The theory of multiple intelligences was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences as a model of intelligence that differentiates intelligence into specific (primarily sensory) modalities, rather than seeing it as dominated by a single general ability.
Gardner argues that there is a wide range of Cognition|cognitive abilities, and that there are only very weak correlations among them. For example, the theory postulates that a child who learns to multiply easily is not necessarily more intelligent than a child who has more difficulty on this task. The child who takes more time to master multiplication may best learn to multiply through a different approach, may excel in a field outside mathematics, or may be looking at and understanding the multiplication process at a fundamentally deeper level. Such a fundamental understanding can result in slowness and can hide a mathematical intelligence potentially higher than that of a child who quickly memorizes the multiplication table despite possessing a less deep understanding of the process of multiplication.
Intelligence tests and psychometrics have generally found high correlations between different aspects of intelligence, rather than the low correlations which Gardner's theory predicts, supporting the prevailing theory of g factor (psychometrics)|general intelligence rather than multiple intelligences (MI). The theory has been widely criticized by mainstream psychology for its lack of empirical evidence, and its dependence on subjective judgement. Certain models of alternative education employ the approaches suggested by the theory.

The theory of multiple intelligences was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple Intelligences as a model of intelligence that differentiates intelligence into specific (primarily sensory) modalities, rather than seeing it as dominated by a single general ability.
Gardner argues that there is a wide range of Cognition|cognitive abilities, and that there are only very weak correlations among them. For example, the theory postulates that a child who learns to multiply easily is not necessarily more intelligent than a child who has more difficulty on this task. The child who takes more time to master multiplication may best learn to multiply through a different approach, may excel in a field outside mathematics, or may be looking at and understanding the multiplication process at a fundamentally deeper level. Such a fundamental understanding can result in slowness and can hide a mathematical intelligence potentially higher than that of a child...