Michael Hand's interesting analysis of the concept of intelligence crucially depends upon three assumptions: firstly, that there is an ordinary use of the term which, when applied to an individual is perfectly general and not context dependent. Secondly, that this use is best cashed in terms of aptitude. Thirdly, that the aptitude in question is…

Two approaches to the application of psychological theories to education might be referred to as domain-general and domain-specific. The domain-general approach seeks a general theory of cognitive and other skills that apply across subject-matter areas. The domain-specific approach seeks to apply specific theories within given domains, such as…

The notion of general cognitive ability (or "intelligence") is explored and why the time might now be ripe for educators to re-consider the power offered by a general intellectual capacity which is itself amenable to educational influence. We review existing knowledge concerning general intelligence, including the cohabitation of general and…

From his work with brain-damaged patients, Howard Gardner developed a set of criteria for what determines intelligence. From these he identified seven intelligences, including linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal capabilities. An eighth intelligence, the naturalistic ability to…

Debunks several myths that have arisen in schools' misapplication of the author's multiple intelligences (MI) theory. Argues that seven intelligences do not require seven different intelligence tests. An intelligence is a construct, not a domain, discipline, or learning style. MI theory is empirical and compatible with general intelligence theory.…

Howard Gardner's theory of multiple intelligences ignores certain assumptions about the nature, display, and development of intelligence. Instead of determining how many intelligences a child displays, educators must observe the kinds of activities and roles in which the child shows strength. Teachers should organize curricula around the child,…

Over the past 10 or 15 years, gifted education has been transformed. Major changes have occurred in the areas of theory and research, instruction and programming, and consideration of special populations' needs. This theme issue overviews all three areas, focusing on reconceptualized notions of intelligence, alternatives to discontinued pullout…

Discusses misconceptions that half-informed educators might have about the author's theory of multiple intelligences. The seven intelligences are based on explicit criteria and respond to specific real-world content. Educators can assess proficiency, but not intelligence at different tasks. Theories can have infinite numbers of possible…

Howard Gardner's Multiple Intelligence construct is considered from the perspective of its viability in gifted education, especially in comparison with the more traditional Intelligence Quotient-based construct of intelligence. Empirical and theoretical support and contradictory findings are discussed from the literature in cognitive science and…

Counters seven myths about multiple intelligences that have arisen since the author's 1993 book "Frames of Mind" was published with seven complementary "realities." Demonstrates some problematic applications of MI theory in schools and praises three positive applications, including cultivation of desired capabilities, varied…

Indicates that Gardner's "Multiple Intelligences: The Theory in Practice" represents an attempt to incorporate many perspectives and previously published essays in the educational implications of multiple intelligences theory. The article suggests that the book focuses less on schools and more on further development of the theory and…

The article present's Howard Gardner's response to the three preceding commentaries on his book, "Multiple Intelligences: The Theory in Practice." After commenting on some of their specific remarks, the article concludes with a more general discussion of the relationship between psychological theory and educational practice. (SM)

Describes a Saint Louis elementary school's successful application of Howard Gardner's multiple intelligences theory. What began as a discussion of the nature of intelligence has resulted in a revised curriculum, varied instructional techniques, alternative assessment (using a combination of portfolios, progress reports, profiles, demonstrations…

This introductory article examines how intelligence theory influences the way we identify and assess students, our attitudes toward giftedness and gifted students, the models upon which we base our programs and interventions, and many other aspects of gifted education. Past, present, and emerging intelligence theories are discussed. (Contains…

Multiple-intelligences theory (MI) explores how cultures and disciplines shape human potential. Both MI and learning-style theories reject dominant ideologies of intelligence. Whereas learning styles are concerned with differences in the learning process, MI centers on learning content and products. Blending learning styles and MI theories via…