Lists Gardner's Eight Intelligences

Children’s intellectual structures change through a variety of forms or stages. Each of those stages comes from the previous one. The child incorporates and transforms that stage (assimilation and accommodation) and becomes prepared to the next one.

Gardner examined many subjects to decide upon the seven intelligences in his Multiple theories of Intelligence. Gardner finally concluded that intelligent behavior does not come from one single quality of the mind. He believed that different intelligences are generated from different metaphorical pools of mental energy, and that these pools enable people to solve problems or create products that are valued within one or more cultural settings. He came up with this concept from his experiences working with members of different populations where certain cognitive abilities are apparent even in the absence of basic abilities. For example, when an autistic person is a genius at math and lacks the ability to tie his shoes.

3. Describe Piaget’s processes of assimilation and accommodation. Use an example to illustrate the processes. Assimilation is when children deal with new experiences based on

The three main components of Piaget’s theory are scheme, assimilation, and accommodation. Scheme is defined as organized group of similar actions or thoughts that are used repeatedly in response to the environment (Ormrod, p.27). Assimilation is dealing with the objects or events in the way that is consistent with an existing scheme. Accommodation is the process of modifying a scheme when a new object event. They may make modifications to existing schemes, or form a new one (Ormrod, p. 27).

Which of Gardner’s eight intelligences, as described in Table 4-1, are depicted in this video? How do specific students within the video illustrate these intelligences?

applied in schools, the next three are applied in the arts and the last two are what Garder considers personality intelligence.

Assimilation is when a child integrates what schemas they already know with new ones. For example, if a child is born with sucking reflexes and a nipple is put to their mouth, they will suck. In opposition, accommodation is adapting existing schemas to meet new ones; creating new understanding of experiences. For example, learning the word car to identify family vehicle, the child may then call all moving vehicles’ on the road cars (Kuhn & Siegler, 2006). Organisation is Piaget’s concept of grouping isolated behaviours into higher order systems. Every level of thought is organised. Continued refinement of this organisation is an inherent part of development. Equilibrium/equilibration is when a child balances between the above too, by

Gardner uses the three stories of the very intelligent young boys mentioned above but he fails to rely on hard evidence of their actual intellectual abilities. He merely states significant accomplishments of the three young boys. Their intelligence may be interpreted differently by different people. How intelligence is defined varies person to person, and this literary work by Gardner is his own interpretation. For instance, he relates their ability to memorize as being extraordinary and others may simply view it as the boy having photographic memory as opposed to intelligence. The second boy who is very knowledgeable on topics related to geography and sailing may or may not be seen as intelligent if he were asked about other topics.

Piaget’s cognitive adaptations process is broken do into three distinct areas which are schema, accommodation, and assimilation. Schema are the internal ideas a person has about the world, accommodation is when a person changes their schema due to new information the person has used, and assimilation is when we bring new ideas to fit our existing schema (Rogers, 2013, p. 79).

Piaget’s concept of schemes are what children know, this includes, basic words, actions, sensorimotor and mental processes

Jean Piaget (1896-1980) had a stage theory about cognitive development and how it works with children. There are 4 stages to this theory; sensorimotor, preoperational, concrete operational and formal operational. Piaget emphasised that they occur in this order. (Smith, Cowie, & Blades, 2015, p. 446). He considered the fact that the way child’s mind develops, intellectually, is a continuous process of Assimilation and Accommodation (Smith, Cowie, & Blades, 2015, p. 448). This essay will aim to explain and evaluate this theory and how well it accounts for children’s cognitive development.

Piaget had a phrase that said “Assimilation and Accommodation lead to Adaptation.” Assimilation is when a person fits his or her external information in with what he or she already knows. The change is external in this case. Accommodation is the exact opposite.

Piaget noticed that infants have certain skills dealing with objects in their environment. How an infant explored his or her environment and gained more knowledge is referred to as schemas. An infant can grab a rattle and thrust it into its mouth Piaget referred to this as assimilation. When the same infant comes across a new object for instance a round ball he will try his old schema of grab and thrust of course this doesn’t work with the new object so the schema adapts to the new object. His process is called accommodation. Assimilation and accommodation are two sides of learning, adaptation. Assimilation and accommodation have been compared to the swings of a pendulum. He refers to this as equilibrium, according to Piaget they are directed at a balance between the structure of the mind and the environment, which

As a teacher it will always be my responsibility to keep up to date on new research done on learning theories. That way I am able to provide a fun and exciting learning environment for my students. After learning about Howard Gardner’s Multiple Intelligences I now realize how important it is to make sure I work hard to include every child into my curriculum. Gardner’s theory is that everyone is able to recognize a student that does scores great on an exam is smart, that does not mean that a student that falls short of doing good on the same test is not as brilliant as the other student. Howard Gardner’s, theory opposes traditional methods that view intelligences as unitary, and perceives intelligence to contain eight

The concept of equilibrium and disequilibrium are important to the four stages of development. Equilibrium is achieved through balance and successful stage transition while disequilibrium is the opposite. In achieving this balance the child “adjust his or her thinking (schema) to resolve conflict” (Powell & Kalina, 2009, p. 241). According to Piaget, assimilation occurs when knowledge matches children’s schemas and accommodation occurs when children change their schemas to fit new knowledge.