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