Intelligence Types Test

Intelligence Types Test - theoretical background, test structure and validation study highlights

1. 1
Intelligence Types
Test
Presentation by Ilona Jerabek, PhD

2. 2
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

3. 3
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.

4. 4
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.

5. 5
The 8 + 1 Intelligence Types
Spatial
Linguistic
Logical-mathematical
Bodily-Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
(Existential )

6. 6
Overview of the factors covered by
the assessment

7. 7
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)

8. 8
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

9. 9
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

10. 10
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

11. 11
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

12. 12
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

13. 13
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

14. 14
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

15. 15
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

16. 16
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

17. 17
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

18. 18
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

19. 19
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

20. 20
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

21. 21
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

22. 22
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

23. 23
Validation study
Highlights and Tidbits

24. 24
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 ItemsCronbach'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

26. 26
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)

28. 28
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).

29. 29
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%.

30. 30
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.

32. 32
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

34. 34
Logical-Mathematical as a Function of Grades

35. 35
Linguistic as a Function of Grades

36. 36
Visual-Spatial as a Function of Grades

37. 37
Bodily-Kinesthetic as a Function of Grades

38. 38
Intrapersonal as a Function of Grades

39. 39
Interpersonal as a Function of Grades

40. 40
Naturalistic as a Function of Grades

41. 41
Intelligence Types as a Function of Position

42. 42
Bodily-Kinesthetic as a Function of Position

43. 43
Logical-Mathematical as a Function of Position

44. 44
Linguistic as a Function of Position

45. 45
Musical as a Function of Position

46. 46
Intrapersonal as a Function of Position

47. 47
Interpersonal as a Function of Position

48. 48
Naturalistic as a Function of Position

49. 49
Intelligence Types as a Function of Education

50. 50
Logical-Mathematical Scale as a Function of
Education

51. 51
Linguistic Scale as a Function of Education

52. 52
Intrapersonal Scale as a Function of Education

53. 53
Interpersonal Scale as a Function of Education

54. 54
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

55. 55
Ilona Jerabek, PhD
9001 blvd. de l’Acadie, Suite 802
Montreal, Qc H4N 3H5
[email protected]
Direct line: 514-745-3189, ext 112
Fax: [phone]
http://archprofile.com
http://www.psychtests.com