PSY FP7411 Assessment3 1.pdf Running head: CURRENT DEBATE IN LEARNING THEORY PSY_FP741

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PSY FP7411 Assessment3 1.pdf Running head: CURRENT DEBATE IN LEARNING THEORY PSY_FP7411 Current Debate in Learning Theory Capella University To gain a better understanding of how individuals le... arn an communicate with one another it to use a variety of learning theories and neuroscience. Many questionable studies have shown that it is reliable due to the constant change of individuals, cultures, and societies. It is important to remember that everyone is different and learns differently than their peers. One example of multiple intelligence theory is just one example of the learning theory used today. In this assessment I will be using research to show the changes someone could argue for using multiple intelligence theory in the classroom. Multiple Intelligence Theory Multiple intelligence theory was developed in the 1980s, it consisted of seven bits of intelligence, then later was developed into eight by Howard Gardner. The eight intelligence bits are; linguistics, mathematical/logical, naturalistic, spatial, and bodily/kinesthetic, musical, interpersonal, and intrapersonal (Gardner, 2006). Linguistics intelligence is when an individual is considered word smart, means that they are good with words both spoken and written. Logical- mathematical intelligence are individuals who are good with numbers and reasoning, they are able to carry out mathematical operations and investigate issues in a scientific matter. Spatial intelligence are individuals who are picture smart, they can recognize a large se. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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