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subject index a b c d e f g h ij k l m no p qr s t uv w xyzRevised by on Wednesday, 07 May, 2008
Damon, W. (1977). The
nature of social-cognitive change in the developing child. In
W. F. Overton (Ed.), The relationship between social and cognitive
development. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Darius, Julian (2003.02.18).
Against Gardner An essay
critiquing his MI theory. To
read his complete comments, go
here
As I am unable to summarize
Darius accurately, I
shall quote his directly. Here is part of what he stated in his column at that time:
" ... But the most damaging element of Gardner’s taxonomies
is not his particular choices -- which should not be taken all so seriously,
though they often are -- but the labeling of all such elements as
“intelligences.” Previous eras and generations did not ignore the
awe-inspiring abilities of athletes and musicians and interpersonal
schmoozers, but they called such things “abilities” or “aptitudes” instead
of “intelligences.” As the child prodigy circuit from which he benefited
demonstrates, no one doubted Mozart was a genius, though they wouldn’t come
to him for political advice. He was certainly, in a way, intelligent -- but
“intelligence” denotes things at which he wasn’t all that gifted, and we
might better speak of his tremendous musical genius, or talent, or aptitude.
In other words, outside of a tentative and problematic taxonomy, and his
sometimes appalling self-reflexive theory of this taxonomy’s implications,
Gardner’s great contribution was not at all to demonstrate anything new but
to expand the definition of “intelligence” as a word. ... Gardner’s theory, largely lacking in evidence and
easily deconstructed, has become a staple of educational theory and even our
thinking about the nature of the mind and what constitutes “intelligence.”
This has little to do with the substance of his work, which at best provides
a working but limited taxonomy and a reminder that the brain and the various
talents of humanity are separate from any narrow definition of intelligence.
Rather, the success of the theory of multiple intelligences has everything
to do with its cultural context: a democracy infatuated with the rhetoric of
egalitarianism that abhors the hierarchy implicit in the elitism of
intelligence, a culture concerned for minorities who continuously perform
poorer in evaluations of intelligence, and a culture of increasingly
entrenched anti-intellectualism, fanaticism for sports, and relativism of
the worst, dumbest sort. The popularity of the theory of multiple
intelligences says far more about contemporary American culture than it does
about intelligence, of which it says almost nothing. ... This, then, is Gardner’s real agenda. And he has made
a prosperous career out of it. Ironically, he has done so through
conventional intelligence -- through the old definitions of intelligence
that got him his degrees and his job at the (often ridiculously) overly
traditional Harvard. Gardner has promulgated his theories through the same
old linguistic intelligence that his own theory relegates to the equivalent
of throwing balls through hoops. Yet in selling out the academic standards
and the definition of intelligence that got him where he is and that labeled
him intelligent in the first place, Gardner has purchased in exchange not
only his fame but his placement in undergraduate anthologies -- which might
compensate him, if not his colleagues, when that lonely compensation of his
special status as intelligent in an anti-intellectual society is stripped
from him. Howard Gardner’s popular theory has made him, in his
effects if not his intensions, a traitor not only to the academy but some
two and a half millennia of learning. Such is the power of a single word,
calamitous in its misuse."
The Complete Works of Charles Darwin
"This site contains Darwin's publications, thousands of his private papers, the largest Darwin bibliography and manuscript catalogue and hundreds of supplementary works: biographies, obituaries, reviews, reference works and much more. Almost all is online only here: such as 1st editions of Voyage of the Beagle, Zoology, Descent of Man, all editions of Origin of Species (1st, 2d, 3d, 4th, 5th & 6th); manuscripts & papers: Beagle Diary & field notebooks, Journal, transmutation notebooks and Autobiography. Forthcoming: more editions, translations, introductions & manuscripts."
Das, J. P. (1992, April-June). Beyond a unidimensional scale of merit. Intelligence, 16(2), 137-149.
Davidson, J. E. (1986). The role of insight in giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 201-222). New York: Cambridge University Press.
Davidson, J. E. (1990). Intelligence recreated. Educational Psychologist, 25(3&4), 337-354.
Davidson, J. E., & Sternberg, R. J. (1986, Summer). What is insight? Educational Horizons, 177-179.
Davidson, J. E., & Sternberg, R. J. (1984, Spring). The role of insight in intellectual giftedness. Gifted Child Quarterly, 28(2), 58-64.
Davis, L., Foldi, N. S., Gardner, H., & Zurif, E. B. (1978, September). Repetition in the transcortical aphasias. Brain & Language, 6(2), 226-238.
Davis, J., & Gardner, H. (1992). The cognitive revolution: Its consequences for the understanding and education of the young child as artist. In B Reimer & R. A. Smith (Eds.), 1992 yearbook of the national society for the study of education. Chicago: University of Chicago Press.
Davydov, Vasily Vasil'evich (1995, April). The influence of L. S. Vygotsky on education theory, research, and practice. (Stephen T. Kerr, Trans.). Educational Researcher, 24(3), 12-21.
Dawes, R. M. (1994). House of Cards: Psychology and Psychotherapy Built on Myth. New York: Free Press.
Dean, Anne, L. (1994, January--February). Instinctual affective forces in the internalization process: Contributions of Hans Loewald [Special Issue] Human Development, 37(1), 42-57.
Dean, A. R. (1998, February 11) Meaning of smartness. New Straits Times.
Deatrick, J. A. & Faux, S. A. (1991). Conducting qualitative studies with children and adolescents. In J. M. Morse (Ed.), Qualitative nursing research: A contemporary dialogue (rev. ed.). (pp. 202-223). Newbury Park, CA: Sage Publications.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
De Groot, A. D. (1965). Thought and choice in chess. The Hague: Mounton.
Deitel, B. (1990, May 20). The key to education. The Louisville Kentucky Courier-Journal, p. 01H.
Delis, D. C., Wapner, W., Gardner, H., Moses, J. A. (1983, April). The contribution of the right hemisphere to the organization of paragraphs. Cortex, 19(1), 43-50.
Dellarosa, D. (1988). A history of thinking. In R. J. Sternberg & E. E. Smith, (Eds.), The psychology of human thought (pp. 1-18). New York: Cambridge University Press.
Demorest, A., Silberstein, L., Gardner, H., & Winner, E. (1983, June). Telling it as it isnít: Children's understanding of figurative language. British Journal of Developmental Psychology, 1(2), 121-134.
Detterman, Douglas, K. (1979). A job half done: The road to intelligence testing in the year 2000. Intelligence, 3, 295-306.
Detterman, Douglas, K. (1989). The future of intelligence research. Intelligence, 13, 199-203.
Devlin, Bernie University of Pittsburgh. A meta-analysis found that genes account for about 48 percent of the differences in I.Q. scores.
Dixon, J. P. (1983). The
spatial child. Springfield: Charles C. Thomas.
Dobbs, David. (2006, September 15).
How to be a Genius. New Scientist Magazine, 191(2569), pp. 40-43. "It seems that the facility that we are so fond of calling talent or even
genius arises not from innate gifts but from an interplay of fair (but not
extraordinary) natural ability, quality instruction, and a mountain of work.
This new discipline -- a mix of psychology and cognitive science -- has now
produced its first large collection of expert reviews, the 2006 weighty,
massive and comprehensive The Cambridge Handbook of Expertise and
Expert Performance. The handbook
essentially tells us to forget the notion that genius, talent or any other
innate qualities create the greats we call geniuses." Dubner, Stephen, J. & Levitt, Steven D.
(2006, May 07).
A Star is Made: Where Does Talent Really Come?
New York Times Magazine.
In this article, Dubner and Levitt comment
that Karl Anders Ericsson and his colleagues gathered all the data they
could, not just performance statistics and biographical details but also the
results of their own laboratory experiments with high achievers. They studied
expert performers in a wide range of pursuits, including soccer, golf, surgery,
piano playing, Scrabble, writing, chess, software design, stock picking and
darts. Their findings, collected in The Cambridge Ha ndbook of Expertise and
Expert Performance, asserted that the characteristic that all of us
commonly label as talent is vastly glorified. In other words, expert performers
-- whether in memory or surgery, ballet or computer programming -- are nearly
always made, not born.
Dunn, K. J., & Dunn, R. S. (1992). Teaching secondary students through their individual learning styles: Practical approaches for grades 7-12. Boston: Allyn & Bacon.
Dunn, R., Dunn, K., & Treffinger, D. (1992). Bringing out the giftedness in your child: Nurturing every child's strengths, talents, and potential. New York: John Wiley & Sons. New York: Plenum.
Dweck, Carol S.
(December 2007 / January 2008).
The Secret to Raising Smart Kids. Scientific American MIND,
18(6), 36-43. Dweck commences her article by noting that
"
Young people who believe that their intelligence alone
will enable them to succeed in school are often discouraged when the going
gets tough." (p. 38) And on the same page, she writes that "Our
society worships talent, and many people assume that possessing superior
intelligence or ability -- along with confidence in that ability -- is a
recipe for success. In fact, however, more than 30 years of scientific
investigation suggests that an overemphasis on intellect or talent leaves
people vulnerable to failure, fearful of challenges and unwilling to remedy
their shortcomings." (pp. 37-38) Throughout the rest of the article, she
sketches out some of the conclusions from that research.
To watch six (6) of her interviews, go to http://www.iub.edu/~intell/dweck_interview.shtml
Dweck, Carol S. (2002). Beliefs that make smart people dumb. In R. J. Sternberg (Ed.), Why smart people do stupid things (pp. 24-41). New Haven: Yale University Press.
Dweck cites research showing that those who view intelligence as a fixed trait are most vulnerable to underachievement and self-handicapping behavior. She believes that they care more about looking smart than they do about learning and accomplishing something. On November 08, 2005, Brian Martin wrote a comment about this chapter. Here is part of what he had to say at that time:
" ... Dweck describes two principal beliefs about intelligence: (1) intelligence is fixed and (2) intelligence is malleable, namely "a potential that can be developed." People who believe intelligence is malleable are usually better off, because they think that a particular performance -- such as a mark on an assignment or a referee's report -- simply records how well they did at that particular task, and that by working harder they can do better. On the other hand, people who believe intelligence is a fixed trait tend to believe a performance measures their worthiness as a person. This belief actually makes them poorer learners, because they're afraid of failure: "If a valuable learning opportunity contains the risk of errors or requires them to confront a deficiency, they may well sacrifice that opportunity" (p. 31). Furthermore, some people who believe in fixed intelligence will "directly sabotage their accomplishments by withholding effort" in order to save face from failure (p. 32)."
To read the rest of Martin's comment, go to http://www.uow.edu.au/arts/sts/bmartin/pubs/comments/0511malleableint.html
education | expertise | home | human intelligences | journal of human intelligences | journals/newspapers | learning styles | ottawa | reviews | sayings | sports & education
author index a b c d e f g h ij k l m no p qr s t uv w xyz | home | name index a b c d e f g h ij k l m no p qr s t uv w xyz
Revised by on Wednesday, 07 May, 2008