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

By L. Waterhouse. 2006

348 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a3e57cd80bc44beee5e57613dbbcec46c5f8d067

How researchers see this paper

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

In Cognitive Neuroscience

1. R. Berk
2. H. Gardner
3. Seana Moran
4. John G. Geake
5. D. Hoffman
6. M. Extein
7. D. Goleman
8. R. Weissberg

In Developmental and Educational Psychology

1. H. Gardner
2. Seana Moran
3. John G. Geake
4. R. Berk
5. D. Hoffman
6. M. Extein
7. D. Goleman
8. R. Weissberg

In Social Psychology

1. L. Waterhouse
2. Neal M. Ashkanasy
3. M. Dasborough
4. C. Cherniss
5. John Antonakis
6. R. Berk
7. H. Gardner
8. Seana Moran

Citations in the corpus

• Neuromythologies in education (2008, background): “John Geake*”
• The Science of Multiple Intelligences Theory: A Response to Lynn Waterhouse (2006, positive): “However, in her adherence to an IQ view of intelligence, Waterhouse (2006) claims that intercorrelations among subcomponents refute rather than support an MI perspective.”
• 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.”
• Reflecting on Social Emotional Learning: A Critical Perspective on Trends in the United States (2009, background): “Large-scale independent and systematic evaluations of many programs are lacking, and reviews examining existing studies indicate serious flaws and constraints in much of the evaluation research, including a lack of experimental design and a preponderance of anecdotal, self-commissioned, and self-fun”
• Inadequate Evidence for Multiple Intelligences, Mozart Effect, and Emotional Intelligence Theories (2006, background): “I (Waterhouse, 2006) argued that, because multiple intelligences, the Mozart effect, and emotional intelligence theories have inadequate empirical support and are not consistent with cognitive neuroscience findings, these theories should not be applied in education.”
• Does leadership need emotional intelligence (2009, background): “Like other Kuhnian critics of emotional intelligence research (e.g., Locke, 2005; Waterhouse, 2006), you seem to “to mix together popular claims, scientific claims, and claims on Web sites and then (dismiss) the area without a systematic or thorough review of the actual published scientific…”
• 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.”