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:
2 electrons will be needed by unbound oxygen in order to fill its 2nd shell.
Explanation:
The chemical reaction between magnesium and oxygen gives magnesium oxide as a product.The reaction is chemically represented as:
Magnesium is a metal of group-2 with 2 valence electrons.It has atomic number of 12.
![[Mg]=1s^22s^22p^63s^2](https://tex.z-dn.net/?f=%5BMg%5D%3D1s%5E22s%5E22p%5E63s%5E2)
In order to attain noble gas configuration it will loose two electrons.
![[Mg]^{2+}=1s^22s^22p^6](https://tex.z-dn.net/?f=%5BMg%5D%5E%7B2%2B%7D%3D1s%5E22s%5E22p%5E6)
...[1]
Oxygen is a non metal of group-16 with 6 valence electrons..It has atomic number of 8.
![[O]=1s^22s^22p^4](https://tex.z-dn.net/?f=%5BO%5D%3D1s%5E22s%5E22p%5E4)
In order to attain noble gas configuration it will gain two electrons.
![[O]^{2-}=1s^22s^22p^6](https://tex.z-dn.net/?f=%5BO%5D%5E%7B2-%7D%3D1s%5E22s%5E22p%5E6)
..[2]
2 electrons will be needed by unbound oxygen in order to fill its 2nd shell.
<span>Epsilon
zero is permittivity of free space means how much air or vacuum permits
electric field to travel from one charge to other.It is constant in the coulomb
law. This allow Gauss's a lot easier to solve rather than using K</span>
Answer:
50km/h
Explanation:
Average velocity = change in distance (or distance travelled) divided by/ the change in time (or time taken.)
The change in distance has been given as 100km.
The change in time is 3pm-1pm = 2 hours.
Therefore the average velocity was 100/2 = 50km/h (to the east).
Hope this helped!
