ABSTRACT
Intellectual styles, an encompassing term for such constructs as cognitive style, learning style, thinking style, and teaching style, refer to people’s preferred ways of processing information and dealing with tasks. In Zhang and Sternberg’s (2005) Threefold Model of Intellectual Styles, all existing styles documented in the literature are classified into three types: Type I, Type II, and Type III (see the Appendix for examples of Type I and Type II styles). Type I intellectual styles denote preferences for tasks that provide low degrees of structure, that require individuals to process information in a more complex way, and that allow originality and high degrees of freedom to do things in one’s own way. These preferences correspond to those often expressed by highly creative individuals or groups. Type II intellectual styles suggest preferences for tasks that are structured, that allow individuals to process information in a more simplistic way, and that require conformity to traditional ways of doing things and high levels of respect for authority. These preferences are consistent with those frequently observed in people with less creative potential. Type III styles may manifest the characteristics of either Type I or Type II styles, depending on the stylistic demands of a specific situation. In this chapter, people who tend to a wider repertoire of intellectual styles, including Type II and Type III styles, apart from Type I styles, are said to possess successful intellectual styles.
