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7 2 Short Essay .docx PSY 321 7-2 Short Paper PSY 321 SNHU The multiple different met

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7 2 Short Essay .docx PSY 321 7-2 Short Paper PSY 321 SNHU The multiple different methods of intelligence and learning by Sternberg and Gardner differ from the concept of learning in a uniform wa... y. There different methods include, musical skills, linguistics, communication verbally, intrapersonal, existential, naturalist, kinesthetic, and spatial. Today, we still learn more about how we can use different methods of intelligence and use the use of standardized testing to test other capabilities one might have. Gardner suggest the speculation of intelligence, this is a process of teaching and learning. Gardner defines intelligence as a œbiopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture (Gardner, 2000, p.28) Understanding and learning about the intelligence and learning process, helps so much in the school system to be able to teach the students properly with intention to get them to understand the material by their way of thinking. Cognitive and capabilities are evaluated in normal ways when is suitable; accordingly, abilities are measured in classrooms as students learn (Almeida, 2010) Though, naturally we are given smarts and intelligence skills and some are more gifted than others, our world is changing in technology and how we teach. Psychology and its research behind intelligence haven™t thrived and moved forward as the world has on the intelligence theory. As we talk about mu. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . [Show More]

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