Answer: The Sound of Silence.
The triarchic theory of intelligence<span> was formulated by </span>Robert J. Sternberg<span>, a prominent figure in research of human </span>intelligence<span>. The theory by itself was among the first to go against the </span>psychometric<span> approach to intelligence and take a more </span>cognitive approach<span>. The three meta components are also called triarchic components. These are the triarchic theory of human intelligence.
</span>1.
Analytical - Analytical Intelligence similar to the standard psychometric definition of intelligence e.g. as measured by Academic problem solving: analogies and puzzles, and corresponds to his earlier componential intelligence. Sternberg considers this reflects how an individual relates to his internal world.
Sternberg believes that Analytical Intelligence (Academic problem-solving skills) is based on the joint operations of metacomponents and performance components and knowledge acquisition components of intelligence
2.
Practical - Practical Intelligence: this involves the ability to grasp, understand and deal with everyday tasks. This is the Contextual aspect of intelligence and reflects how the individual relates to the external world about him or her.
<span>Sternberg states that Intelligence is: </span>"Purposive adaptation to, shaping of, and selection of real-world environments relevant to one's life" (Sternberg, 1984, p.271)
3.
Creative - Creative Intelligence: this involves insights, synthesis and the ability to react to novel situations and stimuli. This he considers the Experiential aspect of intelligence and reflects how an individual connects the internal world to external reality.
<span>Sternberg </span>considers the Creative facet to consist of the ability which allows people to think creatively and that which allows people to adjust creatively and effectively to new situations.
<span>Sternberg believes that more intelligent individuals will also move from consciously learning in a novel situation to automating the new learning so that they can attend to other tasks.</span>
Answer:
E) True. The girl has a larger tangential acceleration than the boy.
Explanation:
In this exercise they do not ask us to say which statement is correct, for this we propose the solution to the problem.
Angular and linear quantities are related
v = w r
a = α r
the boy's radius is r₁ = 1.2m the girl's radius is r₂ = 1.8m
as the merry-go-round rotates at a constant angular velocity this is the same for both, but the tangential velocity is different
v₁ = w 1,2 (boy)
v₂ = w 1.8 (girl)
whereby
v₂> v₁
reviewing the claims we have
a₁ = α 1,2
a₂ = α 1.8
a₂> a₁
A) False. Tangential velocity is different from zero
B) False angular acceleration is the same for both
C) False. It is the opposite, according to the previous analysis
D) False. Angular acceleration is equal
E) True. You agree with the analysis above,
