intelligence types test
DESCRIPTION
Intelligence Types Test - theoretical background, test structure and validation study highlightsTRANSCRIPT
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Intelligence Types Test
Presentation by Ilona Jerabek, PhD
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Workshop Plan
Introduction Intelligence Types Test
Theoretical background Overview of the factors covered by the assessment Managing people according to their dominant intelligence type
Work assignment based on one’s strengths Communicating information based on intelligence type Coaching others to understand and make the most of their learning and information
processing style Validation of the Intelligence Types Test
Summary of results from studies Tidbits and insights
Integrating results from the Career Motivation Test and the Intelligence Types Test
Question period
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Introduction
The theory of multiple intelligences is based on work by Howard Earl Gardner (Harvard University)
It was introduced in 1983 in Frames of Mind: The Theory of Multiple Intelligences
Traditional types of intelligence, such as fluid and crystallized IQ, the g-factor, logic IQ, etc. fail to fully explain cognitive ability.
Traditional definitions of intelligence are lacking in ability to fully explain performance outcomes.
The theory explores various forms or expressions of intelligence available to cognition
Each individual manifests varying levels of different intelligences.
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Criteria for inclusion
Criteria for inclusion of an intelligence type are the potential for brain isolation by brain damage, its place in evolutionary history, the presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of idiot-savants, prodigies and other
exceptional people, support from experimental psychology and
psychometric findings.
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The 8 + 1 Intelligence Types
Spatial Linguistic Logical-mathematical Bodily-Kinesthetic Musical Interpersonal Intrapersonal Naturalistic (Existential )
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Overview of the factors covered by the assessment
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Bodily-Kinesthetic
Body smart
Key elements: Control of one's bodily motions
and balance Capacity to handle objects
skillfully Sense of timing of movements Sense of a goal of a physical
action Turning physical responses to
reflexes (muscle memory)
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Bodily-Kinesthetic
Usually good at Athletics Performing arts (dancers,
actors, musicians) Crafts Trades Manual labor & tools Protective services (police,
firefighters, soldiers) Medical services (surgeons,
doctors, lab workers)
Learning/coaching tips They process knowledge
through bodily sensations. They learn best by doing
something physically, acting it out, or physically interacting with others.
New knowledge should be linked with real life examples.
Move around. Pace and recite when learning.
Teach material to someone else
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Logical-mathematical
Logic smart
Key elements: The ability to use logical
reasoning to solve a problem Involves number and
computing skills; Ability to perform complex calculations
Ability to work with abstract patterns
Scientific thinking and investigation
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Logical-Mathematical
Usually good at Math, arithmetic, solving mysteries
and logic problems Proposing and testing hypotheses Finding patterns, categories, logical
relationships – figuring our “algorithms” Using abstract, symbolic thought Sequential reasoning Inductive and deductive thinking Solving complex problems Strategy games Keeping things in order Figuring out how things work IT-related stuff Science Detective work
Learning/coaching tips Make charts and graphs of new
information Classify and categorize notes Use flowcharts and diagrams Use rational, logical arguments when
trying to persuade them Use if-then scenarios Write short summaries Take time to think about new info,
considering cause-effect and other logical relationships
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Linguistic
Word smart
Key elements: Highly developed capacity to
use words effectively, in writing or in speech
Ability to persuade, remember information, and explain concepts
Facility with words and languages
Good verbal memory
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Linguistic
Usually good at Writing & reading – have a way
with words Story-telling Debating and arguing Explaining things Vocabulary (enjoy learning new
words) Public speaking, journalism Cross-word puzzles Learning new languages Often also interpersonal learners
Learning/coaching tips Take detailed notes Keep learning journal and
elaborate on your thoughts about learned material
Create flash cards to memorize material
Rewrite notes Create outlines Talk about what you think about a
problem or solution Recite or rephrase information you
need to retain Be the note taker/editor in group
project
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Visual-Spatial
Image smart
Key elements: Highly developed capacity to
perceive the visual world accurately
Capacity to understand, imagine and represent visual-spatial world
Ability to transform, manipulate and recreate mental images
Good visual memory
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Visual-Spatial
Usually good at Mazes & jigsaw puzzles Geometry Noticing details in patterns and images Fine arts, drawing & doodling Navigation and spatial orientation Thinking in 3D Mental imagery Hand-eye coordination Image manipulation Graphical skills Work requiring spatial orientation
(pilots, sailors, architects, truck driving)
Drawbacks: Not great at retaining spoken words
and ideas
Learning/coaching tips Create mental maps of new concepts Create conceptual maps (mind maps) Create charts and graphs to visualize
information Create flowcharts, diagrams and
timelines Draw pictures alongside with notes Color-code notes Use flash cards Visualize goals Learn by watching an instructional
video Make outlines when writing
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Musical
Sound smart
Key elements: The ability to compose and
perform musical patterns, and recognize pitches, tones, and rhythms
Sensitive to and aware of sounds that other might miss
Good auditory memory
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Musical
Usually good at Ear for music - discerning rhythm,
pitch, timber, and tone Producing music - playing
instruments, vocalization, composing, conducting
Musical memory – recognition, creation, reproduction of music, and reflection on music
Awareness of sounds others might miss
Often good at logic & math Sensitive listening to others Learning accent in foreign
languages
Learning/coaching tips Listen to music when learning or
working (instrumental music is less distracting)
Create rhythmical rhymes or mnemonics to remember information
Auditory learners – hearing something is remembered more than seeing it
Beat out rhythms when learning Take breaks and listen to music
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Intrapersonal
Self smart
Key elements: Ability to detect and discern
among one's own feelings (self-knowledge) and the ability to use that knowledge for personal understanding
Ability to construct an accurate perception of themselves and use such knowledge in planning and directing their life
Introspective and self-reflective capacity; good intuition; often introverted
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Intrapersonal
Usually good at Thinking and reflection Awareness of their feeling Self-motivation Complex ideas and problems Critical analysis Deconstructing arguments Psychology, philosophy, theology
Downside Rumination Getting lost in one’s thoughts Daydreaming Self-criticism and second-guessing
oneself
Learning/coaching tips Process information alone when
learning new things Brainstorm on your own first Keep personal notes along with
original material Related new material to personal
experiences Take time to reflect and ponder the
complexity of issues Don’t rush them into action; they need
to process information and fully understand before they get going
Watch out for time management and project creep
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Interpersonal
People smart
Key elements: Capacity to understand and
interact effectively with others Ability to discern the moods,
temperaments, dispositions, motivations, and desires of other people and respond appropriately
Effective communication and cooperation
Highly developed empathy Often extraverted
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Interpersonal
Usually good at Leadership Communication Brainstorming Reading people Social insight and empathy –
reading social dynamics Social skills “Mind-reading” Supporting others Social sciences Teaching, training, coaching Politics Social work
Learning/coaching tips Learn new things in groups (study
groups, project kickoff meetings). Problem-solve in groups
(brainstorming, bouncing ideas off others)
Assign them to projects that require significant team work
Get them actively involved in brainstorming sessions
Appoint them to even planning committees
Don’t put them into positions where they would feel isolated, unless they also have high intrapersonal intelligence
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Naturalistic
Nature smart
Key elements: Ability to discriminate among living
things (plants, animals) Sensitivity to other features of the
natural world (clouds, rock configurations)
The ability to understand and classify the natural environment, particularly vegetation and animals
Excellent observation skills Strong interest in nature
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Naturalistic
Usually good at Categorizing things Understanding anything to do
with nature Being in tune with nature Have a way with animals Environmental sciences Agriculture Geology & mineralogy Meteorology & astronomy Zoology & oceanography Botany
Learning/coaching tips Learn outside whenever
possible Classify things into categories Relate abstract information to
something concrete in nature Take breaks and go for a walk,
play with an animal or watch a nature video
Use nature as a reward when you accomplish a goal
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Validation study
Highlights and Tidbits
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Sample description
Sample size: 10,135 subjects
Gender Women: 5463 subjects (54%) Men: 3595 subjects (35%) Unknown gender: 1077 subjects (11%)
Age distribution: Below 17 (n = 2984) (29.0 %) 18-24 (n = 2933) (29.0 %) 25-29 (n = 1073) (11.0 %) 30-39 (n = 1191) (12.0 %) 40+ (n = 1091) (11.0 %) Unknown (n = 863) (8.0 %)
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Reliability: Internal consistency
Scales Number of Items Cronbach's Alpha
Bodily-Kinesthetic 23 0.72
Logical-Mathematical 23 0.79
Linguistic 23 0.69
Visual-Spatial 23 0.72
Musical 22 0.78
Intrapersonal 23 0.7
Interpersonal 22 0.7
Naturalistic 22 0.64
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Ranking of scales
Scales Mean SD
Linguistic 81 15
Intrapersonal 80 14
Visual-Spatial 77 17
Bodily-Kinesthetic 77 16
Interpersonal 75 17
Logical-Mathematical 74 19
Musical 73 23
Naturalistic 72 16
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Gender differences
Women scored higher on:
Linguistic (+6) Visual-Spatial (+4) Interpersonal (+3) Musical (+2) Intrapersonal (+2)
Men scored higher on:
Logical-Mathematical (+11)
Bodily-Kinesthetic (+4)
Naturalistic (+2)
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Interesting Tidbits
When trying to come with ideas for a project, 23% indicated that inspiration strikes when they
spend some quiet time alone reflecting on the project (Intrapersonal);
16% indicated that inspiration strikes when they systematically analyze and consider all alternatives (Logical);
17% indicated that inspiration strikes when reading material related to the project (Linguistic).
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Interesting Tidbits
When asked “Imagine you had to perform a new job for just one week. Which of the following positions could you most imagine yourself pulling off?” the top three jobs were Manager (40%), Philosopher/Psychologist (40%). Athlete/Dancer/Actor (30%), The least likely job was Meteorologist, at 14%.
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Interesting Tidbits
84% indicated that the best way for them to learn something new is to try it on their own – this makes hands-on experience during the onboarding process essential!
Top subjects in school: 46% chose Reading comprehension and writing 44% chose Math and/or Computer Science 39% chose Biology/Science Music came in last with 24%.
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Interesting Tidbits
Birds of a feather… Bodily-Kinesthetic intelligence was most closely
correlated with Naturalistic intelligence. Logical-Mathematical, Linguistic, and Naturalistic
intelligence were all closely correlated with Intrapersonal intelligence.
Visual-Spatial intelligence was most closely correlated with Musical and Naturalistic intelligence.
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Interesting Tidbits
What do grades got to do with it? Those who attained average grades in school scored
highest on Bodily-Kinesthetic intelligence. Those who did well in school scored highest on
Logical-Mathematical, Linguistic, Visual-Spatial, Intrapersonal, Naturalistic, and Musical intelligence.
And just to show that studying non-stop isn’t always ideal: those with top grades had one of the lowest scores on Interpersonal intelligence.
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Intelligence Types as a Function of Grades
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Logical-Mathematical as a Function of Grades
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Linguistic as a Function of Grades
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Visual-Spatial as a Function of Grades
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Bodily-Kinesthetic as a Function of Grades
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Intrapersonal as a Function of Grades
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Interpersonal as a Function of Grades
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Naturalistic as a Function of Grades
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Intelligence Types as a Function of Position
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Bodily-Kinesthetic as a Function of Position
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Logical-Mathematical as a Function of Position
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Linguistic as a Function of Position
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Musical as a Function of Position
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Intrapersonal as a Function of Position
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Interpersonal as a Function of Position
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Naturalistic as a Function of Position
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Intelligence Types as a Function of Education
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Logical-Mathematical Scale as a Function of Education
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Linguistic Scale as a Function of Education
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Intrapersonal Scale as a Function of Education
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Interpersonal Scale as a Function of Education
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Conclusion
Assess intelligence types to learn How to communicate new ideas to a person (great for
managers and other team members) What types of assignments the person would enjoy
and be good at To understand how a person processes new
information What to do to facilitate someone’s skill and knowledge
acquisition
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Ilona Jerabek, PhD9001 blvd. de l’Acadie, Suite 802
Montreal, Qc H4N 3H5
[email protected] line: 514-745-3189, ext 112
Fax: 514-745-6242
http://archprofile.comhttp://www.psychtests.com