The multiple intelligences theory was first published in 1983 in Gardner’s book, Frames of Mind: The Theory of Multiple Intelligences. Gardner derived his theory from extensive brain research. He concluded that intelligence is not one inborn fixed trait that dominates all the skills and problem-solving abilities students possess. His research suggested that intelligence is centered in many different areas of the brain, which are interconnected, rely upon one another, can work independently if needed, and can be developed with the right environmental conditions. The intelligences Gardner recognizes include : verbal-linguistic, math-logic, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Each intelligence area is demonstrated through specific talents, skills, and interests.
Verbal-Linguistic Intelligence involves ease in producing language and sensitivity to the nuances, order, and rhythm of words. Students who are strong in verbal-linguistic intelligence love to read, write, and tell stories. They have good memories for names, places, dates, and trivia. Professionals who use this intelligence include writers, public speakers, teachers, secretaries, business and office managers, comedians, poets, and actors.
Math-Logic Intelligence relates to the ability to reason deductively or inductively and to recognize and manipulate abstract patterns and relationships. Students who excel in this intelligence have strong problem-solving and reasoning skills and ask questions in a logical manner. They can also excel in science-related logic and problem-solving. This intelligence can be seen in such people as scientists, bankers, mathematicians, computer programmers, lawyers, and accountants.
Spatial Intelligence includes the ability to create visual-spatial representations of the world and to transfer them mentally or concretely. Students who exhibit spatial intelligence need a mental or physical picture to best understand new information; do well with maps, charts, and diagrams; and like mazes and puzzles. They are strong in drawing, designing, and creating things. Professionals who use this intelligence include graphic artists, cartographers, draftspersons, architects, painters, and sculptors.
Musical Intelligence encompasses sensitivity to the pitch and rhythm of sounds as well as responsiveness to the emotional implications of these elements of music. Students who remember melodies or recognize pitch and rhythm exhibit musical intelligence. They enjoy listening to music and are aware of surrounding sounds. This intelligence is seen in such people as singers and songwriters, rock musicians, dancers, composers, and music teachers.
Bodily-Kinesthetic Intelligence involves using your body to solve problems, make things and convey ideas and emotions. Students who are strong in this intelligence are good at physical activities, hand-eye coordination, and have a tendency to move around, touch things, and gesture. Professionals who use this intelligence include actors, athletes, surgeons, mimes, musicians, dancers, and inventors.
Interpersonal Intelligence refers to the ability to work effectively with other people and to understand them and recognize their goals, motivations, and intentions. Students who exhibit this intelligence thrive on cooperative work, have strong leadership skills, and are skilled at organizing, communicating, mediating, and negotiating. This intelligence is usually seen in such people as teachers, therapists, salespeople, counselors, politicians, religious leaders, and business executives.
Intrapersonal Intelligence entails the ability to understand one’s own emotions, goals, and intentions. Students strong in intrapersonal intelligence have a strong sense of self, are confident, and can enjoy working alone. They have good instincts about their strengths and abilities. This intelligence is highly developed in such people as philosophers, psychiatrists, religious leaders, and brain researchers.
Naturalist Intelligence is the latest intelligence added by Gardner. It includes the capacity to recognize flora and fauna; to make distinctions in the natural world; and to use this ability productively in activities such as hunting, farming, and biological science. This intelligence is seen in botanists, naturalists, and physicists.
Existential Intelligence Currently Gardner is researching the possibility of an Existential Intelligence, which has to do with the ability to ponder the nature of existence—who are we, why do we die, how did we get here. It is seen in those who can deeply analyze and think about things we can’t see and questions that don’t have clear answers. This intelligence might exist in the clergy, philosophers, and spiritual people.