La teoría de las inteligencias múltiples en la identificación de alum-nos de altas habilidades (superdotación y talento).

Abstract

Título: La teoría de las inteligencias múltiples en la identificación de alumnos de altas habilidades (superdotación y talento). Resumen: Este trabajo ofrece una propuesta para implementar la teoría de las inteligencias múltiples (IM) en la identificación de alumnos de altas habilidades en Educación Secundaria. Para ello se analizó la estructura interna de tres escalas para la evaluación de las IM destinadas a alumnos, padres y profesores en una muestra de 566 alumnos nominados con altas habilidades de edades comprendidas entre los 11 y los 18 años (M = 14.85, DT = 1.08). Los resultados indicaron perfiles intelectuales diferenciados dependiendo del informante estimando las IM de los alumnos. Este estudio proporcionó evidencia de la existencia de dos componentes que permiten analizar la competencia cognitiva de los alumnos más allá de las dimensiones generalmente valoradas en la escuela: un componente académico que engloba las inteligencias lingüística, lógico-matemática, naturalista y visoespacial; y un componente no académico que comprende las inteligencias corporal, musical y social. Finalmente, se discute la utilidad de las escalas de IM para identificar alumnos de altas habilidades en educación secundaria. Palabras clave: Inteligencias múltiples; alta habilidad; identificación; educación secundaria. Abstract:This study provides a framework to implement the theory of multiple intelligences (MI) in the identification of high-ability students in secondary education. The internal structure of three scales to assess students' MI (students, parents and teachers' ratings) was analyzed in a sample of 566 students nominated as gifted by their teachers. Participants aged 11 to 16 years (M = 14.85, SD = 1.08). The results indicated differentiated intellectual profiles depending on the informant estimating students' MI. This study provided evidence for two components that allow us to analyze the cognitive competence of high-ability students beyond the areas commonly assessed at school: an academic component composed by the linguistic, logical-mathematical, naturalistic, and visual-spatial intelligences; and a non-academic component statistically loaded by the bodilykinesthetic, musical and social intelligences. Convergence of the two components in the three scales was evidenced; and correlations between these components and students' objective performance on a psychometric intelligence test were found to be low. Finally, the utility of the MI scales to identify high-ability students in secondary education is discussed.

Inteligencias múltiples y su relación con inteligencias cognitiva y emocional en adolescentes

“…Por el contrario, sí se pueden encontrar en la literatura varias escalas de rendimiento típico (autoinformes) dirigidas a evaluar las IIMM: Teele Inventory of Multiple Intelligences o TIMI (Teele, 1992;McMahon, Rose, & Parks, 2004), Multiple Intelligences Inventory o MII (Armstrong, 1999), Multiple Intelligences Developmental Assessment Scale o MIDAS (Shearer, 1999(Shearer, , 2004, Student Multiple Intelligences Profile o SMIP (Chan, 2001), Multiple Intelligences Test o MIT (Haselbauer, 2005), Self-Assessed Multiple Intelligence o SAMI (Furnham, 2009). Todos estos autoinformes han sido desarrollados en el ámbito anglosajón, aunque se dispone de adaptación al español del MII (Almeida et al, 2010;Hernández-Torrano, Ferrándiz, Ferrando, Prieto, & Fernández, 2014;Llor et al, 2012) y del MIDAS (Pizarro & Clark, 2000;Pizarro et al, 2002).…”

Multiple Intelligences and Videogames: Intervention Proposal for Learning Disabilities

“…However, his theory criticises the view that there is only a single intelligence that may be measured by the Intelligence Quotient and standardised tests [2]. Therefore, in this approach, it is suggested that we cannot continue measuring intelligence as we have up to now, and that it is necessary to develop a different, better way of thinking about human intellect [34], along with more appropriate ways of unbiasedly evaluating people with differing intellectual profiles [2,3,38,41,42].…”

“…Gardner did not only identify these types of intelligences. He also equated them with linguistic and mathematical intelligence as, at that time, these where considered key to determining an individual's intelligence and were the only intelligences used as references in traditional tests of capability [2,3,.…”

“…It proposed individualcentred teaching that considered each student as distinct in terms of the level and combination of intelligences they possessed. Thus, it suggested that different students should not have the same content, methods or evaluations [2,3,35,36,38,39].…”

“…This new perspective highlights the multiplicity of capabilities, structures and processes involved in intelligent behaviour, as well as the possible contributions teaching can make to the improvement and optimisation of intellectual skills and learning abilities [1][2][3][4]. Within these non-unitary theories, there is one which stands out: Howard Gardner's Theory of Multiple Intelligences.…”