Global & Analytical Learner

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The theory of multiple intelligences was proposed by Howard Gardner in 1983 as a model of intelligence that differentiates intelligence into various specific (primarily sensory) modalities[disambiguation needed [pic]], rather than seeing it as dominated by a single general ability. Gardner argues that there is a wide range of cognitive abilities, and that there are only very weak correlations between these. For example, the theory predicts that a child who learns to multiply easily is not necessarily generally more intelligent than a child who has more difficulty on this task. The child who takes more time to master simple multiplication 1) may best learn to multiply through a different approach, 2) may excel in a field outside of mathematics, or 3) may even be looking at and understanding the multiplication process at a fundamentally deeper level, or perhaps as an entirely different process. Such a fundamentally deeper understanding can result in what looks like slowness and can hide a mathematical intelligence potentially higher than that of a child who quickly memorizes the multiplication table despite a less detailed understanding of the process of multiplication. The theory has been met with mixed responses. Traditional intelligence tests and psychometrics have generally found high correlations between different tasks and aspects of intelligence, rather than the low correlations which Gardner's theory predicts. Nevertheless many educationalists support the practical value of the approaches suggested by the theory.[

The multiple intelligences

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Gardner articulated several criteria for a behavior to be an intelligence.[2] These were that the intelligences: 1. Potential for brain isolation by brain damage,
2. Place in evolutionary history,
3. Presence of core operations,
4. Susceptibility to encoding (symbolic expression),
5. A distinct developmental progression,
6. The existence of savants, prodigies and other exceptional people, 7. Support from experimental psychology and psychometric findings. Gardner believes that eight abilities meet these criteria:[3] • Spatial

• Linguistic
• Logical-mathematical
• Bodily-kinesthetic
• Musical
• Interpersonal
• Intrapersonal
• Naturalistic
He considers that existential and moral intelligence may also be worthy of inclusion.[4] The first three are closely linked to fluid ability, and the verbal and spatial abilities that form the hierarchical model of intelligence[5]


This area has to do with logic, abstractions, reasoning and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places less emphasis on traditional mathematical ability and more on reasoning capabilities, recognizing abstract patterns, scientific thinking and investigation and the ability to perform complex calculations.[citation needed] Logical reasoning is closely linked to fluid intelligence and to general ability.[6]


Main article: Spatial intelligence
This area deals with spatial judgement and the ability to visualize with the mind's eye. Careers which suit those with this type of intelligence include artists, designers and architects. A spatial person is also good with puzzles.[citation needed] Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence.


This area has to do with words, spoken or written. People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories...
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