Multiple Intelligences
Recent advances in cognitive science, developmental psychology, and neuroscience suggest that each person’s level of intelligence, as it has been traditionally considered, is actually made up of a number of faculties that can work individually or together with other abilities. Harvard professor Howard Gardner originally identified eight such types of intelligences, including verbal/linguistic, logical/mathematical, visual/spatial, musical/rhythmic, body/kinesthetic, interpersonal, intrapersonal, and naturalistic. Each of these eight types represents abilities within a specific area of human functioning.
Gardner believed that the forms of intelligence that are measured by most intelligence tests correspond to verbal/linguistic, logical/mathematical, and visual/spatial intelligences, meaning that traditional measures of intelligence overlook or fail to recognize abilities and gifts in other areas.
Although not based on research, Gardner’s theories have become increasingly influential. However, standard measures of intelligence continue to focus on verbal and nonverbal reasoning measures that depend heavily on linguistic, logical, and visual-spatial abilities, and the common understanding of intelligence continues to be mostly closely linked to verbal capabilities.
Many school narrowly focus on linguistic and mathematical intelligences, This means that children with LEARNING DISABILITIES may have other talents that are not valued in academic settings. The theory of multiple intelligences emphasizes the need to acknowledge and cultivate different kinds of thinking and different abilities.
Musical Intelligence
The ability to perform and compose music have been scientifically pinpointed in certain areas of the brain. Each child has a different musical ability, and some are totally amusical yet continue to have very normal and successful lives. Although musical intelligence may not seem as obvious a form of intellect as mathematical or logical ability, from a neurological point of view the ability to perform and comprehend musically appears to function independently from other forms of intelligence.
Bodily Kinesthetic
One of the most controversial of Gardner’s intelligences is the idea of body kinesthetic intelligence. In Gardner’s theory, each person possesses a certain control of movements, balance, agility, and grace. For some extraordinary athletes, strength in bodily kinesthetic intelligence appeared even before they began formal training. Super athletes all seem to have a natural sense of how their bodies should act and react in a demanding physical situation.
However some people, argue that physical control does not constitute a designation as a form of intelligence; Gardner insists that bodily kinesthetic ability does indeed deserve such a recognition.
Logical/Mathematical
The most easily understood cognitive faculty is logical/mathematical intelligence—the ability to mentally process logical problems and equations, the type most often found on multiple-choice standardized tests. Logical/mathematical intelligence often does not require verbal articulation. Individuals who have good logical/mathematical abilities are able to process logical questions at an unusually rapid rate.
Before the advent of the theory of multiple intelligences, logical/mathematical intelligence was considered a pseudonym for intelligence itself. Although the theory of multiple intelligences agrees that logical/mathematical intelligence is indeed a key section of the intellect, it is by no means the only one that should be developed.
Linguistic
Every child possesses the ability to use language; although some can master only basic levels of communication, others learn many languages easily. For years researchers have recognized the connection between language and the brain. They know that damage to one portion of the brain will affect the ability to express clear grammatical sentences, although a person’s understanding of vocabulary and syntax remains intact. As Gardner notes, even young children and deaf individuals will begin to develop their own unique language if they are not offered an alternative. A person’s ability to construct and comprehend language may vary, but as a cognitive trait it is still universal.
Spatial
Spatial intelligence involves the ability to comprehend shapes and images in three dimensions. Whether trying to put together a puzzle or create a sculpture, children use their spatial intelligence to interpret what they may or may not physically see. Advances in neuroscience have now provided researchers with clear-cut proof of the role of spatial intelligence in the right hemisphere of the brain. In rare instances, for example, certain brain injuries can cause people to lose the ability to recognize their closest relatives. Though they may see the other person perfectly well, they are unable to comprehend who they see.
And yet a blind person may feel a shape and identify it with ease, although they are unable to see it. Because most people use spatial intelligence in conjunction with sight, its existence as an autonomous cognitive trait may not seem obvious, but recent research suggests that it is an independent portion of the intellect.
Interpersonal
Humans are social animals who thrive when involved with others. This ability to interact with others, understand them, and interpret their behavior is called interpersonal intelligence. According to Gardner, children’s interpersonal intelligence allows them to notice the moods, temperaments, motivations, and intentions of others.
From a psychological and neurological point of view, the connection between interpersonal intelligence and the brain has been explored for generations; if the frontal lobe is damaged, that person’s personality and ability to interact well with others is destroyed. Interpersonal intelligence allows children to affect others by understanding others; without it, an individual loses the ability to exist socially.
Intrapersonal
Related to interpersonal intelligence, intrapersonal intelligence is the cognitive ability to understand and sense the “self.” Intrapersonal intelligence allows children to tap into internal feelings and thoughts. A strong intrapersonal intelligence can lead to self-esteem, self-enhancement, and a strength of character that can be used to solve internal problems. On the other hand, a weak intrapersonal intelligence (such as that autistic children) prevents a person from recognizing himself as separate from the surrounding environment. Intrapersonal intelligence often is not recognized from the outside unless it is expressed in some form, such as rage or joy.
Naturalist
Recently added to the original list of seven multiple intelligences, naturalist intelligence is a person’s ability to identify and classify patterns in nature. During prehistory, hunter-gatherers would rely on naturalist intelligence to identify which plants or animals were edible and which were not. Today naturalist intelligence may be seen in the way humans relate to the surroundings. People who are sensitive to changes in weather patterns or are adept at distinguishing nuances between large numbers of similar objects may be expressing naturalist intelligence abilities.
Gardner believed that the forms of intelligence that are measured by most intelligence tests correspond to verbal/linguistic, logical/mathematical, and visual/spatial intelligences, meaning that traditional measures of intelligence overlook or fail to recognize abilities and gifts in other areas.
Although not based on research, Gardner’s theories have become increasingly influential. However, standard measures of intelligence continue to focus on verbal and nonverbal reasoning measures that depend heavily on linguistic, logical, and visual-spatial abilities, and the common understanding of intelligence continues to be mostly closely linked to verbal capabilities.
Many school narrowly focus on linguistic and mathematical intelligences, This means that children with LEARNING DISABILITIES may have other talents that are not valued in academic settings. The theory of multiple intelligences emphasizes the need to acknowledge and cultivate different kinds of thinking and different abilities.
Musical Intelligence
The ability to perform and compose music have been scientifically pinpointed in certain areas of the brain. Each child has a different musical ability, and some are totally amusical yet continue to have very normal and successful lives. Although musical intelligence may not seem as obvious a form of intellect as mathematical or logical ability, from a neurological point of view the ability to perform and comprehend musically appears to function independently from other forms of intelligence.
Bodily Kinesthetic
One of the most controversial of Gardner’s intelligences is the idea of body kinesthetic intelligence. In Gardner’s theory, each person possesses a certain control of movements, balance, agility, and grace. For some extraordinary athletes, strength in bodily kinesthetic intelligence appeared even before they began formal training. Super athletes all seem to have a natural sense of how their bodies should act and react in a demanding physical situation.
However some people, argue that physical control does not constitute a designation as a form of intelligence; Gardner insists that bodily kinesthetic ability does indeed deserve such a recognition.
Logical/Mathematical
The most easily understood cognitive faculty is logical/mathematical intelligence—the ability to mentally process logical problems and equations, the type most often found on multiple-choice standardized tests. Logical/mathematical intelligence often does not require verbal articulation. Individuals who have good logical/mathematical abilities are able to process logical questions at an unusually rapid rate.
Before the advent of the theory of multiple intelligences, logical/mathematical intelligence was considered a pseudonym for intelligence itself. Although the theory of multiple intelligences agrees that logical/mathematical intelligence is indeed a key section of the intellect, it is by no means the only one that should be developed.
Linguistic
Every child possesses the ability to use language; although some can master only basic levels of communication, others learn many languages easily. For years researchers have recognized the connection between language and the brain. They know that damage to one portion of the brain will affect the ability to express clear grammatical sentences, although a person’s understanding of vocabulary and syntax remains intact. As Gardner notes, even young children and deaf individuals will begin to develop their own unique language if they are not offered an alternative. A person’s ability to construct and comprehend language may vary, but as a cognitive trait it is still universal.
Spatial
Spatial intelligence involves the ability to comprehend shapes and images in three dimensions. Whether trying to put together a puzzle or create a sculpture, children use their spatial intelligence to interpret what they may or may not physically see. Advances in neuroscience have now provided researchers with clear-cut proof of the role of spatial intelligence in the right hemisphere of the brain. In rare instances, for example, certain brain injuries can cause people to lose the ability to recognize their closest relatives. Though they may see the other person perfectly well, they are unable to comprehend who they see.
And yet a blind person may feel a shape and identify it with ease, although they are unable to see it. Because most people use spatial intelligence in conjunction with sight, its existence as an autonomous cognitive trait may not seem obvious, but recent research suggests that it is an independent portion of the intellect.
Interpersonal
Humans are social animals who thrive when involved with others. This ability to interact with others, understand them, and interpret their behavior is called interpersonal intelligence. According to Gardner, children’s interpersonal intelligence allows them to notice the moods, temperaments, motivations, and intentions of others.
From a psychological and neurological point of view, the connection between interpersonal intelligence and the brain has been explored for generations; if the frontal lobe is damaged, that person’s personality and ability to interact well with others is destroyed. Interpersonal intelligence allows children to affect others by understanding others; without it, an individual loses the ability to exist socially.
Intrapersonal
Related to interpersonal intelligence, intrapersonal intelligence is the cognitive ability to understand and sense the “self.” Intrapersonal intelligence allows children to tap into internal feelings and thoughts. A strong intrapersonal intelligence can lead to self-esteem, self-enhancement, and a strength of character that can be used to solve internal problems. On the other hand, a weak intrapersonal intelligence (such as that autistic children) prevents a person from recognizing himself as separate from the surrounding environment. Intrapersonal intelligence often is not recognized from the outside unless it is expressed in some form, such as rage or joy.
Naturalist
Recently added to the original list of seven multiple intelligences, naturalist intelligence is a person’s ability to identify and classify patterns in nature. During prehistory, hunter-gatherers would rely on naturalist intelligence to identify which plants or animals were edible and which were not. Today naturalist intelligence may be seen in the way humans relate to the surroundings. People who are sensitive to changes in weather patterns or are adept at distinguishing nuances between large numbers of similar objects may be expressing naturalist intelligence abilities.
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