Abilities Are Forms of Developing Expertise

Bibliographic Data

ID9733972
AuthorsRobert J Sternberg (0000-0001-7191-5169, Yale University, corresponding author)
Year1998
Volume27
Issue3
Pages11-20
Publication date1998-04-01
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x027003011
OpenAlexW1995480489, W4231281436
LanguageEN
Citations received30
References cited49

The goal of this article is to provide a link between the literatures on human abilities and on expertise. The main argument of this article is that human abilities are forms of developing expertise. In a sense, then, tests of abilities are no different from conventional tests of achievement, teacher-made tests administered in school, or assessments of job performance. Although tests of abilities are used as predictors of these other kinds of performance, the temporal priority of their administration should not be confused with some kind of psychological priority. Abilities, as they are measured by these tests, are as much forms of developing expertise as are any other forms of developing expertise measured in whatever way. There is no qualitative distinction among the various kinds of measures. The article presents a model that implies a shift away from educational practice grounded in traditional ability-achievement relationships and toward practice grounded in the development of knowledge-based expertise in all children

Argument (complex analysis · Cognitive psychology · Grounded theory · Mathematics education · Qualitative research · Social science · Sociology · Competency Development and Evaluation · Creativity in Education and Neuroscience · Higher Education Learning Practices · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Psychological and Educational Research Studies · Psychology · Social Psychology

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