Multiple Intelligences
Howard Earl Gardner, 1943-x
Harvard professor, Dr. Gardner, believed
that the traditional notion of intelligence
based on I.Q. testing, is far too limited.
In 1983 he developed his theory of
multiple intelligences, which proposes
eight different intelligences to account for
a broader range of human potential in
both children and adults.
Multiple Intelligences (cont.)
Charles Spearman (1904) supposes that intelligence
consists of a general mental ability or intelligence quotient
(IQ, also called g-factor) and domain-specific abilities. IQ
is a standardized measure that represents a person’s
reasoning skills.
It is popularly accepted that intelligence is not necessarily a
single and generalized characteristics, but rather comprises
of different specific traits.
Theory of Multiple Intelligences (8)
1. Verbal-linguistic (“word smart”) 5. Musical-rhythmic (“music
smart”)
2. Logical-mathematical
(“number/reasoning smart”) 6. Interpersonal (“people smart”)
3. Spatial-visual (“picture smart”) 7. Intrapersonal (“self-smart”)
4. Bodily-kinesthetic (“body 8. Naturalist (“nature smart”)
smart”)
(1) Verbal-linguistic intelligence
• Good at remembering written and spoken
information
• Enjoys reading and writing
• Good at debating or giving persuasive speeches
• Able to explain things well
• Often uses humor when telling stories
(2) Logical-mathematical intelligence
• Excellent problem-solving skills
• Enjoys thinking about abstract ideas
• Likes conducting scientific experiments
• Good at solving complex computations
(3) Spatial-visual intelligence
• Enjoys reading and writing
• Good at putting puzzles together
• Good at interpreting pictures, graphs, and charts
• Enjoys drawing, painting, and the visual arts
• Recognizes patterns easily
(4) Bodily-kinesthetic intelligence
• Good at dancing and sports
• Enjoys creating things with his or her hands
• Excellent physical coordination
• Tends to remember by doing, rather than
hearing or seeing
(5) Musical-rhythmic intelligence
• Enjoys singing and playing musical
instruments
• Recognizes musical patterns and tones easily
• Good at remembering songs and melodies
• Rich understanding of musical structure,
rhythm, and notes
(6) Interpersonal intelligence
• Good at communicating verbally
• Skilled at nonverbal communication
• Sees situations from different perspectives
• Creates positive relationships with others
• Good at resolving conflict of others,
individual or groups
(7) Intrapersonal intelligence
• Good at analyzing his or her strengths
and weaknesses
• Enjoys analyzing theories and ideas
• Excellent self-awareness
• Clearly understands the basis for his/her
own motivations and feelings
(8) Naturalist intelligence
• Interested in natural science, particularly life
science
• Good at categorizing and cataloging information
easily
• May enjoy camping, gardening, hiking, and
exploring the outdoors
• Doesn’t enjoy learning unfamiliar topics that have
no connection to nature
Contributors to Intelligence
Two factors, heredity and
environment, contribute to
intelligence and personality.
Nature
• Heredity refers to the genes one
inherits from the parents, which also
provides the upper and lower limits
of one’s intelligence quotient. This is
the raw material of intelligence.
Nurture
• Environment involves experiences,
both psychological and physical
exposure, of individuals to various
surrounding influences.
Motivation
• Force that moves people to behave,
think, and feel they way they do.
• Motivated behavior is energized,
directed, and sustained.
• A l s o a s i g n i fi c a n t i n fl u e n c e i n
personality development.
Theories of Motivation
[1] Evolutionary Theory
• the motivation for sex,
achievement, aggression, and other
b e h a v i o rs i s r o o t e d i n t h e
organisms’ evolutionary past.
Theories of Motivation (cont.)
[2] Drive Reduction Theory
• organisms are driven by
physiological needs. A need
energizes one’s drive to eliminate or
reduce the deprivation.
Theories of Motivation (cont.)
[3] Optimum Arousal Theory
• Yerkes-Dodson Law states that performance is at
its highest under conditions of moderate arousal
rather than high or low arousal (although it may
sometimes depend on the kind of task, personal
characteristics, and sensation-seeking behavior.
Theories of Motivation (cont.)
[4] Cognitive Approach Theory
• c o g n i t i v e fa c t o rs d e t e r m i n e
motivation level.
• Two aspects: intrinsic & extrinsic
motivations.
Emotional Intelligence
• measured by emotional quotient
(EQ), is the type of intelligence
that refers to the abilities to
perceive, appraise, understand,
and express emotions
accurately and appropriately.
3 Skills that constitute EQ
[1] emotional awareness, or the ability to identify and name
one’s own emotions;
[2] the ability to harness those emotions and apply them to
tasks like thinking and problem solving; and
[3] the ability to manage emotions, which includes both
regulating one’s own emotions when necessary and
cheering up or calming down other people.
Reasoning
• mental process involving the
use and application of
knowledge in solving problems,
making plans or decisions, and
achieving goals.
Deductive Reasoning
• b e g i n s w i t h m a k i n g a ge n e ra l
assumption that is known or believed
to be true, and then drawing specific
conclusions based on this
assumption.
Inductive Reasoning
• process of arriving at a conclusion
based on a number of premises or
facts.
• may be used to form a general
statement or a hypothesis.
Biased reasoning . . .
• refers to the act of jumping to
conclusion before even knowing all
the facts...
Confirmation bias . . .
• the tendency to look for information
that supports one’s decisions and
beliefs while ignoring disconfirming
information.
To be continued . . .