Multiple intelligence impact on adult learning

Multiple intelligence impact on adult learning
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. ...
Over the past few decades, research in the field of learning has led to the discovery of the Theory of Multiple Intelligences. In short, this theory states that each person has different ways of learning and different intelligences they use in their daily lives. While some can learn very well in a linguistically-based environment (reading […]
Through the lens of adult learning theories to include multiple intelligences developed by Harvard psychologist Howard Gardner, this empirical research study of a classroom scenario examines the relationship between co-creating and multiple intelligences leadership practices and presents examples of positive effects of co-creating and multiple ...
MI Reflections-looking at the successes and challenges involved in using MI theory in adult education, including an array of activities for exploring MI theory with students. MI-Inspired Instruction-discussing how MI theory can be used to develop learning experiences and instructional strategies that tap into students intelligence strengths.
It complements the MI Grows Up: Multiple Intelligences in Adult Education Sourcebook, but it stands alone as a rich account of the research journeys of nine AMI teachers.
The Adult Multiple Intelligences (AMI) Study was the first systematic effort related to multiple intelligences (MI) theory in adult literacy education. The AMI Study investigated the following question: How can MI theory support instruction and assessment in Adult Basic Education (ABE), Adult Secondary Education (ASE) and English for Speakers of Other Languages (ESOL)? The study design ...
It also sheds light on the limitations and possible directions for the theory's implementation in higher education, through a critique of the restricted testing procedures available for MI. The paper also explores the limited availability of tests designed to assess each intelligence independently or as a collective set of multiple intelligences.
The Adult Multiple Intelligences Study was the first systematic effort related to multiple intelligences (mi) theory in adult literacy education. The study's findings regarding mi theory served as the foundation for a study of mi theory's implications for adult literacy practice, policy, and research. The study was conducted across 10 different adult literacy contexts with different teacher ...
Aug 9, 2025
Howard Gardner and others have continued to expand on Gardner's theory of multiple intelligences (MI), a broad range of abilities people use to learn, solve problems, and create. Whereas most past studies and practical applications of MI theory have focused on learners in grades K-12, recent projects are extending MI to adult education. For ...
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Intelligence is different from learning. Learning refers to the act of retaining facts and information or abilities and being able to recall them for future use. Intelligence, on the other hand, is the cognitive ability of someone to perform these and other processes.
The notion of multiple intelligences — and Gardner's follow-up ideas about teaching individual students in the ways they can best learn, and teaching important concepts in multiple ways, for many access points — shifted the paradigm, ushering in an era of personalized learning whose promise is still being explored.
Gardner's early work in psychology and later in human cognition and human potential led to his development of the initial six intelligences.
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Yet it offers promising opportunities for adult literacy instruction and assessment, as this study involving teachers as research partners demonstrates. The Adult Multiple Intelligences Study was the first systematic effort related to multiple intelligences (MI) theory in adult literacy education.
Chi-square test for independence is used to explore the relationship between multiple intelligences and learning styles' categorical variables.
The Adult Multiple Intelligences Study was the first systematic effort related to multiple intelligences (MI) theory in adult literacy education. The study's findings regarding MI theory served as the foundation for a study of MI theory's implications for adult literacy practice, policy, and research.
This paper discusses how adult literacy educators chose to apply multiple intelligences (MI) theory. The findings fall into two categories of teachers' interpretation, MI-inspired instruction, and ...
Howard Gardner and others have continued to expand on Gardner's theory of multiple intelligences (MI), a broad range of abilities people use to learn, solve problems, and create. Whereas most past studies and practical applications of MI theory have focused on learners in grades K-12, recent projects are extending MI to adult education.
The distinguishing characteristic of adult education is its focus on the individual learner. This emphasis is reflected in the two foundational theories of adult learning that form the cornerstone of our current understanding of adult learning (Merriam, 2001, p. 3). These twin pillars of adult learning theory are andragogy and self-directed ...
Abstract The Adult Multiple Intelligences Study was the first systematic effort related to multiple intelligences (MI) theory in adult literacy education.
ABSTRACT Many thesis, dissertations, and articles have been written on whether the concept of multiple intelligence has achieved the expected success in educational environments that has been established in accordance with the multiple intelligence principle and whether such developments have had a positive influence on the attitudes of students towards their learning. In other words, what ...
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This study aims to reveal secondary school students' multiple intelligences and learning styles. It also aims to describe gender differences and the relationship between learning styles and multiple intelligences of the students.
The Adult Multiple Intelligences (AMI) Study was the first systematic effort related to multiple intelligences (MI) theory in adult literacy education. It was conceived in response to the lack of MI research, practices, and resources in adult literacy and in light of the positive experiences with MI theory at the pre-K-12 level.
This seminar guide was created by the National Center for the Study of Adult Learning and Literacy (NCSALL) to introduce adult education practitioners to the research that shows that instructional practices inspired by Multiple Intelligences (MI) theory have resulted in high levels of authentic instruction and student engagement.
Brain-Based Learning ChatGPT & Generative AI Classroom Management English Language Learners Learning Environments New Teachers Research Student Engagement Teacher Wellness Technology Integration Topics A-Z Pre-K K-2 Primary 3-5 Upper Elementary 6-8 Middle School 9-12 High School Our Mission Core Strategies Meet the Team Our Contributors ...
Aug 4, 2025
Multiple Intelligences in T eaching and Education: Lessons Learned from Neuroscience † Branton Shearer ID Multiple Intelligences Research and Consulting, Inc., Kent, OH 44240, USA; sbranton@kent.edu
The current mixed-methods classroom-based study investigated whether the provision of multiple intelligences teaching approach to physically disabled learners could contribute to activating multiple intelligences and have a positive impact on their classroom engagement.
The Adult Multiple Intelligences (AMI) Study investigated how multiple intelligences (MI) theory can support instruction and assessment in adult literacy education across different adult learning contexts. Two interwoven qualitative research projects focused on applying MI theory in practice.
The Adult Multiple Intelligences Study incorporated teachers as research partners and examined how multiple intelligences (MI) theory supports instruction and assessment in adult literacy education.
The present study seeks to review the impact of Multiple Intelligences (MI) on Learning English as a second/Foreign Language (LESFL) and the association between multiple Intelligences and Students ...
Summary: What is the theory of multiple intelligences and how it affects eLearning? In this article I will share the key points you need to know about multiple intelligences in eLearning and how they can impact your eLearning course development and success.
This article will guide you through the core principles and key benefits of the theory of multiple intelligences.
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Multiple intelligences theory explores the idea that people learn and process information in different ways based on a combination of different areas of intelligence. In the areas of communication and education, this becomes important as a means to understand the listening process and creating class environments that offer instruction in more than just the typical linguistic or logical ...
Nov 5, 2024
Definition The theory of Multiple Intelligences (MI) was introduced by Howard Gardner ( 1983) in his book Frames of Mind. Its main characteristic is the assumption that individuals differ not only in a single intelligence (g or general intelligence) but rather in a set of relatively autonomous intelligences.
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The big mistake: In popular culture, and in our educational system, the theory of multiple intelligences has too often been conflated with learning styles, reducing Gardner's premise of a multifaceted system back to a single "preferred intelligence": Students are visual or auditory learners, for example, but never both.
Proposed by Howard Gardner in 1983, the theory of multiple intelligences has revolutionized how we understand intelligence. Learn more about the research behind his theory.
The Adult Multiple Intelligences (AMI) Study began in December 1996 with the question, "How can Multiple Intelligences (MI) theory support instruction and assessment in Adult Basic Education (ABE), Adult Secondary Education (ASE) and English for Speakers of Other Languages (ESOL)?"
This seminar guide was created by the National Center for the Study of Adult Learning and Literacy (NCSALL) to introduce adult education practitioners to the research that shows that instructional practices inspired by Multiple Intelligences (MI) theory have resulted in high levels of authentic instruction and student engagement.
The theory of multiple intelligences (MI) broadens the traditional view of intelligence as solely composed of verbal/linguistic and logical/mathematical abilities. MI theory maintains that all humans have at least eight different intelligences that represent a variety of ways to learn and demonstrate understanding.
Yet it offers promising opportunities for adult literacy instruction and assessment, as this study involving teachers as research partners demonstrates. The Adult Multiple Intelligences Study was the first systematic effort related to multiple intelligences (MI) theory in adult literacy education.
The National Center for the Study of Adult Learning and Literacy (NCSALL) is a collaborative effort between the Harvard University Graduate School of Education and World Education.
Many thesis, dissertations, and articles have been written on whether the concept of multiple intelligence has achieved the expected success in educational environments that has been established ...
This theory not only considers traditional learning abilities like math and science skills as markers of intelligence, but it also includes more diverse abilities, such as musical, social, and nature-based skills. Read on to discover the definition of multiple intelligences and how you can use multiple intelligences activities in the classroom.
As a result, a curriculum that includes higher order thinking abilities, multiple intelligences, technology and multimedia, multiple literacies, and authentic assessments is essential (Education In Japan Community, 2010).
This document contains nine papers from a systematic, classroom-based study of multiple intelligences (MI) theory in different adult learning contexts during which adult educators from rural and urban areas throughout the United States conducted independent inquiries into the question of how MI theory can support instruction and assessment in adult basic education (ABE), adult secondary ...
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