research on multiple intelligences

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Multiple Intelligences in Teaching and Education: Lessons Learned from Neuroscience †

This brief paper summarizes a mixed method review of over 500 neuroscientific reports investigating the proposition that general intelligence ( g or IQ) and multiple intelligences (MI) can be integrated based on common and unique neural systems. Extrapolated from this interpretation are five principles that inform teaching and curriculum so that education can be strengths-based and personalized to promote academic achievement. This framework is proposed as a comprehensive model for a system of educational cognitive neuroscience that will serve the fields of neuroscience as well as educators. Five key principles identified are culture matters, every brain is unique—activate strengths, know thyself, embodied cognition/emotional rudder, and make it mean something.

1. Introduction

The pieces of a scientific puzzle are falling into place. For 35 years teachers, students, and parents have been stuck in the middle of the war of words among psychologists regarding the nature of human intelligence. In my view, an interpretation of the neuroscience evidence now builds a coherent bridge between general intelligence ( g or IQ) and multiple intelligences (MI) [ 1 ]. The remainder of this article is based on a similarly personal view, which is most likely not shared by most experts. This battle among theorists has resulted in confusion and unhappy compromises as teachers struggle to serve two masters. On the one side is the IQ tradition that argues that intelligence is unitary and mainly associated with academic skills (reading, math, and such). This tradition advocates for a standardized curriculum emphasizing basic skills development. On the other side are advocates for personalized instruction based on the idea of multiple intelligences [ 2 ]. They argue that human intelligence cannot be summed up with a single number; it is more than scholastic ability; and that student learning will increase with differentiated instruction that emphasizes strength-based activities.

For 35 years a wave of teachers around the world [ 3 ] has agreed with Howard Gardner that their students display very different cognitive profiles, even among those with similar IQ scores. Teachers want to customize their instruction and curriculum accordingly but have been thwarted by public policy and institutional guidelines to quickly raise academic test scores by (for the most part) “teaching to the test”. The result? No progress. Standardized national academic test scores have remained stagnant despite more than two decades of high stakes testing regimes in all 50 states [ 4 , 5 ].

Other barriers to progress are the outdated and inaccurate views (however pervasive among traditional psychologists and educational administrators) that the theory of multiple intelligences is invalid and ineffective [ 6 , 7 ]. This arose from the misguided opinion that MI is somehow against the development of academic skills such as reading and math. Nothing could be further from the truth.

Neuroscience evidence now reveals a neural bridge between IQ-type academic skills and the eight intelligences—linguistic and logical-mathematical (most closely related to academic achievement) and interpersonal and intrapersonal (also associated with school success); and spatial, musical, kinesthetic, and naturalist. The debate of “IQ vs. MI” is based on outdated model of human intelligence. Traditions rooted in a 19th century understanding of the mind are slowly evolving to keep up with the insights provided by advances in neuroscience.

A good scientific theory accurately describes behavior and has predictive power. In 1983 Gardner made several observations about human intelligence that a wealth of neuroscience evidence accumulated over the past 35 years has confirmed. First, academic skills (and IQ) are most closely associated with the linguistic and logical-mathematical intelligences. Second, there are unique neural architectures responsible for each of the intelligences ( Table 1 ) [ 1 ]. Third, each intelligence can be expressed in several qualitatively different ways, including analytical/practical, creative cognition, insight/intuition, and aesthetic judgment [ 8 ].

Multiple intelligences core cognitive units and sample neural correlates [ 1 ].

Note: The neural regions noted for each intelligence are those with the highest number of citations and are not the full list of citations in the literature. Intelligence is a complex idea that is represented by the diversity of neural structures cited for each of the multiple intelligences. See the literature [ 1 ] for full description.

2. Neuroscientific Evidence Supporting the Validity of MI Theory

The main criticism of MI is that it lacks empirical, experimental evidence of its validity [ 6 , 7 ]. General intelligence is considered to be valid because there is a wealth of test data amassed for more than 100 years—while there are no tests to measure the eight intelligences. Unrecognized by most researchers is the sizable number of brain studies that are matched to the multiple intelligences. This is a trove of scientific data scattered among many journals that are unread and largely incomprehensible to most non-neuroscientists—until recently.

The validity of any new idea can be difficult to establish especially for a theory of intelligence that challenges prevailing ideas and does not lend itself to psychometric testing. Using a rational-empirical methodology, more than 500 studies of brain function (largely fMRI experiments) were matched to the skills and abilities integral to each of the eight intelligences. Multiple studies of the core abilities for each intelligence were included to maximize reliability.

To summarize, an initial review of more than 318 experiments found a pattern of neural activations well-aligned with the cognitive components for each intelligence [ 1 ]. This was followed by a study of 417 experiments examining specific skill units within each intelligence and their relationships to each other, the other intelligences, and general intelligence [ 9 ]. A third review of 420 reports found that there are observable and meaningful differences in the neural activation patterns among skill level ability groups in four levels of brain analysis: primary regions, subregions, particular structures, and multi-region activations [ 10 ]. A study of 48 resting-state experiments found seven to fifteen intrinsic, functionally connected neural networks that are closely associated with seven of the eight intelligences [ 11 ]. Lastly, the neural architectures cited for general intelligence were compared with a proposed new category of Cognitive Qualities associated with the multiple intelligences. This investigation of 94 neuroscientific studies demonstrated support for the coherence of three Cognitive Qualities (creative cognition, insight/intuition, and aesthetic judgment) that are valued abilities integral to the definition and practical expression of each of the eight intelligences [ 8 ]. 1

Taken together, these investigations indicate that the multiple intelligences have clear, logical, and coherent neural patterns that are comparable to those identified with general intelligence. These data lend support to the proposition that each of the eight intelligences have unique neural architectures and that the idea of general intelligence is not incompatible with MI theory.

An intelligence differs from a skill in its depth, range, and complexity. Each of the multiple intelligences is a composite of related skills and this accounts for their complicated neural architectures. These detailed neural analyses provide a basis for future experimental tests of their ecological validity. However, because of the social-cultural aspects of the intelligences a neural description for MI may only be a framework rather than a complete analysis.

3. Using Neuroscience to Leverage Student Success with the Multiple Intelligences

Perhaps of greater consequence are the practical implications of these scientific observations for teaching and learning. As educators worldwide were exploring diverse ways to implement MI theory, neuroscientists were giving birth to the new field of educational cognitive neuroscience to answer the question: How can insights into brain processes enhance education? Of course, the answer to this question is not simple nor obvious, in fact, John Bruer [ 12 ] famously called the distance between the neuroscience lab and the classroom a “bridge too far”. He later concluded that what is needed was advanced cognitive science theories to properly interpret the neuroscientific evidence [ 13 ]. This is where MI theory serves as a “user interface” between our neural hardware and the cognitive software that activates learning “apps” in the classroom (as well as in everyday life). See conceptual framework in Figure 1 .

Personalized educational cognitive neuroscience: a framework. Note : The bridge between existing psychological models of cognition/behavior and education is spanned by multiple intelligences theory supported by neuroscience validity and efficacy evidence.

Each of the multiple intelligences can serve as “delivery routes” to personalize important cognitive and emotional processes underlying learning such as attention, memory, motivation, creative cognition, problem solving, and understanding [ 14 , 15 , 16 , 17 ]. How best to navigate these cognitive “routes”? We have neuroscience evidence to lend support to several different guiding principles. Each teacher and institution can interpret the principles and their underlying evidence according to the needs and goals of their particular situations.

Perhaps it is best to begin with a list of the most vital and vexing questions posed by teachers over the millennium.

• How to set the stage of the classroom/school to create the context for maximum learning?
• How to enhance cognitive engagement in the instruction and curricular materials?
• How to promote academic excellence?
• How to teach for effective transfer of knowledge from the classroom to real life?
• How to develop the “whole child” and instill the love of lifelong learning?

The following descriptions of five key ideas extracted from the neuroscience literature sketch a framework that speaks to the disparate worlds of the lab and the classroom. These ideas are well supported by the evidence but are offered as an initial sketch as a kind of “communicating bridge” between cognitive scientists and teachers ( Table 2 ).

Five key ideas from neuroscience: Guiding a multiple intelligences-inspired education.

Key Idea 1. Creating a Multiple Intelligences—Inspired Culture [ 16 , 17 , 18 , 19 , 20 , 21 ]

“…the brain and its neuronal activity must be considered a hybrid of both biological and social influences. In other words, our brains are biosocial. The brain is a relational organ that bridges the gap between the biological world of the organism and the social world of the environment and its culture”. [ 18 ] (p. 352)

A distinct advantage of embedding MI in the learning culture is that it can easily span across diverse cultures because of its cross-cultural origins. Every school represents a cultural system of educational beliefs, social ideas, and practices. As learning culture leaders, teachers can positively frame each child’s experience by simply acknowledging that we each have our unique profile of MI history, preferences, and perspectives. The natural language of MI can be used to advantage when communicating with culturally different students and their families. The foundation is to acknowledge and value each of the multiple intelligences as important, valuable, and potentially useful to each child in the classroom.

Key Idea 2. Every Brain is Unique—Activate Strengths! [ 15 , 22 , 23 , 24 , 25 , 26 ]

“…neuroimaging studies clearly show that patterns of brain activation and structure vary in systematic ways between individuals differing in working memory and other higher cognitive abilities. Both experience and genetic factors may contribute to such individual differences… has implications for human performance”. [ 22 ] (p. 70)

Students all have uniquely configured neural wiring that influences how they perform on classroom tasks. Teachers might experience great anxiety at the thought of having to cater to the learning profiles of so many different student brains. An impossible task! But perhaps with advances in computer software and apps and innovative assessments we are making progress towards the goal of personalization of instruction, so that students with specific strengths can exercise some choice about how information is presented to them. My own work in validating a standardized assessment—Multiple Intelligences Developmental Assessment Scales (MIDAS ® )—shows promise as a tool to understand the cognitive and neural differences among students [ 23 , 24 , 25 ]. This is a useful tool providing a practical bridge between neuroscientists and educators seeking to understand the minds and brains of individuals.

Key Idea 3. Know Thyself [ 2 , 27 , 28 , 29 ]

“Intrapersonal intelligence involves the capacity to understand oneself, to have an effective working model of oneself—including one’s own desires, fears, and capacities—and to use such information effectively in regulating one’s own life”. [ 2 ] (p. 43)

Neuroscience investigations into how the brain processes intrapersonal intelligence can be categorized into several distinct functions including: self-awareness, self-regulation, and executive functions. The frontal lobes and cortical midline structures (CMS) are known to be the core processing regions for many self-functions [ 27 ]. There are an unlimited number of ways that teachers can build into every subject activities to promote self-regulation and executive functions associated with excellence and achievement [ 28 ]. It begins with the teacher enhancing the students’ self-understanding and appreciation for the potential of their unique MI strengths.

Key Idea 4. Embodied Cognition and the Emotional Rudder [ 19 , 30 , 31 , 32 ]

“Recent findings in the neurosciences indicate reciprocal and parallel neural pathways between the cerebellum—traditionally viewed as controlling gross and fine motor functions but now hypothesized to play a role in thought itself—and the frontal cortex, where working memory and executive functions such as planning, monitoring, task management, and focusing attention occur”. [ 19 ]

The relationship between the body and the mind is now recognized by neuroscientists as being bi-directional and parallel, rather than just the mind directing the body. Immordino-Yang has gone even further in detailing “a framework that situates the emotional brain and its physiological regulatory functions ecologically, spiraling from bodily behavior to embodied neural functioning to social functioning to cultural functioning” [ 19 ] (p. 360). These findings point the way forward for teachers to create opportunities for students to translate subject content into physical movements to maximize memory and understanding.

Awareness of one’s body goes beyond mere physiology associated with the maintenance of life. It is also a platform upon which emotions are played out and translated into feelings. Damasio’s “somatic marker hypothesis” cites physical responses as important elements in decision-making and judgments [ 30 ]. When we direct students’ attention to their physical and emotional responses to a topic, we are providing them with a powerful marker for that information that is accessible in their real life beyond the classroom. Making these connections may provide the keys to enhanced transfer of learning from the classroom to daily life.

Key Idea 5. Make it Mean Something! [ 19 , 27 , 29 , 31 , 33 ]

“…Feelings are influenced by powerful, subjective, cognitive elaborations, and cultural interpretations of bodily and mental states in context. Unlike emotions, feelings are conscious and can sometimes become reportable. Feelings contribute to self-narratives and meaning-making”. [ 19 ] (p. 349) (emphasis added)

Mary Helen Immordino-Yang’s [ 19 ] research into self-narratives and meaning-making belies the view that facts and rational thought can be separated from feelings or practical action. Emotions and feelings are essential rudders that regulate and guide our thinking. They guide how we process new information to answer questions such as: Is this information of only temporary and limited importance? Or is it profoundly important and should I make the effort to rearrange my thinking to accommodate it?

The importance of “meaning making” to maximize engagement, learning, and cognitive transfer has been highlighted by a number of educational neuroscience researchers [ 27 , 31 , 33 ]. Such activities activate multiple neural regions and intelligences in the service of enhanced cognitive and emotional engagement.

4. Conclusions

Self-leadership for life-long learning is the ultimate goal for a person’s education—cultivating the knowledge that one has valuable intellectual abilities that can be developed and used to contribute meaningfully to one’s community. The multiple intelligences perspective contributes to this endeavor. Understanding how education can develop intrapersonal intelligence brings us back to the essential integration of the self within a context and a culture.

The application of neuroscience ideas in schools and classrooms is a complex endeavor and we may only be at the beginning of a long journey towards the goal of an effective interaction between neuroscientists and educators. Multiple intelligences theory provides a broad map of the software of the mind that is aligned with cognitive science and general intelligence. Cultural studies are revealing unspoken assumptions and priorities embedded in schooling that influence instruction and curriculum. The present investigation proposes that the theory of multiple intelligences provides a comprehensive framework for this array of factors influencing the design of instruction and curriculum that will be strengths-based, student centered, and community-relevant. This proposal initiated in 1983 is now supported by evidence from a diverse variety of research fields and perspectives.

*To qualify as an intelligence, each set of abilities has to fair reasonably well in meeting eight criteria as specified in Frames of Mind [ 2 ] (pp. 62–67):

• Identifiable cerebral systems;
• Evolutionary history and plausibility;
• Core set of operations;
• Meaning encoded in a symbol system;
• A distinct developmental history & mastery;
• Savants, prodigies, and exceptional people;
• Evidence from experimental psychology;
• Psychometric findings.

Definition: Intelligence is a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture. Intelligence Reframed [ 20 ] (p. 34).

This research received no external funding

Conflicts of Interest

The author is the creator and publisher of the Multiple Intelligences Developmental Assessment Scales (MIDAS) mentioned in this article. No other potential conflicts of interest are declared.

1 For a more detailed summary see www.MIResearch.org.

Multiple Intelligences: What Does the Research Say?

Proposed by Howard Gardner in 1983, the theory of multiple intelligences has revolutionized how we understand intelligence. Learn more about the research behind his theory.

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Many educators have had the experience of not being able to reach some students until presenting the information in a completely different way or providing new options for student expression. Perhaps it was a student who struggled with writing until the teacher provided the option to create a graphic story, which blossomed into a beautiful and complex narrative. Or maybe it was a student who just couldn't seem to grasp fractions, until he created them by separating oranges into slices.

Because of these kinds of experiences, the theory of multiple intelligences resonates with many educators. It supports what we all know to be true: A one-size-fits-all approach to education will invariably leave some students behind. However, the theory is also often misunderstood, which can lead to it being used interchangeably with learning styles  or applying it in ways that can limit student potential. While the theory of multiple intelligences is a powerful way to think about learning, it’s also important to understand the research that supports it.

Howard Gardner's Eight Intelligences

The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central "computer" where intelligence is housed. Howard Gardner, the Harvard professor who originally proposed the theory, says that there are multiple types of human intelligence, each representing different ways of processing information:

• Verbal-linguistic intelligence refers to an individual's ability to analyze information and produce work that involves oral and written language, such as speeches, books, and emails.
• Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems.
• Visual-spatial intelligence allows people to comprehend maps and other types of graphical information.
• Musical intelligence enables individuals to produce and make meaning of different types of sound.
• Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world.
• Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems.
• Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions.
• Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves.

The Difference Between Multiple Intelligences and Learning Styles

One common misconception about multiple intelligences is that it means the same thing as learning styles. Instead, multiple intelligences represents different intellectual abilities. Learning styles, according to Howard Gardner, are the ways in which an individual approaches a range of tasks. They have been categorized in a number of different ways -- visual, auditory, and kinesthetic, impulsive and reflective, right brain and left brain, etc. Gardner argues that the idea of learning styles does not contain clear criteria for how one would define a learning style, where the style comes, and how it can be recognized and assessed. He phrases the idea of learning styles as "a hypothesis of how an individual approaches a range of materials."

Everyone has all eight types of the intelligences listed above at varying levels of aptitude -- perhaps even more that are still undiscovered -- and all learning experiences do not have to relate to a person's strongest area of intelligence. For example, if someone is skilled at learning new languages, it doesn’t necessarily mean that they prefer to learn through lectures. Someone with high visual-spatial intelligence, such as a skilled painter, may still benefit from using rhymes to remember information. Learning is fluid and complex, and it’s important to avoid labeling students as one type of learner. As Gardner states, "When one has a thorough understanding of a topic, one can typically think of it in several ways."

What Multiple Intelligences Theory Can Teach Us

While additional research is still needed to determine the best measures for assessing and supporting a range of intelligences in schools, the theory has provided opportunities to broaden definitions of intelligence. As an educator, it is useful to think about the different ways that information can be presented. However, it is critical to not classify students as being specific types of learners nor as having an innate or fixed type of intelligence.

Practices Supported by Research

Having an understanding of different teaching approaches from which we all can learn, as well as a toolbox with a variety of ways to present content to students, is valuable for increasing the accessibility of learning experiences for all students. To develop this toolbox, it is especially important to gather ongoing information about student strengths and challenges as well as their developing interests and activities they dislike. Providing different contexts for students and engaging a variety of their senses -- for example, learning about fractions through musical notes, flower petals, and poetic meter -- is supported by research. Specifically:

• Providing students with multiple ways to access content improves learning (Hattie, 2011).
• Providing students with multiple ways to demonstrate knowledge and skills increases engagement and learning, and provides teachers with more accurate understanding of students' knowledge and skills (Darling-Hammond, 2010).
• Instruction should be informed as much as possible by detailed knowledge about students' specific strengths, needs, and areas for growth (Tomlinson, 2014).

As our insatiable curiosity about the learning process persists and studies continue to evolve, scientific research may emerge that further elaborates on multiple intelligences, learning styles, or perhaps another theory. To learn more about the scientific research on student learning, visit our Brain-Based Learning topic page .

Darling-Hammond, L. (2010). Performance Counts: Assessment Systems that Support High-Quality Learning . Washington, DC: Council of Chief State School Officers.

Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning . New York, NY: Routledge.

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners . Alexandria, VA: ASCD.

Resources From Edutopia

• Are Learning Styles Real - and Useful? , by Todd Finley (2015)
• Assistive Technology: Resource Roundup , by Edutopia Staff (2014)
• How Learning Profiles Can Strengthen Your Teaching , by John McCarthy (2014)
• An Interview with the Father of Multiple Intelligences , by Owen Edwards (2009)

Additional Resources on the Web

• Howard Gardner’s website
• Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ (The Washington Post, 2013)
• Books published by Howard Gardner
• Multiple Intelligences Resources (ASCD)
• Project Zero (Harvard Graduate School of Education)
• Multiple Intelligences Research Study (MIRS)
• Multiple Intelligences Lesson Plan (Discovery Education)
• Multiple Intelligences Resources (New Horizons for Learning [NHFL], John Hopkins University)

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Gardner's Theory of Multiple Intelligences

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

The concept of multiple intelligences is a theory proposed by Harvard psychologist Howard Gardner . When you hear the word intelligence, the concept of  IQ testing  may immediately come to mind. Intelligence is often defined as our intellectual potential; something we are born with, something that can be measured, and a capacity that is difficult to change.

In recent years, however, other views of intelligence have emerged, including Gardner's suggestion that multiple different types of intelligence may exist. The eight intelligences according to Gardner are:

• Visual-spatial
• Linguistic-verbal
• Logical-mathematical
• Body-kinesthetic
• Interpersonal
• Intrapersonal
• Naturalistic

Gardner's Multiple Intelligences

This theory suggests that traditional psychometric views of intelligence are too limited. Gardner first outlined his theory in his 1983 book Frames of Mind: The Theory of Multiple Intelligences , where he suggested that all people have different kinds of "intelligences."

Gardner proposed that there are eight intelligences, and has suggested the possible addition of a ninth known as "existentialist intelligence."  

In order to capture the full range of abilities and talents that people possess, Gardner theorizes that people do not have just an intellectual capacity, but have many kinds of intelligence, including musical, interpersonal, spatial-visual, and linguistic intelligences.

While a person might be particularly strong in a specific area, such as musical intelligence, they most likely possesses a range of abilities. For example, an individual might be strong in verbal, musical, and naturalistic intelligence.

Criticism of Multiple Intelligences

Gardner’s theory has come under criticism from both psychologists and educators. These critics argue that Gardner’s definition of intelligence is too broad and that his eight different "intelligences" simply represent talents, personality traits, and abilities. Gardner’s theory also suffers from a lack of supporting empirical research.

Despite this, the theory of multiple intelligences enjoys considerable popularity with educators. Many teachers utilize multiple intelligences in their teaching philosophies and work to integrate Gardner’s theory into the classroom.

Gardner has cautioned that multiple intelligences should not be conflated with learning styles . (It is also important to stress that evidence has found that matching instruction to a learner's perceived style has no benefits in terms of learning outcomes or educational attainment.)

There is a lack of evidence to demonstrate that learning according to your "intelligence" produces better educational outcomes. However, you may find that learning more about multiple intelligences can give you a better understanding of your strengths and preferences.

Visual-Spatial Intelligence

People who are strong in visual-spatial intelligence are good at visualizing things. These individuals are often good with directions as well as maps, charts, videos, and pictures.  

Visual and spatial judgment

Characteristics

People with visual-spatial intelligence:

• Read and write for enjoyment
• Are good at putting puzzles together
• Interpret pictures, graphs, and charts well
• Enjoy drawing, painting, and the visual arts
• Recognize patterns easily

Potential Career Choices

If you're strong in visual-spatial intelligence, good career choices for you are: 

Linguistic-Verbal Intelligence

People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals are typically very good at writing stories, memorizing information, and reading.  

Words, language, and writing

People with linguistic-verbal intelligence:

• Remember written and spoken information
• Enjoy reading and writing
• Debate or give persuasive speeches
• Are able to explain things well
• Use humor when telling stories

If you're strong in linguistic-verbal intelligence, good career choices for you are:

• Writer/journalist

Logical-Mathematical Intelligence

People who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analyzing problems. These individuals tend to think conceptually about numbers, relationships, and patterns.  

Analyzing problems and mathematical operations

Characteristics 

People with logical-mathematical intelligence:

• Have excellent problem-solving skills
• Enjoy thinking about abstract ideas
• Like conducting scientific experiments
• Can solve complex computations

If you're strong in logical-mathematical intelligence, good career choices for you are:

• Mathematician
• Computer programmer

Bodily-Kinesthetic Intelligence

Those who have high bodily- kinesthetic intelligence are said to be good at body movement, performing actions, and physical control. People who are strong in this area tend to have excellent hand-eye coordination and dexterity.  

Physical movement, motor control

People with bodily-kinesthetic intelligence:

• Are skilled at dancing and sports
• Enjoy creating things with his or her hands
• Have excellent physical coordination
• Remember by doing, rather than hearing or seeing

If you're strong in bodily-kinesthetic intelligence, good career choices for you are:

• Craftsperson

Musical Intelligence

People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. They have a strong appreciation for music and are often good at musical composition and performance.  

Rhythm and music

People with musical intelligence:

• Enjoy singing and playing musical instruments
• Recognize musical patterns and tones easily
• Remember songs and melodies
• Have a rich understanding of musical structure, rhythm, and notes

If you're strong in musical intelligence, good career choices for you are:

• Music teacher

Interpersonal Intelligence

Those who have strong interpersonal intelligence are good at understanding and interacting with other people. These individuals are skilled at assessing the emotions , motivations, desires, and intentions of those around them.  

Understanding and relating to other people

People with interpersonal intelligence:

• Communicate well verbally
• Are skilled at nonverbal communication
• See situations from different perspectives
• Create positive relationships with others
• Resolve conflicts in group settings

If you're strong in interpersonal intelligence, good career choices for you are:

• Psychologist
• Philosopher
• Salesperson

Intrapersonal Intelligence

Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis, including daydreaming, exploring relationships with others, and assessing their personal strengths.  

Introspection and self-reflection

People with intrapersonal intelligence:

• Analyze their strengths and weaknesses well
• Enjoy analyzing theories and ideas
• Have excellent self-awareness
• Understand the basis for his or her own motivations and feelings

If you're strong in intrapersonal intelligence, good career choices for you are:

Naturalistic Intelligence

Naturalistic is the most recent addition to Gardner’s theory and has been met with more resistance than his original seven intelligences. According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species. These individuals are said to be highly aware of even subtle changes to their environments.  

Finding patterns and relationships to nature

People with naturalistic intelligence:

• Are interested in subjects such as botany, biology, and zoology
• Categorize and catalog information easily
• Enjoy camping, gardening, hiking, and exploring the outdoors
• Dislikes learning unfamiliar topics that have no connection to nature

If you're strong in naturalistic intelligence, good career choices for you are:

• Conservationist

Existential Intelligence

Existential intelligence is the ninth type of intelligence suggested as an addition to Gardner's original theory. He described existential intelligence as an ability to delve into deeper questions about life and existence. People with this type of intelligence contemplate the "big" questions about topics such as the meaning of life and how actions can serve larger goals.

An ability to see the big picture

People with existential intelligence:

• Have a long-term outlook
• Consider how current actions influence future outcomes
• Interest in questions about the meaning of life and death
• Strong interest and concern for others
• The ability to see situations from an outside perspective

If you have a strong sense of existential intelligence, you might enjoy a career as a:

• Pastoral counselor

What Is Your Intelligence Type? Try Our Quiz

If you'd like to know more about your intelligence style, try our fast and free quiz to learn more about what makes you tick.

Keep in Mind

The theory of multiple intelligences is important because it allows us to think about different types of mental strengths and abilities. Learning more about which types of intelligence you lean towards may help you learn to recognize your own preferences. However, it shouldn't be used as a tool to label and should not be confused with learning styles.

Instead of trying to match what you learn to your perceived type of intelligence, focus on learning new things via various modalities and formats to strengthen encoding and reinforce learning.

Frequently Asked Questions

Your child may have high bodily kinesthetic intelligence if they prefer hands on experiences, struggle sitting still and listening for long periods of time, and/or remember information best when they're able to participate in an activity. They may also prefer working alone instead of working in a group.

To tap into your bodily kinesthetic intelligence, try performing activities that require using both your body and mind, such as taking a dance class, learning an instrument, or drawing.

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The Washington Post. Howard Gardner: 'Multiple intelligences' are not 'learning styles .'

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• Gardner H.  Intelligence Reframed: Multiple Intelligences for the 21st Century.  New York: Basic Books; 1999.

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• > The Cambridge Handbook of Intelligence
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Book contents

• The Cambridge Handbook of Intelligence
• Copyright page
• Contributors
• Part I Intelligence and Its Measurement
• Part II Development of Intelligence
• Part III Intelligence and Group Differences
• Part IV Biology of Intelligence
• Part V Intelligence and Information Processing
• Part VI Kinds of Intelligence
• 27 The Theory of Multiple Intelligences
• 28 The Augmented Theory of Successful Intelligence
• 29 Emotional Intelligence
• 30 Practical Intelligence
• 31 Social Intelligence
• 32 Collective Intelligence
• 33 Leadership Intelligence
• 34 Cultural Intelligence
• 35 Mating Intelligence
• 36 Consumer and Marketer Intelligence
• Part VII Intelligence and Its Role in Society
• Part VIII Intelligence and Allied Constructs
• Part IX Folk Conceptions of Intelligence
• Part X Conclusion
• Author Index
• Subject Index

27 - The Theory of Multiple Intelligences

from Part VI - Kinds of Intelligence

Published online by Cambridge University Press:  13 December 2019

The theory of multiple intelligences (MI) was set forth in 1983 by Howard Gardner. The theory holds that all individuals have several, relatively autonomous intelligences that they deploy in varying combinations to solve problems or create products that are valued in one or more cultures. Together, the intelligences underlie the range of adult roles found across cultures. MI thus diverges from theories entailing general intelligence, or g, which hold that a single mental capacity is central to all human problem-solving and that this capacity can be ascertained through psychometric assessment. This chapter presents the evidence and criteria used to develop MI, clarifies misconceptions about the theory, and examines critiques of the theory. It considers Einstein’s typology of scientific theories through which it is possible to understand MI as a “constructive theory.” It then examines issues of assessment entailing MI and educational applications of the theory.

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• The Theory of Multiple Intelligences
• By Mindy L. Kornhaber
• Edited by Robert J. Sternberg , Cornell University, New York
• Book: The Cambridge Handbook of Intelligence
• Online publication: 13 December 2019
• Chapter DOI: https://doi.org/10.1017/9781108770422.028

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Frames of mind: the theory of multiple intelligences, resource summary.

Hailed by educators throughout the world, Howard Gardner's theory of multiple intelligences has been applied in hundreds of classrooms and school districts since Frames of Mind was first published in 1983. Gardner challenges the widely held notion that intelligence is a single general capacity possessed by every individual to a greater or lesser extent. Amassing a wealth of evidence, Gardner posits the existence of a number of intelligences that ultimately yield a unique cognitive profile for each person. This tenth anniversary edition, published in conjunction with a reader on multiple intelligences, features a new introduction that explores the theory's development over the last decade. ISBN-13: 978-0465024339

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