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The presentation is designed as a review of Gardner’s Multiple Intelligence theory and how it can help to inform adult education facilitators to the benefits of viewing learning theory in a broader perspective. Cognitive Enhancement Neuroplasticity Educational Psychology
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Theory of Multiple Intelligence
How smart are you?How smart are you?
How How are you are you smart?smart?
Poetry App reciating M usic Learn ing a C om puter P rog ram A F riend in N eed
C entral P rocessing U nit
Who is the smartest?
How is Intelligence Defined?
Poetry
Ghandi Einstein Andrew Lloyd
Weber
Frank Lloyd Wright
Bill Gates
IQ Piaget Information
Processing
Symbol Systems
Appreciating Music
Learning a Computer Program
A Friend in Need
M.I.: Suggests it’s time to consider the direct connection between cognitive abilities and the development of the nervous system.
Genetics – First consideration in the biology of intelligence.
» If DNA really does contain the code of everything we can and shall become, then shouldn’t our cognitive abilities be contained there as well?
» Although genetics can help to determine eye and hair color, it is less reliable when asked to determine more abstract traits.
» Genetics can be used to determine “at-risk” potentials for disease.
» If it can determine at risk potentials, it should lead us toward “at promise” potentials as well.
» But in its current state genetics can tell us this but no more.
Development of the nervous system offers us our most reliable form of information.
The first question to consider in the neurological perspective is:
Does the nervous system develop in a static pre-determined form, or is all or part placid in its
development?
Canalazation
Strict genetically programmable sequence
Plasticity
Adaptability is only possible at certain stages in development
5 Principles of Plasticity
Maximum effect is in early life - Meaningful effects:only available from first days to first few years.
Presence of critical periods - Intervention: only successful during critical periods.
Flexibility varies across different regions of the brain
- Regions such as the frontal lobes are more malleable than the sensory cortex which develops during the first days of life. An entire hemisphere of the brain can be destroyed and the individual will still learn to speak. Suggests that large areas of the brain remain uncommitted and available for diverse use during early childhood.
Factors that mediate development - An organism will fail to develop normally unless it undergoes certain experiences.
Long-term effects of injury or intervention sometimes does not show up until later life.
- Injury to the frontal lobes may not be visible for several years.
SizeSize
Other Biological Factors Worth Considering
• Size of the brain in rats can be increased through stimulation.
• Specific stimulation can cause growth in isolated areas.
• Environmental situation can increase the size of nerve cells & the quality of synoptic connections.
Bigger – Not always betterBigger – Not always better
Other Biological Factors Worth Considering
• During certain periods of development the brain produces excess cells while the neurons are creating synoptic connections.
• Total excess cells are between 15% and 85%
• Possible period of plasticity
• May be the time when a child is accomplishing the feat of learning language.
How is the brain organized?How is the brain organized?
Other Biological Factors Worth Considering
• Modular
• Molecular
Important to recognize that learning occurs by the brain selecting pre-existing pathways to synoptic connections.
Experiences with the environment and learning can exploit those pathways and lead to new ways of behavior
Poetry App reciating M usic Learn ing a C om puter P rog ram A F riend in N eed
C entral P rocessing U nit
Poetry
Appreciating Music
Learning a Computer Program
A Friend in Need
Biological considerations lead to the choice between the two paradigms of intelligence
What constitutes an intelligence in M.I. Theory?
Criteria of an Intelligence
Potential Isolation by
Brain Damage
The extent to which a particular faculty can be
destroyed or spared in its relative autonomy.
Criteria of an Intelligence
The Existence of
Idiot Savants,
Prodigies or other
Exceptional Individuals
The extent to which their skills or disabilities are out of
proportion to other abilities.
Criteria of an Intelligence
Can the basic information processing function be isolated and identified in
their neurological
form?
An Identifiable Core Operation or Set of Operations
Criteria of an Intelligence
A Distinctive Developmental History Along
with a Definable Set
of Expert “End-State”
PerformancesCan degrees of
expertise be identified throughout
a developmental timeline?
Criteria of an Intelligence
An intelligence becomes more
plausible if it can be traced
to its evolutionary antecedents.
An Evolutionary History and Evolutionary Plausibility
Criteria of an Intelligence
Support From Experimental Psychological
Tasks
The extent to a cognitive test can isolate the ability.
Criteria of an Intelligence
Support From Psychometric
Findings
The extent to which a specifically designed test can
support a domain of intelligence.
Criteria of an Intelligence
Susceptibility to Encoding in a Symbol
System
Has a culture been able to harness the raw capacities to
be exploited in a symbolic system?
How are you smart?
The Multiple Intelligence Profile
Musical Intelligence
The ability to discern meaning and importance in sets of
pitches rhythmically arranged.
Development of musical competenceDevelopment of musical competence
Pitch – (melody)
Rhythm – (beat)
Timbre – (quality of a note)
Although musical intelligence can be broken down into these components, they are useless without an emotional quality
It is the variation of the core components that a physiological response is created that communicates the emotion.
The composer exemplifies Musical The composer exemplifies Musical IntelligenceIntelligence
Composer can be identified by the fact that they constantly hear tones in their head.
The idea seizes the attention and imagination and the composer begins to work on it.
The basic idea is always the same, the composer only modifies it. (It is received in its complete form)
Tonal experience is combined with emotion to meld together in the creation.
The end result is an expressed emotion that is beyond words.
The brain and musical intelligenceThe brain and musical intelligence
Evidence shows that music and language are processed in separate areas of the brain.
Music in the right and language in the left.
Music has the ability to be recognized within human beings in a variety of ways. This bolsters the idea that the nervous system offers multiple ways of exploiting music (singing, playing instruments, dancing, listening).
Two contrasting ways of processing music
Figural Approach – The child attends chiefly to the global features of music (soft, hard, fast, slow). The approach is strictly intuitive.
Formal Mode – Can conceptualize the musical experience in a principled manner. Can understand music on a measure-by-measure basis.
Crisis points in musical competenceCrisis points in musical competence
• The transfer from Figural to Formal can temporally wipe out any intuitive sense of music.
• By adolescence the youth must choose to devote themselves.
Logical Mathematical Intelligence
The roots of the highest regions of logical mathematical thought can be found in the actions of
young children upon objects in their material world.
Development of logical mathematical thought
Stage # 1 (Infant) - Objects only exist if they are present.
Stage # 2 (Pre-school) - Objects can be arranged in groupings. Cannot recognize specific number in group. Reciting numbers is a linguistic skill.
Stage # 3 (School Age) - Can look at two sets of objects and can make a quantifiable comparison.
Stage # 4 (Early Adolescence) - Can substitute mental pictures of sets with the use of symbols and words. Algebra and logical reasoning.
Math enters abstraction
Mastery of words and symbols gives way to abstraction.
The mathematician is primarily interested in the use of numbers in the abstract sense, not in the discoveries of the physical world.
The gifted mathematician is more interested in the reasoning of an equation than the sequence of numbers.
Is guided by intuition.
Senses a line of reasoning and then sets off to prove it.
The scientist and math
The scientists is motivated to explain physical reality.
To use reasoning to explain how things work.
Also guided by intuition.
Must be willing to withstand the pressure to go against traditional thought.
May have been captivated by a physical object as a small child.
Math and the brain Math and the brain
Activity can be found in both hemispheres.
Great deal of flexibility where functions are carried out.
Presence of calculating idiot savants.
Isolation in specific areas of the brain is less defined than in other intelligences.
Cultural Pressure on Logical Mathematical Intelligence
Western society is based on
challenging statements made
without proofAlthough this form of thought is highly
rewarded, it is done at a cost to
the personal intelligences.
Spatial Intelligence
The ability to manipulate objects in space.
More detailed definitions include:
The ability to recognize an object when viewed from different directions.
The ability to image movement of an object.
The ability to sense and retain geometric form.
The ability to distinguish between two and three dimensional forms.
The ability to perceive balance or tension in a piece of art.
Development of spatial intelligence
Sensory Motor - An infant’s ability to move around in space.
Concrete Operational - Ability to manipulate an object.
Formal Operational - The adolescent’s ability to understand geometry.
The brain and spatial intelligence
Located in the posterior portions of the right hemisphere.
Important to note that the properties of spatial intelligence are not limited to a visual experience.
The Chess Master and The Artist
• The advanced player is stimulated by patterns.
• Has memorized thousands of patterns.
• Draws on memory of positions together with intuition to make the next move.
• Cannot remember the positions of pieces that are out of place.
• Individual positions contain strategies of past games.
• The chess master can play multiple games while blindfolded.
• The artist must possess a keen understanding of the outside world.
• A driving motivation to master every aspect of physical form.
• Can remember and make use of the works of others.
• Needs a vast storehouse of memorized form in order to create.
• Creation comes from the melding of memorized form and access to feelings needed to be expressed.
Chess MasterChess Master ArtistArtist
Body-Kinesthic Intelligence
Control of one’s bodily motions and capacity to handle objects.
Linguistic Intelligence
Linguistic intelligence is the most shared intellectual domain
across the human species.
The ability to visualize and then re-create movement.
To know what is coming next so that the movement seems effortless.
The combination of fundamentals of skill and emotion to generate high achievement or art.
The individual must practice and be proficient at creating a movement, but the great ones can communicate a personal message through their actions.
Examples:
•Dancers
•Athletes
•Artists
•Instrumentalists
•Mechanics
•Surgeons
•Actors
•Comedians
If I could have told you what it was, I
would not have danced it. Martha Grahm
Similar to music, actions created in dance and sports can activate signals in the brain that communicate emotion.
Bodily-Kinesthic Intelligence may be based on an involuntary response to mimic like the sour taste reaction one feels after watching another bite into a lemon.
Architecture can be felt in the body when observing a building that is supported by a weak base.
Mimicking is the gift of the comedian. Considered a low priority in western culture. People who learn this way are considered arrogant or a class clown.
Poetry Exemplifies Linguistic Intelligence
The poet must be superlatively sensitive to the meaning of words.
The sense of a word in one line can not upset the balance of words with similar meaning within the poem.
The words must combine to capture the emotion or image that the writer is trying to convey.
Linguistic intelligence is measured in one’s command of:
Phonology -
Syntax -
Semantics
Pragmatics -
The major uses of language
Rhetorical - The ability to use language to convince others of your point of view.
Monic Potential - The ability to use language to remember vast amounts of information.
Explanation - Using language to pass on information.
Meta-linguistic - Using language to describe language.
The development of the writer
First masters the technical skills of language using the rules of Phonlogy, Syntax, Semantics & Pragmatics.
Develops the ability to store a vast amount of human experience to memory.
Set out to master the style of other accomplished writers.
Comes to intuitively know the proper use of form.
Combines the learned technical skills with the store-house of human experience in memory to create the desired outcome.
Culture and language…who benefits from its command?
Pre-literate society - Language is used as a way to remember. Those who master this skill were rewarded.
The Greeks - Power was given to those who could orally recite verse.
Traditional cultures place an emphasis on rhetoric, oral language and word play.
Western culture is concerned more with writing and gleaming information from reading.
Personal Intelligence
Interpersonal – The ability to notice and make sense of the actions of others.
Intrapersonal – Access to one’s own feelings.
Development of personal intelligence
Infant - Tie to caregiver is critical.- First realizes separate identity.- Effected by others’ emotions.
Age 2-5 years - Starts to master symbol systems.- Engaged in role play.- Striving for autonomy.- Needs commonly to establish identity.
School aged - Fully socialized, can tell right from wrong.- Forms friends on their own.- Rates themselves by what they can do.
Development of personal intelligence
Middle childhood - Recognizes the motivations of others.- Deeply interested in friendships.- Cliques for boys can be primate hierarchy
structured.- Premature self-judgment is a risk.- Inability to relate to others can be viewed
as a failure.
Adolescent - Sensitive to the motivation of others.- Looks to others for support.- Point at which inter and intra combine to
create the self.- Pressures surrounding this action are
less acute in societies that offer fewer choices.
Development of personal intelligence
Adult - Self actualized individual who knows their own frailties while retaining the ability to inspire others
- Capacity to recognize how their presence reacts with the world.
The self in different societies
Particle Society
Field Society
Exercise # 1
Application of the theory
How Does Culture Effect An Individual’s Profile of Intelligence?
The notational symbol systems a society
chooses to emphasize shapes the intellectual
profile of its citizens
Musical Intelligence Not Supported By Culture
0
20
40
6080
100
120
140
160
180
Birth Pre-school
SchoolAged
Adult
LinguisticMusicalMathPersoanlSpatialBodily
Based on western culture emphasizing Linguistic & Logical intelligence’s.
100 = Average of population
Musical Intelligence Supported By Culture
020406080
100120140160180200
Birth Pre-school
SchoolAged
Adult
LinguisticMusicalMathPersoanlSpatialBodily
100 = Average of population
Musical intelligence supported by curriculum or mentor
Comparison of same individual in different cultures as an adult
020406080
100120140160180200
Not
Supp
orte
d
Supp
orte
d
LinguisticMusicalMathPersoanlSpatialBodily
100 = Average of population
Which profile is capable of contributing more to society?
Less is more
Can culture intervene to modify the
intelligence profile?
“Remember Plasticity”
5 Principles of Plasticity
- Injury to the frontal lobes may not be visible for several years.
Long-term effects of injury or intervention sometimes does not show up until later life.
- An organism will fail to develop normally unless it undergoes certain experiences.
Factors that mediate development
- Regions such as the frontal lobes are more malleable than the sensory cortex which develops during the first days of life. An entire hemisphere of the brain can be destroyed and the individual will still learn to speak. Suggests that large areas of the brain remain uncommitted and available for diverse use during early childhood.
Flexibility varies across different regions of the brain
- Intervention: only successful during critical periods. Presence of critical periods
- Meaningful effects:only available from first days to first few years.
Maximum effect is in early life
Function of PlasticitySuzuki Model for Teaching Music
0
20
4060
80100
120140
160180
200
Birth 3 years
LinguisticMusicalMathPersoanlSpatialBodily
Plasticity Periods Taking advantage of “Plasticity Period” in both Musical and Personal intelligence
Choices for the school of the future
Basic set of competencies Core body of knowledge Greatest number of people
achieve knowledge Same Curriculum for all Same methods of teaching Standardized assessments Based on IQ thinking
Recognizes individual differences in profiles
Committed to several core disciplines
Learning tasks focused on relevant topics
Guided choice in electives Assessments are individual Apprentice relationships are
supported
Uniform School Individual-center school
New roles in the “Individual-centered school”
Assessment Specialist
Student-curriculum broker
School-community broker
Sources for an alterative approach to testing
The necessity for a developmental perspective.
The emergence of a symbol-system perspective.
Evidence for the existence of multiple intelligence.
A search for creative capacities.
The desirability of assessing learning in context.
Locating skill and competence outside the head of the individual.
General Features of a new approach to assessment
Emphasis on assessment other than testing.
Assessment as simple, not oral, and occurring on a reliable schedule.
Ecological validity.
Instruments that are “intelligence-fair”.
Uses of multiple measures.
Sensitivity to individual differences, developmental levels, and forms of expertise.
Application of assessment for the student’s benefit.
The Narrational Doorway
Presenting a story or narrative account about the concept in question
Five Doorways For Learning
Logical-quantitative Doorway
Approaching the concept with numerical considerations or deductive and
inductive reasoning process
Foundational Doorway
Explores the philosophical and terminological facets of a concept
Esthetic Doorway
Emphasizing sensory features that appeal to learners who favor an artistic stance.
Experiential Doorway
Hands on approach that deal directly with the materials the embody or convey the
concept.
Project-centered curriculum
•Projects are designed that incorporate a variety of thinking styles
•Assessments are made on a continuous basis
•A “processfolio” is kept on each student to monitor progress and changes in thinking throughout the program
•Students are encouraged to swap roles
•Final assessment is based on ability to “perform or demonstrate” concepts within relevant context
Final exercise
Designing individual-centered project curriculum
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