Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-gbm5v Total loading time: 0 Render date: 2024-12-18T18:50:25.718Z Has data issue: false hasContentIssue false

27 - The Theory of Multiple Intelligences

from Part VI - Kinds of Intelligence

Published online by Cambridge University Press:  13 December 2019

By
Mindy L. Kornhaber
Edited by
Robert J. Sternberg
Robert J. Sternberg
Affiliation:
Cornell University, New York
Get access

Summary

The theory of multiple intelligences (MI) was set forth in 1983 by Howard Gardner. The theory holds that all individuals have several, relatively autonomous intelligences that they deploy in varying combinations to solve problems or create products that are valued in one or more cultures. Together, the intelligences underlie the range of adult roles found across cultures. MI thus diverges from theories entailing general intelligence, or g, which hold that a single mental capacity is central to all human problem-solving and that this capacity can be ascertained through psychometric assessment. This chapter presents the evidence and criteria used to develop MI, clarifies misconceptions about the theory, and examines critiques of the theory. It considers Einstein’s typology of scientific theories through which it is possible to understand MI as a “constructive theory.” It then examines issues of assessment entailing MI and educational applications of the theory.

Keywords

the theory of multiple intelligencesdisciplinary understandingauthentic assessmentprofiles of intelligenceconceptions of scientific theorieseducational applications of theories of intelligence
Type
Chapter
Information
The Cambridge Handbook of Intelligence , pp. 659 - 678
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Almeida, L. S., Prieto, M. D., Ferreira, A. I., Bermejo, M. R., Ferrando, M., & Ferrándiz, C. (2009). Intelligence assessment: Gardner multiple intelligence theory as an alternative. Learning and Individual Differences, 30(3), 225–230.Google Scholar
Armstrong, T. (2017). Multiple intelligences in the classroom (4th ed.). Alexandria, VA: ASCD.Google Scholar
Barnett, S. M., Ceci, S. J., & Williams, W. M. (2006). Is the ability to make a bacon sandwich a mark of intelligence?, and other issues: Some reflections on Gardner’s theory of multiple intelligences. In Schaler, J. (Ed.), Howard Gardner under fire: The rebel psychologist faces his critics (pp. 95–114). Chicago: Open Court.Google Scholar
Binet, A., & Simon, T. (1916/1973). The development of intelligence in children. (The Binet-Simon Scale) (trans. Elizabeth S. Kite). New York: The Arno Press.Google Scholar
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C.S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263.CrossRefGoogle ScholarPubMed
Brody, N. (2006). Geocentric theory: A valid alternative to multiple intelligences. In Schaler, J. (Ed.), Howard Gardner under fire: The rebel psychologist faces his critics (pp.73–94). Chicago: Open Court.Google Scholar
Callahan, C. M., Tomlinson, C. A., Moon, T. R., Tomchin, E. M., & Plucker, J. A. (1995). Project START: Using a multiple intelligences model in identifying and promoting talent in high-risk students (RM 95136). Charlottesville: University of Virginia, National Research Center on the Gifted and Talented.Google Scholar
Callahan, R. (1962). Education and the cult of efficiency. Chicago: University of Chicago Press.Google Scholar
Campbell, L., Campbell, B., & Dickenson, D. (2003). Teaching and learning through multiple intelligences. Boston: Allyn & Bacon.Google Scholar
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York: Cambridge University Press.Google Scholar
Castejón, J. L., Perez, A. M., & Gilar, R. (2010). Confirmatory factor analysis of Project Spectrum activities. A second-order g factor or multiple intelligences? Intelligence, 38(5), 481–496.Google Scholar
Chen, J.-Q., Isberg, E., & Krechevsky, M. (1998). Project Zero frameworks for early childhood education: Volume 2, Project Spectrum early learning activities. New York: Teachers College Press.Google Scholar
Chen, J.-Q, Krechevsky, M., Viens, J., & Isberg, E. (1998). Building on children’s strengths: The experience of Project Spectrum. New York: Teachers College Press.Google Scholar
Chen, J.-Q., Moran, S., & Gardner, H. (2009). Multiple intelligences around the world. San Francisco: Jossey-Bass.Google Scholar
Davis, K., Christodoulou, J., Seider, S., & Gardner, H. (2011). The theory of multiple intelligences. In Sternberg, R. J. & Kaufman, S. B. (Eds.), Cambridge handbook of intelligence. Cambridge, UK: Cambridge University Press.Google Scholar
Demetriou, A., & Sanoudis, G. (2017). From cognitive development to intelligence: Translating developmental mental milestones into intellect. Journal of Intelligence, 5(3), 30. https://doi.org/10.3390/jintelligence5030030CrossRefGoogle ScholarPubMed
Erickson, F., & Gutierrez, K. (2002). Culture, rigor, and science in educational research. Educational Researcher, 31(8), 22–24.CrossRefGoogle Scholar
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.Google Scholar
Gardner, H. (1991). The unschooled mind. New York: Basic Books.Google Scholar
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.Google Scholar
Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77, 200–203, 206–209.Google Scholar
Gardner, H. (1999a). Intelligence reframed: Multiple intelligences for the 21st Century. New York: Basic Books.Google Scholar
Gardner, H. (1999b). The disciplined mind: What all students should understand. New York: Simon & Schuster.Google Scholar
Gardner, H. (2006a). Multiple intelligences: New horizons. New York: Basic Books.Google Scholar
Gardner, H. (2006b). Replies to my critics. In Schaler, J. (Ed.), Howard Gardner under fire: The rebel psychologist faces his critics (pp. 277–344). Chicago: Open Court.Google Scholar
Gardner, H. (2009). Birth and the spreading of a “meme.” In Chen, J. Q., Moran, S., & Gardner, H. (Eds.). Multiple intelligences around the world (pp. 3–16). San Francisco: Jossey-Bass.Google Scholar
Gardner, H. (2011a). Multiple intelligences: The first thirty years. In Gardner, H. (Ed.), Frames of mind: The theory of multiple intelligences (3rd ed., pp. ix–xxv). New York: Basic Books.Google Scholar
Gardner, H. (2011b). Truth, beauty, and goodness: Educating for the virtues in the age of truthiness and Twitter. New York: Basic Books.Google Scholar
Gardner, H. (2013). Multiple intelligences are not learning styles. Washington Post, October 16. https://washingtonpost.com/news/answer-sheet/wp/2013/10/16/howard-gardner-multiple-intelligences-are-not-learning-styles/?noredirect=on&utm_term=.018cc5ae35c8Google Scholar
Gardner, H. (2015). Espacio de Pensamiento e Innovación Educativa (Space for Thinking and Educational Innovation). https://howardgardner01.files.wordpress.com/2015/10/12070suplemento-eniac.pdfGoogle Scholar
Gardner, H. (2018). “Why are you doing that research?” https://howardgardner.com/category/life-long-learning-a-blog-in-educationGoogle Scholar
Gardner, H., & Davis, K. (2013). The app generation: How today’s youth navigate identity, intimacy, and imagination in a digital world. New Haven, CT: Yale University Press.Google Scholar
Gardner, H., & Hatch, T. (1989). Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4–10. https://doi.org/10.3102/0013189X018008004Google Scholar
Gardner, H., Ling, K., Flamm, L., & Silverman, J. (1975). Comprehension and appreciation of humor in brain-damaged patients. Brain, 98, 399–412.Google Scholar
Gardner, H., & Moran, S. (2006). The science in multiple intelligences: A response to Lynn Waterhouse. Educational Psychologist, 41, 227–232.Google Scholar
Gardner, H., & Wolf, D. (1983). Waves and streams of symbolization. In Rogers, D. R. & Sloboda, J. A. (Eds.), The acquisition of symbolic skills. London: Plenum Press.Google Scholar
Gardner, H., Zurif, E. B., Berry, T., & Baker, E. (1976). Visual communication in aphasia. Neuropsychologia, 14, 275–292.Google Scholar
Ginsburg, A., & Smith, M. S. (2016). Do randomized controlled trials meet the gold standard? Washington, DC: American Enterprise Institute.Google Scholar
Gottfredson, L. S. (1997). Mainstream science on intelligence: An editorial with 52 signatories, history, and bibliography. Intelligence, 24, 13–23.Google Scholar
Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.Google Scholar
Hatch, T. (1997). Getting specific about multiple intelligences. Educational Leadership, 54(6), 26–29.Google Scholar
Hauser, R. M. (2010). Causes and consequences of cognitive functioning across the life course. Educational Researcher, 9, 95–109. https://doi.org/10.3102/0013189x10363171Google Scholar
Hearne, D., & Stone, S. (1995). Multiple intelligences and underachievement: Lessons from individuals with learning disabilities. Journal of Learning Disabilities, 28(7), 439–448.CrossRefGoogle ScholarPubMed
Hernández-Torrano, D., Ferrándiz, C., Ferrando, M., Prieto, L., & Fernández, M.C. (2014). The theory of multiple intelligences in the identification of high-ability students. Anales de Psicología, 30(1). http://dx.doi.org/10.6018/analesps.30.1.148271Google Scholar
Herrnstein, R., & Murry, C. A. (1994). The bell curve: Intelligence and class structure in American life. New York: Free Press.Google Scholar
Hoerr, T. (2000). Becoming a multiple intelligences school. Alexandria, VA: ASCD.Google Scholar
Howard, D. A. (2017). Einstein’s philosophy of science. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy. https://plato.stanford.edu/archives/fall2017/entries/einstein-philscienceGoogle Scholar
Jensen, A. R. (1969). How much can we boost IQ and scholastic achievement. Harvard Educational Review, 39(1), 1–123. https://doi.org/10.17763/haer.39.1.l3u15956627424k7Google Scholar
Jensen, A. R. (1998). The g factor: The science of mental ability. Westport, CT: Praeger.Google Scholar
Jensen, A. R. (2008). Review of “Howard Gardner under fire: The rebel psychologist faces his critics.” Intelligence, 36(1), 96–97.Google Scholar
Kallenbach, S., & Viens, J. (2002). Open to interpretation: Multiple intelligences theory in adult literacy education. Cambridge, MA: National Center for the Study of Adult Learning and Literacy, Harvard Graduate School of Education.Google Scholar
Kanazawa, S. (2010). Evolutionary psychology and intelligence research. American Psychologist, 65(4), 279–289. https://doi.org/10.1037/a0019378Google Scholar
Kolb, R. (2017). Sensations of sound: On deafness and music. New York Times, November 3. https://nytimes.com/2017/11/03/opinion/cochlear-implant-sound-music.htmlGoogle Scholar
Kornhaber, M. L. (2004). Multiple intelligences: From the ivory tower to the dusty classroom – But why? Teachers College Record, 106(1), 67–76.Google Scholar
Kornhaber, M. L. (2009). What’s policy got to do with it? A policy perspective on the theory of multiple intelligences. In Chen, J., Moran, S., & Gardner, H. (Eds.), Multiple intelligences around the world (pp. 374–385). San Francisco: Jossey-Bass.Google Scholar
Kornhaber, M. L, Fierros, E. G., & Veenema, S. A. (2004). Multiple intelligences: Best ideas from research and practice. Boston: Allyn & Bacon and Pearson.Google Scholar
Kornhaber, M. L., & Krechevsky, M. L. (1995). Expanding definitions of teaching and learning: Notes from the MI underground. In Cookson, P. & Schneider, B. (Eds.), Transforming schools. New York: Garland.Google Scholar
Krechevsky, M. (1998). Project Zero frameworks for early childhood education: Volume 3, Project Spectrum preschool assessment handbook. New York: Teachers College Press.Google Scholar
Kunkel, C. (2009). The world’s first multiple intelligences school. In Chen, J.-Q., Moran, S., & Gardner, H. (Eds.), Multiple intelligences around the world. San Francisco: Jossey-Bass.Google Scholar
Maker, C. J. (2005). The DISCOVER Project: Improving assessment and curriculum for diverse gifted learners. Storrs: The National Research Center on the Gifted and Talented, University of Connecticut.Google Scholar
Neisser, U., Boodoo, G., Bouchard, T. J., Boykin, A. W., Brody, N., Ceci, S. J., et al. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51, 77–101.Google Scholar
Nguyen, T. T. (2000). Differential effects of a multiple intelligences curriculum on student performance, Unpublished doctoral dissertation, Harvard University.Google Scholar
Nicolini, P. (2011). How to assess intelligences through the observational method: The Italian experience. Procedia Social and Behavioral Sciences, 11, 87–91. https://doi.org/10.1016/j.sbspro.2011.01.039Google Scholar
Nicolini, P., Alessandri, G., & Bilancioni, G. (2010). Web-Ob for multiple intelligences observation. Procedia Social and Behavioral Sciences, 2(2), 728–732. https://doi.org/10.1016/j.sbspro.2010.03.092Google Scholar
Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.Google Scholar
Piaget, J. (1983). Piaget’s theory. In Mussen, P. (Ed.), Handbook of child psychology, vol. 1. New York: John Wiley.Google Scholar
Pienaar, H. C., Nieman, M. M., & Kamper, G. D. (2011). Implementing a teaching approach based on the multiple intelligence theory in a South African school: A case study. Journal of Africa Education Review, 2, 267–285. https://doi.org/10.1080/18146627.2011.603235Google Scholar
Plucker, J. A., Callahan, C. M., & Tomchin, E. M. (1996). Wherefore art thou, Multiple Intelligences? Alternative assessments for identifying talent in ethnically diverse and low income students. Gifted Child Quarterly, 40(2), 81–91.Google Scholar
Sahl-Madsen, C., & Kyed, P. (2009). The explorama. In Chen, J.-Q., Moran, S., & Gardner, H. (Eds.), Multiple intelligences around the world (pp. 169–183). San Francisco: Jossey-Bass.Google Scholar
Sajjadi, P., Vlieghe, J., & De Troyer, O. (2017). Exploring the relation between the theory of multiple intelligences and games for the purpose of player-centred game design. Electronic Journal of E-Learning: EJEL, 15(4), 320–334.Google Scholar
Schaler, J. A. (Ed.) (2006). Howard Gardner under fire: The rebel psychologist faces his critics. Chicago: Open Court.Google Scholar
Shearer, C. B. (2007). The MIDAS: Professional manual (rev. ed.). Kent, OH: MI Research and Consulting.Google Scholar
Shearer, C. B. (2012). An inter-rater reliability study of a self-assessment for the multiple intelligences. International Journal of Psychological Studies, 4(3), 131–138.Google Scholar
Shearer, C. B. (2018). Multiple intelligences in teaching and education: Lessons learned from neuroscience. Journal of Intelligence, 6(3), 38. https://doi.org/10.3390/jintelligence6030038Google Scholar
Sorjonen, K., Hemmingsson, T., Deary, I. J., & Bo, M. (2013). Intelligence moderates how education mediates the effect of social background on own attained occupational position. Intelligence, 41(5), 529–536.Google Scholar
Spearman, C. (1904). General intelligence, objectively determined and measured. American Journal of Psychology, 15, 201–293.Google Scholar
Spearman, C. (1923). The nature of “intelligence” and the principles of cognition. London: MacMillan.Google Scholar
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge: Cambridge University Press.Google Scholar
Sternberg, R. J. (2012). Intelligence. Wiley Interdisciplinary Reviews: Cognitive Science, 3, 501–511. https://doi.org/10.1002/wcs.1193Google Scholar
Sternberg, R. J., Castejón, J. L., Prieto, M. D., Hautamäki, J., & Grigorenko, E. L. (2001). Confirmatory factor analysis of the Sternberg Triarchic Abilities Test in three international samples: An empirical test of the triarchic theory of intelligence. European Journal of Psychological Assessment, 17(1), 1–16CrossRefGoogle Scholar
Sternberg, R. J., & Detterman, D. K. (Eds.) (1986). What is intelligence? Norwood, NJ: Ablex.Google Scholar
Takahashi, J. (2013). Multiple intelligence theory can help promote inclusive education for children with intellectual disabilities and developmental disorders: Historical reviews of intelligence theory, measurement methods, and suggestions for inclusive education. Creative Education, 4(9), 605–610.Google Scholar
Terman, L. M. (1916). The measurement of intelligence: An explanation of and a complete guide for the use of the Stanford revision and extension of the Binet-Simon intelligence scale. Boston: Houghton Mifflin.Google Scholar
Thurstone, L. L. (1938). Primary mental abilities. Chicago: University of Chicago Press.Google Scholar
van der Ploeg, P. (2016). Multiple Intelligences and pseudo-science. https://academia.edu/24174224/Multiple_intelligences_and_pseudo-_scienceGoogle Scholar
Visser, B. A., Ashton, M. C., & Vernon, P. A. (2006). Beyond g: Putting multiple intelligences theory to the test. Intelligence, 45(5), 487–502.Google Scholar
Vouloumanos, A., & Werker, J. F. (2007). Listening to language at birth: Evidence for a bias for speech in neonates. Developmental Science, 10(2), 159–164. https://doi.org/10.1111/j.1467–7687.2007.00549.Google Scholar
Wapner, W., Judd, T., & Gardner, H. (1978). Visual agnosia in an artist. Cortex, 14, 343–364.Google Scholar
Waterhouse, L. (2006a). Multiple intelligences, the Mozart effect, and emotional intelligence: A critical review. Educational Psychologist, 41, 207–225.Google Scholar
Waterhouse, L. (2006b). Inadequate evidence for multiple intelligences, Mozart effect, and emotional intelligence theories. Educational Psychologist, 41(4), 247–255.Google Scholar
White, J. (2006). Multiple invalidities. In Schaler, J. (Ed.), Howard Gardner under fire: The rebel psychologist faces his critics (pp. 45–71). Chicago: Open Court.Google Scholar
Willingham, D. T. (2004). Reframing the mind. Education Next, 4(3), 19–24.Google Scholar
Zhang, L.-F. (2011). The developing field of intellectual styles: Four recent endeavours. Learning and Individual Differences, 21, 311–318.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×