Artiicial Intelligence for Improving Children's Thinking

There is no universally accepted de nition for intelligence among educators and psychologists. One (early) viewpoint regards intelligence as a unitary trait which can be measured by a single IQ test score (such as Binet & Simon, 1905; Terman, 1925). This view has now largely been replaced by the multiple-intelligence conceptions (such as Guilford, 1967; Renzulli, 1986; Gardner, 1983). We have chosen the de nition of multiple intelligences by Gardner (1983) for our discussion here, since it is widely accepted among educators and psychologists. Gardner (1983, 1993) divided intelligence into seven aspects. He claimed that these multiple intelligences are separate and somewhat independent, based partly on evidence frompatients who su er certain brain damages which often disrupt one aspect of intelligence but not the others. Brie y, the seven intelligences are