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Project Spectrum Continued VII- Domain Specific, Correlation, and Strength (The Arc of Learning)


Howard Gardner and the research team were interested in the following questions:

 

      1.   Do young children have domain-specific as well as more general strengths?

 

      2.   Is there any correlation between performances in different activities?

 

      3.   Does a child's strength in one domain facilitate or hinder performance in other domains?

 

In Question  #1, the majority of the children's strengths and weaknesses were identified in relation to the group. In all cases, areas of strength and weakness were identified for each child. In Question #2 the results indicated little correlation between the activities. In Question #3 there was some evidence that a child's strength in one area might facilitate performance in another. In regards to a child's working style Gardner and his colleagues were interested in two issues:

 

      1.   Do children utilize distinctive working styles when solving

           problems from different domains? (And if so, what is the

           nature of the differences in a child's areas of strength and

           weakness?)

 

      2.   Are some working styles more effective than others in

           particular domains?

 

With the first issue "...the majority of children, while one or two working styles were usually obtained across domains, other working styles depended more on the content of the area being explored."  In the second issue, "some of the children who exhibited a consistent working style were clearly helped by their content - Neutral Style, whereas others were probably hindered by it. Project Spectrum revealed outstanding strengths that had not otherwise been identified in eight out of the seventeen children, all together Spectrum identified twelve strengths that had not been identified by parent or teacher. The domains of strength included science, visual arts, music, and social understanding.

 

The Seven Multiple Intelligences

 

*MUSICAL INTELLIGENCE

      Parts of the brain play important roles in perception and the

      production of music.

 

*BODILY-KINESTHETIC INTELLIGENCE

      Control of the body's movement is localized in the motor cortex.

      "Body movement undergoes a clearly defined developmental

      schedule in children."

 

*LOGICAL-MATHEMATICAL

      Problem-solving abilities


*VISUAL-SPATIAL INTELLIGENCE

      Ability to create visual-spatial representations of the world.

 

*INTERPERSONAL

      The ability to work effectively with others, to understand them,

      and to notice their goals, motivations, and intentions.

 

*INTRAPERSONAL

      The ability to be deeply aware of inner feelings, intentions, and

      goals.

 

*VERBAL

      Reading and writing skills. Sensitivity to nuances, order, and

      rhythm of words.

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