dermatoglyphics multiple intelligence test (dmit) basic...

Dermatoglyphics

Multiple Intelligence Test (DMIT)

Basic Training Program

Website: www.mindmatrix.org.uk I Email: [email protected]

What is D.M.I.T.

DMI (Dermatoglyphics Multiple Intelligence) Test, is a unique &

scientific method developed out of the study of fingerprint patterns

analysis.

The development of fingerprints and the human brain is starts between the

13th and 19th prenatal week. Through clinical trials, the fingerprints and

multiple intelligences are absolutely related.

Dr. Howard Gardner discovered that multiple intelligences are correlated to

specific regions in the neocortex.

This enables dermatoglyphics to identify the presence and magnitudes of

these multiple intelligences at the early stages of childhood development.


How Brain is related with fingerprints?

• As early as 13th week in the womb as an embryo

• skin ridges begin to appear

• are completed at 24th week

• These are developed in tandem with brain cells development


Dermatoglyphics

• Dermatoglyphics has absolute scientific basis, with 200

years of research.

• It is analyzed and proven with evidence in anthropology,

genetics, medicine and statistics.

• In recent years U.S., Japan etc have applied

Dermatoglyphics to diagnose Down‟s Syndrome, congenital

disorders, genetic abnormalities & in educational fields,

human resources management, employee recruitment etc.


Dermatoglyphics

• Dermatoglyphics is the scientific study of the fingerprints.

• Dermatoglyphics refers to the branch of science which studies

the patterns of skins (dermal) ridges present on the fingers,

toes and the soles of human being.

• Its reveals the congenital links between our fingers and our

intrinsic qualities and talents.

• Incidence of having exactly the same fingerprints is 1 out of64 000 000 000


What does D.M.I.T Test Reveal?

D.M.I.T. reveals following information about a child or adult:

• Intrinsic Potential

• Multiple Intelligence Distribution

• Dominant & Preferred Learning Style

• Learning Communication Character

• Allocations of various abilities

• Psychological & Planning capability

• Learning Sensitivity

• Innate - Work Management Style


Need of D.M.I.T. in India

• 12,000+ students commit suicides in India every year due to

exam related stress

• Parental and peer pressure are prime causes for such high

number of suicides

• DMIT can provide crucial inputs for student counseling and

guidance


Intelligence

Webster’s defines it as:

• The power of knowing

• The ability to understand and/or deal with new situations

• The skilled use of reason


How Intelligence Develops

BiologicalEndowment“nature”

Personal LifeHistory

“nurture”

Cultural/HistoricBackground“time/place”


Intelligence Quotient (IQ)

• Formula used to calculate IQ

• Mental Age (MA)

• Chronological Age (CA)

• MA/CA X 100 = IQ

• Average is 100

• Tests mostly Verbal and Mathematical skills

• IQ is thus an incomplete tool to measure intelligence


The IQ view

• Introduced against the backdrop of the traditional ‐ and widely

held ‐ view of intelligence as a unitary trait that can be

adequately measured by an IQ test.

• Psychometric intelligence can be traced to French psychologist

Alfred Binet

• Binet and his colleagues Theodore Simon developed a test that

effectively identified children at risk for school failure.

• It was used as the basis for a psychometric measurement of

general capabilities or intelligence.


The IQ view

• In 1912 the German psychologist Wilhelm Stern devised the

intelligence quotient, or IQ

• Lewis Terman (1916), an American psychometrician, is

credited (or blamed!) for popularizing the IQ test in the United

States in the 1920s

• Terman‟s work played a significant role in the development of

the belief that intelligence is inherited and unchanging

• Core curricula and determinants of „good‟ students find their

roots in this long‐held view of intelligence.


The IQ view

• Critics of the psychometric view point out that it has focusedon measurement and does not help us understand the processesor development of intelligence

• Intelligence tests include only a small range of human abilities,primarily those in language and mathematics.

• Recent theories draw comprehensively on a range oftheoretical sources, including psychology, anthropology,sociology and education.

• Theories of intelligence looked only at problem solving andignored the creation of products.


Howard Gardner (1943 - )

• Graduated from Boston School of Medicine in Neurology. Harvard Graduate School professor and psychologist in cognition and education.

• He defines intelligence as: “an ability to solve problems or

• Fashion products that are valued in one or more cultures.”

• The question is not “How smart am I?” but rather “How am I smart?”

• It is how we learn, process, and understand information.

• His Theory of Multiple Intelligences consists of 8 types of intelligences.

• He published a famous book “Frames of Mind” in 1983


Frames of Mind, 1983

Each person is a uniqueblend of dynamic

intelligences which grow,expand and develop

throughout life.

Rarely do they workalone, rather intelligences

are combined in ouractivities. One canenhance another

Intelligence is notsingular. Multiple

intelligences can beidentified and described.

Teaching students abouttheir intelligence

strengths helps them beself-advocates in their

learning.


Research projects

• At the Boston University Aphasia Research Center, Gardner

conducted studies to understand the patterns of abilities

exhibited by stroke victims who suffered from impaired

language and other cognitive and emotional trauma.

• At Harvard Project Zero, he worked with ordinary and gifted

children to understand the development of cognitive abilities.

He observed something different, not explained by the

psychometric view of intelligence.


MI Theory

• Over the past 25 years, MI theory has been a popular basis for

reform efforts among individual teachers and schools.

• MI theory is used as a lens through which educators reflect on

their practices

• Helps teachers and parents understand, celebrate, and use their

children‟s unique ways of knowing.

• No single right way to apply it; but various approaches which

together help teachers and parents to understand the child

better.


MI Theory

• Based on his work with these two groups Gardner reached a

conclusion.

• The human mind is better thought of as a series of relatively

separate faculties, with only loose and non-predictable

relations with one another, than as a single, all‐purpose

machine

• It suggests “a qualitative expression, a description, of an

individual’s collection of intelligences, rather than a single

quantitative expression of a set of narrowly defined

paper‐and‐ pencil tasks.”


Re-Defining “Intelligence”

• Gardner has since refined the definition of intelligence, which

now describes intelligence as:

“The biopsychological potential to process in‐formation that

can be activated in a cultural setting to solve a problem or

fashion a product that is valued in one or more community

or cultural settings.”


Gardner’s Multiple Intelligences

• Verbal/Linguistic

• Logical/Mathematical

• Visual/Spatial

• Musical/Rhythmic

• Bodily/Kinesthetic

• Interpersonal

• Intrapersonal

• Naturalist


Multiple Intelligence

Verbal/Linguistic

• The ability to read, write, and communicate with words

• The ability to use language to express one‟s thoughts and to

understand other people orally or in writing

• They tend to learn best by reading, taking notes, listening to

lectures, and discussion and debate.

• This intelligence is high in writers, lawyers, philosophers,

journalists, politicians and teachers.


Logical/Mathematical

• The ability to reason and calculate

• Enables individuals to use and appreciate abstract relations

• The ability to manipulate numbers, quantities, operations, etc.

• Many scientists, mathematicians, engineers, doctors and

economists function in this level of intelligences.


Visual/Spatial

• The ability to think in pictures and visualize future results

• The ability to imagine things in your mind‟s eye

• The ability to perceive spatial information

• Those with strong spatial intelligence are often proficient at

solving puzzles. This intelligence is high in artists,

photographers, pilots, painters and architects.


Musical/Rhythmic

• The ability to create, communicate, and understand meanings made out of sound, the ability to compose music, to sing, and to keep rhythm & the ability to hear music, tones, and larger musical patterns.

• Since there is a strong auditory component to this intelligence, they learn best via lecture. They will often use songs or rhythms to learn and memorize information, and may work best with music playing in the background.

• Careers which suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, and composers.


Bodily/Kinesthetic

• Allows individuals to use all or part of one‟s body to create

products, solve problems, or present ideas and emotions.

• Using the body in highly differentiated ways for expressive,

recreational, or goal directed purposes

• People who have this intelligence usually enjoy acting or

performing, and in general they are good at building and

making things.

• Careers which suit those with this intelligence include

athletes, dancers, actors, surgeons, builders and soldiers


Interpersonal-Social Intelligence

• Enables individuals to recognize and make distinctions among

others‟ feelings and intentions

• The ability to work effectively with others and display

empathy

• Careers which suit those with this intelligence include

politicians, managers, teachers, and social workers.


Intrapersonal

• The ability to distinguish among an individual‟s own feelings,

to accurate mental models of themselves, and use them to

make decisions about life.

• The capacity to know one‟s self,Careers which suit those with

this intelligence include philosophers, psychologists,

theologians, writers and scientists.


Naturalistic-Physical World Intelligence

• Allows one to distinguish among, classify, and use features of

the environment

• The ability to discriminate among living things and to see

patterns in the natural world

• Careers which suit those with this intelligence include wild

Life Photographer , naturalists, conservationists, gardeners

and farmers.


Dermatoglyphics & Brain Lobes

Middle Finger

Ring Finger

Little Finger

Index Finger

Thumb

Parietal LobeKinesthetic skills

Temporal LobeSound and Speech Processing

Occipital LobeVisual Processing

Pre-Frontal LobeExecutive & cognitive function, personality

Frontal LobeThinking/imagination


Dermatoglyphics & Brain Lobes

Left Thumb

Left Index

Left Middle

Left Ring

Left Little

Right Thumb

Right Index

Right Middle

Right Ring

Right Little

Leadership

Imagination

Movement

Sound

Management

Reasoning

Control

Linguistic

Observation RecognitionWebsite: www.mindmatrix.org.uk I Email: [email protected]

Summary of Multiple PotentialsFinger Reflective

Area

Reflective

Function

Allocation Attributes

Left Thumb

Prefrontal

Lobe

Executive &

Cognitive

Leadership Leadership, Interpersonal, Creativity, Goal Visualization, Determination, Self Esteem, Intuition

Right Thumb Management Rational Thinking, Planning, Coordinating, Controlling, Executing Behavior, Self Achievement Motive, Communication

Left Index

Front Lobe Thinking /

Imagination

Imagination Imagination, Idea formation, Visualization, 3D, Visual Spatial Ability

Right Index Reasoning Logical Reasoning, Computation Process, Analysis, Conceptual Understanding, Numeric, Grammar and Linguistic

Left Middle

Parietal

Lobe

Kinesthetic

Movement Gross Motor Skills, Body Movement and Sense

Right Middle Control Fine Motor Skills, Action Identification, Control of Body Movements

Left Ring

Temporal

Lobe

Sound &

Speech

Sound Music , Emotions, Feelings

Right Ring Linguistic Language Ability, Language Understanding, Audio Identification, Memory Ability

Left Little

Occipital

Lobe

Visual

Processing

Recognition Visualization, Visual Appreciation, Art, Aesthetic Sense

Right Little Observation Visual Identification, Interpretation, Reading, Observation


Learning Styles

• Learning styles are various approaches or ways of learning.

• They involve educating methods, particular to an individual

that are presumed to allow that individual to learn best. Most

people favor some particular method of interacting with, and

processing information.

• The 3 main learning styles are :

1.Visual

2.Auditory

3.Kinesthetic


Visual Learners

• Visual Learners : Learn Through Seeing... .

• need to see the teacher's body language and facial

expression to fully understand the content of a lesson.

• prefer sitting at the front of the classroom to avoid visual

obstructions (e.g. people's heads).

• think in pictures and learn best from visual displays

including: diagrams, illustrated text books, overhead

transparencies, videos, flipcharts and hand-outs.

• visual learners often prefer to take detailed notes to absorb

the information.


Visual Learners

• To integrate this style into the learning environment:

• Use graphs, charts, illustrations, or other visual aids.

• Include outlines, concept maps, agendas, handouts, etc. for

reading and taking notes.

• Include plenty of content in handouts to re-read after the

learning session.

• Leave white space in handouts for note-taking.

• Invite questions to help them stay alert in auditory

environments.


Visual Learners

• Post flip charts to show what will come and what has been

presented.

• Emphasize key points to cue when to takes notes.

• Eliminate potential distractions.

• Supplement textual information with illustrations whenever

possible.

• Have them draw pictures in the margins.

• Have the learners envision the topic or have them act out the

subject matter.


Auditory Learners


• Begin new material with a brief explanation of what is coming.

Conclude with a summary of what has been covered.

• questioning learners to draw as much information from them as

possible

• Include auditory activities, such as brainstorming, discussion

groups etc.

• Have the learners verbalize the questions

• Develop an internal dialogue between yourself and the learners


Auditory Learners

• Auditory Learners: Learn through listening...

• They learn best through verbal lectures, discussions, talking

things through and listening to what others have to say.

• Auditory learners interpret the underlying meanings of speech

through listening to tone of voice, pitch, speed and other

nuances.

• Written information may have little meaning until it is heard.

• These learners often benefit from reading text aloud and using a

tape recorder.


Kinesthetic Learners

• Kinesthetic Learners: Learn through Moving, Doing and

Touching...

• Tactile/Kinesthetic persons learn best through a hands-on

approach, actively exploring the physical world around

them.

• They may find it hard to sit still for long periods

• Become distracted by their need for activity and

exploration.


Kinesthetic Learners


• Use activities that get the learners up and moving.

• Play music, when appropriate, during activities.

• Use colored markers to emphasize key points on flipcharts or white boards.

• Give frequent stretch breaks (brain breaks).

• Provide toys such as Koosh balls to give them something to do with their hands.

• To highlight a point, provide gum, candy, scents, etc. which provides a cross link of scent (aroma) to the topic at hand (scent can be a powerful cue).


Learning Styles

Visual Auditory Kinesthetic

To teach something Write instructions Explain verbally Demonstrate

Tend to say I see what you meanI hear what you are

sayingI know how you feel

Tend to say Show me Tell me Let me try

Learning a new skillWatch what the

teacher is doing

Talk through with the

teacher

Like to give it a try

and work it out

Find it easiest to

rememberFaces Names Things done

When meeting with

an old friend

Say "it's great to

see you!"

Say "it's great to hear

your voice!"

Give them a hug

or a handshake


Benefits to Institutes

• Educational institutes have following benefits:

• Recognize basic potential of every student

• Understand inborn qualities and learning capabilities

• Focus on sharpening skills of students and help them

overcome their weaknesses

• Improve the overall performance of institute

• Reputation and enrollments will improve for the school

• Will help expansion plans of the institute


Need of DMI Test for Children?

• Reduce time, money, effort wasted over irrelevant

courses & classes

• Improve relationship between parents and children

• Develop children‟s confidence

• A stress-free childhood for children


Benefits of DMI Test

CHILDREN / STUDENTS

• Identify best learning style for him/her

• Identify his/her inborn talents and weaknesses

• Tailor-make your child‟s learning programs

• Subject and educational stream selection


Need of DMIT for Individuals?

• Rekindle your passion for living and revive dreams from the

past

• Invest wisely in suitable self-development programmes

• Assess your EQ, IQ, AQ, CQ

• Plan ahead to achieve your goals and live your dreams



INDIVIDUALS

• Discover your own abilities and choose right career path.

• Identify and develop your core competencies.

• Identify the most suitable learning and leadership styles.

• Improve your relationship with your loved one.


Need of DMIT for Corporate?

• Create an all-star workforce

• Reorganize your workforce for better performance

• HR training and development

• Evaluate your managers‟ performances and core competencies



CORPORATES

• Find the right person for the right job.

• Pre-employment screening.

• Entrust your employee who has the most potential.

• Discover employees‟ potentials, maximizing efficiency and

effectiveness.


Dermatoglyphics

• Dermatoglyphics refers to the branch of science which studiesthe patterns of skins (dermal) ridges present on the fingers,toes and the soles of human. Its reveals the congenital linksbetween our fingers and our intrinsic qualities and talents.

• Dermatoglyphics has absolute scientific basis, with 200 yearsof research. It is analyzed and proven with evidence inanthropology, genetics, medicine and statistics.

• In recent years U.S., Japan etc have applied Dermatoglyphicsto diagnose Down‟s Syndrome, congenital disorders, geneticabnormalities & in educational fields, human resourcesmanagement, employee recruitment etc.


Medical Conditions studied

• Mitral Valve Prolapse, a form of heart disease, is associated

with an abnormally high number of Arches

• Breast Cancer, in recent studies, has been linked to a high

number of Whorl patterns.

• Genetic oriented diseases have received the most scrutiny, but

correlation have been found to Alzheimer‟s, Tuberculosis,

Diabetes, Cancer, Heart disease, Asthama and many more

medical conditions.



• Psychological abnormalities have also been studied. Unusual

ATD angles in combination with other statistical anomalies are

common in various forms of retardation

• Another use of dermatoglyphics has been in anthropology.

Population studies reveal distinct variation according to type

and sub-type and have been used to determine the origin of

various groups.

• Dr Stowens, Chief of Pathology at St Luke's hospital in New

York, is able to diagnose schizophrenia and leukaemia with up

to a 90% accuracy from the patterns of the hands alone



• In Germany, Dr Alexander Rodewald can pinpoint many

congenital abnormalities with a 90% accuracy from a

consideration of the features of the hands alone.

• In Germany techniques have now been designed to perform

rapid multi-variate assessments of hand imprints which can

predict with 90% accuracy the chances of a new-born child

developing heart disease, cancer, diabetes or mental illness.

• It has become an integral part of the medical syllabus in many

German universities


History of Dermatoglyphics Research

• 1823- John Evangelist Purkinji a professor of anatomy at the

University of Breslau, published his thesis researching fingerprint

patterns classification.

• 1892- Sir Francis Galton a British anthropologist and a cousin of

Charles Darwin, published his book, "Fingerprints", establishing the

individuality and permanence of fingerprints.

• 1926- Harold Cummins, the Father of Dermatoglyphics and C.Midlo

studied all aspects of fingerprint analysis, from anthropology to

genetics and embryology perspective. In 1943 he published a book,

“Finger Prints, Palms and Soles”, a bible in the field of

dermatoglyphics.



• 1944- Dr Julius Spier Psycho-Analytic Chirologist published “The

Hands of Children” he made several significant discoveries

especially in the area of psycho-sexual development and the

diagnosis of imbalances and problems in this area from the patterns

of the hands.

• 1968- Sarah Holt, whose own work 'The Genetics of Dermal Ridges'

published in 1968, summarizes her research in of dermatoglyphics

patterns of both the fingers and the palm in various peoples, both

normal and congenitally afflicted.

• 1970- USSR, Former Soviet Union use Dermatoglyphics in

selecting the contestant for Olympics, and won over 50 Gold medals



• 1976- Schaumann and Alter's 'Dermatoglyphics in Medical Disorders' published. Significant investigations have also been carried out into the dermatoglyphics indicators of congenital heart disease, cancer, rubella embryopathy, Alzheimer's disease, schizophrenia, diagnosis of chromosomal defects.

• 1980- China carries out research work of human potential, intelligence and talents in dermatoglyphics and human genome perspective.

• 1985- Dr. Chen Yi Mou Phd. of Havard University researched Dermatoglyphics based on Multiple Intelligence theory of Dr. Howard Gardner. First application of dermatoglyphics to educational fields and brain physiology.



2000- Dr Stowens, Chief of Pathology at St Luke's hospital in New

York, claims to be able to diagnose schizophrenia and leukaemia

with up to a 90% accuracy. In Germany, Dr Alexander Rodewald

reports he can pinpoint many congenital abnormalities with a 90%

accuracy.

2004- IBMBS- International Behavioral & Medical Biometrics

Society. Over 7000 reports and thesis published. Nowadays U.S.,

Japan, China, Taiwan apply dermatoglyphics to educational fields,

expecting to improve teaching qualities and raising learning

efficiency by knowing various learning styles.


The Mileage of Fingerprint Analysis

• Phase 1:

In the year 1880, early century of 19, Dr. Henry Faulds stated the theory of finger RC (Ridge Count) and it‟s ability to distinguish the study method of inborn intelligences, but the element of the post analyzing was too simple.

• Phase 2:

In the year of 1943, Dr. Harold Cummins stated the theory of PI (Pattern Intensity) rate measuring, RC value, 3 delta areas value, potency value, different finger patterns with its different position. This theory using PI value is more accurate compared with the first method that only used RC measurement.


The Mileage of Fingerprint Analysis

• Phase 3:

In 1986 Nobel Prize in physiology was awarded to Dr. Rita Levi-

Montalcini & Dr. Stanley Cohen for discovering the correlation

between NGF (Nerve Growth Factor) and EGF (Epidermal Growth

Factor).


Thank You….!


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