Gardner’s Multiple Intelligences – Detail
The more detailed diagram below expands the detail for the original seven intelligences of Harward gardner, and also suggests ideas for applying the model and underpinning theories, so as to optimise learning and training, design accelerated learning methods, and to assess training and learning suitability and effectiveness.
| intelligence type | description | typical roles | related tasks, activities or tests | preferred learning style clues | |
| 1 | Linguistic | words and language, written and spoken; retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning | writers, lawyers, journalists, speakers, trainers, copy-writers, english teachers, poets, editors, linguists, translators, PR consultants, media consultants, TV and radio presenters, voice-over artistes | write a set of instructions; speak on a subject; edit a written piece or work; write a speech; commentate on an event; apply positive or negative ‘spin’ to a story | words and language |
| 2 | Logical-Mathematical | logical thinking, detecting patterns, scientific reasoning and deduction; analyse problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result | scientists, engineers, computer experts, accountants, statisticians, researchers, analysts, traders, bankers bookmakers, insurance brokers, negotiators, deal-makers, trouble-shooters, directors | perform a mental arithmetic calculation; create a process to measure something difficult; analyse how a machine works; create a process; devise a strategy to achieve an aim; assess the value of a business or a proposition | numbers and logic |
| 3 | Musical | musical ability, awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling | musicians, singers, composers, DJ’s, music producers, piano tuners, acoustic engineers, entertainers, party-planners, environment and noise advisors, voice coaches | perform a musical piece; sing a song; review a musical work; coach someone to play a musical instrument; specify mood music for telephone systems and receptions | music, sounds, rhythm |
| 4 | Bodily-Kinesthetic | body movement control, manual dexterity, physical agility and balance; eye and body coordination | dancers, demonstrators, actors, athletes, divers, sports-people, soldiers, fire-fighters, PTI’s, performance artistes; ergonomists, osteopaths, fishermen, drivers, crafts-people; gardeners, chefs, acupuncturists, healers, adventurers | juggle; demonstrate a sports technique; flip a beer-mat; create a mime to explain something; toss a pancake; fly a kite; coach workplace posture, assess work-station ergonomics | physical experience and movement, touch and feel |
| 5 | Spatial-Visual | visual and spatial perception; interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect | artists, designers, cartoonists, story-boarders, architects, photographers, sculptors, town-planners, visionaries, inventors, engineers, cosmetics and beauty consultants | design a costume; interpret a painting; create a room layout; create a corporate logo; design a building; pack a suitcase or the boot of a car | pictures, shapes, images, 3D space |
| 6 | Interpersonal | perception of other people’s feelings; ability to relate to others; interpretation of behaviour and communications; understands the relationships between people and their situations, including other people | therapists, HR professionals, mediators, leaders, counsellors, politicians, eductors, sales-people, clergy, psychologists, teachers, doctors, healers, organisers, carers, advertising professionals, coaches and mentors; (there is clear association between this type of intelligence and what is now termed Emotional Intelligence | interpret moods from facial expressions; demonstrate feelings through body language; affect the feelings of others in a planned way; coach or counsel another person | human contact, communications, cooperation, teamwork |
| 7 | Intrapersonal | self-awareness, personal cognisance, personal objectivity, the capability to understand oneself, one’s relationship to others and the world, and one’s own need for, and reaction to change | arguably anyone (see note below) who is self-aware and involved in the process of changing personal thoughts, beliefs and behaviour in relation to their situation, other people, their purpose and aims – in this respect there is a similarity to Maslow’s self Actulization Maslow’s Self-Actualisation level, and again there is clear association between this type of intelligence and what is now termed Emotional Intelligence | consider and decide one’s own aims and personal changes required to achieve them (not necessarily reveal this to others); consider one’s own ‘Johari Window’ and decide options for development; consider and decide one’s own position in relation to the Emotional Intelligence | self-reflection, self-discovery |
Vishal Jain / Bindu Sharma
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