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Practical intelligence in real-world pursuits: The role of tacit knowledge.

1985; American Psychological Association; Volume: 49; Issue: 2 Linguagem: Inglês

10.1037/0022-3514.49.2.436

1939-1315

Richard K. Wagner, Robert J. Sternberg,

Psychological and Educational Research Studies

We carried out three experiments to examine the role of tacit knowledge (knowledge that usually is not openly expressed or taught) in intellectual competence in real-world pursuits. In Experiment 1, subjects were divided into three groups, whose 187 members differed in amounts of experience and formal training in academic psychology. Differences in tacit knowledge useful for managing oneself, others, and one's career were related to criterion measures of performance for both academic psychologists and psychology graduate students. In Experiment 2, the subjects were 127 individuals differing in amounts of experience and formal training in business management. Differences in tacit knowledge were related to criterion measures of performance for business managers. In Experiment 3, the results of the second experiment were cross-validated on a group of 29 bank managers for whom detailed performance evaluation information was available. Again, tacit knowledge differences were related to criterion measures of job performance. Tacit knowledge was not related to verbal intelligence as measured by a standard verbal reasoning test. We conclude that a comprehensive theory of practical intelligence in real-world pursuits will encompass general aptitudes, formal knowledge, and tacit knowledge that is used in managing oneself, others, and one's career. Consider two observations. First, with surprising frequency, individuals with histories of distinguished performance in formal schooling are only moderately successful in their occupations, and conversely, individuals who are highly successful in their occupations have unremarkable academic records. Second, many professionals report that much, if not most, of the learning that matters to their careers took place after completion of their formal training. Comparing the relations between performance on IQ tests, on the one hand, and performance in schooling and in real-world pursuits, on the other, suggests there may be more than a hint of truth in these observations. Whereas IQ test scores are moderately correlated (.4-.7) with various measures of