同样天赋的孩子，在学校的表现或者说学习成绩上有可能有很大差别。在某老师眼里可能是很笨的孩子，在另外一个老师眼里却可能成为聪明的孩子。传统的智力学说很难解释现代的教育现象。美国心理学会主席Sternberg斯腾伯格的Thinking Styles思维风格理论可以对这一现象作出解释。
在英国留学期间，作为教育专业的学生，本人的论文是中国小学生的思维风格研究。学生的思维风格与教育环境的匹配在他们的学业成就中起很大的作用。
不得不骄傲地说一下，当年俺是世界第一。我是学术界第一个用“思维风格测量表”对小学生进行研究的。以往的研究主要是针对成年人，再涉及到中学生。而世界上第一个研究小学生的，至少在当时，我是第一个。
本人也曾用思维风格测量表，对我国的一些小学生做过测试。有兴趣的学生家长可与我联系。由于目前国际个国内的调查主要是针对成年人、大学生及中学生的，故我在朋友的帮助下，用小学高年级学生作为测试对象。
下面是本人论文的摘要。此摘要为英文版，过些日子再附上中文。
A Study on the Development of Thinking Styles among Primary School Students in China and its Application in Teaching Practice
Abstract:
Students’ achievements in learning depend not only on their abilities, but also on their thinking styles. The relation between thinking styles and educational environmental requirements is very important. In order to explore the developmental characteristics of thirteen kinds of thinking styles (such as legislative style, executive style and judicial style) among primary school students in China, the questionnaire method was used. The Sternberg-Wagner Thinking Styles Inventory was
administered to 85 primary school students in Year 5 in China. We discussed and deduced the main features of the thinking styles of young pupils from the perspective of culture, gender, age, parenting and schooling and made the following findings:
1.Chinese pupils got higher scores in the liberal, external and legislative styles; lower scores in the judicial and conservative styles.
2.For pupils of the same age, the different gender groups showed no significant different features.
3.Differences in characteristics of thinking styles appear in different school groups. There are obvious differences in the global and internal styles.
The educational implications of these findings are discussed, along with suggestions and recommendations for future research and application in future teaching practice.
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