(6)Gardner is Neuroscientist as well as an Education Psychologist. Recent neurological research concerning cognition and brain dynamics/structures is also relevant here. Neural Network models of cognition have replaced "spatial domain" paradigms in recent neurological research and analysis. We know that the brain functions through neural circuit passageways. We can see stimulated areas of the brain on EKG screen analysis but we can no longer assume that specific regions of the brain totally control particular cognitive functions. The brain functions as a "sum of relations." We can talk about general regions of the brain, in accordance with particular cognitive functions or emotional affects. But just as we learn from Freud concerning "overdetermined" decisions and the multiple meanings that go with signs/words and various sign combinations, we also learn from Neuroscience research, that there are "parallel processes" and multiple effects related to cognition. One extremely important point in this regard is the great influence of emotions on language/date acquisition. Emotion and Cognition is a fascinating area of psychology and it implicitly/explicitly guides our child-centered instruction strategies. Education is a science and an art (ultimately beyond these binaries) and Gardner's Multiple Intelligence Theory grows out of Neurological research AND first-hand and close interaction with young students.