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:
D. It has been demonstrated to be without exception under certain stated conditions.
Explanation:
A principle is simply a proposition based on some results from some experiments. A principle becomes a law when it gains strength. That is when other scientists support and back it.
A scientific law is a statement that describes a natural phenomenon and is not contradicted by repeated experiments over the time.
Sir Isaac Newton's law of gravitation stated "A gravitational force exists between all objects in the universe. This force is directly proportional to the masses of the two objects and inversely proportional to the distance between them."
His law explained that every body in the universe attracts every other body. It explained that it is not just Earth that pulls us towards it. But even sun and moon has their own gravitational pull and so does all other objects. It is just that the Gravitational pull of some objects is negligible.
Newton's law of Gravitation is considered a universal law because it is applicable to almost all the bodies in the universe and is demonstrated to be correct for them under certain conditions.
Answer:
4.44s
Explanation:
A 34-kg child on an 18-kg swing set swings back and forth through small angles. If the length of the very light supporting cables for the swing is 4.9 m, how long does it take for each complete back-and-forth swing? Assume that the child and swing set are very small compared to the length of the cables
since the mass of the child and that of the swing is negligible, the masses wont be involved in the calculation
T=2π√L/g
g=acceleration due to gravity which is 9.81m/s2
the length of the supporting cable is 4.9m
T the period
period is the time required to make a complete oscillation
T=2*π√4.9/9.81
T=2*π*0.706
T=4.44s
4.44s
True,
Explanation: because it’s the same reason that lighting touches the ground/ goes up to the sky, because it is trying to balance out its charges