Learner Needs: Multiple Intelligences – genius homework essays
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PSY331-Chapter7.docx
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Ch 7: Evolving Frameworks
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Learning Objectives
After reading this chapter, you should be able to do the following:
· Describe how intelligence is defined and the debates associated with such definitions.
· Discuss the pros and cons of intelligence assessments.
· List some of the factors considered when studying intelligence.
· Explain how Gardner’s model of multiple intelligences might indicate specific learning preferences.
· Describe the strategies suggested to support multiple intelligences.
· Apply emotional intelligence development strategies to real-life situations.
· Discuss the implications of learning styles and how they can influence knowledge acquisition.
· Identify how technology can affect the learning process.
· Notebook
· Search
· Profile
· Help
Introduction
Introduction
Have you ever:
· questioned your own ability to learn effectively?
· been told or believed that we all learn differently?
· experienced moments when learning seemed easier or more difficult to you?
· questioned the validity of intelligence scores?
· believed that an instructor, friend, or family member did not think you were capable of success?
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Understanding how you process information and respond to certain situations is important to understanding how you learn.
If you answered yes to any of these questions, the information in this chapter may help explain why. As mentioned in the Introduction, evolving frameworks are those that continue to be tested, questioned, expanded, and critiqued. Scholars suggest that successful learning is affected by multiple variables such as intellect, emotional development, learning preferences or styles, and whether advances in technology support effective learning (Gardner, 2011a, 2011b; Jonassen, Howland, Marra, & Crismond, 2008; Wicks, Nakisher & Grimm, 2016; Ormrod, 2008; Sternberg, 2015). This chapter discusses the roles of these variables in learning but emphasizes that these variables and their connections with learning are still being researched. By including information about evolving frameworks, this chapter’s discussions aim to support a more holistic understanding of learning and learning effectiveness. Each framework also offers different explanations about what aptitudes are, or are not, related to learning.
Specifically, as outlined in this text, intelligence is defined as the ability to acquire, adapt, understand, and use knowledge. But this definition may differ from person to person. The word intelligence has taken on different meanings as academics explore additional ways to identify, measure, and define it, which you will learn more about in this chapter. Definitions of intelligence have continued to evolve as researchers bring to light new findings and ideas about information processing, knowledge acquisition, and the effects of motivation, aging, emotions, and culture. Some researchers now suggest a more comprehensive view of intelligence by identifying different types of intelligence.
From a physiological point of view, learning involves specific cognitive processes. Most human beings can learn. Without this ability, humanity would not survive. Learning happens whether we learn through basic associations that occur through stimulus-response mechanisms (behaviorism) or through active engagement of our attention to develop knowledge (cognitivism). It is this truth that guides the field of psychology to understand more about learning. When used appropriately, evolving frameworks, such as an awareness of one’s learning style or emotional development and the application of technological tools, can all be used to support and even enhance learning.
