Howard Gardner And Cognitive Development

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Piaget and Gardner: Comparing Theories on Intellectual Development A controversial topic in child development is why children behave, feel, and think the way they do. Some theorists believe that development is purely influenced by biology, others believe that it is purely the environment, and others believe it is a combination of both. Intelligence has been an influential topic in developmental psychology, with no one knowing how to truly define intelligence. In the cases of Jean Piaget and Howard Gardner, they believe intelligence is developed from a combination of both environmental and biological factors. Jean Piaget’s theory of cognitive development and Howard Gardner’s theory of multiple intelligences can be compared in many ways. Applications…show more content…
He believed that there are seven intelligences. The first is logical mathematical intelligence, which he believes it derives from the ability to find patterns, logically think, and reason (Brualdi, 1998). Linguistic intelligence is the ability to manipulate language to be able to express oneself in different contexts (Winn, 1990). Spatial intelligence is the ability to create and change mental images to solve problems. The advanced ability to create musical and be able to distinguish things like pitch and tone is musical intelligence. Being able to use one’s brain to coordinate movements is bodily-kinesthetic intelligence (Winn, 1990). Interpersonal intelligence has to do with understanding the intentions and emotions of others and intrapersonal intelligence is being able to one’s own feelings (Brualdi, 1998). Gardner also held a belief that children are born with certain intelligences and can develop others more fully as they learn and…show more content…
Piaget is a stage theorist and Gardner is not. Gardner also never developed any biological stages like Piaget did, and mainly focused on intellect. Gardner would argue that some cultures value one intelligence over another, therefore may not allow children to develop their musical intelligence. Piaget, however, would say that music is not an intelligence, it is an activity one does that can stimulate brain activity and one must understand physical and logical-mathematical knowledge to be able to play an instrument efficiently. Piaget argues that it is because of a child’s values, feelings, interests, drives, and tendencies motivate a child to learn more about something they find affectivity in, resulting in more intelligence in that subject area (Wadsworth, 1996, p. 146). Piaget believes that cognition and affectivity cannot exist without each other in the sense of intelligence, while Gardner believes that if a child is good at something, they will naturally show interest in the subject and want to perfect their skills in the subject. He also believes that strength in one intelligence means there must be weakness in another. However, all skills can be built upon, some just are more biologically inclined to develop one or two intelligences more effectively than the others. Piaget believes all intelligences are developed in stages, but some people never can grasp certain concepts. Gardner

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