Multiple Intelligences Defined
© Leslie Owen Wilson

Howard Gardner's ground breaking theories were first published in Frames of Mind, 1983.
Gardner was a Harvard scholar studying work on the development of children's cognitive processes based on the work of Jean Piaget. Through his own work on the development of cognition, he came to view those of Piaget as too narrowly focused. In his innovative theory, he presents a new framework for considering the gifts of children.
Through studying other cultural definitions of intelligence, neurophysiology, anthropological studies and his own experimentation and observation of children, Gardner originally devised seven categories of respective intelligence. These are:

• verbal/linguistic;
• logical/mathematical;
• spatial;
• bodily/kinesthetic;
• musical;
• interpersonal;
• and intrapersonal.

(*An eighth intelligence, naturalistic/environmental, has just been recently put forth by Gardner. Although his reports on this form of intelligence are still a bit sketchy, you will find more details on this form of intelligence on a separate web site.)

While Gardner contends that all humans have some degree of all seven intelligences, there are those who are more gifted in some areas, or in combinations of areas, than in others.

Here are brief overviews of each intelligence.

Gardner's Intelligences Defined:

1. Verbal/Linguistic - deals with abilities in the complex acquisition, formation and processing of language. Thinking symbolically and reasoning abstractly fall under this category, as does the ability to create conceptual verbal patterns. Reading, writing, the development of symbolic writing and language skills--anagrams, palindromes, metaphors, similes, puns, and analogies come under this heading. Children who talk early, those who enjoy making sounds and rhyming patterns; children who are prolific readers and have good memories for poetry, lyrics, tongue twisters, and verse may have a propensity in this area. These individuals love words, both spoken and written, and often think in words. They learn by verbalization, by seeing and hearing words and usually enjoy word games. (In his work that parallels that of Gardner's, Bob Samples refers to Verbal/Linguistic and Logical/Mathematical in one category as Abstract/Symbolic intelligences. See References .)

2. Logical/mathematical - deals with the ability to think logically; inductively, and to some degree deductively; categorically; to recognize patterns, both geometric and numerical; as well as the ability to see and work with abstract concepts. Children who possess this form of developed intelligence may be constant questioners; they may easily grasp games that involve sophisticated strategies--like chess; or they may devise experimental formats to test their ideas. Also, they may be fascinated with computers or with puzzles that involving logic and reasoning abilities.

3. Spatial Intelligence - deals with the ability to perceive images. These children think in images and are usually the ones able to find missing objects due to their tremendous powers of visual recall. They may be the first to notice things that have been changed or rearranged. Many are earlier drawers--delighted with shapes, lines and colors. These folks are attracted to jigsaw puzzles, mazes, find the hidden picture puzzles and they love to construct things with blocks. They have an early sense of proportion and perspective. They are also good at reading and constructing maps and discerning objects as they might appear in three dimensional space. They are often referred to as daydreamers--starring off into space. (In David Lazear's adaptation of Gardner's work, he expands this concept to include visual intelligence. Bob Samples also describes this type of ability as visual. See References .)

4. Musical - obviously deals with the ability to create or interpret music. These children may need music while they study, and they are continually humming, singing, tapping out tunes rhythmically, or whistling. They have keen ears for distinguishing sounds and subtle nuances in music and in the sounds in their environments. These children can also be excellent mimics and can easily discern differences in speech patterns or accents. (Again, David Lazear expands this group with the descriptor of rhythmic, and Bob Samples describes this as auditory intelligence.)

5. Bodily/Kinesthetic - deals with the gift of physical movement, that of both the fine and/or the large muscle systems. These children are the movers of the universe, and frequently they squirm, rock, even fall off their chairs when required to sit still for extended periods of time. These children are adept at creating and interpreting gestures and are often attuned at communicating in, or reading others body language. They may even have a need to enter the personal space of others or to touch them while communicating. This group of students needs to learn by acting and moving, to learn by haptic experiences.

6. Interpersonal - deals with the ability to understand and communicate with others and to facilitate relationships and group processes. The phrase "they can work the room " aptly describes their uncanny abilities to read people. Often these children are highly empathetic, and they can arbitrate differences between people or groups. They can easily pick up on the vibrations, the feelings of others. These children enjoy cooperative learning experiences and learn best in cooperative settings. (Bob Samples refers to this type of intelligence as synergistic personal.)

7. Intrapersonal - deals with the ability to be somewhat insulated from ones peers; to have a strong sense of self; to have leadership abilities in reference to making decisions that may not be popular with others. This strong sense of self creates a certain amount of immunity from peer pressure. These children may be what are described as "loners". They may have gifts out the ordinary realm of human understanding--strong intuitive feelings, a sense of inner wisdom, or precognition. These children need learning experiences where they can focus on their inner being and activities that allow them to work by themselves on material and projects of their own choosing. (Bob Samples refers to this ability to be synergistic-natural.)

(The above descriptions have been compiled from the works of Howard Gardner, Bob Samples, David Lazear, and Thomas Armstrong. See References for full citations.)

© Leslie Owen Wilson
Leslie Owen Wilson is currently an associate professor in the School of Education at the University of Wisconsin, Stevens Point where she teaches courses in educational psychology, theories of learning, curriculum and creativity.