Multiple Intelligences... is any other???

Are there additional intelligences? 

Since Howard Gardner's original listing of the intelligences in Frames of Mind (1983) there has been a great deal of discussion as to other possible candidates for inclusion (or candidates for exclusion). Subsequent research and reflection by Howard Gardner and his colleagues has looked to three particular possibilities: a naturalist intelligence, a spiritual intelligence and an existential intelligence. He has concluded that the first of these 'merits addition to the list of the original seven intelligences' (Gardner 1999: 52).

Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment. It 'combines a description of the core ability with a characterization of the role that many cultures value' (ibid.: 48).
The case for inclusion of naturalist intelligence appears pretty straightforward, the position with regard to

spiritual intelligence is far more complex. According to Howard Gardner (1999: 59) there are problems, for example, around the 'content' of spiritual intelligence, its privileged but unsubstantiated claims with regard to truth value, 'and the need for it to be partially identified through its effect on other people'. As a result:

It seems more responsible to carve out that area of spirituality closest 'in spirit' to the other intelligences and then, in the sympathetic manner applied to naturalist intelligence, ascertain how this candidate intelligence fares. In doing so, I think it best to put aside the term spiritual, with its manifest and problematic connotations, and to speak instead of an intelligence that explores the nature of existence in its multifarious guises. Thus, an explicit concern with spiritual or religious matters would be one variety - often the most important variety - of an existential intelligence.

Existential intelligence, a concern with 'ultimate issues', is, thus, the next possibility that Howard Gardner considers - and he argues that it 'scores reasonably well on the criteria' (ibid.: 64). However, empirical evidence is sparse - and although a ninth intelligence might be attractive, Howard Gardner is not disposed to add it to the list. 'I find the phenomenon perplexing enough and the distance from the other intelligences vast enough to dictate prudence - at least for now' (ibid.: 66).

The final, and obvious, candidate for inclusion in Howard Gardner's list is moral intelligence. In his exploration, he begins by asking whether it is possible to delineate the 'moral domain'. He suggests that it is difficult to come to any consensual definition, but argues that it is possible to come to an understanding that takes exploration forward. Central to a moral domain, Howard Gardner suggests, 'is a concern with those rules, behaviours and attitudes that govern the sanctity of life - in particular, the sanctity of human life and, in many cases, the sanctity of any other living creatures and the world they inhabit' (ibid.: 70). If we accept the existence of a moral realm is it then possible to speak of moral intelligence? If it 'connotes the adoption of any specific moral code' then Howard Gardner does not find the term moral intelligence acceptable (ibid.: 75). Furthermore, he argues, researchers and writers have not as yet 'captured the essence of the moral domain as an instance of human intelligence' (ibid.: 76).

As I construe it, the central component in the moral realm or domain is a sense of personal agency and personal stake, a realization that one has an irreducible role with respect to other people and that one's behaviour towards others must reflect the results of contextualized analysis and the exercise of one's will.... The fulfilment of key roles certainly requires a range of human intelligences - including personal, linguistic, logical and perhaps existential - but it is fundamentally a statement about the kind of person that has developed to be. It is not, in itself, an intelligence. 'Morality' is then properly a statement about personality, individuality, will, character - and, in the happiest cases, about the highest realization of human nature. (ibid.: 77)

So it is, that Howard Gardner has added an eighth intelligence - naturalist intelligence - to his list. He has also opened the door to another possibility - especially that of existential intelligence - but the court is out on that one. 

Howard Gardner on multiple intelligences - the initial listing

Howard Gardner viewed intelligence as 'the capacity to solve problems or to fashion products that are valued in one or more cultural setting' (Gardner & Hatch, 1989). He reviewed the literature using eight criteria or 'signs' of an intelligence:

Potential isolation by brain damage.
The existence of idiots savants, prodigies and other exceptional individuals.
An identifiable core operation or set of operations.
A distinctive development history, along with a definable set of 'end-state' performances.
An evolutionary history and evolutionary plausibility.
Support from experimental psychological tasks.
Support from psychometric findings.
Susceptibility to encoding in a symbol system. (Howard Gardner 1983: 62-69)

Candidates for the title 'an intelligence' had to satisfy a range of these criteria and must include, as a prerequisite, the ability to resolve 'genuine problems or difficulties' (ibid.: 60) within certain cultural settings. Making judgements about this was, however, 'reminiscent more of an artistic judgement than of a scientific assessment' (ibid.: 62).
Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called 'personal intelligences' (Gardner 1999: 41-43).

Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.

Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.

Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.

Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
In Frames of Mind Howard Gardner treated the personal intelligences 'as a piece'. Because of their close association in most cultures, they are often linked together. However, he still argues that it makes sense to think of two forms of personal intelligence. Gardner claimed that the seven intelligences rarely operate independently. They are used at the same time and tend to complement each other as people develop skills or solve problems.
In essence Howard Gardner argued that he was making two essential claims about multiple intelligences. That:

The theory is an account of human cognition in its fullness. The intelligences provided 'a new definition of human nature, cognitively speaking' (Gardner 1999: 44). Human beings are organisms who possess a basic set of intelligences.
People have a unique blend of intelligences. Howard Gardner argues that the big challenge facing the deployment of human resources 'is how to best take advantage of the uniqueness conferred on us as a species exhibiting several intelligences' (ibid.: 45).

These intelligences, according to Howard Gardner, are amoral - they can be put to constructive or destructive use.
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who is Howard Gardner?

Howard Gardner was born in Scranton, Pennsylvania in 1943. His parents had fled from Nürnberg in Germany in 1938 with their three-year old son, Eric. Just prior to Howard Gardner's birth Eric was killed in a sleighing accident. These two events were not discussed during Gardner's childhood, but were to have a very significant impact upon his thinking and development (Gardner 1989: 22). The opportunities for risky physical activity were limited, and creative and intellectual pursuits encouraged. As Howard began to discover the family's 'secret history' (and Jewish identity) he started to recognize that he was different both from his parents and from his peers.
His parents wanted to send Howard to Phillips Academy in Andover Massachusetts - but he refused. Instead he went to a nearby preparatory school in Kingston, Pennsylvania (Wyoming Seminary). Howard Gardner appears to have embraced the opportunities there - and to have elicited the support and interest of some very able teachers. From there he went to Harvard University to study history in readiness for a career in the law. However, he was lucky enough to have Eric Erikson as a tutor. In Howard Gardner's words Erikson probably 'sealed' his ambition to be a scholar (1989: 23). But there were others:

My mind was really opened when I went to Harvard College and had the opportunity to study under individuals—such as psychoanalyst Erik Erikson, sociologist David Riesman, and cognitive psychologist Jerome Bruner—who were creating knowledge about human beings. That helped set me on the course of investigating human nature, particularly how human beings think. (Howard Gardner quoted by Marge Sherer 1999)

Howard Gardner's interest in psychology and the social sciences grew (his senior thesis was on a new California retirement community) and he graduated summa cum laude in 1965.
Howard Gardner then went to work for a brief period with Jerome Bruner on the famous MACOS Project ('Man: A course of study'). Bruner's work, especially in The Process of Education (1960) was to make a profound impact, and the questions that the programme asked were to find an echo in Gardner's subsequent interests. During this time he began to read the work of Claude Levi-Strauss and Jean Piaget in more detail. He entered Harvard's doctoral programme in 1966, and in the following year became part of the Project Zero research team on arts education (with which he has remained involved to the present). Howard Gardner completed his PhD in 1971 (his dissertation was on style sensitivity in children). He remained at Harvard. Alongside his work with Project Zero (he now co-directs it with David Perkins) he was a lecturer (1971-1986) and then professor in education (1986- ). His first major book, The Shattered Mind appeared in 1975 and some fifteen have followed. Howard Gardner is currently Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education and adjunct professor of neurology at the Boston University School of Medicine.

Project Zero provided an environment in which Howard Gardner could begin to explore his interest in human cognition. He proceeded in a very different direction to the dominant discourses associated with Piaget and with psychometric testing. Project Zero developed as a major research centre for education - and provided an intellectual home for a significant grouping of researchers. A key moment came with the establishment of the Project on Human Potential in the late 1970s (funded by Bernard van Leer Foundation) to 'assess the state of scientific knowledge concerning human potential and its realization'. The result was Frames of Mind (1983) Howard Gardner's first full-length statement of his theory of multiple intelligences.

Children's Language Acquisition

Newborns recognize and prefer their mother's voice and language. They prefer the language of their mother to their mother's voice. They prefer a woman speaking their mother's language (Italian) to their mother's voice speaking Russian.

The pace in which newborns suck on a pacifier lets us know that they recognize the change from Italian and Russian and vice versa.  They suck the hardest when hearing new words and when recognizing the change from the unfamiliar language to the familiar language. 

When a child is between 2-5 months they vocalize mostly when lying down and they begin to develop vocal "games".  They explore manipulations with pitch, practice consonantal features such as friction noises, bilabials adn nasal murmurings.

The child's first vowels begin to appear and they play with their articulators, clicking tounge and opening and shutting mouth. Deaf babies also play these games.

"Gagagagagag" - Single consonant-vowel syllable repeated.

•  "Mamamma-gagagaga" - Combinations of repeated consonant-vowel syllable.

Early in this stage deaf babies also babble but hearing babies can model pitch of vocalization (high with a woman and low with a man).

Babies can still recognize language sounds that are not apart of their language.

Babies begin to babble using sounds from only their language. They begin to lose the ability to distinguish sounds not in their own language.

In English most words begin with consonants so in this stage babies of English speaking parents babble mostly C-V-C.

From this babbling babies develop their first words.

Deaf Children cease vocal babbling.

Mostly concrete words such as "car" and "eat" emerge.

Naming precedes asking during the one-word stage. Example: Pointing and saying "ball" but meaning "can I have the ball?"

Can obey simple verbal commands. Example: "no" ideas such as "don't do that".

this is the process until 1 year of age.

What is Language Acquisition?

•The process of attaining a specific variant of human language.

The process of learning a native or a second language.

         Although how children learn to speak is not perfectly understood, most explanations involve both the observation that children copy what they hear and the inference that human beings have a natural aptitude for understanding grammar. Children usually learn the sounds and vocabulary of their native language through imitation, and grammar is seldom taught to them; that they rapidly acquire the ability to speak grammatically supports the theory of Noam CHOMSKY and others that children are able to learn the grammar of a particular language because all intelligible languages are founded on a deep structure of universal grammatical rules that corresponds to an innate capacity of the human brain. People learning a second language pass through some of the same stages as do children learning their native language.

What is Language?

•A system of symbols and rules that enable us to communicate

•A symbolic code used in communication

•The systematic, meaningful arrangement of symbols

There are three theories of language acquisition:

• 
  
• Imitaion Theory - Children hear speech around them and copy it. When a child is raised in a English speaking environment they aquire english.  Although, mistakes such as over-generalization "goed" and "bes" are predictable and consistent.

• Reinforcement Theory - The way in which adults coach children when using language by praise and by correcting the children.  Parents may sometimes correct the truth of the statement rather than the form. The children's mistakes are often rule goverened (by perhaps always adding the suffix -ed to form past tense).
• Active Construction of a Grammar Theory - Rules are hypothesized by the linguistic inputs recognized by childrens acquiring language. As children continuously recieve lanuage input their language is revised to more and more become a model of adult grammar. This accounts for the fact that children can create novel sentences unlike those heard from adults.
• 
  

What is ADD?

A.D.D. (Attention Deficit Desorder) is a disorder that is defined by symptoms rather than cause.
The key element in A.D.D. is seen to be a weakness in attention and concentration skills.
There are two types of A.D.D.

• Types:
  There are two major types of ADD at this time (this aspect of ADD keeps evolving): ADD with hyperactivity (the traditional type of ADD most often in boys) and ADD without hyperactivity ("inattentive" typemost often in girls). Here are the DSM IV diagnostic criteria in a condensed form:
  Inattention (must meet six of the following to a degree that is "maladaptive"):
  
  • Often fails to give close attention to details or makes mistakes in schoolwork;
  • Difficulty sustaining attention in tasks;
  • Seems not to listen;
  • Fails to follow instructions or finish work;
  • Unorganized;
  • Difficulties with schoolwork or homework;
  • Loses things like school assignments, books, tools, etc.;
  • Easily distracted;
  • Forgetful about daily activities.
  ADD with Hyperactivity (must meet six of the following to a degree that is "maladaptive"): 

• Fidgety in a squirmy sense;
• Doesn't stay seated;
• Runs or climbs excessively (or feelings of restlessness in older children); 
• Difficulty playing quietly;
• Often "on the go" or acts if "driven by a motor";
• Often talks excessively;
• Blurts out answers to questions;
• Difficulty waiting in lines or waiting turns;
• Often interrupts or intrudes on others.

Technically, ADD is not something you can suddenly come down with.  "Symptoms" such as excessive daydreaming or hyperactivity must be present by the age of seven in two or more settings and cannot be explained by some other psychological condition such as depression or anxiety.  However, there are cases of people acquiring the symptoms of ADD after experiencing brain trauma.

It is estimated that 5% of school age children are affected.
A.D.D. children without hyperactivity may have severe problems with attention and concentration but do not show excessive movement. They are not usually aggressive or disruptive. Their academic, social and emotional problems may be just as bad as the more active A.D.D. child.
All A.D.D. children have trouble to varying degrees with attention and concentration. Some are more active. Some are more aggressive. Some are both. Some are neither.

What causes it?

Nobody can say for sure but these are the current theories:

• A biochemical imbalance may cause part of the brain to be understimulated.
• A deficiency in neurotransmitters in the brain - messages simply do not get through.
• The attention system in the brain is not working properly
• It is hereditary most of the time. The child is born with it.

Some characteristics common to A.D.D. children

These characteristics are not all displayed by all A.D.D. children all the time. Each child is different and is affected in different ways and to different degrees.

Inattention

• Have trouble concentrating at an age appropriate level
• Easily distracted by everything going on around them
• Can pay attention when interested or intimidated
• Demonstrates poor penmanship

Impulsivity

• Acting or speaking without thinking
• By the time I know what I'm going to do I've already done it.
• Lies or makes up stories

Impatience

• Have difficulty delaying gratification
• Just can't wait!

Hyperactivity

• Fidgety, runaround, can't sit still
• Seem to be driven by a motor
• Can be still if what they are doing is really interesting

Emotional overarousal

• Exaggerated emotions, major temper tantrums
• Hyper silly in a group, wild at a party

Non-compliance

• Difficulty following rules, try to change the rules
• Can be aggressive and defiant
• Can be passive, sloppy and forgetful

Social problems

• Have no social sensitivity
• Bossy, competitive, poor losers
• Often wind up alone or playing with younger kids
• Source of major distress for parents

Disorganization

• Sloppy, lose things, forgetful
• Start, but don't finish things
• Their rooms are usually a disaster area

I have been hesitant to do this part of blog. This article describes MY OPINIONS about various forms of alternative treatments for attention deficit disorder.    My opinions are subject to change if and when I find out more information.   If you have any positive or negative experiences about anything listed here, or think I should add something else, please send me an email.

Stuff I like:
Nutritional supplements  (Vitamins, minerals, fatty acids and antioxidents) and a healthy diet:  Poor nutrition has been linked to ADD, learning disorders, memory problems, reduced IQ, behavior problems and depression.  The vast majority of the U.S. population is deficient in at least one of the vitamins, minerals or essential fatty acids that impact behavior and mood.  Modern foods do NOT contain all the nutrients you need due to modern farming techniques, processing, and extended shelf lives. Therefore, it makes sense to supplement your diet with the nutrients that you are missing.  Especially important with neurological problems are essential fatty acids (Effalex, flax oil, fish oil, and primrose oil are variations) and I've heard from several people who said they were significantly helped by taking fatty acid supplements. 

Check for allergies/sensitivities: Allergies can reportedly cause serious hyperactivity, poor handwriting, hostile behavior, general poor health, and inability to concentrate.  There are two general groupings of food allergies.  First there are general food allergies (milk, eggs, etc.). Then there are food additives (especially colors) and salicylates, substances the Feingold diet eliminates. The most likely food allergy is the food that is always craved. This subject is usually overlooked by adults who are ADD.  For more information see my page borntoexplore.org/allergies.htm.

MBTI Temperament Theory: I strongly endorse the use of MBTI temperament theory with people who are labeled ADD (and the people around them!)  The modern medical profession no longer seems to believe in temperament diversity.  MBTI theorists do, and they can tell you what is "normal" for certain temperament types. (Impulsivity, daydreaming, high activity levels, bossiness, and talkativeness are all normal for certain temperament types.   Getting fired from 4 jobs in one year, failing to pay your taxes, having temper tantrums, or having a complete inability to ever complete a simple task is NOT.)  For more info read borntoexplore.org/addtemp.htm.

Exercise:  Lots of studies show exercise helps mental health and increases the ability to concentrate and remember.   It's hard to go wrong here.
Alternative Forms of Discipline:  For highly active, oppositional kids.  I have personally seen incredibly dramatic results from things like "Abuse It - Lose It" and "Choice."  See borntoexplore.htm/discipline.htm.

Alternative Education: For kids who are bright, bored or who have a different learning style.  I've spoken with lots of people who tell me their child's ADD seemed to vanish when they began homeschooling. And bright kids who are falling behind in school often pass their peers when taken out of the traditional school setting. For more information read borntoexplore.org/addsvs.htm.

Meditation: An increasing number of studies are showing that meditation has real, tangible effects on the body, such as increased concentration and reduced stress. For more info, see borntoexplore.org/medication.htm.

Bright Lights: For people who become tired and depressed in the winter and who don't get exposure to strong sunlight each morning.   Light units are now sold that are effective in combating this type of depression.   I include it in my list because people diagnosed with ADD are more likely to be depressed, and depression can cause serious problems with concentration, memory and the ability to deal with ADD traits.  It may also be useful for "night-owls" because it may reset your biological clock when used first thing in the morning so that you are ready to go to sleep at bedtime (of course, if you can just go outside for a while in the morning that would be even better).

Attitude adjustment: For ADDers who feel bad about themselves.  This is especially common for people who have recently been diagnosed and have been bombarded by all kinds of really negative information from doctors, family, CHADD, books, most of the websites, and other sources.  Certain temperment types also have a high tendency to fault themselves (often perfectionists). A depressive attitude can rob you of your ability to deal with your quirks and enjoy life. Don't let other people make you feel bad (I'm assuming you're not a child molester or anything like that). Read Positive Quotes and Different Perceptions and take a look at some of the positive books I've listed.  You're also likely to get a positive boost by figuring our your temperament type (see above).

Coaches:  I admittedly don't know very much about coaches, but they are basically someone who helps you learn coping strategies in a practical way. They can also act as a cheering section and a friendly reminder.  If you've got money to burn and like that sort of attention, it may be of help.

Professional Organizer: This is someone you hired to set up an organizational system at your business or even at your home.   Particularly useful for those unorganized entreprenuer types who forgot to go into business with an organized partner.

HOW TECHNOLOGY CHANGE MY LIFE...

Well... to me, technology change my life completely... because now i have my own space and i can write everything that i want.
i have my own blogg... and with my blackberry i can check it every day... firstable technology it´s usefull to anyone... i work in a kindergarten, i´m a nursery teacher, and my kids have a informatic class... they really enjoyed that class, because they play and learn at the same time.

Now in days children can use a smartphones and that is easy for them, i have a taiwanes baby... and she can use an iphone like we used to use the atari game in our time! and she only have 2 years old.
it´s unbelieveble how children make my life so fun!
learn technology throug them it´s amazing! I can play wii, playstation and manipulate many other things because of them...
And really really technology make more easy ours life!
I wanna share this link  http://luciboo.com/ because i lear a lot of things from it.