Cognitive Development: Multiple Intelligences

Ever since Spearman proposed the intelligence theory with G factor, there were several other intelligence theories proposed in response or as an alternative to Spearman’s. Among those, Sternberg’s Triarchic Theory of Intelligence and Gardner’s Multiple Intelligence Theory would be the most influential ones as they are widely accepted and used in real life. Both of the theories share a critical view towards the unitary perspective which is the traditional definition of intelligence. However, the two theories differ in which they don’t agree with what factors should be the measures of intelligence, as well as the emphasis of the two theories.

Howard Gardner’s theory of multiple intelligence’s (MI theory) is a valuable resource for teachers, if they understood how they could apply this in the classroom (Snowman & McCown, 2012). In this class, there are multiple intelligences observed amongst the students; however, there is minimal differentiated instruction to allow the students the best opportunities for success. It is critical that teachers understand that their teaching methods may not be wrong, but they

Howard Gardner introduced the theory of multiple intelligences stating that each person possesses a blend of at least eight different kinds of intelligence: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and environmental/naturalistic (Bruno, 2009).

In “A Rounded Version: The Theory of Multiple Intelligences”, Howard Gardner illustrates how there are a variety of intelligences. Gardner starts off with an example how IQ tests may predict achievement in school but may not predict achievement in life. After finding out certain parts of the brain are responsible for certain functions, such as “Broca’s Area” which is responsible for sentence production, Gardner proposes the existence of multiple intelligences. Multiple studies later led him to propose seven distinct intelligences; Musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. Each intelligence has certain classifications. According to Gardner’s classifications, I realized my intelligences are bodily-kinesthetic, logical-mathematical, and intrapersonal.

Gardner's theory consisted of seven intelligences the first is linguistic ability, which enables us to read, write, and speak well. The second is logical/ mathematical ability which

     A renowned professor of education and psychology at Harvard University, Howard Gardner has radically changed the way we look at intelligence. In 1983 Gardner published the first of two books that theorize that there are multiple intelligences. Gardner believes “that human cognitive competence is better described in terms of a set of abilities, talents, or mental skills, which we call “intelligence” (378). Gardner’s theory dismisses the idea that intelligence is a single attribute of the mind and suggests that there are different types of intelligences that account for different human

Traditionally, people have defined someone who is intelligent as an individual who can solve problems, use logic to answer questions, and think critically. But psychologist Howard Gardner has a much broader definition of intelligence. Compare the traditional idea about intelligence with Gardner's. How have his ideas changed the way we assess the strengths and weaknesses of people?

‘‘Gardner’s multiple intelligences theory can be used for curriculum development, planning instruction, selection of course activities, and related assessment strategies. Instruction which is designed to help students develop their strengths can also trigger their confidence to develop areas in which they are not as strong. Students’ multiple learning preferences can be addressed when instruction includes a range of meaningful and appropriate methods, activities, and assessments. Gardner’s early work in psychology and later in human cognition and human potential’ led to the development of the initial six intelligences. Today there are nine intelligences and the possibility of others may eventually expand the list. These intelligences (or competencies) relate to a person’s unique aptitude set of capabilities and ways they might prefer to demonstrate intellectual abilities’’ ( (Armstrong, T., 2010). Gardner’s Multiple Intelligences

Howard Gardner, the father of such a theory encour-ages educators to feel free to apply the theory and use it in the ESL and EFL environment.” 1 In his book “Frames of Mind” (New York, 1983, Basic Books) he proposed that intelligence falls into eight different areas.2 “My True Intelligence”3 is a quiz based on Gardner’s theory de-signed to find out where a student’s intelligence lies.

"Gardner's original Theory of Multiple Intelligences consists of three components, seven "intelligences," and eight supporting criteria of what comprises an "intelligence." The Three Components include: a definition of intelligence, a challenge to the notion of a general intelligence (g), and a challenge to the conviction that g can be reliably measured." (Helding,

As for physical development, I become stronger. When I was in high school, I was thin and a little weak. After I came to the university, I began to take more exercise and went to the gyms regularly. Now, I have gained muscle and have more strength than before. With regular exercise and diet, I also gain some weight after I came to the university. As for cognitive development, I have made much improvement. For example, my English becomes better. When I was in high school in China, my English was not very good, especially my oral English. Now, my oral and written English becomes better. I can communicate with my classmates and understand the professors clearly. My reasoning also improves a lot because I become more mature and can see an issue from a more complete perspective. As for psychological development, my social relationships become various and my mind becomes mature. When I was in high school, I only focused on study and my social relationships were limited to relatives and classmates. Now, I have a girlfriend and I have developed more social

Howard Gardner was a Professor of Cognition and Education at the Harvard Graduate School of Education for almost thirty years as a codirector of Harvard’s Project Zero program. (Jacobus 619) The program was dedicated to improving education in school. While Gardner was determined to improve education, he earned many awards and recognition along the way. Some of the awards he earned were MacArthur Foundation Award in 1981 and Grawemeyer Award in Education in 1991 but his most recognized work was the Theory of Multiple Intelligence. In this theory he objects to the idea that we can measure intelligence with a standardized test. Gardner is more interested in the mastery of thinking and less of the mastery of tests. (Jacobus 620) He believes that

For Gardner, it is not a unitary whole that groups different specific capacities, but a net work of autonomous, relatively interrelated groups. For Howard Gardner, intelligence is a biopsychological information potential that can be activated in one or more cultural frameworks to solve problems or create product that have value for such frames

The theory of multiple intelligences was developed by Dr. Howard Gardner in 1983. The Theory of Multiple Intelligences is a critique of the standard psychological view of intellect: there is a single intelligence, adequately measured by IQ or other short answer tests. Instead, on the basis of evidence from disparate sources, the theory claims that human beings have a number of relatively discrete intellectual capacities. IQ tests assess linguistic and logical-mathematical intelligence, and sometimes spatial intelligence; they are a reasonably good predictor of who will do well in school. This is because humans have several other significant intellectual capacities (Harvard University).

Howard Gardner recognizes that intelligence is more than the single logical-mathematical processing of stored facts that intelligence tests assess. He views intelligence as problem-solving, problem-creating, and problem-finding across a range of situations. There are a total of eight Multiple Intelligences: Logical-Mathematical, Linguistic, Musical, Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and lastly, Naturalist Intelligence. These Intelligences allow educators to carefully integrate several content areas within a specific curricula.