From general intelligence to multiple intelligences: Meanings, models, and measures.

2012 ◽  
pp. 33-57 ◽  
Author(s):  
Richard D. Roberts ◽  
Anastasiya A. Lipnevich
Keyword(s):  
Multiple Intelligences ◽  
General Intelligence

Taking a multiple intelligences (MI) perspective

2017 ◽  
Vol 40 ◽  
Author(s):  
Howard Gardner
Keyword(s):  
Multiple Intelligences ◽  
General Intelligence ◽  
Cognitive Differences ◽  
Cognitive Capacities ◽  
Theory Of Multiple Intelligences

AbstractThe theory of multiple intelligences (MI) seeks to describe and encompass the range of human cognitive capacities. In challenging the concept of general intelligence, we can apply an MI perspective that may provide a more useful approach to cognitive differences within and across species.

Estimates of Multiple Intelligences: A Study in Poland

2005 ◽  
Vol 10 (1) ◽  
pp. 51-59 ◽  
Author(s):  
Adrian Furnham ◽  
Agata Wytykowska ◽  
K.V. Petrides
Keyword(s):  
Cultural Differences ◽  
Multiple Intelligences ◽  
Generational Differences ◽  
General Intelligence ◽  
Regression Analyses ◽  
Musical Intelligence ◽  
Cultural Effects ◽  
Intrapersonal Intelligence

Abstract. Participants from Poland (N = 258) provided estimates of their own, their parents', and their grandparents' general and multiple intelligences. Males gave higher self-estimates than females on general, spatial, and musical intelligence. There was evidence of perceived generational differences in estimates of general intelligence, with participants rating themselves slightly higher than their parents, and their parents slightly higher than their grandparents. Regression analyses showed that the most consistent predictors of estimated general intelligence were verbal, mathematical, and intrapersonal intelligence. A comparison between Polish and British (N = 185) data revealed interesting cultural effects, primarily concerning father and mother estimates. Overall, the results were broadly in line with those of other studies, although several cultural differences are noted and discussed.

scholarly journals Estimating Self and Spouse Intelligence among Jordanians

2016 ◽  
Vol 10 (4) ◽  
pp. 718
Author(s):  
Firas Al-Hamouri ◽  
Adnan Atoum ◽  
Mohammad Melhem ◽  
Hamzeh Rababa
Keyword(s):  
Sex Differences ◽  
Cultural Differences ◽  
Multiple Intelligences ◽  
Multiple Intelligence ◽  
General Intelligence ◽  
Research Results

The current study aimed at exploring self and spouse estimates of general and multiple intelligences among a sample of married Jordanian Students. Two-hundred and ten participants, recruited from Yarmouk and Al-Balqaa Universities, Jordan, completed a brief questionnaire based on those used in previous research which included an estimation of general IQ and each of the multiple intelligence sub-types. Results of the study partially replicated the results from other multiple intelligence self-estimate studies showing sex differences on general and logical intelligences, and confirmed previous research results that estimated verbal (linguistic) intelligence followed by numerical (logical) intelligence are the best significant predictors of estimated general intelligence. These results were discussed in terms of sex and cultural differences and some recommendations were made

scholarly journals Multiple Intelligences in Teaching and Education: Lessons Learned from Neuroscience

2018 ◽  
Vol 6 (3) ◽  
pp. 38 ◽  
Author(s):  
Branton Shearer
Keyword(s):  
Academic Achievement ◽  
Embodied Cognition ◽  
Multiple Intelligences ◽  
Cognitive Neuroscience ◽  
Mixed Method ◽  
Lessons Learned ◽  
Neural Systems ◽  
General Intelligence ◽  
Comprehensive Model

This brief paper summarizes a mixed method review of over 500 neuroscientific reports investigating the proposition that general intelligence (g or IQ) and multiple intelligences (MI) can be integrated based on common and unique neural systems. Extrapolated from this interpretation are five principles that inform teaching and curriculum so that education can be strengths-based and personalized to promote academic achievement. This framework is proposed as a comprehensive model for a system of educational cognitive neuroscience that will serve the fields of neuroscience as well as educators. Five key principles identified are culture matters, every brain is unique—activate strengths, know thyself, embodied cognition/emotional rudder, and make it mean something.

Estimates of Ten Multiple Intelligences

2002 ◽  
Vol 7 (4) ◽  
pp. 245-255 ◽  
Author(s):  
Adrian Furnham ◽  
Thomas Li-Ping Tang ◽  
David Lester ◽  
Rory O'Connor ◽  
Robert Montgomery
Keyword(s):  
Multiple Intelligences ◽  
Male Partner ◽  
Bill Clinton ◽  
The Self ◽  
Tony Blair ◽  
Female Partners ◽  
American Students ◽  
Bill Gates ◽  
Nationality Differences

A total of 253 British and 318 American students were asked to make various estimates of overall intelligence as well as Gardner's (1999a) new list of 10 multiple intelligences. They made these estimations (11 in all) for themselves, their partner, and for various well-known figures such as Prince Charles, Tony Blair, Bill Gates, and Bill Clinton. Following previous research there were various sex and nationality differences in self-estimated IQ: Males rated themselves higher on verbal, logical, spatial, and spiritual IQ compared to females. Females rated their male partner as having lower verbal and spiritual, but higher spatial IQ than was the case when males rated their female partners. Participants considered Bill Clinton (2 points) and Prince Charles (5 points) less intelligent than themselves, but Tony Blair (5 points) and Bill Gates (15 points) more intelligent than themselves. Multiple regressions indicated that the best predictors of one's overall IQ estimates were logical, verbal, existential, and spatial IQ. Factor analysis of the 10 and then 8 self-estimated scores did not confirm Gardner's classification of multiple intelligences. Results are discussed in terms of the growing literature in the self-estimates of intelligence, as well as limitations of that approach.

European Differences in Self-Perceived Multiple Intelligences

1999 ◽  
Vol 4 (3) ◽  
pp. 131-138 ◽  
Author(s):  
Adrian Furnham ◽  
Tim Rakow ◽  
Ivan Sarmany-Schuller ◽  
Filip De Fruyt
Keyword(s):  
Sex Differences ◽  
Multiple Intelligences ◽  
Factor Structure ◽  
Factor Analyses ◽  
Verbal Iq ◽  
Sex Effects ◽  
Iq Scores ◽  
Culture Differences ◽  
Three Factor

In this study, 140 Belgian, 227 British, and 177 Slovakian students estimated their own multiple IQ scores as well as that of their parents (mother and father) and siblings (first and second brother and sister). Various factor analyses yielded a clear three-factor structure replicating previous studies. A sex × culture ANOVA on self-ratings of three factors that underline the seven intelligences (verbal, numerical, cultural) showed culture and sex effects as well as interactions. As predicted, males rated their own overall IQ, though not that of their parents or siblings, higher than females did. Males also rated their numerical IQ, but not their verbal or cultural IQ, higher than females did. There were few culture differences but many interactions, nearly all caused by Slovakian females, who rated aspects of their own and their fathers' IQ higher than Slovakian males, while the pattern for the Belgians was precisely the opposite. Participants believed their verbal IQ was higher than their numerical IQ and their cultural IQ. Males believed their verbal and numerical IQ score to be fairly similar, though much higher than their cultural IQ, while females believed their verbal IQ the highest, followed by numerical and cultural IQ. Females also believed they were more intelligent than both parents. Overall results showed consistency in the sex differences in ratings across cultures but differences in level of estimated IQ possibly as a result of cultural demands for modesty.

The Effect of Retest Practice on the Speed-Ability Relationship

2004 ◽  
Vol 9 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Sybille Rockstroh ◽  
Karl Schweizer
Keyword(s):  
Reaction Time ◽  
Skill Acquisition ◽  
Reaction Times ◽  
Cognitive Tasks ◽  
General Intelligence ◽  
Attention Switching ◽  
Letter Comparison ◽  
Sternberg Paradigm ◽  
The Relationship ◽  
Elementary Cognitive Tasks

Effects of four retest-practice sessions separated by 2 h intervals on the relationship between general intelligence and four reaction time tasks (two memory tests: Sternberg's memory scanning, Posner's letter comparison; and two attention tests: continuous attention, attention switching) were examined in a sample of 83 male participants. Reaction times on all tasks were shortened significantly. The effects were most pronounced with respect to the Posner paradigm and smallest with respect to the Sternberg paradigm. The relationship to general intelligence changed after practice for two reaction time tasks. It increased to significance for continuous attention and decreased for the Posner paradigm. These results indicate that the relationship between psychometric intelligence and elementary cognitive tasks depends on the ability of skill acquisition. In the search for the cognitive roots of intelligence the concept of learning seems to be of importance.

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