Multi-Dimensional Intelligence Questions and Answers

Answer: D

Creativity is related to divergent thinking.

J. P. Guilford distinguished convergent thinking, which moves towards a single correct answer, from divergent thinking, which produces many different and original answers to an open problem ('how many uses can you think of for a brick?'). Fluency, flexibility and originality in divergent thinking are the core of most creativity tests.

Convergent thinking is the opposite. Fluid intelligence (reasoning with new problems) and crystallized intelligence (accumulated knowledge) are Cattell's components of general intelligence, not measures of creativity.

Answer: D

The correct statement is that intelligence is multi-dimensional and a set of complex abilities.

Modern views, such as Howard Gardner's multiple intelligences and Robert Sternberg's triarchic theory, see intelligence as several abilities, including linguistic, logical, spatial, interpersonal and practical, which are shaped by both heredity and environment.

Intelligence is not fixed at birth, since experience and schooling change it. No standardised test measures it accurately or completely, and the idea of a single unitary trait has been replaced by multi-factor views.

Answer: D

A person with logico-mathematical intelligence shows sensitivity to and capacity to detect patterns, and the ability to handle long chains of reasoning.

In Howard Gardner's theory, logico-mathematical intelligence is the capacity to reason logically, recognise abstract patterns, work with numbers and follow long chains of deductive reasoning, as scientists and mathematicians do.

Sensitivity to the sounds, rhythms and meanings of words is linguistic intelligence. Perceiving the visual-spatial world accurately is spatial intelligence. Producing and appreciating pitch, rhythm and musical expressiveness is musical intelligence.

Answer: C

The teacher can encourage creative learners by encouraging multiple perspectives and appreciating original ideas.

Creativity depends on divergent thinking, generating many different, original solutions. A classroom that welcomes several viewpoints, open-ended questions and unusual answers, and values originality, nurtures it.

Emphasising convergent thinking (one right answer), discouraging divergent thinking, and discouraging risk-taking and challenges all suppress the very qualities creative learners need.

Answer: A

The intelligence is interpersonal intelligence.

In Howard Gardner's theory of multiple intelligences, interpersonal intelligence is the ability to understand other people: to perceive their moods, feelings, intentions and motivations and to respond to them well. Good teachers, counsellors and leaders show it strongly.

Logical-mathematical intelligence concerns reasoning and numbers, musical intelligence concerns pitch, rhythm and melody, and naturalist intelligence concerns recognising and classifying living things and features of nature. None of them is about understanding others' feelings.

Answer: D

Both (A) and (R) are true and (R) is the correct explanation of (A).

Creativity grows when children meet open, real problems that invite thinking and reflection. The reason says why: creative children are able to discover something new and they need intellectual stimulation to do it. Presenting practical problems for contemplation provides exactly that stimulation, so the reason accounts for the assertion.

Neither statement is false, which rules out the options declaring one or both false, and the reason is directly connected to the assertion rather than a separate true fact.

Answer: D

Both A and R are false.

Assessment of intelligence and extended observation should be used to understand each child's strengths and needs so that teaching can be planned for them, not to compare and rank children against one another. So the Assertion is false.

The Reason is also false. Intelligence is shaped by both heredity and environment; nutrition, stimulation, education and experience can nurture it, and theories such as Gardner's multiple intelligences treat abilities as developable. Since neither statement holds, every option that calls A or R true is wrong.

Answer: C

The theory of multiple intelligences emphasizes that there are several forms of intelligences.

Howard Gardner (1983) argued that intelligence is not a single general ability. He described several relatively independent intelligences: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal and, later, naturalist.

The other options contradict the theory. Gardner criticised reliance on a single IQ score from paper tests, so IQ measured only by objective tests is the view he rejected. Because the intelligences are independent, strength in one domain does not ensure strength in others. And the theory is built on individual differences, since each person has a different profile of intelligences.

Answer: D

The correctly matched pair is Bodily-kinesthetic - Athlete.

In Howard Gardner's theory, each intelligence is linked to the adult roles in which it is fully expressed, its end-state performances. Bodily-kinesthetic intelligence, the skilled use of the body, shows in athletes and dancers.

The other pairs are mismatched. Spatial intelligence is linked to navigators, sculptors and architects, not therapists; a therapist draws on interpersonal intelligence. A salesperson relies on interpersonal intelligence, understanding other people, whereas intra-personal intelligence is self-knowledge. Linguistic intelligence is the end-state of poets and journalists, while the sculptor belongs with spatial intelligence.

Answer: C

The correct match is Musical : performance or composition skills.

In Howard Gardner's theory, musical intelligence is sensitivity to rhythm, pitch and melody, shown in performing or composing music.

The other pairs are mismatched: understanding and relating to others is interpersonal intelligence (intrapersonal is understanding oneself); dance and athletic skill is bodily-kinesthetic intelligence; and appreciating the natural world is naturalist intelligence (spatial intelligence is visualising space and form).