Transcript Intelligence Give a definition of intelligence that you could defend, explaining why you believe you could defend it.

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
Gardner’s 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.
Gardner’s 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
Gardner’s Theory of Intelligence
Gardner originally identified seven intelligences,
but has since expanded that number to eight and
one-half.
Gardner argues that traditional paper-andpencil 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.
Gardner’s Theory of Intelligence
Linguistic
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
Gardner’s Theory of Intelligence
LogicalMathematical
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
Gardner’s Theory of Intelligence
Spatial
Intelligence
Core element: Ability to
visualize and mentally
rotate a stimulus or
stimulus array
Gardner’s Theory of Intelligence
BodilyKinesthetic
Intelligence
Core element: Ability to
control of one's bodily
motions and capacity to
handle objects skillfully
Gardner’s Theory of Intelligence
Musical
Intelligence
Core elements: Ability to
translate written symbols
into pitch, rhythm,
timbre
Gardner’s Theory of Intelligence
Interpersonal
Intelligence
Core element: Ability to
notice and make
distinctions among other
individuals and, in
particular, among their
moods, temperaments,
motivations, and
intentions
Gardner’s Theory of Intelligence
Intrapersonal
Intelligence
Core element: Ability to
distinguish and identify
various personal
thoughts and feelings
and to use them to
understand one's own
behavior
Gardner’s Theory of Intelligence
Ecology/
Environment
Core element: Ability to
discern similarities and
differences and make
classifications among the
living organisms in one’s
environment
Gardner’s Theory of Intelligence
Spiritual/
Transpersonal
Core element: Ability to
search for and connect
with (sense/perceive)
stimuli that have been
labeled non-physical or
metaphysical
Gardner’s Theory of Intelligence
While Gardner proposes that the intelligences
are anatomically (brain-location) separate, the
intelligences operate interdependently.
Gardner’s 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]
Using Gardner’s Theory
The following are some implications of
Gardner’s theory for educators:
• educator’s 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)
Using Gardner’s Theory
The following are some implications of
Gardner’s 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)
Using Gardner’s Theory
Gardner and Sternberg have recently
combined forces to develop ways to
implement their theories in classrooms.
The End