idpl sample report

7/23/2019 IDPL Sample Report

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Client's Personal Information

Code

Name

GenderBirth Date

Address

Mobile

Land LineE-Mail

Guardian Name

Guardian Mobile

Report Pin

Report Date

Report Information

Counselling Centre

Counsellor

Incharge Name

Code

Contact Number

Contact Number

Name

:

:

::

:

:

:

:

:

:

:

:

:

:

:

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Address :

GJC00100001

Tamanna Jain

Female

24-Jun-1988

bunglow no 7

vallabh park

d' cabin road, sabarmati

ahmedabad

gujarat

380019

9737384847

[email protected]

A46S40066X

17-Mar-2012

GJC001

Dhavalswami

Gopi House

Patel Vas

Mithakhali Gam

Ahmedabad

Gujarat

380006

9409574902

GJC00100001 Tamanna Jain Page 1 of 36

www.intellect-decoders.com


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History of Development of DMIT

(Dermatoglyphics Multiple Intelligence Test)

Dermatoglyphics Multiple Intelligence Test introduced by IDPL is a set of assessment system developed byscientists and medical experts based on Genetics, Embryology, Dermatoglyphics, Neuroscience and paediatricPsychology through methods of observation, record, comparison and summarization in combination with clinicalexperience.

Dermatoglyphics is the scientific study of fingerprints. It comes from two ancient greek words - "derma" meansskin and "glyph" means carve.

As early in 1832 a famous surgeon of England named Charles Bell had started his study on this anddiscovered neurological link between hands and brain. Later in 1950 a Canadian neurosurgeon, Professor Penfieldpublished "cross-sectional diagram of brain in relation with various part of body" which indicates close relation

between fingerprints and cerebrum. In 1981 Professor Roger W. Sperry and his research partner were awardedNobel Prize in Biomedicine for their study on functions of right and left cerebral hemispheres and double braintheory. In 1983 a Japanese medical expert also stated: "fingers of left and right hands are closely associated withthe left and right cerebral hemispheres" indicating a connection between hands and the brain.

Brain cells undergo fastest development and progression from 0 to 3 years old. At this time, upon visual,auditory and tactile stimulations, brain cells start first stage of development which is known as "myelination"."Myelination" is the prelude of "neural network connection of brain cells" . During the age of 4 to 8 years old, braincell will rapidly expand its dendrites and axons, and then starts to establish its neural network system. Meanwhile,neural network of the brain starts to develop rapidly upon visual, auditory and tactile stimulations from variouslearning activities. This period is the basic process of cerebral growth, it is the "critical/golden period" of learningas well. Therefore, "neural cells" connect with one another and from "neural network". The more "neural cells"connections, the larger will be the "neural network", and so is the cerebral function. The number of such

connections mainly depends on factors such as external stimulation, environment, learning and so on.

This assessment system analyses the distribution of brain cells and allocation of cerebral function in a chi ld toprovide relevant statistical report of individual innate intelligence and hence allows development of the child inrealm of dominant intelligence; This can help the parents to understand the innate characteristic andcommunication mode of their children and provide them the most appropriate learning environment; inculcate agood learning habit from young age and improve learning ability effectively; also can help the parents tounderstand the development of multiple intelligence and potential discovery of their children and thus improvingtheir weakness during learning process in order to achieve all-round development.

Lastly we would like to convey the message to all parents that: the aim of this test is to allow you to fullyunderstand and respect individual difference of each child and provide education accordingly. The vital factor of achild's intelligence is determined by "neural network connection of brain cells", it is not congenital nor destiny, but

is largely determined by acquired environmental stimulation and early learning.

To all dearest parents, we are looking forward to build up a link of wisdom between you and your child with ourforemost sincerity. Let's work together to help the children in getting a good start from the very beginning !




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1823 : John E. Purkinji

Professor of Anatomy at the University of Breslau published his thesis researching of fingerprint patterns

classification, consisting of nine print categories.

1892 : Sir Francis Galton

A British Anthropologist cousin of Charles Darwin, he published his first landmark publication "Finger Prints",scientifically establishing the individuality and permanence of fingerprints. The book included the first practical classificationsystem of fingerprint identification, responsible for basic nomenclature (arch, loop, whorl), opening up the door toanthropology.

1920 : Elizabeth Wilson

Started analyzing the status of grain scientifically in the University of Columbia by using statistics to check thedifference between people with Schizophrenia, low intelligence and normal people.

1926 : Harold Cummins, M.D. aka. The Father of Dermatoglyphics.

Studied all aspects of fingerprint analysis, from anthropology to genetics to embryology. He established the theory ofDermatoglyphics in 1926 after researching on existing research with other scientists, standardizing the definition ofDermatoglyphics which is commonly used today. Darmatoglyphics officially a professional knowledge in the field of research.

1930 : Society for the study ofphysiological patterns

Started the study of the five types of f ingerprints & other unique personality traits (SSPP physiology society).

1944 : Dr. Julius Spier

Published The Hands of children, analysis children's Psychological personality development using theDermatoglyphics method.

1950 : Dr. Penfield

Canadian brain surgeon professor pointed out that the close link and relationship between fingerprints and the brain.

1958 : Noel Jaquin

Researched and found that each fingerprint corresponds to each type of personality.

1968 : Sarah Holt

Whose own work "The Genetics of Dermal Ridges" published in 1968, summarizes her research in ofdermatoglyphics patterns of born the fingers and the palm in various peoples, both normal and congenitaly affected.

1980's : China

Carried out researching work of human potential, intelligence and talents in dermatoglyphics and human genomeperspective.

1985 : Dr. Chen Yi Mou Phd of Havard University Research Dermatoglyphics

Based on Multiple Intelligence theory of Dr. Howard Gardner, first apply dermatoglyphics to educational field andbrain physiology.

1987 - 1993 : FIzherbert

The significant figure for the scholastics research for skin grains, Fizherbert published over 300 these on the relationshipof Dermatoglyphics, Anthropology, Anatomy and Medical.

2000's : Dr. Stowens, Chief of Pathology at St. Suke's hospital in New York

Claims to be able to diagnose schizophrenia and leukaemia with up to 90% accuracy. In Germany, Dr. AlexanderRodewald reports he can pinpoint many congenital abnormalities with 90% accuracy.

Facts Regarding Dermatoglyphics Research




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Dear

With your full cooperation we have completed successfully Dermatoglyphics Multiple Intelligence Test andhence personalized Dermatoglyphics Multiple Intelligence Analysis and Assessment Report of Tamanna Jain isobtained. The report will provide data on the following aspects:

1. Functional allocation of cerebral hemispheres

2. Best learning methoda. Kinestheticb. Auditoryc. Visual

3. Innate advantages and shortcomings (Multiple Intelligence)a. Visual / Spatialb. Verbal / Linguistic

c. Musicald. Naturaliste. Kinesthetic / Bodilyf. Interpersonalg. Intrapersonalh. Logical / Mathematical

4. Distribution of five major functional domainsa. Pre-Frontal Lobeb. Frontal Lobec. Parietal Lobed. Temporal Lobee. Occipital Lobe

5. Degree of learning sensitivity- ATD Angles

6. Analysis of potential occupation and course of study- Along-with multiple intelligences required and their rankings

7. Innate characteristic and communication stylea. Self Cognitiveb. Affectivec. Reverse Thinkingd. Reflective

8. Mode of learninga. Motive / Activeb. Reflective

Copyrights and DisclaimerInformation provided herein is confidential, privileged and protected by work product immunity and other legal rules.The contents of this publication reflect the analysis evaluated and derived upon by way of DMIT. This publication is for informational purposes only. Opinions expressed should not beconstrued as medical or astrological advice. The particulars of any person's concerns and circumstances should be discussed with a qualified psychologis t prior to making any decisionwhich may affect the health and welfare of that individual. It is based on scientific studies, clinical experience, or traditional usage as cited in each article. The results reported may notnecessarily occur in all individuals, for many of the conditions discussed. No employee or agent is authorised to conclude any binding agreement on behalf of IDPL with another party without

express written confirmation by IDPL Director. Our com pany accepts no liability, for the consequences of any actions taken on the basis of the information provided, unless that information issubsequently confirmed in writing. Any views or opinions presented are solely those of the counsellor and do not necessarily represent those of the company.




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Quantitave Chart of Neocortex in DMIT

NEOCORTEX is the structure in the brain that differentiates human from other vertebrates and it serves as thecenter of higher mental functions for human beings. It nurtures the higher intelligence of human beings.

Prefrontal lobe has been found to play a part in impulse control, working memory, problem solving, socializationand spontaneity. It assists in planning, coordinating, controlling and executing behavior creating personalityexpression and moderating correct social behavior. People who have damaged prefrontal lobe may experience

problems with being unable to initiate action, attentiveness, ability to concentrate, behavior disorders, difficulty inlearning new information, lack of inhibition( appropriate social behavior), lack of goal-direction and emotionalability with "Flat Effect" (unemotional)

Frontal lobe - logical thinking, computation process analysis, reasoning and judgment language production,handling of words and grammar and synthesis, imagination, concept and Idea formation, creative thinking andvisualization.

Parietal lobe is responsible for control of activity, involved in the reception and processing of sensory informationfrom the body, Parietal Lobe Damage : Damage to the front part of the parietal lobe on one side causes numbnessand impairs sensation on the opposite side of the body. Affected people have difficulty identifying a sensation'slocation and type (pain, heat, cold or vibration). Damage to the back part of the parietal lobe causes right-leftdisorientation and problems with calculations and drawing. Damage to the right parietal lobe can cause

aphasia-inability to perform simple skilled tasks, such as brushing the hair or dressing.

Temporal lobe is responsible for the reception of auditory (hearing) input. For example, the right temporal lobe isresponsible for musical appreciation, whilst the left hemisphere is responsible for the understanding of speech. Lefttemporal lesion results in impaired memorial. Right side lesion can result in recall of non-verbal material. Rightside lesion can result in recall of non-verbal material, such as music and drawings.

Occipital lobe is responsible for visual spatial processing and visual interpretation. For example the right occipitallobe will recognizes image/object and face by sight. The left occipital lobe is responsible for recognition of words,sign and symbol and reading. Damages of occipital lobe will lead to discrimination of movement and colordiscrimination, And it also can cause word blindness with writing impairments (alexia and agraphia)

Parietal LobeKinesthetic

Temporal LobeSound and Speech Processing

Occipital LobeVisual Processing

Frontal LobeThinking / Imagination

Pre-Frontal LobeExecutive & Cognitive

Function, Personality

26.42 %

21.38 %

18.24 %

12.58 %

21.38 %




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Quotients

I Qn t e l l i g e n c e u o t i e n t

E Qm o t i o n a l u o t i e n t

A Qd v e r s i t y u o t i e n t

C Qr e a t i v i t y u o t i e n t

27.67 %

24.32 %

20.78 %

26.2 %




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Brain Part / Core Function Associated Functions Rank

Executive FunctionLeadership

Leadership, interpersonal relationships, creativity, target response, curiosity,extroversion

Thinking FunctionImagination

Spatial imagination ability, imaginative thinking in art concept, image thinking,produce of ideas, convergent thinking, self expectation

Somesthesia FunctionMovement

It controls movement and muscle coordination, feeling of body in space,coordination and rhythmic movement

Hearing FunctionSound

Hearing ability, emotional response, ability to perceive sound, tones andmusic, sensitive to emotion

Visual FunctionRecognition / Picture

Interprets pictures and visual sensory, visualization, image appreciation,aesthetic sense

Executive FunctionManagement

Rational thinking, planning, determination, communication management,introspection, organization, management ability, arrangement, ability inidentify and decision making, impulse control, fighting spirit

Thinking FunctionReasoning

It deals with logic reasoning, analytical ability, numerical concept, computat ionanalysis, conceptual understanding, grammer

Somesthesia FunctionControl

Action, control of body movement, control of small muscles (like fingers),sequence of action

Hearing FunctionLinguistic

Sound identification, language understanding, auditory memory learning,decode ability (reading and understanding language ability), memory

Visual FunctionObservation / Reading

Visual identification, reading ability, observation of object existence, distance,spatial, speed, classification, identification

RightBrain

LeftBrain

Ranking of Brain Functions Based on Neuron Count

1

7

9

6

10

4

3

5

2

8




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Logical Reasoning,Commutation Process, Analysis,Conceptual Understanding,Numeric, Grammar andLinguistic (word)

Visual Identification,Interpretation, Reading,Observation

Language Ability, LanguageUnderstanding, HearingIdentification, Memory

Fine Motor Skills, ActionIdentification, Control of BodyMovement

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

Imagination, Idea Formation,Visualization, Visual spatialability

Visualization, VisualAppreciation , Art, AestheticSense

Music, Sound, Emotion Feeling

Gross Motor Skills, BodyMovement and coordination

LTRC :

Prop. :

RTRC :

Prop. :

TRC :

Prop. :

Right BrainLeft Brain

Type : Rank :

Type : Rank :

Type : Rank :

Type : Rank :

Type : Rank :

Type : Rank :

Type : Rank :

Type : Rank :

Type : Rank :

Rational Thinking, Planning,Coordinating, Controlling,Executing Behavior, SelfAchievement MotiveCommunication

Type : Rank :

73

Left and Right Brain Comparision

Innate Intelligence and Brain Dominance

Left Brain

Sequential Analysis, systematic, logical interpretationof information. Interpretation and production ofsymbolic information : language, mathematics,abstraction and reasoning. Memory is stored in alanguage format.

Right BrainHolistic functioning, processing multi-sensory inputsimultaneously provide "holistic" picture of one'senvironment. Visual spatial skills, holistic functionssuch as dancing and gymnastic are coordinated byright hemisphere. Memory is stored in auditory,visual and spatial modalities.

WC

WS

UL

WS

WC

WC

WC

UL

WS

UL

159.00

45.91% 54.09%100 %

4

3

5

2

8

1

7

9

6

10

86




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Relation of TRC, Intelligence and Learning Potentials

Quantitative chart shows the Total Ridge Count (TRC) of cells in cerebral cortex, representing the amount of brainneurons. The value of TRC does not refer to the intelligence but it depends on the individual congenital size of learning space.Individual with TRC lower than 65 needs to be patient in their learning process and must get sufficient stimulation and

counseling, individual with TRC 200 and above has an excellent learning ability and short term memory. Acquired learning andtraining will combine the brain neurons to transform the potential to intelligence. A is referred to open area, potential value isbetween 0 and unlimited with high plasticity and with bipolar effect.

Multiple Intelligence is based on innate genetic and acquired environmental factors that bring differences amongindividuals. Discovery of innate intelligence helps to understand one's talent in order to stimulate and strengthen in throughoutthe learning process to master wisdom. If the innate talent is weak and being neglected and hidden, the talent will degenerate.Factors that influence innate intelligence includes 1) genetic 2) disease, and 3) body injury that could influence healthcondition, behaviour, nutrition, medicine and stimulation during pregnancy.

Focus Learning TRC 60-140

Suitable for Focus and devotion to learning and studying one or two fields.Can become an expert in one field or certain skills or certain specially e.g. a doctorNormal average range of ordinary people.

The key to success is to focus learning on a specific field and be an expert

Not suitable for multi-tasking or dealing with too many assignment or learn too much simultaneously.

Not suitable for multiple or complicated jobs

Suggestions

Multi-Disciplinary Learning TRC 141-180

Have potential for multidisciplinary learning and development by receiving education and development

Can have various stimulation in the learning environment. e.g. participate extracurricular activities and engage in multiple courses.

Variation, diversity and challenging courses and learning style are needed to avoid mundane learning.Categorize and review the lessons with different subjects or sections and divide the learning contents into several parts to study

more efficiently.

Attend an advanced study on the job to fully develop potential

Suggestions

High Multi-Disciplinary Learning TRC > 180

Have potential for high multi-disciplinary learning and development by receiving education and development

Can have various stimulation in the learning environment, e.g. participate extracurricular activities and engage in multiple courses.

Variation, diversity and challenging courses and learning style are needed to avoid mundane learning.

Categorize and review the lessons with different subjects or section and divide the learning contents into several parts to study

more efficiently.

Attend an advanced study on the job to fully develop potential.

After sufficiently stimulating their potentials, it is recommended to focus on certain talents or specialties to be their superior attributein future.

More suitable to have multiple or complicated jobs and not routine jobs.

Suggestions

Indefinite Poteltials AT or AS

People with AT or AS have the characteristic of unlimited learning capability and require training via education to develop theirpotentials.




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ATD Angle and Learning Sensitivity

In the 70's, former Soviet Union researchers applied Dermatoglyphics in choosing athletes as well ascontestants for the Olympic Games. Studies show that excellent athletes have lower ATD degrees thus

participants are mainly selected thru Dermatoglyphics.

ATD degree reflects the brain and muscle coordination ability in conveying and transmitting information. Allthe information is transmitted through sight, hearing, smell, taste and touch to neurons and delivered to brain foranalysis. Innate learning sensibility is referred to intuition and acuity level of cognitive senses (sight, hearing,smell and touch), everyone is different due to the genetic inheritance.

Left Hand Right Hand

36 43




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ATD Classification

ATD Angle < 35 High Acuity

ATD Angle 36 - 40 Excellent Acuity

- You have good observational skills

- You have efficient task performing ability

- You have good fine movement skill

- You are a fast learner

- You tend to develop the most eff icient way of learning and understanding new information

- You have strong learning capacity

Recommendations...

- You need to work to overcome emotional instability, nervousness and anxiety caused by you fairly sensitive

nature

- When you come across any hindrances handle it with a relaxed mental state and take deep breath

- Always bring along a small notebook and record any impulsive ideas you may have

- Get training to reinforce EQ and learn how to express your emotions at early age

- This is within the normal physiological range, indicating that your right brain / left brains state is stable and fair

in terms of observational skills, task performing ability, movement skills as well as mastering methods and

clues while learning new knowledge

- You are relatively fast in learning

- You are agile in response and have strong muscle coordination

- You have a high level of perception and response for new things and your learning condition

- You can develop your own strategies for the accomplishment of job

Recommendations...

- You are able to fully demonstrate your self confidence and acumen

- So make good use of your stronger intelligences with in-depth studies to cultivate professional skills

- Learn to express




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ATD Angle 41 - 45 Average Acuity

ATD Angle > 46 Weak Acuity

- Your right brain / left brain is suitable for step by step learning to further enhance your innate potentials

- Your progress in mastering methods and clues of learning is steady and gradual

- Your learning speed and level of response are normal

Recommendations...

- While learning it is imperative to construct your own learning objectives or goals, thus arouse higher interest and

desire to learn, by using your stronger intelligences to drive and support the development of your weaker

intelligences- If you like to develop your career in the field which needs delicate skill then you need training and practice from

young age

- You need some extra time for practice for mastering particular task

- Your right brain / left brain has a slower response to learning compared to the above categories

- Your thinking process is longer and you are slightly weaker in terms of fine movement skills, thus you need to

break down the process into several parts and practice repeatedly

Recommendations...

- People with slightly slower response in learning are not stupid ; it is just that they need longer time to develop

thought and react

- You need ample encouragement to build you self confidence

- Your learning and response speed can be increased with extensive and meticulous guidance throughout your

learning process

- Physical exercises such as jogging and sprinting can also help build up speed and swiftness

- Within the period of 0 and 8 years of age, it is advisable to conduct agility training on the fingers and body to

enhance physical flexibility

ATD Classification




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Innate Characteristics & Preferred Communication Style

S Ce l f o g n i t i v e

A f f e c t i v e

R Te v e r s e h i n k i ng

R e f l e c t i v e

70 %

30 %

0 %

0 %




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You are curious and love to know everything when you study or work. You will not easily agree with the theory you

are learning unless reasonable explanations or evidences are given. You are self-centered, self-understanding,

self-conscious, independent, innovative, and like to discover new things on your own. You tend to be mistaken as

stubborn. You believe that all human beings are unique individuals. You are very competitive and will not easily

relinquish without putting up a fight. You are goal-oriented, self-impelled, self-motivated and you have very high

self-expectations and will-power. However, you are subjective towards others and hard to convey yourself. You are

more likely to retort to reprimands and dictatorship. You are good in repressing your emotions, however you have

the tendency to succumb to excessive self-indulgence as well as isolation. You do not simply reign yourself to

changes.

Innate Characteristics

Self Cognitive Learner

- Prefer to have several options available for selection.

- Prefer to understand facts and theories before memorizing.

- Avoid direct instructions, provide options, as they will take full responsibility for their decisions.

- Good in self-management. They yearn for further improvements, hence excessive pressure is unnecessary.

- Initiate to learn something they are interested in and takes it very seriously.

- Using material rewards as the learning motives should be avoided if they are older than 12 years of age. They

should learn to be self motivated so as not to use negotiation as their strategy to gain more leverage.

- One needs to be both practical and empathetic to get to them.

- Choose a conducive learning environment to stimulate their learning objectives.

- Parents and teachers should accept and recognize their children's ability. The child needs more guidance and

encouragement, not criticism and reproach.

- Try "Sandwich-style compliment" which is to praise what they have done first and after that mention what they

need to improve on. Finally, explain the advantages for improvement and set targets for them.

Preferred Communication Style

70 %




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You are an affective learner, learning by modeling others. Your greatest advantages are your creativity and

flexibility. Nevertheless, with this strength, you learn both good and bad things. Therefore, environment plays an

important role in your learning progression. With your social-oriented characteristic, you value the relationships

between people. At times, you tend to give up halfway in the midst of a learning process due to emotional

commotions. Under such circumstances, you need encouragements and compliments to keep you going.

Affective Learner



- Create their own aspiring role model as an inspiration.

- Demonstrations, role-playing and on-hand practices are vital in the process of learning.

- Excellence is resulted from the imitation, wherefore, we should provide them excellent imitated objective and

behavior.

- Lack of initiative, they need to be supervised and to be provided proper guidance and direction.

- The good apprentice always has a strict master and the postnatal education is the key to success. Parents,

teachers or supervisors must make a plan and set a goal for them, teach them how to do it, and maintain timely

control.

- Sometimes they might easily give up learning by influences of emotions, therefore more care, compliments andencouragement will help them to overcome frustration.

- They had better to learn from the simple to the complex and from the easy to the hard. They should gradually

achieve the scheduled learning objective.

- Before they decide they ask questions and tend to do as suggested. So we should provide the definite, detailed,

specific and practical suggestions, avoiding the blurring, equivocated and abstract suggestions and better for the

specific successful models.

- They treasure warm intercommunication between the partners and the teachers and students and the interaction in

the interpersonal relationships.

30 %




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Reverse Thinking Learner

Your way of thinking tends to differ from others, showing a different viewpoint from the mainstream, with an

outstanding performance. The main aspiration that drives you is your interest. You like to ask questions, and you are

persistent in getting the answers which you will evaluate critically. You are self-centered and prefer to look at things

in a different way thus people tend to regard you as eccentric, peculiar, rebellious and remote. You have rather high

acuity and as a result you are able to make quick decisions without lengthy considerations.



- Curiosity and challenge are motives for learning and working.

- Respect their unique attributes and creativity.

- Despite their uniqueness or eccentricity, accept them for who they are instead of forcing them into normality.

- To them, acceptance is more important than to change them.

- Encourage them to ask, use the reward system as an encouragement.

- Learning environment is equally crucial and has to be chosen carefully.- Learn from the errors, i.e. show the wrong demonstration to let them pick up the errors and correct them.

- They learn by reverse reasoning, therefore it is more effective to choose the kind of learning programs and

materials that induces their critical thinking ability.

- Communicate to teachers or schoolmates about their extraordinary thinking so as to assist others in accepting

them.

0 %




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Reflective Learner

You are full of infinite potential and plasticity. Like a sponge you absorb and learn whatever you are taught but you

are able to learn and absorb only if you are given proper guidance. Use your innate potentials as a benchmark and

develop towards becoming a professional. You are a pragmatist, practical and hardworking but lack of sensibility.

You incline to familiar interpersonal relationships and substantial goals. You are efficient and prudent, hence you

find confrontations and vagueness objectionable. Besides, you are also conservative, dubious, stagnant, sensitive,

impatient, distant and defensive. You believe that nothing comes easy hence you work extremely hard to obtain

something. Being honest, stubborn and emotionally erratic, you are rather weak in self expression.


- Extracting answers and decisions forcefully will daunt them.

- Provide extensive trainings and a wide repertoire of learning materials.

- Use one-to-one teaching method.

- Keys of success are education and continuous positive encouragement.

- Can be professionals if receive good education.

- Able to learn new things and new concepts diversely to nurture their multidisciplinary thinking ability and becomean integrated expert with many specialties.

- Training of problem solving capabilities is needed.

- Give immediate compliments or encouragements when they do something right.

- Instantly point out mistakes and correct them immediately.

- Parents or teachers should actively provide chances for multiple learning, set targets and learning plans at

different stages.


0 %




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Learning Style and Learning Category

M o t i v e / A c t i v e

R e f l e c t i v e

K i n e s t h e t i c

A u d i t o r y

V i s u a l

26.42 %

21.38 %

18.24 %

21.38 %

12.58 %




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Reflective learners prefer to think about newinformation first before acting on it. They often

prefer to think through problems first on their

own rather than discussing it in groups.

Sitting through lectures can be difficult for

reflective learners who often like to have some

time out to think through new information.

let's think it through first is the reflective

learner's phrase.

Prefer to think thoroughly before action.

Tends to ask How ?

Search for method, good in planning, logical

thinking or imagination.

If you have a strong preference for reflectivelearning you need to be aware of the tendency

of spending too much time on thinking and

planning rather than actually getting it done.

As a reflective learner you will learn best when

you allocate time for thinking and digesting

new information. It may also be helpful to stopand periodically review new work, write

summaries and think of possible questions

about new information.

R e f l e c t i v e

Characteristics Suggestions

Active learners understand new information by

doing something with a motive or goal.

Tend to retain and understand information bestby doing something active with it.discussing

or applying it or explaining it to others.

Let's try it out and see how it works is anactive learner's phrase.

Active learners tend to like team work more

than reflective learners.

Tends to ask why ?

Search for meaning, good in goal

management, with clear vision and target.

If you have a strong preference for active

learning you need to be aware of the potential

of jumping into things prematurely withouteven thinking them through.

Must have a clear motive and goal to induceone's initiative. With a clear objective in mind,one is able to learn extensively through visual,

audio and kinesthetic channels.

M o t i v e / A c t i v e

Characteristics Suggestions

Learning Styles

26.42 %

21.38 %




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Learning Methods

Characteristics

- Say things like "I don't follow" or "I don't catch you"

- Kinesthetic learners were often labeled as "hyperactive" children

- Speak slowly- Use action words

- Touch people to get their attention

- Stand close when talking to someone

- Are physically oriented and move a lot

- Memorize by walking and seeing

- Might not enjoy reading

- Might use a finger as a pointer when reading

- Respond to physical rewards

- Willing to try new things

- Wave their hands when talking i.e. use a lot of non-verbal gestures

- Cannot stay steady for a long period of time

- Tap a pencil or their foot while studying

- Like plot-oriented books

- Learn by manipulating and doing

- They reflect action with body movement as they read and might walk around while reading

- Might have messy handwriting

- Want to act things out- Enjoy doing activities

- Like involved games

- Learn, understand and think through hands-on operation, sense of touch, body gestures, body parts memory and

practical experience

- Using large diagrams, floor / wall puzzles and large maps on the wall or floor are helpful

- Charades, acting, interviewing, pantomiming, skits and role-playing enhance learning.

- Laboratories, field trips, trial and error assignments and fieldwork done outside the classroom promote more

interest.


18.24 %




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Suggestions for Better Learning

- Study in a short block of time rather than for extended period.

- Utilize more on teaching tools and study group in learning.

- Role play / stimulation.

- Conduct practices and operational demonstrations and avoid to just having the theoretical explanation.

- Learn through activities l ike experiment, pottery art, drawing, repairing, planting, and horticulture.

- Easy to develop more than one sports activi ty and often do well as performers, athletes, actors or dancers.

- Sit near the front of the room and take notes throughout the class period to help you stay focused.

- Put plenty of examples in your summaries.

- Put your homework on a clipboard and do it "on the run"

- Put test material on flash cards made out of index cards and review the class material while walking the stairs in

the dorm / pacing in your own room.

- Associate some sort of bodily movement with what needs to be remembered.

- Test preparation should include writing practice answers / paragraphs, charades, acting, pantomiming or skits.

- Use body movements, gestures or demonstration.

- To convince them show something that has really happened or genuine examples.

Preferred Communication Strategies

Preferred Encouragement Strategies

- Use praise of activ ities, hugging, touching as they like and respond to physical rewards.

- Like to be rewarded with a concrete things because it makes them feel good when they can touch the tangible

rewards e.g. things of high quality or with a good texture.

- Can reward with assembled toys, handicraft, outdoor tours, tasty food, huggable pillow or cuddly plush doll with

nice texture.

Learning Methods


18.24 %




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Learning Methods

Characteristics

- Say things like "I hear what you are saying" or "that sounds right to me".

- Learn by listening and remember what was discussed rather than seen.

- Speak in rhythmic patterns.

- Talk to themselves while occupied.

- Easily distracted by noise.

- Might move their lips and pronounce the words as they read.

- Enjoy reading aloud and listening to others reading.

- Like to hear someone explaining something and then explain things to other people.

- Can repeat and mimic tone pitch and timbre.

- Find writing difficult and are better at telling.

- Are frequently eloquent speakers.

- Are talkative, love discussion and go into lengthy descriptions.

- Have problems with projects that involve visualization such as cutting pieces that fit together.

- Can spell better out loud than in writing.

- Like music more than art.

- Judge things by "how it sounds". Evaluate things by what is being said.

- Remember what they hear or what they read out loud.

- Remember more things when listening to explanation rather than reading a book.

- Learn best through verbal lectures, discussions, talking things through and listening to what others have to say.

- Interpret the underlying meanings of speech through listening to tone of voice, pitch or the speed.

- Prefer reading aloud and listening to others reading.- Prefer oral explanation instead of written ones on the paper or on the whiteboard.

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

- Better at verbal communication than writing.

- Like to learn and work by listening to CD or with music.

- You find it easy to remember names but forget faces.

- You may find yourself reading aloud instead of reading silently, talking to yourself, or repeating instructions to

make sure you understand them.

A u d i t o r y

21.38 %




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Learning Methods

- Oral compliments are the most effective.

- Use timely, genuinely oral compliment publicly.

- Rewards with specific oral compliments, books with sound or music CD.


- Communication using verbal words, sound and intonation is preferred.

- Easily encouraged or moved by what other people say.

- To convince them, answer should be positive, authoritative or affirmative spot.


- Read aloud or put on tape.

- Participate in discussions / debates.

- Make speeches and presentations.

- Use a tape recorder during lectures instead of taking notes.

- Read texts out aloud.

- Create musical jingles to aid memorization.

- Discuss ideas verbally.

- Dictate to someone while they write down your thoughts.

- Teaching materials should include CD, radio, music, plays, debates, communication, discussion and interlocution.

- Helps to solve problems in learning or working by explaining to other people what they have learned or discussed

with others.

- Have a reading environment with less sound disturbances.

- Listening to music can help during reading to isolate outside sound disturbances to enhance learning efficiency.

- Consider finding a "note taking study partner" in each class who will be your back up for f illing in things you missed

in class.

- Put facts or dates into a song, a rap, or a rhythm to aid memorization.

- Make your own audio recordings by reading your notes and textbook information onto a recorder. Review these

recordings in your car or on a headset, whenever you can, to be ready for a test.


A u d i t o r y

21.38 %




25/38

Learning Methods

- Say things like "I see" or "that looks good to me" and "I get the picture".

- Are neat and orderly.

- Speak quickly.

- Are good long-range planners and organizers.

- Are observant and notice details.

- Remember faces (but maybe not names).

- Are appearance-oriented in both outlook and presentation.

- Are good spellers and can actually see the words in their minds.

- Remember what was seen rather than heard.

- Memorize by visual association.

- Like to read.

- Like to write and draw pictures.

- Have good handwriting.

- Usually not distracted by noise.

- Might forget verbal instructions unless they are written down.

- Are strong, fast readers.

- Would rather read than be read to.

- Need an overall view and purpose and are cautious until mentally clear about an issue or project.

- Doodle during phone conversations and meetings.

- Forget to relay verbal messages to others.

- Find spoken instructions difficult.

- Often know what to say but can't think of the right words.

- Judge things by "seeing is believing". They want things to be written down.- Like to see the teacher's body language and facial expression to fully understand the content of a lesson.

- Visually stimulated and attracted by things with gorgeous colours.

- Think in pictures.

- Comprehend better if words or pictures are shown.

- Particular about visual first impression and aesthetic of an environment.

- You often use lists to organize your life and your thoughts.

- When spelling you recognize words by how they look.

- You often have a well developed imagination and are easily distracted by movement or action in the classroom.

However, noise will probably not distract you.

- You may not prefer to learn in study groups. Rather when studying, you tend to l ike to work alone in a quiet room.

Characteristics

V i s u a l

12.58 %




26/38

Learning Methods

- Use written rewards like testimonials, transcripts and written compliments.

- Give concrete rewards (something colourful and exquisite).

- Use certificate of merits, words of encouragement and compliments in written forms.

- Use positive facial expressions and eye contact.


- Communication with letters and short message is optimal.

- Write down the things to be done.

- Prefer face to face communication to notice emotions of the other party.

- To convince them, a concrete thing like proof should be presented.


- Use visual material to reinforce learning like slides, illustrations, diagrams, pictures, charts, maps, graphs etc.

- Colour code to organize notes and possessions.

- Ask for written directions.

- Use flow charts, mind-mapping and diagrams for note taking.

- Use colours to highlight important points in text.

- Visualize information as a picture to aid memorization.

- Use multi-media (e.g. computers, videos and filmstrips).

- Teaching materials should include written words, paintings, pattern, symbols, colours, charts, forms, video tapes,

flashcards and flowcharts, f lipcharts and hand-outs.

- Take detailed notes to absorb the information.

- Good to sit at the front of the classroom to avoid visual obstructions (e.g. people's heads).

- Illustrate your ideas as a picture or brainstorming bubble before writing them down.

- Write a story and illustrate it.

- Build an environment with abundant visual experience to promote visual development during infant phase.


V i s u a l

12.58 %




27/38

Multiple Intelligence

Gardner proposed a new view of intelligence

that had been widely embraced since its

publication, now being incorporated in school

curricula across the country. In this book "Frames

of Mind", Gardner put forward his "Theory of

Multiple Intelligences" a theory that challenged the

dominant definition of intelligence as limited to

mathematical and linguistic abilities (Verbal and

computational intelligences). Gardner theorized

that rather than just these two intelligences, a

grouping of eight intelligences more accurately

accounted for the diversity of ways in which

people acquire and utilize knowledge.

Prof. Howard Gardner

Professor of Cognition and Education

Harvard Graduate School of Education, Harvard University

Kinesthetic

Musical

Naturalist

LogicMathematical

VisaulSpatial

VerbalLinguistic

Interpersonal Intrapersonal

10.76 %

12.59 %11.98 %

13.73 %

14.17 %

11.87 %

14.35 %

10.53 %

7

45

3

2

6

1

8




28/38

25 Ways to develop this intelligence

01. Play Pictionary, three-dimensional tic-tac-toe or other visual thinking games.

02. Work on jigsaw puzzles, mazes or other visual puzzles.

03. Purchase a graphics software program and create designs, drawings, and images on the computer.

04. Learn photography and use a camera to record your visual impressions.

05. Purchase a camcorder and create video presentations.

06. Watch films and television shows with attention to the use of light, camera movement, colour and other cinematic

elements.

07. Redecorate the interior of your house or landscape the exterior.

08. Create a picture library of favorite images from magazines and newspapers.

09. Learn orienteering skills for hiking in nature.

10. Study geometry.

11. Take a class in drawing, sculpting, painting, photography, video, graphic design or some other visual art at a local

college or community center.

12. Learn an ideographically- based language such as Chinese.

13. Make three-dimensional models of ideas you have for inventions or other projects.

14. Learn how to use and interpret f lowcharts, decision trees, diagrams and other forms of visual representation.

15. Purchase a visual dictionary and study how common machines and other objects work.

16. Explore the space around you by putting on a blindfold and letting a friend guide you through your house or yard.

17. Practice looking for images and pictures in clouds, cracks in the wall or other natural or man-made phenomenon.18. Develop your own visual symbols for note taking (use arrows, circles, stars, spirals, colour-coding, pictures, and

other visual forms).

19. Visit a mechanic engineer, architect, artist or designer to see how the individual uses spatial abilities in their work.

20. Spend time engaged in art activities with family or friends.

21. Study maps of your town and state, floor plans of your homes and other visual representational systems.

22. Build structures with Lego, D-stix, hexaflexagons, blocks or other three-dimensional building materials.

23. Study optical illusions (e.g. in puzzle books, at science museums, via optical il lusion toys etc.)

24. Rent, borrow or purchase "how to" video tapes on specific areas of interest.

25. Incorporate drawings, photos, and diagrams into letters, projects and presentations.

Human Examples Picasso, Leonardo Da Vinci, Steven Spielberg

Possible Career Interests

Tour guide, interior designer, urban planning, pilot, captain, architect, photographer, painter, animator, homepage

designer, cartoonist, illustrator, landscape designer, navigator, sculptor, visual artist, mechanic, engineer, surveyor, art

teacher, transporter, craftsman, fashion designer, graphic designer, cartographer, carpenter, film editor, make-up artist,

hair stylist, commercial artist, geographer.

This area has to do with vision and spatial judgment. People with strong visual-spatial intelligence

are typically very good at visualizing and mentally manipulating objects. They have a strong visual

memory and are often artistically inclined. They are interested in colours, space and design. Those

with visual-spatial intelligence also generally have a very good sense of direction and may also have

very good hand-eye coordination, although this is normally seen as a characteristic of the

bodily-kinesthetic intelligence.

Visual / Spatial Intelligence10.76 %7




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Verbal / Linguistic Intelligence

Verbal-linguistic intelligence has to do with words, spoken or written. People with

verbal-linguistic intelligence display a facility with words and languages. They are typically

good at reading, writing, telling stories, and memorizing words and dates. They tend to learn

best by reading, taking notes and listening to lectures via discussions and debates. They are


Writers, lawyers, journalists, speakers, trainers, copy-writers, teachers, poets, editors, linguists, translators, PR

consultants, media consultants, TV and radio presenters, voice-over artists, novelist, librarian, secretary, politician,

salesperson ,manager, interpreter, proof-reader.

Anthony Robin, Haruki Murakami (novelist), JK Rowling (author of Harry Potter), Oprah WinfreyHuman Examples


01. Learn more than one foreign languages.

02. Language exchange with foreigner via internet video conferencing.

03. Play word games (e.g. anagrams, scrabble, crosswords)

04. Join a book club.

05. Attend a writer's conference or a class or workshop on writing through a local college.

06. Attend book signings or other events featuring accomplished writers.

07. Record yourself speaking on a tape recorder and listen to the playback.

08. Go regularly to libraries and / or bookstores.09. Subscribe to high-quality reading materials (e.g. Reader's digest, Time magazine) and / or to literary magazines

and read them regularly.

10. Read a book once a week and develop a personal library.

11. Join a speaker's club or prepare talks for business or community events.

12. Learn to use a word processor.

13. Listen to recordings and speeches of famous orators, poets, storytellers and other speakers.

14. Keep a diary or write 250 words a day about anything on your mind.

15. Pay attention to the different verbal styles (dialects, slang expressions, intonations, vocabularies and so forth) of

various people you meet during an average day.

16. Have a regular storytelling time with family of friends.

17. Make up your own jokes, riddles or puns.

18. Attend a speed-reading seminar.

19. Teach an illi terate person to read through a volunteer organization.

20. Memorize favorite poetry or prose passages.

21. Rent, borrow or buy audio recordings of great literature and listen to them as you commute or during other times of

the day.

22. Circle unfamiliar words you encounter as you read and look them up in the dictionary.

23. Buy a thesaurus, a rhyming dictionary, a book of word origins, and a style manual and use them regularly in your

writing.

24. Go to a story tellers' festival and learn about the art of storytelling.

25. Use one new word in your conversation every day.

also frequently skilled at explaining, teaching and oration or persuasive speaking. They excel in convincing or

influencing other people with words. Those with verbal-linguistic intelligence learn foreign languages very easily as they

have high verbal memory and recall and an ability to understand and manipulate syntax and structure.

12.59 %4




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Naturalist Intelligence

Naturalist Intelligence involves understanding the natural world of plants and animals,

noticing their characteristics and categorizing them. It generally involves keen

observation of environment and surrounding and the ability to classify other things as

well. It may be exercised by exploring nature, making collections of objects, studying

them and grouping them. People having naturalist intelligence love outdoor live and love to observe nature. They

differentiate things by using their eyes and other sensory skills. They are keen to learn flora and fauna, astrology and

geology. They care about the environment and the ecosystem. They love to watch TV programs, videos, books or

anything about natural phenomenon. They love to observe natural phenomenon. They have high sensory skills, sight,

sound, smell, taste and touch. They make keen observation about natural changes, interconnections and patterns.


Veterinary, animal scholar, archaeologist, plants scholar, chef, courtyard designer, weather researcher,

documentary producer, environment researcher, animal protection activist, farmer, biologist, documentary producer,

animal trainer, fisherman, hunter, astronomer, culinary, scientist, gardener, landscaper etc.

Human Examples Charles Darwin, John Muir, Rachel Carson, Menka Gandhi


01. Get to know the natural things in your own backyard (insects, birds, plants etc.).

02. Ask your children (or neighbourhood children) to share what they know about the natural world.

03. Investigate internet sites that have to do with nature (use a search engine and select search words such as ecology,

nature, botany, birds etc.).

04. Go through the TV ( National Geographic / Animal Planet / Discovery ) listings for the week and record shows

having to do with an aspect of nature that you would like to learn more about (e.g. volcanoes, chimpanzees,hurricanes etc.).

05. Get involved in a political or social cause that relates to the preservation of nature (e.g. write to your political leader

about saving wetlands in your area, start a petition to save a historic tree in your community where the natural

world is displayed and studied (e.g. nature museum, zoo, park) and go there regularly to attend lectures and study

exhibits.

06. Choose a specific type of animal or plant and learn as much as you can about it through books, internet, interviews

with experts and direct observation.

07. Take up gardening or landscaping as a hobby or if you are already gardening or landscaping, investigate some

aspect of it (e.g. topiary, bonsai).

08. Volunteer to take a group of kids into the natural world to learn more about some aspect of it (e.g. Scouts,

Explorers).

09. Subscribe to a magazine related to nature.

10. Go on a camping or backpacking trip and devote some time every day to observing nature.

11. Make a list of all the animals (including types of birds) that live in your area.

12. Keep a "naturalist's journal" that includes observations you make, questions you have about how different aspects

of nature work and resources you discover.

13. Buy a set of binoculars and a magnifying glass and go out once a week to a "wild" area in your neighbourhood to

explore the natural world.

11.98 %5




31/38

Musical / Rhythmic Intelligence

This area has to do with rhythm, music and hearing. Those who have a high level of

musical-rhythmic intelligence display greater sensitivity to sounds, rhythms, tones and

music. They normally have good pitch and may even have absolute pitch and are able tosing, play musical instruments and compose music. Since there is a strong aural

component to this intelligence, those who are strongest in it may learn best via lecture. In addition, they will often use

songs or rhythms to learn and memorize information and may work best with music playing.


Symphony orchestra conductor, musicians, singers, composers, DJ's, music producers, piano tuners, music

therapist, acoustic engineers, entertainers, party-planners, environment and musical instrument dealer, Hi-Fi dealer,

music teacher, music critic, recording technician.

Mozart, Beethoven, Jagjit Singh, Naushad, Javed Akhtar


Human Examples

01. Sing in the shower or while commuting.

02. Play "name that tune" or other musical games with friends.

03. Go to concerts or musicals.

04. Develop a collection of favorite musical recordings and listen to them regularly.

05. Join a church or community choir.

06. Take a formal music lessons in a specific instrument.

07. Work with a music therapist.

08. Spend one hour a week listening to an unfamiliar style of music (jazz, classical, sugam sangeet, western).

09. Establish a regular family sing-along time.

10. Buy an electronic keyboard and learn simple melodies and chords.

11. Purchase percussion instruments at a toy store and play them in rhythm to background music.

12. Take a course in music appreciation or music theory at a local college.

13. Read music criticism in newspapers and magazines.

14. Volunteer to sing at a retirement home, hospital or day care center.

15. Put on background misc while studying, working or eating or at some other time during the day that is normally

quiet.

16. Have discussions with friends about music.

17. Read about the lives fo famous composers and performers.

18. Listen for naturally occurring melodies or rhythms in such phenomenon as footsteps, bird song and washingmachine noise.

19. Re-discover the music you loved as a child.

20. Make up your own tunes.

21. Create your musical autobiography by collecting recordings that were popular at dif ferent stages of your life.

22. Make a list of all the music you hear in the course of a day.

23. Purchase high-tech equipment that will allow you to teach yourself music theory or to play a musical instrument on

the computer.

24. Sing all of your communications to your family or friends for an hour or two.

25. Learn about specific musical training programs like the Suzuki, Kodaly, Orff-Schulwerk and Dalcroze systems

13.73 %3




32/38

Intrapersonal Intelligence

This area has to do with introspective and self-reflective capacities. Those who are

strongest in this intelligence are typically introverts and prefer to work alone. They are

usually highly self-aware and capable of understanding their own emotions, goals and

motivations. They often have an affinity for thought-based pursuits such as philosophy. They


Psychologist, pastor, psychology professor, therapist, counselor, entrepreneur, novelist, researcher, philosopher,

religion leader.

Note : The Intrapersonal intelligence is less liable to define or suggest a certain career than any of the other

intelligences since the ability of self-awareness, self-discipline and self-improvement is applicable to any other careers

as well.

Sigmund Freud, Descartes, Confucius, Dalai Lama, OshoHuman Examples


01. Do individual counseling or psychotherapy work as a client.

02. Study western psychology and / or eastern philosophies.

03. Learn to meditate.

04. Listen to motivational audio and video cassettes.

05. Write your autobiography.06. Create your own personal ritual or rite of passage.

07. Read self-improvement books.

08. Establish a quiet place in your home for introspection.

09. Teach yourself something new such as a skill, language or a body of knowledge in an area of interest to you.

10. Start your own business.

11. Develop an interest or hobby that sets you apart from the crowd.

12. Enroll in a class on assertiveness training or developing self-confidence.

13. Take tests designed to assess your special strengths and weaknesses in a broad range of areas.

14. Set short and long-term goals for yourself and then follow through on them.

15. Attend seminars designed to teach you about yourself or your "selves" (e.g. psycho synthesis, transitional analysis,

psychodrama or other psychological school of thought).

16. Keep a daily self-esteem enhancing behaviours (e.g. using positive self-talk, affirming your successes).

17. Attend the house of worship of your choice regularly.

18. Do something pleasurable for yourself at least once a day.

19. Find out what your personal "myth" is and live i t in the world.

20. Keep a mirror handy to look into when you are in different moods or states of mind.

21. Take ten minutes every evening to mentally review the various thoughts and feelings you had during the day.

22. Spend time with people who have a strong and healthy sense of self.

learn best when allowed to concentrate on the subject by themselves. There is often a high level of perfectionism

associated with this intelligence.

14.17 %2




33/38

Logical / Mathematical Intelligence

reasoning capabilities, abstract pattern recognition, scientific thinking and investigation and the ability to perform

complex calculations.


Scientist, mathematician, tax officer, accountant, statistician, judge, actuary, software engineer, engineer,

economist, researcher, lawyer, finance analyst, system analyst, biologist, chemist, investment broker, pharmacist,

mechanical engineer.

Human Examples Isaac Newton, Albert Einstein, Archimedes (mathematician), Bill Gates, Sergey Brin and Larry

Page (founders of Google)


01. Play logical-mathematical games with friends or family.

02. Join MENSA, the international high IQ society.

03. Work on puzzles and brain teasers (e.g. Sudoku, mensa test).

04. Keep a calculator handy for f iguring out math problems you confront in the course of daily life.

05. Learn a computer language such a s LOGO, BASIC, Visual Basic, C++, Java.

06. Buy a chemistry set or other science kit and carry out some of the experiments described in it.

07. Have family discussions about math or science concepts in the news.

08. Take a course in basic science or math at a local college or community center or buy a self-study guide and work

on your own.

09. Practice calculating simple math problems in your head.

10. Read the business section of your daily newspaper and look up unfamiliar economic or f inancial concepts.

11. Read about famous math and / or science discoveries.

12. Visit a science museum, planetarium, aquarium or other science center.

13. Learn to use heuristics in solving problems.

14. Form a discussion group or study circle to discuss recent scientific discoveries and their implications in everyday

life.

15. Watch television documentaries that chronicle important science concepts.

16. Circle unfamiliar science concepts or mathematical expressions in your reading and find explanations in books offrom knowledgeable people.

17. Tape-record your own talking about how to solve a difficult math problem.

18. Identify scientific principles operating around your home and neighbourhood.

19. Subscribe to a science news publication.

20. Confront rather than avoid mathematical problems you encounter in everyday life (e.g. doing total of bills, balancing

your cheque book, determining loan rates etc.)

21. Teach math or science concepts to someone less knowledgeable.

22. Visit a science laboratory or other setting where math and / or science concepts are being used (e.g. visit ISRO).

23. Use blocks, beans or other concrete materials in learning new math concepts.

24. Form a "mathophobia" support group for individuals who feel anxious when forced to deal with numbers

This area has to do with logical, abstract, inductive and deductive 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 activ ities, a more

accurate definition places emphases less on traditional mathematical ability and more

11.87 %6




34/38

Interpersonal Intelligence

followers. They typically learn best by working with others and often enjoy discussion and debate. They have excellent

social relationship.

This area has to do with interaction with others. People in this category are usually

extroverts and are characterized by their sensitivity to others' moods, feelings,

temperaments and motivations and their ability to cooperate in order to work as part of a

group. They communicate effectively and empathize easily with others and may be either


Educator, coach, mentor, principal, manager, nurse, social workers, politician, diplomat, counselor, PR executive,

HR professionals, sales-people, event organizer, customer service manager, business person.

Human Examples Martin Luther King, Mahatma Gandhi, Princess Diana, Mother Teresa, Nelson Mandela.


01. Buy a Rolodex, fi ll it with names of business contacts, friends, acquaintances, relatives and others and stay in touch

with them.

02. Decide to meet one new person each day (or week).

03. Join a volunteer or service-oriented group (rotary club, red cross etc.).

04. Spend fifteen minutes each day practicing active listening with your spouse or a close friend.

05. Throw a party and invite at least three people that you do not know very well.

06. Attend group psychotherapy or family therapy sessions on a regular basis.

07. Take a leadership role in a group you are currently involved with at work or in your community.

08. Start your own support group.

09. Enroll in a community college course on interpersonal communication skills.

10. Collaborate with one or more persons on a project of mutual interest.

11. Have regular family meetings in your home.

12. Communicate with other people on a computer network via an electronic bulletin board.

13. Organize group brainstorming session at your workplace.

14. Go on a couples retreat.

15. Learn the art of proper social behavior by reading a book on etiquette and discussing the material with an individual

you consider socially adept.

16. Strike up a conversation with people in public place (bookstores, supermarket, airline terminals etc.).

17. Start regular correspondences with a network of individuals around the country or world.

18. Attend family, school or work related reunions.19. Play noncompetitive / cooperative outdoor games with family and friends.

20. Get to know members of a "we" culture (native Americans, Japanese, Hispanic, etc.) and adapt the best features of

their interpersonal life-style to your own life.

21. Join a group whose purpose is to help you meet new people (singles club, hiking organization, study group etc.).

22. Offer to teach, tutor or counsel other people through a volunteer organization or on an informal basis.

23. Spend fifteen minutes a day for a week or two observing how people interact in a public place (street corner, train

station, departmental store etc.).

24. Meditate on your connection to those around you, starting with your immediate family land friends extending this to

your community and country and eventually encompassing the entire planet.

25. Study the lives of well-known socially competent individuals (e.g. philanthropists, counselors, politicians, socialworkers) through biographies, films and other media and learn to follow their example.

14.35 %1




35/38

Kinesthetic Intelligence

This area has to do with movement and doing. In this category, people are generally adept at physical

activities such as sports or dance and often prefer activities which utilize movement. They may enjoy acting or

performing and in general they are good at building and making things. They often learn best by physically

doing something rather than reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem

to use what might be termed as muscle memory i.e. they remember things through their body rather than

through words (verbal memory) or images (visual memory). It requires the skills and dexterity for fine motor


Actors, martial arts performer, yoga instructor, dancer, athlete, sculptor, nursing staff, chefs, Chinese physician, chiropractor,

mechanic / technician, demonstrators, divers, sports people, soldiers, fire-fighters, performance artists, ergonomists, osteopaths,

crafts-people, acupuncturists, adventurers, choreographer, physical education teacher, entertainment personnel, carpenter, acrobat,

magician, gymnast, aerobics teacher, sports trainer, surgeon, drama coach.

Human Examples David Beckham, Tiger Woods, Sachin Tendulkar, Charlie Chaplin, Amitabh Bachhan, Jackie Chan


01. Join a work related or community sports team (softball, basketball, soccer or other group sport).

02. Take lessons in a solo sport such as swimming, skiing, golf, tennis or gymnastics.

03. Learn a martial art like aikido, judo or karate.

04. Exercise regularly and keep track of the ideas that occur to you during exercise sessions.

05. Learn a craft such as woodworking, weaving, carving or crocheting.06. Take a class at a community center in working with clay or stone.

07. Learn Yoga or another system of physical relaxation and awareness.

08. Play video games that require the use of quick reflexes.

09. Take formal lessons in dance or spend time engaged in free-form creative movements on your own.

10. Take up a "hands on" hobby around the home like gardening, cooking or model building.

11. Learn sign language or Braille.

12. Put on a blindfold and have a friend lead you around to explore the environment with your hands.

13. Assemble a collection of objects having different textures (silk, smooth stones, sandpaper etc.).

14. Walk the curbs of sidewalks or balance beams to improve your sense of balance.

15. Coach a little-league cricket team or some other group or individual sport.

16. Set up a weight-training and / or aerobics program for yourself under the supervision of a doctor or health club.17. Play charades with friends or family.

18. Engage in sensory-awareness activities that put you in touch with physical sensations and perceptions.

19. Work with a therapist in a psychological discipline such as Rolfing, Alexander techniques, bioenergetics or Feldenkrais method).

20. Learn how to give a massage to another person and / or how to massage yourself using acupressure or another massage

system.

21. Develop your eye-hand coordination by bowling, throwing and horseshoes, tossing basketballs or taking up juggling.

22. Learn a skill that requires a good sense of touch and manual dexterity such as typing or playing of a musical instrument.

23. Keep track of kinesthetic images that occur during your dreams and daytime reveries.

24. Take a class in acting or pantomime.

25. Learn a practical routine requiring physical grace such as the Japanese tea ceremony.

movements such as those required for dancing, athletics, surgery, craft making etc. Careers which suit with this intelligence include

athletes, dancers, actors, comedians, builders and artisans. People who are high in this intelligence use body language when

expressing thoughts and feelings. They excel in complicated body exercises or performances. They have good sense of balance

and eye-hand co-ordination. They feel fidgety when sitting quietly for long time.

10.53 %8




36/38

Preferrable Career Options

Category Subject and Field Possible Career Options Intelligences Required

InformationTechnology Computer Science, InformationScience, InformationManagement, MassCommunication, ElectronicCommerce

Procedure Engineer, Information SystemAnalyst, Network Engineer, InformationAdministrator, Information Product R & D,Multimedia Information Administrator

Logical / Mathematical

Visual / Spatial

Engineering Electrical Engineering, ElectronicsEngineering, Mechanical,Construction, Chemical Industry,Industry Management,Conveyance Management,Biological Engineering, MaterialEngineering, EnvironmentEngineering, AerospaceEngineering

Electrical Engineer, Electronics Engineer,Mechanical Engineer, Civil Engineer,Chemical Engineer, Industrial Management,Biochemistry Engineer, Semi-ConductorModule Engineer, Aviation Engineer,Dispatch Network Communication Engineer,Pollution Prevention And TreatmentEngineer, Flight Controller, AgriculturalMechanical Engineer, Geological, Factory

Configuration Engineer, Food ChemicalEngineer


Visual / Spatial

Naturalist

Mathematical Mathematics, Physics, Chemistry,Statistics, Biology, Natural ScienceEducation

Mathematics Teacher, Physics Teacher,Chemistry Teacher, Natural Science Teacher,Mathematics Researcher & Writer,Mathematics Science Researcher, StatisticsResearcher, Natural Science Museum Staff,Natural Science Magazine Editor, Actuary


Naturalist

Medical Medical, Pharmacy, Nursing,Public Hygiene, Food Nutrition,Recovery, Medical Technology,Sports Dietary, Medical

Management

Physician, Pharmacist, Medical Personnel,Public Hygiene Specialist, Nutritionist,Rehabilitation Division, Medical Examiner,Medical Management, Pathology

Researcher, Language Therapist,Pharmaceutical R & D, Health EducationTeacher, Optician, Medical Editor, RecreationManagement


Kinesthetic

Naturalist

Life Science Biology, Life Science,Biotechnology, Botany, Zoology,Ecology

Biology Teacher, Pathology Researcher,Biotechnology Researcher, EcologicalConservation And EnvironmentalAssessment Professionals, Animal And PlantResearcher, Medical TechnologyDevelopment, Genetic EngineeringDevelopment, Agricultural Researcher

Naturalist


Earth &Environmental

Geology, Earth Science,Geography, Gas Science, Oceanic

Science, Environmental Science,Geological Resource

Geography Teacher, Geology/EarthResearcher, Meteorology Researcher,

Astronomy Researcher, Astronomy Or SpaceScience Museum Staff, City Planner, AreaPlanner, Ecological Education AndAssessment Professionals, Editor OfGeographic And Travelling Magazine,Environmental Pollution Control Researcher,Energy Sources Researcher

Naturalist

Visual / Spatial


Construction &Design

Construction, Interior Design, ViewDesign, Commercial Design,Technology Design, FashionDesign, City Planning, IndustryDesign

Civil Engineer, Interior Designer, ViewDesigner, Commercial Product Designer,Fashion Designer, City Planner, Art Designer,Media/ Animation Designer, AdvertisementDesigner, Fashion Management, FashionEditor

Visual / Spatial


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Category Subject and Field Possible Career Options Intelligences Required

Artistry Music, Dance, Art, Drama,Sculpting

Music Teacher, Dance Teacher, Art Teacher,Sculpting Teacher, Pottery Teacher, Musician,Painter, Set Director, Behind The ScenesFilm Personnel, Event Organizer, Music

Producer, Art Editor Or Illustrator, Film Critic

Kinesthetic

Musical

Visual / Spatial

Sociology &Psychology

Psychology, Counseling,Sociology, Social Work, SocialWelfare, Social Education, AppliedScience Of Living

Counselor, Social Worker, Psychologist,Social Welfare Staff, Education Trainer,Childhood Education Teachers &Researchers, Management Consultants,Human Resources, AnthropologyResearcher, Food & Beverage Service

Intrapersonal

Interpersonal

MassCommunication

Mass Communication, Journalism& Communication Studies,Advertising & Public Relations,Film And Television

Journalist, Advertising Design, Media, PR,Behind The Scenes Film Personnel, EventOrganizers, Broadcasting, Host, CultureOperators, Performer, Speaker

Verbal / Linguistic

Visual / Spatial

Kinesthetic

ForeignLanguage

English, Japanese, Translation,English Education

English & Foreign Teacher, News, Translator,Verbal / Linguistic Researcher, ForeignTrader, Foreign Affair, Tour Guide, ForeignMaterial Related Jobs, Aerospace ServiceJobs, Government Servant, Trade Secretary,Business Engineer

Verbal / Linguistic

Interpersonal

Literature &HistoryPhilosophy

Chinese, Language & LiteratureEducation, History, Philosophy,Literature

Literature & History Teacher, Journalist,Editor, Writer, History PhilosophyResearcher, Verbal / Linguistic Researcher,Government Servant, Literature Editor,Secretary, Museum Officer, Screenwriter,Cultural Related Jobs, Librarian,Administration Staff

Verbal / Linguistic

Intrapersonal

Educational All Subjects of Educations,Academics Administrations andManagement, Special Education,Childhood & Higher Education

School Teacher, School Teacher, KiddyTeacher, Educational Related Editor,Educational Researcher, Educational Trainer,Counselor

Verbal / Linguistic

Interpersonal

Political Affair Laws, Politics, Foreign, PublicAffair

Lawyer, Judge, Prosecutor, Legal Advisor,Registry, Probation, Officer, GovernmentOfficer, Senator, Media Reporter, Law Officer,Administration Staff, Foreign Officer, LawAcademic Researcher, Patent Attorney,Administrative Assistant


Interpersonal

Verbal / Linguistic

Management Business Management,Information Management, Industry

Management, Marketing,Recreation Management, HotelManagement

Business Advisor, Business Manager,Assistant, Marketing Manager, Human

Resource Manager, Logistic Manager,Production Management Engineer, BusinessExecutive, Sales Executive, Treasurer,Business Electronic Manager, SystematicAnalyst, Product Manager, Customer ServiceExecutive, General Affair, Customer ServiceRelated Jobs

Interpersonal

Intrapersonal

Verbal / Linguistic

Financial International Trade, Economic,Financial Management, Finance,Accounting, Public Finance,Insurance

Accountant, Financial Controller, TaxExecutive, Financial Planner, Bond Analyst,Reporter, Insurance Agent, CommerceTeacher, Financial Academic Researcher,Account Payable Officer, Auditor, Purchaser


Sports Sports, Leisure, RecreationManagement Athlete, Coach, Trainer, Recreation Manager,Sport Businessman, Sport Management,Sportswriter, Sports Planner, Sport Agent,Sport Injury Protection

Kinesthetic

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idpl sample report

Documents