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This author index page for "T" was last revised by Clifford J. F. Morris on Wednesday, 23 January, 2008
Teele, Sue (1995). The relationship of multiple intelligences to the instructional process. Dissertation Abstracts International, (University Microfilms International No. 9501918)
Teele Inventory of Multiple Intelligences. Sue Teele and Associates: P.O. Box 7302 Redlands, CA 92373.
Teele, Sue (1996). Reforming the Educational System to Enable All Students to Succeed. Paper presented at the annual conference of the National Association of Seondary School Principals, San Francisco.
Tesch, Renata (1987). Emerging themes: The researcherís experience. Phenomenology + Pedagogy, 5(3), pp. 230-241.
Tesch, R. (1990). Qualitative research: Analysis types and software tools. New York: Falmer Press.
Theiler, Janine. (2006). A Comparative Study: Ericsson's theory of expertise and Gardner's theory of multiple intelligences. University of Nebraska at Lincoln.
In this brief comparative commentary, Theiler comments on an explorative study whereby Howard Gardner's multiple intelligences theory (MIT) was compared to Karl Anders Ericsson's Expertise Theory. Repeatedly, Gardner emphasizes a view of achievement which reflect the specific abilities approach as addressed above. Ericsson, however, vehemently opposes this view and consistently professes the importance of a domain-specific training and practice perspective. What follows is a delving into the reasoning of these theorists for adopting such contrasting lines of attack.
Thomas, R. M. (1985). Comparing theories of child development. (2nd ed.). Belmont, California: Wadsworth.
Tolan, Stephanie (1992, Sept.1). Parents vs. theorists: Dealing with the exceptionally gifted. Roeper Review, 15, 14-18.
Torff, Bruce & Gardner, Howard. (1999). The vertical mind--the case for multiple intelligences. In Mike Anderson (Ed.) et al. The development of intelligence. Studies in developmental psychology (pp. 139-159). Hove, England, UK: Psychology Press/Taylor & Francis.
In this chapter the authors examine how the mind is set up to handle diverse tasks and whether it does so through a single, centralized system (horizontal theory) or a set of separate cognitive mechanisms geared to particular kinds of information or tasks (vertical theory). They describe and argue for a vertical approach, namely Gardner's theory of multiple intelligences. The theory of multiple intelligences is summarized and then compared to other verticality faculty theories.Traub, James (1998, October 26). Multiple intelligence disorders: Howard Gardner's campaign against logic. The New Republic pp. 20-23. Here, Traub comments that the scientific establishment has never fully accepted Howard Gardner's Multiple Intelligences Theory on intellectual quotient (IQ). He writes that this has not stopped educators from using Gardner's teachings to transform American schools. To grasp Traub's complete message, the more interested reader is referred to the complete article, as referenced above. As I do not plan to summarize Traub exactly, I here cite him directly:"In the 15 years since the publication of Gardner's Frames of Mind, multiple intelligences has gone from being a widely disputed theory to a rallying cry for school reformers to a cultural commonplace. And, amazingly, it has done so without ever winning over the scientific establishment."
"Gardner's central claim is that what we normally think of as intelligence is merely a single aspect, or two aspects, of a much wider range of aptitudes; he has counted eight so far. Thus, we have exalted the attribute measured by IQ tests -- the hyperlogical style Gardner half jokingly calls the "Alan Dershowitz" model of intelligence -- and have slighted our creative and interpersonal gifts. Of course, the primary question about this theory is whether or not it's true" (p. 20).
"Gardner failed to persuade his peers. George Miller, the esteemed psychologist credited with discovering the mechanisms by which short term memory operates, wrote in The New York Times Book Review that Gardner's argument boiled down to "hunch and opinion" (p. 20). And Gardner's subsequent work has done very little to shift the balance of opinion. A recent issue of Psychology, Public Policy, and Law, devoted to the overall study of human intelligence, contained virtually no reference to Gardner's work. Most people who study intelligence view M.I. theory as rhetoric rather than science, and they're divided on the virtues of the rhetoric. Steven Ceci, a developmental psychologist at Cornell, praises Gardner as "a wonderful communicator" who has publicized "a much more egalitarian view of intelligence." But he points out that Gardner's approach of constructing criteria and then running candidate intelligences through them, while suggestive, provides no hard evidence -- no test results, for example -- that his colleagues could evaluate. Ceci adds: "The neurological data show that the brain is modular, but that does not address the issue of whether all these things are correlated or not." Track-and-field athletes, he notes, may have special gifts in one particular event, but they will score better than the average person on every event. Psychological tests show the same kind of correlation (p. 20)."
Trope, Y. (1986). Self-enhancement and self-assessment in achievement behavior. In R. M. Sorrentino & E. T. Higgins (Eds.), Handbook of motivation and cognition: Foundations of social behavior (pp. 350-378). New York: Guilford.
Trotter, R. J. (1986, August). Three heads are better than one: A profile of Robert J. Sternberg. Psychology Today, 20(8), 56-62.
Tucker, Bill. (1995, December). Minds of their own: Visualizers compose. English Journal, 84(8), 27-31.
Turnbull, W. W. (1979). Intelligence testing in the year 2000. Intelligence, 3, 275-282.
Turner, Gillian (1996, June 29). Intelligence and the X chromosome. The Lancet, 347(9018), 1814-1815.
Turner, Gillian: Children Receive their Intelligences from their Mothers
Turkheimer, Eric University of Virginia Growing up in poverty can affect your intelligence for the worse.
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
This author index page for "T" was last revised by Clifford J. F. Morris on Wednesday, 23 January, 2008