How Does Emotion Affect Learning

In “A Rounded Version: The Theory of Multiple Intelligences”, Howard Gardner illustrates how there are a variety of intelligences. Gardner starts off with an example how IQ tests may predict achievement in school but may not predict achievement in life. After finding out certain parts of the brain are responsible for certain functions, such as “Broca’s Area” which is responsible for sentence production, Gardner proposes the existence of multiple intelligences. Multiple studies later led him to propose seven distinct intelligences; Musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. Each intelligence has certain classifications. According to Gardner’s classifications, I realized my intelligences are bodily-kinesthetic, logical-mathematical, and intrapersonal.

Howard Gardner’s theory on Multiple Intelligences explains that there is no single intelligence, but there are many intelligences which can improve the quality of education efforts(pg1). Multiple Intelligences are different forms of intelligences which aid our problem solving skills. These intelligences also describe a person 's personality so his or her strengths can be used to help teach the individual. Multiple Intelligences can also help him or her retain information. Because a person can improve

As a teacher it will always be my responsibility to keep up to date on new research done on learning theories. That way I am able to provide a fun and exciting learning environment for my students. After learning about Howard Gardner’s Multiple Intelligences I now realize how important it is to make sure I work hard to include every child into my curriculum. Gardner’s theory is that everyone is able to recognize a student that does scores great on an exam is smart, that does not mean that a student that falls short of doing good on the same test is not as brilliant as the other student. Howard Gardner’s, theory opposes traditional methods that view intelligences as unitary, and perceives intelligence to contain eight

Howard Earl Gardner was born on July 11, 1943 in Scranton, Pennsylvania and is currently an adjunct professor of psychology at Harvard University. Gardner is a developmental psychologist best-known for this theory of multiple intelligences. He believes that the established notions of intelligence are restrictive and narrow and that by measuring IQ frequently meant missing out on the other "intelligences" that a person could possess. Gardner has identified and described eight distinct kinds of intelligence and suggested the possibility of a ninth type that he has labeled "existential intelligence." in his book Frames of Mind. Education circles as well as in the field of psychology have criticized Gardner's definition of intelligence. His

Howard Gardner introduced the theory of multiple intelligences stating that each person possesses a blend of at least eight different kinds of intelligence: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and environmental/naturalistic (Bruno, 2009).

     A renowned professor of education and psychology at Harvard University, Howard Gardner has radically changed the way we look at intelligence. In 1983 Gardner published the first of two books that theorize that there are multiple intelligences. Gardner believes “that human cognitive competence is better described in terms of a set of abilities, talents, or mental skills, which we call “intelligence” (378). Gardner’s theory dismisses the idea that intelligence is a single attribute of the mind and suggests that there are different types of intelligences that account for different human

The last substage lasts from 18 to 24 months and this is where the external exploration is replaced by mental exploration (Rathus, S., & Longmuir, S., 2011, p.83). Ojose studied Piaget’s theory and concluded in this stage that object permanence is shown, which is when the child can find objects after the objects are placed in an unknown spot, they can still find the objects even though they are unable to see them (Ojose, 2008, p. 26). External stimuli increase the infant’s cognitive development because you are introduced to different objects and noises around you. When that happens, you observe what is happening around you and you can connect with things. External stimuli also triggers your motor skills. Over all, sensorimotor focuses on knowing where objects are and discovering your world, and that is what external stimuli helps the infant do.

Emotions are a big part in everyone’s life. Happiness, loneliness, anger, excitement are emotions that are expressed everyday no matter where we are or what we are doing. “Do emotions help or obstruct the learning process?” This is an example of questions asked about emotions and the learning process and how it impacts the student. (Dirkx, 2001). I will be discussing the relationship between emotions and the learning process in adult learning.

The first two years in a child’s life are debated to be the most important in a child’s development. The brain grows so much in the first few years on life that one could argue the lasting impact of what an infant and toddler learns in those years. The theory that best explains human behavior and development during the infancy and toddlerhood stage is behaviorism and the social learning theory. Children learn and adapt behaviors by observing and imitating what they see starting as early as infancy. The theory of behaviorism is based on directly observable events such as stimuli and responses (Berk, 2014, p. 13). Traditional behaviorism included classical conditioning involving a learned reflex or

“He performed interviews with and brain research on hundreds of people, including stroke victims, prodigies, autistic individuals, and so-called "idiot savants” (Multiple Intelligence (MI) – Howard Gardner).” The nine multiple intelligences are, visual/spatial, verbal/linguistic, mathematical/logical, bodily/kinesthetic, musical/rhythmic, intrapersonal, interpersonal, naturalist, and existentialist ("Multiple Intelligence (MI) – Howard Gardner"). Everyone obtains these intelligences and they can all be improved. Visual/spatial learners are good at visualizing and they learn by seeing what is being taught, for example the teacher drawing a graph on the board gives the student a visual. They enjoy making art work and visualizing ideas such as decorating. Verbal/linguistic are good at speaking, reading, taking notes, and listening. They enjoy public speaking and can easily explain ideas. “These students have always been successful in traditional classrooms because their intelligence lends itself to traditional teaching” ("Multiple Intelligence (MI) – Howard Gardner"). Mathematical/logical are good at following step by step directions such as math problems and are neat, they usually get frustrated when things are disorganized or things do not makes sense. “This is the other half of the children who typically do well in traditional classrooms where teaching is logically sequenced and students are asked to conform” ("Multiple

The theory states that cognitive development goes through stages for all children. The way that they look at the world is mediated by the ways that they can use their brains.”Conditioning and implicit memory form the sensory experiences that make up an infant's burgeoning understanding of the

Emotions and social experiences are biologically embedded in the anatomic structure and function of the brain. Students that

For my topic I chose to talk about affective behaviors of humans and animals. I chose this topic because I thought it would be interesting to see why humans and animals act the way they do. During this paper we will look at multiple cases and other research about affective neuroscience in humans and animals. The outcome of this paper is for you as well as I to gain some insight on why we involuntary act the way we do.

The theory of multiple intelligences was developed by Dr. Howard Gardner in 1983. The Theory of Multiple Intelligences is a critique of the standard psychological view of intellect: there is a single intelligence, adequately measured by IQ or other short answer tests. Instead, on the basis of evidence from disparate sources, the theory claims that human beings have a number of relatively discrete intellectual capacities. IQ tests assess linguistic and logical-mathematical intelligence, and sometimes spatial intelligence; they are a reasonably good predictor of who will do well in school. This is because humans have several other significant intellectual capacities (Harvard University).

Why is it so important to define the concept of « intelligence » in education ? Education is dedicated to the fostering of intelligence, and students are evaluated as future members of the workforce on the basis of their intelligence, but how is this possible if we can’t even seem to agree on what ‘intelligence’ is? To this day, we do not have an official definition of intelligence. Even ‘beauty,’ another famously elusive concept, is better defined than ‘intelligence’. However, there are multiple theories about intelligence out there that are well-known and in some cases even used by schools to evaluate students. So I ask the question, « Which current theory of intelligence is most comprehensive and most relevant to education today? » When I first started researching the topic, I became more or less convinced that Gardner’s Multiple intelligences theory was most comprehensive and most relevant to education today, because it was useful to teachers and provided an alternative to the idea of a global intelligence factor, which I strongly disagreed with, and that combined with Carol Dweck’s notion of fixed and fluid intelligence, it would be more or less ideal. In this paper, I will evaluate the MI theory and try to determine whether it is, in fact, the most comprehensive intelligence theory out there, and the most relevant to education.