An analysis of gardner's theory of multiple intelligence

Roeper Review

Volumn 18, Issue 4, 1996, Pages 263-269

  Morgan, Harry ^a  

^a UNIVERSITY OF WEST GEORGIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85023876171     PISSN: 02783193     EISSN: 1940865X     Source Type: Journal    
DOI: 10.1080/02783199609553756     Document Type: Article

References (107)

1. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
2. Barnes, M.L. and Steinberg, R.J. (1989). Social intelligence and decoding of nonverbal cues. Intelligence, 13, (3), 263-287.
3. Bieri, J. (1961). Complexity-Simplicity as a personality variable in cognitive performance behavior. In D.W. Fiske and S.R. Maddi (Eds.), Functions of Varied Experience. Homewood, Illinois: Dorsey Press.
4. Binet, A. and Simon, T. (1916). The Development of Intelligence in Children. Baltimore: Williams & Wilkins.
5. Birch, H.G. and Lefford, A. (1967). A visual differentiation, intersensory integration, and voluntary motor control. Monographs of the Society for Research in Child Development, 32, (2).
6. Bissell, J.; White, S.; and Zivin, G. (1971). Sensory modalities in children's learning. In, G.S. Lesser (Ed.), Psychology and Educational Practice. Glenview, Ill: Scott, Foresman.
7. Bloomberg, M. (1967). An inquiry into the relationship between field independence-dependence and creativity. The Journal of Psychology, 67, 127-140.
8. Bracken, Bruce A. (1987). Performance of black and white children on the Bracken Basic Concept Scale. Psychology in The Schools, 24, (1), 22-27.
9. Broverman, D.M. and Lazarus, R.S. (1958). Individual differences in task performance under conditions and cognitive interference. Journal of Personality, 26, 94-105.
10. Broverman, D.M. (1964). Generality and behavioral correlates of cognitive styles. Journal of Consulting Psychology. 28, 487-500.
11. Brown, H.J. (1985). Cognitive style and learner strategy interaction in the performance of primary and related maze tasks. Research Quarterly for Exercise and Sport, 56, (1), 10-14.
12. Bruner, J.S. and Tajfel, H. (1961). Cognitive risk and environmental change. Journal of Abnormal and Social Psychology, 62, 231-241.
13. Burkhalter, B.B. and Schaer, B.B. (1985). The effect of cognitive style cognitive learning in a non traditional educational setting. Educational Research Quarterly, 9, (4), 12-18.
14. Burt, C. (1940). Factors of the Mind, London: University of London Press.
15. Cattell, R. B. (1963). Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology. (54), 1-22.
16. Charlesworth, W. (1976). Human Intelligence as adaptation: An ethnological approach. In L. Resnick (Ed.), The Nature of Intelligence. Hillside, N.J.: Lawrence Erlbaum.
17. Coates, S. (1975). Field independence and intellectual functioning in preschool children. Perceptual and Motor Skills, 41, 251-254.
18. Coates, S.; Lord, M., and Jakabories, E. (1975). Field dependence-independence, social-nonsocial play, and sex differences in preschool children. Perceptual and Motor Skills, 140, 195-202.
19. Copeland, B.D. (1983). The relationship of cognitive style to academic achievement of university art appreciation students. College Student Journal, 17, (2), 157-162.
20. Dyk, R.B. and Witkin, H.A. (1965). Family experiences related to the development of differentiation in children. Child Development, 36, 21-55.
21. Einstein, E. (1979). Classroom dynamos. Human Behavior, 8, 58-59.
22. Elias, M. (1979). No chance for Huck Finn? The San Francisco Chronicle, September 23, p. 17.
23. Elkind, D.; Koegler, R.R.; and Go, E. (1963). Field independence and concept formation. Perception and Motor Skills, 17, 383-386.
24. Elkind, D. (1971). Two approaches to intelligence: Piaget and psychometric. In D.R. Green, M.P. Ford, and G.B. Flamer (Eds.). Measurement and Piaget. New York: McGraw-Hill.
25. Ennis, C.D. and Chepyator-Thompson, J.R. (1989). Unpublished paper.
26. Federico, P.A.; Landis, D.B. (1984). Cognitive styles, abilities, and aptitudes: Are they dependent or independent? Contemporary Educational Psychology, 9, (2), 146-61.
27. Fiske, E. (1977). Schools in Syracuse cater to active learning styles. The New York Times, February 9, p. 41.
28. Ford, E.M. and Tisak, M.S. (1983). A further search for social intelligence. Journal of Educational Psychology, 75, 197-206.
29. Ford, M.E. (1983). The nature of social intelligence. Paper presented at: Annual Meeting of the American Psychological Association, August 26-30.
30. Foreman, K.H. (1988). Cognitive style, cognitive ability and the acquisition of initial computer programming competence. Paper presented at the Annual Meeting of the Association for Educational Communications and Technology.
31. Frank, B.M. (1986). Cognitive style and teacher education: Field dependence and areas of specialization among teacher education majors. Journal of Educational Research, 80, 19-22.
32. Frederiksen, N. (1984). The place of social intelligence in a taxonomy of cognitive abilities. Intelligence, 8, (4), 315-337.
33. Gardner, H. (1983). Frames of Mind. New York: Basic Books.
34. Gardner, H. (1987). The theory of multiple intelligence. Annals Of Dyslexia, 37, 19-35.
35. Gardner, H. and Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18, (8), 4-10.
36. Gesell, A. (1949). Gesell Developmental Schedules. New York: Psychological Corporation.
37. Goldstein, F. G. (1986). Temperament and cognitive style in school-age children. Merrill-Palmer Quarterly, 32, (3), 263-273.
38. Goodenough, D.R. and Karp, S.A. (1961). Field independence and intellectual functioning. Journal of Abnormal and Social Psychology, 63, 241, 246.
39. Greenspan, S. (1980). Is social competence synonymous with school performance? American Psychologist, 35, 938-939.
40. Gould, S.J. (1981). The Mismeasurement of Man. New York: W.W. Norton.
41. Guilford, J.P. (1967). The Nature of Intelligence. New York: McGraw-Hill.
42. Guilford, J.P. (1958). New frontiers of testing in the discovery and development of human talent. The Seventh Annual Western Psychology Conference on Testing Problems. California: ETS.
43. Gullo, D.F. (1988). An investigation of cognitive tempo and its effect on evaluating kindergarten children's academic and social competence. Early Child Development and Care, (34) 201-215.
44. Gundlach, R. H. and Gesell, G.P. (1979). Extent of psychological differentiation and creativity. Perceptual and Motor Skills, 48, 319-333.
45. Hadfield, O.O. and Maddox, C.O. (1988). Cognitive style and mathematics anxiety among high school students. Psychology In Schools, 25, 75-83.
46. Haynes, V.F. and Miller, P.H. (1987). The relationship between cognitive style, memory and attention in preschoolers. Child Study Journal, 17, 21-33.
47. Henry, J. (1963). Culture against man. New York, NY: Vantage Books.
48. Holtzman, P.S. and Klein, G.S. (1954). Cognitive system principles of leveling and sharpening: Individual differences in assimilation effects in visual time-error. Journal of Psychology, 37, 105-122.
49. Horn, J.L. and Cattell, R.B. (1967). Age differences in fluid and crystallized intelligence. Acta Psychologica (26), 107-129.
50. Hunt, J. (1961). Intelligence and Experience. New York: Ronald Press.
51. Israel, N. (1969). Leveling-sharpening and anticipatory cardiac response. Psychosomatic Medicine, 31, 499-509.
52. Jacobs, R.L (1986). Ratings of social interaction and cognitive style in a PSI course: A multidimensional scaling analysis. Journal of Educational Technology Systems, 14, (1), 51-59.
53. Jennings, K.D. (September, 1975). People versus object orientation, social behavior, and intellectual abilities in preschool children. Developmental Psychology, 11, 511-519.
54. Kagan, J. and Kogan, N. (1970). Individual variation in cognitive process. In P.H. Mussen (Ed.), Carmichael's Manual of Child Psychology, (I), New York: Wiley.
55. Kagan, J. and Messer, S.G. (1975). A reply to: Some misgivings about the matching familiar figures test as a measure of reflection-impulsivity. Developmental Psychology, 11, 244-248.
56. Kaufman, A. S. (1992, March). Evaluation of the WISC-11I and WIPPSI-R for gifted children. Roeper Review, 156-160.
57. Keating, D.P. (1978). A search for social intelligence. Journal of Educational Psychology, 70, 218-22.
58. Kelly, G. (1955). The psychology of personal constructs. New York: Norton.
59. Kogan, N. (1971). Educational implications of cognitive styles. In G.S. Lesser (Ed.), Psychology and Educational Practice. Glenview, Ill: Scott Foresman.
60. Kogan, N. (1976). Cognitive Styles in Infancy and Early Childhood. New Jersey: Lawrence Erlbaum.
61. Kogan, N. and Saami, C. (1989). Cognitive styles in children: Some evolving trends. Early Childhood Development and Care, 43, 110-128.
62. McCelland, D.C. (1973). Testing for competence rather than for "Intelligence". American Psychologist, 28. 1-14.
63. Messick, S. and Damarin, F. (1964). Cognitive styles and memory for faces. Journal of Abnormal and Social Psychology, 69, 313-318.
64. Messick, S. and Kogan, N. (1965). Category width and quantitative aptitude. Perceptual and Motor Skills, 20, 493-497.
65. Messick, S. (1972). Beyond structure: In search of functional modalities of psychological process. Psychometrika, 37, 357-375.
66. Messick, S. (1973). Multivariate models of cognition and personality: The need for both process and structure in psychological theory and measurement. In J.R. Royce (Ed.), Multivariate Analysis and Psychological Theory. New York: Academic Press.
67. Mischel, W. (1973). Toward a cognitive social learning reconceptualization of personality. Psychological Review, 80, 252-283.
68. Miller, A. (1987). Cognitive styles: An integrated model. Educational Psychology: An International Journal of Experimental Educational Psychology, 7, (4), 251-268.
69. Monsaas, J.A. and Engelhard, G. (1990). Home environment and the competitiveness of highly accomplished individuals in four talent fields. Developmental Psychology, (26), 2, 246-268.
70. Morgan, H. (1969). If you hear us we apologize. Downbeat, 36, 16-17.
71. Morgan, H. (1970). Music: A life force in the Black community. Music Educators Journal, 58, 34-37.
72. Morgan, H. (1980). How schools fail black children. Social Policy, 10, 49-54.
73. Morgan, H. (1990). Assessment of students' behavioral interactions during on-task classroom activities. Perceptual and Motor Skills, 70, 563-569.
74. Myers, I.B. and McCauley, M.H. (1985). Manual: A Guide to the Development and Use of the Myers- Briggs Type Indicator. Palo Alto, California: Consulting Psychologist Press.
75. Niaz, M. (1989). The role of cognitive style and its influence on proportional reasoning. Journal of Research in Science Teaching, (25). 3, 221-235.
76. Ohnmacht, F.W. and McMorris, R.F. (1971). Creativity as a function of field independence and dogmatism Journal of Psychology, 79, 165-168.
77. Paley, V. G. (1979). White teacher. Boston, MA: Harvard University Press.
78. Ramirez, M., & Castaneda, A. (1974). Cultural democracy, bicognitive development and education, New York, NY: Academic Press.
79. Ramirez, M., & Price-Williams, D. R. (1974). Cognitive styles of children in three ethnic groups in the United States. Journal of Cross-Cultural Psychology, 5, 212-219.
80. Ruble, D.N. and Nahamura, C.Y. (1972). Task orientation versus social orientation in young children and their attention to relevant social cues. Child Development, 43, 471-480.
81. Santostefano, S.G. (1964). A developmental study of the cognitive control leveling-sharpening. Merrill- Palmer Quarterly, 10, 343-360.
82. Scarr, S. (1981). Testing for children. American Psychologist, 36, 1159-1166.
83. Schmidt, G.P. (1984). The relationship among aspects of cognitive style and language bound/language optional perception to musician's performance in aural discrimination tasks. Journal of Research In Music Education, 32, (3), 159-168.
84. Schmidt, C.P. and Sinor, S. (1986). An investigation of the relationships among music audiation, musical creativity, and cognitive style. Research In Music Education, 34, (3), 160-172.
85. Signell, K.A. (1966). Cognitive complexity in person perception and nation perception: A developmental approach. Journal of Personality, 34, 517-537.
86. Spearman, C. (1904). General intelligence objectively determined and measured. American Journal of Psychology, 75, 201-293.
87. Spotts, J.V. and Mackler, B. (1967), Relationships of field-independent and field dependent cognitive styles to creative test performance. Perceptual and Motor Skills, 24, 239-268.
88. Stemberg, R. (1985). Beyond IQ: A triarchic Theory of Intelligence. New York: Cambridge University Press.
89. Taylor, C.W. (1964). Creativity: Progress and Potential. New York: McGraw-Hill.
90. Terman, L.M. and Merrill, M.A. (1937). Measuring Intelligence. Boston: Houghton Mifflin.
91. Terman, L. M. and Merrill, M.A. (1973). Stanford-Binet Intellectual Scale: Manual for Third Revision from L-M. Boston: Houghton-Mifflin.
92. Thorndike, E. (1936). Factor analyses of social and abstract intelligence. Journal of Education Psychology, (27), 231-233.
93. Thurstone, L.L. (1938). Primary Mental Abilities. Chicago: University of Chicago Press.
94. Thurstone, L.L. and Thurstone, T.G. (1946). Tests of Primary Mental Abilities for ages five and six. Chicago: Science Research Associates.
95. Vernon, P.E. (1972). The distinctiveness of field independence. Journal of Personality, 40, 366-391.
96. Vernon, P.E. (1973). Multivariate approaches to the study of cognitive styles. In J.R. Royce (Ed.), Multivariate Analysis and Psychological Theory. New York: Academic Press.
97. Wachtel, P.L. (1968). Style and capacity in analytic functioning. Journal of Personality, 36, 202-212.
98. Wallace, S.G. and Gregory, R.A. (1985). Cognitive styles: the unaccommodated variable in training design decisions. Performance and Instruction, 24, (4), 22-23.
99. Wallach, M.A.; Kogan, N.; and Burt, R.B. (1967). Group risk taking and field dependence-independence of group members. Sociometry, 30, 323-338.
100. Wechsler, D. (1974). Manual for the Wechsler Intelligence Scale For Children -Revised.
101. Werner, H. (1957). The concept of development from a comparative and organismic point of view. In D.B. Harris (Ed.), The Concept of Development: An Issue in the Study of Human Behavior. Minneapolis; University of Minnesota Press.
102. Wertheimer, M. (1945). Productive Thinking. New York: Harper.
103. Witherspoon, R. (1987). The problems of black education. Journal of Educational Thought, 21, 155-161.
104. Witkin, H.A. (1949). The nature and importance of individual differences in perception. Journal of Personality, (18), 145-170.
105. Witkin, H.A.; Dyk, R.B.; Faterson, H.F.; Goodenough, D.R.; and Karp, S.A. (1962). Psychological Differentiation. New York: Wiley.
106. Ziegler, E. (May, 1970). The environmental mystique: Training the intellect versus developing the child. Childhood Education. 402-412.
107. Ziegler, E. and Tricket, P.K. (1978). IQ, social competence and evaluation of early childhood intervention programs. American Psychologist. 789-798.