Universidad Capitan General Gerardo Barrios

Faculty of Arts and science

Foreign Language Department





Module III:
Learning Styles and Strategies
Advisor:
Master. Ral Orlando Lpez
Students Name:
Jos Gabriel Meja Mrquez
Career:
Bachelor in English Degree

San Miguel, May 28
th
2014

Multiple Intelligences Summary
In a Nutshell
In Paris at the beginning of the twentieth century, the children of families who have
flocked from the provinces to the city were having problems with their schoolwork.
Mr. Alfred Binet was asked to find a way for measuring the intelligence itself. Binet
succeed, and established the intelligence test, which determines a persons IQ
(Intelligence Quotient, the mental age divided by chronological age multiplied by
100). The IQ test soon reached America; it was consider a scientific tool that was
able to measure someones actual potential intelligence.
This test provides reliable scores of intelligence, and it is used with adults,
teenagers, and children. Because the IQ test determines the cognition also it is
used with handicapped or paralyzed people. There is also sophisticated version of
the IQ test such as: SAT (Scholastic Aptitude Test) then rename as Scholastic
Assessment Test. This SAT measures verbal and mathematical scores in a
ranking where the results are a reflex of individuals intelligence. Gardner call this
Uniform View, in this approach students are seen as equals subjects who must
develop the same cognitive skills in Verbal-Linguistic field and Logical-
mathematical thinking. It sounds fair in one way because, students have the same
opportunities and have to reach an established standard for educative cognition.
Nevertheless, if a student was not able to achieve that standard was considered
was considered cognitive average and no able to succeed on life. IQ SAT were
designed to measure Verbal-Mathematical Cognition.
Gardner presented a new radical point of view, this is a pluralistic view of mind,
and how individuals have different cognitive strengths and contrasting cognitive
styles. This approach is based in the multifaceted view of intelligence. It is called
the Theory of Multiple Intelligences.
Gardner went beyond to the usual vision of intelligence and focused on the
capabilities of the human beings. The idea that an individual is able to play chess,
soccer, or an instrument and achieve success is what Gardner calls intelligence
rather than a natural talent. Human cognitive competence is better described in
terms of a set of abilities, talents, or mental skills (intelligences). Furthermore the
use of these intelligences by separated or in a combination is what make
individuals differ from each other, showing different degrees or kinds of cognition.


What Constitutes an Intelligence?
Operationally, intelligence is defined as the ability to answer items on tests of
intelligence, in short, more you internalize more intelligent you are. On the other
hand, Multiple Intelligences pluralizes the old-fashioned concept, because
according to the theory is a capacity to process any kind of information and also
entails the ability of solving problems or making products for a particular cultural
setting or community.
MI theory makes us differ from other species, for humans the combination of those
abilities allows them success in many fields. No only verbal and mathematical field
as it was commonly believed. Even though those people with brain damage such
as: prodigies, savants, and autistic children can show outstanding skills and
cognition features. These people are unable to maintain verbal communication and
also no use logical decisions and still be considered as intelligent people. For
Gardner. The intelligence is activated or triggered by internal or external
information. Also for Gardner an intelligence is closely attached to a symbol system
which is able to convey forms of information a good examples are language,
picturing, accords (of a musical instrument), math signs, and so on, are very useful
in the development of intelligences. For a common individual it is impossible to
develop one without an accompanying symbol system.

The Original Set of Intelligences
Having set what constitutes a real intelligence, Gardner took into consideration
some of the intelligences that were proposed in the 1980s. Also he presents a
brief biography of a person who in fact succeeded in the development of that given
intelligence and its correspondent abilities. Even though it is important to show how
people master some particular intelligence, these do not operate in isolation,
except in abnormal individuals, intelligences always work together and for an adult
the cognitive performance involve a mixture of several of them. All the data
supports the development and mastery of determined intelligence.

Musical Intelligence
Yehudi Menuhin was exposed to a violins sound at the San Francisco Orchestra.
After that he insisted on a violin and a musical teacher for himself. Menuhins
Musical Intelligence manifested itself even before he had contact with an
instrument; the rapid progress of Menuhin suggests that he was biologically
prepared for a life on music; there is a biological relation to a specific intelligence.
Autistic children or savants, who are not able to communicate verbally, master
musical intelligence as a biological need to express themselves.
Musical skills are not accurate located in the brain. Nevertheless, right hemisphere
is mentioned as the responsible for music, various cultures provide evidence that
music is a universal faculty and is mostly present in all people who likes songs or
rhythms. Even though this intelligence is not consider as an intellectual skill as
mathematics, it certainly qualifies as a cognitive ability.

Bodily Kinesthetic Intelligence
Babe Ruth was playing baseball in his childhood team; he was the catcher and
was making fun of the pitcher, when suddenly his coach made him to pitch. Before
he started to pitch Babe Ruth described that he develop a relationship with the
pitchers mound. It was so easy and natural for him to do that. Nowadays he is
considered one of the best Major Baseball League pitchers. Even though he loved
baseball is pretty clear that he immediately knew what his position was in the court.
In professional soccer teams as Barcelona or Chelsea, some players start in one
position, but, through time they realize they perform better in another.
Control of body movement is located in the motor cortex, with each hemisphere
controlling the contralateral side. The development of Bodily Kinesthetic
Intelligence is a great ability present in all humans and it is an obvious advantage
over other species because, empowers humans to use tools. Bodily Kinesthetic
ability in sports, dancing, or inventing using hands are truly supporting evidence of
cognitive features of Kinesthetic intelligence. Despite we might think that is just our
reflexes and body moving around by separated, the true is that the brain must
enter in action and calculate in a fraction of second where, how, and which part of
the body is going to perform the activity (kick a ball, dance a tango, swing a sword,
and so on). In short everyone who inhabits a human body possesses a remarkable
instrument; professional athletes are good examples of Bodily Kinesthetic
cognition.

Logical Mathematical Intelligence
Barbara McClintock won the Nobel Prize in medicine for her work in microbiology.
Deduction and observation make Barbara the perfect candidate to illustrate the
Logical Mathematical intelligence, this ability is known as scientific thinking.
For individuals who have developed this intelligence the process of problem
solving becomes extremely fast. The person is able to create numerous hypothesis
and variables for each issue that can be taken in account or rejected. Scientific
thinkers who master this intelligence are able to cope with many solutions even
when the problem is not completely articulated. IQ tests provide an excellent
calculation of logical mathematical intelligence. Furthermore, logic is considered
as the Raw Intelligence that everyone should have in order to solve problems.
Individuals with this scientific thinking can easily be familiar with formulas and
numbers as their language code system. In addition to this, the left hemisphere
plays a close role in mathematical decisions; also the frontotemporal lobes are
responsible for logical deduction and parietofrontal lobes for numerical calculation.
People who can be set in this intelligence are Albert Einstein, Isaac Newton, and
Stephen Hawking.

Verbal Linguistic Intelligence
T.S. Eliot at the age of ten was able to create to create a magazine called Fireside,
even though he was the only involved, Eliot could write eight different parts for the
magazine. As logical intelligence, verbal ability depends on the left hemisphere,
more accurate Brocas area that is responsible for grammatical production of
sentences; damage in this area can affect the accurate performance of a language.
Furthermore the ability of recognizing a code system of symbols (alphabet) and
master eloquence during speeches and also understand rules for the production of
a language, are clear evidence of Linguistic Intelligence.
Even deaf children who cannot produce speech are able to recognize a language
symbol system; due to their Brocas area remains intact they can use their
linguistic intelligence in order to express themselves through the use of gestures.
People that are predicators, orators, politicians, teachers, also master the Verbal
Linguistic intelligence.

Spatial Intelligence
Ancient navigators used to sail in the seas without any instrumentation; they only
guided themselves with the positions of the stars to reach their destination.
Nowadays there are gadgets created to specific achieve places around the world
like G.P.S. without any risks. But, some people in Caroline Islands, and some rural
rivers including handcraft fishermen of El Salvador master the Spatial Intelligence
in order to avoid get lost in their boats, spatial problem solving also include:
visualizing objects, animals, people, landscaping, from different angles to be sure
about the space or details.
The posterior region of the right cerebral cortex is responsible for the spatial
processing; a person who faces serious damage in this area would have problems
with orientation, face recognition, and seeing details. Spatial intelligence is pretty
different of visual, blind people also are able to develop this intelligence by having
idea where they are and the objects that surround them, actually by touching them
and making a mental image of those to know the size, shape and the space of the
objects have in the room of the street. Furthermore for a blind person the tactile
modality helps in their spatial intelligence development as the visual modality does
for a seeing person.
Pilots, captains, truck drivers, are a great example of people that have developed
this intelligence because even though they have technology and necessary
devices to navigate they gain experience about how to do without them if they must
to.

Interpersonal Intelligence
Anne Sullivan, a woman barely trained in special education and also nearly blind
performed a remarkable work by training a blind and deaf seven-years-old kid
Helen Keller, even though the custom of the child was improper and even
encourage by the family Sullivan firmly proceeded and no matter how much
tantrums the girl made; Anne stand her foot and the process that continued for
longer was worth. For Sullivan the problem was girls discipline, Anne controlling
the situation without break her spirit. Interpersonal Intelligence builds on a core
capacity to notice distinctions among others in particular, contrasts in their moods,
temperaments, motivations, and intentions. In more advanced forms, this
intelligence permits a skilled adult to read the intentions and desires of others,
even when they have been hidden.
After Anne won Helens love, the behavior change and the girl was able to
communicate and behave herself like an ordinary child. That language miracle was
due to Anne Sullivan. Interpersonal Intelligence rather than an ability of socializing
is a deep understanding of other peoples feeling as Anne Helen case reveled
does not depend of verbal communication is like a bond between two or more
people that trust each other. Frontal lobes play a prominent role in interpersonal
knowledge. People with severe damage such as Picks disease entail a loss of
social bonds skills. The need for group cohesion, organization and a society in
which life increase the value of developing interpersonal intelligence. Religious,
political leaders, salespeople, marketers, teachers, therapists, are some example
of people who have mastered this ability. In early childhood kids tend to make
more social bonds that decrease through adulthood.

Intrapersonal Intelligence
Virginia Wolf wrote an essay called A Sketch of the Past, in which she associated
some events from her past with a metaphor called Cotton Wool of Existence
events that marked her life somehow in positive and negative ways. This example
exactly points out the master of Intrapersonal Intelligence; because evoke the
individuals insights, feelings, memories, self-abilities, and emotions besides that,
the capability of understanding those skills and guide the behavior.
Because of this intelligence is the most private and allow the person to deal with all
former mentioned, and use it in the right way. As The Interpersonal Intelligence,
The Intrapersonal Intelligence can be located in the frontal lobes that are
responsible for personality changes. Damage in this area can produce irritability,
euphoria, indifference, listlessness, apathy and so on. People who are able to
recognize their needs, wants and desires show a great dominance of intrapersonal
intelligence. Autistic children may be not able to relate with others but, instead
express their most deep emotions through music and painting. In short both
interpersonal and intrapersonal have features and problem solving capacities that
have great significance for human beings. Intrapersonal abilities allow individuals
to work and understand themselves and become part of a society.

Newly Identified Intelligences
In the first ten years Gardner was asked to incorporate other intelligences such as:
humor, cooking, and sexual intelligence among others. One of his students points
out that he would not recognize those ones because he lacked of them. A
comment made by an elderly man, Ernest Mayr an authority in evolution theory
during a twentieth century, and the frequent assertion about Spiritual Intelligence
motivate Gardner to consider either naturalistic or spiritual as part of the theory of
multiple intelligences.
Evidence for the existence of natural intelligence is pretty clear. Biologists like
Charles Darwing, E.O. Wilson exceled at identifying and distinguishing one species
from another. These people who have mastered the Naturalistic Intelligence are
able to make distinctions among diverse kinds of plants, animals, mountains, and
ecological stuffs. This ability is not only visual. Blind people use auditory perception
and touch in order to distinguish surroundings. The core capacity of recognizing
species seems to be evolutionary, because ancient humans learned how to hunt
possible preys and avoid predators. Nowadays only few people depend of
naturalistic Intelligence as a way of living, a common individual go to the
supermarket and order food by phone or internet instead of going hunting. Some
studies also provided evidence about people that are able to recognize and interact
with inanimate objects, but fails when they relate with living things and vice versa,
that means we interact pretty differently among objects or tools and living beings.
Biologists, construction workers, hunters, lumberjacks, zookeepers are quite good
examples of Naturalistic Intelligence owners.

Gardners research for true evidence about spirituality resulted in very less proofs.
Nevertheless, for many people the experiences of the spirit is the highest
achievement for mankind. On the other hand scientists cannot take it seriously, for
them spirit and soul concepts are just mysticism, also God and religion.
After one year of research checking evidence for and against the Spiritual
Intelligence Gardner concluded that first a particular intelligence should not be
confounded with an individuals supernatural experience, for example a feeling in
which one person is connected with a higher being or a specific entity in the world;
those feelings are remarkable but no evidence of a developed intelligence. Second
spiritualty is not separated from a belief, religion and God, and of course an
attachment toward a particular faith or sect such as: Catholicism, Protestants,
Jewish, Muslim and so on; these people who belong to these religions consider
themselves as spiritualist beings, and that cannot be considered as intelligence.
However, one feature of spirituality seems a promising candidate. Gardner called
that Existential Intelligence which is described as the intelligence of big questions.
Humans want to know answers about existence such as: why do we live? Why do
we die? Where do we come from? What is love? Among others for Gardner these
questions transcend perception they are too big for being perceived by our five
senses. In early childhood kids are more open to these existential issues due to
their fascination for myths and fairy tale. In brain matters, the inferotemporal lobes
that is particularly crucial for dealing with the Big Questions. However, it is also
possible those existential questions are just part of a broader philosophical mind or
that they are simply the more emotionally laden of the questions that individuals
routinely pose.
Certainly there are individuals such as: philosophers, religious leaders, statesman,
who have mastered and developed Existential Intelligence. Existential issues are
predominant in many cultures in fields like religion, philosophy, art, and folklore.
The Unique Contributions to the Theory
Mankind have developed a set of abilities for solving problems, this research about
MI at the end changed the usual approach of logical and verbal cognition. For that
reason Gardner focused on the outstanding skills developed by different individuals
in diverse fields.
All the intelligences included in the theory were selected through proved evidence
of people who in fact succeed on the fields in which those intelligences are useful.
Without a candidate for each intelligence it would not be possible consider it as a
real one. According to Gardner all these multiple human faculties are independent
from each other. Some people with brain damage can experiment loss of one
faculty while maintain others. Independence among intelligences explains why a
particular individual excel in one determined intelligence but for others is just
average.
Adults roles depend of a combination of intelligences, a task such as play the violin
transcends a reliance on musical intelligence, in order to become a successful
violinist also requires bodily kinesthetic dexterity, the interpersonal intelligence for
dealing with the audience, and perhaps intrapersonal intelligence as well. Dance
requires skills in bodily-kinesthetic, musical, interpersonal, and spatial intelligences
in varying degrees. Politics requires an interpersonal skill, a linguistic facility, and
perhaps some logical
In brief, MI theory leads to three conclusions:
All of us have the full range of intelligences; that is what makes us human
beings, cognitively speaking.

No two individualsnot even identical twinshave exactly the same
intellectual profile because, even when the genetic material is identical,
individuals have different experiences (and identical twins are often highly
motivated to distinguish themselves from one another).

Having a strong intelligence does not mean that one necessarily;
intelligently. A person with high mathematical intelligence ; might use her
abilities to carry out important experiments in physics or create powerful
new geometric proofs; but she might waste these abilities in playing the
lottery all day or multiplying ten-digit numbers in her head.
It is clear that for every cultural role is necessary several intelligences, the common
human being should be seen as a collection of aptitudes and abilities rather than
an individual with just a single problem solving ability that can be measure by IQ
tests. People who dont excel in a particular intelligence may also have a unique
combination of few of them and still be considered as outstanding gifted
individuals.

Conclusion
For Mr. Gardner society may be affected by three biases Westist, Testist, and
Bestist. Westist involves giving importance to western values; logical thinking and
rationality are the most important features. But, these are not the only skills we
should have. Testist suggests a focusing on those human abilities or approaches
that can be easily scored on tests. If an ability cannot be tested it seems no worth
enough to be taken in account. For Gardner is much more important to help people
to find out their strengths rather than raking people in cognition issues. Finally
Bestist which is the use and priority that is given to the logical mathematical
intelligence over other comprehension points of view, it means that people who
excel in this logical thinking are the only ones that should be taken into
consideration for problem solving.
It is of the utmost importance that we recognize and nurture all of the varied human
intelligences and all of the combinations of intelligences. We are all so different
largely because we have different combinations of intelligences. If we recognize
this, I think we will have at least a better chance of dealing appropriately with the
many problems that we face in the world. If we can mobilize the spectrum of
human abilities, not only will people feel better about themselves and more
competent.
In conclusion a single person can excel in one specific intelligence, or in a
combination of them, teachers should be aware of this because they in much or
less measure work with young minds and must help them to develop their
intelligences by using the resources, techniques, and whatever it takes to do it well.