UNIT 1

UNDERSTANDING THE SELF

 is the awareness of and the ability to understand one’s own thoughts and actions.
 It entails the ability to attain insights into one’s attitudes, motives, defenses, reactions, together
with the weaknesses and strengths.
 It is subjective sense of the self and a complex mixture of conscious and unconscious thoughts,
attitudes and perceptions.
 Understanding self represents the sum total of people’s conscious perception of their identity as
distinct from others.
 The self is not a static phenomenon but continues to develop and change throughout lives
 Self-understanding has been recognized as a competency for individuals to function efficiently in
any group of organization.
 It influences the individual’s ability to make key decisions about self and other people around
him.
 Understanding self-equips individuals with making more effective career and life choice, the
ability to lead, guide and inspire with authenticity.

SELF-CONCEPT
 It is the set of beliefs that would hold about who we are.
 It is the sum total of an individual’s beliefs about his or her own personal attributes.
 It is basically the individual’s image of the kind of person he or she is which includes the
awareness of being (what I am) and awareness of function (what I can do).
 Self-concept includes not only our perceptions of what we are but also of what we think, we
ought to be and would like to be.
 The latter component of the self is called the ideal self that represents the self-concept that an
individual would ideally want to possess.
 Our self-concept is “what we perceive ourselves to be,” and involves aspects of image and
esteem.
 How we see ourselves and how we feel about ourselves influences how we communicate with
others.
 What you are thinking now and how you communicate impacts and influences how others treat
you.
 Charles Cooley calls this concept the looking-glass self.
 We look at how others treat us, what they say and how they say it, for clues about how they
view us to gain insight into our own identity.
 Leon Festinger added that we engage in social comparisons, evaluating ourselves in relation to
our peers of similar status, similar characteristics, or similar qualities.
 The ability to think about how, what, and when we think, and why, is critical to intrapersonal
communication.
 Animals may use language and tools, but can they reflect on their own thinking? Self-reflection
is a trait that allows us to adapt and change to our context or environment, to accept or reject
messages, to examine our concept of ourselves and choose to improve.
  In the first quadrant of the figure, information is known to you and others, such as your height
or weight.
 The second quadrant represents things others observe about us that we are unaware of, like
how many times we say “umm” in the space of five minutes.
 The third quadrant involves information that you know, but do not reveal to others. It may
involve actively hiding or withholding information, or may involve social tact, such as thanking
your Aunt Martha for the large purple hat she’s given you that you know you will never wear.
 Finally, the fourth quadrant involves information that is unknown to you and your
conversational partners. For example, a childhood experience that has been long forgotten or
repressed may still motivate you. As another example, how will you handle an emergency after
you’ve received first aid training? No one knows because it has not happened.

Topic 2. TWO WAYS IN WHICH WE PERCEIVE OURSELVES

POSITIVE SELF-CONCEPT
 People with positive self-concept believe in themselves are confident about their ability to deal
with problems, make decisions and feel equal with others, have respect for themselves and
expect it from others.
 These are the people who are realistic in the assessment of themselves and can admit to a wide
range of feelings, behaviors and needs.
NEGATIVE SELF-CONCEPT
 These are the people who see themselves as failures and have negative, pessimistic image of
themselves who begin to act their part.
 These negative feelings feed on themselves and become a downward spiral, gradually
encompassing all of the people’s thoughts, actions and relationships.
 People with negative self-concept tend to complain constantly and find it difficult to accept
criticisms.
 Topic 3. ASPECTS OF SELF-CONCEPT

1. COGNITIVE ASPECT: SELF SCHEMA

 Self-schemas are cognitive generalizations about the self, derived from past experience, that
organize and guide the processing of self-related information.
2. AFFECTIVE/EVALUATIVE ASPECT: SELF-ESTEEM
 The self-esteem reflects the perceived the difference between an individual’s actual self-concept
(who I think I really am) and some ideal self-image (who I would really like to be).
3. BEHAVIORAL ASPECT: SELF PERCEPTION
 In Darn Bem (1972) influential self-perception theory reflects, we observe our behavior and our
situation in which it took place make attributions about why the behavior occurred and draw
conclusions about our won characteristic and disposition.
 In other words, we understand ourselves the same way we perceive and understand others.

COMPONENTS OF SELF-CONCEPT

SELF-IDENTITY
 A sense of personal identity is what sets one person apart as a unique individual that
includes a person’s name, gender ethnic identity, family status, occupation and roles.
 One’s personal identity begins to develop during childhood and is constantly reinforced
and modified throughout life.

BODY IMAGE
 Body image is an attitude about one’s physical attributes and characteristics, appearance
and performance.
 It is dynamic because any change in the body structure or function, including the normal
changes of growth and development can affect it.
 In simple terms, body image is: “…the perception that a person has of their physical self
and the thoughts and feelings that result from that perception.”
  (National Eating Disorders Collaboration) As this definition shows, body image isn’t just
one unidimensional construct. It’s made up of four aspects:
1. Perceptual body image: how you see your body
2. Affective body image: how you feel about your body
3. Cognitive body image: how you think about your body
4. Behavioral body image: the way you behave as a result of your perceptual, affective,
and cognitive body image (NEDC, 2017)
 When your body image is positive, you are able to accept, appreciate, and respect your
body (NEDC, n.d.).
 You won’t necessarily avoid feeling any insecurities or think your body is perfect, but you
will be able to acknowledge any insecurities for what they are and believe that your
body is perfect for you.

SELF-ESTEEM
 if the judgement of personal performance compared with the self-ideal.
 It is derived from a sense of receiving and giving love and being respected by others.
 Self-esteem refers to a person’s beliefs about their own worth and value.
 It also has to do with the feelings people experience that follow from their sense of
worthiness or unworthiness.
 Self-esteem is important because it heavily influences people's choices and decisions.
 In other words, self-esteem serves a motivational function by making it more or less
likely that people will take care of themselves and explore their full potential.
 People with high self-esteem are also people who are motivated to take care of
themselves and to persistently strive towards the fulfilment of personal goals and
aspirations.
 People with lower self-esteem don't tend to regard themselves as worthy of happy
outcomes or capable of achieving them and so tend to let important things slide and to
be less persistent and resilient in terms of overcoming adversity.
 They may have the same kinds of goals as people with higher self-esteem, but they are
generally less motivated to pursue them to their conclusion.

COMPONENTS OF SELF-ESTEEM

Self-confidence (feeling of security)

 This is the foundation of self-esteem.
 If we feel secure with our family, if we feel loved and our needs are met, our self-esteem
develops.
 That’s when we try to take our place and dare to try new things and new experiences.
 For example, when we learn to walk, we fall down the first few times, but with
encouragement, we develop our confidence and try again!
Identity
 This is the knowledge we have of ourselves.
 By experimenting, learning, and getting feedback from the people around us, we come
to identify our characteristics, abilities, needs, and feelings.
 Identity can be divided into several parts: including physical (the representation that
each person has of their own body) and social (how I come into contact with other
people, the groups I associate with, my economic situation, my place as a student,
worker, teen, how I act with my girlfriend or boyfriend, which sex attracts me, etc.).

Feeling of belonging
 We all belong to several groups: family, friends, school, sports team, etc.
 We also define ourselves by belonging to these groups, by the relationships we have
with other people and the experiences we have in these groups: feeling like part of a
group, feeling solidarity, seeking out the other group members, communicating well,
sharing, etc.
 The various groups we belong to allow us to feel understood and know that there are
people who are like us.

Feeling of competence
 To feel competent, we need to have different experiences, succeed and fail, and learn
new things.
 The feeling of competence is related to motivation: a person is motivated when they
face challenges that they are able to meet.
 Success results in a feeling of efficacy and pride that promotes self-esteem and pushes
the person to accept new challenges.

Self-esteem is not carved in stone. It changes and stabilizes based on the people we meet
and our life experiences. Although it can be a challenge during adolescence, one thing is
certain: the more different situations we face, the more we learn about ourselves and the
better we know who we are and who we want to identify with, what we don’t want to
repeat, and what we want for our lives.

ROLE PERFORMANCE
 Role refers to a set of expected behaviors determined by familial, cultural and social
norms.
 The level of self-esteem is dependent upon the self-perception of adequate role
performance in these various social roles.
SELF-AWARENESS AND SELF-EVALUATION
 “Always be yourself, express yourself, have faith in yourself, do not go out and look for a
successful personality and duplicate it” --Bruce Lee--
 Self- awareness is the explicit understanding that one exists which includes the concept
that one exists as an individual, separate from other people, with private thoughts.
 “Knowing yourself is the beginning of all wisdom.” – Aristotle
 Self-awareness is a comprehensive self-assessment of your potential, skills, and
competencies.
 It is the ability to know what you are doing to understand your moods and emotions;
and how they impact your life.
 With self-awareness, you identify your inner motivations, drivers, and the reasons
behind your actions.
 Self-awareness will also allow you to learn about the things you don’t like in your life so
that you can do the necessary improvements to live happier.
 To me, the main aim of self-awareness is to create a meaningful life so that you can live
in harmony with who you are really and what matters most to you.
 Self-awareness is the core step to tap into both emotional intelligence and leadership. It
is one of the keys of personal growth and success.
 It provides you with more authenticity, motivation, and confidence.
 It is a great skill that you can develop when the right tools are combined with consistent
practice.
 It gives you power and comfort. People who are more self-aware are more creative,
better communicator, and perform better at work.
 There is no right or wrong answers as it is about you, who you are, your goals, and
dreams.
 Ralph Ellison said, “When I discover who I am, I’ll be free.”
 It is true to me as knowing ourselves is the best freedom we ever have.
 It makes us detached from what others expect from us as we start caring more about
our own expectations and dreams.
 When we talk about self-awareness, we are often referring to the mind. Let’s dig a little
further to understand the role of the parts of the brain and their impact on our
thoughts, and emotions. There are 3 parts to consider:

1. The conscious part:

 called the neo-cortex or the rational brain. Its main function is reasoning, language, and
logic. This part is guided by the values and beliefs. It uses logic before reacting. Only 5%
of this part takes decisions; the other 95% of our decision making is handled by the
lower parts of the brain.
2. Subconscious part:
  called the limbic system or the emotional brain, which represents the second level of our
awareness. It is the area of emotions, feelings, and memories. It is responsible for
judgment as it decides if things are perceived good or bad. It is irrational, reacts without
analyzing situations, and dominated by its needs and instincts.
The unconscious part:
 basal ganglia, which is at the root of the brain. This is our instinctual center, usually can’t
access to it.

 What is the relationship of the three parts of the brain with self-awareness? To build
self-awareness, we must become conscious of these three parts and attempt to
strengthen our connection to all of them.
 Many research proved that most cases fail to reach a complete self-awareness because
they target only the neo-cortex or the rational pat (thoughts, beliefs, biases) as the real
drivers of our motivations or emotions come often from the other parts.
 It is for this reason; we need to enhance our understanding in regards to our emotions
and instincts or simply the parts below our consciousness.
 Integrating the various regions of the brain that control our feelings and instincts will be
a substantial help in increasing our self-awareness.
 Now, you may be wondering how you can raise self-awareness exploring all parts of the
brain.
 Self-awareness is the first step to self-improvement.
 Self-awareness knows what makes you tick.
 It understands your own needs and desires, knowing what your strengths and
weaknesses are, and being able to accurately assess your emotions.
 People who are self-aware know who they are at their core.
 The way in which researchers determine whether babies and animals are self-aware is by
putting a red dot on their forehead while they’re asleep or under anesthesia.
 They then place the animal or baby next to a mirror.
 The researchers then wait to see what happens when the subject that they’re studying
wakes up and looks in the mirror.
 Self-awareness is one of the key components of emotional intelligence (EI).
 Daniel Goleman, the guru of emotional intelligence, identified self-awareness as being
made up of emotional awareness, accurate self-assessment, and self-confidence.
 In other words, it is all about knowing your emotions, your personal strengths and
weaknesses, and having a strong sense of your own worth.

LEVELS OF SELF-AWARENESS

Confusion
  This is the degree zero of self-awareness, level 0 at which the individual is oblivious of
any mirror reflection, thus oblivious of the mirror itself.
 The specular image is confounded with the reality of the environment it reflects.
 It is perceived as a mere extension of the world, not a reflection of it.
 Birds flying into mirrors would express such level, as they sometime accidentally crash
into windows.
 They mistakenly perceive mirrors as extension of the environment, not as differentiated
objects.
 Pet owners know that placing a mirror in a canary cage is substitute for companionship
and triggers in the bird melodious courtship songs.
 It is also the level expressed by dogs, cats, or monkeys facing mirrors and posturing
endless aggressive displays to their own specular image as if they were confronting a
creature other than themselves (Zazzo, 1981).
 Note that this level also characterizes moments of absence when we, adult humans,
perceive and sometime frighten ourselves for an instant when experiencing our own
mirror reflection as another person surreptitiously facing us.

Differentiation
 This is the first sign that the individual is not oblivious of mirrors as reflection.
 At this level, there is a sense that what is perceived in the mirror is different from what is
perceived in the surrounding environment.
 More specifically, when perceiving the own specular image, the individual picks up the
fact that there is something unique about the experience, namely that there is a perfect
contingency between seen and felt movements.
 Beyond the confusion of the preceding level, this level entails some basic perceptual
differentiation.
 Differentiation between the experience of own bodily movements as reflected in the
mirror and the direct experience of other moving entities in the world.
 This is a first level of self-world differentiation: a differentiated self is expressed.

Situation
 Beyond the differentiation of the uniqueness of self-produced movements seen on the
surface of the mirror, the individual now is capable of systematically exploring the
intermodal link between seen movements on the mirror surface and what is perceived
of the own body proprioceptively.
 In other words, individuals now go beyond the awareness of matched surface
characteristics of seen and felt movements.
 They also explore how the experience of their own body relates to the specular image,
an image that is out there, projecting back at them what they feel from within.
 Western Samoan child confronted with his mirror reflection after a yellow ‘‘Post-It’’
sticker was surreptitiously placed on the top of his forehead (Photo P. Rochat) (For
 interpretation of the references to colour in this figure legend, the reader is referred to
the web version of this article.). 720 P. Rochat / Consciousness and Cognition 12 (2003)
717–731 As compared to the preceding level, this can be viewed as first signs of a
contemplative stance toward the specular image, a sort of proto-narcissistic stage
guided by self-exploration on a projected surface. At this level, there is no confusion.
 The individual is aware that what is seen on the mirror is unique to the self.
 In addition, the individual is also aware that what is seen is ‘‘out there,’’ on a surface
that is spatially situated in relation to the body: a situated self is expressed

Identification
 At this level, the individual manifests recognition, the fact that what is in the mirror is
‘‘Me,’’ not another individual staring and shadowing the self.
 There is more than differentiation and situation of self in relation to the specular image.
 This level is expressed when children refer explicitly to the self while exploring their own
specular image.
 As illustrated in Fig. 2, in the case of the ‘‘Post-It’’ sticker surreptitiously placed on the
childs forehead prior to mirror exposure, the child discovers it in the mirror and reaches
for it for touch or removal.
 This behavior is typically considered by developmental psychologists as the index of an
emerging conceptual self (Lewis & Brooks-Gunn, 1979; Bertenthal & Fisher, 1978;
Rochat, 1995), but also as a major cognitive landmark by evolutionary psychologists
(Gallup, 1982; Povinelli, 1993).
 At this level, the individual is capable of referring the specular image to the own body,
the latter being the referent of what is seen in the mirror.
 There is an identity relation between the self as experienced from within and what is
displayed on the polished surface of the mirror: an identified self is expressed.

Permanence
 The self is identified beyond the here and now of mirror experience.
 It can be identified in pictures and movies taken in the past, where the self might be
significantly younger, at a different location and dressed in different cloths.
 In other words, the identification of the self is not tied to the temporal simultaneity and
spatial coincidence of the body and its reflection whether in live videos or specular
images.
 The individual manifests a sense of self that perdures the immediacy of mirror
experience. A permanent self is expressed: an entity that is represented as invariant over
time and appearance changes

Self-consciousness or meta-self-awareness
 The self is now recognized not only from a first-person perspective, but also from a third
persons.
  Individuals are not only aware of what they are but how they are in the mind of others:
How they present themselves to the public eye (Goffman, 1959).
 The public outlook on the self is simulated for further evaluation of how one is perceived
and valued by others.
 The result of this evaluation, more often than not is either a devaluation or a delusion,
linked to so-called ‘‘selfconscious’’ emotions or attitudes such as pride or shame.
 A self-conscious self is expressed: an entity that is simulated and projected in the mind
of others.

BARRIERS TO SELF-AWARENESS

Firstly, our own bias

Many of us can feel uncomfortable with being conscious about our areas for development. In
our highly narcissistic and comparative culture it can feel counterintuitive to ask for help or
admit mistakes, for fear of being judged poorly or seen as weak. We want others to see the best
version of ourselves, which can mean we consciously or unconsciously end up hiding our faults.
We are notoriously bad at judging our own characters. Tasha Eurich reported that 95% of
people think they’re self-aware – that is, conscious of what really makes them tick and how they
come across to others – yet realistically she identifies that about 10-15% of us really are. You are
probably very familiar with this; your life is probably full of friends and colleagues who don’t
have any awareness of how others perceive them. However, the real point here is whether that
is also true of you? It is tricky to know ourselves fully when we have so many cognitive biases.
Just because it isn’t easy doesn’t mean we shouldn’t consciously work on becoming more self-
aware. It can be an uncomfortable process to develop self-awareness as we need to shed light
on those faults, we have been so good at hiding, not only to others but to ourselves also.

Secondly, feedback avoidance

Self-awareness is more than just understanding our personality traits, values, attitudes,
behaviors, habits and everything else that makes us tick. An equally, if not more valuable,
aspect
is being aware of how in sync our self-view is when compared to external perspectives, how
others see us. The humorous part is with no external data, the results of self-knowledge
assessments are presumed to be accurate, when instead they may reinforce the inaccurate
perceptions of ourselves. The result is that no external feedback can be harmful to both our
development and performance. The table below shows findings of a study by Rubin, Erich and
Dierdorff which clearly demonstrates the relationship between accurate self-awareness and
team effectiveness. When individuals were less self-aware (i.e., there was a large gap between
the assessments of their own behavioral contributions and the assessments of their team
members), the teams substantially suffered. In fact, teams with less self-aware individuals made
worse decisions, engaged in less coordination, and showed less conflict management. Correctly
understanding our own self-knowledge relative to others perspectives is therefore essential in
transforming introspection from just naval gazing into more accurate self-awareness, leading us
to greater success. Feedback from others can be an experience we would rather avoid; however,
it is a key principle of self-awareness.

Finally, taking action

You can read every self-development tip, you can listen other’s feedback and take every
personality profile available, but it will be pointless if you don’t put your learning into practice.
This is always one of the hardest steps to take, change requires us to step out from our comfort
zones, take risks and try things differently. When we are truly self-aware it enables us to take
the knowledge we have and that others have given us and apply it into practice, to develop both
personally and professionally. To be better. Sometimes these changes in our thinking, emotions
and behaviors won’t always go to plan, but the self-aware person will be able to admit these
mistakes and move on from them, honestly evaluating themselves and reforming their actions
accordingly.

TOPIC 1: POWER LEARNING STRATEGIES AND MULTIPLE INTELLIGENCES

 The importance of college education proves to be of great help to individuals who

dreamt of improving the way of life. The advantage of a college education is associated
with a higher rate of employment and better earnings.
 The college graduates’ earning gap between high school graduates has widened
considerably. In this, the professionals have realized that their earnings are directly
linked to the valuable education they have acquired from their respective college or
university.
 College Education is extremely helpful in creating and expanding a diverse network.
Finishing a college degree is essential for getting a good job and in converting the skills
into value for the organizational sector. A college student is equipped with
unprecedented qualities such as team-spirit, innovation, hard work and time
management.
 These virtues hardly encompass the high-school graduates, something that clearly
separates them with the ones embracing higher education.

Topic 2: Power Learning Strategies

• Why go to college
College degree is important in attaining long-term financial gain, job stability, career satisfaction
and success outside of the workplace. With more and more occupations requiring advanced
education, a college degree is contributory to your success in today's competitive workforce.
The many reasons why people work hard to achieve good education are the following:
• Earn money
• Break out of your shell
• Gain new skills
• Find better direction
• Live healthier and happier life
• Expand career option
• See the world
• Get involved
• Steps of Power Learning

P.O.W.E.R.: Prepare, Organize, Work, Evaluate, and Rethink. Each step in the process provides
students with a strategy that will help them achieve success not only in the academic realm but
in their careers.
How do you prepare? What are you going to evaluate?
How do you organize? Why do you rethink? For what?
What work are you supposed to focus on?

Learning is an endeavor that you keep in mind. A purposeful action to gather information and
then validate the accuracy of that information through experience and use. Learning is the
cognitive process of acquiring skill or knowledge. It is a process of acquiring new or modifying
existing knowledge, behaviours, skills, values, or preferences. It is knowing or discovering
something and becoming aware of the existence of something.

More often success depends on how a student embraces and masters the following seven
strategies in studying and learning:
• Learn how to take effective notes in class.
• Review the text and your reading notes prior to class.
• Participate in class discussion and maybe even join a study group.
• Go to office hours and ask your instructor questions.
• Give yourself enough time to research, write, and edit your essays in manageable stages.
• Take advantage of online or on-campus academic support resources.
• Spend sufficient time studying.

Another strategy to consider implementing is group study. For example, rather than relying just
on your own knowledge, notes, and skills, try studying with other students in your difficult
classes. Studying in a group gives every group member a chance to ask questions and talk about
concepts.
Overall, students struggle in college not because of natural intellect or smarts, but because of
time management, organization, and lack of quality study time. The good news is that there are
ways to combat this, specifically by doing things like creating a regular study schedule, studying
in groups, and taking advantage of your school’s academic resources, like a tutoring center,
instructor office hours, and any available online help.
• Developing Good Study Skills

Understanding Yourself as a Learner

1. Learning style refers to the way you prefer to take in new information, by seeing, by listening,
or through some other channel.
• What times of day are you most productive? If your energy peaks early, you might
benefit from setting early morning time for studying or writing. If you are a night owl,
target aside a few evenings a week for schoolwork.
• How much clutter can you handle in your work space? Some people work fine at a
messy desk and know exactly where to find what they need in their stack of papers;
however, most people benefit from maintaining a neat, organized space.
• How well do you juggle potential distractions in your environment? If you can study at
home without being tempted to turn on the television, check your e-mail, fix yourself a
snack, and so on, you may make home your work space. However, if you need a less
distracting environment to stay focused, you may be able to find one on your college’s
campus or in your community.
• Does a little background noise help or hinder your productivity? Some people work
better when listening to background music or the low hum of conversation in a coffee
shop. Others need total silence.
• When you work with a partner or group, do you stay on task? A study partner or group
can sometimes be invaluable. However, working this way takes extra planning and
effort, so be sure to use the time productively. If you find that group study sessions
turn into social occasions, you may study better on your own.
• How do you manage stress? Accept that at certain points in the semester, you will feel
stressed out. In your day-to-day routine, make time for activities that help you reduce
stress, such as exercising, spending time with friends, or just scheduling downtime to
relax.

To begin identifying your learning style, think about how you would go about the process of
assembling a piece of furniture. Which of these options sounds most like you?

• You would carefully look over the diagrams in the assembly manual first so you could
picture each step in the process. If you chose this style of learning, you may be a visual
learner 2. You understand ideas best when they are presented in a visual format, such
as a flowchart, a diagram, or text with clear headings and many photos or illustrations.
 • You would silently read the directions through, step by step, and then look at the
diagrams afterward. If you chose this style of learning, you may be a verbal learner.
You understand ideas best through reading and writing about them and taking detailed
notes.
• You would read the directions aloud under your breath. Having someone explain the
steps to you would also help. If you chose (c), you may be an auditory learner. You
understand ideas best through listening. You learn well from spoken lectures or books
on tape.
• You would start putting the pieces together and figure out the process through trial
and error, consulting the directions as you worked. If you chose this type, you may be a
kinesthetic learner. You learn best through doing and prefer hands-on activities. In
long lectures, fidgeting may help you focus.

Learning Styles and Multiple Intelligences

• Multiple Intelligences Model

 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, which only focuses on
cognitive abilities.
 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.
 One such conception is the theory of multiple intelligences proposed by Harvard
psychologist Howard Gardner.

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.

Strengths: Visual and spatial judgment

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

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.

Strengths: 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

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.

Strengths: Analyzing problems and mathematical operations

People with logical-mathematical intelligence:
• Have excellent problem-solving skills
• Enjoy thinking about abstract ideas
• Like conducting scientific experiments
• Can solve complex computations

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.

Strengths: 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

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.

Strengths: 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

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.

Strengths: 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

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.

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

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.

Strengths: 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

Existentialistic Intelligence