Multiple Intelligence

Multiple Intelligence

Multiple Intelligence
Thesis: Multiple Intelligences is a theory about the brain that says human beings are born with a single intelligence, that cannot be changed, and is measurable by a psychologist. This research paper aimed to give readers comprehensive information about the different kinds of intelligence namely: Spatial; Linguistic; Logical-mathematical; Bodily-kinesthetic; Musical; Interpersonal; Intrapersonal; and Naturalistic.

I. Definition II. The multiple intelligences a. Logical-mathematical b. Spatial c. Linguistic d. Bodily-kinesthetic e. Musical f. Interpersonal g. Intrapersonal h. Naturalistic III. Use in Education

Definition of Multiple Intelligences Theory
According to Gardner (1999a), intelligence is much more than IQ because a high IQ in the absence of productivity does not equate to intelligence. In his definition, "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" (p.34). Consequently, instead of intelligence being a single entity described psychometrically with an IQ score, Gardner 's definition views it as many things. He endeavored to define intelligence in a much broader way than psychometricians. To achieve this goal Gardner (1983; 1999a) established several criteria for defining intelligence. In identifying capabilities to be considered for one of the "multiple intelligences" the construct under consideration had to meet several criteria rather than resting on the results of a narrow psychometric approach.
To qualify as an "intelligence" the particular capacity under study was considered from multiple perspectives consisting of eight specific criteria drawn from the biological sciences, logical analysis, developmental psychology, experimental psychology, and psychometrics. The criteria to consider "candidate intelligences" (Gardner, 1999a, p. 36) are:
1) the potential for brain isolation by brain damage,
2) its place in evolutionary history,
3) the presence of core operations,
4) susceptibility to encoding,
5) a distinct developmental progression,
6) the existence of idiot-savants, prodigies and other exceptional people,
7) support from experimental psychology, and
8) support from psychometric findings (Gardner, 1999a).

The Multiple Intelligences

Logical-mathematical
This area has to do with logic, abstractions, reasoning and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation and the ability to perform complex calculations. Logical reasoning is closely linked to fluid intelligence and to general ability.
Spatial
This area deals with spatial judgment and the ability to visualize with the mind 's eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles. Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence.
Linguistic
This area has to do with words, spoken or written. 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. They tend to learn best by reading, taking notes, listening to lectures, and by discussing and debating about what they have learned. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure. Verbal ability is one of the most g-loaded abilities.
Bodily-kinesthetic
The core elements of the bodily-kinesthetic intelligence are control of one 's bodily motions and the capacity to handle objects skillfully (206). Gardner elaborates to say that this intelligence also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses so they become like reflexes.
In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement (e.g. getting up and moving around into the learning experience), and are generally good at physical activities such as sports or dance. They may enjoy acting or performing, and in general they are good at building and making things. They often learn best by doing something physically, rather than by reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed "muscle memory," drawing on it to supplement or in extreme cases even substitute for other skills such as verbal memory.
Careers that suit those with this intelligence include: athletes, pilots, dancers, musicians, actors, surgeons, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence.
Musical
This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. Language skills are typically highly developed in those whose base intelligence is musical. In addition, they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.
Careers that suit those with this intelligence include instrumentalists, singers, conductors, disc jockeys, orators, writers and composers.
Interpersonal
This area has to do with interaction with others. In theory, people who have a high interpersonal intelligence tend to be extroverts, characterized by their sensitivity to others ' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate.
Careers that suit those with this intelligence include sales, politicians, managers, teachers and social workers.
Intrapersonal
This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions. Philosophical and critical thinking is common with this intelligence. Many people with this intelligence are authors, psychologists, counselors, philosophers, and members of the clergy.
Naturalistic
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; and the applied knowledge of nature in farming, mining, etc. Careers which suit those with this intelligence include naturalists, farmers and gardeners.

Use in education
Gardner (1999) defines an intelligence as ‘‘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’’ (pp. 33–34). 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 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, [he] believe[s], feel more engaged and competent and therefore more inclined to serve society in a constructive way."
Traditionally, schools have emphasized the development of logical intelligence and linguistic intelligence (mainly reading and writing). IQ tests (given to about 1,000,000 students each year) focus mostly on logical and linguistic intelligence. Upon doing well on these tests, chances of attending a prestige college or university increase, which in turn creates contributing members of society (Gardner, 1993). While many students function well in this environment, there are those who do not. According to Helding (2009), "Standard IQ tests measure knowledge gained at a particular moment in time, they can only provide a freeze-frame view of crystallized knowledge. They cannot assess or predict a person’s ability to learn, to assimilate new information, or to solve new problems," (pp.196). 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’’ (Gardner, 1999, p. 154).
Many teachers see the theory as simple common sense. Somesay that it validates what they already know: that students learn in different ways. The challenge that this brings for educators is to know which students learn in which ways. On the other hand, James Traub 's article in The New Republic 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 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’’ (Gardner, 1993, p. 33).
George Miller, the psychologist credited with discovering the mechanisms by which short-term memory operates, wrote in The New York Times Book Review that Gardner 's argument boiled down to "hunch and opinion" (p. 20). Gardner 's subsequent work has done very little to shift the balance of opinion. A recent issue of Psychology, Public Policy, and Law devoted to the study of intelligence contained virtually no reference to Gardner 's work. Most people who study intelligence view M.I. theory as rhetoric rather than science, and they are divided on the virtues of the rhetoric.
The application of the theory of multiple intelligences varies widely. It runs the gamut from a teacher who, when confronted with a student having difficulties, uses a different approach to teach the material, to an entire school using M.I. as a framework. In general, those who subscribe to the theory strive to provide opportunities for their students to use and develop all the different intelligences, not just the few at which they naturally excel. There are many different online tests teachers can have their students take in order to determine which of the intelligences are best suited for their personal learning.

Bibliography
Gardner, H. (1999a). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
Gardner, H. (1999b, February). Who owns intelligence? Atlantic Monthly, 67-76.
Gardner, H. (1998). Are there additional intelligences? The case for naturalist, spiritual, and existential intelligences. In J. Kane (Ed.), Education, information, and transformation (pp. 111-131). Upper Saddle River, NJ: Merrill-Prentice Hall.
Gardner, H. (1995). Reflections on multiple intelligences. Phi Delta Kappan, 77(3), 200-208.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Morgan, H. (1996). An analysis of Gardner 's theory of multiple intelligence. Roeper Review 18, 263-270.
Plucker, J., Callahan, C. M., & Tomchin, E. M. (1996). Wherefore art thou, multiple intelligences? Alternative assessments for identifying talent in ethnically diverse and economically disadvantaged students. Gifted Child Quarterly, 40, 81-92.
Sternberg, R. J. (1991). Death, taxes and bad intelligence tests. Intelligence, 15, 257-269. http://www.pz.harvard.edu/PIs/HG.htm (2000). Biographical data on Howard Gardner, Principle Investigators, Project Zero Website. http://www.nea.org/neatoday/9903/meet.html (1999). NEA Today Online, Meet Howard Gardner: All kinds of smarts. http://www.indiana.edu/~intell/mitheory.shtml .Lynn Gilman, M.S., the intelligence website. http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences. Multiple Intelligence, Wikipedia Online.

Bibliography: Gardner, H. (1999a). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books. Gardner, H. (1999b, February). Who owns intelligence? Atlantic Monthly, 67-76. Gardner, H. (1998). Are there additional intelligences? The case for naturalist, spiritual, and existential intelligences. In J. Kane (Ed.), Education, information, and transformation (pp. 111-131). Upper Saddle River, NJ: Merrill-Prentice Hall. Gardner, H. (1995). Reflections on multiple intelligences. Phi Delta Kappan, 77(3), 200-208. Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books. Morgan, H. (1996). An analysis of Gardner 's theory of multiple intelligence. Roeper Review 18, 263-270. Plucker, J., Callahan, C. M., & Tomchin, E. M. (1996). Wherefore art thou, multiple intelligences? Alternative assessments for identifying talent in ethnically diverse and economically disadvantaged students. Gifted Child Quarterly, 40, 81-92. Sternberg, R. J. (1991). Death, taxes and bad intelligence tests. Intelligence, 15, 257-269. http://www.pz.harvard.edu/PIs/HG.htm (2000). Biographical data on Howard Gardner, Principle Investigators, Project Zero Website. http://www.nea.org/neatoday/9903/meet.html (1999). NEA Today Online, Meet Howard Gardner: All kinds of smarts.