Gardner's Theory of Mulitple Intelligences

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Intelligence
Give a definition of intelligence that you could
defend, explaining why you believe you could
defend it. Give examples of ways your definition
of intelligence might be measured and skills
people might have who would do well on those
measures. Describe how you would differentiate
measures of intelligence from measures of
achievement.
Developed by W. Huitt, 1999
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Gardners Theory of Intelligence
Gardner defines intelligence as
A human intellectual competence that must
entail a set of skills of problem
solving--enabling the individual to resolve
genuine problems or difficulties that he or she
encounters and, when appropriate, to create an
effective product--and must also entail the
potential for finding or creating
problems--thereby laying the groundwork for the
acquisition of new knowledge. (Gardner, 1983)
Gardner, H. (1983). Frames of mind The theory of
multiple intelligences. New York Basic Books.
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Gardners Theory of Intelligence
Gardner established the following criteria for
identifying distinct intelligences

• Isolation by brain damage

• The existence of individuals with exceptional
  talent

• A distinct developmental history

• An evolutionary history

• A set of core operations

• Experimental evidence

• Encoding in a symbol system

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Gardners Theory of Intelligence
Gardner originally identified seven
intelligences, but has since expanded that number
to eight and one-half.
Gardner argues that traditional paper-and-pencil
tests do not adequately measure some aspects of
intelligence that are relevant in everyday life.
The stability (reliability) and predictive
accuracy (validity) of his tests have yet to be
demonstrated.
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Gardners Theory of Intelligence
Core element Ability to make a rapid conversion
from a physical representation of stimuli (i.e.,
letters and/or other verbal symbols) to
higher-level codes ability to manipulate
information in activated memory 
Linguistic Intelligence
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Gardners Theory of Intelligence
Core element Ability to generalize from specific
experiences and form new, more abstract concepts
and rules ability to reason quickly and well
ability to reason quantitatively 
Logical-Mathematical Intelligence
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Gardners Theory of Intelligence
Core element Ability to visualize and mentally
rotate a stimulus or stimulus array 
Spatial Intelligence
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Gardners Theory of Intelligence
Core element Ability to control of one's bodily
motions and capacity to handle objects skillfully 
Bodily-Kinesthetic Intelligence
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Gardners Theory of Intelligence
Core elements Ability to translate written
symbols into pitch, rhythm, timbre
Musical Intelligence
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Gardners Theory of Intelligence
Core element Ability to notice and make
distinctions among other individuals and, in
particular, among their moods, temperaments,
motivations, and intentions
Interpersonal Intelligence
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Gardners Theory of Intelligence
Core element Ability to distinguish and identify
various personal thoughts and feelings and to use
them to understand one's own behavior 
Intrapersonal Intelligence
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Gardners Theory of Intelligence
Core element Ability to discern similarities and
differences and make classifications among the
living organisms in ones environment
Ecology/ Environment
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Gardners Theory of Intelligence
Core element Ability to search for and connect
with (sense/perceive) stimuli that have been
labeled non-physical or metaphysical
Spiritual/ Transpersonal
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Gardners Theory of Intelligence
While Gardner proposes that the intelligences are
anatomically (brain-location) separate, the
intelligences operate interdependently.
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Gardners Theory of Intelligence
Brualdi (1996) gives the example of a dancer who
can excel in his art only if he has
1) strong musical intelligence to understand the
rhythm and variations of the music,
2) interpersonal intelligence to understand how
he can inspire or emotionally move his audience
through his movements, as well as
3) bodily-kinesthetic intelligence to provide him
with the agility and coordination to complete the
movements successfully.
Brualdi, Amy C. (1996). Multiple intelligences
Gardner's theory. Washington, DC ERIC
Clearinghouse on Assessment and Evaluation.
ED410226
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Using Gardners Theory
The following are some implications of Gardners
theory for educators

• educators should address all of the
  intelligences in each lesson

• each student should have an opportunity to use
  and develop his or her primary intelligences each
  day (impact efficacy)

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Using Gardners Theory
The following are some implications of Gardners
theory for educators

• all of the intelligences should be the focus of
  assessment and evaluation

• all of the intelligences should be represented
  by expertise among the faculty (identification
  and modeling)

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Using Gardners Theory
Gardner and Sternberg have recently combined
forces to develop ways to implement their
theories in classrooms.
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The End