Abstract
The notion of intelligence is conceptually and practically important for those working in the field of gifted education. In this paper, Gardner's theory of Multiple Intelligence is considered from the perspective of its educational viability, especially in comparison with the more traditional IQ‐based construct of intelligence. Empirical and theoretical support and contradictory findings are discussed, from the literature in cognitive science and gifted education. It is concluded that Multiple Intelligence theory, by virtue of its integrative possibilities and its theoretical breadth, is worthy of further investigation and consideration by gifted educators.
Published Version
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