This area has to do with sensitivity to sounds, rhythms, tones, and music. People with a high musical intelligence normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. They have sensitivity to rhythm, pitch, meter, tone, melody or timbre.
This area deals with spatial judgment and the ability to visualize with the mind’s eye. Spatial ability is one of the three factors beneath g in the hierarchical model of intelligence.
People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. Verbal ability is one of the most g-loaded abilities. This type of intelligence is measured with the Verbal IQ in WAIS-IV.
This area has to do with logic, abstractions, reasoning, numbers and critical thinking. This also has to do with having the capacity to understand the underlying principles of some kind of causal system. Logical reasoning is closely linked to fluid intelligence and to general intelligence (g factor).
The core elements of the bodily-kinesthetic intelligence are control of one’s bodily motions and the capacity to handle objects skilfully. Gardner elaborates to say that this also includes a sense of timing, a clear sense of the goal of a physical action, along with the ability to train responses.
People who have high bodily-kinesthetic intelligence should be generally good at physical activities such as sports, dance, acting, and making things.
Gardner believes that careers that suit those with high bodily-kinesthetic intelligence include: athletes, dancers, musicians, actors, builders, police officers, and soldiers. Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence.
In theory, individuals who have high interpersonal intelligence are characterized by their sensitivity to others’ moods, feelings, temperaments, motivations, and their ability to cooperate in order to work as part of a group. According to Gardner in How Are Kids Smart: Multiple Intelligences in the Classroom, “Inter- and Intra- personal intelligence is often misunderstood with being extroverted or liking other people…” Those with high interpersonal intelligence communicate effectively and empathize easily with others, and may be either leaders or followers. They often enjoy discussion and debate.” Gardner has equated this with emotional intelligence of Goleman.
Gardner believes that careers that suit those with high interpersonal intelligence include sales persons, politicians, managers, teachers, lecturers, counselors and social workers.
This area has to do with introspective and self-reflective capacities. This refers to having a deep understanding of the self; what one’s strengths or weaknesses are, what makes one unique, being able to predict one’s own reactions or emotions.
Not part of Gardner’s original seven, naturalistic intelligence was proposed by him in 1995. “If I were to rewrite Frames of Mind today, I would probably add an eighth intelligence – the intelligence of the naturalist. It seems to me that the individual who is readily able to recognize flora and fauna, to make other consequential distinctions in the natural world, and to use this ability productively (in hunting, in farming, in biological science) is exercising an important intelligence and one that is not adequately encompassed in the current list.” This area has to do with nurturing and relating information to one’s natural surroundings. Examples include classifying natural forms such as animal and plant species and rocks and mountain types. This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.
This sort of ecological receptiveness is deeply rooted in a “sensitive, ethical, and holistic understanding” of the world and its complexities – including the role of humanity within the greater ecosphere.
Source: Gardner, H., & Hatch, T.; Hatch (1989). “Multiple intelligences go to school: Educational implications of the theory of multiple intelligences“