ABSTRACT Multiple intelligences (MI) theory was one of the first modern theories of intelligence to be based on neural evidence. The relationship between creativity and intelligence has been a matter of debate as has the role of MI theory in gifted education. An extensive array of neuroscience evidence is reviewed as it pertains to the validity of MI theory. Data are presented that describe neural architectures for a proposed new category of Cognitive Qualities that includes Creative Cognition, Esthetic Judgement, and Insight/Intuition. The implications for understanding the minds of gifted individuals with the goal of personalizing instruction to maximize achievement and life development are reviewed. Five key principles drawn from educational cognitive neuroscience are proposed as guidelines for using MI theory to enhance instruction and inspire curriculum design to account for the unique cognitive qualities of gifted and talented individuals.

中文翻译：

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天才教育中的多元智能：35 年后从神经科学中吸取的教训

摘要 多元智能 (MI) 理论是最早基于神经证据的现代智能理论之一。创造力和智力之间的关系以及 MI 理论在天才教育中的作用一直是一个有争议的问题。审查了大量神经科学证据，因为它与 MI 理论的有效性有关。提供的数据描述了提议的新认知品质类别的神经结构，包括创造性认知、审美判断和洞察力/直觉。回顾了以个性化教学为目标，以最大限度地提高成就和生活发展为目标的理解天才个体的思想的意义。