A constructivist psychologist heavily influenced by Piaget, Gardner distinguishes himself from his Geneva colleague in that Piaget believed that all aspects of symbolization stem from the same semiotic function, whereas he believes that independent psychological processes are employed when the individual deals with linguistic, numerical, gestural, or other symbols. According to Gardner, a child may have an early performance in one area (what Piaget would call formal thought) and be average or even below average in another (the equivalent, for example, to the sensorimotor stage). Gardner describes cognitive development as an increasing capacity to understand and express meaning in various symbolic systems used in a cultural context, and suggests that there is no necessary link between the capacity or stage of development in one area of performance and capacities or stages in other areas or domains (Malkus et al., 1988). On a psychological level of analysis, states Gardner (1982), each area or domain has its own symbolic system; on a sociological level of study, each domain is characterized by the development of competencies valued in specific cultures.
Gardner further suggests that human abilities are not organized horizontally; he proposes that we think of these abilities as organized vertically, and that, instead of there being a general mental faculty, such as memory, there may be independent forms of perception, memory, and learning in each area or domain, with possible similarities between areas, but not necessarily a direct relationship.
Multiple intelligences
Gardner identified linguistic, logical-mathematical, spatial, musical, kinesthetic, interpersonal, and intrapersonal intelligences. He postulates that these intellectual competencies are relatively independent, have their own genetic origins and limits, specific neuroanatomical substrates, and possess their own cognitive processes. According to him, human beings possess varying degrees of each of the intelligences and different ways in which they combine, organize, and use these intellectual capacities to solve problems and create products. Gardner emphasizes that, although these intelligences are, to a certain extent, independent of each other, they rarely function in isolation. Although some occupations exemplify one intelligence, in most cases, occupations well illustrate the need for a combination of intelligences. For example, a surgeon needs the acuity of spatial intelligence combined with the dexterity of kinesthetic intelligence.
Linguistic intelligence - The central components of linguistic intelligence are a sensitivity to the sounds, rhythms, and meanings of words, as well as a special perception of the different functions of language. It is the ability to use language to convince, please, stimulate, or convey ideas. Gardner indicates that it is the ability exhibited in its greatest intensity by poets. In children, this ability manifests itself through the capacity to tell original stories or to accurately recount lived experiences.
