👂🎴 🕸️
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
.
Phineas
P
.
Gage
(
1823
–
1860
)
was
an
American
railroad
construction
foreman
remembered
for
his
improbable
 
survival
of
an
accident
in
which
a
large
iron
rod
was
driven
completely
through
his
head
''
destroying
much
of
his
brain
'
s
left
frontal
lobe
''
and
for
that
injury
'
s
reported
effects
on
his
personality
and
behavior
over
the
remaining
12
years
of
his
life‍
—
‌effects
sufficiently
profound
that
friends
saw
him
(
for
a
time
at
least
)
as
„
no
longer
Gage
“
.
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
.
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
<
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
.
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
.
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