According to Howard Gardner's theory of multiple intelligences, intelligence is best defined as an ability to do what?

Introduction / Context:
Howard Gardner, a psychologist and education theorist, proposed the theory of multiple intelligences. Instead of viewing intelligence as a single number measured by IQ tests, he suggested that people possess several distinct types of intelligence. This question focuses on how Gardner defines intelligence itself, which is slightly different from traditional definitions.

Given Data / Assumptions:
- The question asks specifically about Gardner's definition of intelligence, not about general or traditional views.
- The options include memorization, IQ test performance, problem solving and product creation, and social conformity.
- We assume familiarity with the core idea of multiple intelligences from educational psychology.

Concept / Approach:
Howard Gardner defines intelligence as the ability to solve problems or to create products that are valued within one or more cultural settings. This emphasizes usefulness, creativity, and cultural context. Intelligence is not just about remembering facts or scoring high on standardized tests, but about applying abilities in ways that matter to a community or society.

Step-by-Step Solution:
Step 1: Recall that Gardner rejected the idea that intelligence is only what IQ tests measure. Step 2: Remember that he proposed multiple intelligences, such as linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and others. Step 3: Focus on his broader definition: the ability to solve problems or create products that are highly valued in cultural settings. Step 4: Compare this with the options and identify the one that mentions solving problems and creating valued products. Step 5: Conclude that this option best reflects Gardner's definition.

Verification / Alternative check:
Educational psychology books that discuss Gardner's theory almost always quote or paraphrase his definition along these lines. They emphasize that intelligence is demonstrated in culturally valued activities, whether composing music, solving mathematical puzzles, leading teams, or crafting stories, confirming that the definition goes beyond rote memory or test scores.

Why Other Options Are Wrong:
Option A: Memorizing and recalling facts is only one narrow aspect of intelligence and does not capture Gardner's broad, culturally grounded view.
Option B: Scoring highly on IQ tests reflects performance on specific tasks, but Gardner's definition is not limited to standardized testing.
Option D: Behaving in a socially acceptable way may relate to social or emotional skills, but this is not Gardner's central definition of intelligence.

Common Pitfalls:
A common mistake is to equate intelligence with high grades or high IQ scores. Gardner's theory reminds us that a talented musician, a skilled athlete, or a gifted leader may all be intelligent in different ways. Students may also misremember his definition as focusing only on problem solving; however, creating culturally valued products is equally important.

Final Answer:
The correct answer is solve problems and create products valued in one or more cultural settings because this reflects Howard Gardner's definition of intelligence within his theory of multiple intelligences.