A Conceptual Critique of Sternberg's WICS Model

Autor/in	Koro-Ljungberg, Mirka
Titel	A Conceptual Critique of Sternberg's WICS Model
Quelle	In: High Ability Studies, 14 (2003) 2, S.151-152 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
Schlagwörter	Stellungnahme; Research Methodology; Concept Formation; Criticism; Reader Response; Epistemology; Generalizability Theory + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Concept learning; Begriffsbildung; Kritik; Leserbrief; Erkenntnistheorie
Abstract	Robert Sternberg's model of giftedness brings together interesting and very important elements of giftedness by synthesizing wisdom, intelligence, and creativity in novel ways. While his model is based on extensive research and utilizes a variety of sources and expertise, the epistemological consistency of Sternberg's model is, in the author's opinion, cause for concern. In this paper, the author argues for a model that is conceptually coherent, a trait Sternberg also recognizes as important. First, all concepts used in the construction of a model should be conceptually equal attributes, e.g. all nouns, verbs, in order to produce a balanced model. Secondly, the author believes it is difficult to conceptualize a model that utilizes epistemologically diverse concepts, while at the same time attempting to create a generalizable model (a generalizable model should include only objectively constructed concepts and terms). Therefore, any epistemological inconsistency and conceptual confusion have methodological implications that complicate any further use of the model, whether qualitative or quantitative. Researchers, using either subjective or objective ways of producing knowledge, face epistemological problems and conceptual uncertainty when attempting to plan for future study or testing of this model. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10