TYPES OF INTELLIGENCE

Intelligence is often defined as our intellectual potential, which is something we are born with, something that can be measured, and a capacity that is difficult to change.
However, other views of intelligence have emerged.

Published in 1983, Frames of Mind: The Theory of Multiple Intelligences by Howard Gardner, a developmental psychologist and Harvard professor, revolutionized the understanding of human intelligence. Challenging traditional views that equated intelligence solely with linguistic and logical-mathematical abilities measured on IQ tests, Gardner proposed a broader framework recognizing multiple, distinct forms of intelligence. His work underscores that individuals possess different strengths and talents that influence how they learn, solve problems, and express themselves.

Intelligence was predominantly measured through standardized IQ tests, emphasizing linguistic and logical-mathematical skills. Educational practices and psychological assessments often exclude other valuable forms of intellectual ability. He drew upon evidence from cognitive science, neuropsychology, anthropology, and developmental psychology to question the narrow conception of intelligence.

He observed that individuals demonstrated proficiency in diverse areas—music, spatial reasoning, kinesthetic skills—yet traditional measures failed to recognize these talents as intellectual. Gardner’s motivation was to develop a more inclusive and comprehensive understanding of human capabilities that could inform education, psychology, and societal perspectives.

At the core of Frames of Mind is the assertion that intelligence is not a single, unitary capacity but a set of independent intelligences. Gardner identified initially seven intelligences, later expanding to nine, each representing different ways of processing information and interacting with the environment:

Linguistic-Verbal Intelligence. Ability to use language effectively for reading, writing, storytelling, speaking and communication. These individuals are typically very good at writing stories, memorizing information, and reading.
Remember written and spoken information.
Enjoy reading and writing.
Debate or give persuasive speeches
Can explain things well
Use humour when telling stories
Potential Career Choices: Writer/journalist, Lawyer, Teacher

Logical-Mathematical Intelligence. Good at logical reasoning, problem solving, recognizing patterns, and numerical understanding. These individuals tend to think conceptually about numbers, relationships, and patterns.
Have excellent problem-solving skills
Enjoy thinking about abstract ideas
Like conducting scientific experiments
Can solve complex computations
Potential Career Choices: scientist, mathematician, computer programmer, engineer, accountant, philosopher

Visual-Spatial Intelligence are good at visualizing things in three dimensions, mentally manipulating objects, and understanding spatial relationships. These individuals are often good with directions, maps, charts, videos, and pictures. Research suggests that visual-spatial abilities play an important role in reading and arithmetic skills and overall academic achievement.
Read and write for enjoyment.
They are good at putting puzzles together
Interpret pictures, graphs, and charts well
Enjoy drawing, painting, and the visual arts
Recognize patterns easily
Potential Career Choices: Architect, Artist, Engineer. Navigation experts.

Musical Intelligence. Good at thinking about patterns, pitch, rhythms, sounds, and music comprehension. They have a strong appreciation for music and are often good at musical composition and performance.
Enjoy singing and playing musical instruments.
Recognize musical patterns and tones easily.
Remember songs and melodies.
Have a rich understanding of musical structure, rhythm, and notes
Potential Career Choices: Musician, Composer, Singer, Music teacher, Conductor

Bodily-Kinesthetic Intelligence. Good at using the body to express ideas or solve problems – body movement, performing actions, and physical coordination and agility. People who are strong in this area tend to have excellent hand-eye coordination and dexterity.
Are skilled at dancing and sports
Enjoy creating things with their hands
Have excellent physical coordination
Remember by doing, rather than hearing or seeing
Potential Career Choices: Craftsperson, Dancer, Builder, Surgeon, Sculptor, Actor, Athlete

Interpersonal Intelligence involves being good at understanding and interacting with other people, including social skills, empathy, and communication. These individuals are skilled at assessing the emotions, motivations, desires, and intentions of those around them. Interpersonal Intelligence: The capacity to understand and interact effectively with others.
Communicate well verbally
Are skilled at nonverbal communication
See situations from different perspectives
Create positive relationships with others
Resolve conflicts in group settings
Potential Career Choices: Teachers, Psychologists, Philosophers, Counsellors, Salespeople, Politicians, Leaders

Intrapersonal Intelligence. Good at being aware of their emotional states, feelings, motives and goals. They enjoy self-reflection and analysis, including daydreaming, exploring relationships with others, and assessing their strengths.
Analyze their strengths and weaknesses well,
Enjoy analyzing theories and ideas
Have excellent self-awareness
Understand the basis for their motivations and feelings
Potential Career Choices: Philosopher, Writer, Theorist, Scientist, Psychologist

Naturalistic Intelligence is the most recent addition to Gardner’s theory and has been met with more resistance than his original seven intelligences. Ability to recognize and categorize phenomena in the natural environment. They are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species. These individuals are said to be highly aware of even subtle changes to their environments to find patterns and relationships to nature.
Are interested in subjects such as botany, biology, and zoology
Categorize and catalogue information easily
Enjoy camping, gardening, hiking, and exploring the outdoors
Dislikes learning unfamiliar topics that have no connection to nature
Potential Career Choices: Biologist, Conservationist, Gardener, Farmer, Ecologist

Existential Intelligence is the ninth type of intelligence suggested as an addition to Gardner’s original theory. Sensitivity to questions of existence, spirituality, and the meaning of life. Able to delve into more profound questions about life and existence. People with this type of intelligence contemplate the “big” questions about the meaning of life and how actions can serve larger goals.
Have a long-term outlook.
Consider how current actions influence future outcomes
Interest in questions about the meaning of life and death
Strong interest and concern for others
The ability to see situations from an outside perspective
Potential Career Choices: Philosopher, Theologian, Pastoral counsellor, Pastor

Each intelligence functions independently, with variations across individuals. These intelligences develop uniquely and can be nurtured with appropriate educational strategies. While someone might be influential in a specific area, such as musical intelligence, they most likely possess various abilities. For example, an individual might be strong in verbal, musical, and naturalistic intelligence.

Brain-damaged individuals show selective impairments consistent with the independence of intelligences. The existence of savants—individuals with extraordinary skills in specific areas despite general intellectual deficits— underscores the modular nature of intelligence.

Neuroimaging studies reveal that different brain regions activate when people engage in tasks related to other intelligences, supporting the idea of distinct neural substrates. Cross-cultural research also highlights that societies value and nurture different intelligences differently, challenging the universality of a single intelligence measure.

Education
Traditional schooling overemphasizes linguistic and logical-mathematical intelligences, neglecting others. This narrow focus can stifle diverse talents and fail to motivate many learners. A more individualized, diversified teaching approach recognizes students’ unique intelligence profiles. Curricula should incorporate music, physical activity, spatial reasoning, social interaction, and self-awareness to foster holistic development.

Educational settings should also provide multiple pathways for students to demonstrate their understanding and skills, moving beyond standardized tests. The aim is to cultivate academic success, personal growth, creativity, and social adaptability.

Critiques
Psychologists and educators have criticized Gardner’s theory. They argue that his definition of intelligence is too broad and that his eight different “intelligences” represent talents, personality traits, and abilities. The evidence for distinct neural substrates remains inconclusive.

Gardner’s theory lacks supporting empirical research. A 2023 journal article described it as a neuromyth, or an unscientific claim about brain function that is commonly accepted. Despite this, the theory of multiple intelligences enjoys considerable popularity with educators, even among those with a strong knowledge of the brain. This reduces efforts to find evidence-based teaching methods.

Gardner has cautioned that multiple intelligences should not be conflated with learning styles. Matching instruction to a learner’s perceived style does not benefit learning outcomes or educational attainment.

No evidence demonstrates that learning according to your “intelligence” produces better educational outcomes. However, learning more about multiple intelligences can give you a better understanding of your strengths and preferences.

Despite debates, Frames of Mind’s impact is undeniable. It has inspired educational reforms, curriculum innovations, and further research into learning styles and cognitive abilities.

The theory of multiple intelligences is important because it allows us to consider different types of mental strengths and abilities. Learning more about which types of intelligence you lean towards may help you recognize your own preferences. However, it shouldn’t be used as a tool to label and should not be confused with learning styles.

Instead of trying to match what you learn to your perceived type of intelligence, focus on learning new things via various modalities and formats to strengthen encoding and reinforce learning.