Reading Test 58

Multiple Intelligences

The Implications of Multiple Intelligence Theory for Teachers

The first intelligence test was developed in France by Alfred Binet early in the 20th century. By the 1920s and 1930s, intelligence tests and their product, an individual’s IQ (Intelligence Quotient), had become widely used in many societies around the world. Tests of this type, however, have now fallen into disrepute. All they test is linguistic and logical-mathematical intelligence, and thus traditional definition of intelligence is now regarded as narrow.

We now know that 75% of teachers are sequential, analytical presenters, but 70% of students do not actually learn this way. A number of investigators now believe that the mind consists of several independent modules or intelligences. The educational psychologist responsible for this change of attitude is Howard Gardner, professor of education at Harvard University in the United States and the creator of the Multiple Intelligence theory.

Multiple Intelligence theory, according to Gardner, is an endorsement of three key propositions:

  1. We are not all the same.
  2. We do not all have the same kinds of minds.
  3. Education works most effectively if these differences are taken into account.

Gardner argues that there are at least eight kinds of intelligence that are important to fuller human development and that are available for almost everyone to develop. These intelligences are:

  1. Linguistic intelligence
  2. Logical-mathematical intelligence
  3. Musical intelligence
  4. Spatial intelligence
  5. Bodily-kinesthetic intelligence
  6. Interpersonal intelligence
  7. Intrapersonal intelligence
  8. Naturalist intelligence

Gardner also speculates on the possibility of there being both a spiritual intelligence and an existential intelligence but comes to no definite conclusions.


Characteristics and Development of the Intelligences

Following are some characteristics of the different intelligences, along with ways to exercise and develop them:

Linguistic Intelligence:
Involves reading, writing, speaking, and conversing in one’s own or foreign languages. It may be exercised through reading interesting books, listening to recordings, using various kinds of computer technology, and actively participating in discussions.

Logical-Mathematical Intelligence:
Involves number and computing skills, developing an awareness of patterns, and the ability to solve different kinds of problems through logic. It may be exercised through playing number and logic games and solving various kinds of puzzles.

Musical Intelligence:
Involves understanding and expressing oneself through music and rhythmic movements or dance. It may be exercised through exposure to a variety of recordings, engaging in rhythmic activities, and singing, dancing, or playing various instruments.

Spatial Intelligence:
Involves the ability to create and manipulate mental images and the orientation of the body in space. It may be developed through sharpening observation skills, solving mazes and other spatial tasks, and using imagery and visualization.

Bodily-Kinesthetic Intelligence:
Involves physical skills and learning through bodily sensations. It may be exercised through performing, playing sports, and tasks requiring imagination.

Interpersonal Intelligence:
Involves understanding how to communicate with and understand other people collaboratively. It may be exercised through cooperative games, group projects, dramatic activities, or role-playing.

Intrapersonal Intelligence:
Involves comprehending our emotions and growing in the ability to control and work with them consciously. It may be exercised through participating in independent projects, journal-writing, and finding quiet places for reflection.

Naturalist Intelligence:
Involves understanding nature and the world around us. It may be exercised through exploration of nature and organizing collections of items.


Applying Multiple Intelligence Theory to the Classroom

Gardner proposes that the eight intelligences identified are independent in that they develop at different times and to different degrees in different individuals. They are, however, closely related, and many teachers and parents are finding that when an individual develops proficiency in one area, the whole constellation of intelligences may be enhanced.

Gardner refers to intelligences as potentials that will or will not be activated, depending upon the values of a particular society and the personal decisions made by individuals and/or their families. A student who believes that intelligence can be developed is likely to be persistent and adventurous. However, a learner who thinks they have no control over their abilities is more likely to get upset when faced with failure, as it can only be construed as evidence of inadequate ability.

The fluid theory of intelligence advocated by Gardner encourages students to stretch themselves. Does the fact that we each have a unique profile mean that teachers should plan individual lessons for every student in the class to take this into account? Clearly, this would be impractical, and the solution lies in including classroom activities designed to appeal to each of the intelligence types. Gardner suggests that the challenge of the coming decades is to stop treating everyone in a uniform way. He proposes individually configured education—an education that takes individual differences seriously and creates practices that serve different kinds of minds equally well.

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Growing more for less

A two-man project to use spider silk is achieved after 4 years

A.

A rare textile made from the silk of more than a million wild spiders has gone on display at the American Museum of Natural History in New York City. To produce the golden cloth, 70 people spent four years collecting golden orb spiders from telephone poles in Madagascar, while another dozen workers carefully extracted about 24 meters of thread from each of the arachnids. The resulting 11-foot by 4-foot textile is the only large piece of cloth made from natural spider silk existing in the world today.

B.

Spider silk is very elastic and strong compared with steel or Kevlar, said textile expert Simon Peers, who led the project. Kevlar is a lightweight synthetic fabric which is often compared to nylon. It is very tough and durable and used in bullet-proof vests. Spider silk is resistant to wear, tear, and heat and has absolutely no melting point. But the tensile strength of spider silk is even greater than Kevlar’s and maintains elasticity, a strand of high-grade steel. Most importantly, spider silk is extremely lightweight: a strand of spider silk long enough to circle the Earth would weigh less than 500 grams (18 oz). It is also especially ductile, able to stretch up to 140 percent of its length without breaking, and can hold its strength below -40°C. This gives it a very high toughness, which equals that of commercial fibers.

C.

Researchers have long been intrigued by the unique properties of spider silk. Unfortunately, spider silk is extremely hard to mass produce. Unlike silkworms, which are easy to gather, spiders have a habit of chomping off each other’s heads when housed together. According to Peers, there’s scientific research going on all over the world right now trying to replicate the tensile properties of spider silk to apply it to all sorts of areas in medicine and industries, but no one has yet succeeded in duplicating 100 percent of the properties of natural spider silk.

D.

Peers came up with the idea of weaving spider silk after learning about the French missionary Jacob Paul Camboué, who worked with spiders in Madagascar during the 1890s and 1900s. Camboué built a small, hand-driven machine to extract silk from up to 24 spiders at once, without harming them. The spiders were temporarily restrained, their silk extracted, and then let go. Peers managed to build a replica of this 24-spider silk-spinning machine. It was used at the turn of the century, said Nicholas Godley, who co-led the project with Peers. As an experiment, the pair collected and restrained about 80 spiders. When we stuck them in the machine and started turning it, a lot of them started to spin beautiful gold-colored silk straight onto our machine, Godley said.

E.

But to make even the tiniest significant size, silk experts had to drastically scale their plan. Between thousands of spiders spread out on the silk, Godley said, and the textile weighed about 2.8 pounds. The numbers were overwhelming. To achieve their goal, Godley and Peers began hiring dozens of spider handlers to collect wild arachnids and carefully harness them to silk extractors. When they needed people who were willing to work with spiders, Godley said, because by the end of the project, the team had spent more than 1 million spider lifetimes. In return, they produced a beautiful yet absolutely impractical cloth, passion provided by love and obsession.

Once the spiders had been silked, they were released back into the wild, said Godley. Godley said it takes them about a week to regenerate their silk. We can go back and get more from the same spiders, he said. It’s like the gift that never stops giving.

F.

Of course, spending four years to produce a single textile of spider silk isn’t very practical for scientists trying to study the properties of spider silk, or companies that want to manufacture the fabric for use as a biomedical product, or an alternative to Kevlar armor. Several groups have tried inserting spider genes into bacteria or even cows and goats to produce silk, but so far, the attempts have been only moderately successful. Part of the reason it’s so hard to generate spider silk in the lab is that it starts out as a liquid protein that’s produced by a special gland in the spider’s abdomen. Using their spinneret, spiders appear to rearrange the protein’s molecular structure and transform it into solid silk. When we talk about a spider spinning silk, we’re talking about how the spider applies forces to produce a transformation from liquid to solid, said spider silk expert Todd Blackledge of the University of Akron, Ohio, US, who was not involved in creating the textile. Scientists simply can’t replicate the efficiency with which a spider produces silk. Every year we’re getting closer and closer to being able to mass-produce it, but we’re not there yet. For now, it seems we’ll have to be content with one incredibly beautiful cloth, graciously provided by more than a million spiders.

 

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The Power of Persuasion

A New Zealand restaurateur assesses some recent research from the USA

Some scientists peer at things through high-powered telescopes, others tempt rats through mazes, or mix bubbling fluids in glass beakers. Then there is Robert Cialdini, whose unorthodox research involves such mundane items as towels and chocolates. Nonetheless, Cialdini believes he is discovering important insights into how society works, because he is conducting research into why some people are more persuasive than others.

Cialdini hopes that by applying a little science, we should all be able to get our own way more often. This is in part a personal quest with its origins in his own experience: Cialdini claims that for his whole life he has been easy prey for salespeople and fundraisers who have managed to persuade him to buy things he did not want or give to charities he had never heard of.

When he realised that traditional experiments on the psychology of persuasion were telling only a part of the story, Cialdini began to probe influence in the real world, enrolling in sales-training programmes. In this way, he believes he learned first-hand a great deal about how to sell automobiles from a car lot, increase sales in restaurants, and even encyclopaedias door to door. Most recently, his research has involved the now-famous experiments with towels. Many hotels leave a little card in each bathroom asking guests to reuse towels and thus conserve water and reduce pollution. Cialdini and his colleagues wanted to test the relative effectiveness of different text on these cards. Could hotels best motivate their guests to co-operate simply because it would help save the planet, or were other factors more compelling?

To test this, the researchers designed the cards, replacing the environmental message with the simple (and truthful) statement that the majority of guests at the hotel had reused their towel at least once. Those guests who received this message were found to be 26% more likely to reuse their towel than those given the original message, and 74% more likely than those receiving no message at all.

This was just one study that enabled Cialdini to identify his 6 Principles of Persuasion. The phenomenon revealed by the towel experiment he calls “social proof”: the idea that our decisions are influenced by what other people like us are doing. More perniciously, social proof is the force underpinning some people’s anxiety not to be left behind by their neighbours, thus the desire for a bigger house or a faster car. A further principle, which he named “reciprocity”, was tested in a restaurant by measuring how patrons would respond to after-dinner chocolates. When the chocolates were dropped individually in front of each diner, tips went up 14%. This reciprocity in action: we want to return favours done to us, often without bothering to accurately calculate whether what we are giving is proportionate to what we have received.

Cialdini’s research has established four more principles. Scarcity is the idea that people want more of things they can have less of, a notion that advertisers ruthlessly exploit—“limit of four per customer”. Parents can also make use of scarcity by telling their little ones that this is a very unusual chance, so they would seize it immediately. The principle of authority states that we trust people who know what they are talking about. Cialdini maintains that many professionals don’t display their credentials, fearing it is boastful or arrogant to publicise their expertise. The principle he labels “consistency” suggests that we want to act in ways that are consistent with undertakings we have already made. For example, if you are soliciting charitable donations, first ask colleagues if they think they will sponsor you. Later, return with a sponsorship form to those who said yes and remind them of their earlier undertaking. The final principle is likeness: we are easily persuaded by those who seem similar to ourselves. In one study, people were sent survey forms and asked to return them to a named researcher. When the researcher falsely identified herself (e.g., Cynthia Johnson is sent a survey by Cindy Johansen), surveys were twice as likely to be completed.

Many of Cialdini’s claims about persuasion are just that—highly persuasive—and I can readily see evidence for some of them in my own workplace. But Cialdini’s experiments were conducted in the United States, and I wonder how well all of his findings can be applied here in New Zealand or elsewhere around the world. For instance, I do understand the general principle of “reciprocity”, but cannot imagine New Zealand waiting staff using this cynical chocolate trick in their restaurants because the culture of tipping in this country is so different. But if it were that new way, diners’ heart is to give them something they are not expecting in the way of service, and in this country, reciprocation would more likely take the form of a return visit to the restaurant and not a tip. It may be that age is also a factor and that different generations would react differently to, say, the “consistency” principle. I suspect that younger people in this country would respond quite positively to this sort of approach, whereas their parents might be put off by any hint of a hard sell. Perhaps in the end, we must accept that some of us are simply born with more persuasion skills than others and that we have less control over them than we might wish.

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