Don't assume that the way that one searches and researches is the same from one era to another - it isn't. In the 19th century, most research was done by amateurs: either individuals who were rich or individuals who had a day job. In the 20th century, most researchers worked at universities or think tanks and received money from the government or from foundations to pursue their work. In our time, the sources of support and the locations for research may be quite different.

It may well be easier to remember a list if one sings it (or dances to it). However, these uses of the 'materials' of an intelligence are essentially trivial. What is not trivial is the capacity to think musically.

One must exploit the asynchronies that have befallen one, link them to a promising issue or domain, reframe frustrations as opportunities, and, above all, persevere.

I reject the notion that human beings have a single intelligence, which can be drawn on for the full range of problem solving.

But once we realize that people have very different kinds of minds, different kinds of strengths -- some people are good in thinking spatially, some in thinking language, others are very logical, other people need to be hands on and explore actively and try things out -- then education, which treats everybody the same way, is actually the most unfair education.

In order for me to 'endorse' an intelligence, I need to carry out lots of research.

An individual understands a concept, skill, theory, or domain of knowledge to the extent that he or she can apply it appropriately in a new situation.