Gardners Theory of Intelligence

Gardners Theory of IntelligenceIt is a pretty common phenomenon that some people acquire knowledge and skills 10 or 20 times faster than others (Payne Tirre 1984). Some people acquire certain kind of knowledge that others canfulnot even acquire after years of practice. This sort of exclusive differences in learning are commonly occur due to differences in newsworthiness. Thus, learning ability is part of intelligence according to some psychologists and most of the educators hardly make any difference between learning and intelligence. Therefore, it sounds paradoxical that both of them have quite separate ways throughout the history of psychology.harmonize to psychologist intelligence will never have a general definition (Strenberg Dtterman 1986). It can be said that it is not a concept which can be scientifically useful (Jensen 1987d) as it lacks such meaning that is not just a random choice of any psychologists.Of Gardners proposed seven theatrical roles of human intelligenc e, linguistic and logical-mathematical are the setoff two types noted by him commonly valued in educational institutes, e.g. school, colleges (Gardner, 1999, pp. 41). Gardner concluded the definition of intelligence by saying that it could only be use to some certain explanations of human understanding and behavior, and last simply not the least morality is generally a about the kind of person that an individualistic is and the kind of person an individual has wanted to be. It is not, in itself, an intelligence (p. 77)Gardners view of intelligence has us much ideas for thinking about intellectual functioning but is universe expert in one or more of these intelligences actually a reflection of intelligence. Strenberg (1985, 1986) addresses this statement by considering intelligence as a type of mental self-management comprising of tree basic components componential intelligence, experiential intelligence and contextual intelligence. As these three types of intelligence define in telligent behavior, this theory is known as a triarchic theory.The In diversenessation-processing Model reflects on what is going to happen when entropy flows through different types of internal structure which are should be existing inside the learner. These sort of structures diddle the main function of the central nervous system. It should be noted that these sort of structures are hypothetical. According to Gange et al. (1984) some of the process that has been used by the system can be performed better by some individuals than others, but the systems nature will be the same.After having a good concept of how information are being processed, stored and retrieved through the help of the information model, students can learn much more effectively and efficiently as comparing to the period when they were not aware of that.According to Gage Berliner (1984), memorizing things and trying to remember how to how to execute skills is one of the main tasks of learning. If someone learns something one night and cannot remember it some later time is of a truly little use according to Gage and Berliner (1984). They believe that metacognitive learners are able to get cognitive strategies to help them to remember things easily and to recall it after a later time. According to them this process is called encoding. At schools teachers can help out the students to encode information. Firstly, they have to provide the learner the information already coded in the form of graphs, tables etc. These help the learners to easily store those data in his/her memory in an easily remembered form. After that teachers can provide that cues to activate the coded data. This helps the students to recall the information that has already been stored in their long-term memory in an encoded form for a long time.Motivation can be referred to the reasons underlying behavior (Guay et al., 2010, p. 172). According to Gredler, Broussard and place (2004) motivation can be considered as an attrib ute that lets us to do something or not to do something.According to Stipek (1996), ancient approaches to this study of motivation in the literary discourse on extrinsic reinforcement. According to that literature, all sort of behavior, including an individuals movements , was considered to be controlled by reinforcement. One of the key figure of this approach includes B.F. Skinner, who identifies various categories of reinforcement. despotic reinforcement or gifts or avenges are the result that increases the chance of a particular behavior by getting rid of some negative satellite stimulus. On the other hand, the fear of being punished refers to odious consequences that decrease the probability of an individuals behavior. Under this structure, the teachers job is very clear to give satisfactory grades to reward that individual or give an awful grade or being punished.A set of empirical studies on the manipulation of motivation exists. Though these evidences describes both posit ive and negative effects, proposing that instructional strategies and classroom contexts can both increase or decrease students motivation.ReferencesBroussard, S. C., Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in elementary school-aged children. Family and Consumer Sciences Research Journal, 33(2), 106-120.Gardner, H. (1999). Intelligence reframed Multiple intelligences for the 21st century.New York Basic Books.Gage Berliner (1984). Educational PsychologyPayne, D., W. Tirre. (1984). Individual differences in learning rate. base presented atthe Ninth Psychology in the Department of Defense Symposium, USAF Academy,Colorado Springs, Colorado.Sternberg, R. J., Detterman, D. K. (Eds.). (1986). What is Intelligence?Norwood, USA Ablex.Stipek, D. J. (1996). Motivation and instruction. In D. C. Berliner R. C. Calfee (Eds.), Handbook of educational psychology (pp. 85-113). New York Macmillan.