Singh Yashpal, Makharia Archita, Sharma Abhilasha, Agrawal Kruti, Varma Gowtham, Yadav Tarun
Department of Medicine, Armed Forces Medical College, Pune, Maharashtra, India.
Ind Psychiatry J. 2017 Jan-Jun;26(1):71-76. doi: 10.4103/ipj.ipj_61_16.
Most definitions of intelligence focus on capabilities that are relevant to scholastic performances. However, there are seven forms of intelligences. There is a lack of data on multiple intelligences in Indian children. Hence, this study was conducted to assess different forms of intelligences in students and compared these diverse intelligences with intelligence quotient (IQ) scores.
In this cross-sectional observational study, we recruited 1065 school children between the age of 12 and 16 years from two government and 13 private schools in five towns, six cities, and two villages across India. All the children were administered multiple intelligences questionnaire by Armstrong, consisting of thirty true/false types of questions to assess the intelligences of a child in seven domains including linguistic skills, logical/mathematical abilities, musical skills, spatial intelligence, bodily-kinesthetic skills, intrapersonal intelligence, and interpersonal intelligence. IQ scores were assessed by Ravens Standard Progressive Matrices.
We found that different students possessed different forms of intelligences and most students had more than one forms of intelligence. Of seven forms of intelligence, only three forms of intelligence such as logical/mathematical, musical, and spatial were positively correlated with the IQ score.
Even in the children with low IQ, many students had other forms of intelligences. The IQ scores correlated with only logical/mathematical, spatial, and musical intelligence. Hence, tapping the intelligences of students can help enhance their learning process. Our curriculum should have an amalgamation of teaching for all kinds of intelligences for maximum productivity.
大多数智力定义都集中在与学业成绩相关的能力上。然而，存在七种智力形式。关于印度儿童多元智力的数据匮乏。因此，开展本研究以评估学生的不同智力形式，并将这些不同的智力与智商（IQ）分数进行比较。
在这项横断面观察性研究中，我们从印度五个城镇、六个城市和两个村庄的两所政府学校和十三所私立学校招募了1065名12至16岁的学童。所有儿童都接受了阿姆斯特朗编制的多元智力量表，该量表由30道是非题组成，用于评估儿童在七个领域的智力，包括语言技能、逻辑/数学能力、音乐技能、空间智力、身体动觉技能、内省智力和人际智力。智商分数通过瑞文标准渐进矩阵进行评估。
我们发现不同的学生拥有不同形式的智力，且大多数学生拥有不止一种智力形式。在七种智力形式中，只有三种智力形式，如逻辑/数学、音乐和空间智力与智商分数呈正相关。
即使在智商较低的儿童中，许多学生也拥有其他形式的智力。智商分数仅与逻辑/数学、空间和音乐智力相关。因此，挖掘学生的智力有助于提高他们的学习过程。我们的课程应该融合针对各种智力的教学，以实现最高的学习效率。
