Inadequate Evidence for Multiple Intelligences, Mozart Effect, and Emotional Intelligence Theories

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How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Emotional Intelligence: What Does the Research Really Indicate? (2006, background): “Waterhouse (2006) claims that the contribution of EI to real-world success has not been shown.”
The Neuroscience of Intelligence (2016, methodology): “There are also models with less empirical evidence like those of Robert Sternberg (Gottfredson, 2003a; Sternberg, 2000, 2003) and Howard Gardner (Gardner, 1987; Gardner & Moran, 2006; Waterhouse, 2006) that de-emphasize or ignore the g-factor.”
Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the College Classroom (2009, background): “For an opposing perspective on the inadequacy of the preceding cognitive neuroscience findings and their implications for educational practice, see Waterhouse’s (2006a, 2006b) critical review of the evidence.”
Educators’ Views on the Role of Neuroscience in Education: Findings From a Study of UK and International Perspectives (2007, background): “Several apparently brain-based ideas popular in education have recently become the focus of scientifi c criticism (e.g., Kratzig & Arbuthnott, 2006; Waterhouse, 2006 ).”
Psychometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQue) (2009, background): “Part of the allure of the faux intelligences is that they re-introduce important personality variables as cognitive abilities (Furnham, 2006), which results in concepts that are intuitively appealing (Waterhouse, 2006).”