Intelligence Types Test

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

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

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  • 1. Intelligence TypesTestPresentation by Ilona Jerabek, PhD 1
  • 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. 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. 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. The 8 + 1 Intelligence Types Spatial Linguistic Logical-mathematical Bodily-Kinesthetic Musical Interpersonal Intrapersonal Naturalistic (Existential ) 5
  • 6. Overview of the factors covered by the assessment 6
  • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Validation studyHighlights and Tidbits 23
  • 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. 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. 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. 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. 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. 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. 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. 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. 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. Intelligence Types as a Function of Grades 33
  • 34. Logical-Mathematical as a Function of Grades 34
  • 35. Linguistic as a Function of Grades 35
  • 36. Visual-Spatial as a Function of Grades 36
  • 37. Bodily-Kinesthetic as a Function of Grades 37
  • 38. Intrapersonal as a Function of Grades 38
  • 39. Interpersonal as a Function of Grades 39
  • 40. Naturalistic as a Function of Grades 40
  • 41. Intelligence Types as a Function of Position 41
  • 42. Bodily-Kinesthetic as a Function of Position 42
  • 43. Logical-Mathematical as a Function of Position 43
  • 44. Linguistic as a Function of Position 44
  • 45. Musical as a Function of Position 45
  • 46. Intrapersonal as a Function of Position 46
  • 47. Interpersonal as a Function of Position 47
  • 48. Naturalistic as a Function of Position 48
  • 49. Intelligence Types as a Function of Education 49
  • 50. Logical-Mathematical Scale as a Function ofEducation 50
  • 51. Linguistic Scale as a Function of Education 51
  • 52. Intrapersonal Scale as a Function of Education 52
  • 53. Interpersonal Scale as a Function of Education 53
  • 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. 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