Theory of multiple intelligences

[The Little Prince]

■Theory of multiple intelligences

From Wikipedia, the free encyclopedia

The theory of multiple intelligences differentiates human intelligence into specific 'modalities', rather than seeing intelligence as dominated by a single general abilityHoward Gardner proposed this model in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. According to the theory, an intelligence 'modality' must fulfill eight criteria:^[1]

1. potential for brain isolation by brain damage
2. place in evolutionary history
3. presence of core operations
4. susceptibility to encoding (symbolic expression‎)
5. a distinct developmental progression
6. the existence of savants, prodigies and other exceptional people
7. support from experimental psychology
8. support from psychometric findings

Gardner proposed eight abilities that he held to meet these criteria:^[2]

1. musical-rhythmic,
2. visual-spatial,
3. verbal-linguistic,
4. logical-mathematical,
5. bodily-kinesthetic,
6. interpersonal,
7. intrapersonal,
8. naturalistic

In 2009, he suggested that existential and moral^[3]

Although the distinction between intelligences has been set out in great detail, Gardner opposes the idea of labeling learners to a specific intelligence. Gardner maintains that his theory should "empower learners", not restrict them to one modality of learning.^[4] According to Gardner, an intelligence 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."^[5] According to a 2006 study, each of the domains proposed by Gardner involves a blend of the general g factor, cognitive abilities other than g, and, in some cases, non-cognitive abilities or personality characteristics.^[6]

Contents

• 1 Intelligence Modalities
  • 1.1 Musical-rhythmic and harmonic
  • 1.2 Visual-spatial
  • 1.3 Verbal-linguistic
  • 1.4 Logical-mathematical
  • 1.5 Bodily-kinesthetic
  • 1.6 Interpersonal
  • 1.7 Intrapersonal
  • 1.8 Naturalistic
  • 1.9 Existential
  • 1.10 Additional intelligences
• 2 Critical reception
  • 2.1 Definition of intelligence
  • 2.2 Neo-Piagetian criticism
  • 2.3 Human adaptation to multiple environments
  • 2.4 IQ tests
  • 2.5 Lack of empirical evidence
• 3 Use in education
• 4 See also
• 5 References
• 6 Further reading
• 7 External links

Intelligence Modalities[edit]

Musical-rhythmic and harmonic[edit]

Main article: Musicality

This area has to do with sensitivity to sounds, rhythms, tonesabsolute pitch^[7][8]

Visual-spatial[edit]

Main article: Spatial intelligence (psychology)

This area deals with spatial judgment and the ability to visualize with the mind's eye. Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence.^[8]

Verbal-linguistic[edit]

Main article: Linguistic intelligence

People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates.^[8] Verbal ability is one of the most g-loaded abilities.^[9] This type of intelligence is measured with the Verbal IQ in WAIS-IV

Logical-mathematical[edit]

Further information: Reason

This area has to do with logic^[8] This also has to do with having the capacity to understand the underlying principles of some kind of causal system.^[7] Logical reasoning is closely linked to fluid intelligence and to general intelligence (g factor)^[10]

Bodily-kinesthetic[edit]

Further information: Gross motor skill and Fine motor skill

The core elements of the bodily-kinesthetic^[8] 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.

People who have high bodily-kinesthetic intelligence should be generally good at physical activities such as sports, dance, acting, and making things.

Gardner believes that careers that suit those with high bodily-kinesthetic intelligence include: athletes, dancers, musicians, actors, builders, police officers, and soldiers^[11]

Interpersonal[edit]

Main article: Social skills

In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments, motivations, and their ability to cooperate in order to work as part of a group. According to Gardner in How Are Kids Smart: Multiple Intelligences in the Classroom, "Inter- and Intra- personal intelligence is often misunderstood with being extroverted or liking other people..."^[12] 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 emotional intelligence^[13]

Gardner believes that careers that suit those with high interpersonal intelligence include sales persons, politicians, managers, teachers, lecturers, counselors and social workers^[14]

Intrapersonal[edit]

Further information: Introspection

This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what one's strengths or weaknesses are, what makes one unique, being able to predict one's own reactions or emotions.

Naturalistic[edit]

Not part of Gardner's original seven, naturalistic intelligence was proposed by him in 1995. "If I were to rewrite Frames of Mind 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 biological science) is exercising an important intelligence and one that is not adequately encompassed in the current list."^[15] This area has to do with nurturing and relating information to one's natural surroundings.^[8] Examples include classifying natural forms such as animal and plant species and rocks and mountain types. This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef^[7]

This sort of ecological receptiveness is deeply rooted in a "sensitive, ethical, and holistic^[16]

Existential[edit]

Main article: Spiritual intelligence

Gardner did not want to commit to a spiritual intelligence, but suggested that an "existential" intelligence may be a useful construct, also proposed after the original 7 in his 1999 book.^[17] The hypothesis of an existential intelligence has been further explored by educational researchers.^[18]

Additional intelligences[edit]

On January 13, 2016, Gardner mentioned in an interview with BigThink^[19] In the same interview, he explicitly refused some other suggested intelligences like humour, cooking and sexual intelligence.^[19]

Critical reception[edit]

Gardner argues that there is a wide range of cognitive abilities

Intelligence tests and psychometrics 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 general intelligence^[20] The theory has been criticized by mainstream psychology for its lack of empirical evidence^[21]

Definition of intelligence[edit]

One major criticism of the theory is that it is ad hoc: that Gardner is not expanding the definition of the word "intelligence", but rather denies the existence of intelligence as traditionally understood, and instead uses the word "intelligence" where other people have traditionally used words like "ability" and "aptitudeRobert J. Sternberg,^[22][23] Eysenck,^[24] and Scarr.^[25] 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.^[26]

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.^[27]

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

Ultimately, it would certainly be desirable to have an algorithm for the selection of intelligence, such that any trained researcherartistic judgment^[28]

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 connotation of intelligence ... [which] has always connoted the kind of thinking skills that makes one successful in school."^[29]

Gardner writes "I balk at the unwarranted assumption that certain human abilities can be arbitrarily singled out as intelligence while others cannot."^[30] Critics hold that given this statement, any interest or ability can be redefined as "intelligence". Thus, studying intelligence becomes difficult, because it diffuses into the broader concept of ability or talent. Gardner's edition 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 IQ value

The theory and definitions have been critiqued by Perry D. Klein as being so unclear as to be tautologous and thus unfalsifiable^[31]

Henri Wallon^[32] Yves Richez distinguishes 10 Natural Operating Modes (Modes Opératoires Naturels - MoON).^[33] 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" don't 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" (MoON).

Neo-Piagetian criticism[edit]

Andreas Demetriou^[34] Some of the domains, such as verbal, spatial, mathematical, and social intelligenceneo-Piagetian theories of cognitive development, Gardner is criticized for underestimating the effects exerted on the various domains of intelligences by the various subprocesses that define overall processing efficiency, such as speed of processing, executive functions, working memory, and meta-cognitive processes underlying self-awareness and self-regulation^[35]

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.^[36][37] 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.^[38][39]

Human adaptation to multiple environments[edit]

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 social insectsleafcutter ant grow fungi on leaves, they do not cultivate different species in different environments with different farming techniques as human agriculturefalsify hypotheses^[40][41]

IQ tests[edit]

Gardner argues that IQ tests 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 thinking and learning that uniquely define each intelligence.^[8]

Psychologist Alan S. Kaufman^[42] Modern IQ tests are greatly influenced by the Cattell-Horn-Carroll theory^[42]

Lack of empirical evidence[edit]

According to a 2006 study many of Gardner's "intelligences" correlate with the g factorg, of cognitive abilities other than g, and, in some cases, of non-cognitive abilities or of personality characteristics.^[6]

The Johnson O'Connor Research Foundation has tested hundreds of thousands of people^[43] to determine their "aptitudes" ("intelligences"), such as manual dexterity, musical ability, spatial visualization, and memory for numbers.^[44] There is correlation of these aptitudes with the g factor, but not all are strongly correlated; correlation between the g factor^[45], considered a moderate correlation.^[46]

Linda Gottfredson (2006) has argued that thousands of studies support the importance of intelligence quotientg intelligences is either lacking or very poor. She argued that despite this the ideas of multiple non-g intelligences are very attractive to many due to the suggestion that everyone can be smart in some way.^[47]

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

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 empirical^[48] 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."^[48][49]

The same review presents evidence to demonstrate that cognitive neuroscience research does not support the theory of multiple intelligences:

... 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.^[49]

The theory of multiple intelligences is sometimes cited as an example of pseudoscience because it lacks empirical evidence or falsifiability,^[50] though Gardner has argued otherwise.^[51]

Use in education[edit]

Gardner defines 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."^[52] According to Gardner, there are more ways to do this than just through logical and linguistic intelligence. Gardner believes that the purpose of schooling "should be to develop intelligence and to help people reach vocational and avocational goals that are appropriate to their particular spectrum of intelligence. People who are helped to do so, [he] believe[s], feel more engaged and competent and therefore more inclined to serve the society in a constructive way."^[a]

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.^[53] While many students function well in this environment, 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".^[54]

James Traub's article in The New Republic notes that Gardner's system has not been accepted by most academics in intelligence or teaching.^[55] 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 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."^[56]

Jerome Bruner^[57]

George Miller, a prominent cognitive psychologist, wrote in The New York Times Book Review that Gardner's argument consisted of "hunch and opinion" and Charles Murray and Richard J. Herrnstein in The Bell Curve (1994) called Gardner's theory "uniquely devoid of psychometric or other quantitative evidence."^[58]

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 learning styles,^[59] and hundreds of books have been written about its applications in education.^[60] 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.^[61] Gardner has denied that multiple intelligences are learning styles and agrees that the idea of learning styles is incoherent and lacking in empirical evidence.^[62] 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.^[63]

See also[edit]

• Charles Spearman
• Savant syndrome

References[edit]

Notes

1. ^ 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, 187–93.

Citations

1. ^ Gilman, Lynn (2012) [2008]. "The Theory of Multiple Intelligences"the original on 25 November 2012. Retrieved 14 November 2012.
2. ^ Slavin, Robert (2009), Educational Psychology, p. 117, ISBN 0-205-59200-7
3. ^ Smith, Mark K. (2002). "Howard Gardner, multiple intelligences and education"The encyclopedia of informal education. Retrieved 22 October 2011.
4. ^ McKenzie, W. (2005). Multiple intelligences and instructional technology. ISTE (International Society for Technology Education). ISBN 156484188X
5. ^ Gardner 1999
6. ^ Jump up to: ^{a b} Visser, Beth A.; Ashton, Michael C.; Vernon, Philip A. (2006). "g and the measurement of Multiple Intelligences: A response to Gardner" (PDF). Intelligence. 34 (5): 507–510. doi:10.1016/j.intell.2006.04.006. Archived from the original (PDF) on 3 October 2011.
7. ^ Jump up to: ^{a b c} "Howard Gardner's Multiple Intelligence Theory". PBS. Archived from the original on 1 November 2012. Retrieved 9 December 2012.
8. ^ Jump up to: ^{a b c d e f g} Gardner, H., & Hatch, T.; Hatch (1989). "Multiple intelligences go to school: Educational implications of the theory of multiple intelligences" (PDF). Educational Researcher. 18 (8): 4. doi:10.3102/0013189X018008004.CS1 maint: multiple names: authors list (link)
9. ^ Wechsler, D. (1997). Wechsler Adult Intelligence Scale
10. ^ Carroll, J. B. (1993). Human Cognitive Abilities: A Survey of Factor-analytic Studies. Cambridge University Press. ISBN 978-0521382755
11. ^ Gardner, Howard (May 1984). "Heteroglossia: A Global Perspective". Interdisciplinary Journal of Theory of Postpedagogical Studies.
12. ^ Gardner, H. (1995). How Are Kids Smart: Multiple Intelligences in the Classroom—Administrators' Version. ISBN 1-887943-03-X
13. ^ Gardner, H. (2015). Bridging the Gaps: A Portal for Curious MindsPro Unlimited
14. ^ Gardner, Howard (2002). "Interpersonal Communication amongst Multiple Subjects: A Study in Redundancy". Experimental Psychology.
15. ^ Gardner, H. (1995). "Reflections on multiple intelligences: Myths and messages" (PDF). Phi Delta Kappan. 77: 200–209.
16. ^ Morris, M. (2004). "Ch. 8. The Eight One: Naturalistic Intelligence"Multiple Intelligences Reconsidered. Peter Lang. pp. 159–. ISBN 978-0-8204-7098-6
17. ^ Gardner 1999
18. ^ Tupper, K. W. (2002). "Entheogens and Existential Intelligence: The Use of Plant Teachers as Cognitive Tools". Canadian Journal of Education. 27 (4): 499–516. CiteSeerX 10.1.1.695.5365. doi:10.2307/1602247JSTOR 1602247
19. ^ Jump up to: ^{a b} Gardner, Howard. (2016). Intelligence Isn't black and white: There are 8 different kinds. Bigthing. come. video. Check minutes 5:00 – 5:55 and 8:16
20. ^ Geake, John (2008). "Neuromythologies in education". Educational Research. 50 (2): 123–133. doi:10.1080/00131880802082518
21. ^ Waterhouse, Lynn (2006). "WATERHOUSE MULTIPLE INTELLIGENCES Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review" (PDF). Educational Psychologist. 41 (4): 207–225. doi:10.1207/s15326985ep4104_1
22. ^ Sternberg, R. J. (Winter 1983). "How much Gall is too much gall? Review of Frames of Mind: The theory of multiple intelligences". Contemporary Education Review. 2 (3): 215–224.
23. ^ Sternberg, R. J. (1991). "Death, taxes, and bad intelligence tests". Intelligence. 15 (3): 257–270. doi:10.1016/0160-2896(91)90035-C
24. ^ Eysenck 1994
25. ^ Scarr, S. (1985). "An authors frame of mind [Review of Frames of mind: The theory of multiple intelligences]". New Ideas in Psychology. 3 (1): 95–100. doi:10.1016/0732-118X(85)90056-X
26. ^ Davis et al. 2011
27. ^ Nikolova, K., & Taneva-Shopova, S. (2007). "Multiple intelligences theory and educational practice"26 (2). Annual Assesn Zlatarov University: 105–109. Cite journal requires |journal= (help)CS1 maint: multiple names: authors list (link)
28. ^ Gardner 1983
29. ^ Willingham, Daniel T. (2004). "Check the Facts: Reframing the Mind"Education Next: 19–24. PDF copy
30. ^ Gardner, Howard (1998). "A Reply to Perry D. Klein's 'Multiplying the problems of intelligence by eight'". Canadian Journal of Education. 23 (1): 96–102. doi:10.2307/1585968JSTOR 1585790
31. ^ Klein, Perry D. (1998). "A Response to Howard Gardner: Falsifiability, Empirical Evidence, and Pedagogical Usefulness in Educational Psychologies". Canadian Journal of Education. 23 (1): 103–112. doi:10.2307/1585969JSTOR 1585969
32. ^ According to formulation of Émile Jalley for Henri Wallon in Principes de psychologie appliquée (Œuvre 1, édition L'Harmattan, 2015) : « On ne saurait distinguer l'intelligence de ses opérations »
33. ^ Richez, Yves (2018). Corporate talent detection and development. Wiley Publishing.
34. ^ Demetriou, A.; Spanoudis, G.; Mouyi, A. (2011). "=Educating the Developing Mind: Towards an Overarching Paradigm". Educational Psychology Review. 23 (4): 601–663. doi:10.1007/s10648-011-9178-3
35. ^ Demetriou & Raftopoulos 2005
36. ^ 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". Monographs of the Society for Research in Child Development. 58 (234): i. doi:10.2307/1166053JSTOR 1166053
37. ^ Demetriou, A., Christou, C.; Spanoudis, G.; Platsidou, M. (2002). "The development of mental processing: Efficiency, working memory, and thinking". Monographs of the Society for Research in Child Development. 67 (268).
38. ^ Demetriou, A.; Kazi, S. (2006). "Self-awareness in g (with processing efficiency and reasoning". Intelligence. 34 (3): 297–317. doi:10.1016/j.intell.2005.10.002
39. ^ Demetriou, Mouyi & Spanoudis 2010
40. ^ Steven Mithen 2005 edition|"Creativity in Human Evolution and Prehistory"
41. ^ Rolf W. Frohlich 2009 edition|"Evolutionary Intelligence: The Anatomy of Human Survival"
42. ^ Jump up to: ^{a b} Kaufman 2009
43. ^ "About Us | Johnson O'Connor Research Foundation"jocrf.org. Retrieved 7 May 2019.
44. ^ "Aptitude Testing and Research since 1922 | Johnson O'Connor Research Foundation"www.jocrf.org. Retrieved 7 May 2019.
45. ^ "Gray Matter and Intelligence Factors: Is There a Neuro-g? (PDF)"Richard Haier. p. 4. Retrieved 7 May 2019.
46. ^ "The Correlation Coefficient: Definition"www.dmstat1.com. Retrieved 7 May 2019.
47. ^ 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.). Introducau a psicologia das diferencas individuais. ArtMed Publishers. pp. 433–456. ISBN 978-8536314181
48. ^ Jump up to: ^{a b} Gardner 2004, p. 214
49. ^ Jump up to: ^{a b} Waterhouse, Lynn (Fall 2006a). "Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A critical review". Educational Psychologist. 41 (4): 207–225. doi:10.1207/s15326985ep4104_1.
50. ^ Multiple Intelligences and pseudo-science
51. ^ Gardner, Howard (November 1995). "Reflections on Multiple Intelligences: Myths and Messages". Phi Delta Kappan: 200–209.
52. ^ Gardner 1999
53. ^ Gardner 1993
54. ^ Gardner 1999
55. ^ Traub, James (1998). "Multiple intelligence disorder". The New Republic. 219 (17): 20.
56. ^ Gardner 1993
57. ^ Bruner, Jerome. "State of the Child"New York Review of Books.
58. ^ Eberstadt, Mary (October–November 1999). "The Schools They Deserve" (PDF). Policy Review.
59. ^ Howard-Jones 2010
60. ^ Davis et al. 2011
61. ^ Revell, Phil (31 May 2005). "Each to their own"The Guardian. Retrieved 15 November 2012.
62. ^ "Howard Gardner: 'Multiple intelligences' are not 'learning styles'"The Washington Post. Retrieved 10 October 2014.
63. ^ "Howard Gardner: 'Multiple intelligences' are not 'learning styles'"The Washington Post. Retrieved 31 March 2016.

Bibliography

• Davis, Katie; Christodoulou, Joanna; Seider, Scott; Gardner, Howard (2011), "The Theory of Multiple Intelligences", in Sternberg, Robert J.; Kaufman, Barry (eds.), The Cambridge Handbook of Intelligence, Cambridge University Press, pp. 485–503, ISBN 978-0521518062
• Demetriou, Andreas; Raftopoulos, Athanassios (2005), Cognitive Developmental Change: Theories, Models and Measurement, Cambridge University Press, ISBN 978-0521825795
• Demetriou, A.; Mouyi, A.; Spanoudis, G. (2010), "The development of mental processing", in Overton, W. F. (ed.), The Handbook of Life-Span Development: Cognition, Biology and Methods, John Wiley & Sons, pp. 36–55, ISBN 978-0-470-39011-5
• Eysenck, M. W., ed. (1994), The Blackwell Dictionary of Cognitive Psychology, Blackwell Publishers, pp. 192–193, ISBN 978-0631192572
• Gardner, Howard (1993), Multiple Intelligences: The Theory in Practice, Basic Books, ISBN 978-0465018222
• Gardner, Howard (1983), Frames of Mind: The Theory of Multiple Intelligences, Basic Books, ISBN 978-0133306149
• Gardner, Howard (1999), Intelligence Reframed: Multiple Intelligences for the 21st Century, Basic Books, ISBN 978-0-465-02611-1
• Gardner, H. (2004), Changing Minds: The art and science of changing our own and other people's minds, Harvard Business School Press, ISBN 978-1422103296
• Gardner, Howard (2006), Multiple Intelligences: New Horizons in Theory and Practice, Basic Books, ISBN 978-0465047680
• Howard-Jones, Paul (2010), Introducing Neuroeducational Research, Taylor & Francis, ISBN 978-0415472005
• Kaufman, Alan S. (2009), IQ Testing 101, Springer Publishing Company, ISBN 978-0-8261-0629-2

Further reading[edit]

• Kavale, Kenneth A.; Forness, Steven R. (1987). "Substance over style: Assessing the efficacy of modality testing and teaching". Exceptional Children. 54 (3): 228–39. doi:10.1177/001440298705400305
• Klein, Perry, D. (1997). "Multiplying the problems of intelligence by eight: A critique of Gardner's theory". Canadian Journal of Education. 22 (4): 377–94. doi:10.2307/1585790JSTOR 1585790
• Kornhaber, Mindy (2004). "Psychometric Superiority? Check the Facts". Cite journal requires |journal= (help)
• Lohman, D. F. (2001). Colangelo, N.; Assouline, S. (eds.). "Talent Development IV: Proceedings from the 1998 Henry B. & Jocelyn Wallace National Research Symposium on talent development" (PDF). Great Potential Press. pp. 219–228. ISBN 978-0-910707-39-8 |chapter= ignored (help)
• 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.). Multiple Intelligences Reconsidered. Counterpoints v. 278. Peter Lang. ISBN 978-0-8204-7098-6Lay summary (PDF) (4 September 2010).
• Richez, Yves (2018). corporate talent detection and development. Wiley Publishing
• Sternberg, R. J. (1988). The triarchic mind: A new theory of human intelligence. Penguin Books
• Sorin-Avram, Vîrtop (2014). "From Theory to Practice: The Multiple Intelligences Theory Experience in a Romanian Secondary School". Procedia - Social and Behavioral Sciences. 116: 5020–4. doi:10.1016/j.sbspro.2014.01.1066
• Sorin-Avram, Vîrtop (2015). "Possibilities of Instruction Based on the Students' Potential and Multiple Intelligences Theory". Procedia - Social and Behavioral Sciences. 191: 1772–6. doi:10.1016/j.sbspro.2015.04.223
• Waterhouse, Lynn (Fall 2006). "Inadequate Evidence for Multiple Intelligences, Mozart Effect, and Emotional Intelligence Theories". Educational Psychologist. 41 (4): 247–255. doi:10.1207/s15326985ep4104_5
• "Multiple Intelligences Theory: Widely Used, Yet Misunderstood - edutopia.org"

External links[edit]

Library resources about
Theory of multiple intelligences

---

• Resources in your library
• Resources in other libraries

• Multiple Intelligences Oasis, Howard Gardner's official website for MI Theory
• Multiple Intelligences, Future Minds and Educating The App Generation: A discussion with Dr Howard Gardner, Bridging the Gaps: A Portal for Curious Minds

Human intelligence topics
Types	Collective Emotional Intellectual Linguistic Multiple Social Spatial (visuospatial)
Abilities Traits Constructs	Cognition Communication Creativity Fluid and crystallized intelligence g factor Intelligence quotient Knowledge Learning Memory Problem solving Reasoning Thought (abstraction) Understanding Visual processing
Models and theories	Cattell–Horn–Carroll theory Fluid and crystallized intelligence Multiple-intelligences theory Three-stratum theory Triarchic theory PASS theory
Areas of research	Evolution of human intelligence Heritability of IQ Psychometrics Intelligence and environment / health / longevity / neuroscience / race / gender
Outline of human intelligence / thought