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| A learning style in which a person’s perception of and thinking about a task or problem are strongly influenced by such contextual factors as additional information and other people’s behavior. |
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| A learning style in which a person’s perception of and thinking about a task or problem are influenced more by the person’s knowledge base than by the presence of additional information or other people’s behavior |
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| The tendency of teachers to respond differently to male and female students when there is no educationally sound reason for doing so. |
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| A learning style in which students respond relatively quickly to questions or tasks for which there is no obvious correct answer or solution. |
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| The ability of an individual to use a variety of cognitive and noncognitive capabilities to formulate goals, logically work toward achieving those goals, and adapt to the demands of the environment. |
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| A consistent tendency or preference to respond to a variety of intellectual tasks and problems in a particular fashion. |
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| The tendency of adolescent females to suppress their true beliefs about issues and with claims that they have no opinion or state what they think others want to hear because of socialization practices. |
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| A learning style in which students collect and analyze information before offering an answer to a question or a solution to a problem. |
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| theory of multiple intelligences |
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Definition
| A theory formulated by Howard Gardner that describes intelligence as being composed of eight, mostly independent capabilities. |
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Term
| triarchic theory of intelligence |
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Definition
| A theory formulated by Robert Sternberg that describes intelligence as being composed of practical, creative, and analytical components; also known as the theory of successful intelligence. |
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