Theory of multiple intelligences


The theory of multiple intelligences posits that human intelligence is not a single general ability but comprises various distinct modalities, such as linguistic, logical-mathematical, musical, and spatial intelligences. Introduced in Howard Gardner's book Frames of Mind: The Theory of Multiple Intelligences, this framework has gained popularity among educators who accordingly develop varied teaching strategies purported to cater to different student strengths.
Despite its educational impact, MI has faced criticism from the psychological and scientific communities. A primary point of contention is Gardner's use of the term "intelligences" to describe these modalities. Critics argue that labeling these abilities as separate intelligences expands the definition of intelligence beyond its traditional scope, leading to debates over its scientific validity.
While empirical research often supports a general intelligence factor, Gardner contends that his model offers a more nuanced understanding of human cognitive abilities. This difference in defining and interpreting "intelligence" has fueled ongoing discussions about the theory's scientific robustness.

Separation criteria

Beginning in the late 1970s, using a pragmatic definition, Howard Gardner surveyed several disciplines and cultures around the world to determine skills and abilities essential to human development and culture building. He subjected candidate abilities to evaluation using eight criteria that must be substantively met to warrant their identification as an intelligence. Furthermore, the intelligences need to be relatively autonomous from each other, and composed of subsets of skills that are highly correlated and coherently organized.
In 1983, the field of cognitive neuroscience was embryonic but Gardner was one of the early psychological theorists to describe direct links between brain systems and intelligence. Likewise the field of educational neuroscience was yet to be conceived. Since Frames of Mind was published the terms cognitive science and cognitive neuroscience have become standard in the field with extensive libraries of scholarly and scientific papers and textbooks. Thus it is essential to examine neuroscience evidence as it pertains to MI validity.
Gardner defined intelligence as "a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture."
This definition is unique for several reasons that account for MI theory's broad appeal to educators as well as its rejection by mainstream psychologists who are rooted in the traditional conception of intelligence as an abstract, logical capacity. A fundamental element for each intelligence is a framework of clearly defined levels of skill, complexity and accomplishment. One model that fits with the MI framework is Bloom’s taxonomy where each intelligence can be delineated along different levels, ranging from basic knowledge up to their highest levels of analysis / synthesis.
MI is also unique because it gives full appreciation for the impact and interactions - via symbol systems - between the individual’s cognitions and their particular culture. As Gardner states,
Unlike traditional practices beginning in the 19th century, MI theory is not built on the statistical analyses of psychometric test data searching for factors that account for academic achievement. Instead, Gardner employs a multi-disciplinary, cross-cultural methodology to evaluate which human capacities fit into a comprehensive model of intelligence. Eight criteria accounting for advances in neuroscience and the influence of cultural factors are used to qualify a capacity as an intelligence. These criteria are drawn from a more extensive database than what was acceptable and available to researchers in the late 19th and 20th centuries. Evidence is gathered from a variety of disciplines including psychology, neurology, biology, sociology, and anthropology as well as the arts and humanities. If a candidate faculty meets this set of criteria reasonably well then it can qualify as an intelligence. If it does not, then it is set aside or reconceptualized.

Criteria for each type of intelligence

The eight criteria can be grouped into four general categories:
  1. biology
  2. analysis
  3. psychology
  4. psychometrics
The criteria briefly described are:
  • potential for brain isolation by brain damage
  • place in evolutionary history
  • presence of core operations
  • susceptibility to encoding
  • a distinct developmental progression
  • the existence of savants, prodigies and other exceptional people
  • support from experimental psychology
  • support from psychometric findings
This scientific method resembles the process used by astronomers to determine which celestial bodies to classify as a planet versus dwarf planet, star, comet, etc.

Forms of intelligences

In Frames of Mind and its sequels, Howard Gardner describes eight intelligences that can be expressed in everyday life in a variety of ways referred to as domains, skills, competencies, or talents. Like describing a multi-layer cake, the complexity depends upon how you slice the cake. One model integrates the eight intelligences with Sternberg's triarchic theory, so each intelligence is actively expressed in three ways: creative, academic / analytical and practical thinking. In this analogy each of the eight cake layers are divided into three segments with different expressions sharing a central core. Exemplar professions and adult roles requiring specific intelligences are described along with their core skills and potential deficits. Several references to exemplar neuroscientific studies are also provided for each of the eight intelligences. Furthermore, some have suggested that the 'intelligences' refer to talents, personality, or ability rather than a distinct form of intelligence.
The two intelligences that are most associated with the traditional I.Q. or general intelligence are the linguistic and logical-mathematical intelligences. Some intelligence models and tests also include visual-spatial intelligence as a third element.

Musical

This area of intelligence includes sensitivity to the sounds, rhythms, pitch, and tones of music. People with musical intelligence normally may be able to sing, play musical instruments, or compose music. They have high sensitivity to pitch, meter, melody and timbre. Musical intelligence includes cognitive elements that contribute to a person’s success and quality of life. There is a strong relationship between music and emotions as evidenced in both popular and classical music spheres. Neuroscience investigators continue to investigate the interaction between music and cognitive performances. Music is deeply rooted in human evolutionary history and culture and our personal lives.
Deficits in musical processing and abilities include congenital amusia, tone deafness, musical hallucinations, musical anhedonia, acquired music agnosia, and arrhythmia.
Professions requiring essential musical skills include vocalist, instrumentalist, lyricist, dancer, sound engineer and composer. Musical intelligence is combined with kinesthetic to produce instrumentalists, dancers and, combined with a linguistic intelligence, for music critics and lyricists. Music combined with interpersonal intelligence is required for success as a music therapist or teacher.

Visual-spatial

This area deals with spatial awareness / judgment and the ability to visualize with the mind's eye. It is composed of two main dimensions: A) mental visualization and B) perception of the physical world. It includes both practical problem-solving as well as artistic creations. Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence. Many I.Q. tests include a measure of spatial problem-solving skills, e.g., block design and mental rotation of objects.
Visual-spatial intelligence can be expressed in both practical or artistic ways. Or they can be combined in fields such as architecture, industrial design, landscape design, and fashion design. Visual-spatial processing is often combined with the kinesthetic intelligence and referred to as eye-hand or visual-motor integration for tasks such as hitting a baseball, sewing, golf or skiing.
Professions that emphasize skill with visual-spatial processing include carpentry, engineering, designers, pilots, firefighters, surgeons, commercial and fine arts and crafts. Spatial intelligence combined with linguistic is required for success as an art critic or textbook graphic designer. Spatial artistic skills combined with naturalist sensitivity produce a pet groomer or clothing designer, costumer.

Linguistic

The core linguistic ability is sensitivity to words and their meanings. People with high verbal-linguistic intelligence display a facility with expressive language and verbal comprehension. They are typically good at reading, writing, telling stories, rhetoric and memorizing words along with dates. Verbal ability is one of the most g-loaded abilities. Linguistic intelligence is measured with the Verbal Intelligence Quotient in Wechsler Adult Intelligence Scale.
Deficits in linguistic abilities include expressive and receptive aphasia, agraphia, specific language impairment, written language disorder and word recognition deficit.
Linguistic ability can be expressed according to Triarchic theory in three main ways: analytical-academic ; practical ; and creative.
Professions that require linguistic skills include teaching, sales, management, counselors, leaders, childcare, journalists, academics and politicians. Linguistic intelligence combines with all other intelligences to facilitate communication either via the spoken or written word. It is frequently highly correlated with the interpersonal intelligence to facilitate social interactions for education, business and human relations. Successful sports coaches combine three intelligences: kinesthetic, interpersonal and linguistic. Corporate managers require skills in the interpersonal, linguistic and logical-mathematical intelligences.