Intelligence and Solving Problems When one is asked to consider the question "What makes a person intelligent?," the most common responses will often note a person's ability to solve problems, utilize logic, and think critically. These typical traits of intelligence are sometimes lumped together under the label of "raw intelligence." A person's intelligence is contained in his or her general intellect - in otherwords, how each and every one of us comprehend, examine, and respond to outside stimuli, whether it be to solve a math problem correctly or to anticipate an opponent's next move in a game of tennis. Our intelligence, therefore, is our singular, collective ability to act and react in an ever-changing world. The measuring of raw intelligence with tests continues in all areas of education. One of the most famous examples is the Scholastic Aptitude Test, or SAT. The SAT, which analyzes a student's mathematic and grammatical abilities as well as reading comprehension and vocabulary, is used by nearly every college in America to help determine whether a student is qualified to enter that institution. Because it is assumed that the SAT can predict future achievement, certain scores could automatically dictate whether a student was in or out of a prospective program. The SAT program is a wonderful tool to be used to gauge a students aptitude, but it seems that colleges are solely basing acceptance on those criteria. What is a student to think when the first hurdle he or she must jump is a required 1300 score on the SAT to enter into any particular higher institution of learning? That this is the one and only hurdle and you mind as well not even start the race because you don't have the right shoes. To this day, America... ... middle of paper ... ...rent kinds of people in this country with too many qualities and to many varieties of intelligence to limit them to eight classifications. Incidentally, I took another one of these Multiple Intelligence Indicator's on-line and in both cases I scored highly in the Interpersonal category. So it seems they've got me pegged. Yet there is no indication that I have a natural inclination towards Bodily Kinesthetic or sports and physical activity, an area I have participated and excelled in for most of my life. I was amazed to find that my Verbal Linguistic score was also non-existent when compared to the rest, when that is what most would favor me for. Howard Gardner's Multiple Intelligence Theory looks extremely good on paper, but when one examines its possible implementation into today educational system, its seems it would create more problems than it would solve.
Howard Gardner’s theory contains eight main multiple intelligence. As the years have progressed there have taken one out and is left with the main seven. These seven are: Linguistic, Mathematical, Spatial, bodily, Musical, Interpersonal, and Intrapersonal. These are found in everyone; however, each person will excel in one or two. Once teachers can determine what intelligence the students will exceed on and teach to their strengths the student will learn much more.
In recent years many schools have begun to put more emphasis on standardized test scores. Almost all college bound students now take entrance exams like the ACT or SAT. These tests supposedly indicate how "smart" a student is and how successful they would be in colle...
Even with all the doubts about the multiple intelligence theory, you can see its existence all around us. With the eight forms and the existence intelligence to come, we can find ways to discover people with each and teach them better so they love to learn. We also need to remember that since there is more than one intelligence; then we can have several intelligences and be great at all of them. Lastly, remember what Gardner said, ‘It is not HOW SMART ARE YOU? BUT HOW ARE YOU SMART?’
Charles Spearman's model of intelligence and Howard Gardner's multiple intelligence theory are two of the most widely used theories of intelligence. In order to understand how similar the two theories are we must first understand their differences. These two men differed in opinion on how IQ and intelligence should be measured, and they differed in opinion on what made a person "smart". In order to examine these things they first had to understand the human brain and how it works. They had to examine the human study habits and rituals, along with the human test taking habits.
Surprisingly, intelligence is not defined as a single ability, but by a combination of related abilities. For instance, a savant that discerns numbers different than the average human, and uses those numbers to connect with others is an unconventional show of intelligence. And there are even infographics that people design, and dedicate time and effort into, showing their thoughts on intelligence. Lastly, there have been articles written about intelligence that layout the author’s thoughts on how intelligence should be viewed. While some people label intelligence as academic skills, an individual can actually develop many different forms of intelligences, outside of academics.
High stakes testing does not accurately determine a student’s intelligence. In 1999, the National Academy of Sciences researched the appropriate and inappropriate uses of tests. They agreed that “no single test score can be considered a definitive measure of a student’s knowledge”(http://www.allianceforchildhood.net/news/histakes_test_position_statement.htm).
Throughout history, psychologists have made hundreds of attempts to define intelligence and measure it precisely. However, none of these attempts have been accepted by all because Intelligence is so broad. Intelligence has been defined by many things, by Weschler, who made the most used psychological test today, as “the global capacity of a person to act purposefully, to think rationally, and to deal effectively with his environment.” However, while he may have created the most successful test, his definition is not the only definition of intelligence, for psychologists such as Gardner, believed that there was more than just knowledge to intelligence, and Sternberg, who defined intelligence as “mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life.” Intelligences has been measured in a variety of ways throughout psychologists, however because intelligence is such a broad concept, there is no single definition and method of testing it.
Howard Gardner is the “John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education and Adjunct Professor of Neurology at the Boston University School of Medicine, and Senior Director of Harvard Project Zero” (Gardner bio, Multiple Intelligences and Education, MI Theory, and Project Zero). As director of Project Zero, it provided and environment that Gardner could begin the exploration of human cognition (Multiple Intelligences and Education). Project Zero colleagues have been designing assessment and the use of multiple intelligences (MI) to realize more personalized curriculum, instruction, and teaching methods; and the quality of crossing traditional boundaries between academic disciplines or schools of thought in education (Gardner bio). MI theories offer tools to educators that will allow more people to master learning in an effective way and to help people “achieve their potential at the workplace, in occupations, and in the service of the wider world” (Gardner papers).
I believe the best theory for determining intelligence is the Theory of Multiple Intelligence & I believe I possess many different types of
Gardner believes that all people excel in at least one category of intelligence. However, he cautions teachers using the multiple intelligence approach in the classroom: “Do not label kids as ‘spatial, but not linguistic’ or, for that...
What Gardner has identified as different forms of intelligence are subservient to the one overarching intelligence, (Armstrong, 2009). This theory is further criticised in that it has developed out of cognitive science whereas learning models are interpreted based on individual personality and psychological affect and also that it focuses on the content of learning and ignores the individual process of learning which is important in learning/development models, (Silver, Strong & Perini,
One of the most definitive things ever said regarding the nature of intelligence was that intelligence is whatever IQ tests measure. The IQ test has been in use throughout the 20th century and serves as an accepted measure of a person’s intelligence. It is used by institutions such as schools and the army to screen people’s level of intelligence and decisions are made based on that. The IQ test consists of a series of questions regarding certain skills such as vocabulary, mathematics, spatial relations. The scores that a person gets on these tests depend on the amount of questions that a person answers correctly. The actual score that a person gets is dependant on how others in that age group do on those particular questions.
Intelligence by definition is “the ability to acquire and apply knowledge and skills” (Oxford Dictionary, 2014). However, many psychologists argue that there is no standard definition of ‘intelligence’, and there have been many different theories over time as psychologists try to find better ways to define this concept (Boundless 2013). While some believe in a single, general intelligence, others believe that intelligence involves multiple abilities and skills. Another largely debated concept is whether intelligence is genetically determined and fixed, or whether is it open to change, through learning and environmental influence. This is commonly known as the nature vs. nurture debate.
When a person utters the word “intelligence,” people tend to think of a genius like Albert Einstein developing some obscure equation that the great majority of the population will never understand. The problem with the definition of intelligence is that people relate intelligence to words like “genius” which require intelligence but do not have the same definition as intelligence. Often, people try to use related words to define intelligence, but these words are unable to define intelligence since many are only different levels of intelligence. While many definitions try to encompass the meaning of intelligence and various definitions describe a small part of intelligence, no definition completely explains intelligence, because intelligence is a concept that is understood only after realizing that intelligence is based on three basic concepts: logic, growth, and emotion. Although many people believe that humans are the only creatures capable of intelligence, other animals exhibit intelligence and are capable of further demonstrate the complex concept of intelligence.
Howard Gardner, a professor at Harvard, introduced his theory of multiple intelligences in 1983. Multiple intelligence’s is a theory about the brain that says human beings are born with single intelligence that cannot be changed, and is measurable by a psychologist. Gardner believes that there are eight different intelligences in humans. The eight are verbal linguistic, visual spatial, bodily kinesthetic, mathematical logic, musical, intrapersonal, interpersonal, and naturalist. Understanding these intelligence’s will help us to design our classroom and curriculum in a way that will appeal to all of our students. We might also be able to curve discipline problems by reaching a student in a different way. One that will make more sense to them and more enjoyable. We can include all of the intelligences in lessons to accommodate all of the students’ different learning styles at once. By reaching each students intelligence we can assume that a student will perform better which, could mean students retaining more important information. A students learning style can also help lead them into a more appropriate career direction. As a teacher you can also learn your own personal learning style or intelligence to help improve the way you learn and teach.