How Can We Measure The Person Is Intelligent Or Talent?

Howard Gardner has came up with seven clear intelligences Visual-Spatial, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, Linguistic, and Logical-Mathematical that outline individual's strengths and are designed based on different tasks, problem solving, and progress in various types of domains. According to Gardner's theory "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves”(Lane , C. (n.d.). Multiple Intelligences). Visual-Spatial in Gardner's theory is when a person is taught how to remember things through drawings and verbal and physical imagery. Bodily-kinesthetic is used when a person uses communication through there body language, like role playing, hands on learning,

In “A Rounded Version: The Theory of Multiple Intelligences”, Howard Gardner illustrates how there are a variety of intelligences. Gardner starts off with an example how IQ tests may predict achievement in school but may not predict achievement in life. After finding out certain parts of the brain are responsible for certain functions, such as “Broca’s Area” which is responsible for sentence production, Gardner proposes the existence of multiple intelligences. Multiple studies later led him to propose seven distinct intelligences; Musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. Each intelligence has certain classifications. According to Gardner’s classifications, I realized my intelligences are bodily-kinesthetic, logical-mathematical, and intrapersonal.

Gardner examined many subjects to decide upon the seven intelligences in his Multiple theories of Intelligence. Gardner finally concluded that intelligent behavior does not come from one single quality of the mind. He believed that different intelligences are generated from different metaphorical pools of mental energy, and that these pools enable people to solve problems or create products that are valued within one or more cultural settings. He came up with this concept from his experiences working with members of different populations where certain cognitive abilities are apparent even in the absence of basic abilities. For example, when an autistic person is a genius at math and lacks the ability to tie his shoes.

When one speaks of intelligence or how bright another person is, the often quoted figure is the IQ or intelligence quotient. It is the most often used standard of how smart a person is. This paper shall look at what intelligence tests measure, how the IQ tests measure intelligence and interrogate their history. It shall then apply the tests to school policy and hence evaluate their validity.

     Since the development of the intelligence quotient, schools in every part of the world have been using the IQ test to categorize millions of students into three groups. These three groups, which are the gifted, the average, and the retarded, are falsifications that perpetuate in our world culture and cause many gifted students to be deemed retarded and vice a versa. Why then is the IQ test so heavily relied on in our school systems? For schools the answer is simple, an I.Q. test is a reliable predictor of a students later performance in academics. This answer is relatively true, but where the I.Q. test falls extremely short is with testing the multiple

On the contrary, those people who scored low on one kinds of ability test, were more likely to score badly on others as well. Meanwhile, Spearman also concluded that intelligence is a cognitive ability which could be measured and expressed numerically.

One criticism of Gardner's theory is that he classifies talents as a type of intelligence. Critics might say that a talented dancer or chess player is not necessarily smart. How would you reply to this

Intelligence by definition is “the ability to acquire and apply knowledge and skills” (Oxford Dictionary, 2014). However, many psychologists argue that there is no standard definition of ‘intelligence’, and there have been many different theories over time as psychologists try to find better ways to define this concept (Boundless 2013). While some believe in a single, general intelligence, others believe that intelligence involves multiple abilities and skills. Another largely debated concept is whether intelligence is genetically determined and fixed, or whether is it open to change, through learning and environmental influence. This is commonly known as the nature vs. nurture debate.

How is intelligence measured? How is it possible to just have one way to measure intelligence? Is there really only one way to measure every individual’s intelligence? According to psychologists Howard Gardner and Robert Sternberg there is. Gardner and Sternberg have developed two different theories to do so. Howard Gardner’s theory of intelligence is the way in which one carries out life goals. Gardner chose eight abilities that held to meet criteria: linguistic (speak and write well), logical-mathematical (use logical and mathematical skills to solve problems such as scientific quotations), spatial (think and reason about objects in three dimensional space), musical (preform, understand and enjoy music), bodily-kinesthetic (manipulate

Intelligence tests are inaccurate to measures true ability of a person because genes affect how a person responds to their surroundings, the tests cannot measure the person biological makeup or his true potential for being “smart”.

There is a relationship between intelligence and culture because intelligence is culturally shaped and defined and some cultures support and identify it as very vital in the context of social and ecological aspects. In the early years, there was a bias towards intelligence tests because they used English language and culture. The formation of Wesler Adult Intelligence Scale, Fourth Addition (WAIS,IV) in 2008 by David Wesler was meant to minimise the bias. According to Westen, Burton and Kowalski (2006), intelligence assists human beings to take control of their lives and it varies cross culturally because the power dynamics differ in each society and this leads to differences in behaviour and line of thinking. These authors describe intelligence as multifaceted, functional and can be defined by culture because it is universal and studying intelligence using different culture as a sample that can be used to question Western ideas about intelligence with some emphasis on the assessment of skills and abilities using culturally appropriate methods (Benson, 2003)

"Gardner's original Theory of Multiple Intelligences consists of three components, seven "intelligences," and eight supporting criteria of what comprises an "intelligence." The Three Components include: a definition of intelligence, a challenge to the notion of a general intelligence (g), and a challenge to the conviction that g can be reliably measured." (Helding,

With IQ testing and the commonly-held belief that intelligence is fixed and static, receiving those test scores can positively or negatively impact a student. Trained psychologists are required to administer and examine IQ tests, however this task is often given to undertrained teachers. With a lower score, students may stop trying in school, thus it is crucial for educators to realize the limitations of a test score (Law, 1995, p. 9). Any test or combination thereof will only provide an estimate of knowledge and not an absolute. As quoted in Ford (2004), the Office of Civil Rights (2000) stated “No single test score can be considered a definitive measure of a student’s knowledge” (p. 15). Also, many believe that IQ equals innate ability, leading to discrimination. Gregory (2004), as quoted in Ford, recognized that a test score is neutral until we assign it value (2004, p. 7). The national and global impact of identification procedures is huge. Underutilized talent is not developed properly in school, leading to less overall contribution to society and especially the economy (Warne 2013 p. 488). Consequently, the country as a whole would benefit from reformed gifted identification

Firstly, we already know what intelligence is, however, in psychology, intelligence is difficult to define, as it is seen differently by everyone. There are different kinds of intelligence, such as academic, creative and emotional. There are also several theories and research studies which have explored whether intelligence is inherited or how it should and can be measured. The five main intelligence theories that are used are Spearman’s Two Factor Theory (1904,1927), Thurstone’s Theory of Primary Mental Abilities (1938), Gardner’s Theory of Multiple Intelligences (1983), Sternberg’s Triarchic Theory (1985) and Goleman’s Emotional Intelligence Theory (1998).

The hypothesis of different intelligences was created in 1983 by Dr. Howard Gardner, professor from Harvard College. It proposes that the customary idea from claiming intelligence in view of IQ testing, will be far excessively restricted. Instead, Dr. Gardner proposes nine separate intelligences that would represent a more extensive extent of mankind's possibility. These intelligences are separated into the following categories: Linguistic intelligence, Logical-mathematical intelligence, Spatial intelligence, Bodily-Kinesthetic intelligence, Musical intelligence, Interpersonal intelligence, Intrapersonal intelligence, and Naturalist intelligence.