| Howard Gardner's theory of multiple
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| | intelligence has its own "distinct mode
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| intelligences is based on the premise
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| | of thinking."Gardner's research with
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| that each individual's intelligence is
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| | brain-injured adults and with autistic
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| composed of multiple "intelligences,"
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| | children has indicated that the human
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| each of which has its own independent
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| | brain has separate areas that control
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| operating system within the brain. These
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| | separate functions. For example, Gardner
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| intelligences include: verbal-linguistic,
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| | described a woman who suffered a brain
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| logical-mathematical, spatial,
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| | injury and lost the ability to speak, yet
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| bodily-kinesthetic, musical,
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| | she maintained her ability to sing. This
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| interpersonal, intrapersonal, and
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| | example shows that the verbal-linguistic
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| naturalist.The verbal-linguistic
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| | intelligence functions separately from
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| intelligence is the use of both written
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| | the musical intelligence.Gardner makes a
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| and spoken language for the purpose of
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| | distinction between the isolation of each
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| communication. Those possessing the
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| | intelligence within the structure of the
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| verbal-linguistic intelligence are
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| | human brain and the isolation of the
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| sensitive to the meanings, sounds, and
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| | intelligences when called upon to
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| rhythms of words. They love reading,
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| | complete real-world operations.
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| poetry, tongue twisters, puns, humor,
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| | Intelligences do not work independently
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| puzzles, and riddles.The
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| | of one another in a real-world setting.
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| logical-mathematical intelligence is the
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| | According to the theory, most tasks
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| use of abstract relationships presented
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| | require the simultaneous use of several
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| in terms of either numbers or symbols. It
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| | intelligences in order to be completed
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| also includes the use of logic and
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| | successfully. Bruce Torff offers the
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| analysis in the sense of logically
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| | example of a chess player who must use
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| organizing an essay or analyzing poetry.
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| | logic and spatial skills to plan ahead
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| Those possessing the logical-mathematical
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| | and figure out moves and must also use
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| intelligence enjoy number games, problem
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| | interpersonal skills to figure out the
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| solving, pattern games, and
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| | opponent's defense and plan of action.
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| experimenting. They also do well with
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| | The intelligences are separate entities
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| writing that involves exposition,
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| | which operate in conjunction with each
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| argumentation, definition,
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| | other to create the whole of each
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| classification, and analysis.The spatial
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| | individual's
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| intelligence is the manipulation of
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| | ability.References:Armstrong, T. (1994).
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| objects within a given space, whether
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| | Multiple intelligences: Seven ways to
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| that space is the size of a piece of
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| | approach curriculum. Expanded Academic
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| paper, a room, a building, or a town.
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| | ASAP [on-line database]. Original
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| Those possessing the spatial intelligence
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| | Publication: Educational Leadership, 52
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| respond to visual cues and they like to
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| | (3).Blythe, T., & Gardner, H. (1990). A
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| invent and design.The bodily-kinesthetic
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| | school for all intelligences. Educational
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| intelligence is the ability to use the
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| | Leadership, 47 (7), 33-37.Campbell, L.,
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| body effectively to solve problems. Those
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| | Campbell, B., & Dickinson, D. (1992).
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| possessing the bodily-kinesthetic
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| | Teaching and learning through multiple
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| intelligence enjoy dramatics,
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| | intelligences. Stanwood, WA: New Horizons
|
| role-playing, dancing, and physical
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| | for Learning.Checkley, K. (1997). The
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| expression.The musical intelligence is
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| | first seven ... and the eighth: A
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| the ability to make use of the
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| | conversation with Howard Gardner.
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| relationship between pitch, rhythm, and
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| | Expanded Academic ASAP [on-line
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| timbre. Those possessing the musical
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| | database]. Original Publication:
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| intelligence enjoy playing instruments,
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| | Education, 116.Gardner, H. (1983). Frames
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| singing, and drumming, and they like the
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| | of mind: The theory of multiple
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| sounds of the human voice, environmental
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| | intelligences. New York: Basic
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| sounds, and instrumental sounds. It has
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| | Books.Gardner, H. (1995a). Multiple
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| been described as hearing patterns.The
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| | intelligences as a catalyst. English
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| interpersonal intelligence is the ability
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| | Journal, 84 (8), 16-18.Gardner, H.
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| to understand the thoughts, beliefs, and
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| | (1995b). Reflections on multiple
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| intents of others and the ability to
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| | intelligences: Myths and messages.
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| respond appropriately. Those possessing
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| | Expanded Academic ASAP [on-line
|
| the interpersonal intelligence are social
| |
| | database]. Original Publication: Phi
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| and are in tune with the feelings of
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| | Delta Kappan, 77 (3).Gardner, H., &
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| others. They make excellent leaders, can
| |
| | Hatch, T. (1990). Multiple intelligences
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| help their peers, and work cooperatively
| |
| | go to school: Educational implications of
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| with others.The intrapersonal
| |
| | the theory of multiple intelligences
|
| intelligence is a sense of self-awareness
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| | (Tech. Rep. No. 4). New York: Center for
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| used to guide individual behavior. Those
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| | Technology in Education. (ERIC Document
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| possessing the intrapersonal intelligence
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| | Reproduction Service No. ED 324
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| like to work independently. They are
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| | 366).Gray, J. H., & Viens, J. T. (1994).
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| self-motivated and self-aware.The
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| | The theory of multiple intelligences:
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| naturalist intelligence is an
| |
| | Understanding cognitive diversity in
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| understanding of the natural world and
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| | school. Expanded Academic ASAP [on-line
|
| the ability to use that understanding
| |
| | database]. Original Publication: National
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| productively. Those possessing the
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| | Forum, 74 (1).Meyer, M. (1997). The
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| naturalist intelligence can recognize and
| |
| | GREENing of learning: using the eighth
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| classify elements from the natural world
| |
| | intelligence. Wilson Select [on-line
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| (e.g. farming or biological science).The
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| | database]. Original Publication:
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| exact combination of intelligences varies
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| | Educational Leadership, 55.Moll, A.
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| from person to person. For example, one
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| | (n.d.). Kentucky Department of Education.
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| person might be strong in the
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| | Multiple intelligences self profile
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| verbal-linguistic and interpersonal
| |
| | [WWW]. URL: (Accessed September 29,
|
| intelligences with secondary strengths in
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| | 1998).Reiff, J. C. (1996). Bridging home
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| the intrapersonal, spatial, and musical
| |
| | and school through multiple
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| intelligences and weaknesses in the
| |
| | intelligences. Expanded Academic ASAP
|
| logical-mathematical, bodily-kinesthetic,
| |
| | [on-line database]. Original Publication:
|
| and naturalist intelligences. Another
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| | Childhood Education, 72 (3).Smagorinsky,
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| person could have an entirely different
| |
| | P. (1991). Expressions: Multiple
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| combination of intelligences. Each
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| | intelligences in the English class.
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| person's makeup of intelligences is very
| |
| | Urbana, IL: National Council of Teachers
|
| similar to DNA; no one has exactly the
| |
| | of English.Smagorinsky, P. (1995b).
|
| same combination of
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| | Multiple intelligences in the English
|
| intelligences.Gardner's criteria for
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| | class: An overview. English Journal, 84
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| selecting these particular abilities as
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| | (8), 19-26.Torff, B. (1996). How are you
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| intelligences include: independence from
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| | smart?: Multiple intelligences and
|
| other intelligences (within the brain);
| |
| | classroom practices. The NAMTA Journal,
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| having a central set of
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| | 21 (2), 31-43.Michele R. Acosta is a
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| information-processing operations; having
| |
| | writer, a former English teacher, and the
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| a distinct developmental history; having
| |
| | mother of three boys. She spends her time
|
| roots in evolutionary history; and having
| |
| | writing and teaching others to write.
|
| a cultural basis. When Gardner says that
| |
| | Visit for more articles, for
|
| intelligences are independent, he is
| |
| | professional writing/editing services, or
|
| referring to separate sections of the
| |
| | TheWritingTutor.biz for other writing and
|
| brain that control each intelligence and
| |
| | educational resources for young authors,
|
| have distinct methods of processing
| |
| | teachers, and parents.Copyright (c)
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| information. According to an article by
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| | 2004-2005 The Writing Tutor & Michele R.
|
| Tina Blythe and Gardner, each
| |
| | Acosta. All rights reserved.
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