MULTIPLE INTELLIGENCES

The theory of multiple intelligences is a model proposed by Howard Gardner in which intelligence is seen as unitary, which includes various specific capacities at different levels of generality, but as a set of multiple intelligences, different and independent. Gardner defines intelligence as "the ability to solve problems or make products that are valued in one or more cultures. "

First, it broadens the scope of what is intelligence and recognize what was known intuitively: that the academic brilliance is not everything. When developing life is not enough to have a great academic record. There are people of great intellectual capacity but unable to, for example, choose their friends wisely and on the contrary, people are less bright in school that succeeds in the business world or in your personal life. Succeed in business, or sports, needs to be smart, but in each field using a different type of intelligence. Not better or worse, but different. In other words, Einstein is neither more nor less intelligent than Michael Jordan, just their minds belong to different fields.

Second, and not least, Gardner defines intelligence as an ability. Until very recently, intelligence was seen as something innate and unchangeable. Are born smart or not, and education could not change that fact. So much so that in times very close to the mentally handicapped are not educated, because they considered it a wasted effort.

Considering the importance of the psychology of multiple intelligences, has to be more rational to have a purpose for everything we do, not only through these intelligences. Since leaving aside the objectivity, which is the order to capture the world.

Types of intelligence

 

Howard Gardner adds that just as there are many types of problems to solve, there are many types of intelligence. To date, Howard Gardner and his team at Harvard University have identified eight different types: 
Linguistic intelligence
The gift of language is universal and its development in children is strikingly similar in all cultures. Even in the case of deaf people that are not explicitly taught sign language, often make their own manual language and use it spontaneously. Consequently, we can say that an intelligence can operate independently of a certain type in a particular stimulus or response.
Biological aspects - A specific area of ​​the brain called Broca's area is responsible for the production of grammatical sentences. A person with the injured area, you can understand words and phrases without problems, but it is difficult to construct simple sentences. At the same time, other mental processes can be completely unharmed.
Abilities involved - Ability to understand the order and meaning of words in reading, writing, and speaking and listening.
Related skills - Speak and write effectively.
Career Profiles - political or religious leaders, poets, writers, etc. 
 Logical-mathematical intelligence
In individuals gifted in this form of intelligence, problem-solving process is often extremely fast, competent scientist simultaneously handle many variables and creates numerous hypotheses that are tested on and are subsequently accepted or rejected.
It is important to state the nature of nonverbal mathematical intelligence. In fact, one can construct the solution of the problem before it is articulated.
Along with his partner, linguistic intelligence, mathematical reasoning provides the principal basis for the IQ test. This form of intelligence has been investigated in depth by traditional psychologists and is perhaps the archetype of "raw intelligence" or the validity to solve problems that supposedly belong to any terrain. However, not yet fully understand the mechanism by which to find a solution to a logical-mathematical.
Abilities involved - Ability to identify models, calculate, formulate and test hypotheses, using the scientific method and inductive and deductive reasoning.
Related skills - Ability to identify models, calculate, formulate and test hypotheses, using the scientific method and inductive and deductive reasoning.
Career Profiles - economists, engineers, scientists, etc.

Spatial Intelligence
Spatial problem solving is applied to navigation and the use of maps as a notational system. Another type of solution to space problems, appears in the display of an object viewed from a different angle and in the game of chess. Also used this type of intelligence in the visual arts.
Biological - The right hemisphere (in right-handed people) proves to be the most important site of the calculation space. The lesions in the posterior right cause damage to the ability to navigate a site, to recognize faces or scenes or see small details.
Patients with specific damage in right hemisphere regions, try to compensate for their spatial deficit linguistic strategies: reasoning aloud to try to solve a task or invent answers. But the linguistic strategies seem efficient to solve such problems.
Blind people provide a clear example of the distinction between spatial intelligence and visual perspective. A blind man can recognize certain forms through an indirect method, run your hand over an object, for example, builds a different concept to the visual length. For the blind, the perceptual system of touch-mode runs parallel to the visual modality of a person visually normal. Therefore, spatial intelligence was independent of a particular form of sensory stimulation.
Abilities involved - Ability to present ideas visually, create mental images, perceive visual details, draw and make sketches.
Related skills - Perform visual creations and display accurately.
Career Profiles - Artists, photographers, tour guides, etc. 
 Music Intelligence
Data from different cultures speak of the universality of the concept musical. Even studies on child development suggests a computational ability in early childhood until learning musical notation provided later, when it is learned, symbolic system lucid and accessible.
Biological aspects - Certain areas of the brain play important roles in the perception and music production. These, usually located in the right hemisphere, are not clearly localized as happens with language. However, despite the lack of specific susceptibility regarding musical ability in case of brain injury, there is evidence of "amusia" (loss of musical ability).
Abilities involved - Ability to listen, sing, play instruments.
Related skills - Create and analyze music.
Career Profiles - Musicians, composers, music critics, etc.. 
Body kinetic intelligence 

The evolution of specialized body movements is of obvious importance for the species, and humans this adaptation extends to the use of tools. The movement of the body follows a clearly defined development in children and no doubt of its cultural universality.
The consideration of kinetic knowledge body as "suitable for solving problems" may be less intuitive, but use the body to express emotion (dance) or compete (sports), or to create (art) is evidence of the scale cognitive body use.
Biological - The control of body movement is located in the motor cortex, and each hemisphere dominates or controls body movements for the side. Right-handers, the domain of this movement is usually placed in the left hemisphere. The ability to perform voluntary movements may be damaged, even in individuals who can execute the same movements reflexively or involuntary. The existence of specific apraxia is a line of evidence for an intelligence body kinetics.
Abilities involved - Ability to perform activities that require strength, speed, flexibility, hand-eye coordination and balance.
Related skills - use your hands to create or make repairs, expressed through the body.
Career Profiles - sculptors, surgeons, actors, dancers, etc..

Intrapersonal intelligence
Intrapersonal intelligence is the knowledge of the internal aspects of a person: access to their own emotional life, to its range of feeling, the ability to discriminate between certain emotions and finally, give them a name and use them as a means of interpret and guide their own behavior.
People who have a significant intrapersonal intelligence, have viable and effective models themselves. But when this form of intelligence the most private of all, requires other forms of expression that can be observed in operation.
Interpersonal intelligence to understand and work with others, intrapersonal, and work better understanding oneself. In the individual sense of self, it is possible to find a mixture of intrapersonal and interpersonal components.
The sense of self is one of the most remarkable human invention: it symbolizes all the information possible about a person and what it is. It is an invention that all individuals construct for themselves.
Biological - The frontal lobes play a central role in personality change, damage to the lower area of ​​the frontal lobes may cause irritability or euphoria, whereas the damage at the top tend to produce indifference, listlessness and apathy (depressive personality).
Among the aphasic who have recovered enough to describe their experiences have found evidence consistent: although it may have been a general lowering of alert and a significant depression due to his condition, the individual does not feel himself a person other, recognize their own needs, wants and desires and try to serve them best.
Abilities involved - Ability to set goals, assess skills and personal disadvantages, and control one's own thinking.
Related skills - Meditate, exhibit personal discipline, maintain composure and give the best of himself.
Career Profiles - Mature individuals who have a rich and deep self-knowledge. 
Interpersonal Intelligence
Interpersonal intelligence is from the nuclear capacity to feel distinctions among others, in particular, contrasts in their moods, temperaments, motivations and intentions. This intelligence allows an adult business, read the intentions and desires of others, even if the have hidden. This capability gives a very sophisticated targeting religious leaders, politicians, therapists and teachers. This intelligence is not necessarily dependent on language.
Biological - All evidence provided by brain research suggest that the frontal lobes play an important role in interpersonal understanding, damage to this area can cause profound changes in personality, although other forms of problem solving may remain unchanged: a person is not the same after the injury.
The biological evidence of interpersonal intelligence includes additional factors that are often considered mutually exclusive of the human species:

   1. The prolonged infancy of the primates, which establishes a close link with the mother promotes intrapersonal development.
   2. The importance of social interaction between humans that require participation and cooperation. The need for group cohesion, leadership, organization and solidarity, arises from the need to survive.
Abilities involved - working with people, helping people identify and overcome problems.
Related skills - Ability to recognize and respond to feelings and personalities of others.
Career Profiles - Administrators, teachers, psychologists, therapists. [1] 
 Naturalist intelligence
It is described as the power to perceive the relationships between various species or groups of objects and people, and recognize and establish whether there are distinctions and similarities between them.
Naturalists are often working to observe, identify and classify members of a group or species, and even to discover new species. Its field of view is more akin natural world, where they can recognize flora and fauna, and productively use their hunting skills, life science and nature conservation.
But it can also be applied in any field of science and culture, because the characteristics of this type of intelligence are restricted to the expected qualities in people who are dedicated to research and follow the proper steps of scientific method.
Actually we all adopt the naturalist intelligence to recognize plants, animals, people or elements of our natural environment. Interactions with the physical environment helps us develop awareness of the causes and effects and behaviors or phenomena that may exist in the future such as the observation of the climate changes that occur during the seasons and his influence among humans, animals and plants.
Gardner postulated that this kind of intelligence must have had its origin in the needs of early humans, and that their survival depended largely on the recognition to do useful and harmful species, observation of climate and its changes and to expand resources available for food.
 
 Intelligence, a combination of factors 
According to this theory, all humans possess the eight intelligences in varying degrees. As with learning styles are not pure types, and if any would be impossible to operate. An engineer needs a well-developed spatial intelligence, but also needs all the others, logical mathematical intelligence to perform structural calculations, interpersonal intelligence in order to present their projects, intelligence body - kinesthetic for driving your car to work, etc. Gardner emphasizes that all minds are equally important and, accordingly, the problem would be for the current school system does not treat them equally but prioritizes the first two of the list (logical-mathematical intelligence and linguistic intelligence .) However, in most school systems today teachers are encouraged to make the teaching and learning through activities that promote a variety of intelligences, assuming that students have different levels of development and therefore they need all to implement.
For Gardner is clear that, knowing what we know about learning styles, types of intelligence and learning styles, it is absurd to continue to insist that all students learn in the same way. The same material could be presented in many different ways that allow students to assimilate the basis of their skills and building on their strengths. It would have to consider whether an education focused on only two types of intelligence is best suited to prepare students to live in an increasingly complex world.

SIGMUND FREUD BIOGRAPHY

 

Sigmund Freud was born May 6, 1856, in a small town -- Freiberg -- in Moravia. His father was a wool merchant with a keen mind and a good sense of humor. His mother was a lively woman, her husband's second wife and 20 years younger. She was 21 years old when she gave birth to her first son, her darling, Sigmund. Sigmund had two older half-brothers and six younger siblings. When he was four or five -- he wasn't sure -- the family moved to Vienna, where he lived most of his life.
A brilliant child, always at the head of his class, he went to medical school, one of the few viable options for a bright Jewish boy in Vienna those days. There, he became involved in research under the direction of a physiology professor named Ernst Brücke. Brücke believed in what was then a popular, if radical, notion, which we now call reductionism: "No other forces than the common physical-chemical ones are active within the organism." Freud would spend many years trying to "reduce" personality to neurology, a cause he later gave up on.
Freud was very good at his research, concentrating on neurophysiology, even inventing a special cell-staining technique. But only a limited number of positions were available, and there were others ahead of him. Brücke helped him to get a grant to study, first with the great psychiatrist Charcot in Paris, then with his rival Bernheim in Nancy. Both these gentlemen were investigating the use of hypnosis with hysterics.
After spending a short time as a resident in neurology and director of a children's ward in Berlin, he came back to Vienna, married his fiancée of many years Martha Bernays, and set up a practice in neuropsychiatry, with the help of Joseph Breuer.
Freud's books and lectures brought him both fame and ostracism from the mainstream of the medical community. He drew around him a number of very bright sympathizers who became the core of the psychoanalytic movement. Unfortunately, Freud had a penchant for rejecting people who did not totally agree with him. Some separated from him on friendly terms; others did not, and went on to found competing schools of thought.
Freud emigrated to England just before World War II when Vienna became an increasing dangerous place for Jews, especially ones as famous as Freud. Not long afterward, he died of the cancer of the mouth and jaw that he had suffered from for the last 20 years of his life. 

COGNITIVE DEVELOPMENT AS LEV VYGOTSKY

Semianovitch Lev Vygotsky:  November 17 was born in Orsha, a town in Belarus. Lev is a graduate of law at Moscow University in 1917.

Upon completion of his studies was to Gomel where he began working as a professor of literature until 1923, later founded a laboratory school psychology teachers of Gomel, where he gave a series of lectures that later became his work of 1926 Educational Psychology .

Vygotsky Shortly after returning to Moscow to work at the Institute of Psychology, his ideas did not coincide with the major psychological theories in Europe, which were introspection. However today recognizes the great contribution of this theoretical Europe.

Semianovitch Lev Vygotsky:

Vygotsky considers five concepts that are fundamental brain function, psychological skills, the zone of proximal development, psychological tools and mediation. In this sense, it explains each of these concepts.

     For Vygotsky, two types of mental functions: the lower and higher. Lower mental functions are those with which we are born, are the natural functions and are genetically determined. The resulting behavior of these functions is limited, is conditioned by what we can do.

         Higher mental functions are acquired and developed through social interaction. Since the individual is in a specific society with a particular culture, these functions are determined by way of being of that society. Higher mental functions are mediated culturally. The behavior resulting from higher mental functions is open to greater possibilities. Knowledge is the result of social interaction in the interaction with others we become aware of us, we learn the use of symbols, in turn, allow us to think in increasingly complex ways. For Vygotsky, the greater the social interaction, the more knowledge, more likely to have more robust mental functions.

       According to this view, man is primarily a cultural being and this is what makes the difference between humans and other living creatures, including primates. The focus of this distinction between lower and higher mental functions is that the individual is not only related directly to their environment, but also through and through interaction with other individuals.

THE ZONE OF PROXIMAN DEVELOPMENT

The zone of proximal development (ZPD) refers to space, gap or difference between the skills you already have the / the child and what you can come to learn through the guidance or support they can provide an adult or a couple competent.

The concept of the ZPD is based on the relationship between the child's current abilities and potential. The first level, the child's current performance, is to work and solve tasks or problems without the help of another, with the level name Real Development. This baseline would be what is commonly assessed in schools. The level of potential development is the level of competition that a child can achieve when guided and supported by someone else. The difference or gap between these two levels of competition is what is called PDZ. The idea that a significant adult (or a couple, as a classmate-) mediate between the task and the child is what is called scaffolding. The latter concept has been well developed by Jerome Bruner and has been instrumental in the development of his concept of scaffolding in the instructional model.

STAGES OF DEVELOPMENT BY JEAN PIAGET

From birth to age two years old:

Children learn to coordinate sensory experiences with physical activity, motor. The senses of sight, touch, taste, hearing and smell put children in touch with things in different properties. They learn how far a ball is to reach or touch, to move the eyes and head to track a moving object, moving the hand and arm to pick up an object. The child not only see or hear a rattle, he learns to hold it, shake it or suck it. The task is learning to coordinate sensory motor sequences to solve simple problems.

Piaget, subdividing the sensorimotor period:
    0 to 1 Month:

Reflection Exercise. Infants use their innate reflexes and gain some control over them. For example, sucking whatever is near your mouth and wielding everything you touch his palm. Repeatedly practicing these and other reflections and become more skilled, but can not get to suck or grasp the object deliberately.

       1 to 4 months:

Primary circular reactions. Infants repeat pleasurable behaviors that occur by chance (like sucking the thumb). By chance, the child's thumb touches the mouth, which triggers the sucking reflex, which produces a pleasurable sensation and leads to a repetition of the response. This is called primary circular reaction because it is in the child's own body.

    4 to 8 months:

Secondary circular reactions. The child accidentally makes something interesting or enjoyable, as set in motion a mobile placed over his head. The action is then repeated deliberately to achieve the same result (action-reaction is circular). It is called secondary because it happens outside the body of the child.

8 to 12 months:

Coordination Purpose of Secondary Schemes. As the child coordinate motor activity with sensory information behavior becomes more deliberate and purposeful. In this way, children see and take a look rattle or a toy across the room and crawl towards him. Begin to anticipate events and to use previous schemes to solve problems in actual situations. For example, when they want to take an object that is not within reach of his arm, lean toward that object. Some children 5 months did not try to reach an object if they believe that even bending, the distance is too great to achieve it.

    12 to 18 Months:

Tertiary circular reactions. At this stage, babies begin to experiment with new shares to see what happens rather than simply repeating previously learned patterns of behavior. Served trial and error to find the most efficient way to reach new goals. The stage is called tertiary reactions because its purpose is exploration. For example, a child crawl into a box, you lie on it, then put it on your head or try to get it to the cat.

      18 to 24 months:

Mental solutions. Children begin to think about mental problems to find solutions, ie start interanalizar actions and their consequences, and no longer based solely on the trial and error. In this way begins to develop security on how to solve simple problems. This development is accompanied by an increased ability to use linguistic symbols to deal with people and situations.

From 2 to 7 years

Children acquire language and learn that they can manipulate symbols that represent the environment. At this stage can handle the world symbolically, but still not able to perform mental operations reversible. This is why Piaget (1967) called this period pre-operational stage of thought.