Theory of multiple intelligences

1117:... the human brain is unlikely to function via Gardner's multiple intelligences. Taken together the evidence for the intercorrelations of subskills of IQ measures, the evidence for a shared set of genes associated with mathematics, reading, and g, and the evidence for shared and overlapping "what is it?" and "where is it?" neural processing pathways, and shared neural pathways for language, music, motor skills, and emotions suggest that it is unlikely that each of Gardner's intelligences could operate "via a different set of neural mechanisms" (1999, p. 99). Equally important, the evidence for the "what is it?" and "where is it?" processing pathways, for Kahneman's two decision-making systems, and for adapted cognition modules suggests that these cognitive brain specializations have evolved to address very specific problems in our environment. Because Gardner claimed that the intelligences are innate potentialities related to a general content area, MI theory lacks a rationale for the phylogenetic emergence of the intelligences. 736: is complicated but Gardner has regularly explained the crucial differences between them. This is especially important because the notion of learning styles is problematic, and their educational use is suspect. A big problem is that there are more than 80 different learning styles models so it is difficult to know which model is being referred to when making a comparison or planning instruction. A key difference is that learning styles typically refer to sensory modalities, preferences, personality characteristics, attitudes, and interests while the multiple intelligences are cognitive abilities with defined levels of skill. It is easy to see why they are confused given the popularity of VAK (Visual, Auditory and Kinesthetic) and Introversion, Extroversion models. Their names sound alike and they share sensory systems (vision, hearing, physicality) but the eight intelligences are much more than the senses or personal preferences. 664:, Gardner stated that our "educational system is heavily biased towards linguistic modes of intersection and assessment and, to a somewhat lesser degree, toward logical quantities modes as well". His work went on to shape educational pedagogy and influence relevant policy and legislation across the world; with particular reference to how teachers must assess students' progress to establish the most effective teaching methods for the individual learner. Gardner's research into the field of learning regarding bodily kinesthetic intelligence has resulted in the use of activities that require physical movement and exertion, with students exhibiting a high level of physical intelligence reporting to benefit from 'learning through movement' in the classroom environment. 760:, and hundreds of books have been written about its applications in education. Some of the applications of Gardner's theory have been described as "simplistic" and Gardner himself has said he is "uneasy" with the way his theory has been used in schools. Gardner has denied that multiple intelligences are learning styles and agrees that the idea of learning styles is incoherent and lacking in empirical evidence. Gardner summarizes his approach with three recommendations for educators: individualize the teaching style (to suit the most effective method for each student), pluralize the teaching (teach important materials in multiple ways), and avoid the term "styles" as being confusing. 581:

biological science) is exercising an important intelligence and one that is not adequately encompassed in the current list." This area has to do with nurturing and relating information to one's natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and mountain types. Essential cognitive skills include pattern recognition, taxonomy and empathy for living beings. Nature deficit disorder describes a recent hypothesis that mental health is negatively impacted by a lack of attention to and understanding of nature, e.g., nature deficit disorder. This ability was clearly of value in our evolutionary past as

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of cultural factors are used to qualify a capacity as an intelligence. These criteria are drawn from a more extensive database than what was acceptable and available to researchers in the late 19th and 20th centuries. Evidence is gathered from a variety of disciplines including psychology, neurology, biology, sociology, and anthropology as well as the arts and humanities. If a candidate faculty meets this set of criteria reasonably well then it can qualify as an intelligence. If it does not, then it is set aside or reconceptualized.

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insufficient evidence to support its inclusion on the list of validated intelligences and instead suggest that it is better labeled as "existential thinking". Of course, this is a valued form of human thought but there are two specific problems with its identification as a unique intelligence. First, there is insufficient evidence indicating it is processed by a coherent neural system. Second, there is no practical method of determined levels of skill and ability for existential thought and action (cite forthcoming).

519:. Mother Teresa, Martin Luther King and Lyndon Johnson are cited as historical leaders with exceptional interpersonal intelligence. Interpersonal combined with intrapersonal management are required for successful leaders, psychologists, life coaches and conflict negotiators. And obviously, team sports require specific combinations of the interpersonal and kinesthetic intelligences while individual sports emphasize the kinesthetic and intrapersonal intelligences (i.e., Tiger Woods and gymnasts). 772:, but that there are only very weak correlations among them. For example, the theory postulates that a child who learns to multiply easily is not necessarily more intelligent than a child who has more difficulty on this task. The child who takes more time to master multiplication may best learn to multiply through a different approach, may excel in a field outside mathematics, or may be looking at and understanding the multiplication process at a fundamentally deeper level. 33: 4251: 859:

because it diffuses into the broader concept of ability or talent. Gardner's addition of the naturalistic intelligence and conceptions of the existential and moral intelligence are seen as the fruits of this diffusion. Defenders of the MI theory would argue that this is simply a recognition of the broad scope of inherent mental abilities and that such an exhaustive scope by nature defies a one-dimensional classification such as an

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communication either via the spoken or written word. It is frequently highly correlated with the interpersonal intelligence to facilitate social interactions for education, business and human relations. Successful sports coaches combine three intelligences: kinesthetic, interpersonal and linguistic. Corporate managers require skills in the interpersonal, linguistic and logical-mathematical intelligences.

449: 884:). Richez's studies are premised on a gap between Chinese thought and Western thought. In China, the notion of "being" (self) and the notion of "intelligence" do not exist. These are claimed to be Graeco-Roman inventions derived from Plato. Instead of intelligence, Chinese refers to "operating modes", which is why Yves Richez does not speak of "intelligence" but of "natural operating modes" ( 501:, "Interpersonal intelligence is often misunderstood with being extroverted or liking other people”. Those with high interpersonal intelligence communicate effectively and empathize easily with others, and may be either leaders or followers. They often enjoy discussion and debate." They have insightful understanding of other peoples’ point of view. Daniel Goleman based his concept of 1161: 687:

there are those who do not. Gardner's theory argues that students will be better served by a broader vision of education, wherein teachers use different methodologies, exercises and activities to reach all students, not just those who excel at linguistic and logical intelligence. It challenges educators to find "ways that will work for this student learning this topic".

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intelligence. Gardner believes that the purpose of schooling "should be to develop intelligences and to help people reach vocational and avocational goals that are appropriate to their particular spectrum of intelligences. People who are helped to do so, believe, feel more engaged and competent and therefore more inclined to serve society in a constructive way."

445:– a legendary baseball player who, at 15, felt that he had been 'born' on the pitcher's mound. Seeing the pitched ball and coordinating one’s swing to meet it over the plate requires highly developed visual-motor integration. Each sport requires its own distinctive combination of specific skills associated with the kinesthetic and visual-spatial intelligences. 1134:"I’ve never felt that MI theory was one that could be subjected to an "up and down" kind of test, or even series of tests. Rather, it is and has always been fundamentally a work of synthesis; and its overall fate will be determined by the comprehensiveness of the synthesis, on the one hand, and its utility to both scholars and practitioners, on the other" 276:

cognitive elements that contribute to a person’s success and quality of life. There is a strong relationship between music and emotions as evidenced in both popular and classical music spheres. Neuroscience investigators continue to investigate the interaction between music and cognitive performances. Music is deeply rooted in human evolutionary history (

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in goal-directed activities (athletics, handcrafts, etc.) as well as in more expressive movements (drama, dance, mime and gestures). Expressive movements can be for either concepts or feelings. For example, saluting, shaking hands or facial expressions can convey both ideas and emotions. Two major kinesthetic categories are gross and fine motor skills.

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mechanisms and movement, and accuracy in controlling body movement. An individual with high physical intelligence is someone who is adept at using their physical body to solve problems and express ideas and emotions. The ability to control the physical body and the mind-body connection is part of a much broader range of human potential as set out in

1032:"Howard Gardner became a national leader of an effort to reclaim the strain of progressivism that championed students’ joy in learning without denying the importance of academic disciplines and to cleanse progressivism of its earlier association with IQ testing, curricular differentiation, anti-intellectualism, and life adjustment education". 1024:

that remains is how to build practical bridges in the daily classroom between the forces of traditional academics and recognizing individual differences? Can the theory of multiple intelligences help? Near the end of Ravitch’s examination of American schools’ struggle to achieve the dream of providing high quality education for

527:, "Inter- and Intra- personal intelligence is often misunderstood with being extroverted or liking other people". "Those with high interpersonal intelligence communicate effectively and empathize easily with others, and may be either leaders or followers. They often enjoy discussion and debate." Gardner has equated this with 1104:

validating studies, and at that time Gardner and Connell conceded that there was "little hard evidence for MI theory" (2000, p. 292). In 2004 Sternberg and Grigerenko stated that there were no validating studies for multiple intelligences, and in 2004 Gardner asserted that he would be "delighted were

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Another criticism of MI theory is that there is no evidence for educational efficacy and that the use of MI may undermine school effectiveness. In other words, even if MI can describe an accurate map of the mind-brain, does this map help people (teachers, counselors, psychologists, parents, students)

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and others that integrates a person’s preference with the eight intelligences to produce a descriptive tapestry of a person’s intellectual dispositions. The four styles are Mastery, Understanding, Interpersonal, and Self-Expressive. For the visual-spatial intelligence expressed artistically, a person

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Although the distinction between intelligences has been set out in great detail, Gardner opposes the idea of labelling learners to a specific intelligence. Gardner maintains that his theory should "empower learners", not restrict them to one modality of learning. According to Gardner, an intelligence

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today, I would probably add an eighth intelligence – the intelligence of the naturalist. It seems to me that the individual who is readily able to recognize flora and fauna, to make other consequential distinctions in the natural world, and to use this ability productively (in hunting, in farming, in

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According Ravitch’s review of school reform, not all progressive school initiatives were failures because, "Surely, the elementary schools were more joyful places, yet there was no good reason to pose a dichotomy between children’s well-being and the thoughtful study of school subjects". The problem

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suggests that theories which overemphasize the autonomy of the domains are as simplistic as the theories that overemphasize the role of general intelligence and ignore the domains. He agrees with Gardner that there are indeed domains of intelligence that are relevantly autonomous of each other. Some

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Gardner declined in his 1999 book to include spiritual intelligence, but suggested that an "existential" intelligence may be a useful construct that further research might clarify. The hypothesis of an existential intelligence has been further explored by educational researchers. At present there is

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intelligence are control of one's bodily movements and fine motor control to handle objects skillfully. Gardner elaborates to say that this also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses. Kinesthetic ability can be displayed

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Professions that emphasize skill with visual-spatial processing include carpentry, engineering, designers, pilots, firefighters, surgeons, commercial and fine arts and crafts. Spatial intelligence combined with linguistic is required for success as an art critic or textbook graphic designer. Spatial

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Professions requiring essential musical skills include vocalist, instrumentalist, lyricist, dancer, sound engineer and composer. Musical intelligence is combined with kinesthetic to produce instrumentalists, dancers and, combined with a linguistic intelligence, for music critics and lyricists. Music

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test data searching for factors that account for academic achievement. Instead, Gardner employs a multi-disciplinary, cross-cultural methodology to evaluate which human capacities fit into a comprehensive model of intelligence. Eight criteria accounting for advances in neuroscience and the influence

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While the theory is unique it builds upon and extends previous theories about human cognition, faculties of mind and multiple forms of intelligence. At the same time, this uniqueness has engendered much criticism from other theorists while its broad implications have made it of special interest to

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Often people with high physical intelligence combined with visual motion acuity will have excellent hand-eye coordination and be very agile; they are precise and accurate in movement (surgeons) and can express themselves using their body (actors and dancers). Gardner referred to the idea of natural

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The core linguistic ability is sensitivity to words and their meanings. People with high verbal-linguistic intelligence display a facility with expressive language and verbal comprehension. They are typically good at reading, writing, telling stories, rhetoric and memorizing words along with dates.

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only measure linguistic and logical-mathematical abilities. He argues the importance of assessing in an "intelligence-fair" manner. While traditional paper-and-pen examinations favor linguistic and logical skills, there is a need for intelligence-fair measures that value the distinct modalities of

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that indeed have a distributed "intelligence" of specialists, and such insects may spread to climates resembling that of their origin but the same species never adapt to a wide range of climates from tropical to temperate by building different types of nests and learning what is edible and what is

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Critics argue that MI cannot be taken seriously as a scientific theory of intelligence for a number of reasons that have kept it marginalized from mainstream psychology despite worldwide influence among educators. It is understandable that psychologists in the normal science tradition question the

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From the beginning Howard Gardner has stated that there may be more intelligences beyond the original six identified in 1983. That is why the Naturalist was added to the list in 1999. Several other human capacities were rejected because they do not meet enough of the criteria including personality

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This refers to having a deep and accurate understanding of the self; what one's strengths and weaknesses are, what makes one unique, being able to predict and manage one's own reactions, emotions and behaviors. Activities associated with this intelligence include introspection and self-reflection.

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Visual-spatial intelligence can be expressed in both practical (e.g., drafting and building) or artistic (e.g., fine art, crafts, floral arrangements) ways. Or they can be combined in fields such as architecture, industrial design, landscape design, and fashion design. Visual-spatial processing is

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describes eight intelligences that can be expressed in everyday life in a variety of ways referred to as domains, skills, competencies, or talents. Each intelligence is comprised of complex sets of skills and abilities that are strongly correlated within each intelligence and can be shown to share

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The domains are to a large extent expressions of the condition of the general processes, and may vary because of their constitutional differences but also differences in individual preferences and inclinations. Their functioning both channels and influences the operation of the general processes.

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Gardner writes "I balk at the unwarranted assumption that certain human abilities can be arbitrarily singled out as intelligence while others cannot." Critics hold that given this statement, any interest or ability can be redefined as "intelligence". Thus, studying intelligence becomes difficult,

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that he was considering adding the teaching–pedagogical intelligence "which allows us to be able to teach successfully to other people". In the same interview, he explicitly refused some other suggested intelligences like humour, cooking and sexual intelligence. Professor Nan B. Adams argues that

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This area of intelligence includes sensitivity to the sounds, rhythms, pitch, and tones of music. People with musical intelligence normally may be able to sing, play musical instruments, or compose music. They have high sensitivity to pitch, meter, melody and timbre. Musical intelligence includes

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This definition is unique for several reasons that account for MI theory's broad appeal to educators as well as its rejection by mainstream psychologists who are rooted in the traditional conception of intelligence as an abstract, logical capacity. A fundamental element for each intelligence is a

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Gardner contends that IQ tests focus mostly on logical and linguistic intelligence. Upon doing well on these tests, the chances of attending a prestigious college or university increase, which in turn creates contributing members of society. While many students function well in this environment,

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Intrapersonal intelligence may be correlated with concepts such as self-confidence, introspection and self-efficacy but it should not be confused with personality styles/preferences such as narcissism, self-esteem, introversion or shyness. High level performance in many demanding professions and

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Generally, linguistic and logical-mathematical abilities are called intelligence, but artistic, musical, athletic, etc. abilities are not. Gardner argues this causes the former to be needlessly aggrandized. Certain critics are wary of this widening of the definition, saying that it ignores "the

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notes that Gardner's system has not been accepted by most academics in intelligence or teaching. Gardner states that "while Multiple Intelligences theory is consistent with much empirical evidence, it has not been subjected to strong experimental tests ... Within the area of education, the

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Leaders and people in high stress occupations need well developed intrapersonal skills, e.g., pilots, police and firefighters, entrepreneurs, middle managers, first responders and health care providers. Gandhi, Jesus, Martin Luther King are all noted for their strong self-awareness. Deficits in

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Professions most closely associated with this intelligence include accounting, bookkeeping, banking, finance, engineering and the sciences. Logic-mathematical skills combine with all the other intelligences to facilitate complex problem solving and creation such as environmental engineering and

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theory, so each intelligence is actively expressed in three ways: (1) creative, (2) academic / analytical and (3) practical thinking. In this analogy each of the eight cake layers are divided into three segments with different expressions sharing a central core. The following brief descriptions

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Gardner defines an intelligence as "bio-psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture". According to Gardner, there are more ways to do this than just through logical and linguistic

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Exhibiting well developed bodily kinesthetic intelligence will be reflected in a person's movements and how they use their physical body. Often people with high physical intelligence will have excellent hand-eye coordination and be very agile; they are precise and accurate in movement and can

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Physical intelligence, also known as bodily-kinesthetic intelligence, is any intelligence derived through physical and practiced learning such as sports, dance, or craftsmanship. It may refer to the ability to use one's hands to create, to express oneself with one's body, a reliance on tactile

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This area deals with spatial awareness / judgment and the ability to visualize with the mind's eye. It is comprised of two main dimensions: A) mental visualization and B) perception of the physical world (spatial arrangements and objects). It includes both practical problem-solving as well as

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Intelligences not typically associated with academic achievement have been traditionally delegated to the status of talents or aptitudes—e.g., musical, visual-spatial, kinesthetic and naturalist. Gardner takes issue with this hierarchy because it lowers the importance of these “non-academic”

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Some critics believe that the logical and mathematics domains should be separate entities. However, Gardner argues that they both spring from the same source—abstractions taken from real world elements – e.g., logic from words, and calculations from the manipulation from objects. This is not

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Linguistic ability can be expressed according to Triarchic theory in three main ways: Analytical-Academic (reading, writing, definitions); Practical (verbal or written directions, explanations, narration); and Creative (story telling, poetry, lyrics, imaginative word play, science fiction).

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Professions that require linguistic skills include teaching, sales, management, counselors, leaders, childcare, journalists, academics and politicians (debating and creating support for particular sets of values). Linguistic intelligence combines with all other intelligences to facilitate

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Exemplar professions and adult roles requiring specific intelligences are described along with their core skills and potential deficits. Several references to exemplar neuroscientific studies are also provided for each of the eight intelligences. Furthermore, some have suggested that the

482:– a legendary baseball player who, at 15, felt that he has been 'born' on the pitcher's mound. Individuals with a high body-kinesthetic, or physical intelligence, are likely to be successful in physical careers, including athletes, dancers, musicians, police officers, and soldiers. 76:

surveyed several disciplines and cultures around the world to determine skills and abilities essential to human development and culture building. He subjected candidate abilities to evaluation using eight criteria that must be substantively met to warrant their identification as an

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such evidence to accrue", and admitted that "MI theory has few enthusiasts among psychometricians or others of a traditional psychological background" because they require "psychometric or experimental evidence that allows one to prove the existence of the several intelligences".

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The premise of the multiple intelligences hypothesis, that human intelligence is a collection of specialist abilities, have been criticized for not being able to explain human adaptation to most if not all environments in the world. In this context, humans are contrasted to

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The Johnson O'Connor Research Foundation has tested hundreds of thousands of people to determine their "aptitudes" ("intelligences"), such as manual dexterity, musical ability, spatial visualization, and memory for numbers. There is correlation of these aptitudes with the

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is "a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture". According to a 2006 study, each of the domains proposed by Gardner involves a blend of the general

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Some criticisms arise from the fact that Gardner has not provided a test of his multiple intelligences. He originally defined it as the ability to solve problems that have value in at least one culture, or as something that a student is interested in. He then added a

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The multiple intelligences commence as a set of uncommitted neurobiological potentials. They become crystallized and mobilized by the communication that takes place among human beings and, especially, by the systems of meaning-making that already exist in a given

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intelligences and devalues their contribution to human thought, individual development and culture. Gardner is fine with calling them all talents (or aptitudes) (including logical-mathematical and linguistic) so long as they are seen to be of equal value.

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In MI theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments, motivations, and their ability to cooperate or to lead a group. According to Thomas Armstrong in

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In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments, motivations, and their ability to cooperate to work as part of a group. According to Gardner in

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Kincheloe, Joe L.; Nolan, Kathleen; Progler, Yusef; Appelbaum, Peter; Cary, Richard; Blumenthal-Jones, Donald S.; Morris, Marla; Lemke, Jay L.; Cannella, Gaile S.; Weil, Danny; Berry, Kathleen S. (2004). Kincheloe, Joe L. (ed.).

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Davis, K., Christodoulou, J., Seider, S., & Gardner, H. (2011). "The theory of multiple intelligences." In R. J. Sternberg & S. B. Kaufman (Eds.), *Cambridge handbook of intelligence*. Cambridge, UK: Cambridge University

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grow fungi on leaves, they do not cultivate different species in different environments with different farming techniques as human agriculture does. It is therefore argued that human adaptability stems from a general ability to

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to achieve educational goals? Criticisms of the educational applications of MI theory break into three general types: questions about efficacy, theoretical disagreements and fear of consequences for large scale application.

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may have a distinct pattern of preferences for realistic imagery (Mastery), conceptual art (Understanding), portraiture (Interpersonal) or abstract expression (Self-Expressive). This model has not been tested empirically.

366:, abstractions, reasoning, calculations, strategic and critical thinking. This intelligence includes the capacity to understand underlying principles of some kind of causal system. Logical reasoning is closely linked to 822:. White (2006) points out that Gardner's selection and application of criteria for his "intelligences" is subjective and arbitrary, and that a different researcher would likely have come up with different criteria. 908:

There is conceptual confusion for determining exactly what intelligence is and what it isn’t, e.g., MI conflates personality, talent and learning styles with intelligence. MI does not value reasoning and academic

280:) and culture (every country on Earth has a national anthem') and our personal lives (all important life events are associated with particular types of music (e.g., birthday, wedding songs, funeral dirges, etc.). 845:

could determine whether a candidate's intelligence met the appropriate criteria. At present, however, it must be admitted that the selection (or rejection) of a candidate's intelligence is reminiscent more of an

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Demetriou, A.; Efklides, A.; Platsidou, M.; Campbell, Robert L. (1993). "The architecture and dynamics of developing mind: Experiential structuralism as a frame for unifying cognitive developmental theories".

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Gottfredson, L. S. (2006). "Social Consequences of Group Differences in Cognitive Ability (Consequencias sociais das diferencas de grupo em habilidade cognitiva)". In Flores-Mendoza, C. E.; Colom, R. (eds.).

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often combined with the kinesthetic intelligence and referred to as eye-hand or visual-motor integration for tasks such as hitting a baseball (see Babe Ruth example for Kinesthetic), sewing, golf or skiing.

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To date, there have been no published studies that offer evidence of the validity of the multiple intelligences. In 1994 Sternberg reported finding no empirical studies. In 2000 Allix reported finding no

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validity of an idea that challenges one of its core concepts – IQ – without providing a wealth of psychometric evidence. While there are a variety of specific criticisms, the most common are given below:

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This information is based on an informal talk given on the 350th anniversary of Harvard University on 5 September 1986. Harvard Education Review, Harvard Education Publishing Group, 1987, 57, 187–193.

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Defenders of MI theory argue that the traditional definition of intelligence is too narrow, and thus a broader definition more accurately reflects the differing ways in which humans think and learn.

437:, technicians, and firefighters. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence. 912:

There are no empirical, experimental studies using psychometrics to establish validity. The proposed intelligences are not proven to be sufficiently independent to warrant separate identification.

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Intrapersonal skills can be categorized in at least four areas: metacognition, awareness of thoughts, management of feelings and emotions, behavior, self-management, decision-making and judgment.

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agreed with Gardner that the intelligences were "useful fictions", and went on to state that "his approach is so far beyond the data-crunching of mental testers that it deserves to be cheered."

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MI is also unique because it gives full appreciation for the impact and interactions - via symbol systems - between the individual’s cognitions and their particular culture. As Gardner states,

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Thus, one cannot satisfactorily specify the intelligence of an individual or design effective intervention programs unless both the general processes and the domains of interest are evaluated.

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classroom teachers in a way that few other psychological theories have been able to do. This is exemplified by the popular confusion between learning styles and the multiple intelligences.

17: 306:(general intelligence) in the hierarchical model of intelligence. Many I.Q. tests include a measure of spatial problem-solving skills, e.g., block design and mental rotation of objects. 283:

Deficits in musical processing and abilities include congenital amusia, tone deafness, musical hallucinations, musical anhedonia, acquired music agnosia, and arrhythmia (beat deafness).

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have generally found high correlations between different aspects of intelligence, rather than the low correlations which Gardner's theory predicts, supporting the prevailing theory of

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Deficits in linguistic abilities include expressive and receptive aphasia, agraphia, specific language impairment, written language disorder and word recognition deficit (dyslexia).

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which incorporates a general intelligence but also many more narrow abilities. While IQ tests do give an overall IQ score, they now also give scores for many more narrow abilities.

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and make more generally accurate predictions and adapt behavior thereafter, and not a set of specialized abilities which would only work under specific environmental conditions.

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dissimilar from the relationship between musical intelligence and vocal or instrumental skills where they are very different expressions springing from a shared musical source.

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in part on the feeling aspects of the intrapersonal and interpersonal intelligences. Interpersonal skill can be displayed in either one-on-one and group interactions.

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express themselves using their body. Gardner referred to the idea of natural skill and innate physical intelligence within his discussion of the autobiographical story of

81:. Furthermore, the intelligences need to be relatively autonomous from each other, and composed of subsets of skills that are highly correlated and coherently organized. 3218: 2934:

Waterhouse, L. (2006b). "Inadequate evidence for multiple intelligences, Mozart effect, and emotional intelligence theories." Educational Psychologist, 41(4), 247–255.

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specific cerebral systems. Like describing a multi-layer cake, the complexity depends upon how you slice the cake. One model integrates the eight intelligences with

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Davis, Katie; Christodoulou, Joanna; Seider, Scott; Gardner, Howard (2011), "The Theory of Multiple Intelligences", in Sternberg, Robert J.; Kaufman, Barry (eds.),

1762:"Book Reviews : The Measurement and Appraisal of Adult Intelligence, by David Wechsler. Fourth Edition. Baltimore: William & Wilkins, 1958. Pp. viii + 297" 698:

applications of the theory are currently being examined in many projects. Our hunches will have to be revised many times in light of actual classroom experience."

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In spite of its lack of general acceptance in the psychological community, Gardner's theory has been adopted by many schools, where it is often conflated with

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was embryonic but Gardner was one of the early psychological theorists to describe direct links between brain systems and intelligence. Likewise the field of

960:. All of these processes are integral components of general intelligence that regulate the functioning and development of different domains of intelligence. 2925:

Waterhouse, L. (2006a). "Multiple intelligences, the Mozart effect, and emotional intelligence: A critical review." Educational Psychologist, 41, 207–225.

378:. This capacity is most often associated with convergent problem-solving but it also includes divergent thinking associated with “problem-finding”. 3962: 1511:"A detailed neuroscientific framework for the multiple intelligences: Describing the neural components for specific skill units within each intelligence" 1074:

and "inductive speed" ("quickness in seeing relationships among separate facts, ideas, or observations") is only 0.5, considered a moderate correlation.

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Deficits in kinesthetic ability are described as proprioception disorders affecting body awareness, coordination, balance, dexterity and motor control.

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Gardner believes that careers that suit those with high bodily-kinesthetic intelligence include: athletes, dancers, musicians, actors, craftspeople,

389:. The four main types of logical-mathematical intelligence include logical reasoning, calculations, practical thinking (common sense) and discovery. 3051:

Demetriou, A., Christou, C.; Spanoudis, G.; Platsidou, M. (2002). "The development of mental processing: Efficiency, working memory, and thinking".

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Klein, Perry D. (1998). "A Response to Howard Gardner: Falsifiability, Empirical Evidence, and Pedagogical Usefulness in Educational Psychologies".

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where each intelligence can be delineated along different levels, ranging from basic knowledge up to their highest levels of analysis / synthesis.

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potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture."

874:. Having a high musical ability means being good at music while at the same time being good at music is explained by having high musical ability. 933: 1366: 652:– a meta-intelligence composed of many other identified intelligences and stemmed from human interactions with digital computers – now exists. 1239: 2943:

Waterhouse, L. (2023). "Why multiple intelligences theory is a neuromyth." Frontiers in Psychology, 14:1217288. doi:10.3389/fpsyg.2023.121728

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Gardner believes that careers that suit those with high interpersonal intelligence include leaders, politicians, managers, teachers, clergy,

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have become standard in the field with extensive libraries of scholarly and scientific papers and textbooks. Thus it is essential to examine

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as traditionally understood, and instead uses the word "intelligence" where other people have traditionally used words like "ability" and "

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Deficits in logical-mathematical thinking include acalculia, dyscalculia, mild cognitive impairment, dementia and intellectual disability.

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roles requires exceptional intrapersonal intelligence: Olympic athletes, professional golfers, stage performers, CEOs, crisis managers.

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Deficits in intrapersonal understanding are described as anosognosia, depersonalization, dissociation and self-dysregulation (ADHD).

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Waterhouse, Lynn (Fall 2006). "Inadequate Evidence for Multiple Intelligences, Mozart Effect, and Emotional Intelligence Theories".

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Deficits in interpersonal understanding are described as ego centrism, narcissism, socio-pathology, Asperger’s Syndrome and autism.

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scientists (naturalist); symphonies (music); public sculptures (visual-spatial) and choreography/ movement analysis (kinesthetic).

2626:

Sternberg, R. J. (Winter 1983). "How much Gall is too much gall? Review of Frames of Mind: The theory of multiple intelligences".

3955: 3696:

Talent Development IV: Proceedings from the 1998 Henry B. & Jocelyn Wallace National Research Symposium on talent development

2245:

McKenzie, W. (2005). Multiple intelligences and instructional technology. ISTE (International Society for Technology Education).

3599:

Kavale, Kenneth A.; Forness, Steven R. (1987). "Substance over style: Assessing the efficacy of modality testing and teaching".

3882: 3734: 3703: 3582: 3506: 3416: 2952:

Jensen, A. R. (2008). "Review of “Howard Gardner under fire: The rebel psychologist faces his critics.”" Intelligence, 36(1).

2471: 2444: 2125: 1728: 1048:, supporting the idea of a single dominant type of intelligence. Each of the domains proposed by Gardner involved a blend of 880:

argues that "We can not distinguish intelligence from its operations". Yves Richez distinguishes 10 Natural Operating Modes (

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intrapersonal understanding may be correlated with ADHD, substance abuse and emotional disturbances (mid-life crisis, etc.).

3915: 855:

connotation of intelligence ... has always connoted the kind of thinking skills that makes one successful in school."

3306:

Waterhouse, Lynn (Fall 2006a). "Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A critical review".

119:

framework of clearly defined levels of skill, complexity and accomplishment. One model that fits with the MI framework is

4153: 4148: 4064: 1008: 1084:(IQ) in predicting school and job performance, and numerous other life outcomes. In contrast, empirical support for non- 3948: 3564: 3546: 3524: 3486: 3464: 3440: 3398: 3380: 3272: 1881: 2487: 4018: 3689:"Fluid intelligence, inductive reasoning, and working memory: Where the theory of Multiple Intelligences falls short" 2222: 2045: 1993: 1830: 1497: 1007:

points out that IQ tests have measured spatial abilities for 70 years. Modern IQ tests are greatly influenced by the

739:

While learning style theories are fundamentally different from the eight intelligences, there is a model proposed by

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Multiple intelligences: The first thirty years. Introduction to Frames of mind: The theory of multiple intelligences

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Integrating the revised Bloom's taxonomy with multiple intelligences: A planning tool for curriculum differentiation

4216: 4173: 2845:(Œuvre 1, édition L'Harmattan, 2015) : « On ne saurait distinguer l'intelligence de ses opérations » 576:

Not part of Gardner's original seven, naturalistic intelligence was proposed by him in 1995. "If I were to rewrite

237: 135:

Unlike traditional practices beginning in the 19th century, MI theory is not built on the statistical analyses of

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Demetriou, A.; Mouyi, A.; Spanoudis, G. (2010), "The development of mental processing", in Overton, W. F. (ed.),

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rather than multiple intelligences (MI). The theory has been criticized by mainstream psychology for its lack of

600:

understanding" of the world and its complexities – including the role of humanity within the greater ecosphere.

2250: 3745: 3628:

Klein, Perry, D. (1997). "Multiplying the problems of intelligence by eight: A critique of Gardner's theory".

1916: 1126:

Gardner has frequently responded that MI theory is in fact based on "at least 500 empirical studies" cited in

802:: that Gardner is not expanding the definition of the word "intelligence", but rather denies the existence of 4294: 4254: 4224: 4022: 3974: 105: 4228: 4204: 2772:

Gardner, Howard (1998). "A Reply to Perry D. Klein's 'Multiplying the problems of intelligence by eight'".

2760: 2384: 1941:

Gardner, Howard; Hatch, Thomas (1989). "Educational Implications of the Theory of Multiple Intelligences".

314:

artistic skills combined with naturalist sensitivity produce a pet groomer or clothing designer, costumer.

3932:

Multiple Intelligences, Future Minds and Educating The App Generation: A discussion with Dr Howard Gardner

2403: 2166:

Gardner, Howard. (2016). Intelligence Isn't black and white: There are 8 different kinds. Bigthing. come.

4163: 877: 714:

that Gardner's argument consisted of "hunch and opinion" and Charles Murray and Richard J. Herrnstein in

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The two intelligences that are most associated with the traditional I.Q. or general intelligence are the

2058:

Gardner, Howard (2002). "Interpersonal Communication amongst Multiple Subjects: A Study in Redundancy".

2022:

Gardner, Howard (2002). "Interpersonal Communication amongst Multiple Subjects: A Study in Redundancy".

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intelligences are very attractive to many due to the suggestion that everyone can be smart in some way.

4208: 3910: 2167: 1660:"Multiple intelligences go to school: Educational implications of the theory of multiple intelligences" 1610:"Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences" 937: 246:'intelligences' refer to talents, personality, or ability rather than a distinct form of intelligence. 3801:"From Theory to Practice: The Multiple Intelligences Theory Experience in a Romanian Secondary School" 2217:. University of London; Institute of Education. London: Institute of Education, University of London. 1088:

intelligences is either lacking or very poor. She argued that despite this, the ideas of multiple non-

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Music, Neurology, and Neuroscience: Evolution, the Musical Brain, Medical Conditions, and Therapies

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that he has no fixed definition, and his classification is more of an artistic judgment than fact:

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combined with interpersonal intelligence is required for success as a Music Therapist or teacher.

4212: 4003: 3998: 3988: 3828:"Possibilities of Instruction Based on the Students' Potential and Multiple Intelligences Theory" 3100:

Demetriou, A.; Kazi, S. (2006). "Self-awareness in g (with processing efficiency and reasoning".

2143:"Development of a scale for existential thinking. International Journal of Transpersonal Studies" 1609: 1304: 720:(1994) called Gardner's theory "uniquely devoid of psychometric or other quantitative evidence". 441:

skill and innate kinesthetic intelligence within his discussion of the autobiographical story of

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This intelligence is most closely associated with the cognitive development theory described by

4220: 3993: 1850: 1110: 707: 629: 528: 502: 101: 3351:

Kornhaber, M. L. (2020). "The Cambridge handbook of intelligence". In Sternberg, R. J. (ed.).

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The theory and definitions have been critiqued by Perry D. Klein as being so unclear as to be

4232: 4082: 3665: 3080: 2871: 2301: 1761: 1095:

A critical review of MI theory argues that there is little empirical evidence to support it:

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There is no evidence for educational efficacy and its use may undermine school effectiveness.

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Gardner believes that careers that suit those with high interpersonal intelligence include

177: 1240:"Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review" 932:

are identified by most lines of research in psychology. In Demetriou's theory, one of the

905:

as in a body of knowledge acquired by performing replicated experiments in the laboratory.

8: 4013: 2142: 941: 929: 811: 323: 120: 3146:

Rolf W. Frohlich 2009 edition|"Evolutionary Intelligence: The Anatomy of Human Survival"

1328: 1299: 4279: 4258: 4194: 3971: 3870: 3653: 3645: 3616: 3450: 3323: 3025: 2824: 2789: 2608: 2463:

Differentiation and the Brain: How Neuroscience Supports the Learner-friendly Classroom

1966: 1682: 1456: 1262: 787: 434: 367: 277: 57: 49: 4049: 3730: 3699: 3620: 3578: 3560: 3542: 3520: 3502: 3496: 3482: 3460: 3436: 3412: 3394: 3376: 3268: 3068: 3033: 2899: 2891: 2723: 2696: 2658: 2467: 2440: 2246: 2228: 2218: 2121: 2041: 1989: 1970: 1958: 1877: 1816: 1781: 1742: 1734: 1724: 1686: 1576: 1572: 1510: 1493: 1448: 1333: 1166: 1077: 924: 867: 775: 740: 413: 97: 3874: 3327: 2612: 1266: 1056:, and, in some cases, of non-cognitive abilities or of personality characteristics. 3862: 3839: 3812: 3778: 3657: 3637: 3608: 3315: 3214: 3109: 3060: 3017: 2975: 2883: 2816: 2781: 2692: 2654: 2600: 2356: 2293: 2193: 2038:

How Are Kids Smart: Multiple Intelligences in the Classroom—Administrators' Version

1950: 1812: 1773: 1716: 1674: 1568: 1522: 1440: 1367:"Bloom's Taxonomy of Educational Objectives – The Center for Teaching and Learning" 1323: 1313: 1254: 1174: 1152: 790:, and its dependence on subjective judgement, and it has been deemed unscientific. 417: 64:

judgement and its overall unscientific nature, being referred to as a “neuromyth”.

45: 3817: 3800: 1403:"The Essential Howard Gardner on Education 9780807769829 | Teachers College Press" 333:-loaded abilities. Linguistic (academic aspect) intelligence is measured with the 4102: 3844: 3827: 3113: 2461: 2297: 1004: 815: 757: 733: 604: 582: 192: 112: 53: 3517:

Changing Minds: The art and science of changing our own and other people's minds

2433:"Learning styles: unreliable, invalid and impractical and yet still widely used" 3612: 2751: 1777: 1720: 1318: 984: 979: 953: 945: 871: 716: 466: 423: 232: 73: 3883:"Multiple Intelligences Theory: Widely Used, Yet Misunderstood - edutopia.org" 3866: 3319: 2980: 2963: 2703: 2604: 2517: 1954: 1678: 1258: 679:, and, in some cases, non-cognitive abilities or personality characteristics. 4273: 4199: 4132: 4127: 4054: 3791: 3064: 2895: 1962: 1785: 1738: 1580: 1452: 1429:"Review of The Bell Curve: Intelligence and Class Structure in American Life" 974: 949: 779: 701: 551: 535: 516: 491: 136: 3940: 2232: 2198: 1708: 52:

into specific intelligences, rather than defining intelligence as a single,

3072: 2903: 2009: 1746: 1337: 957: 819: 803: 213: 153: 85: 61: 3925: 3037: 611:, chef, animal care, veterinarians, ecological scientists and botanists. 4121: 3538: 3478: 3456: 3137:

Steven Mithen 2005 edition|"Creativity in Human Evolution and Prehistory"

1526: 690: 382: 2279:"g and the measurement of Multiple Intelligences: A response to Gardner" 592:

This sort of ecological receptiveness is deeply rooted in a "sensitive,

302:

artistic creations. Spatial ability is one of the three factors beneath

32: 4059: 3649: 3029: 2828: 2793: 1460: 1428: 847: 842: 830: 539: 512: 270: 241:

highlight core cognitive components as described by Gardner and Shearer

209: 2916:

van der Ploeg, P. (2016). "Multiple Intelligences and pseudo-science."

1709:"Expert music performance: cognitive, neural, and developmental bases" 1080:(2006) has argued that thousands of studies support the importance of 4087: 4077: 4044: 4033: 3409:

The Handbook of Life-Span Development: Cognition, Biology and Methods

2887: 2645:

Sternberg, R. J. (1991). "Death, taxes, and bad intelligence tests".

1557:"Multiple Intelligences, Educational Reform, and a Successful Career" 1101: 838: 769: 644: 479: 453: 442: 334: 3641: 3021: 2820: 2785: 2567:"Howard Gardner: 'Multiple intelligences' are not 'learning styles'" 1800: 4092: 3120: 2728:, vol. 26, Annual Assesn Zlatarov University, pp. 105–109 2181: 1707:

Brown, Rachel M.; Zatorre, Robert J.; Penhune, Virginia B. (2015).

1444: 807: 608: 586: 212:

to determine which celestial bodies to classify as a planet versus

3498:

Intelligence Reframed: Multiple Intelligences for the 21st Century

3006: 2988: 727: 4117: 996: 148:

The eight criteria can be grouped into four general categories:

3391:

Cognitive Developmental Change: Theories, Models and Measurement

2964:"Educating the Developing Mind: Towards an Overarching Paradigm" 1113:

research does not support the theory of multiple intelligences:

4107: 4097: 3370: 3050: 2709: 2523: 2277:

Visser, Beth A.; Ashton, Michael C.; Vernon, Philip A. (2006).

1897:

Gardner, Howard (1984). "Heteroglossia: A Global Perspective".

1146: 1067:, but not all are strongly correlated; correlation between the 597: 593: 357: 257:

intelligences. Some intelligence models and tests also include

3719: 2721: 1899:

Interdisciplinary Journal of Theory of Postpedagogical Studies

1874:

Human Cognitive Abilities: A Survey of Factor-analytic Studies

1801:"Early Education for Spatial Intelligence: Why, What, and How" 1561:

Teachers College Record: The Voice of Scholarship in Education

1000:

thinking and learning that uniquely define each intelligence.

607:, and farmers and it continues to be central in such roles as 603:

This ability was clearly of value in our evolutionary past as

27:

Pseudoscientific heory of multiple types of human intelligence

4112: 2841:

According to formulation of Émile Jalley for Henri Wallon in

1715:. Progress in Brain Research. Vol. 217. pp. 57–86. 448: 410:

Theory of multiple intelligences § Physical intelligence

363: 967: 3535:

Multiple Intelligences: New Horizons in Theory and Practice

3219:"Gray Matter and Intelligence Factors: Is There a Neuro-g?" 3053:

Monographs of the Society for Research in Child Development

3010:

Monographs of the Society for Research in Child Development

2075:"Reflections on multiple intelligences: Myths and messages" 1986:

How Are Kids Smart: Multiple Intelligences in the Classroom

928:

of the domains, such as verbal, spatial, mathematical, and

620:

characteristics such as humor, sexuality and extroversion.

585:, and farmers; it continues to be central in such roles as 525:

How Are Kids Smart: Multiple Intelligences in the Classroom

499:

How Are Kids Smart: Multiple Intelligences in the Classroom

165:

psychometrics (psychological experiments and test evidence)

72:

Beginning in the late 1970s, using a pragmatic definition,

2505: 2010:

Bridging the Gaps: A Portal for Curious MindsPro Unlimited

3286: 3284: 3192: 3170: 648:

based on Gardner's definition of multiple intelligences,

143: 2488:"Integrating Learning Styles and Multiple Intelligences" 2311: 643:

In January 2016, Gardner mentioned in an interview with

3406: 3126: 2961: 2354:

Traub, James (1998). "Multiple intelligence disorder".

2255: 1355:. American Psychological Association. pp. 331–380. 837:

Ultimately, it would certainly be desirable to have an

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The triarchic mind: A new theory of human intelligence

3281: 3154: 3152: 2725:

Multiple intelligences theory and educational practice

2335: 1353:

The general factor of intelligence: How general is it?

1109:

The same review presents evidence to demonstrate that

162:

psychology (skill development, individual differences)

3389:

Demetriou, Andreas; Raftopoulos, Athanassios (2005),

2591:

Geake, John (2008). "Neuromythologies in education".

2364: 2212: 1433:

The Library Quarterly: Information, Community, Policy

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Many of Gardner's "intelligences" correlate with the

208:

This scientific method resembles the process used by

3475:

Frames of Mind: The Theory of Multiple Intelligences

3388: 2994: 2323: 1657: 1223:

Frames of Mind: The Theory of Multiple Intelligences

1142: 614: 18:

Frames Of Mind: The Theory of Multiple Intelligences

3149: 2732: 2665: 1917:"Fifty Modern Thinkers on Education | Open Library" 1706: 1542:

Beyond IQ: A triarchic theory of human intelligence

3722: 3265:Introducau a psicologia das diferencas individuais 2560: 2558: 2276: 2215:Do Howard Gardner's Multiple Intelligences Add Up? 1300:"Why multiple intelligences theory is a neuromyth" 1293: 1291: 3928:, Howard Gardner's official website for MI Theory 3301: 3299: 2108:"Ch. 8. The Eight One: Naturalistic Intelligence" 841:for the selection of intelligence, such that any 56:. The theory has been criticized for its lack of 4271: 3428:The Blackwell Dictionary of Cognitive Psychology 3375:, Cambridge University Press, pp. 485–503, 2962:Demetriou, A.; Spanoudis, G.; Mouyi, A. (2011). 2439:. McGraw-Hill Education (UK). pp. 215–230. 1028:students regardless of status, she notes, 732:The relationship between the theory and various 185:susceptibility to encoding (symbolic expression) 3255: 2683:Scarr, S. (1985). "An authors frame of mind ". 2555: 2431:Philip, Adey; Justin, Dillon (1 October 2012). 1847:"Howard Gardner's Multiple Intelligence Theory" 1288: 934:neo-Piagetian theories of cognitive development 728:Learning styles and personality characteristics 710:, a prominent cognitive psychologist, wrote in 3452:Multiple Intelligences: The Theory in Practice 3296: 3093: 2459: 1515:International Journal of Psychological Studies 798:A major criticism of the theory is that it is 538:, politicians, managers, teachers, lecturers, 3970: 3956: 3936:Bridging the Gaps: A Portal for Curious Minds 3598: 3099: 2955: 2638: 2619: 2460:Sousa, David A.; Tomlinson, Carol A. (2018). 2182:"Digital Intelligence Fostered by Technology" 1036: 793: 768:Gardner argues that there is a wide range of 173:potential for brain isolation by brain damage 159:analysis (core operations and symbol systems) 3670:: CS1 maint: multiple names: authors list ( 3554: 3085:: CS1 maint: multiple names: authors list ( 3000: 2511: 2430: 2140: 1940: 1391:. Teachers College Record. pp. 193–211. 3698:. Great Potential Press. pp. 219–228. 3305: 3261: 2765: 2437:Bad Education: Debunking Myths In Education 2272: 2270: 2072: 2051: 1914: 3963: 3949: 3852: 3775:corporate talent detection and development 3694:. In Colangelo, N.; Assouline, S. (eds.). 3193:"Aptitude Testing and Research since 1922" 3044: 2857:Corporate talent detection and development 2749: 2743: 2105: 1297: 1237: 919: 638: 409: 3843: 3832:Procedia - Social and Behavioral Sciences 3816: 3805:Procedia - Social and Behavioral Sciences 3785: 3681:Psychometric Superiority? Check the Facts 3678: 3411:, John Wiley & Sons, pp. 36–55, 3350: 3241:"The Correlation Coefficient: Definition" 2979: 2869: 2722:Nikolova, K.; Taneva-Shopova, S. (2007), 2644: 2625: 2402:Eberstadt, Mary (October–November 1999). 2401: 2395: 2360:. Vol. 219, no. 17. p. 20. 2197: 2162: 2160: 1766:Educational and Psychological Measurement 1539: 1327: 1317: 968:Human adaptation to multiple environments 219: 3355:. Cambridge: Cambridge University Press. 2267: 1798: 1177: – English psychologist (1863–1945) 810:". This practice has been criticized by 747: 447: 329: Verbal ability is one of the most 195:, prodigies and other exceptional people 108:evidence as it pertains to MI validity. 31: 3743: 3572: 3532: 3514: 3494: 3472: 3448: 3424: 3290: 3267:. ArtMed Publishers. pp. 433–456. 3158: 2870:Sternberg, Robert J. (September 2012). 2771: 2738: 2671: 2564: 2370: 2341: 2329: 2317: 2261: 2057: 2021: 1983: 1896: 1871: 1508: 1473: 1014: 623: 351: 14: 4272: 3825: 3798: 3772: 3757:California State University, Fullerton 3686: 3373:The Cambridge Handbook of Intelligence 3195:. Johnson O'Connor Research Foundation 3173:. Johnson O'Connor Research Foundation 3059:(268): i–viii, 1–155, discussion 156. 2854: 2535: 2529: 2157: 1841: 1839: 1653: 1651: 1649: 1647: 1645: 1643: 1641: 1426: 144:Criteria for each type of intelligence 67: 3944: 3627: 3557:Introducing Neuroeducational Research 3213: 3127:Demetriou, Mouyi & Spanoudis 2010 2806: 2800: 2752:"Check the Facts: Reframing the Mind" 2682: 2676: 2590: 2353: 2347: 2179: 1910: 1908: 1759: 1386: 1350: 469:'s Theory of multiple intelligences. 403: 3766:from the original on 9 October 2022. 3729:. Counterpoints v. 278. Peter Lang. 3715:from the original on 9 October 2022. 3353:The theory of multiple intelligences 2565:Strauss, Valerie (16 October 2013). 2420:from the original on 9 October 2022. 2095:from the original on 9 October 2022. 1696:from the original on 9 October 2022. 1594:"The MIDAS: A professional manual". 1233: 1231: 1217: 1215: 1213: 1211: 1052:, of cognitive abilities other than 188:a distinct developmental progression 169:The criteria briefly described are: 4154:Fluid and crystallized intelligence 4065:Fluid and crystallized intelligence 3748:Multiple Intelligences Reconsidered 3725:Multiple Intelligences Reconsidered 2937: 2113:Multiple Intelligences Reconsidered 1836: 1638: 1626:from the original on 9 October 2022 1298:Waterhouse, Lynn (27 August 2023). 655: 459: 111:Gardner defined intelligence as "a 24: 3592: 2843:Principes de psychologie appliquée 2382: 2170:. Check minutes 5:00–5:55 and 8:16 1934: 1905: 1554: 978:poisonous. While some such as the 472: 204:support from psychometric findings 25: 4316: 3890: 3519:, Harvard Business School Press, 3431:, Blackwell Publishers, pp. 2012:. (at 17 minutes). soundcloud.com 1831:Wechsler Adult Intelligence Scale 1799:Newcombe, Nora (1 January 2010). 1228: 1208: 882:Modes Opératoires Naturels – MoON 675:, cognitive abilities other than 615:Proposed additional intelligences 297:Spatial intelligence (psychology) 290: 261:intelligence as a third element. 4249: 3902:Theory of multiple intelligences 2995:Demetriou & Raftopoulos 2005 2147:Journal of Transpersonal Studies 1817:10.1111/j.1751-228X.2010.01089.x 1573:10.1111/j.1467-9620.2004.00327.x 1159: 1145: 850:than of a scientific assessment. 662:Theory of Multiple Intelligences 545: 485: 422:The core elements of the bodily- 42:theory of multiple intelligences 4250: 4190:Evolution of human intelligence 3577:, Springer Publishing Company, 3363: 3344: 3334: 3233: 3207: 3185: 3163: 3140: 3131: 2946: 2928: 2919: 2910: 2863: 2848: 2835: 2715: 2584: 2480: 2453: 2424: 2376: 2239: 2206: 2173: 2134: 2099: 2066: 2030: 2015: 2002: 1977: 1890: 1865: 1823: 1792: 1753: 1700: 1658:Gardner, H.; Hatch, T. (1989). 1602: 1587: 1548: 1533: 1502: 1482: 1188: 571: 96:was published (1983) the terms 92:was yet to be conceived. Since 3393:, Cambridge University Press, 2750:Willingham, Daniel T. (2004). 2213:White, John Ponsford. (1998). 2141:Allen, B; Shearer, B. (2013). 2110:. In Kincheloe, Joe L. (ed.). 1876:. Cambridge University Press. 1467: 1420: 1395: 1380: 1359: 1344: 712:The New York Times Book Review 13: 1: 4255:Outline of human intelligence 4159:Multiple-intelligences theory 3818:10.1016/j.sbspro.2014.01.1066 3630:Canadian Journal of Education 2968:Educational Psychology Review 2809:Canadian Journal of Education 2774:Canadian Journal of Education 2628:Contemporary Education Review 2186:Journal of Technology Studies 1544:. Cambridge University Press. 1201: 317: 4205:Intelligence and environment 3926:Multiple Intelligences Oasis 3916:Resources in other libraries 3845:10.1016/j.sbspro.2015.04.223 3826:Vîrtop, Sorin-Avram (2015). 3799:Vîrtop, Sorin-Avram (2014). 3425:Eysenck, M. W., ed. (1994), 3114:10.1016/j.intell.2005.10.002 2697:10.1016/0732-118X(85)90056-X 2659:10.1016/0160-2896(91)90035-C 2536:Revell, Phil (31 May 2005). 2298:10.1016/j.intell.2006.04.006 1121: 763: 7: 4149:Cattell–Horn–Carroll theory 3555:Howard-Jones, Paul (2010), 1427:Harris, Michael H. (1996). 1138: 1009:Cattell–Horn–Carroll theory 990: 891: 182:presence of core operations 36:The intelligence modalities 10: 4321: 3613:10.1177/001440298705400305 2404:"The Schools They Deserve" 1805:Mind, Brain, and Education 1778:10.1177/001316445901900115 1760:Altus, William D. (1959). 1721:10.1016/bs.pbr.2014.11.021 1596:MI Research and Consulting 1319:10.3389/fpsyg.2023.1217288 1037:Lack of empirical evidence 794:Definition of intelligence 627: 549: 489: 407: 355: 321: 294: 268: 264: 4245: 4182: 4141: 4032: 3981: 3911:Resources in your library 3867:10.1207/s15326985ep4104_5 3786:Sternberg, R. J. (1988). 3679:Kornhaber, Mindy (2004), 3573:Kaufman, Alan S. (2009), 3320:10.1207/s15326985ep4104_1 2981:10.1007/s10648-011-9178-3 2605:10.1080/00131880802082518 1955:10.3102/0013189x018008004 1679:10.3102/0013189X018008004 1540:Sternberg, R. J. (1985). 1529:– via ResearchGate. 1509:Shearer, Branton (2019). 1259:10.1207/s15326985ep4104_1 1238:Waterhouse, Lynn (2006). 452:American baseball player 362:This area has to do with 3855:Educational Psychologist 3746:"Joe L. Kincheloe (ed.) 3559:, Taylor & Francis, 3533:Gardner, Howard (2006), 3495:Gardner, Howard (1999), 3473:Gardner, Howard (1983), 3449:Gardner, Howard (1993), 3308:Educational Psychologist 3065:10.1111/1540-5834.671174 2389:New York Review of Books 1984:Gardner, Howard (1995). 1474:Gardner, Howard (2011). 1247:Educational Psychologist 1181: 950:meta-cognitive processes 90:educational neuroscience 2876:WIREs Cognitive Science 2685:New Ideas in Psychology 2199:10.21061/jots.v30i2.a.5 2116:. Peter Lang. pp. 2060:Experimental Psychology 2024:Experimental Psychology 1872:Carroll, J. B. (1993). 1305:Frontiers in Psychology 920:Neo-Piagetian criticism 639:Pedagogical and digital 200:experimental psychology 4305:Psychological theories 3687:Lohman, D. F. (2001). 3243:. DM-Stat 1 Consulting 2180:Adams, Nan B. (2004). 1943:Educational Researcher 1667:Educational Researcher 1490:Educational Psychology 1351:Robert J., Sternberg. 1136: 1119: 1111:cognitive neuroscience 1107: 1034: 852: 630:Spiritual intelligence 529:emotional intelligence 503:emotional intelligence 456: 372:general intelligence ( 278:Paleolithic bone flute 220:Forms of intelligences 133: 102:cognitive neuroscience 86:cognitive neuroscience 84:In 1983, the field of 37: 4083:Intelligence quotient 3773:Richez, Yves (2018). 2855:Richez, Yves (2018). 1849:. PBS. Archived from 1829:Wechsler, D. (1997). 1132: 1130:. He has also stated, 1115: 1097: 1082:intelligence quotient 1030: 835: 748:Talents and aptitudes 734:learning style models 550:Further information: 515:, social workers and 451: 408:Further information: 356:Further information: 238:Sternberg's Triarchic 128: 35: 4295:Intelligence by type 4169:Three-stratum theory 3601:Exceptional Children 3515:Gardner, H. (2004), 2593:Educational Research 2385:"State of the Child" 2073:Gardner, H. (1995). 2036:Gardner, H. (1995). 2008:Gardner, H. (2015). 1555:Wu, Wu-Tien (2004). 1527:10.5539/ijps.v11n3p1 1015:Educational Efficacy 995:Gardner argues that 784:general intelligence 650:digital intelligence 624:Existential thinking 542:and social workers. 352:Logical-mathematical 255:logical-mathematical 216:, star, comet, etc. 178:evolutionary history 60:, its dependence on 4142:Models and theories 2859:. Wiley Publishing. 2571:The Washington Post 2538:"Each to their own" 2106:Morris, M. (2004). 942:executive functions 938:speed of processing 930:social intelligence 812:Robert J. Sternberg 770:cognitive abilities 324:Verbal intelligence 68:Separation criteria 48:differentiation of 4195:Heritability of IQ 3972:Human intelligence 2307:on 3 October 2011. 1853:on 1 November 2012 1387:Noble, T. (2004). 985:falsify hypotheses 843:trained researcher 788:empirical evidence 776:Intelligence tests 605:hunters, gatherers 583:hunters, gatherers 457: 404:Bodily-kinesthetic 368:fluid intelligence 58:empirical evidence 50:human intelligence 38: 4267: 4266: 4183:Areas of research 4133:Visual processing 4050:Cognitive liberty 3897:Library resources 3736:978-0-8204-7098-6 3705:978-0-910707-39-8 3584:978-0-8261-0629-2 3508:978-0-465-02611-1 3418:978-0-470-39011-5 2710:Davis et al. 2011 2524:Davis et al. 2011 2512:Howard-Jones 2010 2473:978-1-945349-52-2 2466:. Solution Tree. 2446:978-0-335-24601-4 2202:– via ERIC. 2127:978-0-8204-7098-6 1915:OpenLibrary.org. 1730:978-0-444-63551-8 1221:Gardner, Howard. 1167:Psychology portal 1078:Linda Gottfredson 925:Andreas Demetriou 848:artistic judgment 414:Gross motor skill 191:the existence of 98:cognitive science 16:(Redirected from 4312: 4290:Education theory 4285:Education reform 4253: 4252: 4174:Triarchic theory 3965: 3958: 3951: 3942: 3941: 3886: 3878: 3849: 3847: 3822: 3820: 3795: 3782: 3779:Wiley Publishing 3767: 3765: 3754: 3740: 3728: 3716: 3714: 3693: 3683: 3675: 3669: 3661: 3624: 3587: 3569: 3551: 3529: 3511: 3491: 3469: 3445: 3421: 3403: 3385: 3357: 3356: 3348: 3342: 3338: 3332: 3331: 3303: 3294: 3288: 3279: 3278: 3259: 3253: 3252: 3250: 3248: 3237: 3231: 3230: 3228: 3226: 3211: 3205: 3204: 3202: 3200: 3189: 3183: 3182: 3180: 3178: 3167: 3161: 3156: 3147: 3144: 3138: 3135: 3129: 3124: 3118: 3117: 3097: 3091: 3090: 3084: 3076: 3048: 3042: 3041: 3004: 2998: 2992: 2986: 2985: 2983: 2959: 2953: 2950: 2944: 2941: 2935: 2932: 2926: 2923: 2917: 2914: 2908: 2907: 2888:10.1002/wcs.1193 2867: 2861: 2860: 2852: 2846: 2839: 2833: 2832: 2804: 2798: 2797: 2769: 2763: 2759: 2747: 2741: 2736: 2730: 2729: 2719: 2713: 2707: 2701: 2700: 2680: 2674: 2669: 2663: 2662: 2642: 2636: 2635: 2623: 2617: 2616: 2588: 2582: 2581: 2579: 2577: 2562: 2553: 2552: 2550: 2548: 2533: 2527: 2521: 2515: 2509: 2503: 2502: 2500: 2498: 2484: 2478: 2477: 2457: 2451: 2450: 2428: 2422: 2421: 2419: 2408: 2399: 2393: 2392: 2383:Bruner, Jerome. 2380: 2374: 2368: 2362: 2361: 2357:The New Republic 2351: 2345: 2339: 2333: 2327: 2321: 2320:, pp. 33–34 2315: 2309: 2308: 2306: 2300:. 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Archived from 1244: 1235: 1226: 1219: 1195: 1192: 1175:Charles Spearman 1169: 1164: 1163: 1162: 1155: 1153:Education portal 1150: 1149: 695:The New Republic 656:Use in education 460:Physical ability 418:Fine motor skill 121:Bloom’s Taxonomy 113:biopsychological 46:pseudoscientific 21: 4320: 4319: 4315: 4314: 4313: 4311: 4310: 4309: 4270: 4269: 4268: 4263: 4241: 4178: 4137: 4103:Problem solving 4037: 4028: 3977: 3969: 3922: 3921: 3920: 3905: 3904: 3900: 3893: 3881: 3763: 3752: 3737: 3712: 3706: 3691: 3663: 3662: 3642:10.2307/1585790 3595: 3593:Further reading 3590: 3585: 3567: 3549: 3527: 3509: 3501:, Basic Books, 3489: 3467: 3443: 3419: 3401: 3383: 3366: 3361: 3360: 3349: 3345: 3339: 3335: 3304: 3297: 3289: 3282: 3275: 3260: 3256: 3246: 3244: 3239: 3238: 3234: 3224: 3222: 3217:(29 May 2014). 3212: 3208: 3198: 3196: 3191: 3190: 3186: 3176: 3174: 3169: 3168: 3164: 3157: 3150: 3145: 3141: 3136: 3132: 3125: 3121: 3098: 3094: 3078: 3077: 3049: 3045: 3022:10.2307/1166053 3005: 3001: 2993: 2989: 2960: 2956: 2951: 2947: 2942: 2938: 2933: 2929: 2924: 2920: 2915: 2911: 2868: 2864: 2853: 2849: 2840: 2836: 2821:10.2307/1585969 2805: 2801: 2786:10.2307/1585968 2770: 2766: 2748: 2744: 2737: 2733: 2720: 2716: 2708: 2704: 2681: 2677: 2670: 2666: 2643: 2639: 2624: 2620: 2589: 2585: 2575: 2573: 2563: 2556: 2546: 2544: 2534: 2530: 2522: 2518: 2510: 2506: 2496: 2494: 2486: 2485: 2481: 2474: 2458: 2454: 2447: 2429: 2425: 2417: 2406: 2400: 2396: 2381: 2377: 2369: 2365: 2352: 2348: 2340: 2336: 2328: 2324: 2316: 2312: 2304: 2281: 2275: 2268: 2260: 2256: 2244: 2240: 2225: 2211: 2207: 2178: 2174: 2165: 2158: 2139: 2135: 2128: 2104: 2100: 2092: 2077: 2071: 2067: 2056: 2052: 2035: 2031: 2020: 2016: 2007: 2003: 1996: 1982: 1978: 1939: 1935: 1925: 1923: 1913: 1906: 1895: 1891: 1884: 1870: 1866: 1856: 1854: 1845: 1844: 1837: 1828: 1824: 1797: 1793: 1758: 1754: 1731: 1705: 1701: 1693: 1662: 1656: 1639: 1629: 1627: 1623: 1612: 1608: 1607: 1603: 1593: 1592: 1588: 1553: 1549: 1538: 1534: 1507: 1503: 1492:(2009) p. 117, 1487: 1483: 1478:(3rd ed.). 1472: 1468: 1425: 1421: 1411: 1409: 1407:www.tcpress.com 1401: 1400: 1396: 1385: 1381: 1371: 1369: 1365: 1364: 1360: 1349: 1345: 1296: 1289: 1279: 1277: 1276:on 4 March 2016 1273: 1242: 1236: 1229: 1225:(1983), p. ooo. 1220: 1209: 1204: 1199: 1198: 1193: 1189: 1184: 1165: 1160: 1158: 1151: 1144: 1141: 1124: 1039: 1017: 1005:Alan S. Kaufman 993: 970: 958:self-regulation 922: 894: 816:Michael Eysenck 796: 766: 758:learning styles 750: 730: 658: 641: 632: 626: 617: 574: 554: 548: 494: 488: 475: 473:Characteristics 462: 420: 406: 360: 354: 326: 320: 299: 293: 273: 267: 228:and its sequels 222: 146: 70: 54:general ability 28: 23: 22: 15: 12: 11: 5: 4318: 4308: 4307: 4302: 4297: 4292: 4287: 4282: 4265: 4264: 4262: 4261: 4246: 4243: 4242: 4240: 4239: 4202: 4197: 4192: 4186: 4184: 4180: 4179: 4177: 4176: 4171: 4166: 4161: 4156: 4151: 4145: 4143: 4139: 4138: 4136: 4135: 4130: 4125: 4115: 4110: 4105: 4100: 4095: 4090: 4085: 4080: 4075: 4067: 4062: 4057: 4052: 4047: 4041: 4039: 4038:and constructs 4030: 4029: 4027: 4026: 4016: 4011: 4006: 4001: 3996: 3991: 3985: 3983: 3979: 3978: 3968: 3967: 3960: 3953: 3945: 3939: 3938: 3929: 3919: 3918: 3913: 3907: 3906: 3895: 3894: 3892: 3891:External links 3889: 3888: 3887: 3879: 3861:(4): 247–255. 3850: 3823: 3796: 3783: 3770: 3769: 3768: 3735: 3717: 3704: 3684: 3676: 3625: 3594: 3591: 3589: 3588: 3583: 3575:IQ Testing 101 3570: 3566:978-0415472005 3565: 3552: 3548:978-0465047680 3547: 3530: 3526:978-1422103296 3525: 3512: 3507: 3492: 3488:978-0133306149 3487: 3470: 3466:978-0465018222 3465: 3446: 3442:978-0631192572 3441: 3422: 3417: 3404: 3400:978-0521825795 3399: 3386: 3382:978-0521518062 3381: 3367: 3365: 3362: 3359: 3358: 3343: 3333: 3314:(4): 207–225. 3295: 3280: 3274:978-8536314181 3273: 3254: 3232: 3215:Haier, Richard 3206: 3184: 3162: 3148: 3139: 3130: 3119: 3108:(3): 297–317. 3092: 3043: 3016:(234): 1–205. 2999: 2987: 2974:(4): 601–663. 2954: 2945: 2936: 2927: 2918: 2909: 2882:(5): 501–511. 2872:"Intelligence" 2862: 2847: 2834: 2815:(1): 103–112. 2799: 2764: 2756:Education Next 2742: 2731: 2714: 2702: 2675: 2664: 2653:(3): 257–270. 2637: 2618: 2599:(2): 123–133. 2583: 2554: 2528: 2516: 2504: 2479: 2472: 2452: 2445: 2423: 2394: 2375: 2363: 2346: 2334: 2322: 2310: 2292:(5): 507–510. 2266: 2264:, p. 33-4 2254: 2238: 2223: 2205: 2172: 2156: 2133: 2126: 2098: 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article: 266: 263: 259:visual-spatial 233:Howard Gardner 226:Frames of Mind 221: 218: 206: 205: 202: 196: 189: 186: 183: 180: 174: 167: 166: 163: 160: 157: 156:and evolution) 145: 142: 94:Frames of Mind 74:Howard Gardner 69: 66: 26: 9: 6: 4: 3: 2: 4317: 4306: 4303: 4301: 4298: 4296: 4293: 4291: 4288: 4286: 4283: 4281: 4278: 4277: 4275: 4260: 4256: 4248: 4247: 4244: 4238: 4234: 4230: 4226: 4222: 4218: 4214: 4210: 4206: 4203: 4201: 4200:Psychometrics 4198: 4196: 4193: 4191: 4188: 4187: 4185: 4181: 4175: 4172: 4170: 4167: 4165: 4162: 4160: 4157: 4155: 4152: 4150: 4147: 4146: 4144: 4140: 4134: 4131: 4129: 4128:Understanding 4126: 4123: 4119: 4116: 4114: 4111: 4109: 4106: 4104: 4101: 4099: 4096: 4094: 4091: 4089: 4086: 4084: 4081: 4079: 4076: 4074: 4072: 4068: 4066: 4063: 4061: 4058: 4056: 4055:Communication 4053: 4051: 4048: 4046: 4043: 4042: 4040: 4035: 4031: 4024: 4020: 4017: 4015: 4012: 4010: 4007: 4005: 4002: 4000: 3997: 3995: 3992: 3990: 3987: 3986: 3984: 3980: 3976: 3973: 3966: 3961: 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