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MULTIPLE INTELLIGENCES DEVELOPMENT

MULTIPLE INTELLIGENCES DEVELOPMENT. Collecting as reading textbook or watching television news program . Organization. Memory Strategies. Use external aids to memorize as making notes or writing. Elaboration. Nine Intelligences in Gardner’s Theory of Multiple Intelligences

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MULTIPLE INTELLIGENCES DEVELOPMENT

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  1. MULTIPLE INTELLIGENCESDEVELOPMENT

  2. Collecting as reading textbook or watching television news program Organization Memory Strategies Use external aids to memorize as making notes or writing Elaboration

  3. Nine Intelligences in Gardner’s Theory of Multiple Intelligences Type of Intelligence Definition Linguistic : Knowing the meanings of words, having the ability to use words to understand new ideas, and using language to convey ideas to others Logical-mathematical : Understanding relations that exist among objects, actions, and ideas as well as the logical or mathematical operations that can be performed on them Spatial : Perceiving objects accurately and imagining in the “mind’s eye” the appearance of an object before and after it has been transformed Musical : Comprehending and producing sounds varying in pitch, rhythm, and emotional tone

  4. Bodily-kinesthetic : Using one’s body in highly differentiated ways as dancers, craftspeople, and athletes do Interpersonal : Identifying different feelings, moods, motivations, and intentions in others Intrapersonal : Understanding one’s emotions and knowing one’s strengths and weaknesses Naturalistic : Recognizing and distinguishing among members of a group (species) and describing relations between such groups Existential : Considering “ultimate” issues, such as the purpose of life and the nature of death Daniel Goleman (1995) emotional intelligence, which is the ability to use one’s own and others’ emotions effectively for solving problems and living happily. Emotional intelligence made headlines in 1995 as a result of a best-selling book, Emotional Intelligence, in which Daniel Goleman (1995) argued that “emotions [are] at the center of aptitudes for living” (p. xiii).

  5. Sternberg’s Theory of Successful Intelligence Robert Sternberg has studied intelligence for more than 30 years. “intelligence” is defined as using one’s abilities skillfully to achieve one’s personal goals (Sternberg, 1999). In achieving personal goals, people use three different kinds of abilities. Analytic ability : involves analyzing problems and generating different solutions. Creative ability : involves dealing adaptively with novel situations and problems Practical ability : involves knowing what solution or plan will actually work

  6. Binet and Simon identified problems that typical 3-year-olds could solve, that typical 4-year-olds could solve, and so on. Children’s mental age, or MA, referred to the difficulty of the problems they could solve correctly. A child who solved problems that the average 7-year-old could solve would have an MA of 7. Mental Age (MA) In intelligence testing, a measure of children’s performance corresponding to the chronological age of those whose performance equals the child’s Intelligence Quotient (IQ) Jean Piaget mathematical representation of how a person scores on an intelligence test in relation to how other people of the same age score

  7. Hereditary and Environmental Factors Siblings’ IQ scores become more similar as the siblings become more similar genetically, which is evidence for a hereditary basis for intelligence. Heredity also influences patterns of developmental change in IQ scores (Wilson, 1983). Patterns of developmental change in IQ are more alike for identical twins than for fraternal twins The Impact of Ethnicity and Socioeconomic Status

  8. Gifted and Creative Children Traditionally, giftedness was defined by scores on intelligence tests: a score of 130 or greater was the criterion for being gifted. Today, however, definitions of giftedness are broader and include exceptional talent in an assortment of areas, such as art, music, creative writing, and dance (Robinson & Clinkenbeard, 1998; Winner, 2000). The stereotype is that gifted children are often thought to be emotionally troubled and unable to get along with their peers. In reality, gifted youngsters tend to be more mature than their peers and have fewer emotional problems (Luthar, Zigler, & Goldstein, 1992), and as adults they report being highly satisfied with their careers, relationships with others, and life in general (Lubinski et al., 2006).

  9. ■ The child’s love for the subject and overwhelming desire to master it ■ Instruction, beginning at an early age, with inspiring and talented teachers ■ Support and help from parents, who are committed to promoting their child’s talent

  10. Creativity What is creativity, and how does it differ from intelligence? Intelligence is often associated with convergent thinking, which means using the information provided to determine a standard, correct answer. In contrast, creativity is often linked to divergent thinking, in which the aim is not a single correct answer (often there isn’t one) but instead to think in novel and unusual directions (Callahan, 2000).

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