Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review
Waterhouse L · 2006
grade Dcritiqueindependentnot-applicable
Sample
Critical review of three popular educational theories
Population
Education practitioners and researchers; theories applied K-12
Design
Reviews MI, the Mozart effect and emotional intelligence together, comparing each with the better-supported counterpart theory in cognitive psychology and cognitive neuroscience. Useful precisely because it treats the three as one phenomenon: theories with wide educational currency and thin empirical backing, adopted for their appeal.
Key findings
All three theories lack adequate empirical support and should not be the basis for educational practice. Each has a cognitive-psychology or cognitive-neuroscience counterpart with better support. The review considers why the three are appealing and argues that theories of cognition should be assessed against cognitive-neuroscience findings.
Genetic confound
Not applicable; conceptual critique.
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Empirical support for MI as a basis for practice | qualitative verdict | inadequate | unknown | n/a | none | not-applicable | g |
Cited by
- Should Gardner's multiple intelligences be used as a basis for instruction?insufficientconf: mediumgc: medium