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A study on different forms of intelligence in Indian school-going children

机译：印度学龄儿童不同形式的智力研究

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Introduction: 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. Materials and Methods: 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. Results: 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. Conclusions: 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.
机译：简介：智力的大多数定义都集中在与学业成绩有关的能力上。但是，情报有七种形式。印度儿童缺乏有关多种智力的数据。因此，本研究旨在评估学生的不同形式的智力，并将这些多样化的智力与智力商（IQ）得分进行比较。资料和方法：在这项横断面的观察性研究中，我们从印度各地五个镇，六个城市和两个村庄的两所政府和13所私立学校招募了1065名12至16岁的学童。阿姆斯特朗向所有儿童提供了多种智力调查问卷，其中包括三十种对/错类型的问题，以评估儿童在七个方面的智力，包括语言能力，逻辑/数学能力，音乐能力，空间智力，身体动觉能力，人际交往和人际交往。智商得分通过乌鸦标准渐进矩阵进行评估。结果：我们发现不同的学生拥有不同形式的智力，大多数学生具有不止一种形式的智力。在七种形式的智力中，只有三种形式的智力（例如逻辑/数学，音乐和空间）与智商得分呈正相关。结论：即使在智商低的孩子中，许多学生也有其他形式的智力。智商分数仅与逻辑/数学，空间和音乐智力相关。因此，利用学生的智力可以帮助他们提高学习过程。我们的课程应该融合各种智能的教学，以实现最大的生产力。

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