MI theory lacks empirical theory-testing research supporting its intelligences as autonomous faculties¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2011: tool and model accuracy changes quickly
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Psychometric critics contend Gardner has conducted no empirical research testing that his intelligences are autonomous faculties, and Carson notes relatively few serious empirical theory-testing publications of MI theory exist. → Peariso 2008

Evidence¶

Peariso 2008¶

Peariso, J. F. (2008). Multiple Intelligences or Multiply Misleading: The Critic's View of the Multiple Intelligences Theory. Liberty University. https://eric.ed.gov/?id=ED500515

q2 · i? · review · r1

The review attributes this to Carson (2003), who gives five points explaining MI's little impact on psychology, including that Gardner ignored vocational psychologists' research and rarely collaborates with other psychologists. Reported second-hand.

"despite all the books, there has yet been relatively few serious, empirical, theory-testing publications of MI theory"

Discussion¶

Related Claims¶

• A large psychometric data review supports a hierarchical model of intelligence headed by g, which MI theory does not fit — related
• Gardner never laid down a detailed plan for applying MI theory in schools, and classroom implementations operate independently of him — related
• A century of psychometric data consistently shows performances on intellectual tests are correlated, which MI must account for — related
• Learning Styles Matching Does Not Improve Learning — related
• The Theory of Multiple Intelligences is weak in stressing science and social sciences as fields of talent, and existing subject categories could nurture pupils' talents — related
• Children scoring highly on one intelligence tend to score highly on others, consistent with general intelligence — related
• Gardner holds intelligences are not interchangeable, so one intelligence cannot substitute for another in learning a domain — related
• Correlations between performance on different intellectual tasks fail to reach 1.00, indicating specialization of intelligence — related