Gage, R. (1995, Dec.). Excuse me, you're cramping my style: Kinesthetics for the classroom. English Journal, 84(8), 52-55.

Gagné, F. (1993). Constructs and models pertaining to exceptional human abilities. In K. A. Heller, F. J. Monks, & H. A. Passow (Eds.), International handbook of research and development of giftedness and talent. (pp. 69-87). New York: Pergamon Press.

This (incomplete) "Gardner" box was last revised on Sunday, 03 February, 2008. It contains (some) references when HEG (Howard Earl Gardner) is the sole/first author

About Howard Earl Gardner (HEG)

Gardner-1

Gardner-2
Gardner, Howard. (1970, Sept.). Children's sensitivity to painting styles. Child Development, 41(3), 813-821.
Gardner, H. (1970). Effects of stimulus rearrangement on the development of sensitivity to painting styles. Preceedings of the Annual Convention of the American Psychological Association. 5 (Pt. 2), 495-496.

Gardner, H. (1970). Mann's portrayals of the artists. Unpublished paper, Harvard University.
Gardner, H. (1970). Piaget and Lévi-Strauss: The quest for mind. Social Research, 37, 348-365.
Gardner, H. (1971, Fall). Children's duplication of rhythmic patterns. Journal of Research in Music Education, 19(3), 355-360.
Gardner, H. E. (1971, April). Children's sensitivity to musical styles. [One of] Three studies of Perception of Artistic Styles. Technical Report No. 4. (ERIC Document Reproduction Service No. ED 114 327)
Gardner, H. (1971, Summer). The development of sensitivity to artistic styles. Journal of Aesthetics and Art Criticism, 29(4), 515-527.
Gardner, H. E. (1971). The development of sensitivity to figural and stylistic aspects of paintings. Three studies of Perception of Artistic Styles. Harvard Project Zero Technical Report No. 3. (ERIC Document Reproduction Service No. ED 114 326)
Gardner, H. (1971). Problem-solving in the arts and sciences. Journal of Aesthetic Education, 5(1) , 93-113.
Gardner, H. (1972, Nov.). The development of sensitivity to figural and stylistic aspects of painting. British Journal of Psychology, 63(4), 605-615.
Gardner, H. (1972). Developmental psychology. Boston: Little, Brown.
Gardner, H. (1972). On figure and texture in aesthetic perception. British Journal of Aesthetics, 12, 40-59.
Gardner, H. (1972). Style sensitivity in children. Human Development, 15, 325-338.
Gardner, H. (1973; republished 1994). The arts and human development: A psychological study of the artistic process. New York: John Wiley & Sons.
Gardner, H. (1973). Children's sensitivity to musical styles. Merrill-Palmer Quarterly, 19(1) , 67-77.
Gardner, H. (1973). The contribution of color and texture to the detection of painting styles. Studies in Art Education. 15(3), 57-62.
Gardner, H. (1973, May). The contribution of operativity to naming capacity in aphasic patients. Neuropsychologia, 11(2), 213-220.
Gardner, H. (1973, Aug.). Developmental dyslexia: The forgotten lesson of Monsieur C. Psychology Today, 7(3), 62-67.
Gardner, H. (1973, June). France and the modern mind. Psychology Today, 7(1), 58-62, 104.
Gardner, H. (1973, March). Metaphors and modalities: How chldren project polar adjectives onto diverse domains. Paper presented at the biennial meetings of the Society for Research in Child Development, Philadelphia, Pennsylvania. (ERIC Document Reproduction Service No. ED 080 142)
Gardner, H. (1973; republished 1981). The quest for mind: Piaget, Lévi-Strauss, and the structuralist movement. New York: Alfred A. Knopf.
Gardner, H. (1973, June). Retireving information from Korsakoff patients: Effects of categorical cue and reference to the task. Cortex, 9(2), 165-175.
Gardner, H. (1973, Spring). Structure and development. Human Context, 5(1), 50-67.
Gardner, H. (1974, March). Metaphors and modalities: How children project polar adjectives onto diverse domains. Child Development, 45(1), 84-91.
Gardner, H. (1974, June). The naming of objects and symbols by children and aphasic patients. Journal of Psycholinguistsic Research, 3(2), 133-149.
Gardner, H. (1974, April). The naming and recognition of written symbols in aphasic and alexic patients. Journal of Communication Disorders, 7(2), 141-153.
Gardner, H., et al. (1975?). Artistic symbols in early childhood. New York University Education Quarterly, 6(4), 13-21.
Gardner, H., et al. (1975). Children's conceptions of the arts. Journal of Aesthetic Education, 9(3), 60-77.
Gardner, H. (1975?). Brain damage: A window of the mind. Saturday Review, 2, 23, 26-29.
Gardner, H., et al. (1975?). Children's metaphoric productions and preferences. Journal of Child Language, 2(1), 125-141.
Gardner, H. (1975). The shattered mind: The person after brain damage. New York: Vintage Books.
Gardner, H. (1976). Promising paths toward artistic knowledge: A report from Harvard Project Zero. Journal of Aesthetic Education, 10(3/4), 201-207.
Gardner, H. (1976). Unfolding or teaching: On the optimal training of artistic skills. In E. Eisner (Ed.). The arts, human development, and education. Berkeley, California: McCutchan Publishing Company.
Gardner, H. et al. (1977, September). Sensitivity to musical denotation and connotation in organic patients. Cortex, 13(3), 242-256.
Gardner, H. (1978). Commentary on animal awareness papers. Behavioral and Brain Sciences, 4, 572.
Gardner, H. (1978; republished 1982). Developmental psychology: An introduction. Boston: Little, Brown & Co.
Gardner, H. (1978, January). What we know (and don't know) about the two halves of the brain. Journal of Aesthetic Education, 12(1), 113-119.
Gardner, H. (1979, March). The child is father to the metaphor. Psychology Today, 12(10), 81-91.
Gardner, H. (1979). Developmental psychology after Piaget: An approach in terms of symbolization. Human Development, 22(2), 73-88.
Gardner, H. (1979, Fall). Entering the world of the arts: The child as artist. Journal of Communication, 29(4), 146-156.
Gardner, H. (1980). Artful scribbles: The significance of children's drawings. New York: Basic Books.
Gardner, H. (1981, December). Do babies sing a universal song? Psychology Today.
Gardner, H. (1981). The quest for mind: Piaget, Lévi-Strauss, and the structuralist movement, 2nd ed. Chicago: University of Chicago Press. (Original work published 1973)
Gardner, H. (1982). Art, mind, and brain: A cognitive approach to creativity. New York: Basic Books.
Gardner, H. (1982). Artistry following damage to the human brain. In A. Ellis (Ed.), Normality and pathology in cognitive functions. London: Academic Press.
Gardner, H. (1982). Developmental psychology: An introduction (2nd ed.). Boston: Little, Brown. (Original work published 1978)
Gardner, H. (1982). Giftedness: Speculations from a biological perspective. In David H. Feldnam (Ed.), Developmental Approaches to Giftedness and Creativity. New Directions for Child Development. Vol. 17, (pp. 47-60). San Francisco: Jossey-Bass.
Gardner, H. (1982). Response to comment on Project Zero by Jessie Lovano-Kerr and Jean Rush. Review of Research in Visual Arts Education, 15, 82-84.
Gardner, H. (1983, March). Artistic intelligences. In S. Dobbs (Ed.). Art and the mind [Special issue]. Art Education. 36(2), 47-49.
Gardner, H. (1983, January). Can Piaget and Lévi-Strauss be reconciled? New Ideas in Psychology, 1(2), 187-189.
Gardner, H. (1983; republished 1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Howard Gardner used this text to argue against a unitary or one-dimensional view of intelligence. Instead, he proposed that human intelligence be viewed as multifaceted. Throughout his "claim-to-fame" book, his thesis was that human intelligence was not one measurable thing but a set of different potentialities which varied in importance from individual to individual and from culture to culture ... potentialities most of which were overlooked by standardized IQ-type tests. In other words, he suggested that different human beings developed different intellectual profiles. Originally involved in studying what motivates people from various cultures from around the world, Gardner discovered several themes, or patterns. He further uncovered evidence that these same patterns could be discerned in the developmental patterns followed by growing children, by those persons suffering from age-related declines, and by those considered idiot savants and child prodigies. In addition, each pattern carried with it either an existing symbol systems (e.g., musical notation, dance choreography) or the capacity for being represented by a symbol system. Satisfied that the patterns showed sufficient evidence of stability, he proposed that they be considered multiple forms of human intelligences (see Miller, 1993, p. 78).

Miller, Lynda (1993). What we call smart: A new narrative for intelligence and learning. San Diego, California: Singular Publishing Group.

Gardner, H. (1983). Some differences between Chinese and American arts education. Unpublished paper, Harvard University. Published in Chinese in Peopleís Music, Spring, 1987.

Gardner, H. (1983). Symposium on the theory of multiple intelligences. In David N. Perkins, Jack Lochhead, & John C. Bishop. (Eds.), Thinking: The second international conference. (pp. 77-101). Hillsdale, N. J.: Erlbaum.
Gardner, H. (1984, June). Assessing intelligences: A comment on 'Testing intelligence without IQ tests'. Phi Delta Kappan, 65(10), 699-700. (ERIC Document Reproduction Service No. EJ 299 515)
Gardner, H. (1984). The development of competence in culturally defined domains. In R. Shweder & R. LeVine (Eds.), Culture throry: Esaays of mind, self and emotion. New York: Cambridge University Press.
Gardner, H. (1984, June). The seven frames of mind. Psychology today, 21-26.
Gardner, H. (1985). Arts education in China: A second look. Unpublished paper, Harvard University.
Gardner, H. (1985). On discerning new ideas in psychology. New Ideas in Psychology, 3(1), 101-104.
Gardner, H. (1985). The scientistic fallacy: A reply to Ellen Handler Spitz. New Ideas in Psychology, 3(1), 87-91.
Gardner, H. (1985). Towards a theory of dramatic intelligence. In J. Kase-Polisine (Ed.), Creative drama in a developmental context. University Press of America.
Gardner, H. (1985). The mind's new science: A history of the cognitive revolution. New York: Basic Books. (ERIC Document Reproduction Service No. ED 296 876)
Gardner, H. (1986). The development of symbolic literacy. In Merald E. Wrolstad & Dennis F. Fisher (Eds.), Toward a new undertanding of literacy (pp. 39-56). New York: Praeger Publishers.
Gardner, H. (1986, May 20). Educational Implications of New Views of the Learner [videotape]. Strategic Planning Services: Ontario Ministry of Education. Queenís Park, Toronto, Ontario.
Gardner, H. (1986, Summer). Freud in three frames: A cognitive-scientific approach to creativity. Daedalus: Journal of the American Academy of Arts and Science, 115(3), 105-134.
Gardner, H. (1986). Notes on cognitive development: Recent trends, future prospects. In S. Friedman, K. Klivington, & R. Peterson (Eds.), The brain, cognition and education . New York: Academic Press.
Gardner, H. (1986). Notes on the educational implications of the theory of multiple intelligences. In College Board Colloquium on Measures in the College Admission Process.
Gardner, H. (1986). The waning of intelligence tests. In R. J. Sternberg & D. Detterman (Eds.), What is intelligence? (pp. 73-76). Hillsdale, N.J.: Lawrence Erlbaum.
Gardner, H. (1987). An individual-centered curriculum. In The schools we've got, the schools we need. (pp. 93-115) Washington D.C.: Council of Chief State School Officers and the American Association of Colleges of Teacher Education.
Gardner, H. (1987). Balancing specialized and comprehensive knowledge: The growing educational challenge. Paper presented at the Breckenridge Forum, San Antonio, Texas.
Gardner, H. (1987, May). Beyond the IQ: Education and human development. Developing the spectrum of human intelligences. Harvard Education Review, 57(2), 187-193.
Gardner, H. (1987). Introduction to the paperback edition of The mind's new science: A history of the cognitive revolution. New York: Basic Books.
Gardner, H. (1987). The assessment of intelligences: A neuropsychological perspective. In Manfred J. Meier, Arthur L. Benton, & Leonard Diller (Eds.), Neuropsychological rehabilitation. (pp. 59-70). New York: Guilford Press.
Gardner, H. (1987). The theory of multiple intelligences. Annals of Dyslexia, 37, 19-35. (ERIC Document Reproduction Service No. EJ 368 940)
Gardner, H. (1987). The theory of multiple intelligences: Educational implications. In Language and the world of work in the 21st century. Boston, MA: Bureau of Transitional Bilingual Education.
Gardner, H. (1988). Beyond a modular view of mind. In W. Damon (Ed.), Child development today and tomorrow (pp. 222-239). San Francisco: Jossey-Bass.
Gardner, H. (1988, Spring). Beyond the IQ: Education and human development. Phi Kappa Phi, 68(2), 4-7.
Gardner, H. (1988). Challenges for museums: Howard Gardner's theory of multiple intelligences. Hand to hand: Children's museum network.
Gardner, H. (1988). Creative lives and creative works: A synthetic scientific approach. In Robert J. Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives (pp. 298-321). New York: Cambridge University Press.
Gardner, H. (1988, December). Creativity: An interdisciplinary perspective. Creativity Research Journal, 1, 8-26. Neurobiology. (ERIC Document Reproduction Service No. EJ 390 662)
Gardner, H. (1988). Intelligences. In K. Jervis & A. Tobier (Eds.), Education for democracy: Proceedings from the Cambridge School on progressive education (pp. 86-102). Weston, Mass.: The Cambridge School.
Gardner, H. (1988). Mobilizing resources for individual-centered education. In Raymond. S. Nickerson & Philip P. Zodhiates (Eds.), Technology in education: Looking toward 2020. Technology in Education Series (pp. 25-41). Hillsdale, NJ.: Lawrence Erlbaum Associates.
Gardner, H. (1988, Summer). Multiple intelligences in today's schools. Human Intelligence Newsletter, 9(2), 1-2.
Gardner, H. (1988b). The theory of multiple intelligences: Educational implications. In Language and the world of art in the 21st century. Massachusetts Bureau of Transitional Bilingual Education.
Gardner, H. (1988, Spring). Toward more effective arts education. Special Issue: Art, mind, and education. Journal of Aesthetic Education, 22(1), 157-167.
Gardner, H. (1989, November 8). The academic community must not shun the debate on how to set national educational goals. The Chronicle of Higher Education. A52.
Gardner, H. (1989a). Assessment in context: The alternative to standardized testing. In B. Gifford (Ed.), Report to the commission on testing and public policy. Boston: Kluwer Press.
Gardner, H. (1989). Balancing specialized and comprehensive knowledge: The growing educational challenge. In Thomas J. Sergiovanni & J. H. Moore (Eds.), Schooling for tomorrow: Directing reforms to issues that count. (pp. 148-165). Boston: Allyn & Bacon.
Gardner, H. (1989). Beyond a modular view of mind. In William Damon (Ed.). Child development today and tomorrow. The Jossey-Bass social and behavioral sciences series (pp. 222-239). San Francisco: Jossey-Bass Inc, Publishers.
Gardner, H. (1989, Spring). The key in the slot: Creativity in a Chinese key. Journal of Aesthetic Education, 23(1), 141-158. (ERIC Document Reproduction Service No. EJ 395 920) Gardner, H. (1989, December). Learning, Chinese-style. Psychology Today, 22(1), 54-56.
Gardner, H. (1989). Project Zero: An introduction to Arts Propel. Journal of Art and Design Education, 8(2), 167-182. (ERIC Document Reproduction Service No. EJ 397 171)
Gardner, H. (1989). To open minds: Chinese clues to the dilemma of contemporary education. New York: Basic Books.
Gardner, H. (1989, Spring). Toward more effective arts education. In Howard Gardner & David N. Perkins (Eds.). Art, mind, and education: Research from Project Zero (pp. 157-167). Urbana, IL.: University of Illinois Press. Gardner, H. (1989, Winter). Zero-based arts education: An introduction to ARTS PROPEL. Studies in Art Education: A Journal of Issues and Research, 30(2), 71-83. (ERIC Document Reproduction Service No. EJ 386 440)
Gardner, H. (1990, September). Art education and human development. Occasional Paper 3, Los Angeles: The J. Paul Getty Trust Center for Education in the Arts. (ERIC Document Reproduction Service No. ED 336 315)
Gardner, H. (1990, December). The assessment of student learning in the arts. Paper presented at the conference on assessment in arts education, Holland.
Gardner, H. (1990, Spring). Building on the range of human strengths. The Churchill Forum. 12(1), 1-2, 7.
Gardner, H. (1990). Developing the spectrum of human intelligences. In Carolyn N. Hedley, John Houtz, & Anthony Baratta (Eds.), Cognition, curriculum, and literacy. (pp. 11-19). Norwood, NJ.: Ablex Publishing Corp.
Gardner, H. (1990, Spring). The difficulties of school: Probable causes, probable cures. Dædalus: Journal of the American Academy of Arts and Sciences, 119(2), 85-113.
Gardner, H. (1990). Four factors in educational reform. In Context, 27, 15.
Gardner, H. (1990). Intelligence in seven steps. New Horizons for Learning Newsletter.
Gardner, H. (1990). Multiple intelligences: Implications for art and creativity. In W. J. Moody (Ed.), Artistic intelligences: Implictions for education. (pp. 11-27). New York: Teachers College Press.
Gardner, H. (1991, Fall). Intelligence in seven steps. Intelligence Connections. 1(1), 1, 3, 7-8.
Gardner, H. (1991). Concepts of mind and intelligence. In D. Goleman & R. A. F. Thurman (Eds.), MindScience: An East-West dialogue (pp. 75-87). Boston: Wisdom Publications.
Gardner, H. (1991). The nature of intelligence. In A. Lewin (Ed.), How we think and learn. Lecture series (Lecture No. 6. pp. 41-46). Washington, D.C.: The National Learning Centre. (ERIC Document Reproduction Services No. ED 348 138) [have abstract & hard copy of pp. 88, 91, & 92 of microfiche sheets]
Gardner, H. (1991). The school of the future. In John Brockman (Ed.), Ways of knowing: The reality club #3. (pp.199-218). Englewood Cliffs, N.J.: Prentice Hall.
Gardner, H. (1991). The tensions between education and development. Journal of Moral Education, 20(2), 113-125. (ERIC Document Reproduction Service No. EJ 438 425)
Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books.
Gardner, H. (1992a). Assessment in context: The alternative to standardized testing. In Bernard R. Gifford & Mary Catherine OíConnor (Eds.). Changing assessments: Alternative views of aptitude, achievement, and instruction. Evaluation in education and human services (pp. 76-120). Boston, MA.: Kluwer Academic Publishers.
Gardner, H. (1992, July). Psychological studies, maybe, scientific psychology, no: Five constructive critics: A reply to Woodward, Sternberg, Oatley, Markova, and Potter and Wetherell. New Ideas in Psychology. 10(2), 229-231.
Gardner, H. (1992, July).Scientific psychology. Should we bury it or praise it? New Ideas in Psychology, 10(2), 179-190.
Gardner, H. (1992b, May 6). The two rhetorics of school reform: Complex theories vs.The quick fix. The Chronicle of Higher Education. 38(35), B1-B2.
Gardner, H. (1992, March). The unschooled mind. Presentation to the Cambridge Forum.
Gardner, H. (1993, Fall). "Choice Points" as multiple intelligences enter the school. Intelligence Connections. 3(1), 1,3, 7-8.
Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. New York: Basic Books.
Gardner, H. (1993). Educating for understanding. American School Board Journal, 180(7), 20-24.
Gardner, H. (1993a). Frames of mind: The theory of multiple intelligences: Tenth anniversary edition. New York: Basic Books. (Original work published 1983).
Gardner, H. (1993, September). Intelligence and intelligences: Universal principles and individual differences. Archives de Psychologie, 61(238), 169-172.
Gardner, H. (1993b). Multiple intelligences: The theory in practice. New York: Basic Books.

Editons Retz, 1996, pur la traduction francaise: Gardner, H. (1996). Les intelligences multiples: Pour changer l'école: La prise en compte des différentes formes díintelligence (Traduit de l'américain par Philippe Evans-Clark, Marie Muracciole et Natalie Weinwurzel). Paris: Editons Retz, 1996 (1, rue du départ 75014 Paris, France) (August 5, 1997)

Gardner, H. (1993). The relationship between early giftedness and later achievement. In Ciba Foundation. The origins and development of high ability. Ciba Foundation Symposium, 178 (pp. 175-186) Chichester, England: John Wiley & Sons.

Gardner, H. (1993). Seven creators of the modern era. In John Brockman (Ed.), Crestivity. The Reality Club, Vol. 4. (pp. 28-47). New York: Simon & Schuster.
Gardner, H. (1994). The arts and human development: A psychological study of the artistic process. New York: Basic Books. (Original work published 1973).
Gardner, H. (1994, Summer). Intelligences in theory and practice: A response to Elliot W. Eisner, Robert J. Sternberg, and Henry M. Levin. Teachers College Record. 95(4), 576-583.
Gardner, H. (1994). The creators' patterns. In David Henry Feldman, Mihaly Csikszentmihalyi, & Howard Gardner (Eds.), Changing the world: A framework for the study of creativity. (pp. 69-84). Wesport, Connecticut: Praeger Publishers/Greenwood Publishing Group.
Gardner, H. (1994). The Multiple intelligences theory. In R. J. Sternberg (Ed.), Encyclopedia of human intelligence (Vol. 2, pp. 740-742). New York: Macmillan.
Gardner, H. (1995, Winter). Cracking open the IQ box. The American Prospect, 20, 71-80
Gardner, H. (1995, March 23). Green ideas sleeping furiously. The New York Review of Books, 42(5), 32-39.
Gardner, H. (1995). Leading Minds: An anatomy of leadership. New York: Basic Books.
Gardner, H. (1995, Fall). Limited visions, limited means: Two obstacles to meaningful education reform. Dædalus: Journal of the American Academy of Arts and Sciences. 124(4), 101-105.
Gardner, H. (1995, Nov.). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77(3), 200-203, 206-209.
Ericsson, K. Anders., & Charness, Neil. (1994, Aug.). Expert performance: Its structure and acquisition, American Psychologist, 49(8), 725-747.
Gardner, H. E. (September, 1995). Expert performance: Its structure and acquisition. Why would anyone become an expert? Comment: American Psychologist, 50(9), 802-803.

Here, Gardner comments on Ericsson and Charness's August 1994 article in American Psychologist, 49(8), 725-747. Here is his abstract:

Counter to the common belief that expert performance reflects innate abilities and capacities, recent research in different domains of expertise has shown that expert performance is predominantly mediated by acquired complex skills and physiological adaptations. For elite performers, supervised practice starts at very young ages and is maintained at high daily levels for more than a decade. The effects of extended deliberate practice are more far-reaching than is commonly believed. Performers can acquire skills that circumvent basic limits on working memory capacity and sequential processing. Deliberate practice can also lead to anatomical changes resulting from adaptations to intense physical activity. The study of expert performance has important implications for our understanding of the structure and limits of human adaptation and optimal learning.

In short, Gardner disputes Ericsson and Charness's suggestion that all youngsters work in a given domain in roughly the same way, with the major distinguishing variable being the amount of deliberate practice. In belittling the role of individual differences in interest, motivation, and relevant computational powers or "intelligences," they undercut the power of their case.

And finally, to cite directly David Zach Hambrick's summary of Gardner's comments:

Gardner challenges Ericsson and Charness' view that acquisition of and individual differences in expert performance can be explained solely in terms of amount of deliberate practice. Gardner's argument is that Ericsson and Charness make a weak case for the view that innate factors do not predispose certain individuals to learn certain skills faster than others. Gardner dismisses the deliberate practice notion for several reasons. First, g is relatively impervious to practice effects and intelligent children are more likely to become "expert thinkers" than less intelligent children. In other words, basic abilities influence the ease with which and rate at which skills are acquired. Second, Gardner points out that people who are most likely to engage in extensive deliberate practice are also the people who are most successful in the domain. Third, Gardner questions whether laboratory tasks can really capture the essence of expert performance. Finally, Gardner contends that while training must play an important role in the development of expert performance, ignoring the influence of individual differences in organizmic factors such as motivation and "computational powers" diminishes the validity of Ericsson and Charness' proposal.

Gardner, H. (1997). Are there additional intelligences? The case for naturalist, spiritual, and existential intelligences. In J. Kane (Ed.), Education, information and transformation. Englewood Cliffs, N.J: Prentice-Hall.
Gardner, H. (1997). Extraordinary Minds: Portraits of 4 exceptional individuals and an examination of our own extraordinariness. New York: Basic Books.
Gardner, Howard. (1997, Sept.). Multiple Intellgences as a partner in school improvement [Special Issue]. Educational Leadership, 55(1), 14-19.
Gardner, H. (1998, Nov. 5). Do parents count? [Review of The Nurture Assumption: Why Children Turn Out the Way They Do by Judith Rich Harris with a foreword by Steven Pinker. Simon and Schuster, 462 pages]. The New York Review of Books, 45(17), pp. 19-22.
Gardner, Howard (1998, Winter). A multiplicity of intelligences. [Special Issue]. Scientific American, 9(4), 18-23.

That tests cannot capture all of a person's skills in a neat number is an important crux of the article by Howard Gardner. In A Multiplicity of Intelligences', he espouses his view, developed in part after working with artists and musicians who had suffered strokes, that human intelligence is best thought of as consisting of several components, perhaps as many as nine. Components such as spatial and bodily-kinesthetic, embodied by, say, architect Frank Lloyd Wright and hockey player Wayne Gretzky, elude test measures. Gardner's classifications are not arbitrary; he draws from evolution, brain function, developmental biology and other disciplines.

Gardner has been quite influential in education circles, where his theory is often required study for teachers-to-be. He feels, however, that some of his ideas are being misinterpreted. He mentions Daniel Goleman's best-seller, Emotional Intelligence, the central concept of which is based on multiple-intelligences theory. Gardner maintains that the theory should not be used to create a value system, as suggested in Goleman's book. People with high emotional quotients aren't necessarily well adjusted and kind to others--think Hannibal Lecter (Yam, 1998, p.7).

Yam, Philip (Ed.). (1998, Winter). Intelligence considered [Special Issue]. Scientific American, 9(4), 6-11.

Gardner, H. (1998, March 19). An intelligent way to progress. Independent, pp. E4-E5.

Gardner, H. (1999a). The disciplined mind: What all students should understand. New York: Simon & Schuster.

To read two reviews of this book, click here and here.

Here are three excerpts from this book that were recently published in the Multiple Intelligences Newsletter (MI-News). First, To read "Deeper into Multiple Intelligences: Mi Theory as a Tool", clickhere. Second, to read "Individually Configured Education: The Key Educational Imperative of Multiple Intelligences", click here. Third, and finally, to read "Encouraging Performances of Understanding", click here

Gardner, Howard (1999b). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.

To read a series of reviews, including Amazon.com customer comments about this book, click here and here and here.

Another review of this book has recently been published in the Volume 9, Number 3 issue of Gifted Education News, published by Gifted Education Press, 10201 Yuma Court, P.O. Box 1586, Manassas, VA, 20108; (703) 369-5017.
Their URL is: http://www.giftedpress.com

Gardner, H. (1999c, January 25). A prescription for peace. Time, 153(3), pp. 44-45.

Gardner, H. (1999, Nov./Dec.). The happy meeting of multiple intelligences and the arts. Harvard Education Letter, 15(6), p. 5.

Gardner, H. E. (1999). Multiple approaches to understanding. In Charles M. Reigeluth (Ed.) et al.. Instructional-design theories and models: A new paradigm of instructional theory, Vol. II (pp. 69-89). Mahwah, NJ, USA: Lawrence Erlbaum Associates.

In this chapter 4, Gardner discusses the following topics: the goals of education; a performance view of understanding; understanding: obstacles and opportunities; multiple intelligences: a potential ally for understanding; and understanding: an approach through multiple intelligences.

Gardner, H. (2000). The giftedness matrix: A developmental perspective. In Reva C. Friedman & Bruce M. Shore, (Ed.) et al.. Talents unfolding: Cognition and development (pp. 77-88). Washington, DC: American Psychological Association.

Gardner, H. (In press). The assessment of student learning in the arts. In D. Boughton, E. Eisner, & J. Ligtvoet (Eds.), International perspectives on assessment and evaluation in art education.
Gardner, H. (In press). Pernennial antinomies and perpetual redrawings: Is there progress in the study of the mind? In R. Solso & D. Massaro (Eds.), Science of mind: 2021 and beyond. New York: Oxford University Press. See also Chen, Jie-Qi & Garder H. (1997). Alternative assessment from a multiple intelligences theoretical perspective. In Dawn P. Flannagan, Judy, L. Genshaft, & Patti L. Harrison (Eds.). Contemporary Intellectual Assessment: Theories, tests, and issues (pp. 105-121) New York: Guilford Press.
Gardner, H., Albert, M. L., & Weintraub, S (1975, June). Comprehending a word: The influence of speed and redundancy on auditory comprehension in aphasia. Cortex, 11(2) , 155-162.
Gardner, H., & Blythe, T. (1990, April) A school for all intelligences. Educational Leadership, 47, 33-37.
Gardner, H., & Boix-Mansilla, V. (1994, February). Teaching for understanding--within and across disciplines. Educational Leadership, 51(5), 14-18.
Gardner, H., & Boix-Mansilla, V. (1994, Winter). Teaching for the understanding in the Disciplines--and Beyond. Teachers College Record, 96(2), 198-218.
Gardner, H., & Denes, G. (1973, June). Connotative judgments by aphasic patients on a pictorial adaptation of the semantic differential. Cortex, 9(2), 183-196.
Gardner, H., Denes, G., & Zurif, E. (1975, March). Critical reading at the sentence level in aphasia. Cortex, 11(1), 60-72.
Gardner, H., & Dudai, Y. (1985, June). Biology and giftedness. Items (Social Science Research Council), 39(1&2), 1-6.
Gardner, H., & Feldman, David (1985). First Annual Report on Project Spectrum. Submitted to the Spencer Foundation. Unpublished.
Gardner, H., & Feldman, D. (1989). Final Report on Project Spectrum. Submitted to the Spencer Foundation.
Gardner, Howard, & Gardner, Joan (1970). Developmental trends in sensivitity to painting styles and subject matter. Studies in Art Education. 12(1), 11-26.
Gardner, H., & Gardner, J. (1971). Childrenís literary skills. Journal of Experimental Education, 39(4), 42-46.
Gardner, H., & Grunbaum, J. (1986, September). The assessment of artistic thinking: Comments on the national assessment of educational progress in the arts. Commission on National Assessment of Educational Progress. [One of 46 papers commissioned by the Study Group on the National Assessment of Student Achievement] (ERIC Document Reproduction Service No. ED 279 677)
Gardner, H., & Hatch, Thomas. (1989, November). Multiple intelligences go to school: The educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-10. (ERIC Document Reproduction Service No. EJ 408 016)
Gardner, H., & Hatch, T. (1990, March). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Technical Report No. 4. (ERIC Document Reproduction Service No. ED 324 366)
Gardner, H., Hatch, T., & Torff, B. (1997). A third perspective: The symbol systems approach. In R. J. Sternberg & E. Grigorenko (Eds.), Intelligence, Heredity, and Environment (pp. 243-268). New York: Cambridge University Press. For a review of this chapter, click here.
Gardner, Howard, Hiram Brownell, Wendy Wapner, and Diane Michelow (1983). Missing the Point: The Role of the Right Hemisphere in the Processing of Complex Linguistic Materials. In Cognitive Processing in the Right Hemisphere, New York: Academic Press, Inc., pp. 169-191.
Gardner, H., Howard, V., & Perkins, D. (1974). Symbol systems: A philosophical, psychological, and educational investigation. In D. Olson (Ed.), Media and symbols: The forms of expression, communication, and education (pp. 27-56). Chicago: University of Chicago Press.
Gardner, H., Kircher, M., Winner, E., & Perkins, D. (1975, April). Children's metaphoric productions and preferences. Journal of Child Language, 2(1), 125-141.
Gardner, H., Kornhaber, Mindy, L., & Wake, Warren, K. (1996). Intelligence: Multiple perspectives. Orlando, FL: Harcourt Brace College.
Gardner, H., Krechevsky, M., & Hoerr, T. (In press). Complementary energies: Mutiple intelligence in the lab and in the field. In J. Oakes (Ed.). Creating new educational communities: Schools and classrooms where all children can be smart. Chicago: Yearbook of the National Society for the Study of Education.
Gardner, H., Krechevsky, M., Sternberg, R. J., & Okagaki, L. (1994). Intelligence in context: Enhancing students' practical intelligences for school. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice. (pp. 105-127). Cambridge: Bradford Books/MIT Press.
Gardner, H., & Lohman, W. (1975, April). Childrenís sensitivity to literary styles. Merrill-Palmer Quarterly, 21(2) , 113-126.
Gardner, H., & Nemirovsky, R. (1991). From private institutions to public symbol systems: An examination of creative process in George Cantor and Sigmund Freud. Creativity Research Journal, 4(1), 1-21.
Gardner, H., & Perkins, D. N., (Eds.) (1989). Art, mind, and education: Research from Project Zero. Urbana, IL.: University of Illinois Press.
Gardner, H., Phelps, E., & Wolf, D. P. (1990). The roots of adult creativity in children's symbolic products. In Charles N. Alexander & Ellen J. Langer (Eds.). Higher stages of human development: Perspectives on adult growth. (pp. 79-96). New York: Oxford University Press.
Gardner, H., Silverman, J., Wapner, W., & Zurif, E. B. (1978, November). The appreciation of antonymic contrasts in aphasia. Brain & Language, 6(3), 301-317.
Gardner, H., Strub, R., & Albert, M. L. (1975, July). A unimodal deficit in operational thinking. Brain & Language, 2(3), 333-344.
Gardner, H., & Viens, J. (1990, Winter). Multple intelligence and styles: Partners in effective education. The Clearinghouse Bulletin: Learning/Teaching Styles and Brain Behavior, 4(2), 4-5. Association for Supervision and Curriculum Development, Seattle, Washington.
Gardner, H., & Winner, E. (1978, September). A study of repetition in aphasic patients. Brain & Language, 6(2), 168-178.
Gardner, H., & Winner, E. (1981). Artistry and aphasia. In M. T. Sarno (Ed.), Acquired aphasia. New York: Academic Press.
Gardner, H., & Winner, E. (1982). First intimations of artistry. In S. Strauss (Ed.), U-shaped behavioral growth. New York: Academic Press.
Gardner, H., & Winner, E. (1991). The course to creative growth: A tribute to Joachim Wohlwill. In Roger M. Downs, Lynn S. Liben & David Stuart Palermo (Eds.), Visions of aesthetics, the environment and development: The legacy of Joachim F. Wohlwill (pp. 23-43). Hillsdale, NJ.: Lawrence Erlbaum Associates.
Gardner, H., Winner, E., & Kicher, M. (1975, July). Childrenís conceptions of the arts. Journal of Aesthetic Education, 9(3), 60-77.
Gardner, H., & Wolf, D. (1987). The symbolic products of early childhood. In Dietmar Gorlitz & Joachim F. Wohlwill (Eds.). Curiosity, imagination, and play: On the development of spontaneous cognitive motivational processes. Child psychology (pp. 305-325). Hillsdale, NJ.: Lawrence Erlbaum.
Gardner, H., & Wolf, C. (1988). The fruits of asynchrony: A psychological examination of creativity. In Sherman C. Feinstein,, Aaron H. Esman, John G. Looney, George H. Orvin, John L. Schimel, Allan Z. Scwartzberg, Arthur D. Sorosky, & Max Sugar (Ed.), Adolescent psychiatry; Developmental and clinical studies: Vol. 15. Annals of the American Society for Adolescent Psychiatry (pp. 96-120). Chicago, IL: University of Chicage Press.
Gardner, H., & Wolf, C. (1988). The fruits of asynchrony: A psychological examination of creativity. Adolescent Psychiatry, 15, 106-23.
Gardner, H., & Wolf, C. (1994). ). The fruits of asynchrony: A psychological examination of creativity. In David Henry Feldman, Mihaly Csikszentmihalyi, & Howard Gardner (Eds.), Changing the world: A framework for the study of creativity. (pp. 47-68). Wesport, Connecticut: Praeger Publishers/Greenwood Publishing Group.
Gardner, H., & Wolf, D. P. (1983). Waves and streams of symbolization: Notes on the development of symbolic capacities in young children. In D. R. Rogers & J. A. Sloboda (Eds.), The acquisition of symbolic skills. (pp. 19-42). London: Plenum Press.
Gardner, H., & Zurif, E. B. (1975, April). Bee but not be: Oral reading of single words in aphasia and alexia. Neuropsychologia, 13(2), 181-190.
Gardner, H., & Zurif, E. B. (1976, April). Critical reading of words and phrases in aphasia. Brain & Language, 3(2), 173-190.
Gardner, H., Zurif, E. B., Berry, T., & Baker, E. (1976). Visual communication in aphasia. Neuropsychologia, 14(3) , 275-292.
Gardner, Joan, & Gardner, H. (1970, December). A note on selective imitation by a six-week old infant. Child Development, 41(4), 1209-1213.