This link has been bookmarked by 197 people . It was first bookmarked on 01 Feb 2007, by Les Nolan.
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04 May 15
Steven DewhurstThe source for my description of the multiple intelligences
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30 Mar 15
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The theory of multiple intelligences is a theory of intelligence that differentiates it into specific (primarily sensory) "modalities", rather than seeing intelligence as dominated by a single general ability.
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Gardner chose eight abilities that he held to meet these criteria:[2] musical–rhythmic, visual–spatial, verbal–linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic.
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He later suggested that existential and moral intelligence may also be worthy of inclusion.
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Musical–rhythmic and harmonic[edit]
Main article: MusicalityThis 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. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.[8][9]
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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.[9]
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Verbal–linguistic[edit]
Main article: Linguistic intelligencePeople 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.[9] Verbal ability is one of the most g-loaded abilities.[10] This type of intelligence is measured with the Verbal IQ in WAIS-III.
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Logical–mathematical[edit]
Further information: ReasonThis area has to do with logic, abstractions, reasoning, numbers and critical thinking.[9] This also has to do with having the capacity to understand the underlying principles of some kind of causal system.[8] Logical reasoning is closely linked to fluid intelligence and to general intelligence (g factor).[11]
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Bodily–kinesthetic[edit]
Further information: Gross motor skill and Fine motor skillThe core elements of the bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully.[9] 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. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence.[12]
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Interpersonal[edit]
Main article: Social skillsThis area has to do with interaction with others.[9] In theory, individuals who have high interpersonal intelligence are 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. 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..."[13] 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 believes that careers that suit those with high interpersonal intelligence include sales persons, politicians, managers, teachers, lecturers, counselors and social workers.[14]
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Intrapersonal[edit]
Further information: IntrospectionThis 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.
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Naturalistic[edit]
Not part of Gardner's original 7, naturalistic intelligence was proposed by him in 1999. This area has to do with nurturing and relating information to one’s natural surroundings.[9] 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.[8] This sort of ecological receptiveness is deeply rooted in a "sensitive, ethical, and holistic understanding" of the world and its complexities–including the role of humanity within the greater ecosphere.[15]
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Existential[edit]
Main article: Spiritual intelligenceSome proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. 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.[5] The hypothesis of an existential intelligence has been further explored by educational researchers.[16]
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10 Mar 15
asianpangHelp to find websites
multiple_intelligences gardner intelligence education theory learning psychology multiple ENG 1020
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13 Nov 14
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The theory of multiple intelligences is a theory of intelligence that differentiates it into specific (primarily sensory) "modalities", rather than seeing intelligence as dominated by a single general ability. This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. Gardner articulated seven criteria for a behavior to be considered an intelligence.[1] These were that the intelligences showed: potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of savants, prodigies and other exceptional people, and support from experimental psychology and psychometric findings.
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27 Oct 14
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07 Oct 14
rgordanron
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02 Oct 14
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theory of multiple intelligences is a theory of intelligence that differentiates it into specific (primarily sensory) "modalities", rather than seeing intelligence as dominated by a single general ability. This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences.
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Musical–rhythmic and harmonic
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Visual–spatial
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Verbal–linguistic
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Logical–mathematical
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logic, abstractions, reasoning, numbers and critical thinking.
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Bodily–kinesthetic
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Interpersonal
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introspective and self-reflective capacities.
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Existential[edit]
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roposed spiritual or religious intelligence as a possible additional type
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20 Sep 14
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potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of savants, prodigies and other exceptional people, and support from experimental psychology and psychometric findings.
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musical–rhythmic, visual–spatial, verbal–linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic.
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1) The ability to create an effective product or offer a service that is valued in a culture, 2) a set of skills that make it possible for a person to solve problems in life, and 3) the potential for finding or creating solutions for problems, which involves gathering new knowledge
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Intelligence tests and psychometrics have generally found high correlations between different aspects of intelligence
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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
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has not provided a test of his multiple intelligences
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13 Sep 14
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19 Aug 14
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Gardner chose eight abilities that he held to meet these criteria:[2] musical–rhythmic, visual–spatial, verbal–linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic. He later suggested that existential and moral intelligence may also be worthy of inclusion
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Gardner chose eight abilities that he held to meet these criteria:[2] musical–rhythmic, visual–spatial, verbal–linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic. He later suggested that existential and moral intelligence may also be worthy of inclusion
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According to Gardner, intelligence is: 1) The ability to create an effective product or offer a service that is valued in a culture, 2) a set of skills that make it possible for a person to solve problems in life, and 3) the potential for finding or creating solutions for problems, which involves gathering new knowledge
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According to Gardner, intelligence is: 1) The ability to create an effective product or offer a service that is valued in a culture, 2) a set of skills that make it possible for a person to solve problems in life, and 3) the potential for finding or creating solutions for problems, which involves gathering new knowledge
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31 May 14
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Musical–rhythmic and harmonic
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Visual–spatial
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Verbal–linguistic
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Logical–mathematical
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Bodily–kinesthetic
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Interpersonal
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Intrapersonal
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Naturalistic
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Existential
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26 May 14
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21 Jan 14
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25 Oct 13
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10 Oct 13
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Rob SeyfriedTheory of MI
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09 Oct 13
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Noah Dolanskyarticle
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Dominic MertzArticle
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Noah SDArticle
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16 Sep 13
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This area has to do with nurturing and relating information to one’s natural surroundings.[5] 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.[
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Neuroscience
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Neuroeducation
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Learning styles
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Life skills
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Soft skills
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Williams' Taxonomy
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07 Sep 13
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Mathematical
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05 Aug 13
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19 Jun 13
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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
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Defenders of the MI theory would argue that this is simply a recognition of the broad scope of inherent mental abilities,
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The domains are to a large extent expressions of the condition of the general processes
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empirical support for non-g intelligences is lacking or very poor
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To date there have been no published studies that offer evidence of the validity of the multiple intelligences
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the human brain is unlikely to function via Gardner’s multiple intelligences
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07 Apr 13
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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."[
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ardner'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".[38]
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06 Apr 13
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Gardner argues that there is a wide range of cognitive abilities, and that there are only very weak correlations among them
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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 rather than multiple intelligences (MI).
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seven criteria for a behavior to be considered an intelligence
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spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic
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existential and moral intelligence may also be worthy of inclusio
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he denies the existence of intelligence as traditionally understood and instead uses the word "intelligence" where other people have traditionally used words like "ability" and "aptitude"
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31 Mar 13
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16 Mar 13
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Gardner has not provided a test of his multiple intelligences
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Ultimately, it would certainly be desirable to have an algorithm for the selection of an intelligence, such that any trained researcher 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 artistic judgment than of a scientific assessment.[17]
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agrees with Gardner that there are indeed domains of intelligence that are relevantly autonomous of each other.[21]
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Gardner 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."[
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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."[a]
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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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Thomas Armstrong argues that Waldorf education engages all of Gardner's original seven intelligences.[b] 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 used to underpin discussion about learning styles,[42] and hundreds of books have been written about its applications in education
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13 Mar 13
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The theory of multiple intelligences was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of
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ultiple Intelligence
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Gardner argues that there is a wide range of cognitive abilities,
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12 Mar 13
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11 Mar 13
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24 Feb 13
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ng and numbers and critical thinking. This also has to do with having the capacity to understand the underlying principles of some kind of causal system.[4] Logical reasoning is closely linked to fluid intelligence and to general intelligence (g factor).[5]
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31 Jan 13
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15 Jan 13
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30 Nov 12
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27 Nov 12
Timothy Bones"Theory of multiple intelligences"
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14 Oct 12
irish limanfor educators
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05 Oct 12
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03 Oct 12
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02 Oct 12
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27 Sep 12
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Cassidy HimmelbergerDefinition
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Alora DalrympleExplains what Multiple Intelligence is.
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10 Sep 12
willzandstra"Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence."
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fluid ability
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This area has to do with logic, abstractions, reasoning and numbers and critical thinking. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities,
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a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation
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and the ability to perform complex calculations.[citation needed] Logical reasoning is closely linked to fluid intelligence and to general ability.[6]
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Spatial
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Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence
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patial judgement and the ability to visualize with the mind's eye
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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.
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hose 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
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one of the most g-loaded abilities
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bodily-kinesthetic intelligence are control of one's bodily motions and the capacity to handle objects skillfully
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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.
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learn better by involving muscular movement
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They often learn best by doing something physically, rather than by reading or hearing about it
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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.
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Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence.
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This area has to do with sensitivity to sounds, rhythms, tones, and music
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normally have good pitch and may even have absolute pitch,
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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.
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Language skills are typically highly developed
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they will sometimes use songs or rhythms to learn.
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Research measuring the effects of music on second language acquisition is supportive of this music-language connection
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Gardner's theory may help to explain why music and its sub-componenets (i.e., stress, pitch, rhythm) may be viable vehicles for second language learning.
[edit]
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individuals who have high interpersonal intelligence are characterized by their sensitivity to others' moods, feelings, temperaments and motivations
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Interpersonal intelligence is the ability to understand others
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Inter- and Intra- personal intelligence is often misunderstood with being extroverted or liking other people
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Interpersonal intelligence means that you understand what people need to work well
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Individuals with this intelligence communicate effectively and empathize easily with others, and may be either leaders or followers.
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has to do with introspective and self-reflective capacities
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having a deep understanding of the self; what your strengths/ weaknesses are, what makes you unique, being able to predict your own reactions/emotions
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Philosophical and critical thinking is common with this intelligence. Many people with this intelligence are authors, psychologists, counselors, philosophers, and members of the clergy.
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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,
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nurturing and relating information to one’s natural surroundings.
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Ability to contemplate phenomena or questions beyond sensory data, such as the infinite and infinitesima
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02 Sep 12
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16 Aug 12
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16 Jul 12
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model of intelligence that differentiates intelligence into various specific (primarily sensory) modalities
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rather than seeing it as dominated by a single general ability
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wide range of cognitive abilities
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eight abilities
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reasoning
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critical thinking
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numbers
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visualize
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words
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handle objects skillfully
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sensitivity to sounds, rhythms, tones, and music
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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.
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more engaged and competent
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major criticism
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denies the existence of intelligence
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Defenders of MI theory
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more accurately reflects the differing ways in which humans think and learn
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traditional definition of intelligence is too narrow
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broader definition
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21 Jun 12
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one cannot satisfactorily specify the intelligence of an individual or design effective interventions programs unless both the general processes and the domains of interest are evaluated
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11 Jun 12
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08 May 12
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04 May 12
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29 Apr 12
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05 Apr 12
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03 Mar 12
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01 Mar 12
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The theory of multiple intelligences was proposed by Howard Gardner in 1983 as a model of intelligence that differentiates intelligence into various specific (primarily sensory) modalities[disambiguation needed
], rather than seeing it as dominated by a single general ability.Gardner argues that there is a wide range of cognitive abilities, and that there are only very weak correlations among them. For example, the theory predicts that a child who learns to multiply easily is not necessarily generally more intelligent than a child who has more difficulty on this task. The child who takes more time to master simple multiplication 1) may best learn to multiply through a different approach,
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2) may excel in a field outside of mathematics, or 3) may even be looking at and understanding the multiplication process at a fundamentally deeper level, or perhaps as an entirely different process. Such a fundamentally deeper understanding can result in what looks like slowness and can hide a mathematical intelligence potentially higher than that of a child who quickly memorizes the multiplication table despite a less detailed understanding of the process of multiplication.
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23 Jan 12
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10 Jan 12
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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."
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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).
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he challenge that this brings for educators is to know which students learn in which ways.
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20 Nov 11
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12 Nov 11
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Human intelligence Abilities and Traits Models and Theories Fields of study v · d · e - This article is about Howard Gardner's theory of multiple intelligences. For other theories of the multiple intelligences, see Intelligence.
The theory of multiple intelligences was proposed by Howard Gardner in 1983 as a model of intelligence that differentiates intelligence into various specific (primarily sensory) modalities, rather than seeing it as dominated by a single general ability
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03 Nov 11
natalie-quinnmultiple intelligences
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24 Oct 11
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05 Oct 11
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30 Sep 11
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15 Sep 11
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30 Jul 11
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05 Jul 11
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24 Jun 11
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17 Dec 10
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29 Nov 10
A Fnote to self: read the criticisms. the psychologists must understand that Gardner does not attack the professional psychological term intelligence but rather the shallow and trendy concept which is used by "hediots" such as elementary school teachers
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01 Nov 10
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29 Sep 10
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IQ tests (given to about 1,000,000 students each year) focus mostly on logical and linguistic intelligence as well
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Traditionally, schools have emphasized the development of logical intelligence and linguistic intelligence (mainly reading and writing).
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27 Sep 10
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