Eduardo De León Domínguez list number: 7

Principles of thinking styles

Robert J. Sternberg

Below I will analyze the fifteen general issues that

We must understand about the styles of thinking, according to Sternberg.

1. Styles are preferences in the use of skills, not skills themselves.

same. An important distinction is that some styles have been
discarded when it has been seen that they cannot be distinguished from the
aptitudes. For example: some have a style that drives them to create.
things, but whose creations are not particularly good.

In short, we must carefully distinguish between styles and aptitudes, and

to realize that people's styles may or may not fit with theirs
aptitudes.

The match between styles and skills creates a synergy that surpasses the
sum of the parts. There is a discrepancy between the styles of
thinking and its abilities finding differences between what he likes
do and what he knows how to do well. But in the end, we must acquire
a maturation, consisting of coming to accept what we want to be and what
what we want to be from a realistic standpoint.
3. Vital options must fit both styles and
Many are unhappy because they start a profession because the
society or his parents want him to do it and not because it harmonizes with his
skills and styles; on the other hand, those who start a profession because
fits well with their skills and styles they can easily end up in the
top.
From this, many can end up being good at what they do, but
they probably won't end up being the best or they may not even like what
they do, because when our styles do not fit with the choices that
What we do in our lives, we ultimately pay for, as do those around us.

4. People have profiles (or patterns) of styles and not a single style.
people do not have just one style, but a profile of styles, varying around
to the aspects and situations that are presented to them. So it can be
to conclude that people who are one thing, are also another, being
multidimensional, in the realm of styles and in any other.
5. The styles vary depending on the tasks and situations. Like others, the
the style that I show in a task (for example, when working) can be
quite different from the one I show in another (for example, when cooking). To
likewise, these do not vary only with tasks, but also with the
situations that we encounter daily.
6. Each person differs from the others in the strength of their preferences. Some
people have a strong preference for being with others and working with
they, while other people have a very weak preference: it is hard for them
just one thing is like another.

People not only differ in the absolute strength of their preferences, but
also in the scope of them. For example, some do the work that
They like it but not under the conditions they prefer.

[Link] differ in the flexibility of their styles. Flexibility is

valuable in any aspect of life: in studies, in work, in the
intimate relationships with other people and even in the way one interacts with oneself,

since the more flexible a person can be, the more likely it is that they
adapt to a variety of situations, gaining spectacular advantages.
8. Styles are socialized. Children become the result of the
interaction between their environment and who they are as individuals, highlighting
the role of socialization in the development of styles.
Children observe role models and often start to internalize many of
their attributes, prone to becoming people of certain model styles,
becoming the result of the interaction between their environment and what they are
as people.

9. Styles can vary throughout life. Styles can not only

to vary due to changes in the available resources, but also by
that we ourselves can change.

Styles, like aptitudes, are more fluid and dynamic entities than
fixed and static, being a continuous process that lasts a lifetime and the ways of
thoughts that one feels so comfortable with in youth often seem
strange years later.

10. Styles can be measured. Measurement is equally important, for

that a construct should be used to make diagnoses or predictions,
needing to have one or more reliable measures of construct, although measuring
It's something difficult, as the described style tests are new and very recent.
few that have been tested.
11. Styles can be taught. One way to teach styles consists of
give children or students tasks that require the use of the styles that
we want to develop, they can also be taught to learn
directly specifying to them what style is so that they think differently.
12. Styles that are appreciated in one era may not be in another.
Throughout life, the necessary styles for success in various
moments vary. Workplace activities can differ greatly
of educational activities and, frequently, the necessary skills
to be successful at work are quite different from those necessary for
to succeed in studies.

Of course, to the extent that a person is flexible, they will be able to

better adapt to the required thinking styles for any level of
address, or of anything else.
 The styles that are appreciated in one place may not be in others.
people who are appreciated by the first organizations is likely
that are underestimated by the second, and vice versa. In other
words, the styles that are appreciated in one place are undervalued
in others.

For example: people who give conferences, seminars, or courses also

They find that the same course that worked very well in one place can
fail in another.

14. In general, styles are neither good nor bad: it is a matter of

adaptation. The most important thing is to find an environment that fits well.

with what we can offer in terms of styles, instead of an environment that

it can have a lot of prestige, but it is unlikely to appreciate what
we do, because a style that can fit well in a context can
to fit poorly into another.

15. We confuse the appropriateness of styles with the level of ability. Many children
and adults are never appreciated for what they are, but for their way of
fit into the evaluator's stylistic model.

When they are evaluated, those who seek and appreciate only who they are are present.

as they are in those who seek quality, regardless of whether it is or

not the same type of quality that they can offer.
Eduardo De León Domínguez list number: 7

The development of thinking styles

Robert J. Sternberg

Styles are partially socialized constructs, as society structures

the tasks following lines that benefit one style or another in a situation
determined. Also, we not only adopt styles in our relationship with people and
external objects, but also in relation to ourselves.

Variables of the development of styles

The culture

In some cultures, children are taught not to question the

religious principles or the government, while in others children are urged to
to question a large part of what is taught to them.

Some groups promote the type of legislative and liberal thinking that tends to
producing creative work that earns awards. Other groups
they dissuade this type of thinking and consequently, it is less likely that
its members receive awards.

Another variable that differs between cultures is: individualism-collectivism.

Members of individual cultures tend to see themselves as
separate and autonomous entities; members of collective cultures tend to
consider themselves interconnected with others, depending on
largely with the social roles that connect him with others.

Sex

Cultural coherences in stereotypes related to sex are so

highlighted that these stereotypes can be one of the few examples
truths of cultural universals.
Men and women socialize differently; we also know that.
that men and women perform differently in various types of tests.
It was also supposed that men set the rules and that women followed them.
they should continue, but that tradition is currently changing in many
cultures.

The age

The preferred situation in preschool, where the child chooses what they want to do and how.
wants to do it, it's over. Students who do not follow the guidelines and
school rules are considered infrasocialized.

The system of rewards and punishments changes as the career progresses. The
children lose their creativity in school, however, what they can really
losing is the style of thought that generates creative activity.

The styles of parents

It is possible that what parents encourage and reward is reflected in the style of
the children, emulating a certain way of being and behaving of their elders.

One of the most important variables in a child's intellectual development is the

the way parents confront the questions their children ask them.
But this paternal influence is not total, because the personality of each person
it is different.

Training and profession

Another variable that influences the development of styles is the type of training.
received and, ultimately, the profession that is practiced.

How people respond to the reward system of life that they have
chosen, there are several aspects of the styles that are more likely to be
fostered or suppressed. Most educational centers usually
compensate more in an executive, conservative, and local style.
Styles and skills

Styles interact with skills, as sometimes we

we found legislative people but they are not creative, with people
creatives that avoid legislation and hierarchies, but the styles are indeed present
socialized even if only in parts, then it is almost certain that they will be able to
modify to some extent.

As future teachers, we must teach students to make the most of their

strengths and to correct the weaknesses, since they can often be
find compensation mechanisms that help reduce the existing gap
between the weak and strong points.

Different styles can work well, in different ways, in different

moments of a given professional career. The adaptation between student and
teacher, just like between teacher and principal, can be essential for the
success of the teacher-student system or the teacher-director system.

It is necessary for schools to take into account not only the adjustment between

teachers and students but also the adjustment between the way of teaching a
matter and the way of thinking of the students.

The style will influence the perceived aptitude, but the style is independent of the
intelligence in general. Therefore, style should count as much as aptitude and
the motivation in job guidance, although it probably shouldn't matter
in school orientation that is based on aptitudes and not on styles.
Eduardo De León Domínguez list number: 7

What and how to learn

Rosa María Torres

Teaching has traditionally focused on the content of the subjects.

neglecting the teaching of capacities and cognitive skills that
they are essential for learning, therefore, it is necessary to take it into account in the

educational field and dedicate the necessary attention to meet the needs of the
learning.

In light of the recognition of the significant learning gap among human beings and what
that the educational system is achieving, efforts have been made to implement in the

schools, techniques to improve thinking skills.

Thought is essential for the acquisition of knowledge and this is

fundamental for thinking, seeking to develop and enhance skills
It should be fundamental in an educational institution to implement this as something
habitual.

The ability to solve problems is something that also needs to be managed.

constantly, preferably related to the student's context to
which will actually help him develop his skills.

Another aspect that has been considered a peculiar attribute is creativity,

which is made up of four components: the capabilities, the cognitive style, the
attitudes and strategies.

Students and teachers must be aligned regarding their process

teaching-learning, since a greater awareness of the processes of both
teaching as learning allows for substantial improvement in one and the other, with
the end of managing knowledge and contributing to improve skills. Also
a greater awareness of one's cognitive abilities is essential for the
teachers, in order to be able to detect their own skills and limitations.

Reflecting on one's own learning, becoming aware of the strategies and

individual cognitive styles are just something that will help us to learn and
the possibility of improving learning.

Similarly, as educators, we must instill and teach our students to

that they learn to study, to teach and apply what they have learned based on our
knowledge in such a way that we serve as an example for them to improve.

According to what is taught, it is necessary to make the learners see that what
they have acquired in the classroom if they know how to apply it, it will be of great use to them in the future and

will achieve its perspectives.

In short, these are just a few points that I can mention about this
reading, which was very useful for us to carry out our work in the classroom.
Thanks to the collaboration of the entire team, I consider that the work was very
complete achieving to cover the essentials of this reading in the work.