Charles Spearman and Howard Gardner Theories of Intelligence

Measuring only "g" as a sign of intelligence fails to recognize that divers(prenominal) types of intelligences exist in students who achieve and do. Such standardized assessments and "g" specifically have been totally rejected by Howard Gardner (1993, 8) in his theory of "multiple intelligences." Gardner's general definition of intelligence is not radical. He defines it as linked to the central notion of problem-solving skills which modify an individual to resolve genuine problems or difficulties that he or she faces and when appropriate to create an effective product, laying the groundwork for the accomplishment of new k at one timeledge. His view be

Gardner, H. (1993). The uneducated Mind: How Children Think and How Schools Should Teach. New York: Basic Books.

Today's psychology not only views standardized tests as biased, being designed to taproom only specific aspects of intelligence. Many standardized tests used to organize the "g" factor of intelligence require knowledge acquire outside of classroom environments, often disadvantaging students of poor socioeconomic backgrounds. Likewise, psychologists now believe that intelligence measures encompass a variety of different types of intelligences and capacities not measured by Spearman's "g" factor. Gardner's seven plain intelligences - linguistic, musical, logical-mathematical, spatial
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