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IMI Chairman’s Message - Evolution - Mission - Vision
Brain Functions and Learning - Stages of Brain Development
Dr. Howard Gardner - MI Theory - FAQs of Multiple Intelligences
Brain Dominance - LIFE Profile
Learning Domains - Learning Styles
Dermatoglyphs Multiple Intelligence Evaluation (DMIE)
Types of Fingerprints
Evaluation Types
FAQs (Frequently Asked Question?)
Library - References
IMI Offices Worldwide - IMI Regional Offices
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IMI
Chairman’s Message
Mr. Veshal Shah, innately an Eagle, is enriched with education, exposure and experience globally. The science of
Multiple Intelligence and Dermatoglyphs fascinated him to the extent that it manifested the inception of IMI.
Miscommunication is perhaps the primary cause of good, bad and ugly. Science and technology has made it
possible to understand mother nature's, most complex creation, “The Human Being”.
Until yesterday you were trying to inculcate various parameters of skills and knowledge, just because he said, she said, family said so or
friends are doing so. What you were doing is, what almost every individual does. It is perhaps the method and lack of information adapted by
you that may not justify your efforts in achieving the results.
Every human is born with INNATE INTELLECT which is used to acquire knowledge and information, which in turn is processed by the brain to
INTELLIGENCE.
IMI will mentor you in your endeavour to discover your innate intelligence. These evaluations highlight the strengths and limitations of the
various parameters of your brain. These evaluations also indicate your brain type, learning styles and whether you are a convergent or a
divergent thinker.
IMI certified consultants will interpret the evaluation for you in detail and be more than happy to answer any and all questions that you may
have and provide you with remedies if required.
'DISCOVER YOUR INNATE”. Maximize the potentials you are born with.
“As you will it…so mote it be”.
Veshal Shah
Chairman
2
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IMI
Evolution
The seal and logo of IMI is a mastermind, by the founder Mr. Veshal Shah.
The yellow circle represents the energy of mother nature, “the sun”, with eight 5 pointed stars representing the eight intelligence and all the
five elements of mother nature. I-M-I represents each individual; as energy, power and symbol of mother nature's most complex creation The Human Being.
Institute of Multiple Intelligence (IMI) established in 2011 has its registered headquarters in Hong Kong and servers in China and Taiwan.
Our team of renowned and dedicated Professionals, Doctors, Psychologists, Trainers, Consultants and Counselors have developed several
programs, certifications, authentications, training and remedies.
Mission
We strive to achieve higher standards of excellence; by making good, better.
To discover the inborn potentials, enlighten human beings and equip them with their innate potentials for growth and advancement,
guiding parents and individuals in expanding their horizons.
It is our constant endeavour, to seek, build and share credible and authoritative knowledge on the subject of Multiple Intelligence and
Dermatoglyphs for rendering professional services for individuals and institutions globally.
Vision
IMI seeks to build and share credible and authoritative knowledge on the subject of Multiple Intelligence and Dermatoglyphs for rendering
professional services for individuals and institutions globally. Our research and development team aims to develop, adapt and apply newer
technologies for accuracy and ease and at the same time excel in empathetic approach which has a human and assistive touch for people to
benefit tactically and psychologically from the knowledge.
We aim to create a pool of trained personnel with integrity and a wise base of satisfied Affiliates and clients. We seek to have cordial
relationships with teachers, psychologists, the dermatoglyphs researchers and the large community.
IMI with its global presence is in a position to extend, related knowledge and know how on the subject of Multiple Intelligence and
Dermatoglyphs Multiple Intelligence Evaluations (DMIE) world wide. In a very short period of time IMI is a leading Multiple Intelligence and
DMIE resource institute commanding a high degree of goodwill globally.
Our vision is to make the good, better. IMI is a legend and the legacy will continue.
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3
Brain Functions and Learning
Introduction
Margaret Semrud-Clikeman, PhD, Michigan State University
Our brains begin to mature even before we are born. Although they continue to mature throughout most of our lives, brains do not mature at
the same rate in each individual.
This should not be surprising. After all, our bodies grow at different rates - we reach puberty at different ages and our emotional maturity at
different times as well. Why should our brains be any different?
Just because you have a classroom full of students who are about the same age doesn't mean they are equally ready to learn a particular
topic, concept, skill or idea. It is important for teachers and parents to understand that maturation of the brain influences learning readiness.
For teachers, this is especially important when designing lessons and selecting which strategies to use.
All children need to be challenged and nurtured in order to profit from your instruction. Instruction that is above or below the maturity level
of a child's brain is not only inappropriate; it can lead to behavior problems in your classroom. Inappropriate behaviors - avoidance,
challenging authority and aggression towards other students - can be explained by a failure to match instruction to the brain maturity of
your students.
You should also know that all brain functions do not mature at the same rate. A young child with highly advanced verbal skills may develop
gross and fine motor control more slowly and have trouble learning to write clearly. Another child may be advanced physically but not know
how to manage his/her social skills. Others may be cognitively advanced but show emotional immaturity.
For all of these reasons it is important to understand how our brains mature and the differences that may be present at each stage of
“normal” development.
4
Source: www.apa.org
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Brain Functions and Learning
The importance of matching instruction to a child's maturity level
Evidence and explanation
About brain maturation
Children learn in different ways. And although the maturity of the brain is an important factor when it comes to learning differences, the real
story is more complicated than that. The way children learn depends on age, level of development and brain maturity. Learning differences
are also related to genetics, temperament, and environment, but in this module we will focus on how and when the brain matures.
Before birth
Different brain structures mature at different rates and follow different paths, but maturation begins long before birth. As a fetus grows,
nerve cells (neurons) travel to their eventual locations within the brain. The survival of any one neuron is not guaranteed. There is
competition among neurons for limited space and those that do not find a home - a place where they can live and thrive - are pruned back
and destroyed. It is not known why some neurons find a home and others do not, but after a neuron settles down it continues to grow and
develop within its region of the brain.
When pruning does not happen or is incomplete, disorders in learning and/or behavior can be the result.
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Source: www.apa.org
5
Brain Functions and Learning
Schooling Years
The preschool years
At birth, both motor and sensory systems of the brain are already up and running. A newborn infant has enough motor control to feed and to
move away from painful or other unpleasant stimuli. Although visual and auditory systems are present at birth, they continue to develop in
the first few months of life as the brain reacts to the environment (Hynd & Willis, 1988; Semrud-Clikeman, 2006).
In healthy children, motor and sensory systems continue to develop during toddlerhood and the preschool years. Auditory and visual skills
improve during this time too. Since brain development after birth is influenced by inputs from the environment, and because those inputs
are unique to each child, every human brain is unique.
The early elementary years
During the early elementary years, fibers continue to grow between neurons and the white matter of the brain (also called myelin). The
growing neural networks of connected neurons and fibers are essential to the transmission of information throughout the brain. As the
brain matures, more and more fibers grow and the brain becomes increasingly interconnected. These interconnected networks of neurons
are very important to the formation of memories and the connection of new learning to previous learning.
The late elementary and middle school years
From late elementary school into middle school, inferential thinking becomes more emphasized in schools, while rote learning is deemphasized. This shift in focus is supported by the increased connectivity in the brain and by chemical changes in the neuronal pathways
that support both short and long term memory. These chemical changes can continue for hours, days and even weeks after the initial
learning takes place (Gazzaniga, Ivry, & Magnun, 2002). Learning becomes more consolidated, as it is stored in long-term memory.
6
Source: www.apa.org
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Brain Functions and Learning
Functional Areas of the Brain
PRE-FRONTAL
Mo
Reasoning
ve
me
nt
Se
ns
ory
FRONTAL
PARIETAL
Speech
Understanding
Personality
Planning
Organizations
Writing
Smell
Speech Area
Virtual
Memory
Vision
Visual
Processing
TEMPORAL
OCCIPITAL
Where does learning occur?
During the early elementary years, the child develops motor skills, visual-motor coordination, reasoning, language, social understanding
and memory. As learning is consolidated into neural networks, concepts combine into meaningful units that are available for later use. An
ability to generalize and abstract begins at this stage and continues into adulthood. Also during this time, the child learns about perspectivetaking and social interaction. The ability to understand one's social place is crucial for the development of appropriate relationships with
other people. These skills are closely tied to development of the tracts of the right hemisphere as well as in the areas of the brain that are tied
to emotional processing (also called the limbic system) (Semrud-Clikeman, 2007). (A tract is a pathway that connects one part of the brain
with another, usually consisting of myelin-insulated axons. Tracts are known collectively as white matter.)
During the later elementary years and early middle school years, the child's brain activity is mostly in the posterior regions - where the areas
for auditory, visual and tactile functioning intersect. This intersection is called the association area of the brain and generally contains
information that has been learned and is now stored (Ellison & Semrud-Clikeman, 2007). This is the information that is commonly measured
on achievement tests and verbally based ability tests.
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Source: www.apa.org
7
Brain Functions and Learning
The frontal lobes begin to mature more fully in middle school. The maturation continues through high school and adulthood. (Ellison &
Semrud-Clikeman, 2007). The frontal lobes are a more recent evolutionary development in brains and allow humans to evaluate and adapt
their behavior based on past experience. The frontal lobes are also thought to be where social understanding and empathy reside (Damasio,
1999).
The refined development of the frontal white matter tracts begins around age 12 and continues into the twenties. This region of the brain is
crucial for higher cognitive functions, appropriate social behaviors, and the development of formal operations.These tracts develop in an
orderly fashion and experience appears to contribute to further development.
If you are teaching adolescents, you should emphasize inferential thinking as well as metacognition. For some adolescents, brain
development matches our educational expectations. For others, the two do not coincide and there is a mismatch between biology and
education. In this case, the adolescent is unable to obtain the maximum benefit from instruction and is often unable to understand more
advanced ideas. Although learning problems may be due to immaturity, they may indicate more serious learning or attentional problems.
As connecting tracts in the frontal lobes become more refined, adolescents are expected to “think” about their behaviors and to change
these behaviors. Unfortunately, this is the time when adolescents are more risk-prone and impulsive than adults. Some of this tendency is
linked to changes in hormonal development as well as in brain changes.
Growth of Human Brain
9 - 16 year - old
4 - 8 year - old
2 - 3 year - old
Growing Period
G e n e t i c a l l y p re s c r i b e d n e u ra l
networks sustain the kind of activities
that occur automatically, such as
breathing, sucking, metabolizing, etc.
8
Learning Period
Children learn new things from
observing things around them and
from the people around them.
Source: www.apa.org
Evolving Period
Children are able to judge the right
things from wrong; they can now
modify what they have learned from
their past experience and learn new
things.
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Stages of Brain Development
Stages of Brain Development
Conception
0
1
2
Age
3
4
5
6
7
Vision Development
Speech Development
Emotional Development
Math/Logic
Social Attachment and Skills
4
Motor Development
Peer Social Skills
Language
It is proven that children from birth to age 12 are at their prime to develop their innate intelligence and acquire knowledge.
The Golden Age
50% from 0 - 4 yrs
30% from 4 - 8 yrs
20% from 8 - 18 yrs
Therefore, the period of 0 - 8 yrs
is considered the golden age of
learning.
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Source: www.apa.org
9
Multiple Intelligences
Dr. Howard Gardner is the John H. and Elisabeth A. Hobbs Professor of Cognition and
Education. He is also adjunct professor of psychology at Harvard University and senior
director of Harvard Project Zero. Among numerous honors, Gardner received a MacArthur
Prize Fellowship in 1981.
He has received honorary degrees from 26 colleges and universities. In 2005 and 2008, he
was named by Foreign Policy and Prospect magazines as one of the 100 most influential
public intellectuals in the world.
The author of 25 books translated into 28 languages, and several hundred articles, Gardner
is best known for his theory of multiple intelligence, a critique of the notion that there exists
but a single human intelligence that can be adequately assessed by standard psychometric
Dr. Howard Gardner
instruments.
11th July 1943
“The ability to solve problems or to create products that are valued within one or more cultural settings.”
- Frames of Mind: The Theory of Multiple Intelligence (1983)
“A bio-psychological potential to process information that can be activated in a cultural setting to solve problems or create
products that are of value in a culture.”
- Intelligence Reframed (1999)
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Theory of Multiple Intelligences
The Theory of Multiple Intelligences was proposed by Dr. Howard Gardner in 1983 as a model of intelligence that differentiates intelligence
into various specific (primarily sensory) modalities, rather than seeing it as dominated by a single general ability.
Gardner argues that there is a wide range of cognitive abilities, and that there are only very weak correlations between these. For example,
the theory predicts that a child who learns to multiply easily is not necessarily generally more intelligent than a child who has more difficulty
on this task. The child who takes more time to master simple multiplication,
1)
may best learn to multiply through a different approach,
2)
may excel in a field outside of mathematics, or
3)
may even be looking at and understanding the multiplication process at a fundamentally deeper level, or perhaps as an entirely
different process.
Such a fundamentally deeper understanding can result in what looks like slowness and can hide a mathematical intelligence potentially
higher than that of a child who quickly memorizes the multiplication table despite a less detailed understanding of the process of
multiplication.
The theory has been met with mixed responses. Traditional intelligence tests and psychometrics have generally found high correlations
between different tasks and aspects of intelligence, rather than the low correlations which Gardner's theory predicts. Nevertheless many
educationists support the practical value of the approaches suggested by the theory.
The theory of multiple intelligence is Dr. Howard Gardner’s theory that proposes that people are not born with all of the intelligence they will
ever have. It says that intelligence can be learned throughout life. Also, it claims that everyone is intelligent in at least eight different ways and
can develop each aspect of intelligence to an average level of competency.
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11
Howard Gardner Answers FAQs
Q.
A.
What do other scholars think of MI theory?
Howard Gardner: There is a wide spectrum of opinion, both within psychology and across the biological and behavioral sciences. Those involved in
standard psychometrics are almost always critical of the theory; among those psychologists who are not psychometricians, there is an openness to the
expansion of the concept and measurement of intelligence. Still, psychologists like neat measures of their constructs and there is frustration that the
"new" intelligences are not as readily measured as the standard ones. Also, psychologists really think of intelligence as 'scholastic capacity' while I am
trying to expand the notion of intelligence to extend to all manner of human cognitive capacities.
Scholars are not known for responding generously to new theories, and so I have not been surprised at the considerable criticism leveled at MI theory.
Perhaps a more reliable index of reception is the extent to which the theory is cited in scholarly articles and textbooks.
(Also gratifying) has been the response by scholars in the "harder" sciences (such as biology) on the one hand, and in more distant fields (such as the arts
and humanities) on the other. The idea of multiple intelligences has considerable appeal across the disciplines, and my particular choice of intelligences
is often endorsed.
Q.
A.
Do you think we should be able to freely choose what courses we take? Or do you favor a uniform curriculum for all students?
HG: In general at the secondary level, everyone should study some history, science, mathematics, and the arts. It is not important to me which science is
taught - I am much more interested in students learning to think scientifically. Similarly, it does not matter that much which history students learn,
though they certainly ought to be acquainted with their own country. What matters is that the students have some sense of how historical studies are
carried out; what kinds of evidence are used; how history differs from literature on the one hand, and from science, on the other; why each generation
rewrites history and there can never be a definitive history.
Q.
You prefer depth over breadth. Do you think students might not learn enough with this approach, and graduate with major gaps in their
knowledge? For example, if a history class were to focus deeply on World War I, and thus not have time to cover Vietnam?
HG: It is more important that students learn how to think like a historian, and how historians handle data and draw conclusions. This can only come from
in depth study of a manageable number of topics. If the teaching of history were well coordinated throughout K-12, we could certainly learn about all the
topics that you mention. The problem now is that a student might study the American Revolution four times and never learn about the French or Russian
revolutions at all.
A.
Q.
A.
Can you recommend techniques for teachers to identify their students' strengths?
HG: If you want to get to know your students intelligences during the first weeks of school, I have two suggestions: 1) Take them to a children's museum
a few times (or some other kind of rich experience like a playground with many kinds of games) and watch them carefully. This will complement what
you observe in class. 2) Give a small questionnaire about their strengths to the students themselves and their parents and, if possible, last year's teacher.
To the extent that all three report the same strengths and weaknesses, you are on pretty safe ground. I don't trust self reports unless they are
corroborated.
Q.
A.
Q. How could the multiple intelligences theory positively impact schools around the world?
HG: Briefly, my theory can reinforce the idea that individuals have many talents that can be of use to society; that a single measure (like a high stake test)
is inappropriate for determining graduation, access to college, etc.; and that important materials can be taught in many ways, thereby activating a range
of intelligences.
12
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Howard Gardner Answers FAQs
Q.
A.
How does intelligence relate to creativity?
HG: There are many forms of creativity. Domains involving characteristic combinations of intelligences also exhibit characteristic forms of creativity. So,
for example, creativity in physics turns out to be quite different from creativity in poetry or politics or psychology. Generalizations about creativity are
destined to be weak; the devil lies in the details about the creative domain in questions. One cannot be creative unless one has mastered a domain - that
process can take up to ten years. Second of all, creativity probably has more to do with personality than with sheer intellectual power. Individuals who
enjoy taking risks, who are not afraid of failure, who are attracted by the unknown, who are uncomfortable with the status quo are the ones who are likely
to make creative discoveries. Finally, as stressed by my colleague Mihaly Csikszentmihalyi, creativity should not be viewed simply as a characteristic of an
individual. Rather, creativity emerges from the interaction of three entities: l) the individual, with his given talents, personality, and motivation. 2) the
domain-the discipline or craft in which the individual is working 3) the field-the set of individuals and social institutions that render judgments about
quality and originality.
Q.
A.
What about the oft-noted connection between mathematical and musical intelligences?
HG: There is no doubt that individuals who are mathematically talented often show an interest in music. I think that this linkage occurs because
mathematicians are interested in patterns, and music offers itself as a goldmine of harmonic, metric, and compositional patterns. Interest, however, is
not the same as skill or talent; a mathematician's interest in music does not predict that she will necessarily play well or be an acute critic of the
performances of others. (However the implied link) rarely works the other way. We do not expect of randomly chosen musicians that they will be
interested, let alone skilled, in mathematics. There may also be a bias in the kind of music at issue.
Those involved in classical music are far more to be oriented toward science and mathematics than those involved jazz, rock, rap, and other popular
forms. These observed correlations and lack of correlation suggests another factor at work. In certain families and perhaps also certain ethnic groups,
there is a strong emphasis placed on scholastic and artistic accomplishment. Youngsters are expected to do well in school and also to perform creditably
on an instrument. These twin goals yield a population with many youngsters who stand out in math and music. There may be other common underlying
factors, such as willingness to drill regularly, an inclination toward precision in dealing with marks on a piece of paper, and a desire to attain high
standards. One would have to sample a wide variety of skills-from being punctual to writing cogent essays-before jumping to the conclusion that a
privileged connection exists between musical and mathematical intelligence.
Q.
A.
What happens to multiple intelligences during later life?
HG: In many ways, the multiple intelligences seem a particular gift of childhood. When we observe children, we can readily see them making use of their
several intelligences. Indeed, one of the reasons for my enthusiasm about children's museums is their evident cultivation of a plethora of intelligences.
Nowadays, the children's museum simply has a better fit with the minds of children than does the average school. It could be that multiple intelligences
decline in importance as well as in visibility. But I believe that quite the opposite is true. As individuals become older, our intelligences simply become
internalized. We continue to think differently from one another-indeed, differences in modes of mental representation are likely to increase throughout
active life. These differences are simply less manifest to outside observers. Consider, for example, what happens in the average high school or college
classroom. The teacher lectures, the students remain in the seats, either taking notes or looking vaguely bored. One might easily infer that actually no
processing is going on, or that all the process is linguistic in nature. Individuals may also take all kinds of notes and use disparate aids to study and recall.
The recesses of our mind remain private. No one can tell the mind exactly what to do. As I see it, the challenge to the mind is somehow to make sense of
experience, be it experience on the street or in the classroom. The mind makes maximal uses of the resources at its disposal and those resources consist
in our several intelligences.
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13
Multiple Intelligences
Intrapersonal
Self Smart
Strengths: Introspection and Self-Reflection
Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings and
motivations. They tend to enjoy self-reflection and analysis, including day-dreaming, exploring relationships with others and
assessing their personal strengths.
Characteristics of Intrapersonal Intelligence:
l Good at analysing their strengths and limitations
l Enjoys analysing theories and ideas
l Excellent self-awareness
l Clearly understands the basis for their own motivations and feelings
Logical / Mathematical
Number Smart
Strengths: Analysing Problems and Mathematical operations
People who are strong in logical-mathematical intelligence are good at reasoning, recognising patterns and logically analyse
problems. These individuals tend to think conceptually about numbers, relationships and patterns.
Characteristics of Logical-Mathematical Intelligence:
l Excellent problem solving skills
l Enjoys thinking about abstract ideas
l Likes conducting scientific experiments
l Good at solving complex computations
Linguistic / Verbal
Word Smart
Strengths: Words, Language and Writing
People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals
are typically very good at writing stories, memorising information and reading.
Characteristics of Linguistic - Verbal Intelligence:
l Good at remembering written and spoken information
l Enjoys reading and writing
l Good at debating or giving persuasive speeches
l Able to explain things well
l Often uses humor when telling stories
Nature Smart
Naturalistic
Strengths: Finding Patters and Relationships to Nature
People who are high in Naturalistic intelligence 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 in environment.
Characteristics of Naturalistic Intelligence:
l Interested in subjects such as botany, biology and zoology
l Good at categorizing and cataloging information easily
l May enjoy camping, gardening, hiking and exploring the outdoors
l Doesn’t enjoy learning unfamiliar topics that have no connection to nature
l Often uses humor when telling stories
14
Source: psychologist.about.com
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Multiple Intelligences
Interpersonal
People Smart
Strengths: Understanding and Relating to Other People
Those who are strong in interpersonal intelligence are good at understanding and interacting with other people. These individuals
are skilled at assessing the emotions, motivations, desires and intentions of those around them.
Characteristics of Interpersonal Intelligence:
l Good at communicating verbally
l Skilled nonverbal communicators
l See situations from different perspective
l Create positive relationships with others
l Good at resolving conflicts
Visual / Spatial
Picture Smart
Strengths: Visual and Spatial Judgement
People who are strong in visual-spatial intelligence are good at visualising things. These individuals are often good with directions as
well as maps, charts, videos and pictures.
Characteristics of Visual-Spatial Intelligence:
l Enjoys reading and writing
l Good at putting puzzles together
l Good at interpreting pictures, graphs and charts
l Enjoys drawing, painting and the visual arts
l Recognizes patterns easily
Bodily Kinesthetic
Body Smart
Strengths: Physical Movement, Motor Control
Those who have high bodily-kinesthetic intelligence are said to be good at body movement, performing actions and physical
control. People who are strong in this area tend to have excellent hand eye coordination and dexterity.
Characteristics of Bodily - Kinesthetic Intelligence:
l Good at dancing and sports
l Enjoy creating things with their hands
l Excellent physical coordination
l Tends to remember by doing, rather than hearing or seeing
Music Smart
Musical
Strengths: Rhythm and Music
People who have strong musical intelligence are good at thinking in patterns, rhythms and sounds. They have a strong appreciation
for music and are often good at musical composition and performance
Characteristics of Musical Intelligence:
l Enjoy singing and playing musical instruments
l Recognizes musical patterns and tones easily
l Good at remembering songs and melodies
l Rich understanding of musical structure, rhythm and notes
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Source: psychologist.about.com
15
Brain Dominance
Left Brain / Convergent Thinkers have a systematic approach and play by rules. They analyze everything and conclude
logically.
Right Brain / Divergent Thinkers are creative and have a tendency to bend the rules. They are artistic and always looking for
ways to express themselves.
Perception
Intra Personal
Linguistic
Logic
Imagination
Logical Interpersonal
Visual
Chalk Musical CQ
Intra Personal
Walk
Kinesthetic
Kinesthetic
Law
Affective
Auditory
L
R
Self Cognitive
Writing
Art
Science
Peacock
Liberal
EQ
Spatial
Naturalist
Reverse Thinking
Eagle
Management
Language
Dancing
Engineering
Medical
Talk
IQ
Dove
Owl
Music
Reflective Thinking
AQ
Finance
Reading
16
Maps
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LIFE Profile
The concept of a behavior profile was developed in the late 1920s as a result of the psychologist Dr. William Marston's theory that there are
four basic personality types, DISC (Dominance, Influence, Conscientiousness and Steadiness). Over years, different versions of the same
theory developed including BEST (Bold, Expressive, Sympathetic and Technical) and Dr. Gary Couture's version using bird names
(Eagle, Peacock, Dove and Owl). Based on this IMI has created the LIFE profile.
Linguistic
Logical Interpersonal
Chalk
Intra Personal
Visual
Musical
Kinesthetic
Walk
Auditory
Science Self Cognitive
Idealist
Liberal
Kinesthetic
Affective
Efficient
Naturalist
EQ
Reverse Thinking
Management
CQ
Law
Spatial
AQ
Art
Leader
Talk
IQ
Reflective Thinking
Leader
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Idealist
Flamboyant
Efficient
17
Learning Domains
Cognitive
They are self-understanding, self-conscious, self-corrective, independent, innovative and like to
discover new things on their own. They tend to be mistaken as stubborn. They believe that all human
beings are unique individuals. They are very competitive and will not easily relinquish without putting
up a fight. They are goal-oriented, self-impelled, self-motivated and they have very high selfexpectations and will-power. However, they are subjective towards others and hard to convey
themselves. They are good in repressing their emotions however they have the tendency to succumb
to excessive self-indulgence as well as isolation. They do not simply resign themselves to changes.
Affective
They are prone to adopt and adapt to their environment, Their greatest advantages are their creativity
and flexibility. Nevertheless, with this strength, they learn both good and bad things. Therefore,
environment plays an important role in their learning progression. With their social-orientated
characteristics, they value the relationships between people. At times, they tend to give up halfway in
the midst of a learning process due to emotional commotions. Under such circumstances, they need
encouragements and compliments to keep them going.
Reverse Thinking
Their way of thinking often differs from others, showing a different viewpoint from the mainstream,
with an outstanding performance. The main aspiration that drives them is your interest. They like to
ask questions, and they are persistent in getting the answers which they will evaluate critically. They
are self-centered and prefer to look at things in a different way thus people mistakenly tend to regard
them as eccentric, peculiar, rebellious and remote. They have rather high acuity and as a result they are
able to make quick decisions without lengthy considerations.
Reflective
18
Their potential of learning is infinite and full of plasticity. They are able to learn and absorb only if they
are given proper guidance. They are pragmatist, practical and hardworking but lack sensibility. They
incline to familiar interpersonal relations and substantial goals. They are efficient and prudent hence
they find confrontations and vagueness objectionable.
Besides, they are also conservative, dubious, stagnant, sensitive, impatient, distant and defensive.
They believe that nothing comes easy hence they work extremely hard to obtain something. Being
honest, persistent and emotionally erratic, they are rather weak in self expression.
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Learning Styles
Learns by seeing and watching
Visual
CHALK LEARNER
TM
They learn by seeing and watching. They use strong visual associations. They often use lists to organize their life and their thoughts. Plus, when
spelling, they recognize words by how they look. They remember faces but forget names. They usually learn best by associating pictures with the
words or concepts being used. they benefit when visuals are used as part of a lecture (whiteboard, transparencies, power-point, films, videos,
maps, charts, posters, graphs, etc).
Demonstrations by the professor are helpful, as are textbooks with pictures and diagrams. They often have a well-developed imagination and are
easily distracted by movement or action in the classroom. However, noise will probably not distract them. They may not prefer to learn in study
groups but, they tend to like to work in a quiet room.
Learns by physical involvement
Kinesthetic
WALK LEARNER
TM
They learn by becoming physically involved and actually doing something with what's being learned. “Hands-on” activity is needed to get the
learning to stick! “Being on the move” helps their memory to work. In the classroom, they benefit from physical activity, in-class demonstrations,
“hands-on” student learning experiences, and professors who give real-life examples. Using large diagrams, floor/wall puzzles and large maps
on the wall or floor are helpful. Charades, acting, interviewing, pantomiming, skits, and role-playing enhance learning. Laboratories, field trips,
trial-and-error assignment, and fieldwork done outside the classroom promote more interest.
Learns by listening
Auditory
TALK LEARNER
TM
They learn by listening to verbal instructions, remember by forming the sounds of words. They find it easy to remember names but forget faces.
They often do well working out solutions or problems by talking them out. In most circumstances they need to hear themselves say it in order to
effectively commit to memory. They may find themselves reading aloud instead of reading silently, talking to themselves or repeating
instructions to make sure they understand. Ask questions of the professor in order to gain understanding. Ask follow-up questions if necessary.
The discussion cements the information for them. They are easily distracted by noise and often need to work where it is relatively quiet. However,
they benefit from listening to lectures, dialogues and plays; using audio recordings and videos, etc; participating in group discussions; and
interacting in listening/speaking exchanges.
*Chalk Learner / Walk Learner / Talk Learner are copyrighted intellectual property of IMI Academy Ltd. Use without consent is illegal & prohibited.
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Dermatoglyphs Multiple Intelligence Evaluation (DMIE)
Dermatoglyphics (from ancient Greek derma = "skin", glyph = "carving") is the scientific study of fingerprints. The term was coined by Dr.
Harold Cummins, the father of American fingerprint analysis, even though the process of fingerprint identification had already been in use
for several hundred years. All primates have ridged skin. It can also be found on the paws of certain mammals, and on the tails of some
monkey species. In humans and animals, dermatoglyphs are present on fingers, palms, toes and soles. This helps shed light on a critical
period of embryogenesis, between four weeks and five months, when the architecture of the major organ systems is developing.
The word dermatoglyphics comes from two Greek words (derma, skin and glyphe, carve) and refers to the friction ridge formations which
appear on the palms of the hands and soles of the feet. Characteristically, hair does not grow from this area. The ridging formations serve
well to enhance contact, an area of multiple nerve endings (Dermal Papillae) and aids in the prevention of slippage. People of African
ancestry display reduced skin pigmentation in the designated locations. All studies of the dermal ridge arrangements including genetics,
anthropology and Egyptologyare classified under the term dermatoglyphics.
The word subdermatoglyphic is cited as one of the longest isograms in the English language.
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These evaluations are NOT based on the study of palmistry or astrology in any way.
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These evaluations are based on the fingerprints which are formed pre-birth at the same time as the lobes of the brain are.
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The fingerprints are unique in every individual and never change.
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These evaluations are accurately derived upon by using proven scientific techniques.
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Source: Wikipedia: Fingerprint # History of fingerprinting for identification
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Dermatoglyphs Multiple Intelligence Evaluation (DMIE)
Why Dermatoglyphs Evaluation?
Each individual is uniquely gifted, yet parents and educators cannot clearly identify all the talents. Today Dermatoglyphs Evaluations can
easily reveal our intrinsic qualities and talents.
After discovering the child's innate intelligence, parents and educators can easily:
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Understand an individual's personality
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Personalize Academic and Extracurricular activities
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Discover innate strengths and limitations
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Behavioral patterns decoded
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Adapt correct learning style
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Make suitable academic and career choices
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Identify Brain dominance (Convergent or Divergent thinker)
DMIE Process
Capturing Biometric
Uploading
Computation
10 Minutes
03 Minutes
Over night
(On site)
(Back End)
(Back End)
Consultation &
Guidance
(On site)
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Evaluation Generation
Over night
(Back End)
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Dermatoglyphs Multiple Intelligence Evaluation (DMIE)
What Can Dermatoglyphs Evaluation Tell Us?
Biometric evaluation discovers our character traits and innate potential by discovering the innate intellect.
Learning Domains
Learning Styles
Cognitive
Visual - Chalk Learner
Affective
TM
TM
Kinesthetic - Walk Learner
Reverse Thinking
Auditory - Talk Learner
Reflective
TM
Strengths and Limitations
Left Brain
Right Brain
Communication Skills
Logical Thinking
Fine Motor Skills
Verbal Comprehension
Visual Recognition
Creativity
Imagination / Vision
Gross Motor Skills
Music Association
Aesthetic Sense
Multiple Intelligence
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Intrapersonal
Interpersonal
Logical / Mathematical
Visual Spatial
Linguistic
Bodily Kinesthetic
Naturalistic
Musical & Rhythmic
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Types of Fingerprints
Persistent
WHORL
Individualistic
Stubborn
Strong reasoning
Flexible
LOOP
Sociable
Imitative
Influenced Easily
Infinite Plasticity
ARCH
Simple minded
Genius if groomed
Dormant if not groomed
Confused
ACCIDENTAL
Irrational
Complicated
Unstable
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Evaluation Types
Preschool & Adolescent
Visual, Auditory and Sensory development
Strengthening of the senses
Channelising the learning styles and domains
Golden age for acquiring skills
Biometric Evaluation = Discovering Innate Potentials = Correct Nurturing = Happiness
Career Guidance
Selection of subject
Roadmap to occupation
Application of Innate Intelligence
Paving the path to a secure tomorrow
Biometric Evaluation = Discovering Innate Potentials = High EQ = Success
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Evaluation Types
Professionals
Self awareness of our innate strengths
Targeted Skills and Recruitment
Springboard to Human Resources
Biometric Evaluation = Discovering Innate Potentials = Harmonious Work Environment = Growth
Relationships
Bridging the gap of miscommunication
Distribution of Micro and Macro responsibilities
Understanding behaviourial patterns
Biometric Evaluation = Discovering Innate Potentials = Acceptance = Bonding
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FAQs
(Frequently Asked Questions)
Q.
What is the relationship between Finger Prints and the Human brain?
A.
In the earlier days, American doctors discovered a strange case where a baby is born without brain the disease was
coined by name “anencephaly”. In anencephaly, many times with absence of brain even the fingerprints were missing.
Cases like this had been repeated throughout history. In the gestation period fingerprints and brain development
happens simultaneously during week 13 to week 21, leading medical experts to believe that the brain is absolutely linked
to the fingerprints.
Q.
Is Dermatoglyphs a form of fortune telling?
A.
Absolutely not.
Palmistry or Chiromancy is the divination of the future through the interpretation of lines of the palms whereas
Dermatoglyphs is the science of comparing, analysing and classifying the patterns of the skin grains and ridges of each
person's fingerprint. These evaluations do not predict the future, but rather gives a comprehensive insight of one's innate
intelligence distributions, potentials, and preferred learning and communication styles.
Q.
How is Dermatoglyphs Evaluation in comparison to conventional methods?
A.
Conventional Testing uses questionnaire format where most of the time answers can be influenced by the emotional and
mental state, wherein Dermatoglyphs Evaluation is unaffected by such parameters hence offering most vivid results.
Q.
How old is Dermatoglyphics ?
A.
Scientific study of fingerprints has started in year 1650. Word Dermatoglyphics was coined in year 1926 by Dr Harold
Cummins & Midlo.
Q.
Do you initiate any follow-up action?
A.
Yes, after the initial counseling with the client, we also take advance appointments for remedial therapies as required.
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FAQs
(Frequently Asked Questions)
Q. How reliable is the Evaluation?
A. For several years scientists and medical doctors have used genetics, embryology, dermatoglyphs, anthropology and
anatomy as basis to observe, analyze, validate and conclude the result of Dermatoglyphs. It has been most advanced and
useful tool to understand the potential functioning of brain lobes. As fingerprints are unalterable and are never
influenced by environment, behaviors, company and moods, the reliability of the fingerprint analysis remain on top.
Q. Any reference material to authenticate these evaluations?
A. There are over 750 research papers available on internet talking about references to Dermatoglyphics and
Dermatoglyphics Evaluations. Apart from that thousands of satisfied clients are there to authenticate the evaluation.
Reference book for detailed study on Dermatoglyphics.
FINGER PRINTS, PALMS AND SOLES
An Introduction to Dermatoglyphics
Edited by
Harold Cummins, PH.D.
Charles Midlo, M.D.
New Orleans August 9, 1943
Q. What is the Evaluation process and duration?
A. "Infinity", our user interface, the next generation state-of-the art, ERP system developed by us enables our certified
affiliates to conduct themselves over our sophisticated, dedicated secured servers and follow the process.
We take immense pride about infinity being one of its kind user interface with "Nano" technology and clouding capability
for the process of DMIE.
Q. Who will interpret the evaluation?
A. Our IMI certified consultants will interpret the evaluation and provide necessary guidance.
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Library
Our online library available at www.inmuin.com
1.
Conceptual Presentation on Dermatoglyphs Multiple Intelligence Evaluation (DMIE)
2.
Research Documents/Abstracts on Dermatoglyphs
3.
Sample Evaluation
4.
Feedback Form for Parents
5.
Feedback Form for Teachers
6.
Presentation - Company Introduction
7.
News Coverage - Scanned Copies
8.
Evaluation Registration Form
9.
Consultant Empanelment Form
10. Presentation on Fingerprints & Types
11. Presentation of MI workshop for School Teachers
12. Articles on Brain Development, Twelve stages of Human Life, Child Psychology, Facts about Brain etc.
13. Videos on Multiple Intelligences
14. Photographs of activities by IMI
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References
Gardner, H. (1983). - Frames of Mind. New York: Basic Books Inc.
Gardner, H. (1993). - Frames of mind : the theory of Multiple Intelligences.
New York, NY: Basic Books. xxxii, 440 p.
Gardner, H., & Hatch, T. (1989). - Multiple Intelligences go to school:
Educational implications of the theory of Multiple Intelligences.
Educational Researcher, 18(8), 4-9.
Gilman, L. (2001). - The Theory of Multiple Intelligences. Retrieved April 13, 2004, from Indiana University Web site:
http://www.indiana.edu/~intell/mitheory.shtml
Lazear, D.G. (1992). - Teaching for Multiple Intelligences. Bloomington
Smith, K. (2002). - Howard Gardner and Multiple Intelligences
American Psychological Association (www.apa.org)
Wikipedia : Fingerprint # History of Fingerprinting for identification
Pyschology.about.com
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29
IMI Worldwide
Headquarters:
Institute of Multiple Intelligence
303, Hung hom Commercial Center, Block ‘A’ No. 39
Ma tau wai Road Hung hom Kowloon Hong Kong.
Email: info@inmuin.com
USA
Institute of Multiple Intelligence Inc,
Indonesia
Hive
15250 Ventura Boulvard,
Suite 1015, Sherman Oaks CA 91403
Graha Cempaka Mas Appts Blok 32,
Laatai 25 No. 6. JI. Let. Jend. Suprato, Jakarta Pusat
Contact: Mr. Dmitry Marmershteyn
Tel:
+1 818 519 9580
Email:
dmitry@inmuin.com
Contact: Ms. Harish Pushpa
Tel:
+628 151 722 2467
Email:
pushpa@inmuin.com
Philippines
Nepal
Mind Print
Eleven 11 Promotions & Communications
Unit 804 TCI Tower 61 West Capital Drive Brgy
Kapitoloyo Pasig City Metro Manila Philippines 1603
GPO 8975 EPC 717 Pulchowk 3
Kathmandu Nepal
Contact: Mr. Kaizad Patel
Tel:
+632 358 9092
Email:
mindprint@inmuin.com
Contact: Mr. Spandan
Tel:
+977 981 898 1205
Email:
spandan@inmuin.com
30
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IMI India
Head Office
IMI Academy Ltd.
Maharashtra
33, Parekh Street, Prarthana Samaj,
Mumbai - 400 004.
Contact: Mr. Richard Bien Aime
Tel:
+91 22 2386 7007
Email:
rlb@inmuin.com
Block 101/102 Mastermind IV Royal Palm
Estate Goregaon (East) Mumbai - 400 065.
Contact: Dr. R. M. Hadpad
Tel:
+91 22 3293 9940
Email:
drishti@inmuin.com
West
Drishti Academy (P) Ltd.
North
Gujarat
Chandigarh
IMI Academy Ltd.
IMI North Star
3 A, Krishna Complex, Opp Devashish School,
S G Road, Ahmedabad 380 054
Contact: Mr. Mihir Mehta
Tel:
+91 997 836 6366
Email:
mkm@inmuin.com
2513, Phase VII, Mohali
Chandigarh
South
Contact: Mr. Satwinder Saimbi
Tel:
+91 977 905 8888
Email:
sss@inmuin.com
East
Hyderabad
Kolkata
Know Eduled (P) Ltd.
My MI Academy
10/92, Gandhinagar,
Hyderabad 500 080.
Contact: Mr. Ritesh Kumar
Tel:
+91 987 359 0023
Email:
eduled@inmuin.com
P-1 Hide Lane Johar Building
6th Floor Kolkata - 700073
Contact: Mr. Anuj Agarwal
Tel:
+91 993 041 0119
Email:
mmia@inmuin.com
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31
Modules for Association
Individuals
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Training for M. I. Consultants
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Evaluations for Child specialists / Pediatricians
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Master Licence for Country / State / City
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Workshops for “Smart Parenting”
Educational Institutions
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DMI Evaluation for students
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DMI Evaluation for Institutional (Private label)
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DMI Evaluation for Pre-school
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DMI Evaluation for Career Guidance
Corporate / Organisations
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Customised solutions
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Services for Human Resources
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Evaluation for Counselling Centres
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Disclaimer:
While every effort has been made to ensure
the contents of this publication are accurate
IMI takes no responsibility direct or indirect. Information provided is for private
circulation and bears no commercial value. Contents of this publication are protected
by work product immunity and other legal rules. Opinions and information provided
cannot be construed as medical or astrological advice. Information is based on
scientific studies, clinical experience or traditional usage as cited in each article. The
outcome may not necessarily occur in all individuals. No employee, associate, agent
or affiliate is authorized to conclude any binding agreement on behalf of IMI without
written confirmation by an executive of IMI. All the references mentioned in this
publication are not endorsed and are archived from
open source online content.
www.inmuin.com
For private circulation only. Not for sale. Version 2.0 7/2012
Head Quarters :
303 Hung hom Commercial Center
Block ‘A’ No. 39 Ma tau wai Road
Hung hom Kowloon Hong Kong
Tel: +852 597 21113
E: info@inmuin.com
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