Chapter 5: Intelligence: Unpacking the Construct
🧠 Chapter Overview
Welcome to Chapter 5 of your PSTET CDP journey! This chapter explores one of the most debated concepts in psychology—intelligence. What does it mean to be "intelligent"? Is there one general ability or multiple independent abilities? How should teachers understand and nurture the diverse intellectual strengths of their students? This chapter challenges traditional views and presents a more inclusive, multidimensional perspective essential for modern classrooms.
| Section | Topic | PSTET Weightage |
|---|---|---|
| 5.1 | Critical Perspective on Traditional Intelligence | High |
| 5.2 | Howard Gardner's Theory of Multiple Intelligences | Very High |
| 5.3 | Implications for Teaching | High |
5.1 Critical Perspective on Traditional Intelligence: Challenging the Unitary View
🎯 Learning Objectives
After studying this section, you will be able to:
Critically analyze the traditional concept of intelligence and IQ
Identify the problems and limitations with intelligence testing
Understand why the unitary view of intelligence is inadequate
What is Intelligence? The Traditional View
Traditionally, intelligence has been defined as:
"The capacity to acquire and apply knowledge. It is the ability to solve problems, learn from experiences, and apply knowledge to deal with new situations."
For much of the 20th century, psychologists believed in a single, general intelligence factor—often called "g" (for general intelligence)—that underlies all cognitive abilities. This view, pioneered by Charles Spearman, suggested that if you are good at one cognitive task, you tend to be good at others .
📌 PSTET Key Point: The traditional view held that intelligence is a single, unitary trait that can be measured and expressed as a single number—the Intelligence Quotient (IQ).
The Concept of IQ: A Closer Look
IQ (Intelligence Quotient) was developed as a way to quantify this general intelligence. However, IQ tests have been subject to intense criticism:
The IQ Test Paradox: What Do They Really Measure?
A fascinating critique comes from the work of Keith Stanovich, who argues that IQ tests miss critical cognitive domains—domains of thinking itself .
🔍 Key Insight: Intelligence (as measured by IQ) is not the same as rationality—the ability to think and act in ways that achieve one's goals.
The Bat and Ball Problem:
A bat and a ball cost ₹110 in total. The bat costs ₹100 more than the ball. How much does the ball cost?
Common intuitive answer: ₹10
Correct answer: ₹5 (since ₹105 bat + ₹5 ball = ₹110 total)
Frederick's research found that large numbers of highly select university students at MIT, Princeton, and Harvard gave the incorrect intuitive answer—demonstrating that high IQ does not guarantee good thinking .
The Dissociation Between Intelligence and Rational Thinking
Research has found that many rational thinking tasks show surprising independence from intelligence :
| Thinking Domain | Correlation with IQ | Finding |
|---|---|---|
| Myside Bias | Virtually independent | Higher IQ individuals are no less likely to process information from an egocentric perspective |
| Base-Rate Neglect | Low correlation | Ignoring statistical base rates occurs regardless of IQ |
| Framing Effects | Low correlation | How problems are framed affects decisions similarly across IQ levels |
| Anchoring Bias | Low correlation | Initial anchors influence judgments regardless of IQ |
📌 PSTET Key Point: These findings challenge the assumption that IQ tests comprehensively measure "good thinking." A child may score high on IQ tests yet make poor decisions, hold irrational beliefs, or fail to think critically.
The Static Snapshot Problem
IQ tests provide at best a snapshot of performance at a single moment. They do not capture :
Practical intelligence—knowing how to make things work in real-world contexts
Adaptability—ability to adjust to new situations
Creativity—generating novel and valuable ideas
Emotional intelligence—understanding and managing emotions
Growth potential—capacity to develop and improve
What Do IQ Tests Miss?
Keith Stanovich and Richard West have extensively documented what IQ tests fail to assess :
| Missed Domain | Description |
|---|---|
| Epistemic Rationality | Holding beliefs that are commensurate with available evidence |
| Instrumental Rationality | Taking appropriate action given one's goals and beliefs |
| Probabilistic Reasoning | Understanding and applying probability concepts |
| Scientific Reasoning | Hypothesis testing, covariation detection |
| Decision-Making Skills | Making choices that maximize goal achievement |
| Thinking Dispositions | Open-mindedness, intellectual curiosity, reflectiveness |
💡 Research Finding: Correlations between IQ and rational thinking tasks are typically only in the range of .20 to .35—allowing for substantial discrepancies between intelligence and rationality .
The Need for a Broader Conception
These critiques have led psychologists to propose broader frameworks. As one researcher noted:
"The concept of intelligence, as conventionally measured, leaves out critical cognitive domains—domains of thinking itself."
This recognition paved the way for theories like Gardner's Multiple Intelligences, which expand our understanding of what it means to be intelligent.
🏫 PSTET Classroom Application
| Critical Insight | Teacher Implication |
|---|---|
| IQ tests have cultural bias | Avoid making judgments based on any single measure |
| Test scores reflect many factors | Consider multiple sources of information about student abilities |
| Intelligence ≠ Rationality | Teach thinking skills explicitly, not just content |
| Practical intelligence matters | Value real-world problem-solving alongside academic performance |
5.2 Theory of Multiple Intelligences: Howard Gardner's Revolutionary Framework
🎯 Learning Objectives
After studying this section, you will be able to:
Explain Howard Gardner's theory of multiple intelligences
Describe each of the eight intelligences with examples
Understand how this theory challenges traditional views
Who is Howard Gardner?
Howard Gardner (born July 11, 1943) is an American psychologist and professor at Harvard University. His family emigrated from Germany to the United States fleeing the Nazi regime . Gardner studied at Harvard, focusing on psychology and neuropsychology, and has been co-director of Harvard's Project Zero—a research group studying human cognition .
📌 PSTET Key Point: In 1983, Gardner published Frames of Mind: The Theory of Multiple Intelligences, fundamentally challenging the traditional view of a single, unitary intelligence .
The Core Premise of Multiple Intelligences Theory
Gardner's theory rests on several revolutionary propositions :
🔑 Key Definition: Gardner defines intelligence as "a bio-psychological 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" .
The Eight Intelligences: Detailed Exploration
Gardner initially proposed seven intelligences in 1983, later adding an eighth. Here is a comprehensive table of all eight :
| Intelligence | Core Capacity | Who Has High Levels? | Classroom Examples |
|---|---|---|---|
| Linguistic | Sensitivity to spoken and written language; ability to learn languages; capacity to use language to accomplish goals | Writers, poets, lawyers, speakers, journalists | Storytelling, debates, journal writing, reading aloud, word games |
| Logical-Mathematical | Capacity to analyze problems logically; carry out mathematical operations; investigate issues scientifically | Scientists, physicists, mathematicians, engineers, doctors, economists | Experiments, puzzles, pattern seeking, calculations, sequencing tasks |
| Musical | Skill in performance, composition, and appreciation of musical patterns; sensitivity to sounds, rhythms, tones | Instrumentalists, singers, conductors, composers, disc-jockeys | Singing, playing instruments, creating rhythms, listening to music, composing songs |
| Bodily-Kinesthetic | Ability to use mental abilities to coordinate bodily movements; skill in using the body to express ideas or create products | Athletes, dancers, actors, surgeons, builders, soldiers | Drama, dance, hands-on activities, building models, physical games |
| Spatial | Ability to recognize and manipulate patterns in wide spaces (as pilots) or confined areas (as sculptors) | Pilots, navigators, sculptors, architects, chess players, surgeons | Drawing, visualizing, puzzles, maps, charts, constructing, design activities |
| Interpersonal | Capacity to understand intentions, motivations, and desires of other people; ability to work effectively with others | Educators, religious leaders, political leaders, counselors, salespeople | Group work, peer teaching, conflict resolution, collaborative projects |
| Intrapersonal | Capacity to understand oneself; appreciation of one's own feelings, fears, and motivations; self-reflective capacities | Philosophers, psychologists, theologians, writers | Reflection journals, self-assessment, independent study, goal-setting |
| Naturalistic (added later) | Ability to recognize and classify plants, animals, and other natural phenomena; sensitivity to features of the natural world | Biologists, farmers, gardeners, environmentalists, chefs | Nature walks, plant study, animal observation, environmental projects, classification tasks |
Detailed Descriptions with Examples
1. 🗣️ Linguistic Intelligence
This area involves sensitivity to words, vocabulary, and verbal language. People with high linguistic intelligence enjoy reading, writing, telling stories, and word games .
Classroom manifestation: A student with strong linguistic intelligence might excel at explaining concepts to peers, enjoy writing stories, have an extensive vocabulary, and easily remember information presented verbally.
2. 🔢 Logical-Mathematical Intelligence
This intelligence involves the capacity to analyze problems logically, detect patterns, and reason deductively. It includes mathematical operations and scientific thinking .
Classroom manifestation: These students enjoy solving puzzles, ask probing questions about how things work, excel at mental math, and show interest in patterns and categories.
3. 🎵 Musical Intelligence
This area involves sensitivity to rhythm, pitch, melody, and tone. People with musical intelligence may think in musical patterns and have a strong appreciation for sounds .
Classroom manifestation: A student with musical intelligence might tap out rhythms spontaneously, remember songs easily, notice background sounds others miss, and learn better when information is set to music.
4. 🏃 Bodily-Kinesthetic Intelligence
This involves using the body to solve problems, create products, or express ideas. It includes fine and gross motor control, coordination, and dexterity .
Classroom manifestation: These students learn best through movement and hands-on activities. They may excel in sports, drama, or crafts, and have difficulty sitting still for long periods.
5. 🧩 Spatial Intelligence
This intelligence involves the ability to visualize, form mental images, and manipulate objects in space. It includes sensitivity to color, line, shape, form, and space .
Classroom manifestation: Students with spatial intelligence think in images and pictures. They enjoy drawing, building, puzzles, and reading maps. They may have strong visual memory.
6. 🤝 Interpersonal Intelligence
This is the capacity to understand others—their moods, temperaments, motivations, and intentions. It enables effective working with others .
Classroom manifestation: These students are natural leaders, sensitive to others' feelings, skilled at mediating conflicts, and enjoy collaborative work. They often have many friends.
7. 🧘 Intrapersonal Intelligence
This involves understanding oneself—one's own feelings, fears, motivations, and goals. It includes the capacity for self-reflection and self-awareness .
Classroom manifestation: Students with strong intrapersonal intelligence are self-aware, independent, and reflective. They may prefer independent projects, keep journals, and have strong sense of their own strengths and weaknesses.
8. 🌿 Naturalistic Intelligence
This involves recognizing and classifying species in the natural environment. It includes sensitivity to features of plants, animals, weather, and geological formations .
Classroom manifestation: These students love the outdoors, enjoy collecting and categorizing natural objects, show interest in weather and seasons, and may have strong knowledge of animals and plants.
Important Distinction: Intelligences vs. Learning Styles
📌 PSTET Key Point: Multiple intelligences are NOT the same as learning styles!
| Aspect | Multiple Intelligences | Learning Styles |
|---|---|---|
| Focus | WHAT is being processed—different content domains | HOW information is processed—different modalities |
| Claim | People have different intellectual strengths in eight domains | People prefer different modes of learning (visual, auditory, kinesthetic) |
| Evidence | Based on neurological and cultural evidence | More controversial; limited empirical support |
| Classroom Use | Provide varied content and activities addressing different intelligences | Present information through different sensory channels |
Criticisms of Multiple Intelligences Theory
Despite its popularity in education, Gardner's theory has faced significant scholarly criticism. PSTET candidates should be aware of these critiques :
| Criticism | Explanation | Source |
|---|---|---|
| Talents, Not Intelligences | Multiple intelligences may actually be "talents" or "cognitive styles" rather than distinct intelligences | Various scholars |
| Lack of Empirical Evidence | The theory is not sufficiently grounded in empirical research; it cannot be evaluated scientifically until made specific enough to generate measurement models | Hunt (2001) |
| Different Abilities, Not Different Intelligences | There are grounds for doubting Gardner has identified different intelligences rather than different abilities | M.W. Eysenck (1990) |
| Conceptual Stretch | Broadening the construct of intelligence so widely renders it meaningless | Sternberg & Frensch (1990) |
| Incompatibility with "g" | The theory is incompatible with substantial evidence for a general intelligence factor | Various researchers |
| Strange Implications | Describing someone who is tone-deaf or physically uncoordinated as "unintelligent" seems odd | Sternberg & Frensch (1990) |
💡 Important: As a PSTET candidate, you must know BOTH the theory AND its critiques. The official answer key for a TET exam explicitly states: "Multiple intelligence are only the 'talents' present in intelligence as a whole" as a valid critique of the theory .
📝 PSTET Practice Question (Multiple Intelligences)
Q1. According to Howard Gardner, which of the following is NOT a type of intelligence?
a) Linguistic
b) Skeptical
c) Interpersonal
d) Naturalistic
Q2. Which of the following is a critique of the theory of multiple intelligences?
a) Multiple intelligences are only the 'talents' present in intelligence as a whole
b) The theory has too much empirical support
c) Gardner proposed too few intelligences
d) The theory ignores cultural differences
Answer: a) Multiple intelligences are only the 'talents' present in intelligence as a whole
5.3 Implications for Teaching: Designing Activities for Diverse Classrooms
🎯 Learning Objectives
After studying this section, you will be able to:
Apply multiple intelligences theory to classroom practice
Design activities that address different intelligence profiles
Create an inclusive classroom that nurtures all types of intelligence
Why Multiple Intelligences Matters for Teachers
📌 PSTET Key Point: "In the educational system we rarely analyze what are a student's most powerful intelligence fields, what should be developed more, and how all these information tailor a group's profile. Knowing what intelligence field is the most powerful in a group helps us to choose the method and approach that is the most suitable for the concerned pupils."
The MI theory provides teachers with a framework to :
Personalize instruction based on students' diverse intelligence profiles
Identify individual intelligence profiles to effectively support diverse learning needs
Analyze group dynamics and tailor activities to the collective intelligence profile
Develop personalized teaching strategies suited to various intelligence types
Integrate multiple intelligences into lesson planning and curriculum design
The MI-Inspired Classroom: Key Principles
| Principle | Description |
|---|---|
| Nurture all intelligences | All eight intelligences deserve attention and development, not just linguistic and logical-mathematical |
| Individualize instruction | Recognize that students have different profiles and teach in ways that reach each student |
| Provide multiple entry points | Offer varied ways to access, explore, and demonstrate understanding of any concept |
| Celebrate intellectual diversity | Value different kinds of smart—not just academic intelligence |
| Use strengths to support weaknesses | Help students use their stronger intelligences to develop weaker areas |
Activity Ideas for Each Intelligence
Based on multiple intelligences theory, here are practical classroom activities for each intelligence type :
| Intelligence | Activity Ideas |
|---|---|
| Linguistic | Storytelling, journal writing, debates, word games, reading aloud, creating poems or stories, interviewing, research projects, presentations, creative writing |
| Logical-Mathematical | Puzzles and brain teasers, experiments, classification activities, pattern seeking, calculations, problem-solving tasks, graphing data, creating timelines, logic games, computer programming |
| Musical | Creating songs about content, composing rhythms, listening to music, identifying patterns in music, singing concepts, creating musical mnemonics, exploring sounds in environment, instrument making |
| Bodily-Kinesthetic | Role-playing and drama, hands-on experiments, building models, movement activities, dance, manipulatives, physical games, field trips, crafts, exercise breaks |
| Spatial | Drawing and illustrating, creating mind maps, using graphic organizers, visualizing activities, designing posters, building with blocks, working with maps and charts, creating diagrams, photography |
| Interpersonal | Group projects, peer teaching, cooperative learning, class discussions, conflict resolution activities, community service, interviewing, team games, collaborative research |
| Intrapersonal | Reflection journals, independent study, self-assessment, goal-setting, personal projects, metacognitive activities, choice time, meditation, connecting learning to personal experiences |
| Naturalistic | Nature walks, plant study, animal observation, environmental projects, classification of natural objects, weather observation, gardening, recycling projects, outdoor classrooms |
Sample Lesson: Teaching "Water Cycle" Through Multiple Intelligences
Here's how a single topic can be taught through different intelligences:
| Intelligence | Activity for "Water Cycle" |
|---|---|
| Linguistic | Write a story from the perspective of a water droplet traveling through the cycle |
| Logical-Mathematical | Measure and graph monthly rainfall; calculate percentages of water in different forms |
| Musical | Create a song about evaporation, condensation, and precipitation |
| Bodily-Kinesthetic | Act out the water cycle with whole-body movements for each stage |
| Spatial | Draw or paint a detailed diagram of the water cycle |
| Interpersonal | In groups, create and present a model of the water cycle |
| Intrapersonal | Reflect in journal: "How does the water cycle affect my daily life?" |
| Naturalistic | Observe and document local water cycle in action (puddles evaporating, clouds forming) |
Steps for Implementing MI in Your Classroom
Based on professional development resources, here are practical steps :
Step 1: Observe and Identify
Systematically observe students to identify their intelligence strengths. Look for:
Activities they choose during free time
How they explain concepts to others
What they struggle with versus excel at
Their preferred ways of expressing understanding
Step 2: Analyze Group Profile
Create a class profile showing the distribution of intelligence strengths. This helps you :
Choose methods suitable for the majority
Ensure activities address the full range
Plan for individual variations
Step 3: Design Varied Activities
For each lesson or unit, include activities that address multiple intelligences. You don't need to use all eight every day, but ensure variety over time.
Step 4: Offer Choice
Provide students with choices in how they learn and demonstrate understanding. For example:
"You can write a report, create a poster, perform a skit, or build a model to show what you learned."
Step 5: Use Strengths to Bridge Weaknesses
Help students use their stronger intelligences to develop areas of challenge. For example, a student with strong musical intelligence but weak linguistic intelligence might learn vocabulary by setting it to music.
The MI Classroom: What It Looks Like
| Traditional Classroom | MI-Inspired Classroom |
|---|---|
| Focus on linguistic and logical-mathematical | All eight intelligences valued |
| All students learn the same way | Multiple pathways to learning |
| Assessment through tests and writing | Varied assessment options |
| Teacher as dispenser of knowledge | Teacher as facilitator and designer |
| Fixed view of ability | Growth-oriented view of intelligences |
| Students labeled as "smart" or "not smart" | All students seen as smart in different ways |
MI and Inclusive Education
Multiple intelligences theory aligns perfectly with inclusive education principles :
| Inclusive Principle | MI Contribution |
|---|---|
| All children can learn | Every child has intelligence strengths |
| Diverse learners need diverse approaches | MI provides framework for differentiation |
| Value all forms of achievement | Celebrates varied expressions of intelligence |
| Remove barriers to learning | Multiple entry points reduce barriers |
| Build on strengths | Focus on using what students CAN do |
Research Support for MI in Education
The MI educational philosophy emphasizes using learners' strengths to maximize both academic achievement and success in life . Research has explored MI applications in:
Second language acquisition: Addressing memorization, verbal skills, motivation, engagement, and learning attitude
Curriculum design: Creating lesson plans aligned with learners' cognitive profiles
Differentiated instruction: Adapting teaching methods to students' diverse intelligences
Common Myths About MI in the Classroom
| Myth | Reality |
|---|---|
| "I need to teach every lesson through all eight intelligences" | Not necessary—focus on variety over time, not all at once |
| "MI means labeling students by their intelligence type" | MI is about strengths, not fixed labels; all students have all intelligences |
| "MI replaces the curriculum" | MI is a framework for teaching the curriculum, not a replacement |
| "MI is just learning styles with different names" | MI focuses on content domains, not processing modalities |
🏫 PSTET Classroom Application Summary
| If you have a student who... | They may have strength in... | Try providing... |
|---|---|---|
| Talks constantly, loves stories, has rich vocabulary | Linguistic | Writing opportunities, verbal explanations, debates |
| Asks "why" constantly, loves patterns, enjoys puzzles | Logical-Mathematical | Experiments, logic problems, classification tasks |
| Sings or hums, notices sounds, keeps rhythm | Musical | Songs about content, rhythmic mnemonics |
| Can't sit still, needs to touch everything, athletic | Bodily-Kinesthetic | Movement activities, hands-on learning, role play |
| Draws well, visualizes easily, loves art | Spatial | Visual aids, drawing, diagrams, mind maps |
| Makes friends easily, sensitive to others, cooperative | Interpersonal | Group work, peer teaching, collaborative projects |
| Independent, self-aware, reflective | Intrapersonal | Journals, self-assessment, independent study |
| Loves animals, plants, weather, outdoors | Naturalistic | Nature study, environmental projects, classification |
📝 PSTET Practice Question (Teaching Implications)
Q3. A teacher notices that a student who struggles with reading comprehension excels when information is presented through songs and rhythms. This student likely has strong:
a) Linguistic intelligence
b) Logical-mathematical intelligence
c) Musical intelligence
d) Interpersonal intelligence
Answer: c) Musical intelligence
Q4. According to multiple intelligences theory, effective teaching should:
a) Focus only on linguistic and logical-mathematical abilities since these predict academic success
b) Use the same approach for all students to ensure fairness
c) Provide varied activities that address different intelligence strengths
d) Identify students' weakest intelligence and focus on improving it
Answer: c) Provide varied activities that address different intelligence strengths
🔑 Chapter Summary for PSTET Revision
┌─────────────────────────────────────────────────────────────────┐ │ CHAPTER 5: QUICK REVISION │ ├─────────────────────────────────────────────────────────────────┤ │ │ │ CRITICAL PERSPECTIVE ON TRADITIONAL INTELLIGENCE │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ Problems with IQ: │ │ │ │ • Cultural bias │ │ │ │ • Limited scope (misses rationality, creativity) │ │ │ │ • Historical taint (eugenics origins) │ │ │ │ • Static snapshot, not dynamic │ │ │ │ • IQ ≠ Rational thinking │ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ GARDNER'S MULTIPLE INTELLIGENCES │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ THE EIGHT INTELLIGENCES: │ │ │ │ L - Linguistic (words) │ │ │ │ L - Logical-Mathematical (numbers/reasoning) │ │ │ │ M - Musical (rhythm/sound) │ │ │ │ B - Bodily-Kinesthetic (movement) │ │ │ │ S - Spatial (visual/space) │ │ │ │ I - Interpersonal (others) │ │ │ │ I - Intrapersonal (self) │ │ │ │ N - Naturalistic (nature) │ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ CRITIQUES OF MI THEORY │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ • Intelligences may actually be "talents" │ │ │ │ • Lack of empirical evidence │ │ │ │ • Incompatible with "g" factor evidence │ │ │ │ • Concept stretched too wide │ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ TEACHING IMPLICATIONS │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ • Observe to identify student strengths │ │ │ │ • Provide varied activities addressing all intelligences│ │ │ │ • Offer choice in learning and assessment │ │ │ │ • Use strengths to support weaker areas │ │ │ │ • Create inclusive classroom valuing all forms of smart │ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ MNEMONIC: "L-L-M-B-S-I-I-N" │ │ Linguistic, Logical, Musical, Bodily, Spatial, │ │ Interpersonal, Intrapersonal, Naturalistic │ └─────────────────────────────────────────────────────────────────┘
✅ Self-Assessment Checklist
Tick (✓) when you can confidently:
Explain at least three problems with traditional IQ testing
Describe the difference between intelligence and rationality
Name all eight multiple intelligences with examples
Define intelligence according to Gardner
Explain at least three critiques of multiple intelligences theory
Distinguish between MI and learning styles
Provide classroom activity ideas for each intelligence
Apply MI theory to lesson planning
Answer PSTET-level questions on all topics
📝 Practice Questions for PSTET
Q5. A teacher wants to assess student learning through multiple intelligences. Which approach BEST reflects this goal?
a) Giving all students the same written test
b) Offering students choices such as writing a report, creating a poster, or performing a skit
c) Measuring only reading and math skills
d) Comparing students' scores to determine who is "smart"
Answer: b) Offering students choices such as writing a report, creating a poster, or performing a skit
Q6. Which of the following is a valid criticism of intelligence testing mentioned in the chapter?
a) IQ tests measure too many different abilities
b) IQ tests are too expensive to administer
c) IQ tests have cultural bias and limited scope
d) IQ tests are only used in schools
Answer: c) IQ tests have cultural bias and limited scope
Q7. According to research by Stanovich, what is the relationship between IQ and rational thinking?
a) High IQ guarantees rational thinking
b) There is no relationship at all
c) Correlations are modest, allowing for substantial discrepancies
d) Rational thinking is the same as intelligence
Answer: c) Correlations are modest, allowing for substantial discrepancies
Q8. A student excels at understanding others' feelings, mediating conflicts, and working in groups. Gardner would say this student has strong:
a) Intrapersonal intelligence
b) Interpersonal intelligence
c) Linguistic intelligence
d) Naturalistic intelligence
Answer: b) Interpersonal intelligence
Q9. Which statement BEST represents Gardner's definition of intelligence?
a) A fixed capacity determined at birth
b) A single general ability that predicts success
c) A bio-psychological potential activated in cultural settings to solve problems or create products of value
d) The ability to score well on standardized tests
Answer: c) A bio-psychological potential activated in cultural settings to solve problems or create products of value
Q10. The critique that multiple intelligences are "only the 'talents' present in intelligence as a whole" suggests that:
a) Gardner's theory has too many intelligences
b) What Gardner calls intelligences might be specific abilities within general intelligence
c) The theory has too much empirical support
d) Gardner should add more intelligences
Answer: b) What Gardner calls intelligences might be specific abilities within general intelligence
📚 References for Further Reading
Testbook. (2023). Psychologist Gardner mentioned seven types of intelligence
Bactra.org. (2025). IQ, and Mental Testing More Generally
European School Education Platform. (2025). Learning Landscapes: Navigating Multiple Intelligences
Testbook. (2025). Which one of the following is a critique of theory of multiple intelligences?
Zenodo. (2025). Nurturing students' intellectual diversity through Multiple Intelligences Theory-based activities
Testbook. (2023). According to Howard Gardner, _________ is not a type of intelligence
British Psychological Society. (2014). What intelligence tests miss
Springer. (2024). The Art of Language Instruction Using Multiple Intelligences
Next Chapter Preview: Chapter 6 - Language, Thought, and Communication
We will explore the fascinating relationship between language and thought, and how children develop communication skills.
