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White (2006) points out that 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. This practice has been criticized by Robert J.
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One major criticism of the theory is that it is ad hoc: that Gardner is not expanding the definition of the word “intelligence”, but rather 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“. The theory has been widely criticized by mainstream psychology for its lack of empirical evidence, and its dependence on subjective judgement. 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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The child who takes more time to master multiplication may best learn to multiply through a different approach, may excel in a field outside mathematics, or may be looking at and understanding the multiplication process at a fundamentally deeper level. For example, the theory postulates that a child who learns to multiply easily is not necessarily more intelligent than a child who has more difficulty on this task. Gardner argues that there is a wide range of cognitive abilities, but that there are only very weak correlations among them. The hypothesis of an existential intelligence has been further explored by educational researchers.
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Gardner did not want to commit to a spiritual intelligence, but suggested that an “existential” intelligence may be a useful construct. Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type. Intelligence modalities Musical–rhythmic and harmonic Cognitive neuroscience research does not support the theory of multiple intelligences. Despite this the ideas of multiple non- g intelligences are very attractive to many due to the suggestion that everyone can be smart in some way. Empirical support for non- g intelligences is lacking or very poor. According to the study, each of the domains proposed by Gardner involved a blend of g, cognitive abilities other than g, and, in some cases, non-cognitive abilities or personality characteristics. Īccording to a 2006 study many of Gardner’s “intelligences” correlate with the g factor, supporting the idea of a single dominant type of intelligence. 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. Gardner argues intelligence is categorized into three primary or overarching categories, those of which are formulated by the abilities. Gardner firmly maintains that his theory of multiple intelligences should “empower learners”, not restrict them to one modality of learning. Each individual possesses a unique blend of all the intelligences. Although the distinction between intelligences has been set out in great detail, Gardner opposes the idea of labeling learners to a specific intelligence. He later suggested that existential and moral intelligence may also be worthy of inclusion. Gardner chose eight abilities that he held to meet these criteria: musical–rhythmic, visual–spatial, verbal–linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic. 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. Gardner articulated seven criteria for a behavior to be considered an intelligence. This model was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. "This edition is packed with the lastest developments and information from the labs of current researchers-including the lastest findings from Genomics and RNA Interference.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.