Years ago, the paradigm based on a single type of intelligence lagged behind. It has been observed that the more traditional intelligence model only measured some logical-mathematical abilities and that many people they were able to function properly and adapt to life circumstances without the need for such intelligence developed.
The model of multiple intelligences proposed by Howard Gardner in 1983 affirms that there are different types of intelligences and that each individual develops those that suit him best. Whether promoting intelligence musical, corporal, interpersonal, naturalistic or logical-mathematical, each person has a high potential to be able to highlight and strengthen one type or another of intelligence. In the following Psychology-Online article, we will talk about the typesMultiple intelligences and Howard Gardner's theory.
Index
- Theory of multiple intelligences: definition and summary of the book
- Types of multiple intelligences and examples according to Gardner
- Multiple intelligences in the classroom: activities for education
- Activities to develop multiple intelligences
- Multiple intelligences: TEST
Theory of multiple intelligences: definition and summary of the book.
Dr. Howard Gardner, director of Project Zero and professor of psychology and educational sciences at Harvard University, has proposed since 1993 his Theory of multiple intelligences. Through this theory Dr Gardner concluded that intelligence is not something innate and fixed who masters all the skills and abilities of problem solving that the human being possesses, he has established that intelligence is located in different areas of the brain, interconnected with each other and that can also work individually, having the property of developing widely if they find an environment that offers the necessary conditions for it.
The history of multiple intelligences dates back to Howard Gardner's book "Structures of the Mind". This introduces the concept of multiple intelligences posing the following problem[1]:
A little girl spends an hour with an examiner, who asks her questions to assess your intelligence'Who discovered America?' 'What does exaggerated mean?'or about his ability to remember numbers'complete the following sequence: 1, 1, 2, 3, 5, 8 ' (...) An hour later, the examiner scores the answers and obtains a figure: the IQ or IQ. This number can be terribly decisive for self-esteem and self-concept of the girl, the importance we give to the IQ is not entirely adequate.
What would happen if we considered a broader and more diverse view of intelligence?
Let us consider then, those people who perhaps do not know how to recite a literature syllabus by heart but that they are able to get out of a compromised situation with lip service and thought agile. Or those children who have difficulties in solving an equation but have no problem passing high-level physical tests. How can we define so many types of intelligence?
Definition of multiple intelligences
We define multiple intelligences as eight cognitive abilities that we all possess at a certain level. These capabilities are relatively autonomous and they were defined from the study of the mental abilities identified by means of a study of particular cases (like the examples that we have defined previously). Different types of intelligence can be developed through practice and reinforcement, so it is not innate fully, human potential plays a very important role in fostering multiple intelligences according to Gardner.
Types of multiple intelligences and examples according to Gardner.
In the 1983 edition of the book "Multiple intelligences", Gardner affirms the existence of seven types of intelligence, however, today we can even list eight types of intelligence according to Howard Gardner.
Let's see each of these multiple intelligences with examples:
1. Linguistic-verbal intelligence
Verbal intelligence is that which can be observed in people with ease to express, understand and develop complex verbal messages. Thanks to linguistic intelligence we can learn new languages more easily, brain areas such as Broca and Wernicke area (responsible for the production and understanding of language) are usually more developed in these cases.
It is the ability to use words effectively, manipulating the structure or syntax of language, phonetics, semantics, and their practical dimensions. We can find this kind of intelligence in children who love it. write stories, read, play with rhymes, tongue twisters and in which they learn other languages easily.
2. Physical-kinesthetic intelligence
It is the ability to use your own body to express ideas and feelings, and its peculiarities of coordination, balance, dexterity, strength, flexibility and speed, as well as proprioceptive and tactile.
It is appreciated in children who excel in sports activities, dance, body expression and / or construction work using various concrete materials. Also in those who are skilled in the execution of instruments.
3. The logical-mathematical intelligence
It is the ability to handle numbers, relationships and logical patterns effectively, as well as other functions and abstractions of this type.
Children who have developed it easily analyze approaches and problems. They approach numerical calculations, statistics and budgets with enthusiasm.
4. Spatial intelligence
It is the ability to appreciate with certainty the visual and spatial image, to represent itself graphically ideas, and to sensitize color, line, shape, figure, space and its interrelations.
It is in the children who study better with graphs, diagrams, charts. They like to make mind and concept maps. They understand very well Blue prints ans drafts.
5. Musical intelligence
It is the ability to perceive, distinguish, transform and express the rhythm, timbre and tone of musical sounds.
Children who evidence it are attracted to the sounds of nature and all kinds of melodies. They enjoy following the beat with their foot, striking or shaking an object rhythmically.
6. Interpersonal intelligence
It is the possibility of distinguishing and perceiving the emotional states and interpersonal signs of others, and responding effectively to these actions in a practical way.
It is found in children who enjoy working in groups, who are convincing in their negotiations with their peers and elders, who understand their partner.
7. Intrapersonal intelligence
It is the ability to self-examine, and to act accordingly on the basis of this knowledge, to have an accurate self-image, and capacity for self-discipline, understanding and self-esteem.
It is evidenced by children who are thoughtful, well-reasoned, and are often advisers to their parents. Howard Gardner uses an autistic child as an example to illustrate this type of impaired intelligence "the child may be unable to refer to himself. At the same time, he often shows extraordinary abilities in the musical, spatial or mechanical area."
8. Naturalistic intelligence
The latest addition to the list of multiple intelligences is naturalistic intelligence (added in the 1995 edition)[2]. This is defined as the ability to distinguish, classify and use elements of the environment, objects, animals or plants. Both urban and suburban or rural environment. It includes the skills of observation, experimentation, reflection and questioning of our environment.
It occurs in children who love animals, plants; who recognize and like to investigate features of the natural and man-made world.
Multiple intelligences in the classroom: activities for education.
With the help of Howard Gardner, educator and writer Thomas Armstrong decided to apply the theory of multiple intelligences in the educational field, thus writing his famous book "Multiple Intelligences in the Classroom[3]" in 1999.
In this book, Armstrong proposes to study and describe the intelligences of students with the aim of being able to develop multiple intelligences in the classroom. The same educator admits that developing a profile of multiple intelligences is not something simple, however, he proposes a series of statements for each type of intelligence so that we can classify infants correctly according to whether or not they feel identified with those affirmations.
Multiple intelligences and teaching strategies
To promote the personal development and human potential of students, it is important to apply a teaching strategy to each student according to the type of intelligence we want to work with. For example, if we want to develop the spatial intelligence, we can perform the following dynamics:
- Display
- Colored signs
- Graphic metaphors
- Idea sketches
- Graphic symbols
On the other hand, if what we want is to promote Interpersonal intelligence, the teaching strategies will be the following:
- Share with colleagues
- Make cooperative groups
- Table games
- Role-playing games between peers
Currently there is talk of integral development of the child, that is to say that it includes all aspects of development (physical, sexual, cognitive, social, moral, language, emotional, etc.), on this the theory of Development of Multiple Intelligences.
There are two types of key extreme experiences in the development of intelligences that it is important to take into account, the crystallizing experiences and the crippling experiences.
- The first, the crystallizing experiences, are milestones in personal history, key to the development of talent and skills in people. These events often occur in early childhood. These experiences are what ignite the spark of an intelligence and initiate its development towards maturity.
- On the other hand the crippling experiences exist as a counterpart to the previous ones, they refer to those experiences that block the development of an intelligence, they are full of negative emotions, capable of stopping the normal development of intelligences. Feelings of fear, shame, guilt, hatred, prevent grow intellectually. It is likely thus that after this experience a child decides not to get closer to a musical instrument or to draw no more because he has already decided that he "does not know how to do it."
Activities to develop multiple intelligences.
The Theory of multiple intelligences by Howard Gardner has impacted those who are involved in one way or another in the teaching-learning process. In many cities in the United States, in Puerto Rico, the Philippines, Singapore, as well as in Europe, schools where activities are carried out aimed at developing the different intelligences that the individual has.
How much intellectual possibility, and how much development capacity we own. However, when we analyze the teaching programs that are taught in many institutions and that they force the students, the children to follow, we observe that they limit themselves to concentrating on the predominance from linguistic and mathematical intelligences giving minimal importance to the other possibilities of knowledge. Reason why many students who do not excel in the domain of traditional academic intelligences, are not recognized and are thus dilutes their contribution to the cultural and social sphere, and some come to think that they are failures, when in fact they are suppressing their talents.
From the above described, we know then that there is no general intelligence grow or stagnate, but a multiple cast of aspects of intelligence, some much more sensitive than others to the modification of appropriate stimuli.
Multiple intelligences classrooms
There is already talk of "Schools of Multiple Intelligences", where students learn and are intellectually strengthened through a curriculum that instead of emphasize teaching through intelligences, schools emphasize teaching "for" the intelligence. Students are motivated so that they can achieve the goals they have set out to achieve.
Teachers develop teaching strategies that take into account the different possibilities of acquiring knowledge that the child has. If he does not understand through the intelligence that is chosen to inform him, they consider that there are at least seven different ways to try.
Parents have active participation in planning activities that help enrich the curriculum and attend meetings where the progress of their children, also at home they stimulate, understand and encourage their children in the development of their capabilities.
Thus, from this Theory of Multiple Intelligences, a break with old teaching paradigms opens.
Multiple intelligences: TEST.
Next, we offer you alternatives so that you can measure other aspects and mental abilities related to Howard Gardner's theory of multiple intelligences:
- To know what quadrant predominates in your brain, we propose you the brain dominance test.
- To find out your mental age, we offer you this mental age test.
- If what you want is know your IQ, you can do this Inteligence test.
This article is merely informative, in Psychology-Online we do not have the power to make a diagnosis or recommend a treatment. We invite you to go to a psychologist to treat your particular case.
If you want to read more articles similar to Types of multiple intelligences and Howard Gardner's theory, we recommend that you enter our category of Cognitive psychology.
References
- Excerpt from the book by Gardner, H. (2016). Structures of the mind: the theory of multiple intelligences. Fund of Economic Culture
- Gardner, H. (1995). Multiple intelligences (Vol. 1). Barcelona: Paidós.
- Armstrong, T., Rivas, M. P., Gardner, H., & Brizuela, B. (1999). Multiple intelligences in the classroom. Buenos Aires, Argentina: Spring.
