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“Año del Diálogo y la Reconciliación Nacional”

Universidad Privada San Juan Bautista

FACULTAD DE CIENCIAS DE LA SALUD

Escuela Profesional De Psicología

FILIAL CHINCHA

INTELIGENCIAS MULTIPLES

ESTUDIANTES : Cardenas Almeyda, Grace

Díaz Oré, Cecilia
García Sandoval, Paula
Malpartida Soto, Miryam
Pacheco Flores, María
Pérez Aburto, Sony
Rivadeneyra Lévano
CURSO : Inglés Técnico II
LICENCIADA : Del Pino
CICLO : VI
ESPECIALIDAD : Psicología

-2018-
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Índex

Índex ................................................................................................................................. 2
Introduction ...................................................................................................................... 4
Theory of multiple intelligences ....................................................................................... 5
1. Intelligence types ................................................................................................... 5
2. Linguistic-verbal intelligence ................................................................................ 6
 Related skills: ..................................................................................................... 6
 Professional profiles: ......................................................................................... 6
 Benefits in developing this intelligence: ............................................................ 6
 Activities and teaching materials that could be used to develop this
intelligence: .............................................................................................................. 6
3. Logical-mathematical intelligence ........................................................................ 6
 Capabilities involved: ........................................................................................ 7
 Related skills: ..................................................................................................... 7
 Professional profiles: ......................................................................................... 7
 Benefits in developing this intelligence: ............................................................ 7
 Activities and teaching materials that could be used to develop this intelligence
7
4. Space intelligence .................................................................................................. 7
 Biological aspects: ............................................................................................. 7
 Capabilities involved: ........................................................................................ 8
 Related skills: ..................................................................................................... 8
 Professional profiles .......................................................................................... 8
 Activities and teaching materials that could be used to develop this
intelligence: .............................................................................................................. 8
5. Musical intelligence ............................................................................................... 8
 Biological aspects: ............................................................................................. 8
 Capabilities involved: ........................................................................................ 8
 Related skills: ..................................................................................................... 8
 Professional profiles: ......................................................................................... 8
 Activities and teaching materials that could be used to develop this
intelligence: .............................................................................................................. 8
 Recommendations to develop this intelligence in children: .............................. 9
6. Body intelligence-kinesthetic ................................................................................ 9
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 Biological aspects: ............................................................................................. 9

 Capabilities involved: ........................................................................................ 9
 Related skills: ..................................................................................................... 9
 Professional profiles: ......................................................................................... 9
 Activities and teaching materials that could be used to develop this
intelligence: .............................................................................................................. 9
7. Intrapersonal intelligence ...................................................................................... 9
 Biological aspects: ........................................................................................... 10
 Among the aphasics who have recovered enough to describe their experiences
have been consistent testimonies: ........................................................................... 10
 Capabilities involved: ...................................................................................... 10
 Related skills: ................................................................................................... 10
 Professional profiles: ....................................................................................... 10
 Benefits when developing this intelligence: .................................................... 10
 Activities and teaching materials that could be used to develop this
intelligence: ............................................................................................................ 10
8. Interpersonal intelligence .................................................................................... 11
 Biological aspects: ........................................................................................... 11
 Capabilities involved: ...................................................................................... 11
 Related skills: ................................................................................................... 11
 Professional profiles: ....................................................................................... 11
 Benefits in developing this intelligence: .......................................................... 11
 Activities and teaching materials that could be used to develop this
intelligence: ............................................................................................................ 12
9. Naturalist intelligence .......................................................................................... 12
Conclusion ...................................................................................................................... 14
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Introduction
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Theory of multiple intelligences

The hypothesis of multiple intelligences is a model of conception of the mind

proposed in 1983 by Howard Gardner, a professor at Harvard University. For him,
intelligence is not a unitary set that groups different specific capacities, but a network of
autonomous, relatively interrelated sets. For Gardner, the development of some kind of
intelligence depends on three factors:

 Biological Factor
 Factor of personal life
 Cultural and historical factors.

For Howard Gardner, intelligence is a biopsychological potential for information

processing that can be activated in one or more cultural frameworks to solve problems
or create products that have value for those frames. (Regader, 2012)

In this way, from this perspective, intelligences are not something that can be seen
or told: they are potential that are activated or not depending on the values of a given
culture, of the opportunities available in that culture and of the decisions made by each
person and / or their family, their teachers and other persons. (Regader, 2012)

1. Intelligence types
Howard Gardner argues that, just as there are many types of problems to solve, there
are also many types of intelligences.

He made the decision to write about "Multiple Intelligences" to highlight the

unknown number of human capacities, and "intelligences" to underline that these
capacities are as fundamental as those traditionally detected by the Intellectual Quotient
(IQ).

Gardner mentions that human beings possess a range of capabilities and potentials -
multiple intelligences - that can be used in many productive ways, both together and
separately. And the knowledge of the multiple intelligences offers the possibility of
being able to deploy with maximum flexibility and efficiency in the performance of the
different functions defined by each society. (Regader, 2012)

In this way the theory of multiple intelligences was developed with the aim of
describing the evolution and topography of the human mind, and not as a program to
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develop a certain type of mind or to stimulate a certain type of human being.

(MediaWik, 2018)

2. Linguistic-verbal intelligence
The function of language is universal, and its development in children is strikingly
similar in all cultures. Even in the case of deaf people who have not been explicitly
taught a sign language, often independently of a certain modality in it, they have
difficulty in constructing simpler sentences. At the same time, other mental processes
can be completely unharmed.

 Capabilities involved: skills to understand the order and meaning of words in

reading, writing, speaking and listening.
 Related skills: speaking and writing effectively, memory and good diction.
 Professional profiles: Political or religious leaders, speakers, lawyers, poets,
writers, etc.
 Benefits in developing this intelligence: Improves imagination and creativity,
streamlines the mind, good understanding, increases spelling, facilitates
thinking, relaxes, exposes you to new experiences and interests.
 Activities and teaching materials that could be used to develop this
intelligence: Debates, writing diaries, oral reading, presentations, books,
computers, recorders, among others.

3. Logical-mathematical intelligence
In human beings endowed with this form of intelligence, the process of solving
abstract problems is often extraordinarily fast: the competent mathematician and
scientist in general simultaneously handles many variables and creates numerous
hypotheses that are evaluated successively and, subsequently, are accepted or rejected.
(MediaWik, 2018)

It is important to point out the non-verbal nature of mathematical intelligence as

well as the rest of intelligences except, clearly, with regard to many aspects of
linguistic-verbal intelligence. Indeed, it is possible to construct the solution to the
problem before it is articulated.

It is manifested by the ease in the elaboration of questions that involve calculations,

by the ability to perceive the geometry in the spaces traveled and by the express
satisfaction in the solution of logical problems.
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It is also perceived in the sensitivity and ability to discern numerical or logical

patterns and to manipulate long chains of reasoning. It reaches its highest power in
adolescence and the beginning of adulthood, but can be stimulated from childhood in
any discipline of the school curriculum.

 Capabilities involved: ability to identify abstract models in the strictly

mathematical sense, calculate numerically, formulate and verify hypotheses, use
the scientific method and the inductive and deductive reasoning.
 Related skills: reason logically, solve problems and put together puzzles.
 Professional profiles: economists, engineers, scientists, mathematicians,
accountants, etc.
 Benefits in developing this intelligence: Improve thinking to make
calculations, good development of processes, good financial analysis, good
understanding of formulas to make good decisions, good management and
management of your assets.
 Activities and teaching materials that could be used to develop this
intelligence: solving abstract problems, mental calculations, playing with
numbers, calculators, quantitative interviews, etc.

4. Space intelligence
The resolution of spatial problems is applied to navigation and the use of maps as a
notational system. Another type of solution to spatial problems appears in the
visualization of an object seen from a different angle and in the game of the blue whale.
This type of intelligence is also used in the visual arts. (Pérez, 2016)

 Biological aspects: The right hemisphere (in right-handed people) proves to be

the most important site of spatial calculus. Injuries in the right posterior region
cause damage in the ability to orient oneself in a place, to recognize faces or
scenes or to appreciate small details.

Patients with specific damage in the regions of the right hemisphere, will try to
compensate their spatial deficiency with linguistic strategies: they will reason out loud,
to try to solve a task or they will invent answers. But linguistic strategies do not seem
efficient to solve such problems. (Pérez, 2016)
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Blind people are a clear example of the distinction between spatial intelligence and
visual perspective. A blind person can recognize certain forms through an indirect
method, passing the hand along an object, for example, builds a notion different from
the visual one in length.

For the blind, the perceptual system of the tactile modality runs parallel to the visual
modality of a visually normal person. Therefore, spatial intelligence would be
independent of a particular modality of sensory stimulation.

 Capabilities involved: Ability to present ideas visually, create mental images,

perceive visual details, draw and make sketches.
 Related skills: make visual creations and visualize with precision.
 Professional profiles: artists, photographers, architects, designers, publicists,
etc.
 Activities and teaching materials that could be used to develop this
intelligence: artistic activities, mental maps, visualizations, metaphors, videos,
graphics, maps, construction games, etc.

5. Musical intelligence
The data from different cultures speak of the universality of the musical notion.
Even studies on child development suggest that there is natural ability and innate
auditory (ear and brain) perception in early childhood until there is the ability to interact
with instruments and learn their sounds, their nature and their abilities. (Regader, 2012)

 Biological aspects: Certain areas of the brain, more diffuse than those of
language and generally located in the right hemisphere, play important roles in
musical perception and production. In certain cases of brain injuries, there is
evidence of "amusia" (loss of musical ability).
 Capabilities involved: ability to listen, sing, play instruments and analyze
sound in general.
 Related skills: create and analyze music.
 Professional profiles: musicians, composers, music critics, etc.
 Activities and teaching materials that could be used to develop this
intelligence: Singing, playing instruments, listening to music, attending
concerts, music tapes, etc.
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 Recommendations to develop this intelligence in children: provide a musical

environment from the gestation, perform musical games, facilitate musical
elements in their environment, provide direct experiences with music.

6. Body intelligence-kinesthetic
The evolution of specialized bodily movements is of obvious importance to the
species; in humans, this adaptation extends to the use of tools. The movement of the
body follows a clearly defined development in children and there is no doubt of its
cultural universality.

The consideration of body kinetic knowledge as "apt for problem solving" may be
less intuitive; However, using the body to express emotions (dance), compete (sports) or
create (visual arts), constitute evidences of the cognitive dimension of corporal use.

 Biological aspects: The control of body movement is located in the motor

cortex and each hemisphere dominates or controls the corresponding body
movements on the opposite side.

In right-handers, the domain of this movement is usually located in the left

hemisphere. The ability to perform voluntary movements can be damaged, even in
individuals who can perform the same movements reflexively or involuntarily. The
existence of specific apraxia constitutes a line of evidence in favor of a kinetic
intelligence.

 Capabilities involved: ability to perform activities that require strength, speed,

flexibility, eye-hand coordination and balance.
 Related skills: Use your hands to create or make repairs, express yourself
through the body.
 Professional profiles: athletes, actors, models, dancers, etc.
 Activities and teaching materials that could be used to develop this
intelligence: manuals, theater, dance, relaxation, tactile materials, sports, etc.

7. Intrapersonal intelligence
Intrapersonal intelligence is the knowledge of the internal aspects of a person:
access to one's emotional life, one's own range of feeling, the ability to effect
discriminations between certain emotions and, finally, to name them and use them as a
means of interpreting and guiding one's behavior.
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People who possess remarkable intrapersonal intelligence possess viable and

effective models of themselves [citation needed]. But being this form of intelligence the
most private of all, it requires other expressive forms so that it can be observed in
operation.

Interpersonal intelligence allows to understand and work with others; the

intrapersonal, on the other hand, allows one to understand oneself better and to work
with oneself. In the individual sense of oneself, it is possible to find a mixture of
intrapersonal and interpersonal components.

The sense of oneself is one of the most remarkable human inventions: it symbolizes
all the possible information regarding a person and what it is. It is an invention that all
individuals construct for themselves.

 Biological aspects: the frontal lobes play a central role in the change of
personality, damage in the lower area of the frontal lobes can produce irritability
or euphoria; On the other hand, damage in the upper part tends to produce
indifference, languor and apathy.
 Among the aphasics who have recovered enough to describe their
experiences have been consistent testimonies: although there may have been a
decrease in the general state of alert and considerable depression due to their
state, the individual does not feel himself a person different, recognizes their
own needs, shortcomings, desires and tries to serve them as best as possible.
(Regader, 2012)
 Capabilities involved: ability to set goals, assess personal skills and
disadvantages and control one's own thinking.
 Related skills: meditate, exhibit personal discipline, preserve composure and
give the best of yourself.
 Professional profiles: mature individuals who have a rich and deep self-
knowledge.
 Benefits when developing this intelligence: Greater self-knowledge, handling
of emotions, better productivity, greater balance.
 Activities and teaching materials that could be used to develop this
intelligence: individualized instruction, self-esteem activities, journal writing,
individual projects, meditation, among others
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8. Interpersonal intelligence
The interpersonal intelligence is constituted from the nuclear capacity to feel
distinctions among others, in particular, contrasts in their moods, temperament,
motivations and intentions.

This intelligence allows a skilled adult to read the intentions and wishes of others,
even if they have been hidden. This ability is very sophisticated in religious leaders,
politicians, therapists and teachers. This form of intelligence is not necessarily
dependent on language.

 Biological aspects: All the evidence provided by the brain research suggests
that the frontal lobes play an important role in interpersonal knowledge.
Damages in this area can cause profound changes in personality, although other
forms of problem solving can remain unchanged: a person is not the same after
the injury.

The biological evidence of interpersonal intelligence covers additional factors that

are often considered to exclude the human species:

The protracted childhood of primates, which establishes a close bond with the
mother, favors intrapersonal development. (Cabrera, 2018)

The importance of social interaction among humans who demand participation and
cooperation. The need for group cohesion, leadership, organization and solidarity, arises
as a consequence of the need for survival.

 Capabilities involved: working with people, helping people identify and

overcome problems.
 Related skills: ability to recognize and respond to the feelings and personalities
of others.
 Professional profiles: administrators, teachers, psychologists, therapists and
lawyers.
 Benefits in developing this intelligence: It improves self-knowledge and
decision making, improves work performance, protects and avoids stress, favors
personal development.
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 Activities and teaching materials that could be used to develop this

intelligence: cooperative learning, tutorials, board games, materials for theater,
etc.

9. Naturalist intelligence
In 1995, this kind of intelligence was added. We use this intelligence when we
observe the nature or the elements that are around us. It is described as the competence
to perceive the relationships that exist between various species or groups of objects and
people, as well as to recognize and establish if there are distinctions and similarities
between them.

Naturalists are usually able to observe, identify and classify the members of a group
or species, and even, to discover new species.

Its closest observation field is the natural world, where they can recognize flora,
fauna and productively use their skills in hunting activities, biological sciences and
nature conservation, but it can also be applied in any field of knowledge and culture.
(Pérez, 2016)

In reality, we all apply naturalistic intelligence by recognizing plants, animals,

people or elements of our natural environment.

Interactions with the physical environment help us to develop the perception of the
causes and their effects and the behaviors or phenomena that may exist in the future; as
for example the observation of the climatic changes that take place during the seasons
and their influence between humans, animals and plants. (Cabrera, 2018)

One way to develop this intelligence is to observe every detail of our nature and be
more in touch with it through exploration and excursions to learn more about the
elements of our planet.

There are people who are responsible for experiencing and observing our natural
environment, are biologists, environmentalists, among others, who also defend nature.
(Colegio San Cristobal, 2015)

Gardner postulates that this type of intelligence must have originated in the needs of
the first human beings, since their survival depended, in large part, on the recognition
they made of useful and harmful species, of observing the climate and its changes and
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of expand the resources available for food.10 Obviously the origin of the rest of the
intelligences is equally remote.
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Conclusion
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Bibliography

Cabrera, L. (24 de Agosto de 2018). EDUCACIÓN 3.0. Obtenido de EDUCACIÓN 3.0:

https://www.educaciontrespuntocero.com/noticias/inteligencias-multiples-
relacion-las-competencias/72582.html

Colegio San Cristobal. (2015). Obtenido de Colegio San Cristobal:

https://www.sancristobalsl.com/es/inteligencias-multiples

MediaWik. (22 de octubre de 2018). Wikipedia. Obtenido de Wikipedia:

https://es.wikipedia.org/wiki/Teor%C3%ADa_de_las_inteligencias_m%C3%B
Altiples
Pérez, A. (22 de Agosto de 2016). Ceolevel. Obtenido de Ceolevel:
http://www.ceolevel.com/8-inteligencias-la-teoria-de-las-inteligencias-multiples

Regader, B. (17 de Setiembre de 2012). Psicología y Mente. Obtenido de Psicología y

Mente: https://psicologiaymente.com/inteligencia/teoria-inteligencias-multiples-
gardner