Howard Gardner

Practical Assessment, Research and Evaluation, 1996

Arguing that "reason, intelligence, logic, knowledge are not synonymous...," Howard Gardner (1983) proposed a new view of intelligence that is rapidly being incorporated in school curricula. In his Theory of Multiple Intelligences, Gardner expanded the concept of intelligence to also include such areas as music, spacial relations, and interpersonal knowledge in addition to mathematical and linguistic ability.

Multiple Intelligences a challenge for eTwinning. …, 2010

This chapter summarizes a comprehensive theory of intellectual organization and growth. The theory specifies a common core of processes (abstraction, representational alignment, and cognizance, i.e., AACog) underlying inference and meaning making. AACog develops over four reconceptualization cycles (episodic representations, realistic representations, rule-based inference and principle-based inference starting at birth, 2, 6, and 11 years, respectively) with two phases in each (production of new mental units and alignment). This sequence relates to changes in processing efficiency and working memory (WM) in overlapping cycles such that relations with efficiency are high in the production phases and relations with WM are high in the alignment phases over all cycles. Reconceptualization is self-propelled because AACog continuously generates new mental content expressed in representations of increasing inclusiveness and resolution. Each cycle culminates into an insight about the cycle's representations and underlying infer-ential processes that is expressed into executive programs of increasing flexibility. Learning addressed to this insight accelerates the course of reconceptualization. Individual differences in intellectual growth are related to both the state of this core and its interaction with different cognitively primary domains (e.g. categorical, quantitative, spatial cognition, etc.). We will also demonstrate that different levels of intelligence expressed through IQ measures actually correspond to different types of representational and problem-solving possibilities as expressed through the AACog reconceptualization cycles.

The Nature of Human Intelligence

This chapter traces the development of my thinking on the nature of human intelligence, from my early childhood experiences in special education to my scientific investigations of the boundary conditions of general cognitive ability, to the formulation of my Dual-Process Theory and Theory of Personal Intelligence, to my encounter with positive psychology. This chapter is a call to shift the perspective on intelligence from an individual-differences approach to one that recognizes the whole person. The goal of this approach is to reduce the number of children who fall between the cracks in an educational system that focuses so much on the results of standardized tests and IQ tests as the measure of an individual's intellectual and creative potential. I discuss the reasons why a broader, more personal perspective on intelligence is required to help all children live a meaningful life, and argue for greater integration with the fields of developmental and positive psychology.

2003

In the 20 years since the publication of "Frames of Mind" by Howard Gardner, two major developments have altered the prospects for making a connection between neuropsychology and theories of how people differ. The first of these events was that electrical or magnetic recording make it possible to "see" inside the brain as people think. Results from imaging studies provide support for Gardner's distinction among domains in terms of the separable anatomical networks they activate. The second major event has been the sequencing of the entire human genome. Results from recent studies suggest that it is possible to examine individual efficiency in specific neural networks by combining the methods of brain imaging with modern genetic studies. Attention is not one of Gardner's multiple intelligences, but it is an area in which progress is being made in integrating individual differences with general properties of the mind. Research on attention may have important applications for education, and it may be that the training of attention will become an important part of early childhood education. (Contains 28 references.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.

Recent educational research indicates that learners differ in their preferences for learning mode and strategies. Implications for instruction and assessment are discussed as they relate to the Theory of Multiple Intelligences of H. Gardner (1983). One of the principles of the "Learner Centered Psychological Principles" of the American Psychological Association (Principle 11) stipulates that learners have unique abilities and talents and have acquired different preferences for how they learn, as well as different preferences for how they respond to learning situations. Gardner's Theory of Multiple Intelligences exemplifies Principle 11 and is implicated in Principle 12, which states that the development of a child and the way the child interprets life experiences is influenced by his or her education. The Theory of Multiple Intelligences describes seven forms of human competence that are relatively independent: linguistic; logical-mathematical; spatial; bodily-kinesthetic; musical; interpersonal; and intrapersonal intelligences. Some programs in use in schools today apply Gardner's theory. The Key School in Indianapolis (Indiana), the Arts PROPEL program in Pittsburgh (Pennsylvania) , and Project Spectrum are three examples. Preliminary results from teachers in these programs suggest that students are more motivated and that at-risk students can excel. Implications for educational practice are discussed. Three tables summarize some important points from the discussion. (Contains 11 references.) (SLD) *

1996

This article presents three new discoveries of Carolingian 'epistolae formatae' from Provence and Catalonia, which update recent editions of the texts in question and offer clues about their historical context and purpose.

PRENCANAAN BISNIS, PELUANGBISNIS, BISNIS