The document discusses Howard Gardner's theory of multiple intelligences and presents an overview of an intelligence types test that measures 8 types of intelligence: bodily-kinesthetic, logical-mathematical, linguistic, visual-spatial, musical, interpersonal, intrapersonal, and naturalistic. It then summarizes validation research on the test which found good internal reliability and differences in scores between men and women.

1. Intelligence Types
Test
Presentation by Ilona Jerabek, PhD
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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
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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.
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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.
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5. The 8 + 1 Intelligence Types
 Spatial
 Linguistic
 Logical-mathematical
 Bodily-Kinesthetic
 Musical
 Interpersonal
 Intrapersonal
 Naturalistic
 (Existential )
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6. Overview of the factors covered by
the assessment
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7. Bodily-Kinesthetic
Body smart
Key elements:
 Control of one's 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)
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8. Bodily-Kinesthetic
Usually 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
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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
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10. Logical-Mathematical
Usually 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
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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
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12. Linguistic
Usually 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
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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
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14. Visual-Spatial
Usually 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 writing
Drawbacks:
 Not great at retaining spoken words
and ideas
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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
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16. Musical
Usually 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
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17. Intrapersonal
Self smart
Key elements:
 Ability to detect and discern
among one's 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
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18. Intrapersonal
Usually 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 issues
Downside  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
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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
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20. Interpersonal
Usually 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
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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
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22. Naturalistic
Usually 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
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23. Validation study
Highlights and Tidbits
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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 %)
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25. Reliability: Internal consistency
Scales Number of Items Cronbach's 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
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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
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27. Gender differences
Women 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)
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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).
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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%.
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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%.
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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.
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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.
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33. Intelligence Types as a Function of Grades
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34. Logical-Mathematical as a Function of Grades
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35. Linguistic as a Function of Grades
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36. Visual-Spatial as a Function of Grades
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37. Bodily-Kinesthetic as a Function of Grades
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38. Intrapersonal as a Function of Grades
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39. Interpersonal as a Function of Grades
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40. Naturalistic as a Function of Grades
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41. Intelligence Types as a Function of Position
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42. Bodily-Kinesthetic as a Function of Position
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43. Logical-Mathematical as a Function of Position
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44. Linguistic as a Function of Position
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45. Musical as a Function of Position
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46. Intrapersonal as a Function of Position
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47. Interpersonal as a Function of Position
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48. Naturalistic as a Function of Position
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49. Intelligence Types as a Function of Education
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50. Logical-Mathematical Scale as a Function of
Education
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51. Linguistic Scale as a Function of Education
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52. Intrapersonal Scale as a Function of Education
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53. Interpersonal Scale as a Function of Education
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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
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55. Ilona Jerabek, PhD
9001 blvd. de l’Acadie, Suite 802
Montreal, Qc H4N 3H5
ilona@psychtests.com
Direct line: 514-745-3189, ext 112
Fax: 514-745-6242
http://archprofile.com
http://www.psychtests.com
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