According to Howard Gardner’s theory of multiple intelligences, which of the following statements is true? a. Everyone has only one type of intelligence. b. Students who don’t do well in schools that emphasize linguistic and logical-mathematical intelligence may still be highly intelligent in other domains. c. Schools often overwhelm students by asking them to activate too many different types of intelligence at once. d. Students who have high levels of musical, physical, or interpersonal intelligence usually perform poorly in school. 2. Which of the following tasks would be most appropriate for a child at the concrete operational stage of cognitive development? a. Grouping objects into categories by shape and color b. Solving a word problem using algebra c. Identifying the main idea of a story d. Grasping and stacking blocks
The Correct Answer and Explanation is :
Answers:
- b. Students who don’t do well in schools that emphasize linguistic and logical-mathematical intelligence may still be highly intelligent in other domains.
- a. Grouping objects into categories by shape and color
Explanation:
1. Howard Gardner’s Theory of Multiple Intelligences
Howard Gardner proposed the theory of multiple intelligences, emphasizing that intelligence is not a single general ability but a collection of distinct domains. These domains include linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, and naturalistic intelligence.
The correct answer is b because traditional education systems often prioritize linguistic and logical-mathematical intelligence, such as reading, writing, and problem-solving. However, students who excel in other areas, like music, physical activity, or interpersonal relationships, may not thrive in traditional academic settings yet still possess high intelligence in those domains. Options a, c, and d do not align with Gardner’s theory, as it highlights the diversity and value of multiple intelligences rather than limiting, overwhelming, or diminishing certain types.
2. Concrete Operational Stage of Cognitive Development
Jean Piaget’s theory of cognitive development outlines that children in the concrete operational stage (ages 7–11) begin to think logically about concrete events but struggle with abstract reasoning. They can classify objects, understand conservation, and grasp cause-and-effect relationships.
The correct answer is a because grouping objects into categories by shape and color aligns with the child’s ability to sort and classify concrete objects, a hallmark of this stage. b (solving a word problem using algebra) requires abstract thinking, which is beyond this stage. c (identifying the main idea of a story) and d (grasping and stacking blocks) are better suited to the formal operational and sensorimotor stages, respectively.
By focusing on concrete and tangible tasks, children in this stage solidify their understanding of the world and prepare for more abstract thinking later.