How Does Emotion Affect Learning

Howard Gardner has came up with seven clear intelligences Visual-Spatial, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, Linguistic, and Logical-Mathematical that outline individual's strengths and are designed based on different tasks, problem solving, and progress in various types of domains. According to Gardner's theory "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves”(Lane , C. (n.d.). Multiple Intelligences). Visual-Spatial in Gardner's theory is when a person is taught how to remember things through drawings and verbal and physical imagery. Bodily-kinesthetic is used when a person uses communication through there body language, like role playing, hands on learning,

Howard Gardner introduced the theory of multiple intelligences stating that each person possesses a blend of at least eight different kinds of intelligence: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and environmental/naturalistic (Bruno, 2009).

In “A Rounded Version: The Theory of Multiple Intelligences”, Howard Gardner illustrates how there are a variety of intelligences. Gardner starts off with an example how IQ tests may predict achievement in school but may not predict achievement in life. After finding out certain parts of the brain are responsible for certain functions, such as “Broca’s Area” which is responsible for sentence production, Gardner proposes the existence of multiple intelligences. Multiple studies later led him to propose seven distinct intelligences; Musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. Each intelligence has certain classifications. According to Gardner’s classifications, I realized my intelligences are bodily-kinesthetic, logical-mathematical, and intrapersonal.

     A renowned professor of education and psychology at Harvard University, Howard Gardner has radically changed the way we look at intelligence. In 1983 Gardner published the first of two books that theorize that there are multiple intelligences. Gardner believes “that human cognitive competence is better described in terms of a set of abilities, talents, or mental skills, which we call “intelligence” (378). Gardner’s theory dismisses the idea that intelligence is a single attribute of the mind and suggests that there are different types of intelligences that account for different human

‘‘Gardner’s multiple intelligences theory can be used for curriculum development, planning instruction, selection of course activities, and related assessment strategies. Instruction which is designed to help students develop their strengths can also trigger their confidence to develop areas in which they are not as strong. Students’ multiple learning preferences can be addressed when instruction includes a range of meaningful and appropriate methods, activities, and assessments. Gardner’s early work in psychology and later in human cognition and human potential’ led to the development of the initial six intelligences. Today there are nine intelligences and the possibility of others may eventually expand the list. These intelligences (or competencies) relate to a person’s unique aptitude set of capabilities and ways they might prefer to demonstrate intellectual abilities’’ ( (Armstrong, T., 2010). Gardner’s Multiple Intelligences

Howard Earl Gardner was born on July 11, 1943 in Scranton, Pennsylvania and is currently an adjunct professor of psychology at Harvard University. Gardner is a developmental psychologist best-known for this theory of multiple intelligences. He believes that the established notions of intelligence are restrictive and narrow and that by measuring IQ frequently meant missing out on the other "intelligences" that a person could possess. Gardner has identified and described eight distinct kinds of intelligence and suggested the possibility of a ninth type that he has labeled "existential intelligence." in his book Frames of Mind. Education circles as well as in the field of psychology have criticized Gardner's definition of intelligence. His

The last substage lasts from 18 to 24 months and this is where the external exploration is replaced by mental exploration (Rathus, S., & Longmuir, S., 2011, p.83). Ojose studied Piaget’s theory and concluded in this stage that object permanence is shown, which is when the child can find objects after the objects are placed in an unknown spot, they can still find the objects even though they are unable to see them (Ojose, 2008, p. 26). External stimuli increase the infant’s cognitive development because you are introduced to different objects and noises around you. When that happens, you observe what is happening around you and you can connect with things. External stimuli also triggers your motor skills. Over all, sensorimotor focuses on knowing where objects are and discovering your world, and that is what external stimuli helps the infant do.

The theory states that cognitive development goes through stages for all children. The way that they look at the world is mediated by the ways that they can use their brains.”Conditioning and implicit memory form the sensory experiences that make up an infant's burgeoning understanding of the

The first two years in a child’s life are debated to be the most important in a child’s development. The brain grows so much in the first few years on life that one could argue the lasting impact of what an infant and toddler learns in those years. The theory that best explains human behavior and development during the infancy and toddlerhood stage is behaviorism and the social learning theory. Children learn and adapt behaviors by observing and imitating what they see starting as early as infancy. The theory of behaviorism is based on directly observable events such as stimuli and responses (Berk, 2014, p. 13). Traditional behaviorism included classical conditioning involving a learned reflex or

Howard Gardner was a Professor of Cognition and Education at the Harvard Graduate School of Education for almost thirty years as a codirector of Harvard’s Project Zero program. (Jacobus 619) The program was dedicated to improving education in school. While Gardner was determined to improve education, he earned many awards and recognition along the way. Some of the awards he earned were MacArthur Foundation Award in 1981 and Grawemeyer Award in Education in 1991 but his most recognized work was the Theory of Multiple Intelligence. In this theory he objects to the idea that we can measure intelligence with a standardized test. Gardner is more interested in the mastery of thinking and less of the mastery of tests. (Jacobus 620) He believes that

The biological development of the brain enriches the capability of a brains capacity for knowledge. Neural plasticity (brains capacity) changes its structure in response to experience and stimulation. Enriched learning promotes continuous stimulation although lack of stimulation causes pruning. The neurons grow dendrites which branch into neighbouring neurons to allow processing of the hippocampus reconstructing a new memory if stimulation occurs frequently (Duchesne & McMaugh, 2016, p.42) The environment of a child has a direct affect of the way the brain will develop questioning the structure and function of the brain.

The theory of multiple intelligences was developed by Dr. Howard Gardner in 1983. The Theory of Multiple Intelligences is a critique of the standard psychological view of intellect: there is a single intelligence, adequately measured by IQ or other short answer tests. Instead, on the basis of evidence from disparate sources, the theory claims that human beings have a number of relatively discrete intellectual capacities. IQ tests assess linguistic and logical-mathematical intelligence, and sometimes spatial intelligence; they are a reasonably good predictor of who will do well in school. This is because humans have several other significant intellectual capacities (Harvard University).

For my topic I chose to talk about affective behaviors of humans and animals. I chose this topic because I thought it would be interesting to see why humans and animals act the way they do. During this paper we will look at multiple cases and other research about affective neuroscience in humans and animals. The outcome of this paper is for you as well as I to gain some insight on why we involuntary act the way we do.

Emotions are a big part in everyone’s life. Happiness, loneliness, anger, excitement are emotions that are expressed everyday no matter where we are or what we are doing. “Do emotions help or obstruct the learning process?” This is an example of questions asked about emotions and the learning process and how it impacts the student. (Dirkx, 2001). I will be discussing the relationship between emotions and the learning process in adult learning.

Why is it so important to define the concept of « intelligence » in education ? Education is dedicated to the fostering of intelligence, and students are evaluated as future members of the workforce on the basis of their intelligence, but how is this possible if we can’t even seem to agree on what ‘intelligence’ is? To this day, we do not have an official definition of intelligence. Even ‘beauty,’ another famously elusive concept, is better defined than ‘intelligence’. However, there are multiple theories about intelligence out there that are well-known and in some cases even used by schools to evaluate students. So I ask the question, « Which current theory of intelligence is most comprehensive and most relevant to education today? » When I first started researching the topic, I became more or less convinced that Gardner’s Multiple intelligences theory was most comprehensive and most relevant to education today, because it was useful to teachers and provided an alternative to the idea of a global intelligence factor, which I strongly disagreed with, and that combined with Carol Dweck’s notion of fixed and fluid intelligence, it would be more or less ideal. In this paper, I will evaluate the MI theory and try to determine whether it is, in fact, the most comprehensive intelligence theory out there, and the most relevant to education.