Human Processor Model

Dr. Robert Atkinson

Objectives

By the end of this lecture, you will be ready to:

• Identify and describe the components of the Human
Processor Model
• Estimate user reaction time to perform certain tasks
• Describe the system design implications of the model
Overview of Human Processor Model

• Human Processor Model or MHP (Model Human

Processor) is a cognitive modeling method used to
calculate how long it takes to perform a specific
task
• It draws analogy between the processing and
storage areas of a computer, with the perceptual,
motor, cognitive and memory areas of the
computer user
• System designer use it to predict performance w/o
performing experiments
Three Processors

Long Term Memory

Visual Auditory Working Memory

Store Store

Eyes
Perceptual Cognitive Motor
Ears Processor Processor Processor

Arms, wrists,
fingers, etc.
Why Is the MHP Useful?

• Model is used to:

• Predict and compare usability of different
interface designs
• Task performance, learnability, and error rates
• Develop guidelines for interface design
• No users or functional prototype required
• Easy to learn and use
• Produces reasonably accurate results
What’s Not in the MHP?

• Haptic sensory processor and memory

• Motor (or muscle) memory
• Attention
• Active “chunk” in working memory (WM) +
cognitive processing
• Affects perceptual processing of sensory stimuli
and filters what information is transferred from
sensory memory to WM
Human Processor Model
Perceptual Subsystem

• Responsible for transforming external environment

into a form that cognitive system can process
• Composed of perceptual memory and processor

Long Term Memory

Working Memory
Visual Auditory
Store Store

Eyes Perceptual Cognitive Motor

Ears Processor Processor Processor
Perceptual Memory

• After onset of stimulus, representation of it appears

in perceptual memory
• Representation is physical (non-symbolic)
• E.g., “7” is just pattern, not the recognized digit
• As contents of perceptual memory are symbolically
coded, they are passed to WM
• Decay time
• 200ms for visual store
• 1500ms for auditory store
Perceptual Processor

• Codes information in perceptual memory for about

100ms, then retrieves next stimulus
• Cycle time = ~100ms
• Processor cannot code all information before the
next stimulus arrives
• Type and order of coding influenced by:
• Gestalt principles (perceive shape from atomic
parts)
• Attention (directs processing or filters
information)
Principles of Perceptual System

• Gestalt Principles
• How we perceive shapes from atomic parts
• Variable Processor Rate Principle
• Processor cycle time varies inversely with
stimulus intensity
• Encoding Specificity Principle
• Encoding at the time of perception impacts what
and how information is stored
• Impacts what retrieval cues are effective at
retrieving the stored information
Human Processor Model
Cognitive Subsystem

• Uses WM and LTM to make decisions, schedule

actions with motor system
• Composed of a processor and two memories: WM
and LTM
Long Term Memory

Working Memory
Visual Auditory
Store Store

Eyes Perceptual Cognitive Motor

Ears Processor Processor Processor
Working Memory

• Holds intermediate products of thinking and

representations produced by perceptual system
• Comprised of activated sections of LTM called
“chunks”
• A chunk is a hierarchical symbol structure
• 7 +/- 2 chunks active at any given time
Working Memory

• Decay caused by
• Time: about 7s for three chunks, but high
variance
• Interference: more difficult to recall an item if
there are other similar items (activated chunks)
in memory
• Discrimination Principle
• Difficulty of retrieval determined by candidates
that exist in memory relative to retrieval cues
Long-Term Memory

• Holds mass of knowledge; facts, procedures,

history
• Consists of a network of related chunks where
edge in the network is an association (semantic
network)
• Fast read, slow write
Long-Term Memory

• Infinite storage capacity, but you may forget

because:
• Cannot find effective retrieval cues
• Similar associations to other chunks interfere
with retrieval of the target chunk (discrimination
principle)
Principles of Cognitive System

• Uncertainty Principle
• Decision time increases with the uncertainty
about the judgment to be made, requires more
cognitive cycles
• Variable Rate Principle
• Cycle time Tc is shorter when greater effort is
induced by increased task demands or
information loads; it also diminishes with
practice.
Human Processor Model
Motor Subsystem

• Translates thoughts into actions

• Head-neck and arm-hand-finger actions
Long Term Memory

Working Memory
Visual Auditory
Store Store

Eyes Perceptual Cognitive Motor

Ears Processor Processor Processor

Arms, hands,
fingers
Motor Processor

• Controls movements of body

• Movement composed of discrete micro-
movements
• Micro-movement lasts about 70ms
• Cycle time of motor processor about 70ms
• Caches common behavioral acts such as typing
and speaking
• No mention of this cache in the model
Information Processing Cycle Times
Comprehensive List of Cycle Times
Human Processor Model
MHP
Implications of Model for HCI
Using Model to Estimate Reaction Times

• Analyze goal structure of the task, then for each

step:
• Analyze user perception of the output
(perceptual system)
• Analyze mental steps to move from perception
to action (cognitive system)
• Analyze user actions required (motor system)
• Sum processing times from each step to obtain a
reasonably accurate prediction of task performance
Example 1

A user sits before a computer terminal. Whenever a

symbol appears, s/he must press the space bar. What
is the time between stimulus and response?

Tp + Tc + Tm = 240 ms
Example 2

Two symbols appear on the computer terminal. If the

second symbol matches the first, the user presses “Y”
and presses “N” otherwise. What is the time between
the second signal and response?

Tp + 2Tc (compare + decide) + Tm = 310 ms

System Design Implications of Model

• Human Processing is relatively limited

• Constant danger of overload
• This implies that designers must:
• Use meaningful/familiar chunks whenever
possible
• Simplify decision making
• Minimize WM storage is problem solving
(decision making) is required
Cognitive Perspective (II)
Dr. Robert Atkinson
Objectives

By the end of this lecture series, you will be able to:

• Understand Cognitive Load Theory: Explain theory,
including schemas, intrinsic, and extraneous load.
• Apply Schemas and Scripts: Demonstrate
understanding of how schemas and scripts influence
the processing of information.
• Explain Metacognition’s Role in HCI: Explain how
metacognition affects usability, user satisfaction, and
adaptation to interfaces.
Objectives

• Evaluate Techniques for Guiding Attention:

Assess various techniques such as contrast, color,
and layout for their effectiveness in guiding user
attention in interface design.
• Implement Strategies for Facilitating Encoding:
Apply methods like elaboration, organization, and
imagery to enhance user experience and information
retention.
• Manage Cognitive Load in Interface Design:
Develop interfaces that optimize cognitive load,
balancing intrinsic and extraneous elements.
Cognitive Load Theory
Cognitive Learning

• Cognitive learning is a powerful mechanism that

provides the means of knowledge and goes well
beyond simple imitation of others.
• Cognitive learning is defined as the acquisition of
knowledge and skill by mental or cognitive
processes. Cognitive processes include creating
mental representations of physical objects and
events, and other forms of information processing
Schemas and Scripts

• Schemas are cognitive structures that help us

understand and interpret information stored in long-
term memory
• New info easier to learn if it fits existing schema
• Hierarchies of knowledge, grouped under
categories
• Large background knowledge means well-
developed schemata about the subject
• Scripts: Sequence of actions that usually occurs
during a particular experience
Cognitive Load Theory

• Schemas are a key component in Cognitive Load

Theory (CLT)
• Schema acquisition involves absorbing new
information and integrating it with existing
knowledge.
• Schema automation refers to the process where
information processing becomes more efficient and
automatic with practice, reducing cognitive load and
freeing up working memory resources.
Intrinsic and Extraneous Load

• Cognitive load: Amount of mental resources, mostly

working memory, required to perform a task
• Two kinds of cognitive load critical for performing a
task:
• Intrinsic: Resources required by the task itself
(elements involved, complexity of interactions,
expertise level); unavoidable
• Extraneous: Required to process irrelevant
stimuli as you learn (interruptions, disorganized
material, and such); avoidable
Good Design: Optimize Cognitive Load

• Germaine factor: How you allocate working

memory as you learn
• Role of good design– manage intrinsic load,
reduce extraneous load
• This theory suggests that design should aim to
optimize cognitive load to enhance schema
acquisition and automation
Metacognition
Metacognition

• Metacognition refers to the awareness and

understanding of one's own thought processes.
• It's a higher-order thinking skill that involves self-
regulation of cognition through various activities like
planning, monitoring, and evaluating.
• Metacognition plays a significant role in how users
interact with technology.
• Metacognition is a skill that develops over a lifetime
Metacognition
Metacognition’s Role in HCI

• Learning New Systems: When users encounter a

new interface or system, they rely on metacognitive
strategies to learn how to use it, including setting
goals, planning, and evaluating their understanding
and performance.
• Problem-Solving: Metacognition is crucial when
users face challenges or unexpected behaviors in a
system. Users with strong metacognitive skills are
better at diagnosing problems, exploring different
solutions, and applying learned knowledge to new
situations.
Metacognition’s Role in HCI

• Adaptation to Interfaces: Users often need to

adapt their strategies when interacting with different
interfaces. Metacognition helps them assess the
effectiveness of their strategies and adjust them as
needed, enhancing their flexibility and efficiency.
• Error Recognition and Recovery: Metacognitive
skills aid users in recognizing when they have made
an error and in devising strategies to recover from it.
This is particularly important in complex systems
where errors might not be immediately apparent.
Metacognition’s Role in HCI

• Usability and User Satisfaction: Users with higher

metacognitive awareness are likely to have more
realistic expectations and can adapt their behavior
more effectively, leading to higher usability and
satisfaction with the interface.
• Personalization and Customization: Metacognition
allows users to understand their own preferences
and work styles, enabling them to effectively
personalize or customize the interface to suit their
needs.
Metacognition’s Role in HCI

• Learning from Feedback: In HCI, feedback from

the system (like error messages or confirmation
dialogs) is crucial. Metacognition helps users
interpret and learn from this feedback, improving
their future interactions.
• Efficient Information Seeking: Metacognitive skills
help users in planning and executing efficient search
strategies, particularly in information-rich
environments like the web.
Metacognition’s Role in HCI

• Avoidance of Cognitive Overload: Users with

good metacognitive skills are better at managing
their cognitive load, avoiding situations where they
might be overwhelmed by too much information or
too many tasks at once.
• Collaboration and Social Interaction: In
collaborative interfaces or social media platforms,
metacognition helps users in self-regulating their
behavior, understanding the perspective of others,
and effectively engaging in social interactions.
Guiding Attention
Techniques for Guiding Attention

• Contrast and Color: Using contrasting colors can

make elements stand out on the screen. Bright or
unusual colors can draw attention, but it's important
to use them sparingly to avoid overwhelming the
user.
• Size and Scale: Larger elements naturally draw
more attention. This can be used to highlight
important information or actions, like a prominent
'Sign Up' or 'Buy Now' button.
Techniques for Guiding Attention

• Animation and Motion: Subtle animations can

guide the user's attention to specific areas. For
example, a bouncing arrow to suggest scrolling
down. However, excessive animation can be
distracting, so it should be used judiciously.
• Whitespace (Negative Space): Adequate spacing
around elements can help in making a screen less
cluttered and directing focus to important content.
Whitespace is critical for a clean and focused
design.
Techniques for Guiding Attention

• Positioning and Layout: Placing important

elements in high-visibility areas, like the top of the
page or near the center, can help in drawing
attention. Familiar layout patterns, like the F-pattern
or Z-pattern, align with natural scanning habits of
users.
• Typography and Font Weight: Bold and distinctive
fonts can be used for headings and key information
to draw attention. Mixing font sizes and styles can
also create a hierarchy of information.
Techniques for Guiding Attention

• Imagery and Icons: High-quality images and

intuitive icons can quickly grab attention and also
help in communicating a message more effectively
than text alone.
• Sound and Feedback: In some contexts, audio
cues can be effective in gaining attention, especially
for alerts or notifications. Similarly, providing
immediate feedback, like a subtle sound or visual
cue after an action, can keep the user engaged.
Techniques for Guiding Attention

• Personalization: Tailoring content to the user's

preferences or past behavior can catch their
attention more effectively. For example, showing
users products related to their past views or
searches.
• Interactive Elements: Elements that invite user
interaction, like sliders, hover effects, or collapsible
menus, can engage and hold the user’s attention.
Techniques for Guiding Attention

• Storytelling and Content Layout: Presenting

content in a storytelling format with engaging visuals
and text can keep users interested and guide them
through the interface.
• Micro-interactions: Small, interactive animations
for common tasks (like a color change when a
button is hovered over) can make the interface feel
more responsive and keep the user engaged.
Techniques for Guiding Attention

• Clarity and Simplicity: Sometimes, the best way to

hold attention is not to add, but to subtract. A clear,
simple design without unnecessary elements can
make the important content stand out.
• Urgency and Scarcity: Indicating urgency (e.g., a
countdown timer for a sale) or scarcity (e.g., only a
few items left in stock) can draw attention and
prompt action.
Facilitating Encoding
Facilitating Encoding

• Elaboration: Extend meaning, connect new info to

prior knowledge (easier to recall later); a form of
rehearsal
• Organization (ordered, logical network of relations):
Arrange, categorize info; chunk complex info; put
concept into a structure
• Imagery: Use dual coding (visual and verbal
material); manage cognitive load; build on relevant
info and generate connections
• Context: Recall context in which info was learned to
activate memory of info (priming effect of context)
Facilitating Encoding

• Gain their attention; regain as needed

• Help users separate essential/nonessential details
• Make connections between new and old information
• Present material in clear, organized way; clear
purpose
• Manage cognitive load; provide strategies for
learning
• Focus on meaning, not memorization
• Use multiple examples
• Practice: Interleave practice, distributed practice
Other Factors the Support Encoding
• Visual imagery
• Self-reference effect
• Generation effect
• Organizing to-be-remembered information
• Relating words to survival value
• Retrieval practice
Emotions and Encoding

• What events are remembered well?

• Significant events in a person’s life
• Highly emotional events
• Transition points
• Emotional events: more easily and vividly
remembered
• Emotion improves memory, becomes greater with
time (may enhance consolidation)
Idiosyncratic Nature of Memory
Flashbulb Memory

• Memory for the circumstances surrounding

shocking, highly charged important events
• Where you were, and what you were doing
• Highly emotional, vivid, and very detailed
• Flashbulb memories are not “photograph” memories
• They can change with the passage of time
Constructive Nature of Memory

• Memory = what actually happens + person’s

knowledge, experiences, and expectations
• Memory can be influenced by inferences that people
make based on their experiences and knowledge
• Pragmatic inferences: based on knowledge gained
through experience
• Memory often includes information that is implied
by or is consistent with the to be remembered
information but was not explicitly stated
The Illusory Truth Effect

• Enhanced probability of evaluating a statement is

true after repeated presentation
• Occurs due to fluency or familiarity with the
information
• Related to the propaganda effect: Both result from
stimulus repetition
• The misinformation effect: misleading information
presented after someone witnesses an event can
change how that person later describes the event
Influence of Schemas and Scripts on
Memory

• Memory can include information not actually

experienced but inferred because it is expected and
consistent with the schema
• Office waiting room: books not present but
mentioned in memory task
• The constructive nature of memory can lead to
errors or “false memories”
Constructive Nature of Memory

• Advantages
• Allows us to “fill in the blanks”
• Cognition is creative
• Understand language
• Solve problems
• Make decisions

• Disadvantages
• Sometimes we make errors
• Sometimes we misattribute the source of
information
• Was it actually presented or did we infer it?
Conceptual Knowledge
Conceptual Knowledge

• Conceptual knowledge: enables us to recognize

objects and events and to make inferences about
their properties
• Concept: mental representation used for a variety of
cognitive functions
• Categories: all possible examples of a particular
concept
• Categorization: the process by which things are
placed into groups called categories.
Advantages of Categories

• Help to understand individual cases not previously

encountered
• Pointers to knowledge
• Provide a wealth of general information about an
item
• Allow us to identify the special characteristics of a
particular item
Definitional Approach to
Categorization

• Determine category membership based on whether

object meets the definition of the category
• Does not work well
• Not all members of everyday categories have the
same defining features
• Family resemblance
• Items in a category resemble one another in a
number of ways
Protype Approach

• Prototype: an average representation of “typical”

member of a category
• Characteristic features that describe what members
of that concept are like
• Average of category members encountered in past
• High prototypicality: a category member closely
resembles category prototype
• “Typical” member
• For category “bird” = robin
Protype Approach

• Low prototypicality: a category member does not

closely resemble the category prototype
• For category “bird” = penguin
• Strong positive relationship between prototypicality
and family resemblance
• Items in a category that have a large amount of
overlap have high family resemblance
• Low overlap = low family resemblance
Exemplar Approach

• Concept is represented by multiple examples (rather

than a single prototype)
• Examples are actual category members (not
abstract averages)
• To categorize, compare new item to stored
examples
• The more similar a specific exemplar is to a known
category member, the faster it will be categorized
(family resemblance effect)
Exemplar View vs Prototype View

• Similarity to prototype view: Representing a

category is not defining it
• Difference from prototype view: Representation is
not abstract
• May use both
• Exemplars may work best for small categories
• Prototypes may work best for larger categories
Probabilistic Inference
Bayesian Theory

• Bayesian theory provides a framework for how

users integrate new information with existing
knowledge, navigate uncertainty, and update their
understanding of concepts.
• It suggests that the brain interprets information in
terms of probabilistic models and makes decisions
based on these probabilities.
• It suggests that the brain is akin to a 'probabilistic
inference machine.’
• It continually makes predictions about incoming
sensory data based on prior experiences.
Probabilistic Inference

• Bayesian framework posits that humans update their

beliefs and knowledge based on likelihood of new
information fitting with their existing beliefs (priors).
• Explains how people can learn quickly from limited
data and why some misconceptions or biases are
hard to change – because they are deeply ingrained
as priors in our belief system.
• When making decisions, individuals weigh the
probability and impact of different outcomes.
• It's particularly relevant in understanding decisions
made under uncertainty or with incomplete
information.
Probabilistic Inference

• Accounts for both rational decision-making, where

people choose the most likely or beneficial option,
and seemingly irrational choices, where prior beliefs
or misjudged probabilities skew decision-making.
• Bayesian models are also used to understand how
we interpret and predict others' behavior.
• This includes forming judgments about others'
intentions, beliefs, and emotions.
• We use our prior experiences and current contextual
information to make probabilistic inferences about
others' mental states, which guides our social
interactions and understanding.
Problem Solving
Problem Solving

• Problem: A situation in which you must find a

means to reach a goal
• Problem solving: Creating new solutions for
problems
• General and domain-specific problem solving
strategies
• Domain-specific expert knowledge leads to more
automatic domain-specific (less general) problem
solving
Defining Goals and Representing the
Problem

• Solvable problems often become opportunities (for

inventions, for improving situations)
• First step: Identify the problem
• Focus attention on relevant information
• Ignore irrelevant details that might mislead, confuse
• Form a conceptual model
• Be certain what problem is asking; use proper
schema
• Problem areas: Using wrong schema, overlooking
critical information, using irrelevant information
Factors That Hinder Problem Solving

• Functional fixedness: Inability to use objects/tools

in new ways;
• Need to be able to look at things in new ways
• Response set: Stuck on one way of representing
problem
• Representativeness heuristic: Automatically
applying a heuristic based on our
prototypes/stereotypes
• Problems with heuristics (leading to bad
decisions/judgments)
Factors That Hinder Problem Solving

• Availability heuristic: Making judgments based on

what’s available in our memory, thinking it’s common
• Belief perseverance: Tendency to hold to beliefs,
even in the face of contradictory evidence
• Confirmation bias: Tendency to seek information
that confirms our ideas/beliefs, ignoring
disconfirming evidence
• Overconfidence may result from automatic use of
heuristics
Common Problem-Solving Procedures

• Algorithm: Step-by-step procedure for solving

problem; prescription for achieving a goal (usually
domain specific)
• Heuristic: General strategy for solving ill-defined
problems
• Means-end analysis divides problem into
intermediate goals/subgoals; figure out means for
solving each
• Working-backward strategy starts with goal and
moves backward to solve problem; helps to set
intermediate deadlines
Common Problem-Solving Procedures

• Analogical thinking looks for solutions to situations

like the one you currently face
• Using a solution to a similar problem guides solution
to new problem
• Analogical transfer: The transfer from one
problem to another
• Source problem to target problem
• Analogical encoding: process by which two
problems are compared and similarities between
them are determined
Expertise
How Experts Solve Problems

• What is an expert?
• “A person who, by devoting a large amount of
time to learning about a field and practicing and
applying that learning, have become
acknowledged as being extremely
knowledgeable or skilled in that field.”
• Experts solve problems in their field more quickly
and with a higher success rate than beginners
• Experts possess more knowledge about their fields
How Experts Solve Problems

• Knowledge is organized so it can be accessed when

needed to work on a problem
• Novice: surface features
• Expert: structural features

• Experts spend more time analyzing problem

• Experts are no better than novices when given
problems outside of their field
• Experts less likely to be open to new ways of looking
at problems
Expert Knowledge and Problem
Solving

• Experts know what is important, where to focus

attention
• Perceive large, meaningful patterns; not focused on
details
• Recognize patterns, represent problems quickly
• Acquire great store of domain knowledge; hold more
info in working and long-term memories
• Vast procedural knowledge; many productions (if-
then schemas); automatic procedures for solving
pieces of the problem
• Monitor their performance
Transfer

• Transfer: Influence of LTM material on new material;

automatic transfer of highly practiced skill
• Many views of transfer
• Automatic, direct use of skills in everyday
applications (schema automation)
• Benefits from practice in different situations
• Thoughtful transfer to new situations (arrive at
creative solutions to problems)
• Involves mindful abstraction to consider applications
of new learning beyond one specific problem or
situation
Theories of Intelligence
Intelligence

• The ability to acquire knowledge, think logically, and

to use resources effectively.
• Skills required to adapt successfully to
environmental demands may differ by culture,
suggesting that what constitutes intelligence may be
somewhat culture-specific.
• There is no dominant theory; instead, there are
multiple theories that currently exist
Single Factor Theory (G)

• Single, general factor for mental ability assumed to

underlie intelligence in early theories of intelligence.
• Psychometric argument as a general ability was
advanced by British psychologist Spearman (1923).
• He observed that school grades in different subjects,
such as English and mathematics, were almost
always positively correlated but not perfectly
• He concluded that intellectual performance is
determined partly by a g-factor (general
intelligence), and partly by whatever special abilities
might be required to perform a particular task
Crystalized and Fluid Intelligence

• The distinction between these two types of

intelligence is important because it suggests that
intelligence is not a single, static ability.
• Instead, it comprises different capacities that can
change in different ways over the course of a
person's life.
• Fluid intelligence is more about mental agility, while
crystallized intelligence is about the depth and
breadth of a person's acquired knowledge and the
ability to use that knowledge.
Fluid Intelligence

• Nature: This is the capacity to think logically and

solve problems in novel situations, independent of
acquired knowledge. It involves the ability to analyze,
reason, identify patterns, and abstract thinking.
• Characteristics: Fluid intelligence is considered the
more 'raw' form of intelligence, which is not
influenced by formal education or culture.
• Age Relation: It typically peaks in early adulthood
and gradually declines with age.
Crystalized Intelligence

• Nature: This form of intelligence involves the ability

to use learned knowledge and experience. It's about
having a rich vocabulary, general knowledge, and
the application of learned skills and facts.
• Characteristics: Crystallized intelligence is heavily
influenced by culture, education, and experience.
• Age Relation: Unlike fluid intelligence, crystallized
intelligence tends to increase with age, as
individuals accumulate more knowledge and
experience over time.
Gardner’s Multiple Intelligence Theory

• In Gardner’s theory of multiple intelligences, he

currently defines eight distinct varieties of adaptive
abilities (Gardner, 2000)
1. Linguistic intelligence: the ability to use language
well, as writers do.
2. Logical-mathematical intelligence: the ability to
reason mathematically and logically.
3. Visuospatial intelligence: the ability to solve spatial
problems or to succeed in field such as architecture.
4. Musical intelligence: the ability to perceive pitch
and rhythm and to understand and produce music.
Gardner's Multiple Intelligence

5. Bodily-kinesthetic intelligence: the ability to

control body movements and skillfully manipulate
objects, as demonstrated by a highly skilled dancer,
athlete, or surgeon.
6. Interpersonal intelligence: the ability to understand
and relate well to others.
7. Intrapersonal intelligence: the ability to understand
oneself.
8. Naturalistic intelligence: the ability to detect and
understand phenomena in the natural world, as a
zoologist or meteorologist might.
Sternberg’s Triarchic Theory

Intelligence is comprised of three distinct but

interrelated components:
1. Analytical Intelligence: What is typically assessed
in standard IQ tests and academic achievement
tests. Involves ability to analyze, evaluate, judge,
compare, and contrast. Ability to solve problems and
think critically about various issues.
2. Creative Intelligence: Ability to deal with new
situations using past experiences and current skills.
Being able to create, discover, invent, and imagine.
Important for artistic and scientific creativity,
enabling individuals to devise new ways to handle
new situations and unfamiliar problems.
Sternberg’s Triarchic Theory

3. Practical Intelligence: Often referred to as "street

smarts," practical intelligence is about applying
what one knows to real-world situations. It's ability
to adapt to, shape, and select environments. This
includes ability to understand what needs to be
done in a specific setting and then do it.
 Sternberg’s Triarchic Theory
Types of Intellectual Competence
Sternberg’s theory
divides the cognitive Analytical Practical Creative
Intelligence Intelligence Intelligence
processes that
underlie intelligent
behavior into
three specific
components.

Metacomponents Performance Knowledge-

components acquisition
Plan and regulate Execute strategies components
task behavior specified by Encode & store
metacomponents information

Underlying Cognitive Processes

Emotional Intelligence

• Refers to the ability to recognize, understand, and

manage our own emotions, as well as to recognize,
understand, and influence the emotions of others.
• This concept, popularized by psychologist Daniel
Goleman in the 1990s, highlights importance of
emotional awareness in personal and professional
success, extending beyond the traditional
understanding of intelligence as measured by IQ.
Emotional Intelligence

Involves the ability to

read others’ emotions Branch 1 Branch 2
accurately, to respond to Perceiving Using emotions to
them appropriately, to emotions facilitate thought
motivate oneself, to be
aware of one’s own
emotions, and to regulate
and control one’s own EI
emotional responses
(Mayer et al., 2004).
Branch 3 Branch 4
Understanding Managing
emotions emotions