A presentation by Julia HartHoward Gardner:The Theory of Multiple Intelligences

AgendaBiographical InformationHistorical ContextThe Theory of Multiple IntelligencesThe IntelligencesApplication to ECEClassroom Applications

BiographyHoward Gardner is an educational and developmental psychologist.Gardner completed his undergraduate studies at Harvard, graduate studies at The London School of Economics, and doctoral studies at Harvard.Has been on the faculty at Harvard University since 1986.Was co-director at Harvards Project Zero from 1972-2000, he is still involved with the organization. Project Zero studies arts education.Became famous in 1983 with the publication of Frames of Mind: The Theory of Multiple Intelligences Prior to Frames, Gardner published several other books: on brain injury, developmental theorists, and the arts.Author of over 30 books, on a wide range of topics in education and psychology.

Historical ContextMerriam-Webster defines intelligence as the ability to learn or understand things or to deal with new or difficult situationsAlfred Binet is the father of the modern intelligence test. He and Theodore Simon crafted the Benet-Simon scale in the early 1900s. The test was brought to the US and IQ testing gained popularity during WWI, used to test immigrants and military recruits.General Factor (g)- coined by Charles Spearman in 1904. g describes an individuals underlying intellectual ability, which is used to explain the correlation between scores on subtests. Cattell and Horn theorized that there were actually 2 general factors: fluid intelligence (Gf) and crystalized intelligence (Gc).Cattell-Horn-Carroll (CHC) theory expanded on the idea of Gf and Gc to include additional cognitive factors including: Gv: visual processing, Gsm: Short-term memory, Glr: long-term storage and retrieval, Gq: quantitative knowledgeG theory is still the predominate theory of intelligence. It is the basis for most modern intelligence tests, including the most popular Wechsler tests.

The Theory of Multiple IntelligencesGardner wrote that his research on brain injury led to his theory of M.I. The idea that different parts of the brain relate to different cognitive functions was the first step to developing his theory. According to Gardner, a person can be skilled in one, several, or none of these intelligences. Unlike g theory, which supposes that people are generally equally skilled in problem solving abilities across domains, Gardners MI theory proposes that a person may demonstrate strong aptitude in one Intelligence but may not have similar aptitude in other intelligences. The intelligences are: Linguistic, Logical-Mathematical, Musical, Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalist

Criteria for Identification of an Intelligence

It should be seen in relative isolation in prodigies, autistic savants, stroke victims or other exceptional populations. In other words, certain individuals should demonstrate particularly high or low levels of a particular capacity in contrast to other capacities.

It should have a distinct neural representationthat is, its neural structure and functioning should be distinguishable from that of other major human faculties

It should have a distinct developmental trajectory. That is, different intelligences should develop at different rates and along paths which are distinctive.

It should have some basis in evolutionary biology. In other words, an intelligence ought to have a previous instantiation in primate or other species and putative survival value. It should be susceptible to capture in symbol systems, of the sort used in formal or informal education. It should be supported by evidence from psychometric tests of intelligence It should be distinguishable from other intelligences through experimental psychological tasks.

It should demonstrate a core, information-processing system. That is, there should be identifiable mental processes that handle information related to each intelligence.

(Gardner 1983; Kornhaber, Fierros, & Veneema, 2004)

Linguistic Intelligence

Core Operations

Linguistic intelligence is characterized by the ability to analyze and create products with words such as speeches, books, and poetry. Isolation by brain damageBrocas Area, AphasiaSavants or prodigiesT.S. Elliot, William Cullen BryantEvolutionary HistoryCommunication present in other species, humans have the unique ability for spoken language. Distinctive DevelopmentRelatively consistent development across cultures and languages. Even deaf children will develop their own form of sign language if not taught Potential OccupationsPoet, journalist, writer, lawyer

Logical-Mathematical Intelligence

Core Operations

Logical-Mathematical intelligence is characterized by ability in the areas of making proofs, solving abstract problems, and performing calculations Isolation by brain damage linguistic areas in the frontotemporal lobes are more important for logical deduction, the visuospatial areas in bilateral parietofrontal lobes for numerical calculation Savants or prodigiesAlbert Einstein, Blaise PascalEvolutionary HistoryProblem solving is seen across humans and our evolutionary ancestors.Distinctive DevelopmentSeen in Piagets developmental stages.Potential OccupationsScientist, engineer, accountant, mathematician

Musical Intelligence

Core Operations

Musical intelligence involves An ability to produce, remember, and make meaning of different patterns of sound (Davis et al., 2012, p. 6). Isolation by brain damageMusical perception and production are generally considered to be located in the right hemisphere. Amusia can follow brain damage.Savants or prodigiesYehudi Menuhin, Mozart, Chopin, Yo-Yo Ma, Michael JacksonEvolutionary HistoryBirdsongs, songs and sound patterns seen in other species. Evidence of musical instruments form the Stone Age shows that music had a purpose throughout human history.Distinctive DevelopmentInfants can match the pitch, volume, and melodies of their mothers songs. Children typically begin to sing and produce melodies in a standard trajectory. Potential OccupationsMusician, music teacher, composer, DJ

Spatial Intelligence

Core Operations

Gardner (1983) wrote, central to spatial intelligence are the capacities to perceive the visual world accurately, to perform transformations and modifications upon ones initial perceptions, and to be able to re-create aspects of ones visual experience (p. 173). Isolation by brain damagePosterior regions of the right cerebral cortex: may lose ability to recognize faces, find ones way, or identify details.Savants or prodigiesPablo Picasso, Bobby FischerEvolutionary HistoryBeing able to navigate ones environment serves a distinct evolutionary purpose.Distinctive DevelopmentStudied by Piaget.Potential OccupationsPainter, sculptor, map-maker, architect, chess player, engineer

Bodily-Kinesthetic Intelligence

Core Operations

Gardner (1983) wrote that those with high bodily-kinesthetic intelligence have the ability to use ones body in highly differentiated and skilled ways, for expressive as well as goal directed purposes (p. 206). Isolation by brain damageCan be damaged by stroke or in those with apraxiaSavants or prodigiesBabe Ruth, Tiger Woods, Nadia Comaneci, Jet LiEvolutionary HistoryBody movements necessary for survival, use of tools provided a distinctive advantage.Distinctive DevelopmentHuman children develop motor skills on a predictable trajectory.Potential OccupationsAthlete, skilled craftsman, actor, coach

Interpersonal Intelligence

Core Operations

Gardner (1983) wrote, the core capacity here is the ability to notice and make distinctions among other individuals and, in particular, among their moods, temperaments, motivations, and intentions (p. 239). Isolation by brain damageFrontal lobe damageSavants or prodigiesGandhi, Bill Clinton, Anne SullivanGardner also wrote of those with psychopathic personalities as exceptional individuals with this strengthEvolutionary HistoryConnection to others was advantageous for survival.Distinctive DevelopmentProlonged childhood in humans gives children time to form attachments and learn social customs.Potential OccupationsPoliticians, teachers, religious leaders, therapists

Intrapersonal Intelligence

Core OperationsAt the center of intrapersonal intelligence is ones ability to understand and access ones inner life: affects and emotions. Isolation by brain damageAlzheimer's patientsSavants or prodigiesJohn Paul Sartre, Frederick Douglas, Evolutionary HistoryEvolutionary evidence for an intrapersonal faculty is more difficult to come by, but we might speculate that the capacity to transcend the satisfaction of instinctual drives is relevant. This potential becomes increasingly important in a species not perennially involved in the struggle for survival Distinctive DevelopmentStages of understanding of self as separate from parents and others.Potential Occupations Those with great skill in this area include authors who write introspectively about feelings, patients and therapists, who attain keen knowledge about their inner life, and the wise elder who draws upon his own wealth of inner experiences in order to advise members of his community (Gardner, 1983, p. 239).

Naturalist Intelligence

Core Operations

Gardner (2006) described those with this intelligence, persons with a high degree of naturalist intelligence are keenly aware of how to distinguish diverse plants, animals, mountains, or cloud configurations in their ecological niche (p. 19). Isolation by brain damageIndividuals maintain ability to identify natural objects but not man-made objects.Savants or prodigiesCharles Darwin, John Muir, John James AudubonEvolutionary HistoryUnderstanding of predators, safe plants to eat Distinctive DevelopmentPotential OccupationsBiologist, arborist, landscaper, park ranger

Intelligences in the Early YearsGardner and his colleagues worked on Project Spectrum, which had two purposes: to identify how early an individuals intelligence profile can be determined and to provide parents and teachers with information about individual childrens areas of competence. Gardner wrote that the goal of early education is to expose children to a wide-range of activities within the domains, so that they can begin to develop their own particular strengths, as well as acquire skills generally expected of all young children. Follow-up studies from Project Spectrum found that children who showed strengths in one intelligence on the initial Spectrum assessment would continue to show strength in that area in later testing.

Classroom Applications

NaturalistGo outside, observe plants and animalsMusicalUse songs to teach concepts, musical cues, music classes, play instruments, mood musicLinguisticWord games, rhymes, making books, writing storiesSpatialUse maps and charts, color cues, visual schedules, drawing or painting, build models/representations of learning Bodily-KinestheticHands-on activities, acting out concepts, field trips, manipulativesLogical MathematicalPuzzles, games, experiment, categorizeInterpersonalWorking in groups, with partners, games, peer teachingIntrapersonalWorking alone, private space for learning, journaling, independent study, choice time

ReferencesDavis, K., Christodoulou, J., Seider, S., & Gardner, H. E. (2012). The theory of multiple intelligences. Retrieved fromhttp://howardgardner01.files.wordpress.com/2012/06/443-davis-christodoulou-seider-mi-article.pdf. Also published in Sternburg, R. J. & Kaufman, S. B. (Eds.). (2012). The Cambridge handbook on intelligence. Available from http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511977244Flanagan, D. P. & Harrison, P. L. (Eds.). (2005). Contemporary intellectual assessment: Theories, tests, and issues. New York, NY: The Guilford Press. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.Gardner, H. (2006). Multiple intelligences: New horizons. New York, NY: Basic BooksGardner, H. E. (2012). MI after twenty years. Retrieved from http://howardgardner01.files.wordpress.com/2012/06/mi-after-twenty-years2.pdfGardner, H. E. (2014). Curriculum vitae. Retrieved from http://howardgardner01.files.wordpress.com/2014/10/cv-long-october-2014.pdfIntelligence [Def. 1]. (n.d.).Merriam-Webster Online.In Merriam-Webster. Retrieved from http://www.merriam-webster.com/dictionary/intelligence.Kaufman, A. S. (2009). IQ testing 101. New York, NY: Spring Publishing Company.

Fluid Intelligence- facility in reasoning, particularly in new situations requiring adaptationsCrystalized intelligence- accessible stores of knowledge and acquiring knowledge through familiar means

**Applies particularly to those with disabilities may be particularly gifted in an area that is not represented on a traditional g based intelligence test.*(Gardner 1983; Kornhaber, Fierros, & Veneema, 2004)

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