Learning Styles and Multiple Intelligences

Con la finalidad de proponer una estrategia pedagógica que favorezca el aprendizaje de los estudiantes que inicia en el programa de psicología en la UNAD, se hace necesario reconocer la importancia del funcionamiento del cerebro, del sistema nervioso y de su plasticidad, ya que ésta información aclara la comprensión de cómo se potencia el aprendizaje matizado por un componente cultural. (Gardner,1994).

"Elinizdeki bu kitap, sosyal psikolojinin konularını en geniş kapsamıyla ele almakta, klasikleşmiş deneysel ve saha araştırmalarını en güncel bilimsel çalışmalarla harmanlamaktadır. Bu bakımdan, akademisyen ve öğrencilerin yararlanabileceği eşsiz bir kaynaktır. Kitapta, sosyal psikoloji konuları bölüm bölüm ele alınmıştır; ilgili kavram, terim, kuram ve araştırmalar aktarılırken her bölüm kendi içinde bir bütünlük arz edecek şekilde akıcı bir öyküsel kurguyla ve dille yazılmıştır ayrıca bu kitap; tarihsel olaylarla, edebî ve felsefi metaforlarla zenginleştirilmiştir.
Ayrıca bu kapsamlı çalışma, sadece bilimsel bir disiplinin temel konularını okuyucuya aktarmakla kalmamakta, aynı zamanda savaş, açlık, çevre gibi gerçek dünya sorunlarının sosyal psikolojik boyutlarıyla ilgili çözüm önerileri de getirmektedir. Bu bakımdan elinizdeki kitap yalnızca bir ders kitabı değil, aynı zamanda sosyal psikolojiye ilgi duyan herkesin merakla okuyabileceği bir kitaptır."

One of the most important tasks facing individuals in 21st century is not just to bring various intelligences (MI) together and use them properly, but figure out how intelligence and morality can work together to create a world in which people can live peacefully in a diverse democratic society. Although some courses under different names have been included in both teacher education programs and in general, education curriculum, they all failed to prepare both teachers and citizens believing in diverse democratic ideals. This paper advocates that instead of placing courses under various names (democracy and human rights, civic rights, social justice and democracy, etc.) into curricula, integrating and practicing moral intelligence activities into each and every lesson of any subject matter would serve better to prepare both more democratic citizens and more skilled and committed teachers in social justice and for a better and more democratic future.

 use appropriate language, idioms, figurative language, analogy to express one's feelings, thoughts, and ideas  demonstrate the ability to use previous experiences as a scaffold for processing information in a given text  show appreciation for the significant human experiences expressed in various types of literary genres in world literature  single out imagery and poetic devices (e.g. figurative language, rhyme, etc.) used for unity of effect and express appreciation for its use

The present study was an attempt to investigate the relationship between styles of creativity and achievement motivation in EFL and Non-EFL learners. There were few studies conducted on the relationship between styles of creativity and achievement motivation among nursing, midwifery and foreign language learners. To this end, an ex-post facto study was done. Ninety EFL and Non-EFL learners took part in the study. It was a correlational descriptive study and sampling method was convenient. The values of these variables were measured through-Creativity Questionnaire (Duckworth, 2007; Runco, 2001) and Motivation Questionnaire (Vallerand, 1992). Cronbach's alpha coefficient for achievement motivation was 0.713, and for styles of creativity was 0.818. Based on the results, it can be said that there was a significant correlation between the RIBS and achievement motivation among Non-EFL learners. However, another creativity styles and achievement motivation were not statistically significant. The results also revealed that there were significant differences between learner's creativity in two groups on RIBS scale, avoiding novelty scale and academic self-efficacy scale. The results of the test have also shown that there were significant differences between learners' creativity in two groups in RIBS Scale. Therefore, the creativity of individuals changes the direction of achievement motivation. As implications, educators and teachers can apply efficient strategies and techniques in language classes in order to promote positive motivation and increase creativity among the students to learn language and raise the proficiency of their learners.

Only Design was used to achieve the objectives of the study covering the period from October 2011 to November 2011. Survey research was employed using a structured questionnaire which was validated, pre-tested and administered by the researcher to one hundred forty-four respondents representing the total population. Descriptive statistics such as frequency counts, percentages, means, and averages were utilized to describe the profile of the respondents. To determine the significance of the differences on the impact of the implementation of the project among the respondents when grouped according to their personal profile, the Analysis of Variance was employed. Pearson r was used to determine the significant relationships between the impacts and the sustainability of the project. The respondents highly implemented the project in terms of protection, awareness and coordination. Determinant of fish sanctuaries was described to be highly adopted impact; sanitation for social impact; and increase in family income for economic impact were described to be highly observable impact on the sustainability of the project.

“The Multiple Intelligence Theory and Language Learning. An Interview with Howard Gardner”, Formazione & Insegnamento. European Journal of Research on Education and Teaching, 3, 1, 25-30. Aut. Trib. Venezia 11.2.2003 n. 1439, ISSN 1973-4778

This article discusses some novel approaches that can be implemented in Sri Lanka to upgrade its nursing education to meet global challenges. Globally, employers look for nursing professionals who possess competencies compatible with the new demands of the global healthcare system. Therefore, it has become necessary to upgrade nursing education to broaden its scope, and provide more exceptional patient care and job satisfaction. The relevant literature for the article was gathered from the Cumulative Index of Nursing and Allied Health Literature (CINAHL), PubMed and Google Scholar. The search was restricted to the English language and 2020 as the year of publication. Health professionals in the field were also interviewed for their opinion on improving the Sri Lankan nursing curriculum. Enhancing nursing education is one of the best investments a country can make towards a quality healthcare system. Training is crucial. The implementation of new approaches to nursing education will standardize and develop the quality of nursing professionalism in Sri Lanka.

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

This study examined teachers’ use of the Multiple Intelligences Theory on vocabulary
acquisition by preschoolers during English as a second language (ESL) classes in a K-12
school in Lebanon. Eighty kindergartners (KG II, aged 5 years) and eight teachers
constituted the sample. The study used mixed methods, including observations of
videotaped sessions, teacher surveys, and student interviews. Results indicated that
(a) students acquired new vocabulary faster using traditional methods of teaching;
however, their retention of such vocabulary was significantly weaker when compared
with the vocabulary acquired in Multiple Intelligence (MI) classes; (b) the MI profile
of the teachers was correlated with their teaching styles and lesson delivery; and (c)
teachers who used MI in their teaching also had lower usage of higher order thinking
skills. The study recommends the utilization of MI in ESL teaching and learning, yet
also stipulates some aspects to be taken into consideration.

Este trabajo presenta una revisión crítica sobre la Teoría de las Inteligencias Múltiples y su implicancia en Educación, especialmente, sobre el impacto que esta teoría ha tenido sobre las estrategias de enseñanza de los profesores. Existen interesantes discusiones sobre la sustentabilidad de la Teoría propuesta por Howard Gardner, los que no han sido divulgados en forma masiva y constituyen un aporte importante para la construcción del conocimiento pedagógico.

Current mainstream education has been based on objectified consciousness which disconnected us from our bodies and closed the door to intuition. Under this thinking, students were placed in a system where attention has been drawn out and away from their embodied and inhabited experiences and attached to abstract/discursive facts and theories and ideas.
Students are given one chance to learn the traditional subject matter which is often measured only through left brain, logical/analytical techniques of pencil and paper assessments and standardized tests. The one chance model was an effective process to create workers for an industrialized society.
With a focus on regurgitation and following directions, standardized tests were a perfect fit to assess a student’s ability for success as a worker. Students were given little opportunity to make personal connections to the subject matter, leaving their abilities in other areas unnoticed. A multiple chance model of education is based on a pluralistic view which recognizes many distinct facets of cognition and acknowledging the full range of individual capacities The Multiple Intelligences provide different paths through which an individual can find meaningful connection to curriculum

Multiple Intelligences Theory supports instruction and assessment in education. Curricula supported by Multiple Intelligence Theory can incorporate strategies created to empower learners with positive areas of self-knowledge, self-awareness, and self-acceptance through positive reinforcement: improved attitudes and behavior, increased multimodal skills, including more benefits.  The Theory of Multiple Intelligences presents a student-centered model of teaching offering a curriculum and instructional style adapting to the individual for the best learning outcome. By focusing on the other intelligent capacities students with disabilities maintain, an instructor may change assumptions and alter the instructional plan.

The purpose of this study was to investigate differences between male and female students with reference to different dimensions of learning style. A sample of 100 boys and 100 girls studying in two senior secondary schools of Meerut city was randomly selected. The investigator had personally met the participants and administered the tool. Learning style inventory by Prof. K.S. Misra was used. Percentage and significance of percentage were calculated to analyse the data. The findings reveal that male students show significant preference towards figural and constructive learning styles while female students prefer verbal and reproducing learning styles.

DRAFT

The ease, with which nonsense theories take root and flourish in education, is rather surprising and disquieting. A popular remedy is evidence-based or evidence-informed education: education should not be based on convictions or myths, but on real science. However, this remedy is only practicable when teachers and other professionals in the field of education are able to distinguish, in specific cases, between real science and pseudo-science. We will examine this with respect to the theory of Multiple Intelligences. Is applying the theory of Multiple Intelligences in education evidence-informed? What is required in order to determine if that is so ? The case of Multiple Intelligences shows how difficult and troublesome it can be to discriminate between science and pseudo-science. In any case, it presupposes three kinds of competences: familiarity with searching, finding and reading scientific literature and research reports, familiarity  with quantitative and qualitative research methodology and familiarity with the philosopy of science. Obviously, this will have consequences for teacher education.

This study entitled as "a correlational study on the factor affecting the learning style of the grade ten students" this study was conducted in the Sisters of Mary School -Boystown, Inc. Tungkop, Minglanilla, Cebu. The respondents of this study is the grade ten students of the said school in the school year 2018-2019, in the identifying the sample size of the study the researchers used stratified random sampling. Out 329 grade ten students, 210 was the sample size. In gathering the data the researchers used two structured questionnaires; the factors affecting the learning behavior questionnaires and the perceptual learning style preference questionnaires. The researchers found out that there is a significant relationship between the learning style of the grade ten students and the factors that affects them. Generally, the learning style preferences of the students are on the major level, above all the factors that affects the learning style of the grade ten students the teachers has the greater impact. The teachers must give more emphasis to the activities that would help the students to acquire better learning style for their studies.

The purposes of this study were to investigate the learning style preferences of education students at a government university in Thailand and to discover whether differentiated learning exists in Thai education institutions. To achieve these dual aims the researcher used a Thai language version of the perceptual learning style questionnaire and surveyed Thai teachers on their knowledge and use of differentiated learning. It was found that the Thai students’ most preferred style is kinesthetic and individual their least. This is different from students from North-East Asia and the author expresses doubts whether the epistemology of perceptual learning styles is applicable to Thai culture. There is no significant difference in learning styles according to gender and home region of Thailand, however there is between learning styles and course of study. This study uncovered no institutional barriers to using differential learning in the Thai classroom, but it is not widely known, nor practiced.

Keywords: culture, differentiated learning, perceptual learning styles Thailand

Historians occasionally use timelines, but many seem to regard such signs merely as ways of visually summarizing results that are presumably better expressed in prose. Challenging this language-centered view, I suggest that timelines might assist the generation of novel historical insights. To show this, I begin by looking at studies confirming the cognitive benefits of diagrams like timelines. I then try to survey the remarkable diversity of timelines by analyzing actual examples. Finally, having conveyed this (mostly untapped) potential, I argue that neglecting timelines might mean neglecting significant aspects of reality that are revealed only by those signs. My overall message is that, once we accept that relations are as important for the mind as what they relate, we have to pay closer attention to any semiotic device that enables or facilitates the discernment of new relations.

This study determines and analyzes the learning styles and multiple intelligences of the selected Bachelor of Science in Business Administration students of the University of San Carlos. The respondents answered the VARK Learning Styles Test questionnaires and McKenzie's (1999) Multiple Intelligence Survey. The results of this study provide implications for pedagogy, teaching styles, curriculum, and workbook preparation, especially in Purposive Communication intended for School of Business and Economics students.

The aim of the present study was to explore the relationship between self-efficacy beliefs, writing strategies, and writing abilities of Iranian EFL learners. The study first investigated the relationship between self-efficacy and writing strategies, then examined the relationship between self-efficacy and writing ability. The participants were 120 students learning English in Iran Language Institute in Gorgan, Iran. Data were gathered by means of a writing strategies questionnaire, a self-efficacy belief questionnaire, and an IELTS writing task. The results of Pearson correlation tests showed that there were significant relationship between self-efficacy and writing strategies on the one hand, and self-efficacy and writing ability on the other hand. The results have some implications for teaching writing in the EFL context.

The purpose of the study is to investigate the relationships between the multiple intelligences and learning styles. The quantitative approach was the method used in the research. A sample of freshman and sophomore students as a non-random systematic sample was selected to be investigated in the research. A structured questionnaire was used to gather the primary data from the students in the study. Chi-square test for independence is used to explore the relationship between multiple intelligences and learning styles' categorical variables. Based on multiple intelligences-learning styles crosstabs outputs, there is an association between multiple intelligences dimensions: studying, problem-solving, equipment functioning, subject choosing, and telling a story and visual, auditory, and kinesthetic learning styles. According to Pearson Chi-Square values as well as on values of Cramer's V there is an association between multiple intelligences and learning styles. Maximum 10-15 lines.

One of the most significant current discussions in learning and teaching communicative methods, especially in informal and communicative language, is the teaching and learning of American slang. There are few studies related to American slang, and there is not any study about the relationship between Kolb's Learning Model and Learning American slang among Iranian EFL students. Here there is a gap, so this study concentrated on finding any possible relationship among Gender, Kolb's approaches and teaching and learning slang among students. In this study sixty three EFL BA students were selected randomly out of 70 through the Edwards' (2007) Solutions Placement Test: Elementary to Intermediate. The 63 participants took the Kolb's (2006) Learning Style Inventory questionnaire, and then the Slang Test. The test and the questionnaire answered by the participants were scored. Using the descriptive statistics, correlation, regression and t-test, the data into the SPSS22 were analyzed. The outcomes of the study indicated that the Abstract Conceptualization, followed by the Active Experimentation, are the most dominant teaching and learning styles among the students. In terms of the descriptive statistics, both genders were found to have similar performances on both slang test and the Kolb's (2006) Learning Style Inventory questionnaire with partial differences. The outcomes of the correlation illustrated the significant and high positive correlation between the Kolb's (2005) teaching and learning model and slang teaching and learning. The study demonstrated the highest correlation between the experiential teaching and learning style (Concrete Experience) and the slang teaching and learning. Meanwhile, the study showed non-significant correlation either between gender and slang learning. The implication of this study may be useful for all persons who are concerned with language teaching and learning.

This thesis explores the nature of architectural designers as users of information and their need for information to support their own personal self-informing strategies if such information is to be appropriate and useful to them. A preliminary discussion on the nature of design presents a context for understanding the relationship between information and designers. Then a series of empirical studies are reported which assess the preferences designers have for learning and interpersonal interaction. The preferences which are manifest in these two domains of engagement with the world are found to be fourfold in variety and individuals’ preferences in one domain correspond to their preferences in the other. For a given designer the combination of preferences chosen are shown to support and maintain the stability of one of four possible self- informing strategies. The nature of this fourfold of strategies adopted by designers is then developed with reference to thematic interviews undertaken with practising architects. The distinctive nature of each self-informing strategy is argued as necessitating the delivery of information for a given topic in a corresponding variety, in order to be appropriate and useful to designers who have adopted each self-informing strategy. In recognition of the theoretical and empirical conclusions a fourfold strategy supportive, prototype design information transfer system is created for the transference of information on the topic of energy conscious design. The interactive videodisc and control software which form the basis of this prototype system are submitted as an integral part of this thesis.

Viernes 24.7.2009 "dar herramientas para construir" … -Hébert Serrano Compartimos las idea de armar una escuela preparatoria de oficios con taller de teatrales educativas para poder dar clases de varias temas a través de utilizar las habilidades de todo los alumnos para producir teatrales de leyendas y mitos antiguos, en cooperación con los profesores.

Human intelligence has been so long identified as IQ, a capability to solve problem and to think logically. Howard Gradner disagreed with this view and developed his own concept of intelligence. he claimed that humans have at least eight basic intelligences namely verbal-linguistic, logical-mathematic, visual-spatial, bodily-kinaesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. Every person has difference on which intelligence is dominant for him or her. In this paper, the researcher intended to find out the multiple intelligences of the members of English Student Association (ESA) in University of Muria Kudus. The subject of this research comprised the members of ESA who attended a weekly meeting on Wednesday, 24 December 2014. The number of the subjects is ten. This research is a case study using descriptive qualitative way of elaborating the results. The finding of this research shows that each of the members of ESA has distinctive dominance on the intelligences. Furthermore, it was found that despite majoring in English and joining organisation, not all of ESA members have high verbal-linguistic intelligence and interpersonal intelligence.

One of the most important tasks facing individuals in 21st century is not just to bring various intelligences (MI) together and use them properly, but figure out how intelligence and morality can work together to create a world in which people can live peacefully in a diverse democratic society. Although some courses under different names have been included in both teacher education programs and in general, education curriculum, they all failed to prepare both teachers and citizens believing in diverse democratic ideals. This paper advocates that instead of placing courses under various names (democracy and human rights, civic rights, social justice and democracy, etc.) into curricula, integrating and practicing moral intelligence activities into each and every lesson of any subject matter would serve better to prepare both more democratic citizens and more skilled and committed teachers in social justice and for a better and more democratic future.

In the present study, the researchers investigated both English as foreign language (EFL) students and their textbooks using multiple intelligences (MI)theory to identify the type/s of intelligence incorporated in English language teaching (ELT) textbook and whether or not students prefer this/these type/s of intelligence. The participants of this study included 346 teenage students filling Student-Generated Inventory for Secondary Level and Young Adult Learners. Students and their textbooks along with their language proficiency levels were analyzed through multiple intelligences checklist developed by Botelho (2003). The results of the study showed that teaching textbooks are mostly provided for verbal linguistic, interpersonal, visual, spatial, and logical mathematical intelligences. Students, however, preferred all types of intelligences in varying approximate degrees, but among all types of intelligences; interpersonal, and logical mathematical were the students’ first preferenc...

The main objectives of this research study were to identify the differences in the learning styles amongst the students enrolled in the College of Education (COE) at Kuwait University (KU), and to scrutinize if these differences are correlated to several demographic independent variables such as gender, major, grade point average (GPA), and academic year level. A stratified random sample—to ensure the diversity of participants in the sample— of 214 undergraduate students were randomly selected to participate in this study. As their main tool for data collection purpose, the researchers used “Dunn & Dunn Learning Style Inventory (LSI)” measurement model for learning styles after being translated prudently into Arabic. This translated tool was carefully assessed by experts in the field for its validity and reliability, resulting with a 0.771 alpha Cronbach’s value. The results of the study revealed that the “perceptual” type of learning styles is the most outspread type amongst the COE’s students. Nevertheless, no significant differences were found amongst the students with regard to the independent variables of major, GPA, and academic year level. However, the results showed that significant differences in learning styles amongst the students were evidently observed with regard to the gender variable. The study suggested some valuable recommendations such as starting an awareness and professional development/training campaign about learning styles at KU with faculty members and the academic support staff as the main targeted audience. The study also recommended conducting more research studies on this topic spanning wider range of colleges and students at KU and on a national level at the State of Kuwait’s educational institutions.

""This paper attempts to demonstrate the psychometric properties and evidence of validity for a measure recently proposed in this journal, the Communication Components Inventory (Keteyian, 2011).  Across two studies, a total of 903 undergraduate students completed one of two response
formats—dichotomous and scaled—of the CCI and the Multiple Intelligence scale (MIS: Chapman & Chislett, 2005).  The dichotomous response format poorly represented the data, as did the scaled response format. However, because of the latter’s superior reliability estimates it was chosen for refinement.  Through the use of confirmatory factor analysis, the revised CCI replicated the data accurately.  In both data samples, bivariate correlations between the CCI-R and a measure of learning styles were moderate to large, providing initial validity evidence for an important construct to counselors and their clients. 
""

This study determines and analyzes the learning styles and multiple intelligences of the selected Bachelor of Science in Business Administration students of the University of San Carlos. The respondents answered the VARK Learning Styles Test questionnaires and McKenzie’s (1999) Multiple Intelligence Survey. The results of this study provide implications for pedagogy, teaching styles, curriculum, and workbook preparation, especially in Purposive Communication intended for School of Business and Economics students.

The current study is intended to assess the utility of Multiple Intelligence-Based Approach in improving the English performance of secondary stage learners. It adopts a two groups pre-test-post-test quasi experimental design. The experimental group consists of thirty-four learners of third year junior high school. The control group is composed of thirty-five students. Both groups are evaluated using a pre-test to determine their pre-course performance. The experimental group is taught English using a variety of activities whose goal is to stimulate every single facet of their intelligence during 17 weeks. At the end of the experiment period, a test was assigned for both groups. The groups’ scores were analyzed using T-test. Accordingly, the results unveiled that the proposed MI-based approach had a positive effect on the learners’ English performance. There were significant differences between the means of the pre-test and post-test of the experimental group.

Drawing from the author's experience of teaching English to software developers working for international companies in Moscow, Russia, the paper examines several strategies of teaching the future and their implications for Russian students with a dominant logical-mathematical intelligence. Taking into account typical problems faced by students with highly developed logical-mathematical intelligence when studying some more ambiguous aspects of expressing the future, the paper contributes to a discussion of relevant and efficient ways of presenting English grammar to Russian learners, suggesting using the concept of purpose to explicitly clarify and facilitate analytical comprehension of futurity by the students.

The final published version of the paper is also available here: http://www.inno-conf.mgimo.ru/i/Tom-2_inno-magic-2015.pdf

The key objective of the study was to study the effectiveness of different learning style based instructional program on achievement of English Grammar. The experiment was conducted utilizing ‘counter balanced design’ to test the effectiveness of the different teaching methods with reference to learning style of students in terms of academic achievement. The experiment was conducted in three stages. In all stages, the sample was of 90 students from which 30 students were audio learners, 30 students were visual learners and rest 30 were kinesthetic learners. Students were divided by their learning styles with the help of the scores on learning style inventory. A teacher made test was taken at the end of each unit. The collected data was analyzed by using the statistical technique of two-way ANOVA for comparison of groups. Result shows that students can achieve better scores if they are given treatment in a teaching method according to their preferred learning style. Learning style plays an important role in terms of students’ achievement scores.

Because of the important role of multiple intelligences (MIs) in learning a second/foreign langue (L2) as supported by the existing second language acquisition (SLA) literature, some pragmatic scholars have asked for studying their contribution to pragmatic competence (e.g., Taguchi & Roever, 2017). Accordingly, the present investigation has attempted to examine the relationship between L2 learners' multiple intelligences and their speech-act pragmatic performance. A sample of 124 EFL students who were selected from an initial sample of 206 learners at two Iranian state universities based on their scores on the Michigan Test of English Language Proficiency (MTELP) took part in this study. The data collection procedure was done in two subsequent phases. First, McKenzie's (1999) multiple intelligences (MI) survey including 90 items was filled out by the participants. Then, a validated 50-item multiple-choice discourse completion test (MDCT) including five frequent English spee...

Se pretende describir el perfl de estudiantes basado en las Inteligencias Múltiples y los estilos de aprendizaje. El estudio se encuentra enmarcado dentro de una investigación cuantitativa, con un diseño de carácter descriptivo, en el cual se aplicaron dos cuestionarios (Cuestionario de Detección de las Inteligencias Múltiples, adaptado por Walter Mckenzie y el Diagnóstico Integral de Dominancia Cerebral (DIDC) adaptado por Omar Gardié), los cuales fueron aplicados por medio de la plataforma Google forms. Participaron 107 estudiantes de psicología inscritos en un curso de primera matrícula en modalidad de educación virtual del programa de Psicología de la UNAD con 89.7% mujeres, el promedio de edad fue de 26.72 años (DE 9.06) y rendimiento académico entre 0.02 y 4.9 siendo 5.0 el más alto. Como hipótesis nula se plantea la no existencia de diferencia estadísticamente signifcativa entre las inteligencias múltiples y los estilos de aprendizaje en los estudiantes. Los resultados sugier...