Intelligence Types Test

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Intelligence Types Test - theoretical background, test structure and validation study highlights

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Intelligence Types Test

  1. 1. Intelligence TypesTestPresentation by Ilona Jerabek, PhD 1
  2. 2. Workshop Plan Introduction Intelligence Types Test  Theoretical background  Overview of the factors covered by the assessment  Managing people according to their dominant intelligence type  Work assignment based on one’s strengths  Communicating information based on intelligence type  Coaching others to understand and make the most of their learning and information processing style  Validation of the Intelligence Types Test  Summary of results from studies  Tidbits and insights Integrating results from the Career Motivation Test and the Intelligence Types Test Question period 2
  3. 3. Introduction The theory of multiple intelligences is based on work by Howard Earl Gardner (Harvard University) It was introduced in 1983 in Frames of Mind: The Theory of Multiple Intelligences Traditional types of intelligence, such as fluid and crystallized IQ, the g-factor, logic IQ, etc. fail to fully explain cognitive ability. Traditional definitions of intelligence are lacking in ability to fully explain performance outcomes. The theory explores various forms or expressions of intelligence available to cognition Each individual manifests varying levels of different intelligences. 3
  4. 4. Criteria for inclusion Criteria for inclusion of an intelligence type are  the potential for brain isolation by brain damage,  its place in evolutionary history,  the presence of core operations,  susceptibility to encoding (symbolic expression),  a distinct developmental progression,  the existence of idiot-savants, prodigies and other exceptional people,  support from experimental psychology and psychometric findings. 4
  5. 5. The 8 + 1 Intelligence Types Spatial Linguistic Logical-mathematical Bodily-Kinesthetic Musical Interpersonal Intrapersonal Naturalistic (Existential ) 5
  6. 6. Overview of the factors covered by the assessment 6
  7. 7. Bodily-Kinesthetic Body smart Key elements:  Control of ones bodily motions and balance  Capacity to handle objects skillfully  Sense of timing of movements  Sense of a goal of a physical action  Turning physical responses to reflexes (muscle memory) 7
  8. 8. Bodily-KinestheticUsually good at Learning/coaching tips Athletics  They process knowledge Performing arts (dancers, through bodily sensations.  They learn best by doing actors, musicians) something physically, acting it Crafts out, or physically interacting Trades with others.  New knowledge should be Manual labor & tools linked with real life examples. Protective services (police,  Move around. Pace and recite firefighters, soldiers) when learning. Medical services (surgeons,  Teach material to someone doctors, lab workers) else 8
  9. 9. Logical-mathematical Logic smart Key elements:  The ability to use logical reasoning to solve a problem  Involves number and computing skills; Ability to perform complex calculations  Ability to work with abstract patterns  Scientific thinking and investigation 9
  10. 10. Logical-MathematicalUsually good at Learning/coaching tips Math, arithmetic, solving mysteries and  Make charts and graphs of new logic problems information Proposing and testing hypotheses  Classify and categorize notes Finding patterns, categories, logical  Use flowcharts and diagrams relationships – figuring our “algorithms” Using abstract, symbolic thought  Use rational, logical arguments when Sequential reasoning trying to persuade them Inductive and deductive thinking  Use if-then scenarios Solving complex problems  Write short summaries Strategy games  Take time to think about new info, Keeping things in order considering cause-effect and other Figuring out how things work logical relationships IT-related stuff Science Detective work 10
  11. 11. Linguistic Word smart Key elements:  Highly developed capacity to use words effectively, in writing or in speech  Ability to persuade, remember information, and explain concepts  Facility with words and languages  Good verbal memory 11
  12. 12. LinguisticUsually good at Learning/coaching tips Writing & reading – have a way  Take detailed notes with words  Keep learning journal and Story-telling elaborate on your thoughts about Debating and arguing learned material Explaining things  Create flash cards to memorize Vocabulary (enjoy learning new material  Rewrite notes words) Public speaking, journalism  Create outlines Cross-word puzzles  Talk about what you think about a Learning new languages problem or solution  Recite or rephrase information you Often also interpersonal learners need to retain  Be the note taker/editor in group project 12
  13. 13. Visual-Spatial Image smart Key elements:  Highly developed capacity to perceive the visual world accurately  Capacity to understand, imagine and represent visual- spatial world  Ability to transform, manipulate and recreate mental images  Good visual memory 13
  14. 14. Visual-SpatialUsually good at Learning/coaching tips Mazes & jigsaw puzzles  Create mental maps of new concepts Geometry  Create conceptual maps (mind maps) Noticing details in patterns and images  Create charts and graphs to visualize Fine arts, drawing & doodling information Navigation and spatial orientation  Create flowcharts, diagrams and Thinking in 3D timelines  Draw pictures alongside with notes Mental imagery  Color-code notes Hand-eye coordination  Use flash cards Image manipulation  Visualize goals Graphical skills  Learn by watching an instructional Work requiring spatial orientation video (pilots, sailors, architects, truck driving)  Make outlines when writingDrawbacks: Not great at retaining spoken words and ideas 14
  15. 15. Musical Sound smart Key elements:  The ability to compose and perform musical patterns, and recognize pitches, tones, and rhythms  Sensitive to and aware of sounds that other might miss  Good auditory memory 15
  16. 16. MusicalUsually good at Learning/coaching tips Ear for music - discerning rhythm,  Listen to music when learning or pitch, timber, and tone working (instrumental music is Producing music - playing less distracting) instruments, vocalization,  Create rhythmical rhymes or composing, conducting mnemonics to remember Musical memory – recognition, information creation, reproduction of music,  Auditory learners – hearing and reflection on music something is remembered more Awareness of sounds others might than seeing it miss  Beat out rhythms when learning Often good at logic & math  Take breaks and listen to music Sensitive listening to others Learning accent in foreign languages 16
  17. 17. Intrapersonal Self smart Key elements:  Ability to detect and discern among ones own feelings (self- knowledge) and the ability to use that knowledge for personal understanding  Ability to construct an accurate perception of themselves and use such knowledge in planning and directing their life  Introspective and self-reflective capacity; good intuition; often introverted 17
  18. 18. IntrapersonalUsually good at Learning/coaching tips Thinking and reflection  Process information alone when Awareness of their feeling learning new things Self-motivation  Brainstorm on your own first Complex ideas and problems  Keep personal notes along with Critical analysis original material  Related new material to personal Deconstructing arguments experiences Psychology, philosophy, theology  Take time to reflect and ponder the complexity of issuesDownside  Don’t rush them into action; they need Rumination to process information and fully Getting lost in one’s thoughts understand before they get going Daydreaming  Watch out for time management and Self-criticism and second-guessing project creep oneself 18
  19. 19. Interpersonal People smart Key elements:  Capacity to understand and interact effectively with others  Ability to discern the moods, temperaments, dispositions, motivations, and desires of other people and respond appropriately  Effective communication and cooperation  Highly developed empathy  Often extraverted 19
  20. 20. InterpersonalUsually good at Learning/coaching tips Leadership  Learn new things in groups (study Communication groups, project kickoff meetings). Brainstorming  Problem-solve in groups Reading people (brainstorming, bouncing ideas off others) Social insight and empathy –  Assign them to projects that reading social dynamics require significant team work Social skills  Get them actively involved in “Mind-reading” brainstorming sessions Supporting others  Appoint them to even planning Social sciences committees Teaching, training, coaching  Don’t put them into positions Politics where they would feel isolated, Social work unless they also have high intrapersonal intelligence 20
  21. 21. Naturalistic Nature smart Key elements:  Ability to discriminate among living things (plants, animals)  Sensitivity to other features of the natural world (clouds, rock configurations)  The ability to understand and classify the natural environment, particularly vegetation and animals  Excellent observation skills  Strong interest in nature 21
  22. 22. NaturalisticUsually good at Learning/coaching tips Categorizing things  Learn outside whenever Understanding anything to do possible with nature  Classify things into categories Being in tune with nature  Relate abstract information to Have a way with animals something concrete in nature Environmental sciences  Take breaks and go for a walk, Agriculture play with an animal or watch a Geology & mineralogy nature video Meteorology & astronomy  Use nature as a reward when Zoology & oceanography you accomplish a goal Botany 22
  23. 23. Validation studyHighlights and Tidbits 23
  24. 24. Sample description Sample size: 10,135 subjects Gender  Women: 5463 subjects (54%)  Men: 3595 subjects (35%)  Unknown gender: 1077 subjects (11%) Age distribution:  Below 17 (n = 2984) (29.0 %)  18-24 (n = 2933) (29.0 %)  25-29 (n = 1073) (11.0 %)  30-39 (n = 1191) (12.0 %)  40+ (n = 1091) (11.0 %)  Unknown (n = 863) (8.0 %) 24
  25. 25. Reliability: Internal consistency  Scales Number of Items Cronbachs Alpha Bodily-Kinesthetic 23 0.72 Logical-Mathematical 23 0.79 Linguistic 23 0.69 Visual-Spatial 23 0.72 Musical 22 0.78 Intrapersonal 23 0.7 Interpersonal 22 0.7 Naturalistic 22 0.64 25
  26. 26. Ranking of scales Scales Mean SD Linguistic 81 15 Intrapersonal 80 14 Visual-Spatial 77 17 Bodily-Kinesthetic 77 16 Interpersonal 75 17 Logical-Mathematical 74 19 Musical 73 23 Naturalistic 72 16 26
  27. 27. Gender differencesWomen scored higher on: Men scored higher on: Linguistic (+6)  Logical- Visual-Spatial (+4) Mathematical (+11) Interpersonal (+3)  Bodily-Kinesthetic Musical (+2) (+4) Intrapersonal (+2)  Naturalistic (+2) 27
  28. 28. Interesting Tidbits When trying to come with ideas for a project,  23% indicated that inspiration strikes when they spend some quiet time alone reflecting on the project (Intrapersonal);  16% indicated that inspiration strikes when they systematically analyze and consider all alternatives (Logical);  17% indicated that inspiration strikes when reading material related to the project (Linguistic). 28
  29. 29. Interesting Tidbits When asked “Imagine you had to perform a new job for just one week. Which of the following positions could you most imagine yourself pulling off?” the top three jobs were  Manager (40%),  Philosopher/Psychologist (40%).  Athlete/Dancer/Actor (30%),  The least likely job was Meteorologist, at 14%. 29
  30. 30. Interesting Tidbits 84% indicated that the best way for them to learn something new is to try it on their own – this makes hands-on experience during the onboarding process essential! Top subjects in school:  46% chose Reading comprehension and writing  44% chose Math and/or Computer Science  39% chose Biology/Science  Music came in last with 24%. 30
  31. 31. Interesting Tidbits Birds of a feather…  Bodily-Kinesthetic intelligence was most closely correlated with Naturalistic intelligence.  Logical-Mathematical, Linguistic, and Naturalistic intelligence were all closely correlated with Intrapersonal intelligence.  Visual-Spatial intelligence was most closely correlated with Musical and Naturalistic intelligence. 31
  32. 32. Interesting Tidbits What do grades got to do with it?  Those who attained average grades in school scored highest on Bodily-Kinesthetic intelligence.  Those who did well in school scored highest on Logical-Mathematical, Linguistic, Visual-Spatial, Intrapersonal, Naturalistic, and Musical intelligence.  And just to show that studying non-stop isn’t always ideal: those with top grades had one of the lowest scores on Interpersonal intelligence. 32
  33. 33. Intelligence Types as a Function of Grades 33
  34. 34. Logical-Mathematical as a Function of Grades 34
  35. 35. Linguistic as a Function of Grades 35
  36. 36. Visual-Spatial as a Function of Grades 36
  37. 37. Bodily-Kinesthetic as a Function of Grades 37
  38. 38. Intrapersonal as a Function of Grades 38
  39. 39. Interpersonal as a Function of Grades 39
  40. 40. Naturalistic as a Function of Grades 40
  41. 41. Intelligence Types as a Function of Position 41
  42. 42. Bodily-Kinesthetic as a Function of Position 42
  43. 43. Logical-Mathematical as a Function of Position 43
  44. 44. Linguistic as a Function of Position 44
  45. 45. Musical as a Function of Position 45
  46. 46. Intrapersonal as a Function of Position 46
  47. 47. Interpersonal as a Function of Position 47
  48. 48. Naturalistic as a Function of Position 48
  49. 49. Intelligence Types as a Function of Education 49
  50. 50. Logical-Mathematical Scale as a Function ofEducation 50
  51. 51. Linguistic Scale as a Function of Education 51
  52. 52. Intrapersonal Scale as a Function of Education 52
  53. 53. Interpersonal Scale as a Function of Education 53
  54. 54. Conclusion Assess intelligence types to learn  How to communicate new ideas to a person (great for managers and other team members)  What types of assignments the person would enjoy and be good at  To understand how a person processes new information  What to do to facilitate someone’s skill and knowledge acquisition 54
  55. 55. Ilona Jerabek, PhD9001 blvd. de l’Acadie, Suite 802 Montreal, Qc H4N 3H5 ilona@psychtests.comDirect line: 514-745-3189, ext 112 Fax: 514-745-6242 http://archprofile.com http://www.psychtests.com 55

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