Multiple Intelligences Handout
1
Logical-Mathematical Intelligence
Intellectual Characteristics:  are captured by objects or events: their
Algorithm traders







Remember most clearly the reasoning
involved, especially if symbolically
represented

Learning Patterns

Learn through manipulating materials
and ideas



(manipulation of materials in early
childhood provides the foundation for
manipulation of abstractions later in
development)




Guidance Considerations
Need problem-solving, logic scaffolding,
explanations and consistent logical
consequences
Common Interests
Self-concept: use knowledge, rules and
reasoning to establish themselves




classification, quantification, functional
relationships and symbolization
are captured by the problem solving
process (not necessarily the solution!)
are attentive to patterns, organizational
systems, equivalencies and
explanations
ask “why” and “how” questions
may be especially attuned to and/or
imitate symbols & symbol use
use numbers, symbols and
patterns/principles effectively
show interest in and aptitude for
quantification/classification,
substitutions, hypothesis formation and
testing, problem statement and solution
show ability to project from known;
estimates and hypothesizes effectively
show preference for symbolic and logic
based forms of expression and
creativity
collect and organize objects &
symbolic information
observe characteristics
look for patterns and relationships
are attracted to inductive and deductive
logic exercises and scientific methods
attach objects to symbols
propose possibilities
experiment, analyze and build symbolic
models
draw and defend conclusions
use logic to self-regulate and selfguide; need consistency and logical
consequences; frustrated when things
don’t “make sense”
may be attracted to problems to be
solved but like resolution, clarity and
consistency
logic oriented activities: classification,
quantification, games, problem-solving
science and mathematics
Claire G. Knox, Ph.D.
Child Development Department, Humboldt State University
Arcata, Ca. 95521
Multiple Intelligences Handout
2
Visual - Spatial Intelligence
Intellectual Characteristics:  are captured by appearance and
Vision Traders





Remember most clearly images and
pictorial representations


Learning Patterns

Learn through observing and creating
images

Guidance Considerations



Need discussion of appearances,
relationships, control over arrangement
of things and interpretation of images




Common Interests
Self-concept: use making things visually
interesting to establish themselves



arrangement of objects
are attentive to images, movement
through space, color, visual line,
sequence and pattern
can create and examine complex mental
images; create “mind maps”
can “find their way” mentally and
physically in environment
imitate arrangements and visual
representations
see things in multiple ways, discover
“hidden” perspectives, and are
interested in what others see
decode maps, charts, diagrams
can do mental transformations of forms
and objects
observing, collecting and visualizing
images; recognizes faces, shapes,
scenes
doodling, drawing, cutting and pasting,
constructing and rearranging images
“making things” to consolidate ideas
respond well to visual supports
use visualization and creation of images
to self-regulate and self-guide;
frustrated when things don’t look right
often interested in seeing things from
multiple perspectives but most
comfortable when things are
aesthetically “arranged”
may be prone to observe and act
without speaking and to assume others
can “see” their intentions
may need to arrange workspace for
each activity; may dislike having
workspace invaded or altered
enjoy taking and making pictures
artistic work, including sculpture,
graphics, reproduction
activities which require seeing in detail
Claire G. Knox, Ph.D.
Child Development Department, Humboldt State University
Arcata, Ca. 95521
Multiple Intelligences Handout
3
Bodily-kinesthetic Intelligence
 are captured by touch and movement
Intellectual Characteristics
Somatic Traders



Remember most clearly actions,
contacts, physical impressions and tactile 
characteristics
Learning Patterns



Learn by doing and being “in” things,
people and processes; prefer concrete
learning activities

Guidance Considerations





Need concrete explanations,
demonstrations and experience of action
sequences and consequences;
opportunities to “do” something to
manage self and situations; direct
personal action to solve problems and
rectify accidents and errors.
Common Interests
Self-concept: Use body and activity to
establish themselves








are sensitive and responsive to physical
environments, cues and systems
touch, manipulate and move objects,
people and self to explore
attend to and imitate movements of
objects and others
demonstrate coordination, dexterity,
balance, precision, timing, grace and
motor planning
invent new ways of doing things
observing demonstrations and activity
participating independently or with
scaffolding
organizing and reorganizing
information by doing, practicing and
doing again differently
construct meaning by doing
approximations and doing things their
own way
use activity to self-regulate and selfguide
become frustrated when things don’t
“feel right” or “come out right”
often sensitive to physical guidance
movement and intense physical contact
may be reinforcing
may focus on materials and own
movement rather than other people
may be drawn to situations requiring
complex mind-body integration
may be soothed by simple clear
physical boundaries, cues, contacts and
rhythms
Building, craving, keyboarding, small
motor activities
Dancing, boxing, large motor
integration activities
Sports and games, Athletics
Going places, field trips
Investigating, caring for and/or doing
things with the body
Claire G. Knox, Ph.D.
Child Development Department, Humboldt State University
Arcata, Ca. 95521
Multiple Intelligences Handout
4
Naturalist Intelligence
Intellectual Characteristics  are captured by the environment Cosmos Traders


Remember most clearly things
understood as parts of a context or
collection






Learning Patterns
Learn by observing and relating in
context
Guidance Considerations
Need opportunity for observation,
personal interpretation of situations,
explanation of context and influences
and process orientation








Common Interests
Self-concept: Use wonder, participation
and relationship to establish themselves



sometimes whichever one they are in at
the moment
actively seek opportunities to observe,
identify, classify, interact with and care
for co-occupants of environment
recognize and classify by
characteristics; collect things
recognize patterns which define groups
show interest in life and production
cycles
seek to understand how things work
and how the way things are is related to
the context in which they exist
tend to take a “systems” approach;
interested in how systems emerge,
change and evolve
are interested in tools of observation
and recording; e.g. Microscopes,
notebooks
reveal new patterns and connections
between things
observing detail, context, influences
and change over time
recording how things/creatures are and
what they do under different conditions
working with/caring for/building
relationship with
examining and inventing systems
may sometimes appear distractible
tendency to immerse/lose self in
materials or processes
may be drawn to “big picture,” chaotic
or extremely interdependent or complex
situations
can become overwhelmed when unable
to organize experience or recognize
manageable pattern or when presented
with many disconnected bits of info
biology, ecology, botany, zoology ;sees
human systems as part of nature
growing and caring for living things
exploring different places, “Checking it
out”
Claire G. Knox, Ph.D.
Child Development Department, Humboldt State University
Arcata, Ca. 95521
Multiple Intelligences Handout
5
Verbal Linguistic Intelligence:
 are captured by the richness of
Intellectual Characteristics
Word Traders





Remember most clearly what was said;
use narrative and pneumonic devices;
remember names and dates


Learning Patterns

Learn through listening, reading,
writing, vocalizing/speaking and
discussing



Guidance Considerations


Need opportunity to talk things through
and know they have been heard



Common Interests
Self-concept: use language to establish
themselves





language
imitate linguistic sounds and activities
listen, read, speak and write effectively
enjoy explaining, convincing,
persuading
show interest in and aptitude for
learning language; like words and vocal
sounds
demonstrate interest in language
oriented activity, games, rhymes, etc.
enjoy hearing and telling stories
show preference for linguistic forms of
expression and creativity
extract information by listening and
reading; sometimes by listening to
themselves
organize and reorganize information by
putting in different words and language
structures
interpret/construct meanings based on
linguistic communication
express understanding and insight
through personal arrangements of
words and vocal sounds
create and express new meanings
use language to self-regulate and selfguide
become frustrated when things don’t
“sound right” or word use is imprecise
may appear argumentative
may get so involved in “telling the
story” that they forget the idea they
were after or appear to exaggerate or lie
argumentation, discussion,
presentation, story telling
reading, “looking things up”
journal and personal writing, reporting,
record keeping, poems, narrative
verbal humor, jokes, puns and word
plays
crossword puzzles, word searches
Claire G. Knox, Ph.D.
Child Development Department, Humboldt State University
Arcata, Ca. 95521
Multiple Intelligences Handout
6
Musical Intelligence
Intellectual Characteristics  are captured by music: rhythm, sound
Minstrals









Remember most clearly the sounds,
rhythms and music; can use songs and
sound patterns to memorize and recall
information
Learning Patterns
Learn through exploring and creating
rhythms and sound patterns






Guidance Considerations

Need management of sound environment
and opportunity for translation of

experience into sounds and rhythms
Common Interests
Self-concept: use sound and rhythm to
establish themselves



patterns and lyrics
organize sounds into meaningful patterns
are attentive to sounds, differences in
sounds and changes in sound patterns
are attentive to and tend to create
“instruments”
respond to music through any of a variety
of modalities: kinesthetically, emotionally,
verbally, aesthetically or intellectually
recognize and show interest in genre and
cultural variations in music; is interested in
the role of music in life
collect music, instruments, recordings, etc.
create music: play an instrument, perform
with others, conduct, write, create
instruments or otherwise produce music
show interest in and aptitude for
vocabulary and notation of music
enjoy playing with music; complete
musical phrases and engages in musical
games
have personal approaches to listening to
music and give personal interpretations
may express interest in musical careers
may be especially attentive to and able to
retain information experienced
rhythmically
auditory discrimination and processes often
strong
may be distracted from visual stimuli by
sound; may use sound to assist in focus
may tend to “translate” experience into
songs or tunes, hum or sing to self
use sound and/or rhythm to self-regulate;
differing tones and rhythms may sooth or
stimulate
may be very reactive to sudden sounds,
raised voices, changes in quality of
vocalization
musical performances, rhythmic games
rap
creating vocal patterns alone or with others
Claire G. Knox, Ph.D.
Child Development Department, Humboldt State University
Arcata, Ca. 95521
Multiple Intelligences Handout
7
Interpersonal Intelligence
Intellectual Characteristics  are captured by personal characteristics



Remember interpersonal characteristics
of event; who was involved and how they
felt
Learning Patterns
Learns through doing things with others
Guidance Considerations
Need interpersonal exchange and sense
of belonging
Common Interests
Self-concept: use interpersonal
interactions to establish themselves


















of others: emotional tone, expressions,
mannerism
attentive to underlying intentions,
meaning of behavior, perspectives and
motivations of others
create and maintain strong bonds with
others
attracted to others; enjoy doing things
with others; like collaborative tasks and
take variety of roles
respond to verbal and non-verbal cues
adapt behavior to social context and
feedback
develop skill is engaging others,
organizing, negotiation, conflict
resolution, creating agreements and
alliances
develop new ways to do things together
attend to what others are doing
like group projects and activities
often use imitation as learning strategy
utilize role playing and re-enactment
interested in getting and giving
feedback; enjoy discussion
responds negatively to being “singled
out”
sees situations as relational
likely to “side with” others
concerned about social consequences
may enjoy influence through humor,
“charming”, playing on expectations
enjoy win/win competition, team games
interested in roles, being teacher, etc.
leadership
service activities
Claire G. Knox, Ph.D.
Child Development Department, Humboldt State University
Arcata, Ca. 95521
Multiple Intelligences Handout
8
Intrapersonal Intelligence
Intellectual Characteristics  captured by inner life






Remember principles, inner thoughts

and feelings and implications of situation
or information


Learning Patterns
Learns through examining significance
of experience to self and human
condition
Guidance Considerations






Needs space and time to reflect, interpret 
and express experience


Common Interests
Self-concept: establishes self through
reflection and self-actualization






aware of range of feelings and
experiences
seeks path to self-expression
develops define model of self
sets and pursues goals
utilizes principles and personal values
curious about life: meaning, relevance,
purpose
seeks to manage own work,
environment and plans
operates through insight; often attracted
to complex content
may seek to empower others
self-directed, independent or tutorial
opportunities to imagine, reflect
seclusion, control over personal
environment
“time to think and room to grow”
engage in metacognitive activity:
thinking about thinking, feeling, values
use active listening, I statements and
mirroring
may not wish to play or work with
others
need control over own environment,
creations, activities
may “daydream”; utilize guided
imagery
may go to the defense of others
reflection on how processes occur
self-assessment
writing to and about self
talking privately
examining “big” questions
Claire G. Knox, Ph.D.
Child Development Department, Humboldt State University
Arcata, Ca. 95521