Evaluate Sternberg's triarchic theory of intelligence and Gardner's theory of multiple intelligences. What are the strengths and weaknesses of these approaches to intelligence?

Question

What will be an ideal response?

Answer 1

Sternberg's and Gardner's approaches have stimulated teachers to think broadly about what makes up children's competencies. They have motivated educators to develop programs that instruct students in multiple domains. These theories have also contributed to interest in assessing intelligence and classroom learning in innovative ways, such as by evaluating student portfolios (Woolfolk, 2013).

Doubts about multiple-intelligences approaches persist, however. A number of psychologists think that the proponents of multiple intelligences have taken the concept of specific intelligences too far (Reeve & Charles, 2008). Some critics argue that a research base to support the three intelligences of Sternberg or the nine intelligences of Gardner has not yet emerged. One expert on intelligence, Nathan Brody (2007), observes that people who excel at one type of intellectual task are likely to excel in others. Thus, individuals who do well at memorizing lists of digits are also likely to be good at solving verbal problems and spatial layout problems. Other critics ask: If musical skill, for example, reflects a distinct type of intelligence, why not also label the skills of outstanding chess players, prized fighters, painters, and poets as types of intelligence? In sum, controversy still characterizes whether it is more accurate to conceptualize intelligence as a general ability, specific abilities, or both (Brody, 2007; Nisbett & others, 2012; Sternberg, 2012).