• Home
  • Blog
  • Learner Needs: Multiple Intelligences

Learner Needs: Multiple Intelligences


Learner Needs: Multiple Intelligences

Learner Needs: Multiple Intelligences

 Learner Needs: Multiple Intelligences

Prior to engaging in this discussion please read Chapter 7: Evolving Frameworks, in your e-book, watch the Theory of Multiple Intelligences (Links to an external site.)Links to an external site. video, read the article “Multiple Intelligences” (2011), and review the Instructor Guidance.

Traditionally, someone who is intelligent is defined as an individual  who can solve problems, use logic to answer questions, and think  critically. However, psychologist Howard Gardner has created a much  broader definition of intelligence called multiple intelligences, which  is more focused on our areas of learning preferences. For this  discussion, please complete the following:


  • Demonstrate an understanding of intelligence (IQ) and multiple  intelligences (MIs) by comparing and contrasting the differing variables  associated with each.
  • Thinking critically about these foundational differences, comment on  how Gardner’s ideas about learning preferences might change the way we  assess a person’s strengths and weaknesses.
  • Click the following link and take the MI assessment (Links to an external site.)Links to an external site.. Review your results.
    • Do you agree with the assessment? How can what you have learned about yourself help support your learning performance?  List at least two behaviors you could change or traits you could  develop in your own behaviors, and explain how they support your  assessment results.
  • attachmentPSY331-Chapter7.docx

Ch 7: Evolving Frameworks

Evolving Frameworks

A conceptual model of the human brain.


Learning Objectives

After reading this chapter, you should be able to do the following:

· Describe how intelligence is defined and the debates associated with such definitions.

· Discuss the pros and cons of intelligence assessments.

· List some of the factors considered when studying intelligence.

· Explain how Gardner’s model of multiple intelligences might indicate specific learning preferences.

· Describe the strategies suggested to support multiple intelligences.

· Apply emotional intelligence development strategies to real-life situations.

· Discuss the implications of learning styles and how they can influence knowledge acquisition.

· Identify how technology can affect the learning process.

· Knowledge Check

· Notebook

· My Bookshelf

· TOC/Annotation menu

· Downloads

· Print

· Search

· Profile

· Help


Previous section

Next section


Have you ever:

· questioned your own ability to learn effectively?

· been told or believed that we all learn differently?

· experienced moments when learning seemed easier or more difficult to you?

· questioned the validity of intelligence scores?

· believed that an instructor, friend, or family member did not think you were capable of success?

A teacher helping a young student read his textbook.


Understanding how you process information and respond to certain situations is important to understanding how you learn.

If you answered yes to any of these questions, the information in this chapter may help explain why. As mentioned in the Introduction, evolving frameworks are those that continue to be tested, questioned, expanded, and critiqued. Scholars suggest that successful learning is affected by multiple variables such as intellect, emotional development, learning preferences or styles, and whether advances in technology support effective learning (Gardner, 2011a, 2011b; Jonassen, Howland, Marra, & Crismond, 2008; Wicks, Nakisher & Grimm, 2016; Ormrod, 2008; Sternberg, 2015). This chapter discusses the roles of these variables in learning but emphasizes that these variables and their connections with learning are still being researched. By including information about evolving frameworks, this chapter’s discussions aim to support a more holistic understanding of learning and learning effectiveness. Each framework also offers different explanations about what aptitudes are, or are not, related to learning.

Specifically, as outlined in this text, intelligence is defined as the ability to acquire, adapt, understand, and use knowledge. But this definition may differ from person to person. The word intelligence has taken on different meanings as academics explore additional ways to identify, measure, and define it, which you will learn more about in this chapter. Definitions of intelligence have continued to evolve as researchers bring to light new findings and ideas about information processing, knowledge acquisition, and the effects of motivation, aging, emotions, and culture. Some researchers now suggest a more comprehensive view of intelligence by identifying different types of intelligence.

From a physiological point of view, learning involves specific cognitive processes. Most human beings can learn. Without this ability, humanity would not survive. Learning happens whether we learn through basic associations that occur through stimulus-response mechanisms (behaviorism) or through active engagement of our attention to develop knowledge (cognitivism). It is this truth that guides the field of psychology to understand more about learning. When used appropriately, evolving frameworks, such as an awareness of one’s learning style or emotional development and the application of technological tools, can all be used to support and even enhance learning.

About the Author

Follow me

{"email":"Email address invalid","url":"Website address invalid","required":"Required field missing"}