intelligence definition essay

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Intelligence: essay on intelligence (940 words).

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Essay on Intelligence: Definition, Intelligence Quotient and Distribution of Intelligence !

“Intelligence is what you use when you do not know what to do” – Jean Piaget.

Meaning and Definition :

Human being is considered to be the most intelligent animal in this world. He is capable of controlling all other beings and many other things in this world.

Intelligence has a very important role in day- to-day activities of the individual.

The word intelligence has been derived from a Latin verb ‘intellegere’ means to understand.

What is intelligence? There are many answers for this question. The concept of intelligence has been understood by psychologists in different ways. Therefore, there are a number of definitions. The following are some of the important definitions:

Alfred Binet:

Intelligence is something which sensory acuity tests or reaction time experiments measure.

Intelligence is the capacity of the organism to adjust itself to an increasingly complex environment.

Intelligence is the ability to carry on abstract thinking.

It is the capacity for flexible adjustment.

Intelligence is the degree of availability of one’s experiences for the solution of immediate problems and the anticipation of the future ones.

Intelligence is the capacity for constructive thinking, which involves a discovery of appropriate qualities and relations of the ideas, that are before us and bringing in of other relevant ideas.

All these definitions define intelligence in their own way, but they are incomplete, because they give incomplete picture. In view of this problem, many psychologists have accepted a definition by Wechsler. David Wechsler (1944) who devised the intelligence tests for children as well as adults tried to provide a somewhat comprehensive definition:

“Intelligence is the aggregate or global capacity of an individual to think rationally, to act purposefully and to deal effectively with his environment”.

This definition includes three important processes, viz., to act purposefully means, to act in a determined way without any ambiguity, to think appropriately in a rational way without any prejudices and to deal effectively with the environment or to adjust in a proper way with the environment.

Intelligence Quotient (IQ) :

As said above every individual will possess some amount of intelligence. We may be able to say whether the individual is less intelligent or more intelligent on the basis of his performance in activities. But to know the exact quantity of intelligence possessed by an individual, administration of an intelligence test is essential.

When a test is administered we get a score which may be converted into Mental Age (M A), the concept developed by Alfred Binet. This is an index of his mental ability. But this score does not give us the quantitative measure of his mental ability or intelligence.

Hence, in order to know a quantitative measure, a German psychologist by name William Stern proposed a formula, i.e. MA/CA x 100.

The output we get out of this formula was called as Intelligence Quotient (IQ) by Stern, which is the index of the quantity of intelligence possessed by the person. The Chronological Age (CA) will be the actual or real age of the person.

The resultant product of MA divided by CA may be in decimal point, which does not give a clear picture. Hence, in order to overcome this problem of decimal points, Stern suggested that the product be multiplied by 100. This product will be supposed to be the quantity of intelligence possessed by the individual.

Binet and other psychologists had a firm belief that the IQ remains constant and it will not change though the individual grows chronologically. They believed that the growth of intelligence will be ceased by 16th year in almost all individuals.

Hence, they restricted CA to 16 years-irrespective of the age of individuals after 16 years. That is why the actual CA will be considered if the age is below 16 years while calculating IQ. But it will be taken as only 16, even if the age of the individual exceeds 16 years.

Examples: IQ=MA/CA× 100

= 10/10×100=100

= 12/10×100=120

= 8/10×100=80

Distribution of Intelligence :

Every individual in a society will have some amount of intelligence. But they differ in the level of intelligence.

Some may be very dull, some may be average and some other people may be more intelligent. But how many of them in a group or a society are dull or intelligent or average? The answer to this question lies in knowing the distribution of intelligence in a given population.

If we measure the intelligence of a large number of people and plot the IQ scores of these people on a graph, it assumes the shape of a “Normal Distribution Curve” or otherwise called ‘Bell Shaped Curve’ (Fig. 3.11).

This curve indicates that, a very few people will be at the lowest score and the equal number will be at the highest level of the IQ. The number gradually increases as we go up from the lowest point till we reach the midpoint or the average. A large number of people in a population will cluster around the mean score.

The number gradually decreases from the midpoint till the highest level is reached wherein there will be very few individuals. The lower side of the curve indicates the people with low intelligence and the higher side indicates people with above average level of intelligence.

Table 3.1 showing the distribution of individuals according to IQ scores and their classification:

Mentally retarded are divided as follows:

(According to American Association for Mentally Retarded)

Terman and Goddard have classified MR as follows:

(a) Idiots: IQ: 0-25,

(b) Imbecile: IQ: 26-50

(c) Moron: IQ: 51-70

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Intelligence

Howard Gardner’s Theory of Multiple Intelligences

Michele Marenus

Research Scientist

B.A., Psychology, Ed.M., Harvard Graduate School of Education

Michele Marenus is a Ph.D. candidate at the University of Michigan with over seven years of experience in psychology research.

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Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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BSc (Hons) Psychology, MSc Psychology of Education

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On This Page:

Howard Gardner first proposed the theory of multiple intelligences in his 1983 book “Frames of Mind”, where he broadens the definition of intelligence and outlines several distinct types of intellectual competencies.

Gardner developed a series of eight inclusion criteria while evaluating each “candidate” intelligence that was based on a variety of scientific disciplines.

He writes that we may all have these intelligences, but our profile of these intelligences may differ individually based on genetics or experience.

Gardner defines intelligence as a “biopsychological 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” (Gardner, 2000, p.28).

What is Multiple Intelligences Theory?

• Howard Gardner’s theory of multiple intelligences proposes that people are not born with all of the intelligence they will ever have.
• This theory challenged the traditional notion that there is one single type of intelligence, sometimes known as “g” for general intelligence, that only focuses on cognitive abilities.
• To broaden this notion of intelligence, Gardner introduced eight different types of intelligences consisting of: Linguistic, Logical/Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist.
• Gardner notes that the linguistic and logical-mathematical modalities are most typed valued in school and society.
• Gardner also suggests that there may other “candidate” intelligences—such as spiritual intelligence, existential intelligence, and moral intelligence—but does not believe these meet his original inclusion criteria. (Gardner, 2011).

Linguistic Intelligence (word smart)

Linguistic Intelligence is a part of Howard Gardner’s multiple intelligence theory that deals with sensitivity to the spoken and written language, ability to learn languages, and capacity to use language to accomplish certain goals.

Linguistic intelligence involves the ability to use language masterfully to express oneself rhetorically or poetically. It includes the ability to manipulate syntax, structure, semantics, and phonology of language.

People with linguistic intelligence, such as William Shakespeare and Oprah Winfrey, have the ability to analyze information and create products involving oral and written language, such as speeches, books, and memos.

Potential Career Choices

Careers you could dominate with your linguistic intelligence:

Lawyer Speaker / Host Author Journalist Curator

Logical-Mathematical Intelligence (number/reasoning smart)

Logical-mathematical intelligence refers to the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically.

Logical-mathematical intelligence involves the ability to use logic, abstractions, reasoning, and critical thinking to solve problems. It includes the capacity to understand the underlying principles of some kind of causal system.

People with logical-mathematical intelligence, such as Albert Einstein and Bill Gates, have an ability to develop equations and proofs, make calculations, and solve abstract problems.

Careers you could dominate with your logical-mathematical intelligence:

Mathematician Accountant Statistician Scientist Computer Analyst

Spatial Intelligence (picture smart)

Spatial intelligence involves the ability to perceive the visual-spatial world accurately. It includes the ability to transform, modify, or manipulate visual information. People with high spatial intelligence are good at visualization, drawing, sense of direction, puzzle building, and reading maps.

Spatial intelligence features the potential to recognize and manipulate the patterns of wide space (those used, for instance, by navigators and pilots) as well as the patterns of more confined areas, such as those of importance to sculptors, surgeons, chess players, graphic artists, or architects.

People with spatial intelligence, such as Frank Lloyd Wright and Amelia Earhart, have the ability to recognize and manipulate large-scale and fine-grained spatial images.

Careers you could dominate with your spatial intelligence:

Pilot Surgeon Architect Graphic Artist Interior Decorator

Bodily-Kinesthetic Intelligence (body smart)

Bodily-kinesthetic intelligence is the potential of using one’s whole body or parts of the body (like the hand or the mouth) to solve problems or to fashion products.

Bodily-kinesthetic intelligence involves using the body with finesse, grace, and skill. It includes physical coordination, balance, dexterity, strength, and flexibility. People with high bodily-kinesthetic intelligence are good at sports, dance, acting, and physical crafts.

People with bodily-kinesthetic intelligence, such as Michael Jordan and Simone Biles, can use one’s own body to create products, perform skills, or solve problems through mind–body union.

Careers you could dominate with your bodily-kinesthetic intelligence:

Dancer Athlete Surgeon Mechanic Carpenter Physical Therapist

Musical Intelligence (music smart)

Musical intelligence refers to the skill in the performance, composition, and appreciation of musical patterns.

Musical intelligence involves the ability to perceive, discriminate, create, and express musical forms. It includes sensitivity to rhythm, pitch, melody, and tone color. People with high musical intelligence are good at singing, playing instruments, and composing music.

People with musical intelligence, such as Beethoven and Ed Sheeran, have the ability to recognize and create musical pitch, rhythm, timbre, and tone.

Careers you could dominate with your musical intelligence:

Singer Composer DJ Musician

Interpersonal Intelligence (people smart)

Interpersonal intelligence is the capacity to understand the intentions, motivations, and desires of other people and, consequently, to work effectively with others.

Interpersonal intelligence involves the ability to understand and interact effectively with others. It includes sensitivity to other people’s moods, temperaments, motivations, and desires. People with high interpersonal intelligence communicate well and can build rapport.

People with interpersonal intelligence, such as Mahatma Gandhi and Mother Teresa, have the ability to recognize and understand other people’s moods, desires, motivations, and intentions.

Careers you could dominate with your interpersonal intelligence:

Teacher Psychologist Manager Salespeople Public Relations

Intrapersonal Intelligence (self-smart)

Intrapersonal intelligence is the capacity to understand oneself, to have an effective working model of oneself, including one’s desires, fears, and capacities—and to use such information effectively in regulating one’s own life.

It includes self-awareness, personal cognizance, and the ability to refine, analyze, and articulate one’s emotional life.

People with intrapersonal intelligence, such as Aristotle and Maya Angelou, have the ability to recognize and understand his or her own moods, desires, motivations, and intentions.

This type of intelligence can help a person understand which life goals are important and how to achieve them.

Careers you could dominate with your intrapersonal intelligence:

Therapist Psychologist Counselor Entrepreneur Clergy

Naturalist intelligence (nature smart)

Naturalist intelligence involves the ability to recognize, categorize, and draw upon patterns in the natural environment. It includes sensitivity to the flora, fauna, and phenomena in nature. People with high naturalist intelligence are good at classifying natural forms.

Naturalistic intelligence involves expertise in recognizing and classifying the numerous species—the flora and fauna—of his or her environment.

People with naturalistic intelligence, such as Charles Darwin and Jane Goddall, have the ability to identify and distinguish among different types of plants, animals, and weather formations that are found in the natural world.

Careers you could dominate with your naturalist intelligence:

Botanist Biologist Astronomer Meteorologist Geologist

Critical Evaluation

Most resistance to multiple intelligences theory has come from cognitive psychologists and psychometricians. Cognitive psychologists such as Waterhouse (2006) claimed that there is no empirical evidence to the validity of the theory of multiple intelligences.

Psychometricians, or psychologists involved in testing, argue that intelligence tests support the concept for a single general intelligence, “g”, rather than the eight distinct competencies (Gottfredson, 2004). Other researchers argue that Gardner’s intelligences comes second or third to the “g” factor (Visser, Ashton, & Vernon, 2006).

Some responses to this criticism include that the multiple intelligences theory doesn’t dispute the existence of the “g” factor; it proposes that it is equal along with the other intelligences. Many critics overlook the inclusion criteria Gardner set forth.

These criteria are strongly supported by empirical evidence in psychology, biology, neuroscience, among others. Gardner admits that traditional psychologists were valid in criticizing the lack of operational definitions for the intelligences, that is, to figure out how to measure and test the various competencies (Davis et al., 2011).

Gardner was surprised to find that Multiple Intelligences theory has been used most widely in educational contexts. He developed this theory to challenge academic psychologists, and therefore, he did not present many educational suggestions. For this reason, teachers and educators were able to take the theory and apply it as they saw fit.

As it gained popularity in this field, Gardner has maintained that practitioners should determine the theory’s best use in classrooms. He has often declined opportunities to aid in curriculum development that uses multiple intelligences theory, opting to only provide feedback at most (Gardner, 2011).

Most of the criticism has come from those removed from the classroom, such as journalists and academics. Educators are not typically tied to the same standard of evidence and are less concerned with abstract inconsistencies, which has given them the freedom to apply it with their students and let the results speak for itself (Armstrong, 2019).

Shearer (2020) provides extensive empirical evidence from neuroscience research supporting MI theory.

Shearer reviewed evidence from over 500 functional neuroimaging studies that associate patterns of brain activation with the cognitive components of each intelligence.

The visual network was associated with the visual-spatial intelligence, somatomotor networks with kinesthetic intelligence, fronto-parietal networks with logical and general intelligence, auditory networks with musical intelligence, and default mode networks with intra- and interpersonal intelligences. The coherence and distinctiveness of these networks provides robust support for the neural validity of MI theory

He concludes that human intelligence is best characterized as being multiple rather than singular, with each person possessing unique neural potentials aligned with specific intelligences.

Implications for Learning

The most important educational implications of the theory of multiple intelligences can be summed up through individuation and pluralization. Individuation posits that because each person differs from other another there is no logical reason to teach and assess students identically.

Individualized education has typically been reserved for the wealthy and others who could afford to hire tutors to address individual student’s needs.

Technology has now made it possible for more people to access a variety of teachings and assessments depending on their needs. Pluralization, the idea that topics and skills should be taught in more than one way, activates an individual’s multiple intelligences.

Presenting a variety of activities and approaches to learning helps reach all students and encourages them to be able to think about the subjects from various perspectives, deepening their knowledge of that topic (Gardner, 2011b).

A common misconception about the theory of multiple intelligences is that it is synonymous with learning styles. Gardner states that learning styles refer to the way an individual is most comfortable approaching a range of tasks and materials.

Multiple intelligences theory states that everyone has all eight intelligences at varying degrees of proficiency and an individual’s learning style is unrelated to the areas in which they are the most intelligent.

For example, someone with linguistic intelligence may not necessarily learn best through writing and reading. Classifying students by their learning styles or intelligences alone may limit their potential for learning.

Research shows that students are more engaged and learn best when they are given various ways to demonstrate their knowledge and skills, which also helps teachers more accurately assess student learning (Darling-Hammond, 2010).

Therapeutic Benefits of Incorporating Multiple Intelligences Within Therapy

Pearson et al. (2015) investigated the experiences of 8 counselors who introduced multiple intelligences (MI) theory and activities into therapy sessions with adult clients. The counselors participated in a 1-day MI training intervention and were interviewed 3 months later about their experiences using MI in practice.

The major themes that emerged from qualitative analysis of the interviews were:

• MI helped enhance therapeutic alliances. Counselors felt incorporating MI strengthened their connections with clients, increased counselor and client comfort, and reduced client suspicion/resistance.
• MI led to more effective professional work. Counselors felt MI provided more tools and flexibility in responding to clients. This matches findings from education research on the benefits of MI.
• Clients responded positively to identifying strengths through MI. The MI survey helped clients recognize talents/abilities, which counselors saw as identity-building. This aligns with the literature on strength-based approaches.
• Clients appreciated the MI preference survey. It provided conversation starters, increased self-reflection, and was sometimes a catalyst for using music therapeutically.
• Counselors felt comfortable with MI. They experienced increased confidence and professional comfort. Counselor confidence contributes to alliance building (Ackerman & Hilsenroth, 2003).
• Music use stood out as impactful. In-session and extratherapeutic music use improved client well-being after identifying musicality through the MI survey. This matches the established benefits of music therapy (Koelsch, 2009).
• MI training opened up therapeutic possibilities. Counselors valued the experiential MI training. MI appeared to expand their skills and activities.

The authors conclude that MI may enhance alliances, effectiveness, and counselor confidence. They recommend further research on long-term impacts and optimal training approaches. Counselor education could teach MI theory, assessment, and tailored interventions.

Frequently Asked Questions

How can understanding the theory of multiple intelligences contribute to self-awareness and personal growth.

Understanding the theory of multiple intelligences can contribute to self-awareness and personal growth by providing a framework for recognizing and valuing different strengths and abilities.

By identifying their own unique mix of intelligences, individuals can gain a greater understanding of their own strengths and limitations and develop a more well-rounded sense of self.

Additionally, recognizing and valuing the diverse strengths and abilities of others can promote empathy , respect, and cooperation in personal and professional relationships.

Why is multiple intelligence theory important?

Understanding multiple intelligences is important because it helps individuals recognize that intelligence is not just about academic achievement or IQ scores, but also includes a range of different abilities and strengths.

By identifying their own unique mix of intelligences, individuals can develop a greater sense of self-awareness and self-esteem, as well as pursue career paths that align with their strengths and interests.

Additionally, understanding multiple intelligences can promote more inclusive and personalized approaches to education and learning that recognize and value the diverse strengths and abilities of all students.

Are certain types of intelligence more valued or prioritized in society than others?

Yes, certain types of intelligence, such as linguistic and logical-mathematical intelligence, are often prioritized in traditional education and assessment methods.

However, the theory of multiple intelligences challenges this narrow definition of intelligence and recognizes the value of a diverse range of strengths and abilities.

By promoting a more inclusive and personalized approach to education and learning, the theory of multiple intelligences can help individuals recognize and develop their unique mix of intelligences, regardless of whether they align with traditional societal expectations.

What is the difference between multiple intelligences and learning styles?

The theory of multiple intelligences proposes that individuals possess a range of different types of intelligence. In contrast, learning styles refer to an individual’s preferred way of processing information, such as visual, auditory, or kinesthetic.

While both theories emphasize the importance of recognizing and valuing individual differences in learning and development, multiple intelligence theory proposes a broader and more diverse range of intelligences beyond traditional academic abilities, while learning styles are focused on preferences for processing information.

Armstrong, T. (2009). Multiple intelligences in the classroom . Ascd.

Darling-Hammond, L. (2010). Performance Counts: Assessment Systems That Support High-Quality Learning . Council of Chief State School Officers .

Davis, K., Christodoulou, J., Seider, S., & Gardner, H. E. (2011). The theory of multiple intelligences.  Davis, K., Christodoulou, J., Seider, S., & Gardner, H.(2011). The theory of multiple intelligences . In RJ Sternberg & SB Kaufman (Eds.), Cambridge Handbook of Intelligence , 485-503.

Edutopia. (2013, March 8). Multiple Intelligences: What Does the Research Say? https://www.edutopia.org/multiple-intelligences-research

Gardner, H. E. (2000). Intelligence reframed: Multiple intelligences for the 21st century . Hachette UK.

Gardner, H. (2011a). Frames of mind: The theory of multiple intelligences . Hachette Uk.

Gardner, H. (2011b). The theory of multiple intelligences: As psychology, as education, as social science. Address delivered at José Cela University on October, 29, 2011.

Gottfredson, L. S. (2004). Schools and the g factor . The Wilson Quarterly (1976-), 28 (3), 35-45.

Pearson, M., O’Brien, P., & Bulsara, C. (2015). A multiple intelligences approach to counseling: Enhancing alliances with a focus on strengths.  Journal of Psychotherapy Integration, 25 (2), 128–142

Shearer, C. B. (2020). A resting state functional connectivity analysis of human intelligence: Broad theoretical and practical implications for multiple intelligences theory.  Psychology & Neuroscience, 13 (2), 127–148.

Visser, B. A., Ashton, M. C., & Vernon, P. A. (2006). Beyond g: Putting multiple intelligences theory to the test . Intelligence, 34 (5), 487-502.

Waterhouse, L. (2006). Inadequate evidence for multiple intelligences, Mozart effect, and emotional intelligence theories . Educational Psychologist, 41 (4), 247-255.

Further Information

• Multiple Intelligences Criticisms
• The Theory of Multiple Intelligences
• Multiple Intelligences FAQ
• “In a Nutshell,” the first chapter of Multiple Intelligences: New Horizons
• Multiple Intelligences After Twenty Years”
• Intelligence: Definition, Theories and Testing
• Fluid vs Crystallized Intelligence

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Gardner's Theory of Multiple Intelligences

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

The concept of multiple intelligences is a theory proposed by Harvard psychologist Howard Gardner . When you hear the word intelligence, the concept of  IQ testing  may immediately come to mind. Intelligence is often defined as our intellectual potential; something we are born with, something that can be measured, and a capacity that is difficult to change.

In recent years, however, other views of intelligence have emerged, including Gardner's suggestion that multiple different types of intelligence may exist. The eight intelligences according to Gardner are:

• Visual-spatial
• Linguistic-verbal
• Logical-mathematical
• Body-kinesthetic
• Interpersonal
• Intrapersonal
• Naturalistic

Gardner's Multiple Intelligences

This theory suggests that traditional psychometric views of intelligence are too limited. Gardner first outlined his theory in his 1983 book Frames of Mind: The Theory of Multiple Intelligences , where he suggested that all people have different kinds of "intelligences."

Gardner proposed that there are eight intelligences, and has suggested the possible addition of a ninth known as "existentialist intelligence."  

In order to capture the full range of abilities and talents that people possess, Gardner theorizes that people do not have just an intellectual capacity, but have many kinds of intelligence, including musical, interpersonal, spatial-visual, and linguistic intelligences.

While a person might be particularly strong in a specific area, such as musical intelligence, they most likely possesses a range of abilities. For example, an individual might be strong in verbal, musical, and naturalistic intelligence.

Criticism of Multiple Intelligences

Gardner’s theory has come under criticism from both psychologists and educators. These critics argue that Gardner’s definition of intelligence is too broad and that his eight different "intelligences" simply represent talents, personality traits, and abilities. Gardner’s theory also suffers from a lack of supporting empirical research.

Despite this, the theory of multiple intelligences enjoys considerable popularity with educators. Many teachers utilize multiple intelligences in their teaching philosophies and work to integrate Gardner’s theory into the classroom.

Gardner has cautioned that multiple intelligences should not be conflated with learning styles . (It is also important to stress that evidence has found that matching instruction to a learner's perceived style has no benefits in terms of learning outcomes or educational attainment.)

There is a lack of evidence to demonstrate that learning according to your "intelligence" produces better educational outcomes. However, you may find that learning more about multiple intelligences can give you a better understanding of your strengths and preferences.

Visual-Spatial Intelligence

People who are strong in visual-spatial intelligence are good at visualizing things. These individuals are often good with directions as well as maps, charts, videos, and pictures.  

Visual and spatial judgment

Characteristics

People with visual-spatial intelligence:

• Read and write for enjoyment
• Are good at putting puzzles together
• Interpret pictures, graphs, and charts well
• Enjoy drawing, painting, and the visual arts
• Recognize patterns easily

Potential Career Choices

If you're strong in visual-spatial intelligence, good career choices for you are: 

Linguistic-Verbal Intelligence

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, memorizing information, and reading.  

Words, language, and writing

People with linguistic-verbal intelligence:

• Remember written and spoken information
• Enjoy reading and writing
• Debate or give persuasive speeches
• Are able to explain things well
• Use humor when telling stories

If you're strong in linguistic-verbal intelligence, good career choices for you are:

• Writer/journalist

Logical-Mathematical Intelligence

People who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analyzing problems. These individuals tend to think conceptually about numbers, relationships, and patterns.  

Analyzing problems and mathematical operations

Characteristics 

People with logical-mathematical intelligence:

• Have excellent problem-solving skills
• Enjoy thinking about abstract ideas
• Like conducting scientific experiments
• Can solve complex computations

If you're strong in logical-mathematical intelligence, good career choices for you are:

• Mathematician
• Computer programmer

Bodily-Kinesthetic Intelligence

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.  

Physical movement, motor control

People with bodily-kinesthetic intelligence:

• Are skilled at dancing and sports
• Enjoy creating things with his or her hands
• Have excellent physical coordination
• Remember by doing, rather than hearing or seeing

If you're strong in bodily-kinesthetic intelligence, good career choices for you are:

• Craftsperson

Musical Intelligence

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.  

Rhythm and music

People with musical intelligence:

• Enjoy singing and playing musical instruments
• Recognize musical patterns and tones easily
• Remember songs and melodies
• Have a rich understanding of musical structure, rhythm, and notes

If you're strong in musical intelligence, good career choices for you are:

• Music teacher

Interpersonal Intelligence

Those who have strong 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.  

Understanding and relating to other people

People with interpersonal intelligence:

• Communicate well verbally
• Are skilled at nonverbal communication
• See situations from different perspectives
• Create positive relationships with others
• Resolve conflicts in group settings

If you're strong in interpersonal intelligence, good career choices for you are:

• Psychologist
• Philosopher
• Salesperson

Intrapersonal Intelligence

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 daydreaming, exploring relationships with others, and assessing their personal strengths.  

Introspection and self-reflection

People with intrapersonal intelligence:

• Analyze their strengths and weaknesses well
• Enjoy analyzing theories and ideas
• Have excellent self-awareness
• Understand the basis for his or her own motivations and feelings

If you're strong in intrapersonal intelligence, good career choices for you are:

Naturalistic Intelligence

Naturalistic is the most recent addition to Gardner’s theory and has been met with more resistance than his original seven intelligences. According to Gardner, individuals who are high in this type of 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 to their environments.  

Finding patterns and relationships to nature

People with naturalistic intelligence:

• Are interested in subjects such as botany, biology, and zoology
• Categorize and catalog information easily
• Enjoy camping, gardening, hiking, and exploring the outdoors
• Dislikes learning unfamiliar topics that have no connection to nature

If you're strong in naturalistic intelligence, good career choices for you are:

• Conservationist

Existential Intelligence

Existential intelligence is the ninth type of intelligence suggested as an addition to Gardner's original theory. He described existential intelligence as an ability to delve into deeper questions about life and existence. People with this type of intelligence contemplate the "big" questions about topics such as the meaning of life and how actions can serve larger goals.

An ability to see the big picture

People with existential intelligence:

• Have a long-term outlook
• Consider how current actions influence future outcomes
• Interest in questions about the meaning of life and death
• Strong interest and concern for others
• The ability to see situations from an outside perspective

If you have a strong sense of existential intelligence, you might enjoy a career as a:

• Pastoral counselor

What Is Your Intelligence Type? Try Our Quiz

If you'd like to know more about your intelligence style, try our fast and free quiz to learn more about what makes you tick.

Keep in Mind

The theory of multiple intelligences is important because it allows us to think about different types of mental strengths and abilities. Learning more about which types of intelligence you lean towards may help you learn to recognize your own preferences. However, it shouldn't be used as a tool to label and should not be confused with learning styles.

Instead of trying to match what you learn to your perceived type of intelligence, focus on learning new things via various modalities and formats to strengthen encoding and reinforce learning.

Frequently Asked Questions

Your child may have high bodily kinesthetic intelligence if they prefer hands on experiences, struggle sitting still and listening for long periods of time, and/or remember information best when they're able to participate in an activity. They may also prefer working alone instead of working in a group.

To tap into your bodily kinesthetic intelligence, try performing activities that require using both your body and mind, such as taking a dance class, learning an instrument, or drawing.

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Cerruti C. Building a functional multiple intelligences theory to advance educational neuroscience. Front Psychol. 2013;4:950. doi:10.3389/fpsyg.2013.00950

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By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Essay What is Intelligence?

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What is Intelligence? Intelligence can be defined in many different ways since there are a variety of individual differences. Intelligence to me is the ability to reason and respond quickly yet accurately in all aspects of life, such as physically, emotionally, and mentally. Anyone can define intelligence because it is an open-ended word that has much room for interpretation. Thus my paper is an attempt to find the meaning of human intelligence. There are a couple of scientists who have tried to come up with theories of what makes a human being intelligent. Jean Piaget , a Swiss child psychologist , is well known for his four stages of mental growth theory (1). In the sensorimotor stage, from birth to age 2, the child is concerned …show more content…

(3) Even though Jean Piaget's theory was interesting, I found Howard Gardener's, a psychologist at Harvard University, theory even more intriguing. He arranged human intelligence into seven sections and they are body-kinesthetic, interpersonal, intrapersonal, linguistic, logical-mathematical, musical, and spatial intelligence. Gardner believes that everyone has a mixture of all the categories varying at different levels. We can see a couple of intelligences that stand out in people we know and including ourselves. (2) For example, as a math major, I would consider the logical-mathematical intelligence to be more predominant than my linguistic intelligence based on the name of the categories. In fact, Gardner characterizes the logistical-mathematical intelligence as people who think logically and are able to transfer abstract concepts to reality. These people enjoy solving puzzles and can be good inventors because they can visualize an invention even before making a prototype (2). They normally do better in school, which is for the most part due to the fact that schools are designed for logical-mathematical type of thinkers. The linguistic type, as you may have guessed, are the natural born writers and poets. They usually have excellent storytelling skills, spelling skills, and love to play with words. They tend to be bookworms and can easily learn more than one language. Best form of learning is through hearing, speaking, or seeing words.

Early Childhood Education: Vision, Mission, and Philosophy Statement

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Howard Gardner introduced the theory of multiple intelligences stating that each person possesses a blend of at least eight different kinds of intelligence: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and environmental/naturalistic (Bruno, 2009).

Analysis Of A Rounded Version: The Theory Of Multiple Intelligences By Howard Gardner

In “A Rounded Version: The Theory of Multiple Intelligences”, Howard Gardner illustrates how there are a variety of intelligences. Gardner starts off with an example how IQ tests may predict achievement in school but may not predict achievement in life. After finding out certain parts of the brain are responsible for certain functions, such as “Broca’s Area” which is responsible for sentence production, Gardner proposes the existence of multiple intelligences. Multiple studies later led him to propose seven distinct intelligences; Musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal. Each intelligence has certain classifications. According to Gardner’s classifications, I realized my intelligences are bodily-kinesthetic, logical-mathematical, and intrapersonal.

What Are The Four Stages Of Lifespan Development And Personality

Psychologist Jean Piaget developed the Piaget’s theory around the late 1920’s and early 1930’s. Piaget’s theory implies that cognitive growth advances in different stages, influenced by an instinctive need to know basis. The four stages of Piaget’s theory are, sensorimotor (birth to about two years old), preoperational (average two to seven years old), concrete operational (seven to eleven years old), and formal operational stage (eleven to undetermined years old).

Essay on Intelligence Analysis

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Putting the data into related groups that will either confirm, enhance or disagree with each group of data. The process of synthesizing the information, using the current data, past history of the subject(s), and additional relevant information, begins toward a final conclusion.

Lilo And Stitch: The Four Stages Of Cognitive Development

Piaget’s theory was introduced by Jean Piaget who established four periods of cognitive development. The four stages are; Sensorimotor, Preoperational, Concrete Operational, and Formal operational. The sensorimotor is the first stage and begins when the child is born and proceeds until the age of two years. The second stage is the preoperational stage and begins with the child is two years old and continues until the child reaches six years of age. The concrete stage is the third stage and begins when the child is six years old and proceeds until the age of 11 years old. The formal operational stage is the fourth stage and

Intelligence And Personality

Gottfredson, (1997) stated that intelligence is ‘a very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience.

Piaget's Developmental Stages Essay

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Piaget’s developmental stages are ways of normal intellectual development. There are four different stages. The stages start at infant age and work all the way up to adulthood. The stages include things like judgment, thought, and knowledge of infants, children, teens, and adults. These four stages were names after Jean Piaget a developmental biologist and psychologist. Piaget recorded intellectual abilities and developments of infants, children, and teens. The four different stages of Piaget’s developmental stages are sensorimotor, preoperational, concrete operational, and formal operational. Sensorimotor is from birth up to twenty- four months of age. Preoperational which is toddlerhood includes from eighteen months old all the

Essay The First Two Years of Life

Jean Piaget was a Swiss biologist, philosopher, and psychologist best known for his work in the area of developmental psychology. Even though he divided cognitive growth and development into fixed stages we are focusing on the first two years. His first two years was described as the sensorimotor stage. This is when the child is interacting through physical actions such as sucking,

How Does Jean Piaget's Influence On Child Development

Today’s child development system, in many ways, has been heavily influenced by the work of Jean Piaget. We can observe the use of his ideas in a wide range of facilities and environments. Infant’s abilities vary incredibly between birth to two years. These differences can be found even in the period of a month. Piaget was intrigued by these differences; therefore, he used his vast knowledge on children to divide development into six stages known as Piaget’s Sensorimotor Stage. Throughout his observations he used children that he spent a large amount of time with, his very own children.

Fig 2: Gardiner Multiple Intelligence Survey/Rodriguez

‘‘Gardner’s multiple intelligences theory can be used for curriculum development, planning instruction, selection of course activities, and related assessment strategies. Instruction which is designed to help students develop their strengths can also trigger their confidence to develop areas in which they are not as strong. Students’ multiple learning preferences can be addressed when instruction includes a range of meaningful and appropriate methods, activities, and assessments. Gardner’s early work in psychology and later in human cognition and human potential’ led to the development of the initial six intelligences. Today there are nine intelligences and the possibility of others may eventually expand the list. These intelligences (or competencies) relate to a person’s unique aptitude set of capabilities and ways they might prefer to demonstrate intellectual abilities’’ ( (Armstrong, T., 2010). Gardner’s Multiple Intelligences

Defining Intelligence Essay

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Children, for instance, all have different areas in which they excel. A child who excels in school and is listed on the honor roll each term would obviously be considered intelligent. However, a child who is very talented in music but obtains bad marks in school might not be deemed a smart child by the average person; nevertheless, this child would also be considered intelligent.

The Critique Of The Theory Of Multiple Intelligences

The theory of multiple intelligences was developed by Dr. Howard Gardner in 1983. The Theory of Multiple Intelligences is a critique of the standard psychological view of intellect: there is a single intelligence, adequately measured by IQ or other short answer tests. Instead, on the basis of evidence from disparate sources, the theory claims that human beings have a number of relatively discrete intellectual capacities. IQ tests assess linguistic and logical-mathematical intelligence, and sometimes spatial intelligence; they are a reasonably good predictor of who will do well in school. This is because humans have several other significant intellectual capacities (Harvard University).

Essay on Piaget Theory of Cognitive Development

For this paper I will be exploring Piaget's theory of cognitive development. Swiss Psychologist Jean Piaget, theorized that children progress through four key stages of cognitive development that change their understanding of the world. By observing his own children, Piaget came up with four different stages of intellectual development that included: the sensorimotor stage, which starts from birth to age two; the preoperational stage, starts from age two to about age seven; the concrete operational stage, starts from age seven to eleven; and final stage, the formal operational stage, which begins in adolescence and continues into adulthood. In this paper I will only be focusing on the

The True Meaning of Intelligence Essays

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When a person utters the word “intelligence,” people tend to think of a genius like Albert Einstein developing some obscure equation that the great majority of the population will never understand. The problem with the definition of intelligence is that people relate intelligence to words like “genius” which require intelligence but do not have the same definition as intelligence. Often, people try to use related words to define intelligence, but these words are unable to define intelligence since many are only different levels of intelligence. While many definitions try to encompass the meaning of intelligence and various definitions describe a small part of intelligence, no definition completely explains intelligence, because

How Does Emotion Affect Learning

Howard Gardner recognizes that intelligence is more than the single logical-mathematical processing of stored facts that intelligence tests assess. He views intelligence as problem-solving, problem-creating, and problem-finding across a range of situations. There are a total of eight Multiple Intelligences: Logical-Mathematical, Linguistic, Musical, Spatial, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and lastly, Naturalist Intelligence. These Intelligences allow educators to carefully integrate several content areas within a specific curricula.

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The Concept of Intelligence Essay

Intelligence is hard to define and quantify like any other abstract notion. Identifying the person’s educational level or even skill and knowledge in one field is relatively easier. However, intelligence is more abstract and measures the understanding of new knowledge and applying it to the environment. Gardner tries to explain and define intelligence in his theory of multiple intelligence. Gardner believes people are not born with intelligence and develop its various forms over time. According to Gardner, these numerous forms are linguistic, logical and mathematical, interpersonal, spatial, bodily-kinesthetic, musical, intrapersonal, and naturalist (Alsalhi, 2020). He even anticipates that spiritual, existential, and moral forms of intelligence are possible.

Gardner’s definition challenges the previous tradition of evaluating intelligence based on the educational level. Gardner claims that the educational system and society generally value linguistic, logical, and mathematical intelligence relatively higher than any other type (Ferrero, 2021). This effect leads to misjudging the levels of intelligence in the individuals who possess different, less valued types of intelligence. This focus on linguistic, logical, and mathematical intelligence disadvantages other students who developed various types of intelligence. According to Abenti (2020), this phenomenon requires an individualistic approach to teaching and learning, which accounts for students’ unique needs and abilities. This new teaching approach contrasts the traditional “one-size-fits-all” approach to education.

Gardner’s definition of intelligence changed my outlook on my abilities and that of other people. I used to be always uncertain about my intelligence based on my past academic experiences. However, now, I recognize different sides of my intelligence and skills, I must prioritize and develop alongside my academic prowess. Moreover, I realize my past misjudgment of the intelligence levels of other people. Thus, as a future member of the academic community, I must integrate the implications of Gardener’s theory of multiple intelligence into my toolkit: from how I judge others to how I guide them.

Abenti, H. F. (2020). How do I teach you? An examination of multiple intelligences and the impact on communication in the classroom. Language & Communication , 73 , 29-33.

Alsalhi, N. R. I. (2020). The representation of multiple intelligences in the science textbook and the extent of awareness of science teachers at the intermediate stage of this theory. Thinking Skills and Creativity , 38 , 100706.

Ferrero, M., Vadillo, M. A., & León, S. P. (2021). A valid evaluation of the theory of multiple intelligences is not yet possible: Problems of methodological quality for intervention studies . Intelligence , 88 , 101566.

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IvyPanda. (2023, June 13). The Concept of Intelligence. https://ivypanda.com/essays/the-concept-of-intelligence/

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IvyPanda . 2023. "The Concept of Intelligence." June 13, 2023. https://ivypanda.com/essays/the-concept-of-intelligence/.

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Intelligence Definition and Measurement

This paper is an assessment of the nature of intelligence. It is an exploration of what intelligence means in a psychological context. The measurements of intelligence will be related to the definitions to see how they contribute to these definitions. It will look at a selected few intelligence and achievement tests: Abbreviated Torrance test for adults, the assessment of individual learning style: the perceptual memory test, basic educational skills test and the California Achievement tests Writing skills system. Their psychological assessment in terms of bias, normative procedure, validity and reliability will be assessed. Theories of intelligence such as the Sternberg, Spearman and Gardener’s theory will be assessed in relation to the tests.

Introduction

There are many definitions given to describe intelligence and its nature. Also the reliability, validity, normative procedures, and bias of the Abbreviated Torrance test for adults, the assessment of individual learning style: the perceptual memory test, basic educational skills test and the California Achievement tests writing skills system will be assessed. These tests will be compared and their goals and usage and the purpose of administering them will be espoused. Lastly, the ethical considerations of administering these tests will be explored. This paper will critique these definitions and relate them to measures of intelligence and achievement, look at the theories of intelligence and how they are related to the measurements of achievements tests and intelligence tests.

Major Definitions of Intelligence

The following are the major definitions of intelligence:

The definition by Main Stream Science on Intelligence:  “A very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings — “catching on”, “making sense” of things, or “figuring out” what to do”, (Gottfredson, 1997). This definition does not account for biological input into determining IQ as a hereditary component. In studies done by psychologists on race, the biological nature of IQ was proven thus it couldn’t be ruled out.

The definition by American Psychological Association:  “Individuals differ from one another in their ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought” (Perloff, Sternberg, & Urbina, 1996). This definition does not account for biological acquisition of intelligence and mainly focuses on the distinguishing characteristics in relation to how we deal with the environment.

Relation of definitions to Tests

These definitions relate to the selected achievement and intelligence tests in that they account for the learning and adaptation component of IQ (as intelligence is commonly referred to). They refer to experience as a factor in developing creativity and proficiency in skills like reading, math, writing, and sciences.

Theories of Intelligence

Intelligence is measured using the IQ or the intelligence quotient which is defined as the ratio of mental age (MA) and the chronological age (CA) but has since been revised to be a person’s performance relative to same aged peers (Kassin 1996).

Before looking at IQ tests, we should also take into account that they mostly concentrate on academic intelligence or general intelligence (g) while ignoring specific intelligence. C. Spearman proposed that g is the broad intellectual ability factor used to explain why performances on different intelligence tests are often correlated using the factor analysis technique.

Sternberg’s Triarchic theory

This theory suggests that there are three kinds of human intelligence. These are information processing, creative intelligence and practical intelligence.

This theory encompasses the many forms of intelligence that are measured by the selected tests since it gives the creative aspect of intelligence and its relation to the environment. Practical intelligence explains the learning aspect both informally and formally. Information processing intelligence is what is measured in the achievement tests in respect to proficiency.

Achievement Tests

• The Basic Educational Skills Test measures the proficiency in math, reading and writing through a series of multiple-choice questions.
• The California Achievement Tests Writing Assessment System accurately measures achievement in reading, language, spelling, math, study skills, science, and social studies. This test evaluates student performance and gives innovative assessments, which help give insight into problem areas, and helps in training teachers and giving a framework for curricula. Creative intelligence is what is measured in the ATTA tests through ‘just suppose questions’ and the Perceptual memory test which measures human performance and creativity in carrying out different tasks (Sternberg, 1985).

The procedure to assess tests

Reliability i.e. the degree to which tests yield consistent results when re-administered at a later time and split- half reliability i.e. the degree to which alternate forms of a test yield consistent results. The intelligence tests selected have proven not to be fully accurate. They do not account for potential in intellectual development. They can be self-assessed thus are not good indicators of inter-rater reliability (since they are not trained especially in ATTA). However compared to other tests ATTA has been better in terms of reliability. The perceptual memory test is reliable in the implicit memory i.e. the picture clarification but is wanting in explicit memory (recalling). The achievement tests are not reliable in that they sometimes fail to account for savants and special intelligences posited by Gardener (Gardener, 1983).

Validity of the test which is the extent to which a test measurers/ predicts what it is designed to. The selected tests are all effective on this front as they all measure creativity and proficiency or learning capabilities respectively.

Normative procedures of the tests include comparison of the test results and those of the other examinees. ATTA compares the creativity of answers given in the figural and verbal responses of the test to judge the creativity of ones imagination and cognitive structures. Perceptual Memory test norms on the basis of traits, which are ranked according to one’s level of functioning. The California Achievement Tests Writing Assessment System has different components that give results in the same scale thus can be easily compared with standard test times. Basic Achievement test usually gives the highest scores in the delivery of results so that the examinee can compare and uses the same manual in determining results. Biases in the tests include ignoring potential for future and accounting for entire construct of intelligence. In addition, special intelligences are not measured thus ignores other Frames of Mind ( Gardener, 1983).

How are the two tests similar?

The achievements test are similar in that they both measure proficiency and information processing in academic skills although the CBEST is used mostly to assess teachers and in their training.

The intelligence tests are similar in that they both measure creativity but they differ in that the Perceptual memory test measure the explicit memory more so than creative responses. The intelligence tests are used in career projection but the achievement test measure the academic achievement and help in upgrading the education system.

Why are different tests given?

Differing tests are given to give a varied evaluation of intelligence and proficiency since the tests may differ in approaches and answers.

Ethical considerations in giving am intelligence or achievement test

The ethical considerations of using these tests in education include the fact that they do not measure potential for academic improvement. They give insight in class placements and does not account for special intelligences such that people with low-test scores are considered not so smart. People with low-test scores also tend to lose confidence and put in less effort into learning. The tests may also show high scores in different parts than in others, giving vague ideas of what the actual intelligence level is.

In conclusion, this paper has explored the dynamics of intelligence, the theories related to it a selected number of intelligence an achievement tests. It gives an assessment of the test by reliability, normative procedures, validity and bias. It relates the Triarchic Theory to the tests and lastly evaluates the ethical considerations in administering these tests in the educational setting.

Gardner, H., (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gottfredson, L.S., (1997). Foreword to Intelligence and social Policy (pdf). Intelligence,  24(1), 1–12. doi:10.1016/S0160-2896(97)90010-6.

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Perloff, R., Sternberg, R.J.& Urbina, S., (1996). Intelligence: Knowns and Unknowns.  American Psychologist , 51.

Sternberg, R. J., (1985). Beyond IQ: A Triarchic Theory of Intelligence. Cambridge: Cambridge University Press.

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What Is Artificial Intelligence? Definition, Uses, and Types

Learn what artificial intelligence actually is, how it’s used today, and what it may do in the future.

Artificial intelligence (AI) refers to computer systems capable of performing complex tasks that historically only a human could do, such as reasoning, making decisions, or solving problems. 

Today, the term “AI” describes a wide range of technologies that power many of the services and goods we use every day – from apps that recommend tv shows to chatbots that provide customer support in real time. But do all of these really constitute artificial intelligence as most of us envision it? And if not, then why do we use the term so often? 

In this article, you’ll learn more about artificial intelligence, what it actually does, and different types of it. In the end, you’ll also learn about some of its benefits and dangers and explore flexible courses that can help you expand your knowledge of AI even further.  

Want to try out your AI skills? Enroll in AI for Everyone, an online program offered by DeepLearning.AI. In just 6 hours , you'll gain foundational knowledge about AI terminology , strategy , and the workflow of machine learning projects . Your first week is free .

What is artificial intelligence?

Artificial intelligence (AI) is the theory and development of computer systems capable of performing tasks that historically required human intelligence, such as recognizing speech, making decisions, and identifying patterns. AI is an umbrella term that encompasses a wide variety of technologies, including machine learning , deep learning , and natural language processing (NLP) . 

Although the term is commonly used to describe a range of different technologies in use today, many disagree on whether these actually constitute artificial intelligence. Instead, some argue that much of the technology used in the real world today actually constitutes highly advanced machine learning that is simply a first step towards true artificial intelligence, or “general artificial intelligence” (GAI).

Yet, despite the many philosophical disagreements over whether “true” intelligent machines actually exist, when most people use the term AI today, they’re referring to a suite of machine learning-powered technologies, such as Chat GPT or computer vision, that enable machines to perform tasks that previously only humans can do like generating written content, steering a car, or analyzing data. 

Artificial intelligence examples 

Though the humanoid robots often associated with AI (think Star Trek: The Next Generation’s Data or Terminator’s   T-800) don’t exist yet, you’ve likely interacted with machine learning-powered services or devices many times before. 

At the simplest level, machine learning uses algorithms trained on data sets to create machine learning models that allow computer systems to perform tasks like making song recommendations, identifying the fastest way to travel to a destination, or translating text from one language to another. Some of the most common examples of AI in use today include: 

ChatGPT : Uses large language models (LLMs) to generate text in response to questions or comments posed to it. 

Google Translate: Uses deep learning algorithms to translate text from one language to another. 

Netflix: Uses machine learning algorithms to create personalized recommendation engines for users based on their previous viewing history. 

Tesla: Uses computer vision to power self-driving features on their cars. 

Read more: Deep Learning vs. Machine Learning: Beginner’s Guide

The increasing accessibility of generative AI tools has made it an in-demand skill for many tech roles . If you're interested in learning to work with AI for your career, you might consider a free, beginner-friendly online program like Google's Introduction to Generative AI .

AI in the workforce

Artificial intelligence is prevalent across many industries. Automating tasks that don't require human intervention saves money and time, and can reduce the risk of human error. Here are a couple of ways AI could be employed in different industries:

Finance industry. Fraud detection is a notable use case for AI in the finance industry. AI's capability to analyze large amounts of data enables it to detect anomalies or patterns that signal fraudulent behavior.

Health care industry. AI-powered robotics could support surgeries close to highly delicate organs or tissue to mitigate blood loss or risk of infection.

Not ready to take classes or jump into a project yet? Consider subscribing to our weekly newsletter, Career Chat . It's a low-commitment way to stay current with industry trends and skills you can use to guide your career path.

What is artificial general intelligence (AGI)? 

Artificial general intelligence (AGI) refers to a theoretical state in which computer systems will be able to achieve or exceed human intelligence. In other words, AGI is “true” artificial intelligence as depicted in countless science fiction novels, television shows, movies, and comics. 

As for the precise meaning of “AI” itself, researchers don’t quite agree on how we would recognize “true” artificial general intelligence when it appears. However, the most famous approach to identifying whether a machine is intelligent or not is known as the Turing Test or Imitation Game, an experiment that was first outlined by influential mathematician, computer scientist, and cryptanalyst Alan Turing in a 1950 paper on computer intelligence. There, Turing described a three-player game in which a human “interrogator” is asked to communicate via text with another human and a machine and judge who composed each response. If the interrogator cannot reliably identify the human, then Turing says the machine can be said to be intelligent [ 1 ]. 

To complicate matters, researchers and philosophers also can’t quite agree whether we’re beginning to achieve AGI, if it’s still far off, or just totally impossible. For example, while a recent paper from Microsoft Research and OpenAI argues that Chat GPT-4 is an early form of AGI, many other researchers are skeptical of these claims and argue that they were just made for publicity [ 2 , 3 ].

Regardless of how far we are from achieving AGI, you can assume that when someone uses the term artificial general intelligence, they’re referring to the kind of sentient computer programs and machines that are commonly found in popular science fiction. 

Strong AI vs. Weak AI

When researching artificial intelligence, you might have come across the terms “strong” and “weak” AI. Though these terms might seem confusing, you likely already have a sense of what they mean. 

Strong AI is essentially AI that is capable of human-level, general intelligence. In other words, it’s just another way to say “artificial general intelligence.” 

Weak AI , meanwhile, refers to the narrow use of widely available AI technology, like machine learning or deep learning, to perform very specific tasks, such as playing chess, recommending songs, or steering cars. Also known as Artificial Narrow Intelligence (ANI), weak AI is essentially the kind of AI we use daily.

Read more: Machine Learning vs. AI: Differences, Uses, and Benefits

The 4 Types of AI 

As researchers attempt to build more advanced forms of artificial intelligence, they must also begin to formulate more nuanced understandings of what intelligence or even consciousness precisely mean. In their attempt to clarify these concepts, researchers have outlined four types of artificial intelligence .

Here’s a summary of each AI type, according to Professor Arend Hintze of the University of Michigan [ 4 ]: 

1. Reactive machines

Reactive machines are the most basic type of artificial intelligence. Machines built in this way don’t possess any knowledge of previous events but instead only “react” to what is before them in a given moment. As a result, they can only perform certain advanced tasks within a very narrow scope, such as playing chess, and are incapable of performing tasks outside of their limited context. 

2. Limited memory machines

Machines with limited memory possess a limited understanding of past events. They can interact more with the world around them than reactive machines can. For example, self-driving cars use a form of limited memory to make turns, observe approaching vehicles, and adjust their speed. However, machines with only limited memory cannot form a complete understanding of the world because their recall of past events is limited and only used in a narrow band of time. 

3. Theory of mind machines

Machines that possess a “theory of mind” represent an early form of artificial general intelligence. In addition to being able to create representations of the world, machines of this type would also have an understanding of other entities that exist within the world. As of this moment, this reality has still not materialized. 

4. Self-aware machines

Machines with self-awareness are the theoretically most advanced type of AI and would possess an understanding of the world, others, and itself. This is what most people mean when they talk about achieving AGI. Currently, this is a far-off reality. 

AI benefits and dangers

AI has a range of applications with the potential to transform how we work and our daily lives. While many of these transformations are exciting, like self-driving cars, virtual assistants, or wearable devices in the healthcare industry, they also pose many challenges.

It’s a complicated picture that often summons competing images: a utopia for some, a dystopia for others. The reality is likely to be much more complex. Here are a few of the possible benefits and dangers AI may pose: 

These are just some of the ways that AI provides benefits and dangers to society. When using new technologies like AI, it’s best to keep a clear mind about what it is and isn’t. With great power comes great responsibility, after all. 

Read more: AI Ethics: What It Is and Why It Matters

Build AI skills on Coursera

Artificial Intelligence is quickly changing the world we live in. If you’re interested in learning more about AI and how you can use it at work or in your own life, consider taking a relevant course on Coursera today. 

In DeepLearning.AI’s AI For Everyone course , you’ll learn what AI can realistically do and not do, how to spot opportunities to apply AI to problems in your own organization, and what it feels like to build machine learning and data science projects. 

In DeepLearning.AI’s AI For Good Specialization , meanwhile, you’ll build skills combining human and machine intelligence for positive real-world impact using AI in a beginner-friendly, three-course program. 

Article sources

UMBC. “ Computing Machinery and Intelligence by A. M. Turing , https://redirect.cs.umbc.edu/courses/471/papers/turing.pdf.” Accessed March 30, 2024.

ArXiv. “ Sparks of Artificial General Intelligence: Early experiments with GPT-4 , https://arxiv.org/abs/2303.12712.” Accessed March 30, 2024.

Wired. “ What’s AGI, and Why Are AI Experts Skeptical? , https://www.wired.com/story/what-is-artificial-general-intelligence-agi-explained/.” Accessed March 30, 2024.

GovTech. “ Understanding the Four Types of Artificial Intelligence , https://www.govtech.com/computing/understanding-the-four-types-of-artificial-intelligence.html.” Accessed March 30, 2024.

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