Why multiple intelligences theory is a neuromyth.

A neuromyth is a commonly accepted but unscientific claim about brain function. Many researchers have claimed Howard Gardner's multiple intelligences (MI) theory is a neuromyth because they have seen no evidence supporting his proposal for independent brain-based intelligences for different types of cognitive abilities. Although Gardner has made claims that there are dedicated neural networks or modules for each of the intelligences, nonetheless Gardner has stated his theory could not be a neuromyth because he never claimed it was a neurological theory. This paper explains the lack of evidence to support MI theory. Most important, no researcher has directly looked for a brain basis for the intelligences. Moreover, factor studies have not shown the intelligences to be independent, and studies of MI teaching effects have not explored alternate causes for positive effects and have not been conducted by standard scientific methods. Gardner's MI theory was not a neuromyth initially because it was based on theories of the 1980s of brain modularity for cognition, and few researchers then were concerned by the lack of validating brain studies. However, in the past 40 years neuroscience research has shown that the brain is not organized in separate modules dedicated to specific forms of cognition. Despite the lack of empirical support for Gardner's theory, MI teaching strategies are widely used in classrooms all over the world. Crucially, belief in MI and use of MI in the classroom limit the effort to find evidence-based teaching methods. Studies of possible interventions to try to change student and teacher belief in neuromyths are currently being undertaken. Intervention results are variable: One research group found that teachers who knew more about the brain still believed education neuromyths. Teachers need to learn to detect and reject neuromyths. Widespread belief in a neuromyth does not make a theory legitimate. Theories must be based on sound empirical evidence. It is now time for MI theory to be rejected, once and for all, and for educators to turn to evidence-based teaching strategies.

Using Dancesport as an Educational Resource for Improving Institutionalized Children's Learning Strategies.

INTRODUCTION: Specialized studies mention that extracurricular activities (including dance) contribute to the stimulation of multiple intelligences, on whose development the educational process and academic success depend. The aims of the study were to investigate the benefits of dancesport for the development of institutionalized children's learning strategies, and to examine gender-dependent differences in learning strategies, as well as to formulate possible recommendations regarding the practice of dance at the age of preadolescence, from the perspective of school success vectors. METHODS: Through the School Motivation and Learning Strategies Inventory (SMALSI), we could observe the changes produced in children from the initial phase to the final assessment at the end of a dancesport program. The intervention took place over a period of six months with a frequency of two lessons per week, with each lesson lasting 60 min, and aimed to increase school motivation and performance, considering the learning strategies used by institutionalized children. Thirty institutionalized children, aged 11-12 years old, participated in the research, during which they did not engage in other extracurricular physical activities. The preadolescents were assessed using the School Motivation and Learning Strategies Inventory (SMALSI). This self-report rating scale measures nine areas associated with learning strategies, six of which focus on student strengths (study strategies, note-taking/listening skills, reading/comprehension strategies, writing/research skills, test-taking strategies, and time management/organization techniques), and three are aimed at student liabilities (low academic motivation, test anxiety, and concentration/attention difficulties). RESULTS: The results show that the biggest improvements in the case of institutionalized children were recorded for study strategies, effectiveness of test-taking strategies, and concentration difficulties. Girls registered significantly better results than boys only in the case of study strategies and for writing/research skills (Mann-Whitney test was used). DISCUSSION: The study demonstrates the benefits of dancesport practice for the development of institutionalized children's learning strategies, creating a foundation for the improvement of their academic performance and school integration. CONCLUSIONS: At the end of the dance program, significant improvements in academic interest were observed due to the testing strategies used. Better results were also obtained for the scales of anxiety and difficulty concentrating during tests, where average scores decreased significantly.

Leader's Possession of Linguistic Intelligence in Relation to Leader-Member Exchange Theory.

When practicing high-quality leader-member exchange (LMX) theory, the leader's ability to communicate, build and maintain relationships is a vital part. Because leader-member exchange theory is a relationship-based approach to leadership that primarily includes social exchange and communication on a daily basis, we can highlight linguistic intelligence as a key leadership skill that is part of the multiple intelligences defined by Howard Gardner. The goal of this article was to conduct research into organizations where the leader applies LMX theory and examine whether the leader's linguistic intelligence is positively related to the quality of the leader-member exchange. The dependent variable was the quality of the LMX. We were able to recruit 39 employees and 13 leaders. Correlations and multiple regressions were used to analyze our statement. The overall results are statistically significant and we conclude that there is a high positive correlation between LMX and linguistic intelligence in the organizations that were part of this study. A limitation of this study is the use of purposive sampling, which resulted in a relatively small sample size and may limit the generalization of the results to other populations.

A Conceptual Analysis of the Semantic Use of Multiple Intelligences Theory and Implications for Teacher Education.

Gardner's theory of multiple intelligences (MI) has been at the center of a long-running debate in educational psychology in terms of its generalizable validity. In this article, MI theory is discussed for a review of why and how MI theory may be contextually discussed for preservice teachers to learn about in their teacher education program. The semantic conceptual basis of intelligence in MI theory is discussed in comparison to learning styles theory with implications for the importance of the teaching of Universal Design for Learning and related frameworks in teacher education curriculum.

Inteligencias múltiples como estrategia para la Educación Física: una intervención didáctica durante la pandemia

El objetivo de esta investigación es conocer cómo afecta la aplicación de las inteligencias múltiples, a modo de estrategia de enseñanza, en el desarrollo de las capacidades cognitivo-motrices y las actitudes socioafectivas en la asignatura de Educación Física durante la pandemia. El enfoque de este estudio fue cuantitativo- cualitativo, con un diseño experimental. Para esto, se propuso un taller de capacitación sobre inteligencias múltiples y se le aplicó, como estrategia de aprendizaje, a un docente de Educación Física de séptimo grado en una institución privada de la ciudad de Quito, implementando este conocimiento en las clases del paralelo A como grupo experimental. En la evaluación, se observó que existe un mejor nivel de aprendizaje en este grupo experimental, en comparación con el grupo de control. Como conclusión, se debe señalar que los docentes de Educación Física deben incluir las inteligencias múltiples como una estrategia de aprendizaje en las planificaciones y evaluaciones debido a la mejora en los procesos educativos. Esta propuesta permite el trabajo cooperativo, la integración y la inclusión, además, esto favorece el ritmo y la forma de aprender de los estudiantes a través de la ejecución de actividades de tipo cognitivas, sociales, afectivas y motrices. Estas inteligencias mejoran el aprendizaje y generan en los estudiantes la autonomía de la actividad física para la vida, en la práctica.

O fim desta investigação é descobrir como a aplicação de inteligências múltiplas, como estratégia de ensino, afecta o desenvolvimento de competências cognitivo-motoras e atitudes sócio afetivas no tema da Educação Física durante a pandemia. A aproximação deste estudo foi quantitativa-qualitativa, com um desenho experimental. Para este efeito, foi proposta uma oficina de formação sobre inteligências múltiplas e aplicada como estratégia de aprendizagem para um professor de Educação Física do sétimo ano de uma instituição privada na cidade de Quito, implementando estes conhecimentos em aulas paralelas A como um grupo experimental. Na avaliação, observou-se que existe um melhor nível de aprendizagem neste grupo experimental em comparação com o grupo de controlo. Em conclusão, é de notar que os docentes de Educação Física devem incluir múltiplas inteligências como estratégia de aprendizagem no planeamento e avaliações devido à melhora dos processos educativos. Esta proposta permite o trabalho cooperativo, integração e inclusão, bem como favorecer o ritmo e a forma de aprendizagem dos estudantes através de atividades cognitivas, sociais, afetivas e motoras. Estas inteligências melhoram a aprendizagem e geram nos estudantes a auto segurança da atividade física para a vida, na prática.

The objective of this research is to know how the application of multiple intelligences, as a teaching strategy, affects the development of cognitive-motor skills and socio-affective attitudes in the subject of Physical Education during the pandemic. The approach of this study was quantitative-qualitative, with an experimental design. For this, a training workshop on multiple intelligences was proposed and applied, as a learning strategy, to a seventh grade Physical Education teacher in a private institution in the city of Quito, implementing this knowledge in parallel A classes as an experimental group. In the evaluation, it was observed that there is a better level of learning in this experimental group, compared to the control group. As a conclusion, it should be noted that Physical Education teachers should include multiple intelligences as a learning strategy in planning and evaluations due to the improvement in educational processes. This proposal allows cooperative work, integration and inclusion, in addition, it favors the rhythm and way of learning of students through the execution of cognitive, social, affective and motor activities. These intelligences improve learning and generate in students the autonomy of physical activity for life, in practice.

Application research of multiple intelligences theory combined with the ADDIE model in surgical clinical practice teaching / 中华医学教育探索杂志

Objective:To explore the effect of multiple intelligences theory combined with the analysis, design, development, implementation, and evaluation (ADDIE) model in surgical clinical practice teaching.Methods:A total of 100 residents trained in Department of Gastrointestinal Surgery of Heping Hospital Affiliated to Changzhi Medical College from July 2019 to April 2020 were randomly divided into the control group ( n=50) and the observation group ( n=50). The control group used the ADDIE model, and the observation group adopted the multiple intelligences theory combined with the ADDIE model. The teaching assessment of the two groups was compared, and the core competence, critical thinking ability, self-evaluation, and teaching satisfaction of the two groups were evaluated. SPSS 22.0 was used for Chi-square test and t-test. Results:The scores of basic knowledges of gastrointestinal surgery, surgical clinical thinking and case analysis, routine skills and operations, and the total scores in the observation group were higher than those in the control group ( P<0.05). The scores of professional knowledge and skills, patient safety and rights, scientific research and academic ability, professional ethics, teamwork, personal and professional development ability in the observation group were higher than those in the control group ( P<0.05). While, there was no significant difference in the mastering of knowledge between the two groups ( P>0.05). The four dimensions of learning interest, self-learning ability, innovation ability, and clinical thinking establishment in the observation group were higher than those in the control group ( P<0.05). Conclusion:Multiple intelligences theory combined with ADDIE model in surgical clinical practice teaching can improve the teaching assessment results, significantly enhance the core competence, stimulate the learning interest, cultivate the self-learning ability and innovation ability of residents, and help them to establish clinical thinking ability.

Discussion of Teaching With Multiple Intelligences to Corporate Employees' Learning Achievement and Learning Motivation.

The development of multiple intelligences used to focus on kindergartens and elementary schools as educational experts and officials considered that the development of students' multiple intelligences should be cultivated from childhood and slowly promoted to other levels. Nevertheless, the framework of multiple intelligences should not be simply promoted in kindergartens and elementary schools, but was also suitable in high schools, universities, and even graduate schools or in-service training. Taking employees in Southern Taiwan Science Park as the research subjects, total 314 employees in high-tech industry are preceded the 16-week (3 h per week for total 48 h) experimental teaching research. The research results show that (1) teaching with multiple intelligences would affect learning motivation, (2) teaching with multiple intelligences would affect learning achievement, and (3) learning motivation reveals remarkably positive effects on learning achievement. According to the results to proposed discussions, it is expected to help high-tech industry, when developing human resource potential, effectively well-utilize people's gifted uniqueness.

Inclusión educativa de niños con síndrome Down en educación inicial regular, Perú / Educational inclusion of children with Down syndrome in Regular Initial Education, Peru

Introducción: Este estudio desarrolla una propuesta metodológica de inclusión de tres niños con síndrome Down en colegios de educación inicial Regular, Perú; cuyo proceso se desarrolló atendiendo a las inteligencias múltiples. Objetivo: Diseñar una estrategia didáctica que responda a la diversidad a fin de potenciar las inteligencias múltiples de niños del nivel de educación inicial. Métodos: Fue una investigación cuantitativa: diseño preexperimental y cualitativo. Se aplicó el test sobre inteligencias múltiples, cuyos resultados permitieron diversificar las estrategias metodológicas y la evaluación de los aprendizajes. Conclusiones: Los niños con síndrome de Down desarrollan formas de pensamiento lógico, creativo, demuestran poseer una memoria y buen nivel de socialización. Se logró mejoras significativas en el 58 porciento de las inteligencias múltiples de los niños participantes en el estudio(AU)

Introduction: This study develops a methodological proposal of inclusion of three children with Down syndrome in regular initial education schools, whose process was developed according to multiple intelligences. Methods: It was a quantitative research: pre-experimental and qualitative design. The test was applied on multiple intelligences, whose results allowed to diversify the methodological strategies and the evaluation of the learning. Conclusions: Children with Down syndrome develop logical, creative thinking, demonstrate a memory and a good level of socialization. Significant improvements were achieved in 58 percent of the children's multiple intelligences(AU)

The representation of multiple intelligences in an intermediate Arabic-language textbook, and teachers' awareness of them in Jordanian schools.

The theory of Multiple Intelligences (MI) states that human intelligence is composed of different types of intelligences and that each individual possesses all of them but to a different degree. The main objective of this research was to examine how the Theory of Multiple Intelligences was addressed in a seventh-grade Arabic-language textbook at the intermediate-level in Jordan and determine Arabic-language teachers' level of knowledge of applying the Theory of Multiple Intelligences in textbooks. The study used the survey method and analytical descriptive approach via content analysis and coding MI indicators in the textbook to examine the representation of MI in the textbook examined. The sample was composed of all units of a seventh-grade Arabic-language textbook. A questionnaire was distributed to 130 Arabic-language teachers. The study includes eight of the Intelligences from Howard Gardner's Multiple Intelligences (MI) Theory. The analysis found that the intelligences represented in the texts, activities, and exercises of the Arabic-language textbook were mostly Verbal/Linguistic, Visual/Spatial and Interpersonal intelligences, with a combined percentage of 73%. The other 27% was shared between the other intelligence types: Intrapersonal, Naturalist, Logical/Mathematical, Bodily/Kinesthetic, and Musical intelligences. A moderated awareness on how to incorporate the theory of MI in Arabic-language textbooks was found among Arabic-language teachers, which means that teachers' understanding of the importance of including MI theory in the textbook needs reinforcement and improvement. The study suggests that further research on incorporating the Theory of MI in textbooks is needed.

Avaliação das Inteligências Múltiplas em Crianças do Ensino Fundamental / Primary School Children's Multiples Intelligences Assessment

Resumo Este estudo pretende avaliar as inteligências múltiplas das crianças portuguesas em idade escolar através do Multiple Intelligence Survey for Kids de Laura Candler. Após tradução e retrotradução e da respetiva validação junto de experts, o instrumento foi aplicado a 112 crianças do ensino fundamental público (1° ciclo do ensino básico), dos 6 aos 10 anos, 61% do sexo masculino. Os resultados indicam que as inteligências com valores mais elevados são a visuo-espacial, corporal-cinestésica, naturalística e interpessoal. Não existem diferenças de género exceto nas inteligências linguístico-verbal e musical, com as meninas a apresentarem valores superiores aos meninos. Os dados mostram a existência de todas as inteligências propostas por Howard Gardner e os perfis variam de criança para criança.

Abstract This study aims to evaluate Portuguese primary school children multiple intelligences. The participants were 112 children from public Portuguese schools, aged from six to ten years old, 61% male. The instrument used was the Portuguese adaptation of Laura Candler Multiple Intelligence Survey for Kids. After translation and retro translation, the scale was applied to the children, individually or in small groups. The results show that visuospatial, kinesthetic, naturalistic and interpersonal are the intelligences with higher values. There are no differences between gender except on linguistic-verbal and musical intelligences, with the girls presenting higher values. Data show the existence of all intelligences proposed by Howard Gardner, with variations among the children.

Relación de los estilos de aprendizaje, habilidad emocional, habilidades múltiples y detección emocional en estudiantes de educación física de Santiago de Chile / Relationship of learning styles, emotional intelligence, multiples intelligences and emotional detection in physical education students in Santiago of Chile

El objetivo de la presente investigación fue relacionar los estilos de aprendizaje, la habilidad emocional, las inteligencias múltiples y la detección emocional a través de la mirada en una selección de estudiantes de educación física de Chile. Para ello se utilizó una muestra de 116 estudiantes de educación física de una universidad privada de Santiago de Chile. Se aplicó el CHAEA-36, el cuestionario de inteligencia emocional de Rego y Fernandes, el Multiple Intelligences Developmental Assessment Scales (MIDAS) y el test de la mirada de Baron-Cohen. Los resultados muestran un mayor puntaje en el estilo de aprendizaje reflexivo, seguido del teórico, pragmático y activo. En la habilidad emocional la dimensión con mayor puntaje fue empatía y con menor valoración, la sensibilidad emocional. En las inteligencias múltiples la más desarrollada fue la interpersonal y con menor puntuación, la musical. La puntuación mínima lograda en el test de miradas fue de 11 puntos y la máxima 28, con una media de 21,3 ± 3,34. Se encontraron algunas relaciones bajas entre las variables estudiadas. Se sugieren nuevas investigaciones en muestras de mayor envergadura y en diferentes regiones del país para establecer resultados más representativos de esta población.

The aim of the present investigation was to relate learning styles, emotional ability, multiples intelligences and emotional detection through the look on a sample of physical education students from Chile. For it there was in use a sample of 116 physical education students from a private university in Santiago of Chile. The CHAEA-36, the Rego and Fernandes emotional intelligence questionnaire, the Multiple Intelligences Developmental Assessment Scales (MIDAS) and the test of the Baron-Cohen gaze test were applied. The results show a higher score in reflexive learning style, followed by theoretical, pragmaticand active. In emotional ability, the dimension with the highest score was empathy and with the lowest valuation was emotional sensitivity. In the multiple intelligences the most developed was the interpersonal and with lowest score was the musical. The minimum score obtained in the gaze test was 11 points and the maximum 28, with an average of 21,3±3,34. Some low relationships between the studied variables were found. Further investigations are suggested in larger samples and in different regions of the country to establish more representative results of this population.

Escala de habilidades de múltiples inteligencias: normatización y evidencias de validez / Scale of multiple intelligence skills (EHMI): standardization and evidence of validity

Resumen Este artículo tuvo como objetivo validar una escala de habilidades de múltiples inteligencias para jóvenes. Participaron 1501 estudiantes con edades entre 16 y 24 años de una universidad estatal del Caribe colombiano. La escala se compone de ocho subescalas, que corresponden a un tipo de inteligencia diferente, y el análisis factorial exploratorio reveló una solución factorial satisfactoria. El índice general de alfa de Cronbach fue de 0,864 y de 0,873 para los elementos tipificados. Fueron verificadas correlaciones positivas entre las diferentes subescalas y los valores de las comunalidades revelaron factores comunes a todos los ítems y, por tanto, se demostraron diferentes aspectos de validez de constructo para la escala.

Abstract The present study aimed to validate a Multiple Intelligence Skills Scale for young people. 1501 students aged between 16 and 24 years of age from a Colombian State University of the Caribbean participated. The Scale consists of 8 subscales, corresponding to a different type of intelligence, and the Factorial Analysis of Exports revealed a satisfactory factorial solution. Cronbach's overall Alpha index was 0.864 and 0.873 for the typed elements. Positive correlations were verified between the different subscales and the values of the commonalities revealed factors common to all the items and therefore, different aspects of construct validity for the Scale were demonstrated.

Twins Assessing Their Own and Parental Intelligence: Examining the Raters' Agreement and the Effect of Raters' and Targets' Gender.

The goal of this study was to explore the raters' agreement and the effect of raters' and targets' gender on self- and parental intelligence assessments in the sample of Croatian twins. Twins were asked to assess their own and their parents' overall intelligence, as well as specific abilities from the Gardner's theory of multiple intelligences. Data was analysed to explore: i) twins' agreement in parental assessments and behavioural genetic analysis of the overall intelligence estimates; ii) gender differences in self- assessments; and iii) raters' and targets' gender effects on parental assessments. The twins' mean correlation in their assessments of overall parental intelligence was .60. The differences between monozygotic and dizygotic twin correlations were nonsignificant for all of the estimated abilities, and model fitting analysis indicates that hypothesis about genetic effect on parental assessment of intelligence should be rejected. The hypotheses about males' higher self-assessments for overall intelligence and for the masculine types of abilities - logical-mathematical, body-kinesthetic and spatial abilities - were confirmed. For the feminine types of abilities - verbal/linguistic, inter- and intra- personal intelligences - there were no significant gender effects. Both target and rater effect were found for the parental estimates of intelligence. Fathers were estimated higher on overall intelligence, logical-mathematical, body-kinesthetic and spatial abilities, while mothers were estimated higher on interpersonal and intrapersonal intelligence. The effect of the raters' gender was found for overall intelligence as well as for inter- and intra- personal intelligences, where males gave higher estimates of parental intelligences than females.

Serious Games and Their Effect Improving Attention in Students with Learning Disabilities.

Previous studies have shown the positive effects of educational video games (serious games) in improving motivation, attention and other cognitive components in students with learning disabilities. This study analyzes the effects on attention of a serious game based on multiple intelligences in a sample of 44 students (age range = 6-16 years; experimental group = 24; control group = 20) with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). Performance and observation measures of attention were used. The intervention consisted of 28 sessions (10 min each), in which the participants trained with 10 games based on multiple intelligences. A significant improvement in attention performance measures (visual attention) was found after the intervention, with the experimental and the control groups significantly differing in the posttest. These results invite consideration of the applicability of boosting different intelligences, talents or unique abilities through educational videogames as an important bridge to improving areas of deficit-in this case attention-in students with learning disabilities.

Measurement of different types of intelligence (general, verbal vs. non-verbal, multiple), academic performance and study habits of secondary students at a Music Integrated Centre.

According to many relevant scientific researches conducted in the last few years [1-3], the study of music-related subjects implies greater development of both intellectual and executive functions of students. Those functions comprise musical intelligence [4] and the rest of multiple intelligences [5], as well as the general and factorial intelligence [6]. The present research may help students organise and plan their studies with an improvement of their study habits, thus better self-organising their daily work. Unfortunately, the percentage of secondary students at Music Integrated Centres is less than 0.01% of the total centres; indeed, there are only 10 centres in Spain out of 34,149 total number of non-university education centres of this type [7]. Hence, the sample obtained from this data collection is a rara avis of a great scientific value [8,9]. In this study, a sample of 28 first-year secondary students at a Music Integrated Centre has been collected. In Music Integrated Centres, learners simultaneously study the General Education System and music-related courses from their third year of Primary Education until the second year of Baccalaureate. In order to obtain the data, several measurement tests have been conducted, namely general and factorial intelligence, multiple intelligence and study habits. Moreover, the study collects the academic performance of students in two evaluations carried out the school year 2017-2018 of the general courses on Spanish Language (mother tongue of the students), Mathematics, Social Sciences, Natural Sciences and English as a Foreign Language, as well as the music-related subjects, in particular Musical Language, Instrument and Choir. The data gathered for this field study can be useful if related to other researches on students belonging to other levels and modalities at Secondary Education with a focus on multiple intelligences and learning strategies, among others.

Caracterización de las inteligencias múltiples de estudiantes de 2do año de la carrera de Medicina / Characterization of the multiple intelligence of the second-year students of Medicine

Introducción: la teoría de las inteligencias múltiples representa una visión innovadora en el campo de la psicología de la educación, pues brinda un marco diferente para el mejor encuadre del proceso de enseñanza-aprendizaje. En esta perspectiva la evaluación de los tipos de inteligencias múltiples adquiere fundamental importancia. Objetivo: identificar las inteligencias múltiples de un grupo de estudiantes de segundo año de la carrera de Medicina en la Facultad de Ciencias Médicas de Matanzas. Materiales y métodos: de una población de 410 estudiantes de segundo año de la carrera de Medicina en la Facultad de Ciencias Médicas de Matanzas que cursan la asignatura Psicología Médica I, se escogió una muestra de 20 estudiantes mediante un muestreo no probabilístico intencionado a quienes se les aplicó el Inventario de InteligenciasMúltiples para adultos,formulario de setenta preguntas, basado en los postulados originales de la teoría de las inteligencias múltiples de Howard Gardner. Resultados: se reveló que las inteligencias más desarrolladas en los sujetos estudiados fueron la inteligencia interpersonal, la lingüística y la intrapersonal. Conclusiones: en el perfil de inteligencia de cada sujeto, las inteligencias personales y la lingüística muestran el más alto desarrollo, en combinación con la inteligencia lógico-matemática, la espacial, la musical y la cinético-corporal (AU).

Introduction: the theory of the multiple intelligence is an innovating vision in the field of the educational psychology, because it gives a different framework for better approaching the teaching-learning process. Therefore, the evaluation of the kinds of multiple intelligences gets main importance. Objective: to identify the multiple intelligences of a group of second-year students of Medicine in the Faculty of Medical Sciences of Matanzas. Materials and methods: a sample of 20 students was chosen from the population of 410 second-year students of Medicine who study Medical Psychology I in the Faculty of Medical Sciences of Matanzas using an intentioned non-probabilistic sampling. They applied the Inventory of Multiple Intelligence for adults, a formulary of 60 questions based in the original postulates of Howard Garner´s theory of multiple intelligences. Results: it showed that the most developed intelligences in the studied subjects were the interpersonal, linguistic and intrapersonal ones. Conclusions: in the intelligence profile of each subject, the personal and linguistic intelligences show the highest development, combined with the logical-mathematical, spatial, musical and bodily-kinesthetic ones (AU).

Caracterización de las inteligencias múltiples de estudiantes de 2do año de la carrera de Medicina / Characterization of the multiple intelligence of the second-year students of Medicine

Introducción: la teoría de las inteligencias múltiples representa una visión innovadora en el campo de la psicología de la educación, pues brinda un marco diferente para el mejor encuadre del proceso de enseñanza-aprendizaje. En esta perspectiva la evaluación de los tipos de inteligencias múltiples adquiere fundamental importancia. Objetivo: identificar las inteligencias múltiples de un grupo de estudiantes de segundo año de la carrera de Medicina en la Facultad de Ciencias Médicas de Matanzas. Materiales y métodos: de una población de 410 estudiantes de segundo año de la carrera de Medicina en la Facultad de Ciencias Médicas de Matanzas que cursan la asignatura Psicología Médica I, se escogió una muestra de 20 estudiantes mediante un muestreo no probabilístico intencionado a quienes se les aplicó el Inventario de InteligenciasMúltiples para adultos,formulario de setenta preguntas, basado en los postulados originales de la teoría de las inteligencias múltiples de Howard Gardner. Resultados: se reveló que las inteligencias más desarrolladas en los sujetos estudiados fueron la inteligencia interpersonal, la lingüística y la intrapersonal. Conclusiones: en el perfil de inteligencia de cada sujeto, las inteligencias personales y la lingüística muestran el más alto desarrollo, en combinación con la inteligencia lógico-matemática, la espacial, la musical y la cinético-corporal (AU).

Introduction: the theory of the multiple intelligence is an innovating vision in the field of the educational psychology, because it gives a different framework for better approaching the teaching-learning process. Therefore, the evaluation of the kinds of multiple intelligences gets main importance. Objective: to identify the multiple intelligences of a group of second-year students of Medicine in the Faculty of Medical Sciences of Matanzas. Materials and methods: a sample of 20 students was chosen from the population of 410 second-year students of Medicine who study Medical Psychology I in the Faculty of Medical Sciences of Matanzas using an intentioned non-probabilistic sampling. They applied the Inventory of Multiple Intelligence for adults, a formulary of 60 questions based in the original postulates of Howard Garner´s theory of multiple intelligences. Results: it showed that the most developed intelligences in the studied subjects were the interpersonal, linguistic and intrapersonal ones. Conclusions: in the intelligence profile of each subject, the personal and linguistic intelligences show the highest development, combined with the logical-mathematical, spatial, musical and bodily-kinesthetic ones (AU).

Multiple Intelligences in Teaching and Education: Lessons Learned from Neuroscience.

This brief paper summarizes a mixed method review of over 500 neuroscientific reports investigating the proposition that general intelligence (g or IQ) and multiple intelligences (MI) can be integrated based on common and unique neural systems. Extrapolated from this interpretation are five principles that inform teaching and curriculum so that education can be strengths-based and personalized to promote academic achievement. This framework is proposed as a comprehensive model for a system of educational cognitive neuroscience that will serve the fields of neuroscience as well as educators. Five key principles identified are culture matters, every brain is unique-activate strengths, know thyself, embodied cognition/emotional rudder, and make it mean something.

The application of multiple intelligences theory in obstetrics and gynecology clinical internship teaching for the medical students / 中华医学教育探索杂志

Objective To explore the practical effects of multiple intelligence theory applied in Obstetrics and Gynecology clinical internship teaching for the medical students.Methods The Eight-year program medical students in the classes of 2009 and 2010 were collected,among which 45 students in theexperimental group were taught by multiple intelligence theory,and 40 students in the control group were taught by traditional teaching methods.The results determined by the questionnaire survey,written test scores,operation test scores,medical documents writing results,usual performance and teachers' job evaluation.The data were analyzed by SPSS 17.0 statistical software,chi-square test and t test.Results Compared with control group,the written test scores,operation test scores,medical documents writing results,usual performance,the student questionnaire and teachers' self work evaluation of the experimental group were significantly higher (89.720 ± 8.147) vs.(81.140 ± 9.142),(88.230 ± 4.328) vs.(80.360 ± 5.621),(86.530 ± 2.641) vs.(81.580 ± 2.036),(87.650 ± 3.957) vs.(82.360 ± 6.392),which showed statistically significant difference (P＜0.05).The experimental group students think the teaching methods with multiple intelligence theory are novel,producing following positive effects in fully inspiring learning initiative,fostering the ability of independent study,enlightening clinical thinking,strengthening collective cooperation and improving the ability of doctor-patient communication and problem-solving etc.Conclusions It shows that the application of multiple intelligences theory in Obstetrics and Gynecology clinical internship for the medical students could motivate the students' self-confidence and enthusiasm,and contribute to train high quality medical talent,Meanwhile,the higher requirements are needed for teachers.It is worth promoting the application.