Inteligencias múltiples y aprendizaje: Un enfoque comparativo en alumnos de conservatorio

Abstract

The Theory of Multiple Intelligences argues that cognitive competence is best described in terms of a set of mental abilities or skills that everyone posesses and that can be developed. Method: The aim of this study is to compare the level of development of Multiple Intelligences in two groups of students, one studying dance and the other not studying dance. The sample is composed of 175 people. In order to determine the level of Multiple Intelligences, the Multiple Intelligence Detection Questionnaire for the Secondary Student was used (adaptation by McKenzie, 1999). Results: the analysis shows that there is a greater development of musical intelligence in students studying dance in a conservatory (M = 100.14 vs 76.59 p <. 05), however, visual-spatial intelligence is increased in students who do not study in a conservatory in general (79.30 vs 96.22, p <. 05). In addition, the sample is divided into smaller groups depending on the course. It is observed that in the initial courses musical intelligence is more developed in the conservatory students and logicalmathematical and visual-spatial in the students who do not go to the conservatory. In higher courses, there are only favorable differences to the dance group in bodily-kinesthetic intelligence. Conclusion: It was concluded that the studies in the conservatory could positively influence the development of both bodily-kinesthetic intelligence and musical intelligence, while it did not increase in any way the development of visual-spatial intelligence.