Human’s fascination with intelligence and attempting to measure it is ancient, with intelligence tests being administered in China over four thousand years ago. (Kane and Brand, 2003). Spearman’s theory of general intelligence (g) is one of the few theories that has stood the test of time and been supported by subsequent researchers (Gottfredson, 2003). It suggests that intelligence is due to one general ability or function (g) which predicts success in school and life (Spearman, 1904). The more recent Theory of Multiple Intelligences (Gardner, 1983) completely opposes this, proposing over seven modalities of intelligence.
Introduction What is intelligence? I think everyone is very curious how intelligent you are. Intelligence is about how you learn from your own experience, how you understand new and complicated ideas, how you solve the obstacles, how you apply what you have learn with one’s environment and many others aspects. Intelligence normally can be divided into two main parts which are traditional intelligence and modern intelligence. Traditional intelligence can be divided into seven main components which included inductive reasoning, memory, numerical acuity, spatial perception, perceptual speed, verbal comprehension and word influence.
Throughout the decades, intelligence theories have been a subject of debate within the education psychology field of study. Numerous researchers have suggested varying forms of intelligence from an overall ability to a wide range of skills and talents (Waterhouse, 2006). One of the major theories in psychology is the multiple intelligence theory (MIT) introduced by Howard Gardner. In 1983, Howard suggested it in one of his books, Frames of Mind. According to Gardner, human intelligence involves a configuration of several complementary abilities in an individual (Owens & Valesky, 2011).
Scholars who propose intelligent design try to evade the topic of God and the Holy Bible, and instead present it as a scientific hypothesis. Science involves gathering of empirical facts which are subject to critical reasoning based on the evidence they present to form a hypothesis. Moreover, for a theory to be scientific it has to be consistent and sparing in its explanations. The theory should describe and explain an observed phenomenon which should be subject to test and falsification. It should also be progressive as to continue previous theories (Fuller, 2007).
. Over these past few weeks, we have read and analyzed the writings of several authors who discuss the topics of intelligence and education, and how knowledge can lead to freedom in various ways. Two of the authors we’ve reviewed are Carol Dweck and Howard Gardner. While each author researched different aspects of intelligence in education, both authors support the idea that having at least some autonomy in education is beneficial to students. These are notable scientists, and while I would never presume to discredit their research, my personal experiences with student-guided education have led me to believe that the way these theories are put into practice often harm students rather than benefit them.
The main points of the book are referring to the components of emotional intelligence, anatomy of the brain, emotional intelligence vs. IQ, emotions in marital life and teaching emotional intelligence. Feelings and emotions dominate our behaviour and I observed it also in mine. After, I took a course of reading faces
Predictive success is cited as an important indicator of validity of theory and lastly the ways to develop management theory and to make it interesting are being explained. WHAT THEORY IS? A theory is purely different from categorization of data-whether qualitative or quantitative, typologies and metaphors. Typologies and metaphors do not discuss and explain how and why while theory explains the underlying assumptions by using logic and causal arguments. Theory answers the queries about why events, thoughts and acts occur.
There are several theories of Intelligence ranging from whether intelligence should be measured by one test or whether one can measure intelligence in several tests. Intelligence has been defined as the ability to learn from experience, solve problems, and use knowledge to adapt to new situations. Since the surroundings we live in affect our experiences, then our intelligence naturally has to vary across cultures and time. Learning from our experiences and solving problem while living in the heat of Dubai for example will require different skills and knowledge for optimal living to someone living in the Amazon rain forest where they may have to understand the medicinal qualities of local plants. One of the ways to understand intelligence is to compare and contrast the historical and contemporary
It was first published in his book ‘Frames of Mind : The theory of Multiple Intelligence. (1983)’ Gardner challenged the notion of ‘g’ and gave a broad base to the concept of intelligence and its measurement by providing a multiple frame. He asserted that human intelligence can be best described as a set of individual’s multiple abilities related to a multiple number of domains of knowledge in a particular cultural setting .Elaborating his pluralistic view of intelligence he concluded that there are nine types of intelligence and each one is relatively autonomous and capable of functioning independently of the others. They are Linguistic, Logical-mathematical, Spatial, Musical, Bodily-Kinaesthetic, Interpersonal, Intra-personal, Naturalistic, Existential etc.. Linguistic Intelligence is responsible for all kinds of linguistic competence –abilities which can be best broken down into components like syntax, semantics, pragmatics, written or oral expression and understanding. This type of intelligence is most visible in lawyers, lecturers, writers and