The theory of multiple intelligence is a theory proposed by Howard Gardner in 1983 as a model of intelligence that considers intelligence in various specific (primarily sensory) conditions, and not as the dominance of one common ability for something.
Gardner claims that there is a wide range of cognitive abilities and there is only a very weak correlation between them. For example, the theory predicts that a child who is easy to learn to multiply is not necessarily smarter than a child who has great difficulty learning this process. A child who spends more time to master simple multiplication: 1) can better learn to multiply through a different approach; 2) can excel in a field outside of mathematics; or 3) it may even look at understanding the process of multiplication at a fundamentally deeper level, or, perhaps, at a completely different process. Such a fundamentally deeper understanding can lead to what looks like slowness, but actually can hide a mathematical intelligence that is potentially higher than that of a child who quickly remembers the multiplication table, despite a less deep understanding of the multiplication process itself.
The theory was met with a mixed reaction of criticism. Traditional intelligence tests in psychometry tend to show a high correlation between different tasks and aspects of intelligence, rather than the low correlation predicted by Gardner's theory. Nevertheless, many educators support the practical value of the approaches proposed by the theory [1] [2] .
Notes
- ↑ Howard-Jones, 2010 , p. 23.
- ↑ Davis et al. (2011) , p. 486
Literature
- Davis, Katie; Christodoulou, Joanna; Seider, Scott & Gardner, Howard (2011), "The Theory of Multiple Intelligences", in Sternberg, Robert J. & Kaufman, Barry, The Cambridge Handbook of Intelligence , Cambridge University Press, p. 485-503, ISBN 978-0521518062
- Joe L. Kincheloe, Kathleen Nolan, Yusef Progler, Peter Appelbaum, Richard Cary, Donald S. Blumenthal-Jones, Marla Morris, Jay L. Lemke, Gaile S. Cannella, Danny Weil, Kathleen S. Berry. Multiple Intelligences Reconsidered / Joe L. Kincheloe. - New York: Peter Lang , 2004 .-- ISBN 978-0-8204-7098-6 .
- 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, WF, The Handbook of Life-Span Development: Cognition, Biology and Methods , John Wiley & Sons, p. 36–55, ISBN 978-0-470-39011-5
- Eysenck, MW, ed. (1994), The Blackwell Dictionary of Cognitive Psychology , Blackwell Publishers, p. 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