Abstract
100 years ago, the editors of the Journal of Educational Psychology conducted one of the most famous studies of experts' conceptions of human intelligence. Reason enough to prompt the question where we stand today with conceptualizing 'intelligence'. In this paper, I provide a synopsis of the latest research on human intelligence(s). I embrace the notion of intelligence as a non-unitary faculty with pluralistic forms. Even though I do not provide a definition of 'intelligence' of my own, I provide good reasons for this reluctance. Nonetheless, I specify the term as complex, gradual, embedded, multidirectional, and dynamic. Furthermore, I argue for the special status of musical, not linguistic, intelligence.
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