Intelligence as a cognitive faculty has been investigated and discussed by neuroscientific from different disciplines for many decades. Harvard Howard Gardner’s psychologist contribution has meant a Alternative approach to the traditional definition of intelligence as a unique faculty from which talent, ability, reasoning and other specific forms of cognition and information processing derive.

Next, we explain the theory of Multiple intelligences of Gardner, what are the types of intelligence according to the American psychologist and if this theory can be described as “neuromite.”

Multiple intelligences against ‘traditional’ intelligence

Woman and Mathematics – Pexels

“My theory liked a few psychologists, displeased a few more and most ignored it.” With these words, Howard Gardner summarizes the first impact on the scientific community of his theory of multiple intelligences presented for the first time in 1983 although he subsequently expanded.

And is that the multiple intelligence proposal (not strictly linked to each other) of Gardner who took into consideration not only biological, but cultural aspects, meant a considerable change of approach to the traditional intelligence conception that until then focused on logical and linguistic abilities.

In this sense, Gardner explains how the particularities of each culture can define the cognitive evolution of its members, as well as their “type” of intelligence. For example, the Australian aborigines They communicated with oral stories and had no writing. Does that “were not intelligent” or had a lower degree of intelligence than the Europeans who arrived with an alphabet?

In this interesting article, the psychologist María Amarís Macías of the University of the North in Colombia explains that Gardner enrolls in the approach of Symbolic systemswhose members maintain that the communicative capacity of the human being results in the development of its ability to create symbols, which would distinguish us from animals and allow us to develop our cognition.

Thus, while certain achievements such as logical-mathematics are universal, others are only in certain cultures: “Reading can be somewhat more valued in some cultures than in others.” For Macías there are many possible symbolic systems and this diversity does not inform the above theories about intelligence: «Piaget It does not explain, for example, how can someone be Early in one area and in another no«.

In this context, «Gardner assumes a critical position against the traditional concept of intelligence (…) conceived within a Uniform and reductionist visionexpressed in a unit construct and/or a general factor ».

And if intelligence was not a strictly individual property, typical of the person but also of their environment, the result of interactions with other people, the accumulation of knowledge, of the assimilation of the tools provided by culture?

Multiple intelligences: attention to diversity … cognitive?

A class – Source: Pexels

“There was an audience with a real interest in my ideas: education professionals.” It was precisely the educational community that gave a boost to Gardner’s theories that had not had great impact on psychology, at least in the first instance.

And to elaborate his theory, Gardner only had to draw conclusions from what he saw when he worked with children of different origin and patients with brain damage. Depending on the damaged area, strengths and weaknesses occur while children without any damage also showed a similar process. What if, therefore, there would not be a unique faculty from which talent and cognitive ability derives, but several faculties not directly related to each other?

Thus, the theory of multiple intelligences in which each intelligence «expresses a capacity that operates according to its own procedures, systems and rules, and has its own biological bases»Raising a varied set of capacities to the intelligence category.

While until that moment intelligence was essentially associated with linked issues “to language and numbers,” Gardner recognizes the “diversity” of intelligence and includes in this definition other ideas such as “talent, skill, competition, skill, ingenuity in fields other than logical-mathematics and language.”

In practice, the theory of multiple intelligences applied to the educational field would also involve a kind of “revolution” since Gardner considers that, regardless of the subject that is taught (art, science, history or mathematics), They must be presented in multiple ways Learning materials.

And the psychologist gives a very eloquent example of this approach: «Teachers discover that, sometimes, our own domain of a subject is precarious, when a student asks us to transmit knowledge in another way and We don’t know what to do«. True, what yes?

The criteria for intelligence according to Gardner

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If for Gardner intelligence implies the necessary ability to solve a problem or to elaborate products that are important in a cultural context, Harvard psychologist sets eight criteria for intelligence to be considered as such, the basis of their theory of multiple intelligences.

It should be isolated In wonders, autistic or victims of stroke or other exceptional populations: certain individuals should demonstrate particularly high or low levels of a particular capacity in contrast to other capacities. I should have one distinctive neuronal representationthat is, its neuronal structure and functioning should be distinguishable from those of other important human faculties. Different intelligences should have a diverse development. That is, different intelligences should develop at different rhythms and along paths that are distinctive. They should have some base in the Evolutionary biologyprecursor in other primates or other species with an alleged survival value. Should be susceptible to be fixed in symbols systemsof the type used in formal or informal education. Should be backed by evidence of Psychometric tests of intelligence Ought be distinguishable of other intelligences through experimental psychological tasks. I should demonstrate a Central Information Processing System. That is, there must be identifiable mental processes that handle information related to each intelligence.

Nine intelligences (or more) according to Gardner

Touching the violin

Starting from the aforementioned criteria and its own definition according to which intelligence must serve to solve a problem and/or for the creation of a cultural product, Gardner has so far differentiated nine types of intelligence, while new intelligences continue to be evaluated.

Linguistic-verbal intelligence. The domination of language.

Logical-mathematical intelligence. Ability to conceptualize logical relationships between actions or symbols.

Visual-spatial intelligence. Ability to handle spaces, plans, maps, and the ability to visualize objects from different perspectives.

Body-Cinesthetic Intelligence. Ability to control the movements of the body itself and manipulate objects with skill.

Musical Intelligence. Ability to produce and appreciate the rhythm, tone and bell.

Interpersonal intelligence. Ability to properly detect and respond to the moods, motivations and desires of others.

Intrapersonal intelligence. Ability to be aware of himself and be in tune with internal feelings, values, beliefs and thought processes.

Naturalist intelligence. Ability to recognize and categorize plants, animals and other objects of nature.

Existential intelligence. Sensitivity and ability to address deep issues about human existence.

This last intelligence was added by Gardner that has worked since its first approach to the theory of multiple intelligences to differentiate new classes of intelligence such as morality that would refer to the ability to discern the good of evil and to behave based on the value that is believed is correct showing the ability to solve social problems and coexistence.

Are multiple intelligences a neuromite?

Brain – Source: Pexels

We have already talked about some neuromitos, but this case is more Delicate and controversial For success, especially in the educational field, which has had this theory that seems to fit with the attention to the diversity that has been established in classrooms as an essential means to achieve the progress of all students.

But various neuroscientists house many doubts about these intelligences not related to each other since it would be a theory without neurological foundation despite the fact that it can “sound” very well at the educational and social level, as María Amarís says: “It has led to the fact that old issues are reformulated and renew much to contribute and with the possibility of realizing their dreams developing their cognitive potentials ».

But you love you can’t help pointing out that Gardner’s theory is defined rather as «a social fact regardless of its scientific accuracy»As also explains Lynn Waterhouse, director of Children’s Behavior Studies of The College of New Jersey in this article in Frontiers.

But Gardner himself points out that his theory cannot be a neuromite because he never said it was a neurological theory. Waterhouse points out, in this sense, that “in the last 40 years, research in neuroscience has shown that The brain is not organized in separate modules dedicated to specific forms of cognition ».

Thus, despite the lack of empirical support for Gardner’s theory, intelligence teaching strategies …