Cognitive Enhancement - Theory of Multiple Intelligence
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The document explores the theory of multiple intelligences, emphasizing the connections between cognitive abilities, genetics, and the development of the nervous system. It outlines various forms of intelligence, including musical, logical-mathematical, spatial, bodily-kinesthetic, linguistic, and personal intelligence, while discussing the impact of culture on individual intelligence profiles. Additionally, it addresses the principles of brain plasticity and the importance of tailored educational approaches in fostering diverse intellectual competencies.
Cognitive Enhancement - Theory of Multiple Intelligence
- 1. Theory of Multiple Intelligence How smart are you? How are you smart?
- 2. Who is the smartest? How is Intelligence Defined? Poetry Appreciating Music Learning a Computer Program A Friend in Need
- 3. M.I.: Suggests it’s time to consider the direct connection between cognitive abilities and the development of the nervous system. Genetics – First consideration in the biology of intelligence. If DNA really does contain the code of everything we can and shall become, then shouldn’t our cognitive abilities be contained there as well? Although genetics can help to determine eye and hair color, it is less reliable when asked to determine more abstract traits. Genetics can be used to determine “at-risk” potentials for disease. If it can determine at risk potentials, it should lead us toward “at promise” potentials as well. But in its current state genetics can tell us this but no more.
- 4. Development of the nervous system offers us our most reliable form of information. The first question to consider in the neurological perspective is : Does the nervous system develop in a static pre-determined form, or is all or part placid in its development? Canalazation Strict genetically programmable sequence Plasticity Adaptability is only possible at certain stages in development
- 5. 5 Principles of Plasticity - Injury to the frontal lobes may not be visible for several years. Long-term effects of injury or intervention sometimes does not show up until later life. - An organism will fail to develop normally unless it undergoes certain experiences. Factors that mediate development - Regions such as the frontal lobes are more malleable than the sensory cortex which develops during the first days of life. An entire hemisphere of the brain can be destroyed and the individual will still learn to speak. Suggests that large areas of the brain remain uncommitted and available for diverse use during early childhood. Flexibility varies across different regions of the brain - Intervention: only successful during critical periods. Presence of critical periods - Meaningful effects:only available from first days to first few years. Maximum effect is in early life
- 6. Other Biological Factors Worth Considering Size Size of the brain in rats can be increased through stimulation. Specific stimulation can cause growth in isolated areas. Environmental situation can increase the size of nerve cells & the quality of synoptic connections.
- 7. Other Biological Factors Worth Considering Bigger – Not always better During certain periods of development the brain produces excess cells while the neurons are creating synoptic connections. Total excess cells are between 15% and 85% Possible period of plasticity May be the time when a child is accomplishing the feat of learning language.
- 8. Other Biological Factors Worth Considering How is the brain organized? Modular Molecular Important to recognize that learning occurs by the brain selecting pre-existing pathways to synoptic connections. Experiences with the environment and learning can exploit those pathways and lead to new ways of behavior
- 9. Poetry Appreciating Music Learning a Computer Program A Friend in Need Biological considerations lead to the choice between the two paradigms of intelligence
- 10. What constitutes an intelligence in M.I. Theory?
- 11. Criteria of an Intelligence Potential Isolation by Brain Damage The extent to which a particular faculty can be destroyed or spared in its relative autonomy.
- 12. Criteria of an Intelligence The Existence of Idiot Savants, Prodigies or other Exceptional Individuals The extent to which their skills or disabilities are out of proportion to other abilities.
- 13. Criteria of an Intelligence Can the basic information processing function be isolated and identified in their neurological form? An Identifiable Core Operation or Set of Operations
- 14. Criteria of an Intelligence A Distinctive Developmental History Along with a Definable Set of Expert “End-State” Performances Can degrees of expertise be identified throughout a developmental timeline?
- 15. Criteria of an Intelligence An intelligence becomes more plausible if it can be traced to its evolutionary antecedents. An Evolutionary History and Evolutionary Plausibility
- 16. Criteria of an Intelligence Support From Experimental Psychological Tasks The extent to a cognitive test can isolate the ability.
- 17. Criteria of an Intelligence Support From Psychometric Findings The extent to which a specifically designed test can support a domain of intelligence.
- 18. Criteria of an Intelligence Susceptibility to Encoding in a Symbol System Has a culture been able to harness the raw capacities to be exploited in a symbolic system?
- 19. How are you smart? The Multiple Intelligence Profile
- 20. Musical Intelligence The ability to discern meaning and importance in sets of pitches rhythmically arranged.
- 21. Development of musical competence Pitch – (melody) Rhythm – (beat) Timbre – (quality of a note) Although musical intelligence can be broken down into these components, they are useless without an emotional quality It is the variation of the core components that a physiological response is created that communicates the emotion.
- 22. The composer exemplifies Musical Intelligence Composer can be identified by the fact that they constantly hear tones in their head. The idea seizes the attention and imagination and the composer begins to work on it. The basic idea is always the same, the composer only modifies it. (It is received in its complete form) Tonal experience is combined with emotion to meld together in the creation. The end result is an expressed emotion that is beyond words.
- 23. The brain and musical intelligence Evidence shows that music and language are processed in separate areas of the brain. Music in the right and language in the left. Music has the ability to be recognized within human beings in a variety of ways. This bolsters the idea that the nervous system offers multiple ways of exploiting music (singing, playing instruments, dancing, listening).
- 24. Two contrasting ways of processing music Figural Approach – The child attends chiefly to the global features of music (soft, hard, fast, slow). The approach is strictly intuitive. Formal Mode – Can conceptualize the musical experience in a principled manner. Can understand music on a measure-by-measure basis.
- 25. Crisis points in musical competence The transfer from Figural to Formal can temporally wipe out any intuitive sense of music. By adolescence the youth must choose to devote themselves.
- 26. Logical Mathematical Intelligence The roots of the highest regions of logical mathematical thought can be found in the actions of young children upon objects in their material world.
- 27. Development of logical mathematical thought - Can substitute mental pictures of sets with the use of symbols and words. Algebra and logical reasoning. Stage # 4 (Early Adolescence) - Can look at two sets of objects and can make a quantifiable comparison. Stage # 3 (School Age) - Objects can be arranged in groupings. Cannot recognize specific number in group. Reciting numbers is a linguistic skill. Stage # 2 (Pre-school) - Objects only exist if they are present. Stage # 1 (Infant)
- 28. Math enters abstraction Mastery of words and symbols gives way to abstraction. The mathematician is primarily interested in the use of numbers in the abstract sense, not in the discoveries of the physical world. The gifted mathematician is more interested in the reasoning of an equation than the sequence of numbers. Is guided by intuition. Senses a line of reasoning and then sets off to prove it.
- 29. The scientist and math The scientists is motivated to explain physical reality. To use reasoning to explain how things work. Also guided by intuition. Must be willing to withstand the pressure to go against traditional thought. May have been captivated by a physical object as a small child.
- 30. Math and the brain Activity can be found in both hemispheres. Great deal of flexibility where functions are carried out. Presence of calculating idiot savants. Isolation in specific areas of the brain is less defined than in other intelligences.
- 31. Cultural Pressure on Logical Mathematical Intelligence Western society is based on challenging statements made without proof Although this form of thought is highly rewarded, it is done at a cost to the personal intelligences.
- 32. Spatial Intelligence The ability to manipulate objects in space.
- 33. More detailed definitions include: The ability to recognize an object when viewed from different directions. The ability to image movement of an object. The ability to sense and retain geometric form. The ability to distinguish between two and three dimensional forms. The ability to perceive balance or tension in a piece of art.
- 34. Development of spatial intelligence - The adolescent’s ability to understand geometry. Formal Operational - Ability to manipulate an object. Concrete Operational - An infant’s ability to move around in space. Sensory Motor
- 35. The brain and spatial intelligence Located in the posterior portions of the right hemisphere. Important to note that the properties of spatial intelligence are not limited to a visual experience.
- 36. The Chess Master and The Artist The advanced player is stimulated by patterns. Has memorized thousands of patterns. Draws on memory of positions together with intuition to make the next move. Cannot remember the positions of pieces that are out of place. Individual positions contain strategies of past games. The chess master can play multiple games while blindfolded. The artist must possess a keen understanding of the outside world. A driving motivation to master every aspect of physical form. Can remember and make use of the works of others. Needs a vast storehouse of memorized form in order to create. Creation comes from the melding of memorized form and access to feelings needed to be expressed. Chess Master Artist
- 37. Body-Kinesthic Intelligence Control of one’s bodily motions and capacity to handle objects.
- 38. Linguistic Intelligence Linguistic intelligence is the most shared intellectual domain across the human species.
- 39. The ability to visualize and then re-create movement. To know what is coming next so that the movement seems effortless. The combination of fundamentals of skill and emotion to generate high achievement or art. The individual must practice and be proficient at creating a movement, but the great ones can communicate a personal message through their actions. Examples: Dancers Athletes Artists Instrumentalists Mechanics Surgeons Actors Comedians
- 40. If I could have told you what it was, I would not have danced it. Martha Grahm Similar to music, actions created in dance and sports can activate signals in the brain that communicate emotion. Bodily-Kinesthic Intelligence may be based on an involuntary response to mimic like the sour taste reaction one feels after watching another bite into a lemon. Architecture can be felt in the body when observing a building that is supported by a weak base. Mimicking is the gift of the comedian. Considered a low priority in western culture. People who learn this way are considered arrogant or a class clown.
- 41. Poetry Exemplifies Linguistic Intelligence The poet must be superlatively sensitive to the meaning of words. The sense of a word in one line can not upset the balance of words with similar meaning within the poem. The words must combine to capture the emotion or image that the writer is trying to convey.
- 42. Linguistic intelligence is measured in one’s command of: Phonology - Syntax - Semantics Pragmatics -
- 43. The major uses of language Rhetorical - The ability to use language to convince others of your point of view. Monic Potential - The ability to use language to remember vast amounts of information. Explanation - Using language to pass on information. Meta-linguistic - Using language to describe language.
- 44. The development of the writer First masters the technical skills of language using the rules of Phonlogy, Syntax, Semantics & Pragmatics. Develops the ability to store a vast amount of human experience to memory. Set out to master the style of other accomplished writers. Comes to intuitively know the proper use of form. Combines the learned technical skills with the store-house of human experience in memory to create the desired outcome.
- 45. Culture and language…who benefits from its command? Pre-literate society - Language is used as a way to remember. Those who master this skill were rewarded. The Greeks - Power was given to those who could orally recite verse. Traditional cultures place an emphasis on rhetoric, oral language and word play. Western culture is concerned more with writing and gleaming information from reading.
- 46. Personal Intelligence Interpersonal – The ability to notice and make sense of the actions of others. Intrapersonal – Access to one’s own feelings.
- 47. Development of personal intelligence Fully socialized, can tell right from wrong. Forms friends on their own. Rates themselves by what they can do. School aged Starts to master symbol systems. Engaged in role play. Striving for autonomy. Needs commonly to establish identity. Age 2-5 years Tie to caregiver is critical. First realizes separate identity. Effected by others’ emotions. Infant
- 48. Development of personal intelligence Sensitive to the motivation of others. Looks to others for support. Point at which inter and intra combine to create the self. Pressures surrounding this action are less acute in societies that offer fewer choices. Adolescent Recognizes the motivations of others. Deeply interested in friendships. Cliques for boys can be primate hierarchy structured. Premature self-judgment is a risk. Inability to relate to others can be viewed as a failure. Middle childhood
- 49. Development of personal intelligence Self actualized individual who knows their own frailties while retaining the ability to inspire others Capacity to recognize how their presence reacts with the world. Adult
- 50. The self in different societies Particle Society Field Society
- 51. Exercise # 1
- 52. Application of the theory
- 53. How Does Culture Effect An Individual’s Profile of Intelligence?
- 54. The notational symbol systems a society chooses to emphasize shapes the intellectual profile of its citizens
- 55. Musical Intelligence Not Supported By Culture Based on western culture emphasizing Linguistic & Logical intelligence’s. 100 = Average of population
- 56. Musical Intelligence Supported By Culture 100 = Average of population Musical intelligence supported by curriculum or mentor
- 57. Comparison of same individual in different cultures as an adult 100 = Average of population Which profile is capable of contributing more to society? Less is more
- 58. Can culture intervene to modify the intelligence profile? “ Remember Plasticity”
- 59. 5 Principles of Plasticity - Injury to the frontal lobes may not be visible for several years. Long-term effects of injury or intervention sometimes does not show up until later life. - An organism will fail to develop normally unless it undergoes certain experiences. Factors that mediate development - Regions such as the frontal lobes are more malleable than the sensory cortex which develops during the first days of life. An entire hemisphere of the brain can be destroyed and the individual will still learn to speak. Suggests that large areas of the brain remain uncommitted and available for diverse use during early childhood. Flexibility varies across different regions of the brain - Intervention: only successful during critical periods. Presence of critical periods - Meaningful effects:only available from first days to first few years. Maximum effect is in early life
- 60. Function of Plasticity Suzuki Model for Teaching Music Plasticity Periods Taking advantage of “Plasticity Period” in both Musical and Personal intelligence
- 61. Choices for the school of the future Basic set of competencies Core body of knowledge Greatest number of people achieve knowledge Same Curriculum for all Same methods of teaching Standardized assessments Based on IQ thinking Recognizes individual differences in profiles Committed to several core disciplines Learning tasks focused on relevant topics Guided choice in electives Assessments are individual Apprentice relationships are supported Uniform School Individual-center school
- 62. New roles in the “Individual-centered school” Assessment Specialist Student-curriculum broker School-community broker
- 63. Sources for an alterative approach to testing The necessity for a developmental perspective. The emergence of a symbol-system perspective. Evidence for the existence of multiple intelligence. A search for creative capacities. The desirability of assessing learning in context. Locating skill and competence outside the head of the individual.
- 64. General Features of a new approach to assessment Emphasis on assessment other than testing. Assessment as simple, not oral, and occurring on a reliable schedule. Ecological validity. Instruments that are “intelligence-fair”. Uses of multiple measures. Sensitivity to individual differences, developmental levels, and forms of expertise. Application of assessment for the student’s benefit.
- 65. The Narrational Doorway Presenting a story or narrative account about the concept in question Five Doorways For Learning
- 66. Logical-quantitative Doorway Approaching the concept with numerical considerations or deductive and inductive reasoning process
- 67. Foundational Doorway Explores the philosophical and terminological facets of a concept
- 68. Esthetic Doorway Emphasizing sensory features that appeal to learners who favor an artistic stance.
- 69. Experiential Doorway Hands on approach that deal directly with the materials the embody or convey the concept.
- 70. Project-centered curriculum Projects are designed that incorporate a variety of thinking styles Assessments are made on a continuous basis A “processfolio” is kept on each student to monitor progress and changes in thinking throughout the program Students are encouraged to swap roles Final assessment is based on ability to “perform or demonstrate” concepts within relevant context
- 71. Final exercise Designing individual-centered project curriculum
Editor's Notes
- #2: 1 1 1 Introduction and Opening comments Before we get started. Recognize how much the experience of your training this week will mirror your future experiences in the field. This week you will have the unique ability to view the training as a participant. Be aware of the points made to you that sink in. What style of presentation is motivating to you. What type of people make you want to have a relationship with and get on board with. In the field you will be the facilitator. See if you can identify why the number one way to form a lasting and trusting relationship on the retail floor is empathy. The training you are about to receive will breakdown into two parts: