Multiple Intelligences in Teaching and Education: Lessons ... · Neuroscientific Evidence...

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Supplemental Information

This supplementary material is not part of the publication in the Journal of Intelligence. It has not been accepted

for publication but it may still be informative".

Multiple Intelligences in Teaching and Education: Lessons Learned from Neuroscience

Tapping the Wisdom of the Field

This multi-part investigation began with a review of the eight intelligences and their manifestations in

everyday life as revealed in various matched careers and disciplines. This included a highly detailed review of

the core cognitive components of each of the eight intelligences. See Supplemental Information #1.

The relationship between the educational implications of MI theory and neuroscience began with an

overview of principles cited by recognized authorities in the field of multiple intelligences education. Core

principles are summarized in SI #2.

Preliminary research into the alignment of scales comprising the Multiple Intelligences Developmental

Scales (MIDAS) and neural regions cited in the literature are described in SI #3.

The neural validity of multiple intelligences theory was investigated using a “wisdom of the field”

approach in a review of over 500 neuroscience reports. Three specific questions were addressed regarding the

coherence and integrity of a possible neural framework underlying each intelligence. First, do the neural regions

predicted by Howard Gardner in 1983 for each intelligence figure prominently in the accumulated neuroscience

literature? Second, do cognitive behaviors known to be associated with specific neural regions correspond with

multiple intelligences (MI) theory and general intelligence? Third, what is the neural relationship between the

multiple intelligences and general intelligence (g, or IQ)?

Neuroscientists often study discrete neural regions and narrow questions related to intelligence, but for

broader theoretical applications these bits and pieces need to be assembled to determine if there is a coherent

neural framework underlying a universal model of human intelligence. Five investigations tested the validity of

MI theory using methods of task analysis, resting-state analysis, brain areas associated with ability groups, and

neural modeling of core cognitive components. Statistical and descriptive methods were used to characterize the

neural correlates for each intelligence and their core cognitive components.

Six steps were followed to organize, analyze, and interpret the neuroscience evidence.

First, the core cognitive components for each intelligence were carefully defined that included both

convergent and divergent cognitive behaviors. Key search terms common to both MI theory and neuroscience

were identified for searching in PubMed and Google Scholar. Data from neural experiments and topic focused

reviews were included in the analyses. The objective was to find at least five empirical experiments per major

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cognitive unit to ensure reliability of data coverage. Major literature reviews were consulted to assist with

identifying appropriate studies for inclusion. Nearly all of the studies included were fMRI experiments where

BOLD measures were associated with neural activity and their cognitive correlates. Participants in studies

included both typical and impaired groups as a means of obtaining a diversity of cognitive profiles highlighting

the specific skill being investigated. Studies of children were not included. Studies of personality characteristics

were not included.

Second, a four-level, units-of-analysis model of the brain was devised including: primary regions, sub-

regions, particular regions, and multi-regions.

Third, a matching chart was created to align MI theory with the neural evidence. Each intelligence chart

had rows for major cognitive components and their specific cognitive skills. Neural data was then gathered that

matched to these cognitive components and was entered into two columns of the chart: A) the neural regions

associated with the specific cognitive component and B) the published description of the specific cognitive

behavior. In this way, an accurate matching between MI theory and cognitive functions studied by

neuroscientists was obtained.

Fourth, after all data was collected, neural citations for core cognitive components for each intelligence

were entered into a database for statistical analyses.

Fifth, descriptive statistics were generated to tally and compare the arrays of neural regions identified

per intelligence and their core cognitive components.

Sixth, neural frameworks organized by frequency of citations were generated. Types of cognitive-

behaviors associated with these neural frameworks were described and then compared and contrasted with

neural models for general intelligence.

Follow Up: Two investigations compared cognitive and neural models of working memory and a

proposed extended, MI-inspired model of working memory along with strategies to enhance academic skill

building.

Three additional studies systematically reviewed studies of neuro-cognitive training programs describing

how MI theory can serve as a practical interface between neuroscience evidence and educational approaches,

curriculum, and models.

Neural Data Analysis

First, we assessed the frequency of cited primary neural regions, which included the frontal cortex,

temporal cortex, parietal cortex, occipital cortex, cingulate cortex, insular cortex, subcortical regions, and the

cerebellum. We also ran a secondary analysis of several levels of sub-regions within each of the primary regions

that were dominant for that intelligence. A third-level summary describes the important particular structures

(Sub-Regions 2 and Sub-Regions 3) within a sub-region within a primary region (e.g., frontal cortex

prefrontal cortex dorsomedial prefrontal cortex.

Lastly, multi-region neural networks (e.g., cortical-midline-structures, limbic system, corpus callosum,

etc.) are examined for the skill units. Neural regions cited are assumed to be positive activations (i.e., the study

reported an increase in blood oxygen level dependent signal during that particular cognitive process relative to

some baseline) unless otherwise specified as “negative.”

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Neuroscientific Evidence Supporting the Validity of MI Theory

A main criticism of MI is that it lacks empirical, experimental evidence of its validity. General

intelligence is considered to be valid because there is a wealth of test data amassed for more than 100 years

while there are no tests to measure the eight intelligences. Unrecognized by most researchers are the sizable

number of brain studies that are matched to the multiple intelligences. This is trove of scientific data scattered

among many journals that are unread and largely incomprehensible to most non-neuroscientists-- until recently.

Using a rational-empirical methodology, more than 500 studies of brain function (largely fMRI

experiments) were matched to the skills and abilities integral to each of the eight intelligences. It is remarkable

how well aligned so many neuroscience studies are with the core skills for each intelligence. Validity was

examined from five different angles. Five to ten studies of each core ability per intelligence were included to

maximize reliability. Details are provided in SI #4.

The first question investigated the localization of neural cognitive functions for each intelligence.

Analyses of over 318 reports indicates that all eight of the proposed intelligences possess coherent neural

architectures. These clearly identifiable frameworks are comprised of structures with known cognitive

correlates that are well-aligned with the core behavioral components for each of the multiple intelligences. The

neural evidence for the multiple intelligences is as robust as the most widely accepted neural models

underpinning general intelligence. The neural relationship between MI and general intelligence is as predicted

by MI theory where IQ is most closely associated with the logical-mathematical and linguistic intelligences. See

Supplemental Information #4, Tables 1 – 5.

The second question investigated 417 studies examining the neural correlates for specific skill units

within seven intelligences (Naturalist not included due to a paucity of data). Neural activation patterns

demonstrate that each skill unit has its own unique neural underpinnings as well as neural features that are

shared with other skill units within its designated intelligence. These patterns of commonality and uniqueness

provide a richly detailed neural architecture in support of MI theory as a detailed, scientific model of human

intelligences. See SI #4, Tables 6 -12, Figures 1 – 7.

The third investigation examined the neural differences among groups of people of varying ability levels

for seven intelligences. This study of over 420 reports found that there are observable and meaningful

differences in the neural activation patterns among groups with three levels of ability: skilled, typical, and

impaired. These differential patterns are evidenced in four levels of brain analysis: primary regions, sub-

regions, particular structures, and multi-region activations. These data show that there are distinctive neural

differences for each MI among ability groups. See SI #4, Tables 13 – 19.

The fourth investigation addressed the question, are there intrinsic, resting-state functionally connected

(rsFC) neural networks related to each of the multiple intelligences? This study of 48 rsFC studies found seven

to fifteen neural networks that are clearly aligned with each of the multiple intelligences and with general

intelligence. Twelve whole brain, model-free rsFC investigations revealed 13 neural networks that are closely

associated with seven of the eight intelligences. These data were supported by 35 region-of-interest, model-

dependent studies that also identified 20 sub-networks associated with multiple intelligences and specific skills.

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These data indicate that the neural regions with cognitive correlates associated with the eight intelligences form

coherent units. See SI #4, Tables 20 and 21.

The fifth investigation compared the neural architectures cited for general intelligence with a proposed

new category of Cognitive Qualities associated with the multiple intelligences. This investigation of 94

neuroscientific studies found neural support for the coherence of a new category of Cognitive Qualities as

distinct from the convergent problem-solving of IQ. A similar neural pattern was evidenced among the three

Cognitive Qualities that are valued abilities integral to the definition and practical expression of each of the

eight intelligences. See SI #4, Tables 22 – 25, Figure 8.

Supplemental Information 1- 4

1. Multiple Intelligences: Brief Descriptions and Sample Careers

2. Implications for an MI- Inspired Education

3. Neural Regions Associated with MIDAS Scales and Subscales

Interpersonal

Intrapersonal

Linguistic

Logical-mathematical

Visual-spatial

Kinesthetic

Musical

The MIDAS Scale Definitions

4. Summary of Neural Evidence Pertaining to the Eight Multiple Intelligences

Phase 1. MI Neural Validity Investigation

Phase 2. Investigating the Neural Correlates of Skill Units Within Each Intelligence

Phase 3. Examining Neural Differences Among Three Ability Groups for MI

Phase 4. Investigating Resting-state Functional Connectivity (rsFC) for MI

Phase 5. General Intelligence and Cognitive Qualities Neural Region Comparisons

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SI 1. Multiple Intelligences: Brief Descriptions and Sample Careers

Multiple Intelligences: Brief Descriptions and Sample Careers.

Intelligence Brief Description Sample Careers

Musical

To think in sounds, rhythms, melodies and rhymes. To be sensitive to pitch,

rhythm, timbre and tone. To recognize, create and reproduce music by using

an instrument or voice. To engage in active listening and identify connections

between music and emotions.

Choir director

Instrumentalist

Music teacher

Song writer

Kinesthetic

To think in movements and to use the body in skilled and complicated ways

for expressive and goal directed activities. A sense of timing, coordination for

whole body movement and the use of hands for manipulating objects.

Athlete

Choreographer

Dancer

Equestrian

Logical-

Mathematical

To think of cause and effect connections and to understand relationships

among actions, objects or ideas. To calculate, quantify or consider propositions

and perform complex mathematical or logical operations. Involves inductive

and deductive reasoning skills as well as critical and creative problem solving.

Accountant

Bookkeeper

Electrical

engineer

Systems analyst

Spatial

To think in pictures and to perceive the visual world accurately. To think in

three-dimensions and to transform one's perceptions and re-create aspects of

one's visual experience via imagination. To work with objects effectively.

Architect

Craftsperson

Interior designer

Landscape

architect

Linguistic

To think in words and to use language to express and understand complex

meanings. Sensitivity to the meaning of words and the order among words,

sounds, rhythms, inflections. To reflect on the use of language in everyday life.

Attorney

Journalist

Poet

Public relations

director

Interpersonal

To think about and understand another person. To have empathy and

recognize distinctions among people and to appreciate their perspectives with

sensitivity to their motives, moods and intentions. Involves interacting

effectively with one or more people in familiar, casual or working

circumstances.

Counselor

Nurse

Salesperson

Teacher

Intrapersonal

To think about and understand one's self. To be aware of one's strengths and

weaknesses and to plan effectively to achieve personal goals. Reflecting on and

monitoring one's thoughts and feelings and regulating them effectively. Ability

to monitor one's self in interpersonal relationships and to act with personal

efficacy.

Clergy

Monk

Police officer

Psychologist

Naturalist

To understand the natural world including plants, animals and scientific

studies. To recognize, name and classify individuals, species and ecological

relationships. To interact effectively with living creatures and discern patterns

of life and natural forces.

Biologist

Farmer

Meteorologist

Veterinarian

Adapted from Gardner, Frames of Mind, 1983, 1993..

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SI 2. Implications for an MI- Inspired Education

“… restructuring (of schools) is not necessarily achieved through external programs, resources, facilities, or district

or state mandates. Indeed, meaningful restructuring first takes place within the minds of teachers and their beliefs about the

nature and possibilities of their students. From there, all else follows.” Campbell & Campbell, 1999. p. 97 (emphasis added)

“… with MI, teachers see students as more capable because they can demonstrate learning in a variety of ways. It

gives students and teachers, all of us, chances to be acknowledged for our strengths. Confidence is boosted, and this

encourages us to develop other areas too. MI adds a complexity and a richness to the classroom, and more

experiences are honored in the classroom. It keeps me as a teacher more connected to the students.” Campbell &

Campbell, 1999. p. 6. (emphasis added)

“Rather than relying upon a linguistic filter and requiring students to write to show their grasp of skills and

information, teachers using MI can allow students to use their strengths to demonstrate what they have learned.”

Hoerr, 2000. p. 5.

“…high standards and high expectations are essential to promote learning… students need to engage content deeply

over time and have multiple ways to access and represent content. They also need substantial and diverse

opportunities to apply what they learn.” Kornhaber, Fierros & Veenema, 2004. p. 209.

“The instructional approach typically employed is drill and practice, including workbook sheets that require children

to practice skills divorced from context and application… although some students might benefit from this type of

teaching strategy, others might be bored and frustrated or lack the motivation needed to do the work. These latter

students might be more responsive to a different approach, one that embedded basic skills in meaningful activities

and built upon their own interests and strengths. We call this concept “bridging”… using children’s experiences in

their areas of strength as pathways into other learning areas and academic performances.” Chen, Krechevsky &

Viens, 1998. p. 61.

“Ironically, the more excited teachers became about their students’ nonverbal skills, the more motivated they became

to help students overcome language-related deficiencies. A strong effort was made to help children express their

thoughts, feelings, or actions in verbal and written forms, using work in nonverbal domains as the focal point.”

Chen, Krechevsky & Viens, 1998. p. 123.

“Teachers who use MI develop curriculum and assessment tools and are creative in their pedagogy. And teachers

who use MI usually do so with others, working and learning as colleagues. In this way, implementing MI becomes a

route to developing or extending professionalism among teachers… the best implementation of MI come(s) about

when an entire faculty can work collaborative as professionals to fashion strategies that fit their school’s context and

culture.” Hoerr, 2000. p. 78

“The school-community broker… is the link between the student’s intellectual proclivities and the resources

available in the wider community. A school-community broker should possess a wealth of information about the

kinds of apprenticeships, organizations, mentorships, tutorials, community courses, and other learning experiences

available in the surrounding geographic area. This person then attempts to match a student’s interests, skills, and

abilities to appropriate experiences beyond the school walls…” Armstrong, 2000. p. 84.

“When you help your child tap into the way she learns best, you will help her find a comfortable and compatible

approach to any subject, which increases her potential to enjoy high achievement. The more your child knows about

the way she learns best, the more insight, strategies, and self-awareness she will have to use her learning strengths to

achieve her greatest potential as a joyful learner.” Willis, 2008. p. 15

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SI #3. Neural Regions Associated with MIDAS Scales and Subscales

In Tables 1 - 7 MIDAS scales are matched with corresponding cognitive units cited in neuroscientific literature

(column 2). Primary regions (also listed in column 1) are large areas of the brain inclusive of Sub-Regions listed in

decreasing size (sub-regions 1, 2 and 3) listed in columns 4 through 6. The Naturalist intelligence is not included due to a

paucity of neural research available.

MIDAS scales and subscales definitions are provided in Table 8.

Table 1. Interpersonal: Primary and Sub-Regions Highlights Summarized / Compared with MIDAS Main Scale and

Subscales. .

INTERPERSONAL

MIDAS Scales Neural Cognitive Regions

Cognitive Units

Primary Regions Sub-Regions-1 Sub-Regions-2 Sub-Regions-3

Interpersonal Combined

Frontal Cortex Prefrontal~Cortex Dorsolateral

Prefrontal

Posterior

Orbitofrontal

Temporal Cortex Superior~Temporal~

Sulcus Hippocampus Fusiform Face Area

Social Sensitivity Understanding

Frontal Cortex Prefrontal~Cortex Orbitofrontal Posterior

Orbitofrontal

Cingulate Anterior~Cingulate~

Cortex Brocas Area

Social Persuasion Leadership

Frontal Cortex Prefrontal~Cortex Medial Prefrontal Brocas Area

Temporal Cortex Medial~Temporal~

Lobule Hippocampus

Interpersonal Work Social Perception

Temporal Cortex Superior~Temporal

~Sulcus

Posterior Superior

Temporal Fusiform Face Area

Table 2. Intrapersonal: Primary and Sub-Regions Highlights Summarized / Compared with MIDAS Main Scale and

Subscales.

INTRAPERSONAL


Cognitive Units


Intrapersonal Combined

Frontal Cortex Prefrontal Dorsomedial PFC Ventromedial

Orbitofrontal Cortex

Temporal Cortex Medial Temporal Lobule Hippocampus Parahippocampus Gyrus

Cingulate Cortex Anterior Cingulate Subgenual ACC Ventral Triatum

Personal Knowledge Self-Awareness

Frontal Cortex Prefrontal Cortex Dorsomedial

/Lateral PFC

Ventromedial

Orbitofrontal Gyrus

Temporal Cortex Medial / Anterior

Temporal Hippocampus Parahippocampus Gyrus

Cingulate Cortex Anterior / Posterior Ventral / Dorsal

ACC Ventral Striatum

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Self-Effectiveness Self-Regulation

Frontal Cortex Prefrontal Lateral PFC Broca’s Area

Temporal Cortex Amygdala Hippocampus Fusiform Gyrus

Metacognition Executive Functions

Calculations

Spatialization Frontal Cortex

Prefrontal Cortex

Motor Cortex

Orbitofrontal

PMA

Precuneus

Striatum

Table 3. Linguistic: Primary and Sub-Regions Highlights Summarized / Compared with MIDAS Main Scale and Subscales.

LINGUISTIC


Cognitive Units


Linguistic Combined

Temporal Cortex Inferior~Temporal~

Cortex Fusiform Gyrus

Visual Word Form

Area

Frontal Cortex Inferior Frontal Gyrus

Posterior

Inferior Frontal

Gyrus

Brocas Area

Parietal Cortex Inferior Parietal Lobule Angular Gyrus Precuneus

Writing Reading Reading

Temporal Cortex Inferior~Temporal~

Cortex

Fusiform Gyrus

Wernickes Area

Visual Word Form

Area


Posterior

Inferior Frontal

Gyrus

Brocas Area

Parietal Cortex Inferior Parietal Lobule Ventral Inferior

Parietal Precuneus

Writing

Frontal Cortex Prefrontal~Cortex

Motor Cortex

Medial

Prefrontal

Dorsolateral

PFC

Brocas Area

Orbitofrontal Gyrus

Occipital Cortex

Middle Occipital Gyrus

Inferior Occipitial

Gyrus

Striatum Dorsal Striatum

Rhetorical Skill Speech

Temporal Cortex

Superior~Temporal~

Sulcus

Superior~Temporal~

Cortex

Wernickes Area Visual Word Form

Area


Posterior

Inferior Frontal

Cortex

Brocas Area

Expressive

Sensitivity Parietal Cortex Inferior Parietal Lobule

Supramarginal

Gyrus

Ventral Premotor

Cortex

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Table 4. Logical-mathematical: Primary and Sub-Regions Highlights Summarized / Compared with MIDAS Main Scale and

Subscales.

LOGICAL-MATHEMATICAL


Cognitive Units


Logical-math Combined

Frontal~Cortex Prefrontal Cortex Posterior

Inferior Frontal Brocas Area

Parietal~Cortex Intraparietal Sulcus Precuneus

Anterior

Supramarginal

Gyrus

Problem Solving Logical Reasoning

Strategy Games Temporal~Cortex Medial Temporal

Lobule

Parahippocamp

al Gyrus

Frontal~Cortex Prefrontal Cortex Dorsolateral

Prefrontal Brocas Area

Everyday Math Mathematical

Reasoning

Parietal~Cortex Intraparietal Sulcus Angular Gyrus Precuneus

Frontal~Cortex Prefrontal Posterior

Inferior Frontal Brocas Area

School Math ? General

Intelligence

Parietal~Cortex Inferior Parietal Lobule Supramarginal

Gyrus

Anterior

Supramarginal

Gyrus

Frontal~Cortex Medial / Lateral

Postcentral Lobule

Posterior

Inferior Frontal

Table 5. Visual-Spatial: Primary and Sub-Regions Highlights Summarized / Compared with MIDAS Main Scale and

Subscales.

VISUAL-SPATIAL


Cognitive Units


Visual-spatial Combined

Frontal~Cortex Motor Cortex

Prefrontal

Premotor

Dorsolateral

PFC

Brocas Area

Parietal~Cortex Superior Parietal

Lobule Precuneus Posterior Precuneus

Spatial Awareness Spatial Cognition

Frontal~Cortex Prefrontal

Premotor

Dorsolateral

PFC

Brocas Area


Lobule Precuneus

Supramarginal

Gyrus

Intuition-Insight

Subcortical Basal Ganglia Striatum/ Dorsal Striatum

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Midbrain

Frontal~Cortex Prefrontal Dorsolateral

Artistic Design Visual Arts

Frontal~Cortex Prefrontal

Premotor

Dorsolateral

PFC

Posterior

Dorsolateral PFC


Lobule Precuneus Posterior Precuneus

Working w/ Objects Working w/Objects

Parietal~Cortex Intraparietal Sulcus Anterior

Intraparietal Angular Gyrus

Frontal~Cortex Motor Cortex Premotor Cortex Dorsal Premotor

Gyrus

Table 6. Kinesthetic Primary and Sub-Regions Highlights Summarized / Compared with MIDAS Main Scale and Subscales.

KINESTHETIC


Cognitive Units


Kinesthetic Combined

Frontal~Cortex Motor Cortex Primary Motor

Premotor

Dorsal / Ventral

Premotor

Parietal~Cortex Inferior Parietal Lobule

Superior

Posterior

Parietal

Dexterity Dexterity


SMA Dorsal Premotor

Temporal~Cortex Superior Temporal

Gyrus

Primary

Auditory Heschls Gyrus

Parietal~Cortex Inferior Parietal Lobule

Athletics Whole Body


Premotor Brocas Area

Parietal~Cortex Posterior / Inferior

Parietal

Medial Superior

/ Posterior

Parietal

Body Awareness


SMA Lateral Premotor

Parietal~Cortex Posterior Parietal

Motor Cognition

Frontal~Cortex Motor Cortex

Prefrontal

SMA

Premotor

Dorsal / Ventral

Premotor

Parietal~Cortex Medial / Inferior

Parietal

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Table 7. Musical: Primary and Sub-Regions Highlights Summarized / Compared with MIDAS Main Scale and Subscales.

MUSICAL


Cognitive Units


Musical Combined

Frontal~Cortex Motor Cortex Premotor

SMA

Dorsal Premotor

Brocas Area


Gyrus

Primary

Auditory Wernickes Area

Appreciation Musical Cognition


Cortex Brocas Area


Cortex

Superior

Temporal Gyrus

Primary Auditory

Cortex / Heschls

Gyrus

Parietal~Cortex Anterior /Superior

Parietal Lobule

Posterior

Superior

Parietal Lobule

Precuneus

Appreciation Musical Perception

Frontal~Cortex Motor Cortex Primary

Auditory Cortex Dorsal Premotor


Gyrus

Anterior

Temporal Gyrus

Instrumental Skill Musical

Production

Composing Frontal~Cortex Motor Cortex Premotor

Primary Motor Brocas Area

Vocal Ability Temporal~Cortex Superior Temporal

Gyrus

Primary

Auditory Wernickes Area

Superior Temporal

Cortex

Appreciation Melody-Pitch-

Rhythm


Cortex

Superior

/Inferior

Temporal Gyrus

Parietal~Cortex Inferior Parietal Lobule Supramarginal

Gyrus Angular Gyrus

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Table 8. The Midas Scales Definitions.

Musical: To think in sounds, rhythms, melodies and rhymes. To be sensitive to pitch, rhythm, timbre and tone.

To recognize, create and reproduce music by using an instrument or voice. Active listening and a strong connection

between music and emotions.

Vocal Ability: a good voice for singing in tune and in harmony

Instrumental Skill: skill and experience in playing a musical instrument

Composer: makes up songs or poetry and has tunes on her mind

Appreciation: actively enjoys listening to music of some kind

Kinesthetic: To think in movements and to use the body in skilled and complicated ways for expressive and

goal directed activities. A sense of timing, coordination whole body movement and use of hands for manipulating

objects.

Athletics: ability to move the whole body for physical activities such as balancing, coordination and sports

Dexterity: to use the hands with dexterity and skill for detailed activities and expressive moment

Logical-Mathematical: To think of cause and effect connections and to understand relationships among

actions, objects or ideas. To calculate, quantify or consider propositions and perform complex mathematical or logical

operations. It involves inductive and deductive reasoning skills as well as critical and creative problem-solving.

Everyday Math: use math effectively in everyday life

School Math: performs well in math at school

Everyday Problem Solving: able to use logical reasoning to solve everyday problems, curiosity

Strategy Games: good at games of skill and strategy

Spatial: To think in pictures and to perceive the visual world accurately. To think in three-dimensions and to

transform one's perceptions and re-create aspects of one's visual experience via imagination. To work with objects

effectively.

Space Awareness: solve problems of spatial orientation and moving objects through space, e.g. driving a

car

Artistic Design: to create artistic designs, drawings, paintings or other crafts

Working with Objects: to make, build, fix, or assemble things

Linguistic: To think in words and to use language to express and understand complex meanings. Sensitivity to

the meaning of words and the order among words, sounds, rhythms, inflections. To reflect on the use of language in

everyday life.

Expressive Sensitivity: skill in the use of words for expressive and practical purposes

Rhetorical Skill: to use language effectively for interpersonal negotiation and persuasion

Written-academic: to use words well in writing reports, letters, stories, verbal memory, reading / writing

Interpersonal: To think about and understand another person. To have empathy and recognize distinctions

among people and to appreciate their perspectives with sensitivity to their motives, moods and intentions. It involves

interacting effectively with one or more people in familiar, casual or working circumstances.

Social Sensitivity: sensitivity to and understanding of other people's moods, feelings and point of view

Social Persuasion: ability for influencing other people

Interpersonal Work: interest and skill for jobs involving working with people

Intrapersonal: To think about and understand one's self. To be aware of one's strengths and weaknesses and to

plan effectively to achieve personal goals. Reflecting on and monitoring one's thoughts and feelings and regulating

them effectively. The ability to monitor one's self in interpersonal relationships and to act with personal efficacy.

Personal Knowledge / Efficacy: awareness of one's own ideas, abilities; able to achieve personal goals

Calculations: meta-cognition "thinking about thinking' involving numerical operations

Spatial Problem Solving: self-awareness to problem solve while moving self or objects through space

Effectiveness: ability to relate oneself well to others and manage personal relationships

Naturalist: To understand the natural world including plants, animals and scientific studies. To recognize,

name and classify individuals, species and ecological relationships. To interact effectively with living creatures and

discern patterns of life & natural forces.

Animal Care: skill for understanding animal behavior, needs, characteristics

Plant Care: ability to work with plants, i.e., gardening, farming and horticulture

Science: knowledge of natural living energy forces including cooking, weather and physics

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SI #4. Summary of Neural Evidence Pertaining to the Eight Multiple Intelligences

Phase 1. MI Neural Validity Investigation

Analyses of over 318 reports indicates that all eight of the proposed intelligences possess coherent neural networks.

These clearly identifiable networks are comprised of structures with known cognitive correlates that are well-aligned with

the core behavioral components for each of the multiple intelligences. The neural evidence for the multiple intelligences is

as robust as the most widely accepted neural models underpinning general intelligence. The neural relationship between

MI and general intelligence is as predicted by MI theory where IQ is most closely associated with the logical-

mathematical and linguistic intelligences.

Table 1. Analysis of Primary Neural Regions: Summary of Relative Citation Frequencies.

Intelligences

Interpersonal Intrapersonal Logical-

Math Linguistic Spatial Naturalist Musical Kinesthetic

Ran

k

1 Frontal Cortex Frontal Cortex Frontal

Cortex

Temporal

Cortex

Frontal

Cortex

Temporal

Cortex

Frontal

Cortex

Frontal

Cortex

2 Temporal

Cortex

Cingulate

Cortex

Parietal

Cortex

Frontal

Cortex

Parietal

Cortex Subcortical

Temporal

Cortex

Parietal

Cortex

3 Cingulate

Cortex

Temporal

Cortex

Temporal

Cortex

Parietal

Cortex

Temporal

Cortex

Frontal

Cortex

Parietal

Cortex

Occipital

Cortex

Subcortical Subcortical

4 Parietal Cortex Parietal Cortex Cingulate

Cortex

Occipital

Cortex

Subcortical

Occipital

Cortex - Cerebellum Cerebellum

5 Insular Cortex Subcortical

Occipital

Cortex

Insular

Cortex

- Subcortical - Parietal

Cortex

Temporal

Cortex

6

Occipital

Cortex

Subcortical

Insular Cortex - Cerebellum Cerebellum

Insular

Cortex

Cerebellum

Insular

Cortex

Cingulate

Cortex

7 - Cerebellum Subcortical

Cerebellum

Cingulate

Cortex

Insular

Cortex

Cingulate

Cortex -

Occipital

Cingulate

Cortex

Insular

Cortex

8 Cerebellum - - - Insular

Cortex

Cingulate

Cortex -

Occipital

Cortex

Table 2. Musical and Kinesthetic: A review of top neural structures.

Musical Kinesthetic

Primary Sub-regions Primary Sub-regions

Ran

k

1 Frontal Motor Cortex Frontal Cortex

Motor Cortex

Primary Motor

Premotor

Supplementary Motor

2 Temporal Cortex Superior Temporal Sulcus

Primary Auditory Cortex Parietal Cortex Posterior Parietal Cortex

3 Subcortical

Structures Basal Ganglia Subcortical

Basal Ganglia

Thalamus

4 - - Cerebellum -

14

Table 3. Spatial and Naturalist: A review of top neural structures.

Spatial Naturalist


Ran

k

1 Frontal Cortex Motor Cortex

PFC Temporal Cortex

Superior Temporal Sulcus

Amygdala

2 Parietal Cortex Intraparietal Sulcus

Superior Parietal Lobe Subcortical Structures

Brainstem

Thalamus

Basal Ganglia

3 Temporal Cortex Medial Temporal Lobe Frontal Cortex -

4 Occipital Cortex - Occipital Cortex -

5 - - Parietal Cortex -

Table 4. Logical-Mathematical and Linguistic: A review of top neural structures.

Logical-Mathematical Linguistic


Ran

k

1 Frontal Cortex PFC

Inferior Frontal Gyrus Temporal Cortex Superior Temporal Gyrus

2 Parietal

Intraparietal Sulcus

Inferior Parietal Lobule

Angular Gyrus

Frontal Cortex Broca’s Area

Motor Cortex

3 Temporal Cortex Medial Temporal Lobe Parietal

Inferior Parietal Lobule

Supramarginal Gyrus

Angular Gyrus

Table 5. Interpersonal and Intrapersonal: A review of top neural structures.

Interpersonal Intrapersonal


Ran

k

1 Frontal Cortex PFC Frontal Cortex PFC

2 Temporal Cortex

Medial Temporal Lobe

Amygdala

Superior Temporal Sulcus

Cingulate Cortex ACC

3 Cingulate Cortex ACC Temporal Cortex

Medial Temporal Lobe

Anterior Temporal Lobe

Amygdala

4 Parietal Cortex Parietal Cortex Medial Parietal Cortex

Inferior Parietal Cortex

5 Subcortical Basal Ganglia

Brainstem

Phase 2. Investigating the Neural Correlates of Skill Units Within Each Intelligence

This investigation reviewed 417 studies examining the neural correlates for specific skill units within seven

intelligences. Neural activation patterns demonstrate that each skill unit has its own unique neural underpinnings as well

as neural features that are shared with other skill units within its designated intelligence. These patterns of commonality

and uniqueness provide a richly detailed neural architecture in support of MI theory as a scientific model of human

intelligence.

15

Table 6. Interpersonal: Primary Regions Comparisons by Skill Unit Summary.

Interpersonal: Primary Comparisons by Skill Unit

Understanding Leadership Perception

Primary Primary Primary

RANK

1 Frontal~Cortex Frontal~Cortex

Temporal~Cortex Temporal~Cortex

2 Cingulate~Cortex Cingulate~Cortex

Parietal~Cortex

Frontal-Cortex

SubCortical

3 Temporal~Cortex Parietal~Cortex Insular Cortex

4 Parietal~Cortex

Occipital

Subcortical

Insular

Cingulate Cortex

5 Occipital Cortex

Note. Highest five primary regions Bold = dominant regions. Cells with multiple regions indicate a tie in number of

citations.

Figure 1. Interpersonal: Sub-Regions Unique and Common to Skill Units.

16

Table 7. Intrapersonal: Primary Regions Comparisons by Skill Unit Summary.

Intrapersonal: Primary Comparisons by Skill Unit

Self-Awareness Self-Regulation Executive Functions


RANK

1 Frontal~Cortex Frontal~Cortex Frontal~Cortex

2 Temporal~Cortex Temporal~Cortex

Cingulate~Cortex

Parietal~Cortex

SubCortical

3 Cingulate~Cortex Cingulate~Cortex Insular Cortex

4 Parietal~Cortex Parietal~Cortex

5 Subcortical Subcortical


citations.

Figure 2. Intrapersonal: Sub-Regions Unique and Common Among Skill Units.

17

Table 8. Linguistic: Primary Regions Comparisons by Skill Unit Summary.

Linguistic: Primary Comparisons by Skill Unit

Speech Reading Writing


RANK

1 Temporal~Cortex Temporal~Cortex Frontal-Cortex

2 Frontal~Cortex Frontal~Cortex Occipital Cortex

3 Parietal~Cortex Parietal~Cortex SubCortical

Temporal~Cortex

4 Cingulate~Cortex

Cerebellum

Occipital

Subcortical

Cingulate~Cortex

Parietal~Cortex

5 Cingulate Cortex


citations.

Figure 3. Linguistic: Sub-Regions Unique and Common Among Skill Units.

18

Table 9. Logical-mathematical Primary Regions Comparisons by Skill Unit Summary.

Logical-mathematical: Primary Comparisons by Skill Unit

Logical-Reasoning Math Reasoning General Intelligence


RANK

1 Temporal~Cortex Parietal~Cortex Frontal-Cortex

Parietal~Cortex

2 Frontal~Cortex Frontal~Cortex SubCortical

Temporal~Cortex

3 Parietal~Cortex Cingulate~Cortex Occipital Cortex

4

Cingulate~Cortex

Occipital

Insular Cortex

Cerebellum

Temporal

5


citations.

Figure 4. Logical-Mathematical: Sub-Regions Unique and Common Among Skill Units.

19

Table 10. Visual-spatial: Primary Regions Comparisons by Skill Unit Summary.

Visual-spatial: Primary Comparisons by Skill Unit

Cognition Insight-Intuition Visual Arts Working with Objects


RANK

1 Frontal~Cortex

Subcortical

Frontal~Cortex Frontal-Cortex Parietal~Cortex

2 Parietal~Cortex Parietal~Cortex Parietal~Cortex Frontal-Cortex

3 Temporal~Cortex

Cingulate~Cortex SubCortical

Occipital Cortex

Temporal~Cortex

4 Occipital Cerebellum

Occipital

Temporal~Cortex

Occipital

Cingulate Cortex

5 Cerebellum Temporal~Cortex


citations.

Figure 5. Visual-Spatial: Sub-Regions Unique and Common Among Skill Units.

20

Table 11. Kinesthetic: Primary Regions Comparisons by Skill Unit Summary.

Kinesthetic: Primary Comparisons by Skill Unit

Dexterity Whole Body Body Awareness Motor Cognition

Primary Primary Primary Primary

RANK

1 Frontal~Cortex Parietal~Cortex Frontal-Cortex Frontal

2 Parietal~Cortex

Temporal~Cortex Frontal~Cortex Parietal~Cortex Parietal

3 Cerebellum

Subcortical

Cerebellum

Subcortical

SubCortical

Insular~Cortex Cerebellum

4 Cingulate~Cortex Occipital Cingulate Cortex

Cerebellum

5 Insular Cortex Temporal Cortex


citations.

Figure 6. Kinesthetic: Sub-Regions Unique and Common Among Skill Units.

21

Table 12. Musical: Primary Regions Comparisons by Skill Unit Summary.

Musical: Primary Comparisons by Skill Unit

Production Perception Cognition Melody-Pitch-Rhythm

Primary Primary Primary Primary

RANK

1 Frontal~Cortex Frontal~Cortex Frontal-Cortex Temporal~Cortex

2 Temporal~Cortex Temporal~Cortex Temporal~Cortex Parietal~Cortex

3 Parietal~Cortex Cerebellum

Subcortical Parietal~Cortex Frontal-Cortex

4 Subcortical Parietal~Cortex Cerebellum

Insular

Occipital

Cerebellum

5 Cerebellum Insular Occipital

Subcortical


citations.

Figure 7. Musical: Sub-Regions Unique and Common Among Skill Units.

22

Phase 3. Examining Neural Differences Among Three Ability Groups for the Intelligences

This study of over 420 reports found that there are observable and meaningful differences in the neural activation

patterns among groups with three levels of ability: skilled, typical, and impaired. These differential patterns are

evidenced in four levels of brain analysis: primary regions, sub-regions, particular structures, and multi-region

activations. These data show that there are distinctive neural differences for each MI among ability groups.

Table 13. Intrapersonal: Primary, Sub-region and Multi-Region Neural Comparisons by Ability.

Intrapersonal: Primary, Sub-Region and Multi-Region Comparisons by Ability

Typical Impaired Skilled

Primary Sub-region Primary Sub-region Primary Sub-region

RANK

1 Frontal~Cortex

Prefrontal~Cortex Negative Prefrontal~Cortex Frontal~Cortex Prefrontal~Cortex

2 Cingulate~Cortex Anterior~Cingulate Parietal~Cortex Inferior~Parietal~Lobule Temporal~Cortex

Parahippocampus~

Gyrus

Medial~Prefrontal

3 Temporal~Cortex Dorsomedial~

Prefrontal

Multi-region

Frontal~Cortex

Superior~Parietal~Lobule

Ventromedial~Prefrontal

Posterior~Inferior~

Parietal

Insular~Cortex

Parietal~Cortex

Negative

Motor~Cortex

Posterior~Insular

4 Parietal~Cortex Lateral~Prefrontal

Insular~Cortex

5 Multi-region Posterior~Cingulate

Note. Highest five primary and sub-regions. Bold = dominant regions. Cells with multiple regions indicate a tie in number of

citations.

Table 14. Interpersonal: Primary, Sub-region and Multi-Region Neural Comparisons by Ability.

Interpersonal: Primary, Sub-Region and Multi-Region Comparisons by Ability



R

A

N

K

1 Frontal~Cortex Prefrontal~Cortex Frontal~Cortex Prefrontal~Cortex Temporal~Cortex

Frontal~Cortex Prefrontal~Cortex

2 Temporal~ Superior~Temporal~

Sulcus

Temporal~Cortex

Negative

Anterior~Insular~

Cortex

Motor~Cortex

Primary~Visual~

Cortex

Amygdala

Cingulate~Cortex Medial~Temporal~

Lobule

3 MultiRegion Anterior~Cingulate~

Cortex

Insular~Cortex

MultiRegion

MultiRegion

Parietal~Cortex

Anterior~Cingulate~

Cortex

4 Cingulate~Cortex Amygdala Amygdala

5 Parietal~Cortex

Primary~Olfactory

Inferior~Frontal

Gyrus

Anterior~Temporal~

Cortex


citations.

23

Table 15. Linguistic: Primary, Sub-region and Multi-Region Neural Comparisons by Ability.

Linguistic: Primary, Sub-Region and Multi-Region Comparisons by Ability



R

A

N

K

1 Temporal~ Inferior~Frontal~

Gyrus Temporal~

Superior~Temporal~

Gyrus Frontal~Cortex

Prefrontal~Cortex

Motor~Cortex

2 Frontal~Cortex

Inferior Parietal

Lobule

Broca’s~Area

Frontal~Cortex Inferior~Frontal~Gyrus Occipital~

Superior~Parietal

Lobule

Basal~Ganglia

3 Parietal~Cortex Inferior~Temporal MultiRegion

Superior~Temporal~

Sulcus

Broca’s~Area

Posterior~Inferior~

Frontal~Cortex

Temporal~ Inferior~Frontal~Gyrus

4 MultiRegion Prefrontal~Cortex Parietal~Cortex Parietal~Cortex

5 Subcortical Cerebellum Subcortical


citations.

Table 16. Logical-math: Primary, Sub-region and Multi-Region Neural Comparisons by Ability.

Logical-math: Primary, Sub-Region and Multi-Region Comparisons by Ability



R

A

N

K

1 Parietal~Cortex

Frontal~Cortex Prefrontal~ Negative

Medial~Temporal~

Lobule

Fusiform~Gyrus

Parietal~Cortex


2 Temporal~ Intraparietal~

Sulcus

Frontal~Cortex

Parietal~Cortex

Temporal~Cortex

Intraparietal~Sulcus

Inferior~Parietal~Lobule

Medial~Frontal~Gyrus

Cingulate~Cortex

Inferior~Frontal~Gyrus

Posterior~Inferior~

Frontal

Broca’s Area

3 Subcortical

Cingulate~Cortex

Medial~Temporal~

Lobule

Inferior~Parietal~

Lobule

Temporal~Cortex Dorsolateral~Prefrontal

4

Superior~Parietal~

Lobule

Parahippocampal~

Gyrus


citations.

24

Table 17. Visual-Spatial: Primary, Sub-region and Multi-Region Neural Comparisons by Ability.

Visual-spatial: Primary, Sub-Region and Multi-Region Comparisons by Ability



R

A

N

K

1 Frontal~Cortex Motor~Cortex Negative

Superior~Parietal~Lobule~

neg

Inferior~Parietal~Lobule~

neg

Intraparietal~Sulcus~neg

Thalamus~neg


2 Parietal~Cortex

Superior~Parietal~

Lobule

Premotor~Cortex

Occipital~Cortex

Temporal~Cortex

MultiRegion

Frontal~Cortex

Orbitofrontal~Cortex~neg Parietal~ Basal~Ganglia

3 Temporal~ Brocas~Area

Prefrontal~Cortex Subcortical Motor~Cortex

4 Occipital~Cortex Occipital

Cingulate

Striatum

Dorsolateral~

Prefrontal~Cortex

5 MultiRegion

Note. Highest five primary and sub-regions. Bold = dominant regions. Ital = negative regions. Cells with multiple regions

indicate a tie in number of citations.

Table 18. Kinesthetic: Primary, Sub-region and Multi-Region Neural Comparisons by Ability.

Kinesthetic: Primary, Sub-Region and Multi-Region Comparisons by Ability



R

A

N

K

1 Frontal~Cortex Motor~Cortex Negative Motor~Cortex~neg Frontal~Cortex Motor~Cortex

2 Parietal~Cortex Primary~Motor~

Cortex

Frontal~Cortex

Parietal~Cortex

Basal~Ganglia~neg

Prefrontal~Cortex~neg Parietal~Cortex

Superior~Temporal~

Gyrus

3 Cerebellum Premotor~Cortex

Cingulate~Cortex

Premotor~Cortex~neg

Motor~Cortex Temporal~Cortex Primary~Somatosensory~Cortex

4 MultiRegion

Subcortical

Supplementary~

Motor~Area

Cerebellum

Subcortical

Primary~Motor~

Cortex

5 Basal~Ganglia Premotor~Cortex

Note. Highest five primary and sub-regions. Bold = dominant regions. Ital = negative regions. Cells with multiple regions

indicate a tie in number of citations.

Table 19. Musical: Primary, Sub-region and Multi-Region Neural Comparisons by Ability.

Musical: Primary, Sub-Region and Multi-region Comparisons by Ability



R

A

N

K

1 Frontal~Cortex Motor~Cortex Negative Superior~Temporal~

Gyrus~neg Frontal~Cortex Motor~Cortex

2 Temporal Superior~Temporal~

Gyrus MultiRegions Inferior~Frontal~Gyrus~neg Temporal

Superior~Temporal~

Gyrus

3 Subcortical Primary~Auditory

Cortex Temporal~ Parietal~Cortex Premotor~Cortex

4 Cerebellum Premotor~Cortex MultiRegion Prefrontal~Cortex

5 Parietal~Cortex Basal~Ganglia Cerebellum Primary~Motor~

Cortex

25


citations.

Phase 4. Investigating Resting-state Functional Connectivity (rsFC) for the Multiple Intelligences

This study of 48 rsFC studies found seven to fifteen neural networks that are clearly aligned with each of the

multiple intelligences and with general intelligence. Twelve whole brain, model-free rsFC investigations revealed 13

neural networks that are closely associated with seven of the eight intelligences. These data were supported by 35 region-

of-interest, model-dependent studies that also identified 20 sub-networks associated with multiple intelligences and

specific skills. These data indicate that the neural regions with cognitive correlates associated with the eight intelligences

form coherent units.

Table 20. Summary: rsFC Networks Associated with the Eight Multiple intelligences.

rsFC Neural Networks

Core Networks Intelligence Other Networks Intelligence

Default Mode Network Intrapersonal /

Interpersonal Language Linguistic

Visual Visual-spatial Auditory Musical (Linguistic)

SensoriMotor / Primary

Motor Kinesthetic Executive Control

Logical-math /

Intrapersonal

Fronto-Parietal Logical-math Salience Intrapersonal

Ventral and Dorsal Attention

Networks Interpersonal Cingulo-opercular Intrapersonal

Social Cognition Interpersonal

Somatic Marker

Circuitry

Interpersonal /

Intrapersonal

Cerebellar Kinesthetic

Basal Ganglia Kinesthetic

Note. Core Networks those most consistently identified by rsFC research. Other Networks are less frequently cited.

Table 21. Whole brain, Model-Free rsFC Networks Associated with the Multiple Intelligences – Summary.

Intelligence Networks Identified # studies Core Neural Structures Cognitive correlates

Visual-spatial Visual system 10

Three components:

1: mesial: striate, extra-striate, lingual gyrus

2: lateral visual areas:

Occipital pole, occipito-temporal regions

3: striate cortex, polar visual areas.

Mental imagery

Spatial visualization

Kinesthetic

SensoriMotor

Primary motor

Somato-Motor

Cerebellar

Basal Ganglia

12

2 Networks-Motor Strip

-precentral gyrus-post-central gyrus

-supplementary motor

-subcortical: thalamic

-primary motor and premotor areas,

-anterior pulvinar nuclei, insula,

-primary somatosensory, posterior cingulate,

Cerebellar-

- Retrosplenial

-lateral cerebellum, L & R

-inferior cerebellum

Large motor movement

Dexterity and coordinated

movements.

Musical Auditory

Auditory Motor Rhythm 6

Core regions:

-superior temporal gyrus (BA22)

-Heschl’s gyrus

-Insula

-postcentral gyrus (BA 1_2)

Sound processing

Linguistic Language 3 Temporo-parietal component

Core regions:

26

-inferior frontal gyrus

-medial temporal gyrus

-superior temporal gyrus

-angular gyrus

Logical-mathematical Fronto-Parietal

Executive Control 10

Lateralized fronto-parietal:

2 components:

-right hemisphere

-left hemisphere

-inferior frontal gyrus

-medial frontal gyrus

-precuneus

-inferior parietal

-angular gyrus

-DLPC: R & L

-intraparietal sulcus

-Executive functioning:

frontopolar area (BA 10), prefrontal cortex (BA

11), dorsal anterior cingulate (BA 32), and

superior

parietal cortex (BA 7)

General intelligence

Executive functions:

Planning, goals, control,

working memory

Intrapersonal

-Default mode network

(DMN)

-Executive Control

-Other networks:

-cingulo-opercular

-salience

11

Default mode network: core regions -

-precuenus/posterior cingulate

-dorsal anterior cingulate

-lateral parietal cortex

-mesial prefrontal

-hippocampi

-medial frontal gyrus

Self-reflection

Self- monitoring /control

Self-Regulation

Interpersonal

Default Mode Network

Ventral Attention

6

DMN:(see above)

Ventral Attention Network:

-superior

parietal lobules,

-dorsal lateral prefrontal cortex

-portions of the medial frontal gyrus

-Self reflection

-Social perception

Note. MI listed first followed by associated rsFC neural network(s) and the number of rsFC studies that identify these

networks. Core neural structures (if identified) are listed along with cognitive correlates.

27

Phase 5. Are there neural correlates for several Cognitive Qualities (Creativity, Insight and Aesthetic Judgment)

associated with the multiple intelligences that are different from the logical reasoning associated with general

intelligence?

An important argument against MI is that each intelligence is merely a different manifestation of the logical problem-

solving ability associated with general intelligence. This investigation of 94 neuroscientific studies found neural support

for the coherence of a new category of Cognitive Qualities as distinct from the convergent problem-solving of IQ. A

similar neural pattern was evidenced among the three Cognitive Qualities that are valued abilities integral to the

definition and practical expression of each of the eight intelligences.

Table 22. General Intelligence and Cognitive Qualities Main Neural Region Comparisons.

General Intelligence Cognitive Qualities

Main Region Count % Main Region Count %

Frontal Cortex 33 33.00 Frontal Cortex 127 39.32

Parietal Cortex 33 33.00 Temporal Cortex 53 16.41

Temporal Cortex 15 15.00 Parietal Cortex 45 13.93

Cingulate Cortex 12 12.00 Subcortical 31 9.60

Occipital Cortex 4 4.00 Cingulate Cortex 27 8.36

Insular Cortex 1 1.00 Occipital Cortex 17 5.26

Subcortical 1 1.00 Cerebellum 12 3.72

Cerebellum 1 1.00 Insular Cortex 11 3.41

Sum 100 Sum 323

Bold Shaded = shared highest neural regions.

Figure 8. Main Regions Associated with General Intelligence and Cognitive Qualities.

28

Table 23. Sub-regions Associated with General Intelligence and Cognitive Qualities.

General Intelligence Cognitive Qualities

Sub-Regions Ct. % Sub-Regions Ct. %

Inferior~Parietal~Lobule 13 11 Prefrontal~Cortex 42 9

Prefrontal~Cortex 12 10 Motor~Cortex 32 7

Anterior~Cingulate~Cortex 8 7 Basal~Ganglia 15 4

Inferior~Frontal~Gyrus 6 5 Inferior~Frontal~Gyrus 14 3

Supramarginal~Gyrus 5 4 Dorsolateral~Prefrontal~Cortex 14 3

Angular~Gyrus 4 3 Premotor~Cortex 14 3

Broca's~Area 4 3 Striatum 11 2

Superior~Parietal~Lobule 4 3 Superior~Parietal~Lobule 11 2

Posterior~Inferior~Frontal~Gyrus 4 3 Medial~Prefrontal~Cortex 11 2

Posterior~Parietal~Cortex 3 2 Medial~Temporal~Lobe 10 2

Superior~Temporal~Gyrus 3 2

Posterior~Cingulate~Cortex 3 2

Sum 132 Sum 497

These are the top 12 and 10 neural sub-regions associated with each intelligence. Bold Shaded = shared sub-regions.

Table 24. Primary Regions Comparisons for Cognitive Qualities Dimensions.

Cognitive Qualities Dimensions Primary Regions

Aesthetic ct % Creative ct % Insight/Intuitions ct %

Frontal~Cortex 29 37 Frontal~Cortex 72 39 Frontal~Cortex 26 44

Temporal~Cortex 13 16 Temporal~Cortex 35 19 Cingulate~Cortex 8 14

Subcortical 12 15 Parietal~Cortex 29 17 Parietal~Cortex 7 12

Parietal~Cortex 9 11 Cingulate~Cortex 15 8 Subcortical 6 10

Occipital~Cortex 7 8 Subcortical 13 7 Temporal~Cortex 5 8

Cingulate~Cortex 4 5 Cerebellum 8 4 Occipital~Cortex 3 5

Insular~Cortex 4 5 Occipital~Cortex 7 4 Cerebellum 3 5

Cerebellum 1 1 Insular~Cortex 6 3 Insular~Cortex 1 1

Totals 79 185 59

Bold = common to all three units; Ital = common to Creative and Insight.

Table 25. Sub-regions Comparisons for Cognitive Qualities Dimensions.

Cognitive Qualities Dimensions Sub-Regions

Aesthetic ct % Creative ct % Insight/Intuitions ct %

Motor~Cortex 10 11 Prefrontal~Cortex 27 13 Prefrontal~Cortex 10 16

Orbitofrontal~Cortex 6 7 Motor~Cortex 17 8 Motor~Cortex 5 8

Premotor~Cortex 5 5 Inferior~Frontal~Gyrus 11 5 Superior~Parietal~Lobu 5 8

Brainstem 5 5 Dorsolateral~Prefrontal 9 4 Basal~Ganglia 4 6

Prefrontal~Cortex 5 5 Basal~Ganglia 8 4 Anterior~Cingulate~Cortex 4 6

92

* Highest sub-regions. Bold = common to all three units; Ital = common to Creative and Insight.

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