Howard Gardner’s Theory of Intelligence Analysis

Howard Gardner’s Theory of Intelligence Analysis Sophia Ashraf Individual Differences Essay Describe and evaluate the usefulness of Howard Gardner’s theory of intelligence? Intelligence is a highly significant and contested area within psychology. It is an elusive, multi-faceted ability that has close connections with Cognitive Psychology. It is characterised by inter-individual variation and is measured using intelligence tests. Some definitions of intelligence include: the ability to solve problems, retain information and the possession of numerous skills and talents. Howard Gardner, the founder of multiple intelligence theory defines intelligence as ‘a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture’ (Gross, 2010: 645). This definition implies intelligence is a social construction as its definition lies upon the values of a society (Mahoney, 2011). Howard Gardner was born in Pennsylvania in 1943. He has completed studies in neuropsychology and developmental psychology at Harvard University, where he is currently a professor in Cognition and Education. He is also a senior director of the human cognition research group named Harvard Project Zero, and has published several books including Frames of Minds (1953) and ‘The Art and Science of Changing our own and other People’s Minds’ (2004). Gardner was influenced by psychologist Sigmund Freud, Erik Erikson, Jerome Bruner and Jean Piaget. His theory draws on his knowledge and findings from evolutionary biology, anthropology, developmental/cognitive psychology, neuropsychology and psychometrics (Garnett, 2005; Maltby et al, 2010). This essay will describe and evaluate the usefulness of Howard Gardner’s theory of multiple intelligences in the contemporary world. Howard Gardner asserts intelligence is not fixed at birth. It develops through experience and learning. Each person is born with a wide variety of capabilities that reside in separate sections of the brain. In theory, this means that brain damage in one area will leave other cognitive functions intact. Consequently, intelligence is a computer that works more or less well. Gardner worked as an investigator at the Boston University Aphasia Research Centre. He was interested in human faculties under conditions of brain damage and studied children and brain damaged adults. He examined for behaviours which developed at similar ages, were similarly affected by damage to a particular part of the brain and behaviours that interfered with one other when performing two tasks simultaneously (Cooper, 2002; Gardner, 1999). In regards to intelligence, Gardner acknowledges nature providing us with savants and prodigies. One such extraordinary case study is that of a savant called Leslie Lemke, who was born blind and suffered from both mental retardation and cerebral palsy. Despite his illness, he showed incredible skills in playing the piano. At the age of 18, he could listen to a piece of classical piano music and play it back flawlessly. This evidences Howard Gardner’s views that our intelligences are independent as people with signs of brain damage can have extraordinary profiles of intelligence despite their mental illness (Gregory, 2011) Howard Gardner takes a multidimensional approach to intelligence. He identifies nine distinct faculties. The first two are distinguishable from standard IQ tests. These are linguistic and logical- mathematical intelligence. Gardner’s theory incorporates an additional five which are spatial, musical, bodily-kinaesthetic, interpersonal and intrapersonal intelligence. After 1996, he added a further two intelligences to his theory. These comprise of naturalist and existentialist intelligence. Firstly, linguistic intelligence is displaying ability in speaking, writing, listening and reading. This intelligence is crucial for us to make sense of the world and learn new languages. Lawyers, writers, poets and teachers all have high linguistic intelligence. Students with high linguistic intelligence learn best by reading, listening to lectures and taking notes. Secondly, logical-mathematical intelligence is associated with high reasoning capabilities and the skill to carry out complex c alculations. Mathematicians, economists and doctors all possess high logical-mathematical intelligence. It is claimed that the western education system is heavily biased in Gardner’s first two intelligences. This means that only students who excel in these subjects will benefit. Moreover, it should be noted that schools now incorporate design technology subjects into their curriculum to cater for students’ needs (Gardner, 1999; Garnett, 2005; Maltby, 2012). Gardner’s next three intelligences are compatible with the arts. The first is musical intelligence which also entails aspects of linguistic intelligence. Musicians, singers and composers have high musical intelligence as they display great sensitivity to sounds and rhythms. The second faculty linked with the arts is bodily-kinaesthetic intelligence, which involves the use of bodily-movements and physiology to solve problems. These people learn best by adopting a hands-on approach. Strong bodily-kinaesthetic individuals might use muscle memory as an aid to learning. Careers suited to this intelligence include dancers, athletics, mechanics and builders. The third intelligence correlated with the arts is spatial intelligence which is the awareness, recognition and manipulation of space. Navigators, artists, surgeons and chess players all have high spatial intelligence. These people have a good sense of direction and hand eye coordination (ibid). Gardner’s sixth faculty is interpersonal intelligence which involves interaction with others, understanding their intentions and motivations and being able to communicate and work effectively as part of a group. Careers linked with this intelligence involve teachers, politicians and social workers. Mahatma Gandhi famously stressed the importance of understanding others. Alternatively, Gardner’s seventh intelligence which is intrapersonal intelligence is to do with self-reflective capacities. This faculty closely mirrors Daniel Goleman’s Emotional Intelligence theory as it places emphasis on understanding our emotions, goals and motivations in order to solve problems. Careers suited to this intelligence include philosophers and psychologists. Gardner’s eighth ability is naturalist intelligence which incorporates displaying sensitivity to the natural world. Careers linked with this ability include farmers, environmentalists and scientists. Charles Darwin, a prominent person declared himself ‘as a born naturalist’ (Gardner, 1999:48). Lastly, Gardner’s ninth intelligence which is known as existentialist intelligence involves displaying concern with ultimate issues in life such as the meaning of life and death plus the fate of both physical and psychological worlds (Gardner, 1999; Garnett, 2005; Maltby, 2012). Gardner’s multiple intelligence theory is based on two fundamental principles. Firstly, intelligences exist as independent entities that may also require collaboration in order to achieve a task. For example, singing and dancing together entails the amalgamation of both musical and bodily-kinaesthetic faculties. Secondly, Gardner states every individual is unique in their levels of ability. There may be two individuals with musical talent but only one can sing whilst, the other is skilful in playing a musical instrument. This proves intelligence is not the same in any two individuals, not even monozygotic twins who share 100% genetic similarity. This proves, we are all intelligent but in different ways as Gardner claims ‘We are not all the same; we do not all have the same kinds of minds and education works most effectively if these differences are taken into account rather than denied or ignored’ (Gardner, 1999: 91). Gardner asserts intelligence cannot be measure d via IQ test. He proposes the need for empirical observations such as observing a music class and argues this would provide a more valid and detailed picture of musical intelligence (Conti, 2008; Gross, 2010). Gardner’s theory has practicalities within educational institutions. This includes primary, secondary, college and university level. His theory makes an invaluable contribution to the education system. It is egalitarian as it takes into account the entire human cognition. Armstrong (2009) cited in Ghamrawi, 2014) argues the theory is productive since it provides multiple approaches to learning which allows teachers to be imaginative as they can draw on a repertoire of activities within the classroom. Therefore, it is beneficial as it will account for students preferential learning styles such as auditory, visual and kinaesthetic. For instance, teachers can integrate linguistic intelligence by making pupils write a story or read poetry. Similarly, teachers can embrace logical-mathematical intelligence by making students solve puzzles and crosswords. Overall, numerous schools have structured their curriculum towards Gardner’s faculties which signals the value of his theor y (Gardner, 1999; Garnett, 2005; Malim and Birch, 1998). The Harvard Project Zero has researched 41 schools in America applying multiple intelligence theory for at least 3 years. Results show 78% of the schools reporting positive test outcomes, with 63% attributing the improvement to practices inspired by Gardner’s theory. Additionally, 78% reported improved performances by students with learning difficulties and 75% credited the increase to multiple intelligence theory. (Gardner, 1999) These figures support the view that multiple intelligence theory is extremely successful within the education system. Meanwhile, the extent to which the findings can be generalised to other schools worldwide is called into question. This is because the research focussed on a small sample of schools in America and used self-report methodology. This may means the findings suffer from social desirability bias as teachers and students may answer in a way that favours the school’s reputation (Garnett, 2005). The theory’s multi-faceted nature is beneficial to students as it helps them master their preferred disciplines for instance, linguistic intelligence for the poet and bodily-kinaesthetic intelligence for the dancer. Gardner’s multiple intelligence theory has also been embraced by institutions such as museums that have practically integrated Gardner’s criteria with visual, spatial and bodily-kinaesthetic activities for students. Gardner’s theory is equally valid within the workplace as all businesses make use of a mixture of multiple intelligences. For instance, businesses that deal with finance and accounting draw on logical-mathematical intelligence. Likewise, entertainment businesses draw on musical intelligences, linguistic and bodily kinaesthetic intelligences. More importantly, Gardner’s theory is applicable with other species and organisms as rodents have strong spatial intelligence whereas, birds possess outstanding musical intelligence. It m ay well be argued that computers too have multiple faculties as they are extremely effective in multitasking (ibid). Nevertheless, Gardner’s multiple intelligence theory is highly controversial. It is criticised for being extremely flexible. This makes it difficult for researchers to construct a single test that will measure and evaluate all nine faculties. For this reason, the theory has little scientific credibility. It may well be argued that Gardner’s musical and bodily-kinaesthetic intelligences are better viewed as talents as they are not needed in adapting to life demands .Additionally, the theory is proven irrelevant in regards to uniform schooling which believes all pupils should be taught the same subjects in the same manner. In regards to the implementation of Gardner’s theory within the education system, it is disapproved for increasing educators’ workload. Ultimately, Gardner’s theory is criticised since it derives from his own intuitions and findings rather than from comprehensive empirical research (Conti, 2008; Gardner, 1999; Ghamrawi, 2014). In comparison to Gardner’s theory, psychologist Charles Spearman’s theory advocates the notion of a general faculty (g). Spearman administered tests to Hampshire schoolchildren on six areas of ability including mathematical ability, ability to follow complex instructions, visualisation, knowledge of vocabulary, matching colours and musical pitch. He invented factor analysis to analyse the scores and concluded one factor called general ability (g) that determined children’s intellectual performance. His results implied that if a child performed above average on one of the tests, it was more likely that they would perform above average on all other tests. The problem with his study is that intelligent students would have been selected. Gardner was sceptic about Spearman’s single faculty. He proposed the existence of numerous intelligences. Nevertheless, Spearman’s view is regarded as both reductionist and deterministic as it reduces intelligence to a single lump (Mahoney, 2011; Maltby et al, 2010). Alternatively, Robert Sternberg a professor at Yale University came up with the triarchic theory of intelligence. He claims certain mental mechanisms are required for intelligent behaviour. His theory deals with three types of intelligence: componential, experiential and contextual intelligence. Componential intelligence consists of mental mechanisms responsible for intelligence behaviour. The first mechanism is meta-components which are responsible for determining the nature of an intellectual problem, selecting a strategy to resolve the problem and making sure the task is completed. Secondly, performance components are the processes actually involved in solving the problem. Thirdly, knowledge- acquisition components are involved in learning new information. Sternberg’s second ability is named experiential intelligence involves the ability to deal effectively with novel tasks from previous experience (Gregory, 2011; Mahoney, 2011; Maltby, 2010). Lastly, Sternberg’s contextual intelligence involves the adaptation, shaping of a current environment and the selection of a new environment. Kline (1991 cited in Mahoney, 2011) criticises Sternberg’s theory for defining intelligence too broadly. His theory raises the question as to whether intelligence is an ability, personality trait or behavioural style. Nevertheless, the theory has real life applications like Gardner’s theory. For example, an employee who convinces their boss to do things differently has used shaping to alter the work environment. Sternberg’s theory is more credible than Gardner’s as he has devised The Sternberg Triarchic Abilities Test to validate his theory. Both Sternberg and Gardner agree that intelligence is a complicated phenomenon that cannot be measured by any single intelligence test (Gregory, 2011; Mahoney, 2011; Maltby, 2010). In conclusion, Gardner’s theory of multiple intelligences is both highly valued and also contentious within the contemporary world. In relation to his criteria of intelligences, many may argue there are several others intelligences that Gardner has failed to consider for instance cooking intelligence, humour intelligence, spiritual intelligence and many more. Whether researchers consider Gardner’s theory as useful or not depends on their definition and interpretation of intelligence. This will also depend on whether the individual considers intelligence as singular or plural (Gardner, 1999).

High School and Republic High Books Essay

Ms. P Andy Lau Argumentative Essay Censorship is the government is control the media, censorship can used to control or protect people. Some groups feel that books with objectionable material should be censored for many different reasons,such as sexual content,against a religion ,bad language,racism violence. I believe that books shouldn’t be censored because we have the right to read it,and it depends on your own personality. Therefore I intend to prove that the banning of books in schools is completely unjustified. In Fahrenheit 451,There is a old women in the story,she is willing to die to not leave her books. It shows that books are so important to us, and our society that she was willing to die rather than give them up,also the character Guy Montag is curious to read those books,she quitted his job for those books. In the article â€Å"You have insulted me â€Å" by kurt Vonnegut. He is angry because his books got burned by the school board. †That’s because people speak coarsely in real life†this shows people speak bad word in real life,so why can’t books have bad words. Both the article supports my opinion that book shouldn’t be banged from high school. †Two books pulled form Republic school library shelves†this article is two of the three Republic High books singled out in a public complaint last year will now removed from the school curriculum and library. Those three books are â€Å"Speak†by Laurie Halse Anderson. Kurt Vonnegut’s†Slaughterhouse Five†and Sarh Ockler’s â€Å"Twenty Boy Summer†. And they didn’t banned â€Å"Speak†because it didn’t describe sex so much,and it has a good message. Also they just banned those books in classroom,students can still read it in library and independence reading . The second article is talking about parents and school districts have debated what books are appropriate for a school library collection and what books should be banned. ACLU didn’t ban books because they say its against the First Amendment . also they said†You clearly can’t remove a book because you disagree with the ideas in them†,this shows books shouldn’t get banned . We have to see different face of books ,bad way and good way. I believe that books should not be censored because books can send us good messages and our imaginary . It also depends on your own personality,if we have a evil mind ,we could only see the evil thing in the books,if we are normal human,we suppose to able to learn something form books,so I am sure that banning of books in schools is completely unjustified.

Comparison of Batteries

Lead Acid Cell vs. Button Cell Lead acid cells were invented in 1859 by the French Physicist Gaston Plante, and are the oldest types of rechargeable batteries. These types of batteries typically weigh at 5kg, but can range from half a kilogram to over 30 kilograms on the consumer market. Though their chemistry means a very low energy-to-weight and energy-to-volume ratio in comparison to other modern batteries, their ability to supply high surge currents means that the cells maintain a large power-to-weight ratio.This makes them highly desirable for use in large appliances such as motor vehicles, which require the high current provided by this type of battery. In comparison, Button cells are much smaller than lead acid cells. Button cells are shaped as small, squat cylinders usually 5 to 22mm in diameter and between 1 to 6mm in height and weigh little over several grams. The voltage and current produced by these batteries are small and steady, and these properties make them very suita ble for powering small portable electronic devices such as wrist watches, pocket calculators, hearing aids, and sometimes pacemakers.These batteries are usually not rechargeable, and last a long time, though lifespan depends on chemical composition and use. Chemistry Lead acid calls use a chemical reaction in order to produce a voltage between the output terminals. The battery contains two plates, and the discharge process is driven by the conduction of electrons from the negative plate back into the cell at the positive plate. All lead acid sells use Lead Sulfate in their reactions. These chemicals were originally contained as a liquid, but a technique has now been developed in which a gel electrolyte is used, preventing leakage.Negative plate reaction: Pb(s) + HSO? 4(aq) > PbSO4(s) + H+(aq) + 2e- Positive plate reaction: PbO2(s) + HSO? 4(aq) + 3H+(aq) + 2e- > PbSO4(s) + 2H2O(l) Overall reaction: Pb(s) + PbO2(s) + 2H2SO4(aq) > 2PbSO4(s) + 2H2O(l) Button cells are single cells, and are Primary cells, being not rechargeable. Button cells have both an Anode and Cathode separated by a separator contained within a metal â€Å"can†. Common anode materials are zinc or lithium, and there are a range of cathode materials, including manganese dioxide, silver oxide, and cupric oxide.Of notable mention is the mercuric oxide button cell, which was banned due to the toxicity and environmental hazard of mercury. Reaction between silver oxide (cathode) and zinc (anode): Zn + Ag2O ZnO + 2Ag These batteries are dry batteries, and are created with the ideal of a long lifetime. As such, they rarely leak if ever, and boast a steady electricity production over a long period of time. Both Lead acid cells and button cells rely on chemical reactions for the production of their energy.However, where a lead-acid cell would typically use an anode and cathode within a liquid or gel medium, button cells use solid anode and cathodes which react with each other through a separator. T his reflects their uses; where the chemistry of a lead acid battery allows it to produce large amounts of electricity in surges as needed to start appliances such as motor vehicles, the chemistry of Button cells allows for a slow and steady release of small amounts of charge. Cost and Practicality As was reflected upon under the chemistry subtitle, the batteries have been designed, and retain their designs, to specifically fit their uses.Though the size of the lead acid batteries does not allow for the powering of small portable devices such as watches, it maintains its usefulness in larger appliances and uses such as motor vehicles, which require a large amount of electrical energy to start up, but does not require a steady flow of energy. This is reflected in the property of these batteries being able to release large surges of energy. As these are designed for long use and provide large power, the cost for these are quite high, ranging from $100 to $300 each.In comparison, the bu tton cell battery is used for very small applications such as wrist watches and hearing aids. This is reflected in their small, convenience, and ability to provide a long lasting, steady flow of energy. However, this means that they are unable to supply large amounts of energy at a time, and are therefore unfit for use in industry and larger appliances such as motor vehicles. The cost of these batteries is much cheaper than that of the large, lead acid batteries, rarely coming up to above a few dollars. Impact on SocietyBatteries have had a large impact on society since their invention. In particular, lead acid batteries were among the first to be invented. These batteries have had a major impact on society; They have allowed for the powering of motor vehicles, which have become a major component in the lives of many living in developed cities. Though an older model of battery, these batteries continue to hold significant impact on society even today. In comparison, button cells pow er small, handheld portable appliances such as watches and hearing aids.This is asignificant difference from the impact of lead acid batteries. However, both batteries have impacted the life of many in developed societies, generally making life easier, and more convenient for all. Environmental impact Lead acid batteries are extremely hazardous to the environment. Lead is a hazardous metal, and poisonous to both environments and animals, and humans are not excepted. Though the use of lead in batteries is usually very controlled, the production of it is not; of three plants in Australia, two have required strict non-residential zones of 2-3 km.This implies that though all safety precautions are being taken, there is still a danger of contamination and danger to the environment. In comparison, button cells are much safer. Though non rechargeable, their recyclability means the mining of the metals used in batteries is reduced to a minimum. However, the environmental impact of these mat erials is determined by the actual materials used. This was reflected upon in the past, when mercuric oxide batteries were banned for the toxicity and environmental damage caused by mercury. References ttp://www. powerstream. com/Size_SLA. htm http://hyperphysics. phy-astr. gsu. edu/hbase/electric/leadacid. html http://en. wikipedia. org/wiki/Lead%E2%80%93acid_battery#Electrochemistry http://en. wikipedia. org/wiki/Silver-oxide_battery http://batteryuniversity. com/learn/article/types_of_battery_cells http://science. howstuffworks. com/electric-battery-info1. htm http://electrochem. cwru. edu/encycl/art-b02-batt-nonr. htm http://en. wikipedia. org/wiki/Button_cell#Properties_of_different_types http://www. lead. org. au/lanv3n2/lanv3n2-5. html

Essay about John Gotti - 2186 Words

John Gotti If ever there was an incubator for crime it was the Italian Harlem tenements of the South Bronx. In one of those crowded dirty apartments, a young John Gotti seeked an impoverished existence with his parents and eleven sisters and brothers. His father rarely worked and then, only at menial jobs, risking the money that the family did have on gambling. Eventually the family moved to central Brooklyn, which was known as East New York. In East New York, for a poor boy like John Gotti with nothing in the way of prospects, the Cosa Nostra represented something to which he could realistic aspire to gain the power and respect he craved. He started as many young boys did, running errands for the gangsters,†¦show more content†¦With both Fatico and Dellacroce in the slammer, John Gotti was handed a lot of new responsibilities. For one thing, he gained incredible visibility by reporting directly to Carlo Gambino while Fatico was in jail. Before that opportunity, Carlo did not particularly value Gottis crowd in Ozone Park. To the sophisticated Carlo, they were just a bunch of hotheaded thugs. This was a chance for Gotti to show himself in a different light. Gotti brought home to the Ozone Park crowd Carlos prohibition on drug dealing. But the warnings fell on deaf ears. Many of the men very close to Gotti were dealing and using heroin and cocaine. But Gotti kept the faith by warning them: If youre dealin, youre f..kin playin with fire, and if you get caught, youre f..kin dead. Through Neil Dellacroce, Gotti and his Ozone Park boys had a chance to vastly improve their status under Carlo. Carlo had lost a nephew in 1973 to a kidnapper who collected the $100K ransom and then murdered the boy. Gotti was given the opportunity to get revenge for Carlo. The kidnapper was a man named James McBratney. 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