Discussion Assignment
Before writing your discussion thread, please take the Multiple Intelligences Test found in
the Learn materials.
Once you have the results of the test, you can address the following discussion prompts with
your own personal results in mind.
1. Do you think “multiple intelligences” is a valid construct? In other words, do
multiple intelligences exist? (Be sure to include connections to the textbook/research
when building your argument.)
2. Do you think that the Multiple Intelligences Test you took gave a valid picture of
your intellectual abilities? In other words, do you think that test accurately measured
what it is supposed to measure?
3. Provide at least one recommendation about how the developers of this multiple
intelligences test could demonstrate evidence for the validity of the test. Your
recommendation should focus on one of the types of validity described in the
textbook [i.e., content-related validity, predictive validity, concurrent validity, or
construct validity (using convergent or discriminant evidence)].
4. Finally, make a biblical argument either for or against the existence of multiple
intelligences. Whichever stance you take, be sure to back it up with meaningful and
relevant Scripture references.
Please review the Discussion Assignment Instructions Download Discussion Assignment
Instructions prior to posting. You may also click the three dots in the upper corner to Show
Rubric.
Post-First: This course utilizes the Post-First feature in all Discussions. This means you will
only be able to read and interact with your classmates’ threads after you have submitted your
thread in response to the provided prompt.
Submit your thread by 11:59 p.m. (ET) on Thursday of Module 5: Week 5.
Multiple Intelligences Test - based on Howard Gardner's MI Model
more info at
businessballs.c
om
Statement Score
I like to learn more about myself
2
I can play a musical instrument
4
I find it easiest to solve problems when I am doing something physical
2
I often have a song or piece of music in my head
4
I find budgeting and managing my money easy
4
I find it easy to make up stories
2
I have always been very co-ordinated
3
When talking to someone, I tend to listen to the words they use not just what they mean 4
I enjoy cross words, word searches or other word puzzles
2
I don’t like ambiguity, I like things to be clear
4
I enjoy logic puzzles such as 'sudoku'
2
I like to meditate
3
Music is very important to me
3
I am a convincing liar
1
I play a sport or dance
3
I am very interested in psychometrics (personality testing) and IQ tests
2
People behaving irrationally annoy me
2
I find that the music that appeals to me is often based on how I feel emotionally
2
I am a very social person and like being with other people
2
I like to be systematic and thorough
3
I find graphs and charts easy to understand
2
I can throw things well - darts, skimming pebbles, frisbees, etc
4
I find it easy to remember quotes or phrases
2
I can always recognise places that I have been before, even when I was very young
3
I enjoy a wide variety of musical styles
3
When I am concentrating I tend to doodle
2
I could manipulate people if I choose to
3
I can predict my feelings and behaviours in certain situations fairly accurately
2
I find mental arithmetic easy
2
I can identify most sounds without seeing what causes them
3
At school one of may favourite subjects is / was English
2
I like to think through a problem carefully, considering all the consequences
3
I enjoy debates and discussions
2
I love adrenaline sports and scary rides
2
I enjoy individual sports best
2
I care about how those around me feel
3
My house is full of pictures and photographs
2
I enjoy and am good at making things - I'm good with my hands
4
I like having music on in the background
4
I find it easy to remember telephone numbers
4
I set myself goals and plans for the future
4
I am a very tactile person
2
I can tell easily whether someone likes me or dislikes me
4
I can easily imagine how an object would look from another perspective
4
I never use instructions for flat-pack furniture
4
I find it easy to talk to new people
3
To learn something new, I need to just get on and try it
4
I often see clear images when I close my eyes
2
I don’t use my fingers when I count
2
I often talk to myself – out loud or in my head
2
At school I loved / love music lessons
3
When I am abroad, I find it easy to pick up the basics of another language
1
I find ball games easy and enjoyable
3
My favourite subject at school is / was maths
2
Score the statements: 1 = Mostly Disagree, 2 = Slightly Disagree, 3 = Slightly Agree, 4 = Mostly Agree
Adults over 16 complete all questions. Young people between 8-16 answer red questions only.
I always know how I am feeling
4
I am realistic about my strengths and weaknesses
4
I keep a diary
1
I am very aware of other people’s body language
4
My favourite subject at school was / is art
1
I find pleasure in reading
3
I can read a map easily
2
It upsets me to see someone cry and not be able to help
4
I am good at solving disputes between others
4
I have always dreamed of being a musician or singer
1
I prefer team sports
4
Singing makes me feel happy
4
I never get lost when I am on my own in a new place
2
If I am learning how to do something, I like to see drawings and diagrams of how it works
4
I am happy spending time alone
2
My friends always come to me for emotional support and advice
4
Intelligence type your
totals
Linguistic
21
Logical-Mathematical
28
Musical
31
Bodily-Kinesthetic
31
Spatial-Visual
24
Interpersonal
35
Intrapersonal
26
© V Chislett MSc and A Chapman 2005, based on Gardner's Multiple Intelligences Model. From www.businessballs.com. Not to be sold or
published. The authors accept no liability.
more info at
businessballs.c
om
Your strengths in each of the multiple intelligences are automatically calculated below, and
also shown in graph form. The descriptions of the multiple intelligences are shown on the next
worksheet within this file - click the intelligences descriptions tab below.
0
5
10
15
20
25
30
35
40
intelligence strength
intelligence type
Your strengths (preferences and personal potential too)
according to the Multiple Intelligences model
intelligence type intelligence description typical roles, preferences, potential related tasks, activities or tests preferred
learning style
1. Linguistic words and language, written and spoken;
retention, interpretation and explanation of ideas
and information via language, understands
relationship between communication and meaning
writers, lawyers, journalists, speakers, trainers, copy-
writers, English teachers, poets, editors, linguists,
translators, PR consultants, media consultants, TV and
radio presenters, voice-over artistes
write a set of instructions; speak on a
subject; edit a written piece or work; write a
speech; commentate on an event; apply
positive or negative 'spin' to a story
words and
language
2. Logical -
mathmatical
logical thinking, detecting patterns, scientific
reasoning and deduction; analyse problems,
perform mathematical calculations, understands
relationship between cause and effect towards a
tangible outcome or result
scientists, engineers, computer experts, accountants,
statisticians, researchers, analysts, traders, bankers
bookmakers, insurance brokers, negotiators, deal-
makers, trouble-shooters, directors
perform a mental arithmetic calculation;
create a process to measure something
difficult; analyse how a machine works;
create a process; devise a strategy to
achieve an aim; assess the value of a
business or a proposition
numbers and logic
3. Musical musical ability, awareness, appreciation and
use of sound; recognition of tonal and rhythmic
patterns, understands relationship between
sound and feeling
musicians, singers, composers, DJ's, music producers,
piano tuners, acoustic engineers, entertainers, party-
planners, environment and noise advisors, voice coaches
perform a musical piece; sing a song;
review a musical work; coach someone to
play a musical instrument; specify mood
music for telephone systems and receptions
music, sounds,
rhythm
4. Bodily -
Kinesthetic
body movement control, manual dexterity,
physical agility and balance; eye and body
coordination
dancers, demonstrators, actors, athletes, divers, sports-
people, soldiers, fire-fighters, PTI's, performance artistes;
ergonomists, osteopaths, fishermen, drivers, crafts-
people; gardeners, chefs, acupuncturists, healers,
adventurers
juggle; demonstrate a sports technique; flip
a beer-mat; create a mime to explain
something; toss a pancake; fly a kite; coach
workplace posture, assess work-station
ergonomics
physical
experience and
movement, touch
and feel
5. Spatial - Visual visual and spatial perception; interpretation
and creation of visual images; pictorial
imagination and expression; understands
relationship between images and meanings, and
between space and effect
artists, designers, cartoonists, story-boarders, architects,
photographers, sculptors, town-planners, visionaries,
inventors, engineers, cosmetics and beauty consultants
design a costume; interpret a painting;
create a room layout; create a corporate
logo; design a building; pack a suitcase or
the boot of a car
pictures, shapes,
images, 3D space
6. Interpersonal perception of other people's feelings; ability
to relate to others; interpretation of behaviour
and communications; understands the
relationships between people and their
situations, including other people
therapists, HR professionals, mediators, leaders,
counsellors, politicians, educators, sales-people, clergy,
psychologists, teachers, doctors, healers, organisers,
carers, advertising professionals, coaches and mentors;
(there is clear association between this type of
intelligence and what is now termed 'Emotional
Intelligence' or EQ)
interpret moods from facial expressions;
demonstrate feelings through body
language; affect the feelings of others in a
planned way; coach or counsel another
person
human contact,
communications,
cooperation,
teamwork
7. Intrapersonal self-awareness, personal cognisance, personal
objectivity, the capability to understand oneself,
one's relationship to others and the world, and
one's own need for, and reaction to change
arguably anyone who is self-aware and involved in the
process of changing personal thoughts, beliefs and
behaviour in relation to their situation, other people,
their purpose and aims - in this respect there is a
similarity to Maslow's Self-Actualisation level, and again
there is clear association between this type of
intelligence and what is now termed 'Emotional
Intelligence' or EQ
consider and decide one's own aims and
personal changes required to achieve them
(not necessarily reveal this to others);
consider one's own 'Johari Window', and
decide options for development; consider
and decide one's own position in relation to
the Emotional Intelligence model
self-reflection,
self-discovery
businessballs.com
© A Chapman and V Chislett MSc 2005, based on Gardner's Multiple Intelligences Model. From www.businessballs.com. Not to be sold or published. The authors accept no liability.
Gardner's Multiple Intelligences - descriptions, preferences, personal potential, related tasks and tests
Multiple Intelligences Test - based on Howard Gardner's MI Model
more info at
businessball
s.com
Score the statements: 1 = Mostly Disagree, 2 = Slightly Disagree, 3 = Slightly Agree, 4 = Mostly
Agree
Adults over 16 complete all questions. Young people between 8-16 answer red questions
only.
Statement
Score
I like to learn more about myself
2
I can play a musical instrument
4
I find it easiest to solve problems when I am doing something physical
2
I often have a song or piece of music in my head
4
I find budgeting and managing my money easy
4
I find it easy to make up stories
2
I have always been very co-ordinated
3
When talking to someone, I tend to listen to the words they use not just what
they mean
4
I enjoy cross words, word searches or other word puzzles
2
I don’t like ambiguity, I like things to be clear
4
I enjoy logic puzzles such as 'sudoku'
2
I like to meditate
3
Music is very important to me
3
I am a convincing liar
1
I play a sport or dance
3
I am very interested in psychometrics (personality testing) and IQ tests
2
People behaving irrationally annoy me
2
I find that the music that appeals to me is often based on how I feel
emotionally
2
I am a very social person and like being with other people
2
I like to be systematic and thorough
3
I find graphs and charts easy to understand
2
I can throw things well - darts, skimming pebbles, frisbees, etc
4
I find it easy to remember quotes or phrases
2
I can always recognise places that I have been before, even when I was very
young
3
I enjoy a wide variety of musical styles
3
When I am concentrating I tend to doodle
2
I could manipulate people if I choose to
3
I can predict my feelings and behaviours in certain situations fairly accurately
2
I find mental arithmetic easy
2
I can identify most sounds without seeing what causes them
3
At school one of may favourite subjects is / was English
2
I like to think through a problem carefully, considering all the consequences
3
I enjoy debates and discussions
2
I love adrenaline sports and scary rides
2
I enjoy individual sports best
2
I care about how those around me feel
3
My house is full of pictures and photographs
2
I enjoy and am good at making things - I'm good with my hands
4
I like having music on in the background
4
I find it easy to remember telephone numbers
4
I set myself goals and plans for the future
4
I am a very tactile person
2
I can tell easily whether someone likes me or dislikes me
4
I can easily imagine how an object would look from another perspective
4
I never use instructions for flat-pack furniture
4
I find it easy to talk to new people
3
To learn something new, I need to just get on and try it
4
I often see clear images when I close my eyes
2
I don’t use my fingers when I count
2
I often talk to myself – out loud or in my head
2
At school I loved / love music lessons
3
When I am abroad, I find it easy to pick up the basics of another language
1
I find ball games easy and enjoyable
3
My favourite subject at school is / was maths
2
I always know how I am feeling
4
I am realistic about my strengths and weaknesses
4
I keep a diary
1
I am very aware of other people’s body language
4
My favourite subject at school was / is art
1
I find pleasure in reading
3
I can read a map easily
2
It upsets me to see someone cry and not be able to help
4
I am good at solving disputes between others
4
I have always dreamed of being a musician or singer
1
I prefer team sports
4
Singing makes me feel happy
4
I never get lost when I am on my own in a new place
2
If I am learning how to do something, I like to see drawings and diagrams of
how it works
4
I am happy spending time alone
2
My friends always come to me for emotional support and advice
4
Your strengths in each of the multiple intelligences are automatically calculated below, and
also shown in graph form. The descriptions of the multiple intelligences are shown on the
next worksheet within this file - click the intelligences descriptions tab below.
Intelligence type
your totals
Linguistic
21
Logical-Mathematical
28
Musical
31
Bodily-Kinesthetic
31
Spatial-Visual
24
Interpersonal
35
Intrapersonal
26
0
5
10
15
20
25
30
35
40
intelligence strength
intelligence type
Your strengths (preferences and personal potential too)
according to the Multiple Intelligences model
© V Chislett MSc and A Chapman 2005, based on Gardner's Multiple
Intelligences Model. From www.businessballs.com. Not to be sold or
published. The authors accept no liability.
more info at
businessball
s.com
intelligence type intelligence description typical roles, preferences, potential related tasks, activities or tests
preferred
learning style
1. Linguistic
words and language, written and spoken;
retention, interpretation and explanation of ideas
and information via language, understands
relationship between communication and meaning
writers, lawyers, journalists, speakers, trainers, copy-
writers, English teachers, poets, editors, linguists,
translators, PR consultants, media consultants, TV and
radio presenters, voice-over artistes
write a set of instructions; speak on a
subject; edit a written piece or work; write a
speech; commentate on an event; apply
positive or negative 'spin' to a story
words and
language
2. Logical -
mathmatical
logical thinking, detecting patterns, scientific
reasoning and deduction; analyse problems,
perform mathematical calculations, understands
relationship between cause and effect towards a
tangible outcome or result
scientists, engineers, computer experts, accountants,
statisticians, researchers, analysts, traders, bankers
bookmakers, insurance brokers, negotiators, deal-makers,
trouble-shooters, directors
perform a mental arithmetic calculation;
create a process to measure something
difficult; analyse how a machine works;
create a process; devise a strategy to
achieve an aim; assess the value of a
business or a proposition
numbers and logic
3. Musical
musical ability, awareness, appreciation and
use of sound; recognition of tonal and rhythmic
patterns, understands relationship between sound
and feeling
musicians, singers, composers, DJ's, music producers,
piano tuners, acoustic engineers, entertainers, party-
planners, environment and noise advisors, voice coaches
perform a musical piece; sing a song; review
a musical work; coach someone to play a
musical instrument; specify mood music for
telephone systems and receptions
music, sounds,
rhythm
4. Bodily -
Kinesthetic
body movement control, manual dexterity,
physical agility and balance; eye and body
coordination
dancers, demonstrators, actors, athletes, divers, sports-
people, soldiers, fire-fighters, PTI's, performance artistes;
ergonomists, osteopaths, fishermen, drivers, crafts-
people; gardeners, chefs, acupuncturists, healers,
adventurers
juggle; demonstrate a sports technique; flip a
beer-mat; create a mime to explain
something; toss a pancake; fly a kite; coach
workplace posture, assess work-station
ergonomics
physical
experience and
movement, touch
and feel
5. Spatial - Visual
visual and spatial perception; interpretation
and creation of visual images; pictorial imagination
and expression; understands relationship between
images and meanings, and between space and
effect
artists, designers, cartoonists, story-boarders, architects,
photographers, sculptors, town-planners, visionaries,
inventors, engineers, cosmetics and beauty consultants
design a costume; interpret a painting; create
a room layout; create a corporate logo;
design a building; pack a suitcase or the boot
of a car
pictures, shapes,
images, 3D space
6. Interpersonal
perception of other people's feelings; ability
to relate to others; interpretation of behaviour and
communications; understands the relationships
between people and their situations, including
other people
therapists, HR professionals, mediators, leaders,
counsellors, politicians, educators, sales-people, clergy,
psychologists, teachers, doctors, healers, organisers,
carers, advertising professionals, coaches and mentors;
(there is clear association between this type of intelligence
and what is now termed 'Emotional Intelligence' or EQ)
interpret moods from facial expressions;
demonstrate feelings through body language;
affect the feelings of others in a planned
way; coach or counsel another person
human contact,
communications,
cooperation,
teamwork
7. Intrapersonal
self-awareness, personal cognisance, personal
objectivity, the capability to understand oneself,
one's relationship to others and the world, and
one's own need for, and reaction to change
arguably anyone who is self-aware and involved in the
process of changing personal thoughts, beliefs and
behaviour in relation to their situation, other people, their
purpose and aims - in this respect there is a similarity to
Maslow's Self-Actualisation level, and again there is clear
association between this type of intelligence and what is
now termed 'Emotional Intelligence' or EQ
consider and decide one's own aims and
personal changes required to achieve them
(not necessarily reveal this to others);
consider one's own 'Johari Window', and
decide options for development; consider and
decide one's own position in relation to the
Emotional Intelligence model
self-reflection, self-
discovery
Gardner's Multiple Intelligences - descriptions, preferences, personal potential, related tasks and tests
PSYC 421
DISCUSSION ASSIGNMENT INSTRUCTIONS
The student will complete 6 Discussions in this course. The student will post one thread of at least
350 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then
post 2 replies of at least 150 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week.
For each thread, students must support their assertions with at least 1 scholarly citation and 1
scriptural citation in current APA format. Each reply must incorporate at least 1 scholarly citation
and 1 scriptural citation in APA format. Any sources cited must have been published within the last
five years. Acceptable sources include the textbook, the Bible, and scholarly journal articles.
Running Head: DISCUSSION 1
Discussion
Student Name
Professor Name
Institute Name
Course Name
Date
DISCUSSION 2
Discussion
The theory of intelligence, according to Gardner, is a multiple intelligences test
that assesses an individual's various talents to predict essential personality traits.
According to this paradigm, there are seven bits of intelligence, including "linguistic,
logical-mathematical, musical, body-kinesthetic, spatial-visual, interpersonal, and
intrapersonal (Tamilselvi & Geetha, 2015)." Multiple intelligences refer to how a student
can learn and obtain information. In my opinion, multiple intelligences are a valid
construct, and it exists. These multiple intelligences can be seen in certain words, specific
numbers, pictures, and music. The importance of some social interaction, physical
movement, and introspection are all included in multiple intelligences. The theory of
multiple intelligences states that everyone has all the competencies or intelligence at
different stages of their lives with varying degrees of proficiency. The multiple
intelligences in an individual differ according to the different abilities of an individual
regarding their learning.
Gardner's multiple intelligence test, in my opinion, is fairly accurate. Yes, I think
that the multiple intelligences test gave me a valid picture of my intellectual abilities. I
have given answers in the test according to my thoughts and what I believe is true or
false. Therefore, my ideas are reflected in the results of that test. These tests are
developed to measure an individual's intelligence to know about the abilities of an
individual. I have completed the test, and I have chosen all the options according to my
thoughts. The score of this test reflects my intelligences. For example, I slightly agree
that I like to meditate, and I mostly disagree with the statement that I am a convincing liar
because I hate to speak lies.
DISCUSSION 3
I think that test makers can demonstrate the predictive validity of this multiple
intelligence test by using discriminant evidence. The test results can provide important
information about the personality of an individual. For example, A person with a high
interpersonal intelligence score is more likely to empathize with others and understand
the connection between their perspectives and their circumstances. Aside from that, the
Bible mentions several spiritual abilities. (Bible), Paul encourages the early church
members by saying, "We have different gifts, according to the grace given to each of us.
If your gift is prophesying, then prophesy in accordance with your faith; if it is serving,
then serve; if it is teaching, then teach; if it is to encourage, then give encouragement; if it
is giving, then give generously; if it is to lead, do it diligently; if it is to show mercy, do it
cheerfully" (Romans 12: 6-8) (Siikavirta, 2015).
DISCUSSION 4
References
Tamilselvi, B., & Geetha, D. (2015). Efficacy in Teaching through" Multiple Intelligence"
Instructional Strategies. Journal on School Educational Technology, 11(2), 1-10.
Siikavirta, S. (2015). Baptism and Cognition in Romans 6-8: Paul's Ethics
beyond'Indicative'and'Imperative' (Vol. 407). Mohr Siebeck.
