Gardner identifies several key criteria that a cognitive ability must meet to be considered an intelligence:
Potential Isolation by Brain Damage
Existence of Savants, Prodigies, and Other Exceptional Individuals
An Identifiable Core Operation or Set of Operations
A Distinct Developmental Trajectory
An Evolutionary History and Evolutionary Plausibility
Support from Experimental Psychological Tasks
Support from Psychometric Findings
Susceptibility to Encoding in a Symbol System
1135
Gardner
identifies
several
key
criteria
that
a
cognitive
ability
must
meet
to
be
considered
an
intelligence
:<
br
><
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Potential
Isolation
by
Brain
Damage
p
><
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>
Existence
of
Savants
''
Prodigies
''
and
Other
Exceptional
Individuals
p
><
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“
>
An
Identifiable
Core
Operation
or
Set
of
Operations
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><
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fragment
“
>
A
Distinct
Developmental
Trajectory
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><
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class
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“
>
An
Evolutionary
History
and
Evolutionary
Plausibility
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><
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fragment
“
>
Support
from
Experimental
Psychological
Tasks
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><
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“
>
Support
from
Psychometric
Findings
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><
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class
=
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fragment
“
>
Susceptibility
to
Encoding
in
a
Symbol
System
p
>
The criterion "Potential Isolation by Brain Damage" refers to the notion that distinct intelligences can be independently affected by brain damage. This means that a specific type of intelligence can be impaired or lost while others remain intact, indicating its unique neurological basis. For instance, a person might suffer damage to a part of the brain responsible for linguistic abilities, losing their capacity to use language, while their mathematical or musical abilities remain unaffected. This criterion supports Gardner's idea that multiple intelligences are separate from each other, each residing in different areas of the brain.
1136
The
criterion
„
Potential
Isolation
by
Brain
Damage
“
refers
to
the
notion
that
distinct
intelligences
can
be
independently
affected
by
brain
damage
.
This
means
that
a
specific
type
of
intelligence
can
be
impaired
or
lost
while
others
remain
intact
''
indicating
its
unique
neurological
basis
.
For
instance
''
a
person
might
suffer
damage
to
a
part
of
the
brain
responsible
for
linguistic
abilities
''
losing
their
capacity
to
use
language
''
while
their
mathematical
or
musical
abilities
remain
unaffected
.
This
criterion
supports
Gardner
'
s
idea
that
multiple
intelligences
are
separate
from
each
other
''
each
residing
in
different
areas
of
the
brain
.
The criterion "Existence of Savants, Prodigies, and Other Exceptional Individuals" highlights the presence of individuals with extraordinary abilities in specific cognitive domains as evidence of distinct intelligences. Savants and prodigies often display remarkable skills in areas like music, mathematics, or art, despite potential deficits in other cognitive functions. This extraordinary proficiency in a particular area suggests that intelligences are modular and independent.
1137
The
criterion
„
Existence
of
Savants
''
Prodigies
''
and
Other
Exceptional
Individuals
“
highlights
the
presence
of
individuals
with
extraordinary
abilities
in
specific
cognitive
domains
as
evidence
of
distinct
intelligences
.
Savants
and
prodigies
often
display
remarkable
skills
in
areas
like
music
''
mathematics
''
or
art
''
despite
potential
deficits
in
other
cognitive
functions
.
This
extraordinary
proficiency
in
a
particular
area
suggests
that
intelligences
are
modular
and
independent
.
This criterion posits that each type of intelligence must have a core set of cognitive processes or operations. For example, linguistic intelligence involves operations like the ability to use language for expression and comprehension, while logical-mathematical intelligence includes the capacity for deductive reasoning and problem-solving with numbers. The distinct operations characterize each intelligence, making them identifiable and unique. This aspect is crucial as it provides a concrete basis for differentiating between the various intelligences, emphasizing that each is not just a skill but a distinct cognitive domain.
1138
This
criterion
posits
that
each
type
of
intelligence
must
have
a
core
set
of
cognitive
processes
or
operations
.
For
example
''
linguistic
intelligence
involves
operations
like
the
ability
to
use
language
for
expression
and
comprehension
''
while
logical
-
mathematical
intelligence
includes
the
capacity
for
deductive
reasoning
and
problem
-
solving
with
numbers
.
The
distinct
operations
characterize
each
intelligence
''
making
them
identifiable
and
unique
.
This
aspect
is
crucial
as
it
provides
a
concrete
basis
for
differentiating
between
the
various
intelligences
''
emphasizing
that
each
is
not
just
a
skill
but
a
distinct
cognitive
domain
.
Each intelligence has its own unique developmental trajectory. This means that these intelligences emerge and develop at different stages and rates in an individual's life. For instance, linguistic intelligence develops rapidly in early childhood, while interpersonal intelligence might evolve more significantly during later childhood or adolescence. This criterion underscores the belief that intelligences are not static but evolve with age and experience. The distinct developmental paths of each intelligence imply that educational strategies should be tailored to the maturity level of each intelligence in an individual.
1139
Each
intelligence
has
its
own
unique
developmental
trajectory
.
This
means
that
these
intelligences
emerge
and
develop
at
different
stages
and
rates
in
an
individual
'
s
life
.
For
instance
''
linguistic
intelligence
develops
rapidly
in
early
childhood
''
while
interpersonal
intelligence
might
evolve
more
significantly
during
later
childhood
or
adolescence
.
This
criterion
underscores
the
belief
that
intelligences
are
not
static
but
evolve
with
age
and
experience
.
The
distinct
developmental
paths
of
each
intelligence
imply
that
educational
strategies
should
be
tailored
to
the
maturity
level
of
each
intelligence
in
an
individual
.
Criterion of evolutionary history and plausibility suggests that each intelligence has evolved to solve specific problems faced by our ancestors. For example, spatial intelligence helped in navigation and understanding the physical environment, while interpersonal intelligence was crucial for social communication and cooperation. This evolutionary perspective implies that these intelligences are rooted in human survival and adaptation needs. It gives the theory an evolutionary framework, suggesting that these intelligences are not arbitrary but have developed in response to real-world demands.
1140
Criterion
of
evolutionary
history
and
plausibility
suggests
that
each
intelligence
has
evolved
to
solve
specific
problems
faced
by
our
ancestors
.
For
example
''
spatial
intelligence
helped
in
navigation
and
understanding
the
physical
environment
''
while
interpersonal
intelligence
was
crucial
for
social
communication
and
cooperation
.
This
evolutionary
perspective
implies
that
these
<
strong
>
intelligences
are
rooted
in
human
survival
and
adaptation
needs
.
strong
>
It
gives
the
theory
an
evolutionary
framework
''
suggesting
that
these
intelligences
are
not
arbitrary
but
have
developed
in
response
to
real
-
world
demands
.
For an ability to be considered an intelligence in Theory of Multiple Intelligence framework, it must be supported by empirical research, particularly through experimental psychological tasks. These tasks should demonstrate the operations and capabilities of the intelligence in question. For instance, tests of musical intelligence might involve discerning pitch or rhythm, while spatial intelligence could be evaluated through tasks involving mental rotation or spatial judgment. The ability to measure and observe these intelligences in controlled experimental settings lends scientific credibility to the concept of multiple intelligences.
1141
For
an
ability
to
be
considered
an
intelligence
in
Theory
of
Multiple
Intelligence
framework
''
it
must
be
supported
by
empirical
research
''
particularly
through
experimental
psychological
tasks
.
These
tasks
should
demonstrate
the
operations
and
capabilities
of
the
intelligence
in
question
.
For
instance
''
tests
of
musical
intelligence
might
involve
discerning
pitch
or
rhythm
''
while
spatial
intelligence
could
be
evaluated
through
tasks
involving
mental
rotation
or
spatial
judgment
.
The
ability
to
measure
and
observe
these
intelligences
in
controlled
experimental
settings
lends
scientific
credibility
to
the
concept
of
multiple
intelligences
.
Gardner asserts that each intelligence should be measurable to some extent by psychometric tests. However, he also criticizes the overreliance on such tests in traditional intelligence testing. Psychometric support means that standardized tests should be able to reliably measure and differentiate between the various intelligences. This criterion is important for validating the theory within the scientific community and for practical applications, like educational assessments. It ensures that the concept of multiple intelligences is not just theoretical but has practical, measurable implications.
1142
Gardner
asserts
that
each
intelligence
should
be
measurable
to
some
extent
by
psychometric
tests
.
However
''
he
also
criticizes
the
overreliance
on
such
tests
in
traditional
intelligence
testing
.
Psychometric
support
means
that
standardized
tests
should
be
able
to
reliably
measure
and
differentiate
between
the
various
intelligences
.
This
criterion
is
important
for
validating
the
theory
within
the
scientific
community
and
for
practical
applications
''
like
educational
assessments
.
It
ensures
that
the
concept
of
multiple
intelligences
is
not
just
theoretical
but
has
practical
''
measurable
implications
.
This criterion means that each intelligence can be articulated and communicated through some form of symbolic system. For example, linguistic intelligence is expressed through language, musical intelligence through musical notation, and logical-mathematical intelligence through mathematical symbols. The ability to encode these intelligences in symbolic forms allows for communication, teaching, and further development of these skills. It underscores the human capacity to abstractly represent and transmit complex cognitive abilities, making them accessible and teachable. This aspect is key to understanding how different intelligences are manifested and utilized in cultural and educational contexts.
1143
This
criterion
means
that
each
intelligence
can
be
articulated
and
communicated
through
some
form
of
symbolic
system
.
For
example
''
linguistic
intelligence
is
expressed
through
language
''
musical
intelligence
through
musical
notation
''
and
logical
-
mathematical
intelligence
through
mathematical
symbols
.
The
ability
to
encode
these
intelligences
in
symbolic
forms
allows
for
communication
''
teaching
''
and
further
development
of
these
skills
.
It
underscores
the
human
capacity
to
abstractly
represent
and
transmit
complex
cognitive
abilities
''
making
them
accessible
and
teachable
.
This
aspect
is
key
to
understanding
how
different
intelligences
are
manifested
and
utilized
in
cultural
and
educational
contexts
.
The ability to master language and communicate effectively. People with high linguistic intelligence are adept at reading, writing, telling stories, and memorizing words. They tend to learn best by reading, taking notes, and discussing.
1107
The
ability
to
master
language
and
communicate
effectively
.
People
with
high
linguistic
intelligence
are
adept
at
reading
''
writing
''
telling
stories
''
and
memorizing
words
.
They
tend
to
learn
best
by
reading
''
taking
notes
''
and
discussing
.
The capacity to discern pitch, rhythm, timbre, and tone. This intelligence enables people to recognize, create, reproduce, and reflect on music.
1109
The
capacity
to
discern
pitch
''
rhythm
''
timbre
''
and
tone
.
This
intelligence
enables
people
to
recognize
''
create
''
reproduce
''
and
reflect
on
music
.
Involves the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. It's characterized by strong reasoning, recognizing patterns, and logically analyzing problems.
1106
Involves
the
capacity
to
analyze
problems
logically
''
carry
out
mathematical
operations
''
and
investigate
issues
scientifically
.
It
'
s
characterized
by
strong
reasoning
''
recognizing
patterns
''
and
logically
analyzing
problems
.
You are in possesion of a card set. On one side there is a shape, a circle or a triangle. On the other side there is a colour, blue or yellow. There is one rule: If there is a circle on one side of a card, then the other side is blue. You have four cards placed on a surface next to each other, one depicting a circle, one a triangle, one is blue and one is yellow.Which card or cards do you need to turn around in order to confirm the abovementioned rule?
1290
You
are
in
possesion
of
a
card
set
.
On
one
side
there
is
a
shape
''
a
circle
or
a
triangle
.
On
the
other
side
there
is
a
colour
''
blue
or
yellow
.
There
is
one
rule
:
If
there
is
a
circle
on
one
side
of
a
card
''
then
the
other
side
is
blue
.
You
have
four
cards
placed
on
a
surface
next
to
each
other
''
one
depicting
a
circle
''
one
a
triangle
''
one
is
blue
and
one
is
yellow
.
Which
card
or
cards
do
you
need
to
turn
around
in
order
to
confirm
the
abovementioned
rule
?
Agricultural Societies
Ancient Egypt
Mesopotamia/Babylon
Ancient China
Ancient India
1291
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p
class
=
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fragment
“
>
Agricultural
Societies
p
><
p
class
=
„
fragment
“
>
Ancient
Egypt
p
><
p
class
=
„
fragment
“
>
Mesopotamia
/
Babylon
p
><
p
class
=
„
fragment
“
>
Ancient
China
p
><
p
class
=
„
fragment
“
>
Ancient
India
p
>
What is logic and what is mathematics?
The Merriam-Webster Dictionary defines logic as follows: a science that deals with the principles and criteria of inference and demonstration: the science of the formal principles of reasoning
mathematics is the science of abstract structures and patterns, constructed out of different statements, which need to be proven true
Involves the potential to recognize and use patterns of wide space and more confined areas. It's often found in architects, artists, and navigators.
1110
Involves
the
potential
to
recognize
and
use
patterns
of
wide
space
and
more
confined
areas
.
It
'
s
often
found
in
architects
''
artists
''
and
navigators
.
Entails using one's body effectively, such as dancers or surgeons. It involves a sense of timing, clear physical coordination, and using fine and gross motor skills.
1111
Entails
using
one
'
s
body
effectively
''
such
as
dancers
or
surgeons
.
It
involves
a
sense
of
timing
''
clear
physical
coordination
''
and
using
fine
and
gross
motor
skills
.<
br
>
Personal Intelligences
1108
Personal
Intelligences
The ability to understand and interact effectively with others. It involves effective verbal and nonverbal communication, sensitivity to the moods and temperaments of others.
1144
The
ability
to
understand
and
interact
effectively
with
others
.
It
involves
effective
verbal
and
nonverbal
communication
''
sensitivity
to
the
moods
and
temperaments
of
others
.
The capacity to understand oneself, to appreciate one's feelings, fears, and motivations. It involves having a deep understanding of the self; what one's strengths/weaknesses are, what makes one unique.
1145
The
capacity
to
understand
oneself
''
to
appreciate
one
'
s
feelings
''
fears
''
and
motivations
.
It
involves
having
a
deep
understanding
of
the
self
;
what
one
'
s
strengths
/
weaknesses
are
''
what
makes
one
unique
.
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