Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review

Autor/in	Waterhouse, Lynn
Titel	Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review
Quelle	In: Educational Psychologist, 41 (2006) 4, S.207-225 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1207/s15326985ep4104_1
Schlagwörter	Stellungnahme; Multiple Intelligences; Emotional Intelligence; Criticism; Theories; Educational Practices; Comparative Analysis; Cognitive Psychology; Schemata (Cognition); Neuropsychology; Music + Suchen Sie Ihr Suchwort? Intelligenz (Psy); Emotionale Intelligenz; Kritik; Theory; Theorie; Bildungspraxis; Kognitive Psychologie; Cognition; Schema; Kognition; Neuropsychologie; Musik
Abstract	This article reviews evidence for multiple intelligences theory, the Mozart effect theory, and emotional intelligence theory and argues that despite their wide currency in education these theories lack adequate empirical support and should not be the basis for educational practice. Each theory is compared to theory counterparts in cognitive psychology and cognitive neuroscience that have better empirical support. The article considers possible reasons for the appeal of these 3 theories and concludes with a brief rationale for examining theories of cognition in the light of cognitive neuroscience research findings. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10