Human Intelligences Data Base

Wednesday, January 10, 2007 note

I continue to add various records associated with the overall nature of human intelligences. Sorry for the inconvenience.

Clifford Morris

Traditionally, the psychological construct human intelligence has been represented by a single score based on how well we do on timed paper-and-pencil tests or/and by grades in public schooling. In the early 1900's, the French psychologist Alfred Binet developed measures that he believed would predict the success or failure of children in the primary grades of schools of Paris. Without being precise, around 1905, Binet developed a test whereby he had Parisian school children complete tasks, including a) following commands, b) copying patterns, c) naming objects, d) putting items in order or arranging them properly. He created a standard based on his research data. For example, if seventy percent (70%) of 8-year-old children could pass his particular test, then he stated that success on the test represented an 8-year-old level of intelligence. From his work, stemmed the phrase intelligence quotient (IQ). Most simply stated for this web note, IQ is calculated as the ratio of mental age (MA) to chronological age (CA), with the number "100" being considered an average IQ. For example, an 8 year old child who passed the 10 year-old child's test would have an IQ of 10 / 8 x 100, or 125. To sum up for here, Binet's efforts became the forerunner of the standard IQ test that most mainstream psychologists use today. This test has been based, in the main, on the study of a "g" factor, genetic, unitary and consistent. Now, if you adhere to this narrow interpretation of assessing cognitive capabilities, you also probably believe that we are born with a single intelligence that, in the main, cannot be changed but can be easily measurable by mainstream psychological tools.

I believe that the central theme stemming from the immediate above paragraph is incorrect. That is, instead of seeking significant correlations between standardized tests, we should be, instead, looking at how we might develop societal skills that are relevant within all current (2007) cultures. To cite just one of numerous examples, when we learn to play musical instruments, say the piano, we are learning several skills. Will the training that we acquire in learning to play the piano enhance our logical-mathematics skills, or vise versa? I don't think so! All other areas that we may excel at or have natural ability in are seldom taken into consideration. All of us are individually unique. We all possess different physical features -- we are not all blue-eyed, brown-haired, five-foot tall beings. Most of us demonstrate different personalities -- some of us are comedians while others are quiet, reserved and serious. We all have our own set of talents, gifts, interests and abilities. Not everyone excels in mathematics and language. Then why should we compare how smart we are or how successful we will be based mainly on a test that measures only two aspects of who we are?

Hopefully, this data base of human intelligences records responds to that important question.

Revised on Wednesday, January 10, 2007 

Select an item adult and continuing education ADHD action research administration African American education art education black studies bodily-kinesthetic Branton Shearer Clifford Morris case study clinical psychology cognitive psychology community college education computer science continuing education criminology cultural anthropology curriculum administration curriculum development curriculum and instruction DMin developmental psychology early childhood education EdD education education and technology educational administration educational psychology elementary school education high school Howard Gardner human intelligences information science interpersonal intrapersonal journal of human intelligences Keith Holyoak language and literature learning disabilities learning theories linguistic-verbal logical-mathematical MA mathematics education MEd MI MIDAS MIT multiple intelligences (MI) theories musical music education music learning naturalist PhD penology philosophy of education professional development psychology psychometrics qualitative quantitative reading religion religious education Robert Morrison secondary school sociology spatial special education teacher development teacher training teaching strategies tests and measurements The Cambridge Handbook of Thinking and Reasoning theater theology theory of multiple intelligences thinking thought reasoning visual-spatial Year = 2007 2006 Year = 2006 Year = 2005 Year = 2004 Year = 2003 Year = 2002 Year = 2001 Year = 2000 Year = 1999 Year = 1998 Year = 1997 Year = 1996 Year = 1995 Year = 1994 Year = 1993 Year = 1992 Year = 1991 Year = 1990 Year = 1989 Year = 1988 Year = 1987 Year = 1986 String Search:

This Human Intelligences Database is being provided to you by Clifford Morris and




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