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Intelligence: It’s More Than An I.Q. Score
by Linda Vieth

Before Dr. Howard Gardner, a Harvard psychologist, developed the Theory of Multiple Intelligences, intelligence was defined narrowly, primarily scores on an IQ test. Dr. Gardner’s theory revolutionized the way we look at intelligence. His original theory suggested that there are actually seven intelligences in human beings. Recently he has discovered an eighth.

This summer I participated in a week-long seminar on Multiple Intelligence Theory at Harvard’s Graduate School of Education. I had the opportunity to study with Harvard researchers and to speak with Dr. Gardner himself. In this article, I will share what I learned about Multiple Intelligences and provide some practical suggestions for parents of young children.

Prior to the development of Dr. Gardner’s theory, intelligence was defined in an operational sense: how well an individual answered questions on an intelligence test. Statistical data from the test provided an indicator of the individual’s intelligence. This score was referred to as an intelligence quotient or IQ. The test items, however, addressed a narrow range of intellectual functioning, usually limited to the subject’s linguistic and mathematical skills.

Dr. Gardner defines intelligence in a broader sense. According to Gardner, every individual possesses eight relatively autonomous mental abilities or "intelligences." The theory of Multiple Intelligences pluralizes the traditional concept of intelligence, thereby honoring an individual’s abilities to solve problems, communicate, and learn in a variety of ways. Although the eight intelligences overlap and work in concert with each other, specific characteristics can be associated with each intelligence area. You probably see your child having natural interests or skills in one or more of these eight areas.

Dr. Gardner’s eight areas of intelligence are (1) verbal-linguistic; (2) logical-mathematical; (3) visual-spatial; (4) musical; (5) bodily-kinesthetic; (6) interpersonal; (7) intrapersonal; and (8) naturalist. He is quick to point out that all individuals possess each of the eight intelligence areas to varying degrees. Likewise, few tasks (academic or non-academic) are comprised of only one intelligence area. In fact, most activities require the successful integration of several areas of intelligence. Although utilization of certain intelligences may be more common for some activities or more respected within certain cultures, there is no right or wrong application of intelligences. Many schools today now honor students’ different learning styles, providing them with various vehicles by which they can learn, solve problems or express their knowledge.

When I met with Dr. Gardner, I asked him to describe the role he saw for parents in the development of young children’s intelligences. He answered that while they should respect their children’s natural inclinations and curiosities, parents need to facilitate and encourage the development of all eight areas. Dr. Gardner suggested that parents "vary the mental avenues" by which they teach their young children. Broad exposure at a young age will enable children to select specific areas of interest and talent in the future. This can be accomplished in several ways:

Pay particular attention to your child’s social and emotional growth. Your child should demonstrate developmentally appropriate emotional growth and social skills before you begin to focus on his/her intelligence areas. According to Dr. Gardner, there is no sense "getting your car going at a good speed if it’s not under control."

Model different ways of thinking and solving problems. For example, you might model your own thinking by a) verbalizing your thoughts out loud; b) drawing models, charts or graphs on paper; or c) working through your thought processes with other individuals. Modeling can be followed by providing your child with opportunities to solve problems and express thoughts in different ways.

Take regular trips to museums. Trips to Chicago-area museums and zoos expose children to the wonders of art, science and history. Engage your child in dialogue about what you see in the museum. "Why did the artist use blue paint there?" "If that dinosaur were alive, how might it move?" "What might it feel like to wear that heavy suit of armor?" Ask your child questions about his or her feelings about what has been seen. Even young children have reasons for liking or disliking what they see or experience.

Expose your child to performing arts and sporting events. Once again, discuss what is seen and heard. Discuss the differences between various theatrical, musical or athletic events experienced.

Avoid over-scheduling your child’s time. Exposure to activities within the eight intelligence areas does not mean your child needs to sign up for classes in each one! Follow his or her natural talents, interests and curiosities when involving your child in activities. Exposure to the eight intelligence areas can be accomplished through quiet, unstructured playtime with music, building blocks, paints, puzzles, etc.

Be selective. Carefully choose the best time, place and duration of any activity. Attention to your child’s developmental level, attention span and degree of interest is crucial and should drive your decision to expose your child to various activities. It is far better to provide a brief positive exposure to a particular activity than to inadvertently create a potentially negative experience.

"Avoid the sins of positive and negative narcissism." By this Dr. Gardner means that you should not focus on particular areas of enrichment because you, as a child yourself, either excelled or failed to excel in those areas. Instead, give your child a broad exposure to a variety of activities and then follow his or her natural interests and skills.

Do not focus on the development of one intelligence in a young child to the exclusion of his other areas of intelligence. Although there are exceptions, Dr. Gardner feels that it is generally better to wait until pre-adolescence for a child to begin specializing in specific areas of interest or skill.

It is important that, as parents and educators, we nurture the multiple intelligences within our children. By doing so, we will not only assist in the development of well-rounded and resourceful children, but, over time, will provide them with opportunities to work from their strengths, enhance areas of weakness and discover what they most enjoy and love to do.