. J. (2002). Preface. In T. Ai-Girl, & M. Goh (Eds.), Psychology in Singapore: Issues of an emerging discipline (pp. xi–xiii). Singapore: McGraw Hill.

Sternberg, R. J. (2002). Raising the achievement of all students: Teaching for successful intelligence. Educational Psychology Review, 14, 383–393.

Sternberg, R. J. (2002). Reply to the book review on Practical intelligence in everyday life. Intelligence, 30, 117–118.

Sternberg. R. J. (2002). Review of Essential Cognitive Psychology, by Alan J. Parkin. Intelligence, 30, 218–219. 

Sternberg, R. J. (2002). Review of Piaget, J., The psychology of intelligence. Intelligence 30, 482–483.Sternberg, R. J. (2002). The role of institutional culture and values: What really to look for in the job hunt. APS Observer, 15(7), 11–12.

Sternberg, R. J. (2002). Smart people are not stupid, but they sure can be foolish: The imbalance theory of foolishness. In R. J. Sternberg (Ed.), Why smart people can be so stupid (pp. 232–242). New Haven: Yale University Press.

Sternberg, R. J. (2002). Successful intelligence: A new approach to leadership. In R. E. Riggio, S. E. Murphy, & F. J. Pirozzolo (Eds.), Multiple intelligences and leadership (pp. 9–28). Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J. (2002). The teachers we never forget. APA Monitor, 33(8), 68. Sternberg, R. J. (2002). The theory of successful intelligence and its implications for language–aptitude testing. In Peter Robinson (Ed.), Individual Differences and Instructed Language Learning (pp. 13–43). Philadelphia, PA: John Benjamins Publishing Company. 

Sternberg, R. J. (2002). Unifying psychology. Bulletin fra Antropologisk Psykologi,11, 112–116. 

Sternberg, R. J. (2002). Unifying psychology: Working together for the common good. The American Psychological Association of Graduate Students Newsletter, 14(2), 10. 

Sternberg, R. J. (Ed.). (2002). Why smart people can be so stupid. New Haven: Yale University Press. 

Sternberg, R. J., & Grigorenko, E. L. (2002). Difference scores in the identification of children with learning disabilities: It’s time to use a different method. Journal of School Psychology, 40(1), 65–83.

Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic testing. New York: Cambridge University Press. 

Sternberg, R. J., & Grigorenko, E. L. (2002). E pluribus unum. American Psychologist, 57, 1129–1130. 

Sternberg, R. J., & Grigorenko E. L. (Eds.). (2002). The general factor of intelligence: How general is it? Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J., & Grigorenko, E. L. (2002). Just because we “know” it’s true doesn’t mean it’s really true: A case study in Kenya. Psychological Science Agenda, 15(2), 8–10.

Sternberg, R. J., & Grigorenko, E. L. (2002). The theory of successful intelligence as a basis for gifted education. Gifted Child Quarterly, 47, 265–277.

Sternberg, R. J., Grigorenko, E. L. (2002) The theory of successful intelligence as a basis for instruction and assessment in higher education. In D. Halpern, & M. Hakel (Eds.). Applying the science of learning to university teaching and beyond: New directions for teaching and learning, No. 89. San Francisco: Jossey–Bass Publishers. 
Sternberg, R. J., Grigorenko, E. L., & Ferrari, M. (2002). Fostering intellectual excellence through developing expertise. In M. Ferrari (Ed.), The pursuit of excellence in education (pp. 57–83). Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J., Grigorenko, E. L., Ngorosho, D., Tantufuye, E., Mbise, A., Nokes, C., Jukes, M., & Bundy, D. A. (2002). Assessing intellectual potential in rural Tanzanian school children. Intelligence, 30, 141–162. 

Sternberg, R. J., Hedlund, J. (2002). Practical intelligence, g, and work psychology. Human Performance 15(1/2), 143–160.

Sternberg, R. J. & Jarvin, L. (2002). Binet, Alfred (1857–1911). In N. J. Smelser & Paul B. Baltes (Eds.), International encyclopedia of the social & behavioral sciences (pp. 1180–1184). Pergamon, Oxford. 

Sternberg, R. J., & Kaufman, J. C. (2002). Intelligence. In V. S. Ramachandran (Ed.), Encyclopedia of the Human Brain ( Vol. 2, pp. 587–597). San Diego, CA: Academic Press.

Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2002). The creativity conundrum: A propulsion model of kinds of creative contributions. New York: Psychology Press. Sternberg, R. J., & Lyon, G. R. (2002). Making a difference to education: Will psychology pass up the chance? APA Monitor, 33(7), 76–78.

Sternberg, R. J., & Vroom, V. H. (2002). The person versus the situation in leadership. Leadership Quarterly, 13, 301–323.

Williams, W. M., Blythe, T., White, N., Li, J., Gardner, H., & Sternberg, R. J. (2002). Practical intelligence for school: Developing metacognitive sources of achievement in adolescence Developmental Review, 22(2), 162–210.

Williams, W. M., Sternberg, R. J. (2002). How parents can maximize children’s cognitive abilities. In M. Borstein (Ed.), Handbook of Parenting: Vol. 5. Practical Issues in Parenting. Mahwah, NJ: Lawrence Erlbaum.

Zhang, L. F., & Sternberg, R. J. (2002). Thinking styles and teachers’ characteristics. International Journal of Psychology, 37(1), 3–12.

Berg, C. A., & Sternberg, R. J. (2003). Multiple perspectives on the development of adult intelligence. In J. Demick & C. Andreoletti (Eds.), Handbook of adult development, (pp. 103–119). New York: Kluwer Academic/Plenum Publishers.

Cianciolo, A. T., & Sternberg, R. J. (2002). Intelligence and memory. In J. H. Byrne (Ed.), Learning and memory, (2nd ed., pp. 263–268). New York: Macmillan Reference.

Davidson, J. E., & Sternberg, R. J. (Eds.) (2003). The psychology of problem solving. New York: Cambridge University Press.

Grigorenko, E. L., & Sternberg, R. J. (2003). The nature–nurture issue. In A. Slater & J. Gavin Bremner (Eds.), An introduction to developmental psychology, pp. 64–91. Oxford: Blackwell Publishers. 

Hedlund, J., Forsythe, G. B., Horvath, J. A., Williams, W. M., Snook, S., & Sternberg, R. J. (2003). Identifying and assessing tacit knowledge: Understanding the practical intelligence of military leaders. Leadership Quarterly, 14, 117–140. 

Jarvin, L., & Sternberg, R. J. (2003). Alfred Binet’s contributions to educational psychology. In B. J. Zimmerman & D. H. Schunk (Eds.), Educational psychology: A century of contributions, pp. 65–79. Mahwah, NJ: Lawrence Erlbaum Associates.

Leighton, J. P., & Sternberg, R. J. (2003). Reasoning and problem solving. In A. F. Healy, & R. W. Proctor (Eds). Handbook of psychology: Experimental psychology, Vol. 4. (pp. 623–648). New York: John Wiley & Sons, Inc. 

Niu, W. & Sternberg, R. J. (2003). Societal and school influences on student creativity: The case of China. Psychology in the Schools, (40)1, 103–114.

Pretz, J. E., Naples, A. J., & Sternberg, R. J. (2003). Recognizing, defining, and representing problems. In J. E. Davidson & R. J. Sternberg (Eds.), The psychology of problem solving, (pp. 3–30). New York: Cambridge University Press. 

Sawyer, R. K., John-Steiner, V., Moran, S., Sternberg, R. J., Feldman, D. H., Nakamura, J. & Csikszentmihalyi, M. (2003). Creativity and development. New York: Oxford University Press.

Sternberg, R. J. (2003). A missed opportunity for psychology to impact education. NEP/Division 15 Newsletter for Educational Psychologists, 26, 1, 3.

Sternberg, R. J. (2003). Afterword: How much impact should impact have? In R. J. Sternberg (Ed.), Anatomy of impact: What has made the great works of psychology great? (pp. 223–228). Washington, DC: American Psychological Association.

Sternberg, R. J. (Ed.). (2003). Anatomy of impact: What has made the great works of psychology great? Washington, DC: American Psychological Association.

Sternberg, R. J. (2003). APA is a diamond in the rough. APA Monitor, 34(1), 5. Sternberg, R. J. (2003). Biological intelligence. In R. J. Sternberg & E. L. Grigorenko (Eds.), The psychology of abilities, competencies, and expertise (pp. 240–262). New York: Cambridge University Press.

Sternberg, R. J. (2003). A broad view of intelligence: The theory of successful intelligence. Consulting Psychology Journal, 55(3), 139–154.

Sternberg, R. J. (2003). Can development ever rise again? The enduring lessons of William Kessen. Developmental Review, 23(1), 109–122.

Sternberg, R. J. (2003). Cognitive psychology, 3rd edition. Belmont, CA: Wadsworth.

Sternberg, R. J. (2003). Construct validity of the theory of successful intelligence. In R. J. Sternberg, J. Lautrey, & T. I. Lubart (Eds.), Models of intelligence: International perspectives, (pp. 55–77). Washington, DC: American Psychological Association.

Sternberg, R. J. (2003). Contemporary theories of intelligence. In W. M. Reynolds & G. M., (Vol. Eds.) & I. B. Weiner (Editor-in-Chief), Comprehensive handbook of psychology: Vol. 7. Educational psychology, (pp. 23–46). New York: John Wiley & Sons.

Sternberg, R. J. (2003). Creative thinking in the classroom. Scandinavian Journal of Educational Research, 47(3), 326–338.

Sternberg, R. J. (2003). Creativity is a decision. The APA Monitor on Psychology. 34(10), 5, 54.

Sternberg, R. J. (2003). The development of creativity as a decision-making process. In R. K. Sawyer, V. John-Steiner, S. Moran, R. J. Sternberg, D. H. Feldman, J. Nakamura, & M. Csikszentmihalyi, (Eds.), Creativity and development (pp. 91–138). New York: Oxford University Press. 

Sternberg, R. J. (2003). Driven to despair: Why we need to redefine the concept and measurement of intelligence. In L. G. Aspinwall, & U. M. Staudinger, (Eds.), A psychology of human strengths: Fundamental questions and future directions for a positive psychology (pp. 319–330). Washington, DC: American Psychological Association.

Sternberg, R. J. (2003). A duplex theory of hate: Development and application to terrorism, massacres, and genocide. Review of General Psychology. 7(3), 299–328.

Sternberg, R. J. (2003). Enough of hate! APA Monitor on Psychology, 34(9), 5. Sternberg, R.J. (2003). Experimental psychologists bowl alone. The Experimental Psychology Bulletin, 7(2), 7.

Sternberg, R. J. (2003). Four alternative futures for education in the United States: It’s our choice. School Psychology Quarterly, 18(4), 431–445.

Sternberg, R. J. (2003). Giftedness according to the theory of successful intelligence. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 88–99). Boston, MA: Allyn & Bacon.

Sternberg, R. J. (2003). Greetings from the American Psychological Association. APS Observer, 16(1), 13, 24. 

Sternberg, R. J. (2003). Implications of the theory of successful intelligence for career choice and development. Journal of Career Assessment, 11, 136–152. 
Sternberg, R. J. (2003) In search of a more perfect union. APA Monitor on Psychology, 34(1), 5. 

Sternberg, R. J. (2003). Intelligence. In L. Nadel (Editor–in–Chief.) Encyclopedia of cognitive science, (Vol. 2, pp. 587–592). New York: Macmillan Publishers Ltd.

Sternberg, R. J. (2003). Intelligence. In I. B. Weiner (Editor–in–Chief) & D. K. Freedheim (Vol. Ed.), Comprehensive handbook of psychology: Vol. 1. The history of psychology (pp. 135–156). New York: John Wiley & Sons, Inc.

Sternberg, R. J. (2003). Intelligence: Can one have too much of a good thing? In E. C. Chang & L. J. Sanna (Eds.), Virtue, vice, and personality: The complexity of behavior (pp. 39–51). Washington, DC: American Psychological Association.

Sternberg, R. J. (2003). Intelligence: The triarchic theory of intelligence. In J. W. Guthrie (Ed.), Encyclopedia of education, 2nd Ed. (Vol. 4, pp. 1206–1209). New York: Macmillan.

Sternberg, R. J. (2003). Issues in the theory and measurement of successful intelligence: A reply to Brody. Intelligence, 31, 331–338.

Sternberg, R. J. (2003). It all started with those darn IQ tests: Half a career spent defying the crowd. In R. J. Sternberg (Ed.), Psychologists defying the crowd (pp. 256–270). Washington, DC: American Psychological Association.

Sternberg, R. J. (2003). It’s time for prescription privileges. APA Monitor on Psychology, 34(6), 5.

Sternberg, R. J. (2003). The job search. In M. Prinstein & M. Patterson (Eds.), The portable mentor: Expert guide to a successful career in psychology (pp. 297–308). New York: Kluwer Academic/Plenum Publishers.

Sternberg, R. J. (2003). Lessons from afar. APA Monitor on Psychology, 34(8), 5.

Sternberg, R. J. (2003). Looking back on the best job I ever had. APA Monitor on Psychology, 34(11), 5. 

Sternberg, R. J. (2003). My house is a very very very fine house––but it is not the only house. In H. Nyborg (Ed.), The scientific study of general intelligence: Tribute to Arthur R. Jensen, (pp. 373–395). Oxford: Pergamon Press. 

Sternberg, R. J. (2003). Obtaining a research grant: The view from the applicant. In J. M. Darley, M. P. Zanna,& H. L. Roediger, (Eds.) The complete academic: A career guide (2nd ed., pp. 169–184). Mahwah, NJ: Erlbaum. 

Sternberg, R. J. (2003). Opening our minds to the lessons of diverse cultures. The APA Monitor on Psychology. 

Sternberg, R. J. (2003). Our research program validating the triarchic theory of successfulintelligence: Reply to Gottfredson. Intelligence, 31, 399–414

Sternberg, R. J. (2003). The other three Rs: part three, resilience. APA Monitor on Psychology, 34(5), 5. 

Sternberg, R. J. (2003). The other three Rs: part two, reasoning. The APA Monitor on Psychology 34(4), 5. 

Sternberg, R. J. (2003). The psychologist’s companion (4th ed.). New York: Cambridge University Press. 

Sternberg, R. J. (Ed.). (2003). Psychologists defying the crowd: Stories of those who battled the establishment and won. Washington, DC: American Psychological Association.

Sternberg, R. J. (2003). Rediscovering wisdom. Psychology Teacher Network, 13(1), 1–2.

Sternberg, R. J. (2003, September 19) Response to the short list: What issue in your field do you find most compelling and/or pressing? The Chronicle Review. p. B4. 

Sternberg, R. J. (2003). Responsibility: one of the other three R’s. The APA Monitor on Psychology, 34(3), 5. 

Sternberg, R. J. (2003). Shrinking genitals and mad gassings: will you be the next victim? [Review of R. E. Bartholomew & B. Radford, Hoaxes, myths, and manias: Why we need critical thinking.] Psychology Today, 36(2), 79–80. 

Sternberg, R. J. (2003). Styles of thinking. In D. Fasko (Ed.), Critical thinking and reasoning: Current theories, research, and practice, (pp. 67–87). Cresskill, NJ: Hampton.

Sternberg, R. J. (2003). Teaching for successful intelligence: Principles, practices, and outcomes. Educational and Child Psychology, 20(2), 6–18

Sternberg, R. J. (2003). Teaching introductory psychology is the front line of the field of psychology. Newsletter of the Society for the Teaching of Psychology, pp. 5.

Sternberg, R. J. (2003, Spring). There is no place for hostile reviews. Revista Internacional de Psicología Clínica y de la Salud / International Journal of Clinical and Health Psychology, 3(1), 159–161

Sternberg, R. J. (2003). To be civil. The APA Monitor on Psychology, 34(7), 5. 

Sternberg, R. J. (2003). Triarchic intelligence: Components. In R. Fernández-Ballesteros (Ed.), Encyclopedia of psychological assessment (Vol. 2, pp. 1044–1048). Thousand Oaks, CA: Sage.

Sternberg, R. J. (2003). Unify! APA Monitor 34(2), 5. 

Sternberg, R. J. (2003). What does it mean to be gifted? Duke Gifted Letter, 3(2), 1–2. 

Sternberg, R. J. (2003). What is an expert student? Educational Researcher, 32(8), 5–9. 

Sternberg, R. J. (2003). WICS: A model for leadership in organizations. Academy of Management Learning & Education, 2, 386–401

Sternberg, R. J. (2003). WICS as a model of giftedness. High Ability Studies, Vol. 14(2), 109–137.

Sternberg, R. J. (2003). Wisdom, intelligence, and creativity synthesized. New York: Cambridge University Press

Sternberg, R. J., & Grigorenko, E. L. (Eds.) (2003). The psychology of abilities, competencies, and expertise. New York: Cambridge University Press.

Sternberg, R. J., & Grigorenko, E. L. (2003). Teaching for successful intelligence: Principles, procedures, and practices. Journal for the Education of the Gifted, Vol. 27, No. 2, 207–228.

Sternberg, R. J., & Grigorenko, E. L. (2003). Unified psychology. In A. E. Kazdin (Ed.), Methodological issues and strategies in clinical research, 3rd Edition (pp. 23–47). Washington, DC: American Psychological Association.

Sternberg, R. J. & Jarvin, L. (2003). Alfred Binet’s contributions as a paradigm for impact in psychology. In R. J. Sternberg (Ed.), Anatomy of impact: What has made the great works of psychology great? (pp. 89–108). Washington, DC: American Psychological Association.

Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2003). A propulsion model of creative leadership. Leadership Quarterly, 14, 455–473.

Sternberg, R. J., Lautrey, J., & Lubart, T. I. (Eds.). (2003). Models of intelligence: International perspectives, (pp. 3–25). Washington, DC: American Psychological Association. 

Sternberg, R. J., Lautrey, J., & Lubart, T. I. (2003). Where are we in the field of intelligence, how did we get here, and where are we going? In R. J. Sternberg, J. Lautrey, & T. I. Lubart (Eds.), Models of intelligence: International perspectives, (pp. 3–26). Washington, DC: American Psychological Association.

Sternberg, R. J., & Lubart, T. I. (2003). The role of intelligence in creativity. In M. Runco (Ed.), Critical creative processes (pp.153–187). Cresskill, NJ: Hampton Press Inc. 

Sternberg, R. J., Pretz, J. E., & Kaufman. (2003). Types of innovation. In L. Shavinina (Ed.) The international handbook of innovation (pp. 158–169). Mahwah, NJ: Lawrence Erlbaum Associates.

Subotnik, R. F., Jarvin, L., Moga, E., & Sternberg, R. J. (2003). Wisdom from gatekeepers: Secrets of success in music performance. Bulletin of Psychology and the Arts, 4(1), 5–9.

Williams, W. M., & Sternberg, R. J. (2003). Intelligence. In J. R. Miller, R. M. Lerner, L. B. Schiamberg, & P. M. Anderson (Eds.), The Encyclopedia of Human Ecology (Vol. 2 I–Z, pp. 404–410. Santa Barbara, CA: ABC CLIO, Inc.

Antonakis, J., Cianciolo, A. T., & Sternberg, R. J. (Eds.). (2004).The nature of leadership. Thousand Oaks, CA: Sage Publications.

Antonakis, J., Cianciolo, A. T., & Sternberg, R. J. (Eds.). (2004). Leadership: Past, present, and future. In J. Antonakis, A. T. Cianciolo, & R. J. Sternberg (Eds.) The nature of leadership (pp. 3–15). Thousand Oaks, CA: Sage Publications

Beall, A. E., Eagly, A. H., & Sternberg, R. J. (2004). Introduction. In A. H. Eagly, A. E. Beall, & R. J. Sternberg (Eds.). The psychology of gender (2nd ed.), (pp. 1–8). New York: The Guilford Press.

Cianciolo, A. T., Antonakis, J., & Sternberg, R. J. (2004). Practical intelligence and leadership: Using experience as a “mentor.” In D. V. Day, S. J. Zaccaro, & S. M. Halpin (Eds.), Leader development for transforming organizations. (pp. 211 – 236). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

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

Cianciolo, A. T, & Sternberg, R. J. (2004). Tacit knowledge. In G. R. Goethals, G. J. Sorenson, & J. M. Burns (Eds.), Encyclopedia of leadership (Vol. 4, pp. 1521–1524). Thousand Oaks, CA: Sage Publications.

Dai, D. Y., & Sternberg, R. J. (Eds.). (2004). Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Publishers.

Dai, D. Y., & Sternberg, R. J. (2004). Beyond cognitivism: Toward an integrated understanding of intellectual functioning and development. In D. Y. Dai, & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development. (pp. 3–38). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Publishers.

Dai, D. Y., & Sternberg, R. J. (2004). Preface. In D. Y. Dai, & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development. (pp. xi–xiii). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Publishers.

Eagly, A. H., Beall, A. E., & Sternberg, R. J. (Eds.). (2004). The psychology of gender (2nd ed.). New York: The Guilford Press.

Grigorenko, E. L., Meier, E., Lipka, J., Mohatt, G., Yanez, E., & Sternberg, R. J. (2004). Academic and practical intelligence: A case study of the Yup’ik in Alaska. Learning and Individual Differences, 14,183–207.

Henriques, G. R., & Sternberg, R. J. (2004). Unified professional psychology: Implications for the combined-integrated model of doctoral training. Journal of Clinical Psychology, Vol 60(10), 1051–1063.

Henry, P.J., Sternberg, R.J., & Grigorenko, E.L. (2004). Capturing successful intelligence through measures of analytic, creative, and practical skills. In O. Wilhelm & R. W. Engle (Eds). Handbook of understanding and measuring intelligence (pp.295–311). Thousand Oaks, CA: Sage Publications.

Kwiatkowski, J., & Sternberg, R. J. (2004). Getting practical about gifted education. In D. Boothe, & J. C. Stanley (Eds.) In the eyes of the beholder: Critical issues for diversity in gifted education (pp. 227–235). Waco, TX: Prufrock Press, Inc.

Leighton, J. P., & Sternberg, R. J. (Eds.). (2004). The nature of reasoning. New York: Cambridge University Press.

Matthew, C. T., & Sternberg, R. J. (2004). Intelligence, verbal. In G. R. Goethals, G. J. Sorenson, & J. M. Burns (Eds.), Encyclopedia of leadership (Vol. 2, pp. 729–733). Thousand Oaks, CA: Sage Publications.

Newman, T. M. & Sternberg, R. J. (Eds.). (2004) Students with both gifts and learning disabilities. Boston: Kluwer Academic Publishers.

Reznitskaya, A., & Sternberg, R. J. (2004). Teaching students to make wise judgments: The “teaching for wisdom” program. In P. A. Linley, & S. Joseph (Eds.) Positive psychology in practice,(pp. 181-196). New York: Wiley.

Sternberg, R. J. (2004). The CAPS model: Assessing psychology performance using the theory of successful intelligence. In D. S. Dunn, C. M. Mehrotra, & J. S. Halonen (Eds.) Measuring up: Education assessment challenges and practices for psychology (pp. 111–124)Washington, D.C.: American Psychological Association.

Sternberg, R. J. (2004). Culture and intelligence. American Psychologist, 59(5), 325–338.

Sternberg, R. J. (Ed.). (2004). Definitions and conceptions of giftedness. Thousand Oaks, CA: Corwin Press. 

Sternberg, R. J. (2004). Four alternative futures for education in the United States: It’s our choice.School Psychology Review, 33(1), 67–77.

Sternberg, R. J. (2004). Good intentions, bad results: A dozen reasons why the No Child Left Behind (NCLB) Act is failing our nation's schools. Education Week, 24(9), 42, 56.

Sternberg, R. J. (2004). Intelligence in humans. In C. Spielberger (Editor-in-Chief) Encyclopedia of applied psychology, (Vol. 2, pp. 321–328). Oxford: Academic Press.

Sternberg, R. J. (Ed.). (2004). International handbook of intelligence. New York: Cambridge University Press. 

Sternberg, R. J. (2004). Introduction to definitions and conceptions of giftedness. In S. M. Reis (Series Ed.) & R. J. Sternberg (Vol. Ed.), Essential readings in gifted eduction: Vol. 1. Definitions and conceptions of giftedness (pp. xxiii–xxvi). Thousand Oaks, CA: Corwin Press.

Sternberg, R. J. (2004). Is the illusion of conscious will an illusion? [Commentary on Daniel M. Wegner, The illusion of conscious will.] Behavioral & Brain Sciences27 (5), 27-28.

Sternberg, R. J. (2004). My mission as an educational psychologist. APA Division 15: Educational Psychology Newsletter, 27(1), 1, 9.

Sternberg, R. J. (2004). North American approaches to intelligence. In R. J. Sternberg (Ed.),International handbook of intelligence (pp. 411–444). New York: Cambridge University Press.

Sternberg, R. J. (2004). The President’s Report. American Psychologist, 59(5), 311–313. Sternberg, R. J. (2004) Psychology (4th ed.). Belmont, CA: Wadsworth.

Sternberg, R. J. (2004). Psychology 101½ : The unspoken rules for success in academia.Washington, DC: American Psychological Association.

Sternberg, R. J. (2004). Reply to Sjöberg’s Commentary. European Psychologist, 9(3), 152–153.

Sternberg, R. J. (2004). The role of biological and environmental contexts in the integration of psychology: A reply to Posner and Rothbart. Canadian Psychology, 45(4), 279–283.

Sternberg, R. J. (2004). Successful intelligence as a basis for entrepreneurship. Journal of business venturing, Vol. 19, 189–201.

Sternberg, R. J. (2004). Teaching for wisdom: What matters is not what students know, but how they use it. In D. R. Walling (Ed.) Public Education, Democracy, and the Common Good (pp. 121–132). Bloomington, IN: Phi Delta Kappan.

Sternberg, R. J. (2004). Unifying the field of psychology. In R. J. Sternberg (Ed.), Unity in psychology: Possibility or pipedream? (pp. 3–14). Washington, D.C.: American Psychological Association.

Sternberg, R. J. (Ed.) (2004). Unity in psychology: Possibility or pipedream? Washington, D. C.: American Psychological Association. Sternberg, R. J. (2004). What do we know about the nature of reasoning? In J. P. Leighton & R. J. Sternberg (Eds.), The nature of reasoning (pp. 443–455). New York: Cambridge University Press.

Sternberg, R. J. (2004). What is wisdom and how can we develop it? The annals of the American Academy of Political and Social Science, Vol. 591, 164–174.

Sternberg, R. J. (2004). What skills should be measured in the second century of ability testing?Measurement: Interdisciplinary research and perspectives, Vol. 2(1), 51–54.

Sternberg, R. J. (2004). Why smart people can be so foolish. European Psychologist, 9(3), 145–150.

Sternberg, R. J. (2004). WICS: A model of educational leadership. The Educational Forum,68(2), 108–114. 

Sternberg, R. J. (2004). WICS Redux: a reply to my commentators. High Ability Studies, 15(1), 109–112. 

Sternberg, R. J. (2004). Wisdom and giftednessIn L. V. Shavinina & M. Ferrari (Eds.), Beyond knowledge: Extracognitive aspects of developing high ability (pp. 169–186)Mahwah, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J. (2004). Wisdom, schooling and society. In N. E. Looney (Volume Ed.) Acta Horticulturae: Number 642. XXVI International Horticultural Congress Art and Science for Life (pp. 119–127). Leuven, Belgium: International Society for Horticultural Science.

Sternberg, R. J. (2004). Words to the wise about wisdom? A commentary on Ardelt’s critique of Baltes, [Commentary on Monika Ardelt, Wisdom as expert knowledge system: A critical review of a contemporary operationalization of an ancient concept.] Human Development, 47(5), 286–289.

Sternberg, R. J., & Grigorenko, E. L. (2004). Cultural explorations of the nature of intelligence. In A. F. Healey (Ed.), Experimental cognitive psychology and its applications (pp. 225–235). Washington, DC: American Psychological Association.

Sternberg, R. J., & Grigorenko, E. L. (Eds.). (2004). Culture and competence. Washington, DC: American Psychological Association.

Sternberg, R. J., & Grigorenko, E. L. (2004). Intelligence and culture: how culture shapes what intelligence means, and the implications for a science of well-being. Philosophical Transaction: Biological Sciences, 359(1449), 1427–1434.

Sternberg, R. J., & Grigorenko, E. L., (2004) Learning disabilities, giftedness, and gifted/LD. In T. M. Newman, & R. J. Sternberg. (Eds.) Students with both gifts and learning disabilities (pp. 17–29). Boston: Kluwer Academic Publishers.

Sternberg, R. J., & Grigorenko, E. L. (2004). Successful intelligence in the classroom. Theory into practice, 43(4), 274–280.

Sternberg, R. J., & Grigorenko, E. L. (2004). Why cultural psychology is necessary and not just nice: The example of the study of intelligence. In R. J. Sternberg and E. L. Grigorenko (Eds.), Culture and competence (pp. 207–223). Washington, DC: American Psychological Association.

Sternberg, R., J. & Grigorenko, E. L. (2004). Why we need to explore development in its cultural context. 50th Anniversary Issue of Merrill–Palmer Quarterly, 50 (3), 369–386.

Sternberg, R. J., & Grigorenko, E. L. (2004). WICS: A model for selecting students for nationally competitive scholarships. In A. S. Ilchman, W. F. Ilchman, and M. H. Tolar (Eds.) The lucky few and the worthy many. Scholarship competitions and the world’s future leaders. (pp. 32–61). Bloomington, IN: Indiana University Press. 

Sternberg, R. J., Grigorenko, E. L., & Singer, J. L. (Eds.). (2004). Creativity: The psychology of creative potential and realization. Washington, D.C.: American Psychological Association.

Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2004). A propulsion model of creative leadership. Creativity and innovation management, 13(3), 145–153. Sternberg, R. J. (Vol. Ed.), & Reis, S. M. (Series Ed.) (2004). Definitions and conceptions of giftedness. Thousand Oaks, CA: Corwin.

Sternberg, R. J., & Stemler, S. E. (2004). Wisdom as a moral virtue. In T. A. Thorkildsen, & H. J. Walberg (Eds.) Nurturing morality (pp. 187–197). New York: Kluwer Academic/Plenum Publishers.

Sternberg, R. J., The Rainbow Project Collaborators, & University of Michigan Business School Project Collaborators (2004). Theory based university admissions testing for a new millennium. Educational Psychologist, 39(3), 185–198.

Birney, D. P., Citron-Pousty, J. H., Lutz, D. J., & Sternberg, R. J. (2005). The development of cognitive and intellectual abilities. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental science: An advanced textbook (5th Ed) (pp. 327–358). Mahwah, N. J.: Lawrence Erlbaum Associates.

Preiss, D. D., & Sternberg, R. J. (2005). Technologies for working intelligence. In R. J. Sternberg, & D. D. Preiss (Eds.) Intelligence and technology: The impact of tools on the nature and levels of human ability (pp. 183–208). Mahwah, NJ: Lawrence Erlbaum Associates.

Pretz, J. E., & Sternberg, R. J. (2005). Unifying the field: Cognition and intelligence. In R. J. Sternberg & J. E. Pretz (Eds.). Cognition& intelligence: Identifying the mechanisms of the mind (pp. 306–318). New York: Cambridge University Press.

Randi, J., Grigorenko, E. L., & Sternberg, R. J. (2005). Revisiting definitions of readingcomprehension: Just what is reading comprehension anyway? In S. E. Israel, C. C. Block, K. Kinnucan-Welsch, & K. L. Bauserman (Eds.) Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 19-30). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Sternberg, R. J. (2005). Accomplishing the goals of affirmative action – with or without affirmative action. Change, 37(1), 6–13.

Sternberg, R. J. (2005). The anatomy of successfully intelligent people. The North American Montessori Teachers’ Association Journal, 30(2), 24–59.

Sternberg, R. J. (2005). Creativity or creativities? International Journal of Human Computer Studies, 63, 370–382. Sternberg, R. J. (2005). The domain generality versus specificity debate: How should it be posed? In J. C. Kaufman & J. Baer (Eds.), Creativity across domains: Faces of the muse (pp. 299–306). Mahwah, NJ: Erlbaum. 

Sternberg, R. J. (2005). Foolishness. In R. J. Sternberg & J. Jordan (Eds.), Handbook of wisdom: Psychological perspectives (pp. 331–352). New York: Cambridge University Press. 

Sternberg, R. J. (2005). How to prepare for the Miller Analogies Test (9th ed.). Hauppauge, NY: Barron’s. 

Sternberg, R. J. (2005). The importance of converging operations in the study of human intelligence. Cortex, 41(2), 243-244.

Sternberg, R. J. (2005). Innovation in the new millennium. Innovation, 5(3), 30-31.

Sternberg, R. J. (2005). Intelligence. In B. Hopkins (Ed.), The Cambridge encyclopedia of child development (pp. 332-335) New York: Cambridge University Press.

Sternberg, R. J. (2005). Intelligence. In K. J. Holyoak & R. Morrison (Eds.), Cambridge handbook of thinking and reasoning (pp. 751–773) New York: Cambridge University Press:

Sternberg, R. J. (2005). Intelligence, competence, and expertise. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 15–30). New York: Guilford Publications.

Sternberg, R. J. (2005). A model of educational leadership: Wisdom, intelligence, and creativity synthesized. International Journal of Leadership in Education: Theory & Practice, 8, 347-364.

Sternberg, R. J. (2005). Older but not wiser? The relationship between age and wisdom. Ageing International, 30(1), 5–26.

Sternberg, R. J. (2005). Producing tomorrow’s leaders – in psychology and everything else. Eye on Psi Chi, (10)1, 14–15, 32–33.

Sternberg, R. J. (Ed.) (2005). The psychology of hate. Washington, D.C.: American Psychological Association. 

Sternberg, R. J. (2005). Teaching college students that creativity is a decision. Guidance & Counselling, 19(4), 196-200.

Sternberg, R. J. (2005). The theory of successful intelligence. Interamerican Journal of Psychology, 39(2), 189-202.

Sternberg. R. J. (2005). There are no public policy implications: A reply to Rushton and Jensen. Psychology, Public Policy, and Law, 11(2), 295–301.

Sternberg, R. J. (2005). The triarchic theory of successful intelligence. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment (2nd ed.) (pp. 103–119). New York: Guilford Publications, Inc.

Sternberg, R. J. (2005). Understanding and combating hate. In R. J. Sternberg (Ed.) The psychology of hate (pp. 37–49). Washington, D.C.: American Psychological Association.

Sternberg, R. J. (2005). “We want creativity! No, we don’t!”: A commentary on Mumford & Hunter. In F. Dansereau, & F. Yammarino (Eds.) Research in multi-level issues (Volume 4): Multi-level issues in strategy and methods, (pp. 93–103). Amsterdam: Elsevier Science. 

Sternberg, R. J. (2005). What is wisdom and how can we develop it? In D. L. Evans, E. Foa, R. Gur, H. Hendin, C. O’Brien, M. E. P. Seligman, et al. (Eds.) Treatments that work for adolescents (pp. 664-674). New York: Oxford University Press. 

Sternberg, R. J. (2005). The WICS model of giftedness. In R. J. Sternberg, & J. E. Davidson, (Eds.) Conceptions of giftedness (2nd ed.), pp. 327–342. New York: Cambridge University Press.

Sternberg, R. J. (2005). WICS: A model of giftedness in leadership. Roeper Review, 28(1), 37–44.

Sternberg, R. J. (2005). WICS: A model of leadership. The Psychologist-Manager Journal, 8(1),29–43.

Sternberg, R. J. (2005). The WICS model of organizational leadership. Center for Public Leadership’s Working Papers, Spring 2005, 96-115.

Sternberg, R. J. (2005). WICS: A model of positive educational leadership comprising wisdom, intelligence, and creativity synthesized. Educational Psychology Review, 17(3), 191–262. 

Sternberg, R. J., & Davidson, J. E. (Eds.) (2005) Conceptions of giftedness, (2nd ed.). New York: Cambridge University Press.

Sternberg, R. J., & Grigorenko, E. L. (2005). Cultural explorations of the nature of intelligence. In A. F. Healy (Ed.) Experimental cognitive psychology and its applications (pp. 225–235). Washington, D.C.: American Psychological Association.

Sternberg, R. J., & Grigorenko, E. L. (2005). Intelligence and wisdom. In M. L. Johnson, V. L. Bengston, P. G. Coleman, & T. B. L. Kirkwood (Eds.), The Cambridge handbook of age and ageing (pp. 209–215). Cambridge, UK: Cambridge University Press.

Sternberg, R. J., Grigorenko, E. L., & Kidd, K. K. (2005). Intelligence, race, and genetics. American Psychologist, 60(1), 46–59.

Sternberg, R. J., & Jordan, J. (Eds.) (2005). Handbook of wisdom: Psychological perspectives. New York: Cambridge University Press.

Sternberg, R. J., Lubart, T. I., Kaufman, J. C. & Pretz, J. E. (2005). Creativity. In K. J. Holyoak & Morrison, R. (Eds.) Cambridge handbook of thinking and reasoning (pp. 351–369). New York: Cambridge University Press. 

Sternberg, R. J., & Preiss, D. D. (Eds.) (2005). Intelligence and technology: The impact of tools on the nature and levels of human ability. Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J., & Pretz, J. E. (Eds.) (2005). Cognition & intelligence: Identifying the mechanisms of the mind. New York: Cambridge University Press.

Sternberg, R. J., & the Rainbow Project Collaborators (2005). Augmenting the SAT through assessments of analytical, practical, and creative skills. In W. Camara & E. Kimmel (Eds.). Choosing students: Higher education admission tools for the 21st century (pp. 159–176). Mahwah, NJ: Lawrence Erlbaum Associates.

Sternberg, R. J., & Zhang, L. F. (2005). Developing the leaders of tomorrow: The wrong direction is the wrong way to the right direction. Korean Journal of Thinking and Problem Solving, 15(2), 7–12.

Sternberg, R. J., & Zhang, L.-F. (2005). Styles of thinking as a basis of differentiated instruction. Theory into Practice, 44(3), 245–253.

Zhang, L.-F., & Sternberg, R. J. (2005). The role of individual differences in approaches to learning. In P. Jarvis, & S. Parker (Eds.) Human learning: An holistic approach (pp. 66–86). New York: Taylor & Francis, Inc

Zhang, L.-F., & Sternberg, R. J. (2005). A threefold model of intellectual styles. Educational Psychology Review, 17(1), 1–53. 

Barbanel, L., & Sternberg, R. J. (Eds.) (2006). Psychological interventions in times of crisis. New York: Springer Publishing Company.

Birney, D. P., & Sternberg, R. J. (2006). Intelligence and cognitive abilities as competencies in development. In E. Bialystok, & G. Craik (Eds.), Lifespan cognition: Mechanisms of change (pp. 315–330). New York: Oxford University Press. 

Cianciolo, A.T., Grigorenko, E.L., Jarvin, L., Gil, G., Drebot, M.E., & Sternberg, R.J. (2006). Practical intelligence and tacit knowledge: Advancements in the measurement of developing expertise. Learning and Individual Differences, 16 (3), 235–253.

Cianciolo, A.T., Matthew, C.T., Wagner, R.A., & Sternberg, R.J. (2006). Tacit knowledge, practical intelligence, and expertise. In N. Charness, K. A. Ericsson, P. Feltovich, and R. Hoffman (Eds.), Cambridge handbook of expertise and expert performance (pp. 613-632). New York: Cambridge University Press.

Cogan, J. C., Sternberg, R. J., & Subotnik, R. F. (2006). Integrating the other three Rs into the curriculum. In R. J. Sternberg, & R. F. Subotnik (Eds.). Optimizing student success in schools with the other three R’s: Reasoning, resilience, and responsibility (pp. 227–238). Greenwich, CT: Information Age Publishing.

Constas, M. A., & Sternberg, R. J. (Eds.) (2006). Commentaries. In M. A. Constas, & R. J. Sternberg (Eds.) Translating theory and research into educational practice: Developments in content domains, large-scale reform, and intellectual capacity (pp. 1-8, 105-111, 197-203). Mahwah, NJ: Lawrence Erlbaum Associates.

Constas, M. & Sternberg, R. J. (Eds.) (2006). Translating educational theory and research into practice: Developments in content domains, large-scale reform, and intellectual capacity. Mahwah, NJ: Lawrence Erlbaum Associates.

Goodheart, C., Kazdin, A., & Sternberg, R. J. (Eds.) (2006). The evidence for psychotherapy. Washington, D.C.: American Psychological Association. 

Grigorenko, E. L., Sternberg, R. J., Jukes, M., Alcock, K., Lambo, J., Ngorosho, D., Nokes, C., & Bundy, D. A. (2006). Effects of antiparasitic treatment on dynamically and statically tested cognitive skills over time. Journal of Applied Developmental Psychology, 27 (6), 499-526.

Grigorenko, E. L., Sternberg, R. J., & Strauss, S. (2006). Practical intelligence and elementary school teacher effectiveness in the United States and Israel: Measuring the predictive power of tacit knowledge. Thinking Skills and Creativity, 1, 14–33.

Hedlund, J., Wilt, J. M., Nebel, K. R., Ashford, S. J., & Sternberg, R. J. (2006). Assessing practical intelligence in business school admissions: A supplement to the graduate management admissions test. Learning and Individual Differences, 16, 101–127. 

Hunt, E., & Sternberg, R. J. (2006). Sorry, Wrong Numbers: An analysis of a study of a correlation between skin color and IQ. Intelligence, 34, 131–137. 

Jukes M. C. H., Pinder, M., Grigorenko, E. L., Baños Smith, H., Walraven, G., Bariau, E. M., Sternberg, R. J., Drake, L. J., Milligan, P., Cheung, Y. B, Greenwood, B. M., & Bundy, D. A. P. (2006). Long-term impact of malaria chemoprophylaxis on cognitive abilities and educational attainment: Follow-up of a controlled trial. PLoS Clinical Trials 1(4): e19. DOI: 10.1371/journal.pctr.0010019 . 

Kaufman, J. C., & Sternberg, R. J. (Eds.) (2006). The international handbook of creativity. New York: Cambridge University Press. 

Niu, W.H., & Sternberg, R.J. (2006) The philosophical roots of Western and Eastern conceptions of creativity. The Journal of Theoretical and Philosophical Psychology, 26, 1001-1021. 

Preiss, D. D., & Sternberg, R. J. (2006). In everyday life, tool-free abilities do not exist. Educational Technology, 46(2), 43–47. 

Stemler, S. E., Elliott, J. G., Grigorenko, E. L., & Sternberg, R. J. (2006). There’s more to teaching than instruction: Seven strategies for dealing with the practical side of teaching. Educational Studies, 32(1), 101–118. 

Stemler, S. E., Grigorenko, E. L., Jarvin, L., & Sternberg, R. J. (2006). Using the theory of successful intelligence as a basis for augmenting AP exams in psychology and statistics. Contemporary Educational Psychology, 31(2), 344–376. 

Stemler, S. E., & Sternberg, R. J. (2006). Using situational judgment tests to measure practical intelligence. In J. Weekley, & R. Ployhart (Eds.) Situational judgement tests (pp. 107–131). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. 

Sternberg, R.J. (2006). A duplex theory of love. In R. J. Sternberg & K. Weis (Eds.), The new psychology of love (pp. 184–199). New Haven, CT: Yale University Press. 

Sternberg, R. J. (2006). A escola prejudice o empreendedor. Exame PME, September/October, 100-102. 

Sternberg, R. J. (2006). Cognitive psychology (4th ed.). Belmont, CA: Wadsworth. 

Sternberg, R. J. (2006). Creating a vision of creativity: The first 25 years. Psychology of Aesthetics, Creativity, and the Arts, S (1), 2-12. 

Sternberg, R. J. (2006). Creative leadership: It’s a decision. Leadership, 36, 22-24. 

Sternberg, R. J. (2006). Creativity is a habit. Education Week, 25 (24), 47-64. 

Sternberg, R. J. (2006). Evidence-based practice: Gold standard, gold plated, or fool’s gold? In C. Goodheart, A. Kazdin, & R. J. Sternberg (Eds.). The evidence for psychotherapy (pp. 261–271). Washington, D.C.: American Psychological Association. 

Sternberg, R. J. (2006). Examining intelligence. BizEd, January/February, 22–27. 

Sternberg, R. J. (2006). How can we simultaneously enhance both academic excellence and diversity? College and University, 81 (1), 17-23. 

Sternberg, R. J. (2006). How could I be so stupid? USA Today Magazine, July, 70-72. 

Sternberg, R. J. (2006). Intelligence. In K. Pawlik & G. d'Ydevwalle (Eds.), Psychological concepts: An international historical perspective (pp. 163-196). Philadelphia, PA: Psychology Press. 

Sternberg, R. J. (2006). Introduction. In J. C. Kaufman, & R. J. Sternberg (Eds.) The international handbook of creativity (pp. 1-9). New York: Cambridge University Press. 

Sternberg, R. J. (2006). Is there still any hope of a unified psychology? The General Psychologist, 41 (1), 15-16. 

Sternberg, R. J. (2006). Leadership as a decision. Businessworld, June 12, 16-17. 

Sternberg, R. J. (2006). Lessons learned: What do we know about psychological interventions for victims of crisis? In. L. Barbanel, & R. J. Sternberg (Eds.) Psychological interventions in times of crisis (pp. 265–271). New York: Springer Publishing Company. 

Sternberg, R.J. (2006). Practical giftedness. In B. Wallace, M. Shaughnessy, & R. J. Sternberg (Eds.) Gifted Education International, 21 (2/3), 89-98. 

Sternberg, R. J. (2006). The nature of creativity. Creativity Research Journal, 18 (1), 87–98. 

Sternberg, R. J. (2006). Reasoning, resilience, and responsibility from the standpoint of the WICS theory of higher mental processes. In R. J. Sternberg, & R. F. Subotnik (Eds.). Optimizing student success in schools with the other three R’s: Reasoning, resilience, and responsibility (pp. 17–37). Greenwich, CT: Information Age Publishing. 

Sternberg, R. J. (2006). Recognizing neglected strengths. Educational Leadership, 64 (1), 30–35. 

Sternberg, R. J. (Ed.) (2006). Reviewing scientific works in psychology. Washington, D. C.: American Psychological Association. 

Sternberg, R. J. (2006). Reviewing theory articles. In R. J. Sternberg (Ed.) Reviewing scientific works in psychology (pp. 43–58). Washington, D. C.: American Psychological Association. 

Sternberg, R. J. (2006). The scientific basis for the theory of successful intelligence. In R. F. Subotnik & H. J. Walberg (Eds.) The scientific basis of educational productivity (pp. 161–184). Greenwich, CT: Information Age Publishing Co. 

Sternberg, R. J. (2006). Stalking the elusive creativity quark: Toward a comprehensive theory of creativity. In P. Locher, C. Martindale, L. Dorfman, V. Petrov, & D. Leontiev (Eds.) New directions in aesthetics, creativity, and the arts (pp. 79–104). Amityville, NY: Baywood. 

Sternberg, R. J. (2006). Successful intelligence: Toward a broader model for teaching andaccountability. Edge, 1(5), 2–18. 

Sternberg, R. J., & Arroyo, C. G. (2006). Beyond expectations: a new view of the gifteddisadvantaged. In B. Wallace & G. Eriksson (Eds.), Diversity in gifted education: International perspectives on global issues (pp. 110-124). London: Routledge. 

Sternberg, R. J., Birney, D., Jarvin, L., Kirlik, A., Stemler, S. & Grigorenko, E. L. (2006). From molehill to mountain: The process of scaling up educational interventions (first-hand experience upscaling the theory of successful intelligence). In M. A. Constas & R. J. Sternberg (Eds.) Translating theory and research into educational practice: Developments in content domains, large-scale reform, and intellectual capacity (pp. 205–221). Mahwah, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J., & Grigorenko, E. L. (2006). Cultural intelligence and successful intelligence. Group & Organization Management, 13 (1), 27–39. 

Sternberg, R. J., & Grigorenko, E. L. (2006). Reviewing articles for methods. In R. J. Sternberg (Ed.) Reviewing scientific works in psychology (pp. 31–42). Washington, D. C.: American Psychological Association. 

Sternberg, R. J., Grigorenko, E. L. & Bridglall, B. L. (2006). Intelligence as a socialized phenomenon. In E.W. Gordon & B. L. Bridglall (Eds.), Affirmative development: Cultivating academic ability (pp. 49-73). New York: Rowman & Littlefield Inc. 

Sternberg, R.J., Grigorenko, E.L., & Jarvin, L. (2006). Identification of the gifted in the new millennium: Two assessments for the broad identification of gifted students. KEDI Journal of Educational Policy, 3 (1), 7-27. 

Sternberg, R. J., Grigorenko, E. L., & Kidd, K. K. (2006). Racing toward the finish line: A reply to our critics. American Psychologist, 61 (2), 178-179. 

Sternberg, R. J., Jarvin, L., Leighton, J., Newman, T., Moon, T., Callahan, C., & Grigorenko, E. L. (2006). Girls can’t do math? The disidentification effect and gifted high school students’ math performance. The Arab Journal for Giftedness and Creativity Studies, KACFG, 1, 9-32. 

Sternberg, R. J., & The Rainbow Project Collaborators (2006). The Rainbow Project: Enhancing the SAT through assessments of analytical, practical and creative skills. Intelligence, 34 (4), 321-350. 

Sternberg, R. J., &  Subotnik, R. F. (Eds.). (2006). Optimizing student success in schools with the other three R’s: Reasoning, resilience, and responsibility. Greenwich, CT: Information Age Publishing.

Sternberg, R. J. & Weis, K. (Eds.). (2006). The new psychology of love. New Haven, CT: Yale University Press. 

Zhang, L. F., & Sternberg, R. J. (2006). The nature of intellectual styles. Mahwah, N.J.: Lawrence Erlbaum Associates. 

Grigorenko, E. L., Jarvin, L., Kaani, B., Kapungulya, P. P., Kwiatkowski, J., & Sternberg, R. J. (2007). Risk factors and resilience in the developing world: One of many lessons to learn. Development and Psychopathology, 19, 747-765. 

Jordan, J., & Sternberg, R. J. (2007). Individual logic – wisdom in organizations: A balance theory analysis. In E. H. Kessler, & J. R. Bailey (Eds.) Handbook of organizational and managerial wisdom(pp. 3-20). Thousand Oaks, CA: Sage Publications. 

Jeltova, I., Birney, D., Fredine, N., Jarvin, L., Sternberg, R. J., & Grigorenko, E. L. (2007). Dynamic assessment as a process-oriented assessment in educational settings. Advances in Speech-Language Pathology, iFirst article [online]. Available:http://www.informaworld.com/smpp/content~content=a781870402~db=all~order=pubdate 

Kaufman, J. C., & Sternberg, R. J. (2007). Resource review: Creativity. Change, 39, 55-58. 

Kaufman, S.B. & Sternberg, R.J. (2007). Giftedness in the Euro-American culture. In S. N. Phillipson & M. McCann (Eds.), Conceptions of giftedness: Socio-cultural perspectives. Mahwah, NJ: Lawrence Erlbaum Associates. 

Rate, C. R., & Sternberg, R. J. (2007). When good people do nothing: A failure of courage. In J. Langan-Fox, C.L. Cooper, & R.J. Klimoski (Eds.). Research companion to the dysfunctional workplace: Management challenges and symptoms (pp. 3-21). London: Edward Elgar Publishing Ltd.

Rate, C.R., Clarke, J.A., Lindsay, D.R., & Sternberg, R.J. (2007). Implicit theories of courage. Journal of Positive Psychology, 2 (2), 80-98. 

Sternberg, R.J. (2007). Abilities as achievements, or is it achievements as abilities, or is it both, or neither? [Commentary on H. Rindermann, The g-factor of international cognitive ability comparisons: The homogeneity of results in PISA, TIMSS, PIRLS and IQ-tests across nations]. European Journal of Personality 21 (5), 753-755. 

Sternberg, R. J. (Ed.). (2007). Career paths in psychology (2nd ed.). Washington, DC: American Psychological Association. 

Sternberg, R. J. (2007). Creativity as a habit. In A.-G. Tan (Ed.), Creativity: A handbook for teachers(pp. 3-25). Singapore: World Scientific. 

Sternberg, R. J. (2007). Critical thinking in psychology: It really is critical. In R. J. Sternberg, H. L. Roediger III, & D. F. Halpern (Eds.), Critical thinking in psychology (pp. 289-296). New York: Cambridge University Press. 

Sternberg, R. J. (2007). Cultural concepts of giftedness. Roeper Review29 (3), 160-166. 

Sternberg, R. J. (2007). Culture, instruction, and assessment. Comparative Education, 43 (1), 5-22. 

Sternberg, R. J. (2007). Epilogue: Preparing for a career in psychology. In R. J. Sternberg (Ed.),Career paths in psychology (2nd ed.) (pp. 357-361). Washington, DC: American Psychological Association. 

Sternberg, R. J. (2007). Finding students who are wise, practical, and creative. The Chronicle of Higher Education, 53 (44), B11. 

Sternberg, R. J. (2007). Five minds for the future, or maybe six, or four...oh, never mind! [Review of the book Five minds for the future]. PsycCRITIQUES-Contemporary Psychology: APA Review of Books, 52 (No. 31), Article 16. Retrieved [August 1, 2007], from the PsycCRITIQUES database:http://psycinfo.apa.org/psyccritiques/display/?artid=psq_2006_4988_1_1 

Sternberg, R. J. (2007). Foreword. In S. N. Phillipson & M. McCann (Eds.), Conceptions of giftedness: Socio-cultural perspectives. Mahwah, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J. (2007). Foreword to the special issue on leadership. American Psychologist, 62 (1), 1-1. 

Sternberg, R. J. (2007). g, g’s, or Jeez: Which is the best model for developing abilities,competencies, and expertise? In P. C. Kyllonen, R. D. Roberts, & L. Stankov (Eds.), Extending intelligence: Enhancement and new constructs (pp. 250-265). Mahwah, NJ: Lawrence Erlbaum Associates. 

Sternberg, R. J. (2007). Happily ever after. Tufts Magazine, Spring, 18-27. 

Sternberg, R. J. (2007). How far can we go with human reason? Science, 315 (5820), 1794. 

Sternberg, R. J. (2007). How higher education can produce the next generation of positive leaders. In M. E. Devlin (Ed.), Futures Forum 2007 (pp. 33-36). Cambridge, MA: Forum for the Future of Higher Education. 

Sternberg, R. J. (2007). The importance of problem-driven research: Bringing Wachtel’s argument into the present. Applied & Preventive Psychology, 12 (1), 37-38. 

Sternberg, R. J. (2007). Intelligence and culture. In S. Kitayama & D. Cohen (Eds.), Handbook of cultural psychology (pp. 547-568). New York: Guilford Press. 

Sternberg, R. J. (2007). Intelligence as a person-situation interaction. In Y. Shoda, D. Cervone, & G. Downey (Eds.), Persons in context: Building a science of the individual (pp. 238-260). New York: Guilford Press. 

Sternberg, R. J. (2007). IQ testing. In S. Ayers, A. Baum, C. McManus, S. Newman, K. Wallston, J. Weinman, & R. West (Eds.), Cambridge handbook of psychology, health and medicine (2nd Ed., pp. 273-278). Cambridge, UK: Cambridge University Press. 

Sternberg, R. J. (2007). The Kaleidoscope Project. SPIM NewsletterSummer Issue. Sternberg, R. J. (Ed.). (2007). Leadership [Special Issue]. American Psychologist62 (1). 

Sternberg, R. J. (2007). Leadership as a basis for giftedness. Gifted & Talented, 11(June), 26-29. 

Sternberg, R. J. (2007). A nation left behind: How and why bad education leads good (and not so good) leaders to turn bad. Teachers College Record [online]. Available:http://www.tcrecord.org/Content.asp?ContentId=13429
Sternberg, R. J. (2007). New ways of identifying gifted children: Rainbow & Aurora batteries. Gifted Education Communicator, 38 (1), 32-36. 

Sternberg, R.J. (2007). Not a case of black and white. New Scientist, 196 (2627), 24. 

Sternberg, R. J. (2007). Rethinking university admission in the 21st century. Perspectives in Education, 25 (4), 7-16. 

Sternberg, R. J. (2007). Right answer to the wrong question: Reply to Jung and Haier. Behavioral and Brain Sciences, 30 (2), 170-171. 

Sternberg, R. J. (2007). A systems model of leadership: WICS. American Psychologist, 62 (1), 34-42. 

Sternberg, R. J. (2007). Who are the bright children? The cultural context of being and acting intelligent. Educational Researcher, 36 (3), 148-155. 

Sternberg, R. J., & Grigorenko, E.L. (2007). Ability testing across cultures. In L. Suzuki (Ed.),Handbook of multicultural assessment (3rd Ed.) (pp. 449-470). New York: Jossey-Bass. 

Sternberg, R. J., & Grigorenko, E. L. (2007). Critical thinking in designing and analyzing research. In R. J. Sternberg, H. L. Roediger III, & D. F. Halpern (Eds.), Critical thinking in psychology (pp. 75-89). New York: Cambridge University Press. 

Sternberg, R. J., & Grigorenko, E. L. (2007). The difficulty of escaping preconceptions in writing an article about the difficulty of escaping preconceptions. Perspectives on Psychological Science, 2, 221-223. 

Sternberg, R. J., & Grigorenko, E. L. (2007). Teaching for successful intelligence (2nd ed.). Thousand Oaks, CA: Corwin Press 

Sternberg, R. J., Lipka, J., Newman, T., Wildfeuer, S., & Grigorenko, E. L. (2007). Triarchically-based instruction and assessment of sixth-grade mathematics in a Yup’ik cultural setting in Alaska.International Journal of Giftedness and Creativity21 (2), 6-19. 

Sternberg, R. J., Reznitskaya, A. & Jarvin, L. (2007). Teaching for wisdom: What matters is not just what students know, but how they use it. The London Review of Education, 5 (2), 143-158. 

Sternberg, R. J., Roediger III, H. L., & Halpern, D. F. (Eds.). (2007). Critical thinking in psychology. New York: Cambridge University Press.

Chart, H., Grigorenko, E. L., & Sternberg, R. J. (2008). Identification: The Aurora Battery. In J.A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 281-301). Waco, TX: Prufrock.

Fiske, S. T., Schacter, D. L., & Sternberg, R. J. (Eds.) (2008). Annual review of psychology. Palo Alto, CA: Annual Reviews.

Jarvin, L., Newman, T., Randi, J., Sternberg, R. J., & Grigorenko, E. L. (2008). Matching instruction and assessment. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 345-365). Waco, TX: Prufrock.

Kaufman, S. B., & Sternberg, R. J. (2008). Conceptions of giftedness. In S. Pfeiffer (Ed.), Handbook of giftedness in children: Psycho-educational theory, research, and best practices (pp. 71-92). New York: Springer.

Sternberg, R. J. (2008). The answer depends on the question: A reply to Eric Jensen. Phi DeltaKappan, 89 (6), 418-420.

Sternberg, R. J. (2008). Applying psychological theories to educational practice. AmericanEducational Research Journal 45 (1), 150-165.

Sternberg, R. J. (2008). Assessing students for medical school admissions: Is it time for a new approach? Academic Medicine, 83 (10), October Supplement, S105-S109 .

Sternberg, R. J. (2008). Assessing what matters. Educational Leadership, 65 (4), 20-26.

Sternberg, R. J. (2008). Book review. [Review of the book: Creativity and the brain, by Kenneth Heilman]. Intelligence, 36 (5), 488.

Sternberg, R. J. (2008). Cognitive psychology (5th ed.). Belmont, CA: Cengage.

Sternberg, R. J. (2008). Enhancing academic excellence and diversity. In B. Lauren (Ed.), Thecollege admissions officer's guide (pp. 387-397). Washington, DC: American Association of Collegiate Registrars and Admissions Officers.

Sternberg, R. J. (2008). An ethnographic approach to studying practical intelligence: A review of:Gang leader for a day, by Sudhir Venkatesh. Intelligence 36 (6), 730-731.

Sternberg, R. J. (2008). Excellence for all. Educational Leadership, 66 (2), 14-19.

Sternberg, R. J. (2008). Increasing academic excellence and enhancing diversity are compatible goals. Educational Policy, 22 (4), 487-514.

Sternberg, R. J. (2008). Increasing fluid intelligence is possible after all. Proceedings of the National Academy of Sciences, 105 (19), 6791-6792.

Sternberg, R. J. (2008). Interdisciplinary problem-based learning: An alternative to traditional majors and minors. Liberal Education, 94 (1), 12-17.

Sternberg, R. J. (2008). It’s the foolishness, stupid. The American Interest, Autumn(September/October), 19-23.

Sternberg, R. J. (2008). Leadership as a basis for the education of our children. In A. Craft, H. Gardner, & G. Claxton (Eds.), Creativity, wisdom, and trusteeship: Exploring the role of education (pp. 143-157). Thousand Oaks, CA: Corwin.

Sternberg, R. J. (2008). Practical intelligence in street gangs [Review of the book: Gang leader for a day]. PsycCRITIQUES-Contemporary Psychology: APA Review of Books, 53 (30).

Sternberg, R. J. (2008). The Rainbow Project: Using a psychological theory of giftedness to improve identification of gifted children. In J. L. VanTassel-Baska (Ed.), Alternative assessments with gifted and talented students (pp. 147-156). Waco, TX: Prufrock Press.

Sternberg, R. J. (2008). Schools should nurture wisdom. In B. Z. Presseisen (Ed.), Teaching forintelligence (2nd ed., pp. 61-88). Thousand Oaks, CA: Corwin.

Sternberg, R. J. (2008). Triarchic theory of intelligence. In N. J. Salkind (Ed.), Encyclopedia ofeducational psychology (Vol. 2, pp. 988-994). Thousand Oaks, CA: Sage.

Sternberg, R. J. (2008). Using cognitive theory to reconceptualize college admissions testing. In M. A. Gluck, J. R. Anderson, & S. M. Kosslyn (Eds.), Memory and mind (pp. 159-175). New York: Taylor & Francis.

Sternberg, R. J. (2008). What to look for in a graduate mentor: Ten qualities to find a fit. In A. C. Kracen & I. J. Wallace (Eds.), Applying to graduate school: Advice from successful students and prominent psychologists (pp. 99-102). Washington, DC: American Psychological Association.

Sternberg, R.J. (2008). Whatever goes up must go down – except intelligence [Review of the book:What is intelligence? Beyond the Flynn effect]. PsycCRITIQUES-Contemporary Psychology: APA Review of Books, 53 (9).

Sternberg, R. J. (2008). The WICS approach to leadership: Stories of leadership and the structures and processes that support them. The Leadership Quarterly, 19 (3), 360-371.

Sternberg, R. J. (2008). Wisdom, intelligence, creativity, synthesized: a model of giftedness. In T. Balchin, B. Hymer, & D. J. Matthews (Eds.), The Routledge international companion to gifted education (pp. 255-264). New York: Routledge.

Sternberg, R. J. (2008). The world resets on a turtle, but on what does that turtle rest? A reply to Haier and Jung. Roeper Review, 30 (3), 196.

Sternberg, R. J., & Grigorenko, E. L. (2008). Ability testing across cultures. In L. A. Suzuki & J. G. Ponterotto (Eds.), Handbook of multicultural assessment (3rd ed., pp. 449-470). San Francisco: Jossey-Bass.

Sternberg, R. J., Kaufman, J. C., & Grigorenko, E. L. (2008). Applied intelligence. New York: Cambridge University Press.

Sternberg, R. J., & Sternberg, K. (2008). The nature of hate. New York: Cambridge University Press.

Weis, K., & Sternberg, R. J. (2008). The nature of love. In S. F. Davis & W. Buskist (Eds.), 21st century psychology: A reference handbook (Vol. 2, pp. 134-142). Thousand Oaks, CA: Sage.