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"What's in a name. That which we call a rose by any other name would smell just as sweet". Shakespeare uses this line in Romeo and Juliet to argue that names are irrelevant. Well, I hate to disagree with the Bard of Avon, but names can tell us a great deal, especially when it comes to place names.

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"What's in a name. That which we call a rose by any other name would smell just as sweet". Shakespeare uses this line in Romeo and Juliet to argue that names are irrelevant. Well, I hate to disagree with the Bard of Avon, but names can tell us a great deal, especially when it comes to place names.

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ABBA - Knowing Me, Knowing You (Official Music Video)

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This form can help you determine which intelligences are strongest for you. If you're a teacher or tutor, you can also use it to find out which intelligences your learner uses most often. Many thanks to Dr. Terry Armstrong for graciously allowing us to use his questionnaire.

Instructions: Read each statement carefully. Choose one of the five buttons for each statement indicating how well that statement describes you.

1 = Statement does not describe you at all
2 = Statement describes you very little
3 = Statement describes you somewhat
4 = Statement describes you pretty well
5 = Statement describes you exactly

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This form can help you determine which intelligences are strongest for you. If you're a teacher or tutor, you can also use it to find out which intelligences your learner uses most often. Many thanks to Dr. Terry Armstrong for graciously allowing us to use his questionnaire. Instructions: Read each statement carefully.

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Liveworksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Big Mountain - Baby I Love Your Way(1994)

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Multiple Intelligences concepts and VAK ( or VARK or VACT ) learning styles models offer relatively simple and accessible methods to understand and explain people's preferred ways to learn and develop. Occasionally well-intentioned people will write that the use of such models and tests is wrong because it 'pigeon-holes' people and ignores the point that we are all a mixture of styles and preferences, and not just one single type, which is true. Please remember that over-reliance on, or extreme interpretation of, any methodology or tool can be counter-productive.

In the case of the Multiple Intelligences model, and arguably to a greater extent VAK (because VAK is such a simple model), remember that these concepts and tools are aids to understanding overall personality, preferences and strengths - which will almost always be a mixture in each individual person.

Therefore, as with any methodology or tool, use Multiple Intelligences concepts, VAK and other learning styles ideas with care and interpretation according to the needs of the situation.

Multiple Intelligences Theory

Howard Gardner's Multiple Intelligence Theory was first published in Howard Gardner's book, Frames Of Mind (1983), and quickly became established as a classical model by which to understand and teach many aspects of human intelligence, learning style, personality and behaviour - in education and industry. Howard Gardner initially developed his ideas and theory on multiple intelligences as a contribution to psychology, however, Gardner's theory was soon embraced by education, teaching and training communities, for whom the appeal was immediate and irresistible - a sure sign that Gardner had created a classic reference work and learning model.

Howard Gardner was born in Scranton, Pennsylvania USA in 1943 to German Jewish immigrant parents, and entered Harvard in 1961, where, after Gardner's shift from history into social relations (which included psychology, sociology, and anthropology) he met his early mentor Erik Erikson. Later Gardner was also influenced by psychologists Jeane Piaget, Jerome Bruner, and philosopher Nelson Goodman, with whom Gardner co-founded 'Project Zero' in 1967 (focusing on studies of artistic thought and creativity). Project Zero's 1970's 'Project on Human Potential', whose heady aim was to address 'the state of scientific knowledge concerning human potential and its realization', seems to have been the platform from which Gardner's multiple intelligences ideas grew, and were subsequently published in Gardner's Frames Of Mind 1983 book. A wonderful example of 'thinking big' if ever there was one.

At the time I write/revise this summary (2005-2012) Howard Gardner is the (John H and Elisabeth A) Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education; he serves as adjunct Professor at Harvard University, Boston University School of Medicine, and remains senior director of Harvard Project Zero. Gardner has received honorary degrees from at least twenty foreign institutions, and has written over twenty highly regarded books on the human mind, learning and behaviour. How ironic then that Gardner, who has contributed so much to the understanding of people and behaviour, was born (according to his brief auto-biographical paper 'One Way To Make Social Scientist', 2003), cross-eyed, myopic, colour-blind and unable to recognise faces. There's hope for us all.

Since establishing his original multiple intelligences model, Howard Gardner has continued to develop his thinking and theory, so you will see references to more than the seven intelligences nowadays. Gardner most recently refers to their being eight or nine intelligences.

This article chiefly focuses on the original seven intelligences model.

Howard Gardner

This simple grid diagram illustrates Howard Gardner's model of the seven Multiple Intelligences at a glance.

Free multiple intelligences tests based on Howard Gardner's seven-intelligences model are available below in MSExcel self-calculating format, manual versions in MSExcel and pdf, and manual test versions for young people.

Gardner said that multiple intelligences were not limited to the original seven, and he has since considered the existence and definitions of other possible intelligences in his later work. Despite this, Gardner seems to have stopped short of adding to the seven (some might argue, with the exception of Naturalist Intelligence) with any clearly and fully detailed additional intelligence definitions. This is not because there are no more intelligences - it is because of the difficulty of adequately and satisfactorily defining them, since the additional intelligences are rather more complex than those already evidenced and defined.

Not surprisingly, commentators and theorists continually debate and interpret potential additions to the model, and this is why you might see more than seven intelligences listed in recent interpretations of Gardner's model. As mentioned above, Naturalist Intelligence seems most popularly considered worthy of inclusion of the potential additional 'Gardner' intelligences.

Additional Intelligences

If you think about the items above it's easy to see why Gardner and his followers have found it quite difficult to augment the original seven intelligences. The original seven are relatively cut and dried; the seven intelligences are measurable, we know what they are, what they mean, and we can evidence or illustrate them. However the potential additional human capabilities, perceptions and attunements, are highly subjective and complex, and arguably contain many overlapping aspects. Also, the fact that these additional intelligences could be deemed a measure of good or bad poses extra questions as to their inclusion in what is otherwise a model which has hitherto made no such judgement (good or bad, that is - it's a long sentence...).

Breakdown

The more detailed diagram below expands the detail for the original seven intelligences shown above, and also suggests ideas for applying the model and underpinning theories, so as to optimise learning and training, design accelerated learning methods, and assess training, learning suitability and effectiveness.

6

Interpersonal

perception of other people's feelings ; ability to relate to others; interpretation of behaviour and communications; understands the relationships between people and their situations, including other people

therapists, HR professionals, mediators, leaders, counsellors, politicians, educators, sales-people, clergy, psychologists, teachers, doctors, healers, organisers, carers, advertising professionals, coaches and mentors; (there is clear association between this type of intelligence and what is now termed 'Emotional Intelligence' or EQ )

interpret moods from facial expressions; demonstrate feelings through body language ; affect the feelings of others in a planned way; coach or counsel another person

human contact, communications, cooperation, teamwork

7

Intrapersonal

self-awareness , personal cognisance, personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change

arguably anyone (see note below) who is self-aware and involved in the process of changing personal thoughts, beliefs and behaviour in relation to their situation, other people, their purpose and aims - in this respect there is a similarity to Maslow's Self-Actualisation level, and again there is a clear association between this type of intelligence and what is now termed 'Emotional Intelligence' or EQ

consider and decide one's own aims and personal changes required to achieve them (not necessarily reveal this to others); consider one's own 'Johari Window' , and decide options for development; consider and decide one's own position in relation to the Emotional Intelligence model

self-reflection, self-discovery

Roles and intrapersonal intelligence : Given that a 'role' tends to imply external style/skills, engagement, etc., the intrapersonal ability is less liable to define or suggest a certain role or range of roles than any of the other characteristics. That said, there is a clear correlation between intrapersonal ability/potential and introverted non-judgemental roles/working styles. Intrapersonal capability might also be seen as the opposite of ego and self-projection. Self-awareness is a prerequisite for self-discipline and self-improvement. Intrapersonal capacity enables an emotionally mature ('grown-up') response to external and internal stimuli. The intrapersonal characteristic might therefore be found among (but most definitely not extending to all) counsellors, helpers, translators, teachers, actors, poets, writers, musicians, artists, and also any other role to which people can bring emotional maturity , which commonly manifests as adaptability, flexibility, facilitation, reflection, and other 'grown-up' behaviours. There are also associations between intrapersonal capacity and Erikson's ' generative ' perspective, and to an extent Maslow's self-actualization , that is to say: both of these 'life-stages' surely demand a reasonably strong level of self-awareness, without which adapting one's personal life, outlook and responses to one's environment is not easy at all.

Tests

free Multiple Intelligences test (based on Howard Gardner's model) - in MSExcel self-calculating format, and other versions:

free Multiple Intelligences test - manual test in MSExcel

free Multiple Intelligences test - manual test in pdf format

free Multiple Intelligences test - manual test for young people in MSExcel

free Multiple Intelligences test - manual test for young people in pdf format

Multiple Intelligences descriptions - pdf format

(If you are using a test to help people identify and develop unique personal potential, especially for young people , try using the test in conjunction with the Fantasticat idea, or similar ways to focus on individual potential, rather than the more narrow imposed measures found typically in young people's education systems. Many young people (and older people too..) mistakenly form a dim view of their capabilities and potential according to typical academic measures in schools, which remain largely oriented towards university and higher education expectations. The spectrum of human capability, and the potential to be valued and productive in life, are much broader than this, which are central aspects of multiple intelligence theory. Encouraging people to think beyond traditional academic measures of value and talent is a vital early step to enabling better self-esteem and bigger personal belief, confidence and aspiration.)

Is this test scientifically validated or normed?..

This free Multiple Intelligences testing instrument has not been scientifically validated or normed.

If your research or study requires the use of a scientifically validated instrument then this instrument may not be suitable for your work. However, where you have reason/flexibility to justify the use of a free 'non-scientifically-validated' instrument, the following details about this test (and its various versions) might be of help to you in deciding whether to use it:

This instrument is a simple directly reflective assessment tool which works in a single dimension. That is, the results are produced directly from the inputs (the scored answers to the statement questions). There are no complex computations or correlations or scaling. As such it is less prone to distortion or confusion than a more complicated testing methodology might be, especially one involving convoluted formulae or scales on several dimensions. The instrument in its various versions has been downloaded and used tens of thousands of times by teachers, trainers, managers, academics, and researchers all around the world since 2005, and (to my knowledge) has not generated any complaint or criticism about its reliability and suitability for purpose. Additionally, this webpage featuring the instrument download links has been highly ranked (top five or so in Google's listings for keywords such as 'multiple intelligence tests') for several years and remains so, with zero advertising and promotion, which is perhaps a virtual validation of sorts.

That said, I repeat, the instrument has not been scientifically validated, and where you are definitely required to use an instrument that has been scientifically validated or normed, then this free tool is probably not the right one for you.

Principles and Interpretation

Howard Gardner asserts certain principles relating to his multiple intelligence theory, which are explained and interpreted here, along with implications and examples:

The multiple intelligences theory represented/represents a definition of human nature, from a cognitive perspective, ie., how we perceive; how we are aware of things.

This provides an absolutely pivotal and inescapable indication as to people's preferred learning styles , as well as their behavioural and working styles , and their natural strengths . The types of intelligence that a person possesses (Gardner suggests most of us are strong in three types) indicates not only a persons capabilities, but also the manner or method in which they prefer to learn and develop their strengths - and also to develop their weaknesses.

So for example:

A person who is strong musically and weak numerically will be more likely to develop numerical and logical skills through music, and not by being bombarded by numbers alone.

A person who is weak spatially and strong numerically, will be more likely to develop spatial ability if it is explained and developed by using numbers and logic, and not by asking them to pack a suitcase in front of an audience.

A person who is weak bodily and physically and strong numerically might best be encouraged to increase their physical activity by encouraging them to learn about the mathematical and scientific relationships between exercise, diet and health, rather than forcing them to box or play rugby.

The pressure of possible failure and being forced to act and think unnaturally, have a significant negative influence on learning effectiveness. Happy relaxed people learn more readily than unhappy stressful people.

A person's strength is also a learning channel. A person's weakness is not a great learning channel. Simple huh?

When you add in what we know about personal belief and confidence it all begins to make even more sense. Develop people through their strengths and we not only stimulate their development - we also make them happy (because everyone enjoys working in their strength areas) - and we also grow their confidence and lift their belief (because they see they are doing well, and they get told they are doing well too).

Developing a person's strengths will increase their response to the learning experience, which helps them to develop their weaknesses as well as their strengths.

Having illustrated that sensible use of a person's natural strengths and types of intelligence is a good thing it's important to point out that intelligence in itself is not a measure of good or bad, nor of happy or sad.

The different intelligences - in Gardner's context (and normally in most other interpretations and definitions of the term) - are not a measure or reflection of emotion type. Intelligences are emotionally neutral. No type of intelligence is in itself an expression of happiness or sadness; nor an expression of feeling good or good or bad.

In the same way, the multiple intelligences are morally neutral too. No type of intelligence is intrinsically right or wrong. In other words, intelligences are amoral, that is, neither moral nor immoral - irrespective of a person's blend of intelligences.

Intelligences are separate to the good or bad purposes to which people apply whatever intelligences they possess and use. Intelligences are not in themselves good or bad.

The types of intelligences that a person possesses are in themselves no indication or reflection - whatsoever - of whether the person is good or bad; happy or sad, right or wrong.

People possess a set of intelligences - not just one type and level of intelligence. This was a primary driver of Gardner's thinking; the fact, or assertion, that intelligence is not a single scalable aspect of a person's style and capability. Historically, and amazingly a perception that still persists among many people and institutions and systems today, intelligence was/is thought to be measurable on a single scale: a person could be judged - supposedly - to have a high or low or average intelligence; or a person would be considered 'intelligent or 'unintelligent'. Gardener has demonstrated that this notion is ridiculous.

Intelligence is a mixture of several abilities (Gardner explains seven intelligences, and alludes to others) that are all of great value in life. But nobody's good at them all. In life, we need people who collectively are good at different things. A well-balanced world, and well-balanced organisations and teams, are necessarily comprised of people who possess different mixtures of intelligences. This gives the group a fuller collective capability than a group of identically able specialists.

Incredibly many schools, teachers, and entire education systems, persist in the view that a child is either intelligent or not, and moreover that the 'intelligent' kids are 'good' and the 'unintelligent' kids are 'bad'. Worse still many children grow up being told that they are not intelligent and are therefore not of great worth; (the "you'll never amount to anything" syndrome is everywhere).

Schools aren't the only organisations which, despite all that Gardner has taught us, commonly still apply their own criteria (for example IQ - 'Intelligence Quotient' - tests) to judge 'intelligence', and then label the candidate either worthy or not. Adult people in work in organisations and business are routinely judged by inappropriate criteria, and then written off as being worthless by the employer. This type of faulty assessment is common during recruitment, ongoing management, and matters of career development and performance review.

The fact is that we are all intelligent in different ways.

The most brilliant scientific professor may well have exceptional intelligence in a number of areas (probably Logical-Mathematical, and one or two others) but will also be less able in other intelligences, and could well be inept in some.

By the same token, a person who struggles with language and numbers might easily be an excellent sportsman, or musician, or artist.

A hopeless academic, who is tone-deaf and can't add up, could easily possess remarkable interpersonal skills.

Many very successful business-people were judged to be failures at school. They were of course judged according to a very narrow definition of what constitutes intelligence.

Many very successful and fulfilled people in life were also judged to be failures at school - brilliant scientists, leaders, writers, entertainers, sports-people, soldiers, humanitarians, healers, religious and political leaders - all sorts of happy, fulfilled remarkable people - they too were judged according to a very narrow definition of what constitutes intelligence.

Each one of us has a unique and different mix of intelligence types, and commonly the people with the least 'conventional' intelligence (as measured using old-fashioned narrow criteria), actually possess enormous talent - often under-valued, unknown and under-developed.

Gardner, and others, pointed out that managing people and organising a unique mixture of intelligence types is a hugely challenging affair.

It starts however with the recognition that people have abilities and potential that extend far beyond traditional methods of assessment, and actually far beyond Gardner's seven intelligences, which after all are only a starting point.

Gardner was one of the first to teach us that we should not judge and develop people (especially children, young people, and people at the beginnings of their careers) according to an arbitrary and narrow definition of intelligence. We must instead rediscover and promote the vast range of capabilities that have a value in life and organisations, and then set about valuing people for who they are, what they can be, and helping them to grow and fulfil their potential.

Other Intelligences and Models

Gardner said from the beginning that there could be additional intelligences worthy of inclusion within the model, and I certainly agree. Notably, Gardner discussed Naturalist Intelligence (perception of and relationship with the natural environment); Spiritual or Existential Intelligence (as would concern one's relationship with the universe or God, depending on one's personal philosophy); and Moral Intelligence (one's relationship with other living things and their well-being).

Thus the model is extendable to modern ideas beyond those listed in the seven basic intelligences. As already discussed, defining additional intelligences is not easy. But they do exist, and people do possess capabilities, potential and values far beyond the seven original 'multiple intelligences'.

Gardner knew - as we can now see - that his multiple intelligences theory left some room to grow, however, while so many are still stuck on IQ and the 'Three R's' (the hackneyed 'Reading Writing and Arithmetic' - I ask you - how can so many buy into a framework that has so effortlessly assumed such a ridiculous description?...), the seven intelligences are a bloody good first step towards valuing and developing people in a more compassionate and constructive way.

If first, we concentrate on encouraging schools and industry to think beyond IQ and the bleeding three R's - then perhaps soon we'll be ready for morality and spiritualism.

VAK

The VAK ( or VARK or VACT ) learning styles model and related VAK/VARK/VACT tests (and for that matter the Multiple Intelligences concepts) offer reasonably simple and accessible methods to understand and explain people's preferred ways to learn. Occasionally well-intentioned people will write that the use of such models and tests can be problematical. This is true of course of any tool if undue reliance is placed on the methodology, or if the results of tests are treated as absolute and exclusive of other styles and considerations in the overall mix of a person's personality and needs.

As with any methodology or tool, use VAK and other learning styles concepts with care. The concepts are an aid, not a dogma to be followed and applied rigidly. See the notes for using Learning Styles with young people on the Kolb Learning Styles page.

In addition to the VAK guide below, further VAK detail and VAK tests are available on the VAK tests page .

The explanation and understanding of Gardner's Seven Intelligences can be further illuminated and illustrated by looking at another classical intelligence and learning styles model, known as the Visual-Auditory-Kinesthetic (or Kinaesthetic - either is correct) learning styles model or 'inventory', usually abbreviated to VAK. Alternatively, the model is referred to as Visual-Auditory-Physical, or Visual-Auditory-Tactile/Kinesthetic. The VAK concept, theories and methods (initially also referred to as VAKT, for Visual-Auditory-Kinesthetic-Tactile) were first developed by psychologists and teaching specialists such as Fernald, Keller, Orton, Gillingham, Stillman and Montessori, beginning in the 1920's. The VAK multi-sensory approach to learning and teaching was originally concerned with the teaching of dyslexic children and other learners for whom conventional teaching methods were not effective. The early VAK specialists recognised that people learn in different ways: as a very simple example, a child who could not easily learn words and letters by reading (visually) might for instance learn more easily by tracing letter shapes with their finger (kinesthetic). The VAK theory is a favourite of the accelerated learning community, and continues to feature - although not nearly as strongly as it should do - in the teaching and education of young people. The Visual-Auditory-Kinesthetic learning styles model does not overlay Gardner's multiple intelligences; rather the VAK model provides a different perspective for understanding and explaining a person's preferred or dominant thinking and learning style, and strengths. Gardner's theory is one way of looking at thinking styles; VAK is another.

According to the VAK model, most people possess a dominant or preferred learning style, however, some people have a mixed and evenly balanced blend of the three styles.

A person's learning style is a reflection of their mix of intelligences. It is also a reflection of their brain type and dominance, for which a wonderful perspective is provided by Katherine Benziger's brain dominance model .

It is also helpful to look at Kolb's learning styles model .

The VAK learning styles model provides a very easy and quick reference inventory by which to assess people's preferred learning styles, and then most importantly, to design learning methods and experiences that match people's preferences :

Visual learning style involves the use of seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc.

Auditory learning style involves the transfer of information through listening: to the spoken word, of self or others, of sounds and noises.

Kinesthetic learning involves physical experience - touching, feeling, holding, doing, practical hands-on experiences.

The word 'kinesthetic' describes the sense of using muscular movement - physical sense in other words. Kinesthesia and kinesthesis are root words, derived from the Greek kineo, meaning move, and aisthesis, meaning sensation. Kinesthetic therefore describes a learning style which involves the stimulation of nerves in the body's muscles, joints and tendons. This relates to the colloquial expression 'touchy-feely'.

It is easy to begin to assess your own or another person's learning style within the Visual-Auditory-Kinesthetic model.

VAK Indicators

Here are some common indicators, which can be converted into a questionnaire very easily. Ask the person to score each statement and then total each column to indicate learning style dominance. There are no right and wrong answers. See also the longer version free VAK learning styles test .

You can use this grid as a simple learning style indicator questionnaire - for example score each box out of five or ten and then put the total for each column in the boxes below. The totals will indicate your relative learning style preference and mix. There are no right or wrong answers.

See also the longer version free VAK learning styles test questionnaire , including assessment and scoring instructions.

VARK and VACT

Consistent with many other classical models and theories (for example Tuckman's Forming Norming etc. , definition of Kinesthetic above ).

It's up to you. As ever, use these models and theories in ways that suit your purposes.

Apply your own judgement and interpretation so that you get the best out of them, and where possible even improve and adapt them for your own situation. As the quote says, "A dwarf standing on the shoulders of a giant may see farther than the giant himself" (Didacus Stella, circa AD60).

Also relevant to the subject of intelligence, particularly the fact that 'intelligence', however it is defined, is never as important as the way we use our brains, and make the best of ourselves:

"Many highly intelligent people are poor thinkers. Many people of average intelligence are skilled thinkers. The power of a car is separate from the way a car is driven." (Edward de Bono, b.1933, British psychologist, writer and expert on thinking.)

(More inspirational quotes .)

Relevant publications and references:

One Way To Make Social Scientist - Howard Gardner, 2003

Multiple Intelligences: Theory in practice - Howard Gardner, 1993

Frames of Mind: Theory of multiple intelligences - Howard Gardner, 1983

Intelligence Reframed: Multiple Intelligences for the 21st century - Howard Gardner, 1999

Leading Minds: An anatomy of leadership - Howard Gardner, 1995

The Shattered Mind - Howard Gardner, 1975

Howard Gardner and Multiple Intelligences - Mark Smith, 2005 (Encyclopedia of Informal Education, www.infed.org)

Related Materials

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Howard Gardner: Multiple Intelligences Theory - BusinessBalls.com

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Gardner's Multiple Intelligences Theory, principles, breakdown and interpretations. Also read for VAK (Visual Auditory Kinesthetic) learning styles model.

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Emotional intelligence, otherwise known as EQ, helps us better understand what motivates others. It also helps us work more cooperatively with others.

The more skillful you are at discerning the feelings behind others' signals the better you will be able to control the signals you send back to them. As a result, you will be more successful in life.

The good news is, that emotional intelligence is something you can improve upon.

Before you read on, we thought you might like to download our 3 Emotional Intelligence Exercises for free. These science-based exercises will not only enhance your ability to understand and work with your emotions but will also give you the tools to foster the emotional intelligence of your clients, students, or employees.

In order to be successful in life, it's important to develop the skills of emotional intelligence so that you can better understand and negotiate with people better.

According to the book written by Daniel Goleman, Emotional Intelligence: Why it can Matter More than IQ, the concept of emotional intelligence could even be more important than IQ when it comes to success.

Emotional Intelligence Frameworks: What Are They?

Emotional intelligence is a widely discussed topic in psychology and it has received extensive media attention over the past two decades (Matthews, Roberts, & Zeidner, 2002).

Emotional intelligence is a set of skills that are thought to contribute to the appraisal of emotions in oneself and others. It can also help contribute to the effective regulation of emotions as well as feelings (Salovey & Mayer, 1990).

In comparison to emotional intelligence, the idea of an IQ tends to be more focused on solving problems. This is a much more clear-cut way of looking at things when compared to something like EQ.

However, as we know, there are many other factors involved when it comes to predicting success.

In the 90's, Salovey and Mayer suggested that one's ability to understand, regulate and use emotions could actually be measured and studied.

The publication of Goleman's emotional intelligence book in 1995 signified the beginning of a new trend. As a result, this concept became much more widely recognized.

While not everyone agrees with the idea of Goleman's model of emotional intelligence, there is general agreement that it does exist, and that it is a factor that comes into play in terms of professional and personal success.

Goleman's prototype describes Emotional Intelligence or EQ in terms of five realms that are split among four sections. Two of these realms are related to personal competencies while others are related to social competencies.

Five Domains of Emotional Intelligence

Daniel Goleman's model of emotional intelligence includes five realms.

1. Know your emotions.

2. Manage your emotions.

3. Motivate yourself.

4. Recognize and understand other people's emotions.

5. Manage relationships (others' emotions)

These five realms are broken down into four quadrants:

1. Self-Awareness.

2. Social Awareness.

3. Self-Management.

4. Relationship Management.

The idea of emotional intelligence is widely recognized as a positive trend, because it is something that can be improved and developed.

While everyone may not accept this, research suggests that emotional intelligence is something that one can improve upon over time.

Personal competence is comprised of self-awareness and self-management.
Self-awareness has to do with self-confidence, awareness of your emotional state, recognizing how your behavior impacts others and paying attention to how others influence your emotional state.
Self-management is about keeping disruptive emotions and impulses in check, acting in congruence with your values, handling change flexibly, and pursuing goals and opportunities despite obstacles and setbacks.

Social competence is comprised of social awareness and relationship management.
Social awareness competencies include things like picking up on the moods of others, caring about what others are going through and really hearing what someone else is saying.
Relationship management competencies involve getting along well with others, handling conflict, clearly expressing ideas and using sensitivity to manage others' feelings.

In terms of emotional intelligence, self-awareness and self-management have to do with our ability to relate to ourselves.

Social awareness and relationship management have to do with our ability to relate to others.

Self-Awareness

"If you understand your own feelings you get a really great handle on how you're going to interact and perform with others...So one of the first starting points is, 'what's going on inside of me?'"

Chuck Wolfe President, C.J. Wolfe Associates, LLC

Self-awareness involves being able to read your own emotions and recognize their impact. It also involves knowing your strengths and limits and having a sense of self-confidence.

It's about having the ability to both recognize and better understand moods and emotions and about understanding what drives those moods and emotions and how that affects others.

In order to practice this skill, you must develop an awareness of your own emotional states.

Self-Management

Self-management competencies involve having a sense of achievement, displaying honesty, integrity and, trustworthiness and being able to keep disruptive emotions under control.

It also involves having a sense of optimism, being adaptable and flexible and recognizing and seizing opportunities as they arrive. Those who practice this competency accept responsibility and learn to choose their own emotional response.

Self-management also involves learning to re-frame stressful situations into situations that are simply challenging. Tuning into those emotional triggers can help you better manage your emotions as well.

Social Awareness

Social awareness competencies involve being able to sense other people's emotions, understanding their unique perspectives and learning to take an active interest in things they are concerned about.

It also involves having a sense of organizational awareness and a sense of service.

Relationship Management

Relationship management involves having a sense of teamwork and collaboration, being an inspirational leader and learning how to resolve disagreements.

Those who are well versed in this competency know how to guide and motivate others, and use a wide range of tactics for persuasion.

Relationship management also involves being able to initiate and lead people in a new direction and learning how to bolster other's abilities through feedback and guidance.

Diagrams of the EI concept

Gill, Ramsey, and Leberman (2015) used the self-awareness competency to explore the perspectives of successful emotional intelligence trainers.

Causal Loop of Self-Awareness

In the research, the team examined a process they deemed essential in terms of emotional intelligence skills, the idea of a self-awareness causal loop diagram.

This diagram above explores a unique way of thinking, the idea that there is a relationship between different learning themes.

This self-awareness growth model is intended to communicate the broad view of emotional intelligence training.

The model provides a guide for establishing a process of development while retaining a sense of freedom for the trainer to bring his or her own talents and methods to the learning experience.

The repetitive nature of this model explores the sometimes-chaotic nature of self-awareness development (Gill et al., 2015).

8 EQ Competencies

Another model of emotional intelligence, developed by Freedman and Fariselli (2016), is also a good model. This model provides a set of unique measures that can help one develop their emotional intelligence (Freedman, Ghini, & Jensen, 2004).

The tools in this model are utilized for a wide range of coaching, training, hiring and developmental needs, and they are focused on eight key EQ skills for leadership and life.

The model includes eight EQ competencies divided into three major realms or "pursuits" (Freedman, 2015).

These pursuits are:

1. Know Yourself: Be more aware of emotions and reactions.

2. Choose Yourself: Be more intentional in responding.

3. Give Yourself: Be more purposeful as you move forward.

In addition to the EQ scales, the assessment also includes a questionnaire on key performance outcomes.

These success factors include four-component scales:

Effectiveness: The capacity to generate results (includes Influence and Decision-Making).

Relationships: The capacity to build and maintain networks (includes Network and Community).

Wellbeing: The capacity to function optimally and preserve energy (Balance and Health).

Quality of Life: The capacity to maintain a healthy balance and be fulfilled (Achievement and Satisfaction).

These four scales are combined into one overall "Success" variable (Freedman & Fariselli, 2016).

2 Emotional Intelligence Graphs

Numerous studies have shown that emotional intelligence scores are a good predictor of performance when it comes to critical life success factors.

The graph below shows the results from one study, which examined over 75,000 individuals, primarily managers, and employees, from over 15 workplace sectors and 126 countries.

As shown in the graph below, there is an extremely strong positive correlation amongst emotional intelligence scores and overall performance and success scores.

Each dot on this scatter chart below represents one individual's EQ score and their overall success score (Freedman & Fariselli, 2016).

A regression model was also created to show the emotional intelligence competencies that had the highest scores of success.

As you can see from the chart below, seeing possibilities (exercise optimism) and maintaining that sense of internal drive (engage intrinsic motivation) are at the top of the list.

Both of these ideals are in the "Choose Yourself" part of the model, which focuses on taking responsibility for personal action.

What is an Emotional Intelligence Matrix?

The emotional intelligence matrix, based upon the tenets of emotional intelligence, examines the idea of nature versus nurture as well as strengths and weaknesses (Service & Fekula, 2008).

The basic premise behind emotional intelligence is all about building awareness and building a capacity to work well with others. Being aware of our own emotions and using them consciously can help us be more aware of others' emotions. As a result, we will learn how to manage ourselves much more effectively in relationships.

Learning in Action Emotional Intelligence Matrix

Learning in Action Technologies (2002) provides a wonderful Emotional Intelligence Matrix. This matrix outlines capacities, competencies, skills, and workplace behaviors.

The emotional intelligence matrix provides a map for better understanding the relationship between capacities, competencies, and workplace skills.

Understanding these subtle differences their relationships and their hierarchy of development is very helpful when it comes to interpreting behavior and targeting organizational or educational initiatives.

On a historic level, leadership and organizational development have typically focused on skill development, which is perfectly appropriate for the technical learning environment. However, a more robust model is called for when it comes to other organizational initiatives that impact people and how they work together to get the job done.

According to the research, these types of initiatives should be focused on things like capacities, competencies, and the resulting workplace behaviors (Learning in Action Technologies, 2002).

Without attention to strengthening these core capacities and finding a way to work them into daily work life, the long-term potential for organizational change might be greatly diminished.

According to the matrix, the capacities are broken down into:

1. Self-reflection.

2. Self-regulation/self-soothing.

3. Empathy.

Competencies are broken down into:

1. Emotional self-awareness.

2. Accurate self-assessment.

3. Self-control.

4. Innovativeness.

5. Adaptability.

6. Resilience.

7. Trustworthiness.

8. Conscientiousness.

9. Accurate self-assessment.

10. Developing others.

11. Political awareness.

12. Conflict management.

13. Building team bonds.

14. Leadership.

The matrix can be viewed here at its original source.

So why are these skills so important in the workplace?

In jobs that require a mid range of complexity like a mechanic or a sales clerk, top performers in the field are 12 times more productive than those performers at the bottom. Moreover, they are 85% more effective than the average worker.

In the most complex jobs, such as an account manager or an insurance salesperson, the top performer is 127% more productive than an average performer (Learning in Action Technologies, 2002)

Research done among two hundred different companies and organizations infer that 1/3 of this difference may be due to technical skills and cognitive abilities. The other 2/3 may then be the result of emotional competence.

For those in leadership roles, over 4/5 of the difference is actually due to emotional competence.

According to Ratey (2002):

"The brain is a social brain, the neurons making connections with their neighbors or dying for lack of contact."

Ratey explains that a baby comes into the world with a maximum open-loop brain without limbic regulation. Without limbic regulation, the vital systems and rhythms would collapse and die.

As a result, children must learn to self-soothe and self-regulate.

According to Lewis, Amini, and Lannon (2001), emotions are at the very root of everything we do with the limbic brain at the center of this advanced emotionality.

This open-loop design means that our emotions and moods are contagious. Emotions often leap between two individual brains, workgroups, or large gatherings of people.

This open-loop design can help teams work together. However, it can also perpetuate or spread violence.

Lewis and colleagues (2001) also talks about how emotional intelligence develops out of the relationship between an infant and their caregiver.

These early relationships and patterns shape a child's understanding as well as his or her definition of the self and others. In adulthood, we continue to require a source of stabilization outside of ourselves. Looking at the open-loop design, this indicates that we cannot be stable on our own.

The Four Fundamental Relational Components

According to the literature, there are four fundamental relational components or strategies we can implement throughout our lives.

1. Acknowledgment.

2. Mirroring.

3. Modulation.

4. Creating or Co-creating.

Acknowledgment of the self and others with recognition of the self as separate from the others is the first component. This includes honoring each individual's right to have his or her own experience. This acknowledgment first of oneself and then of the other is the foundation for self-reflection and differentiation.

Mirroring is the next component. Mirroring expands and deepens this acknowledgment of the other's experience. Recent research has indicated that mirroring is perhaps the most powerful form of empathy. As you observe how other people act and behave you will internally feel what they feel.

Modulation is the 3rd component. Self-soothing behavior originates from the caregiver in childhood. Once we learn to modulate our own experiences we can then help modulate others.

This type of learning helps the brain to develop.

Creating or Co-creating is the final component. As children, our caregivers provide an alternative activity to help us move forward as we explore and learn. As adults, we can arrive at the same place by using our own internal voice.

According to Fonagy (2000), organizations made up of people cannot effectively co-create without first attending to these first steps in the process.

This foundation is laid down in the first four years of life. With intention and focus and participation in positive relationships, the brain's plasticity continues this emotional development throughout our lives.

As we examine the core components once again, as it pertains to emotional intelligence, we begin to see the pros of cons.

The Core Capacities of Emotional Intelligence: Self-Reflection, Self-Soothing & Empathy.

Self-reflection is that ability you have to identify with various thoughts and sensations. It also has to do with your ability to connect with both pleasure and discomfort.

The ability to observe yourself and reflect helps you make conscious choices. As you acknowledge your personal power you realize you have a choice in your actions.

If this self-reflection is lacking we may:

Have difficulty learning from experiences.

Blame others.

Commonly make victim-based statements.

Display reactionary behavior.

Have difficulty understanding that we choose our response in any given situation.

Have limited ability to self-correct.

Have difficulty reflecting on how we co-created the outcome.

Have difficulty solving problems.

If self-reflection is highly developed we can adjust our behaviors and continually re-assess and observe.

When self-soothing is lacking we may:

Not hear or accept information that is negative.

Deny things are true or blame others.

Get upset in ways that cause us to feel undervalues or dismissed.

Sabotage outcomes.

If self-soothing is highly developed we are better able to manage ourselves if someone is blaming us or attacking us. We are also able to welcome news without censorship, which helps us recognize and categorize disturbing information.

Self-soothing also helps us enjoy positive support from others.

If empathy is lacking we may:

Not listen or become isolated and out of touch.

Not feel honored or acknowledged.

Believe we don't count.

Become disconnected.

When empathy is abundant and highly developed we tend to understand people more, listen more and are better able to understand and appreciate someone's differences.

Daily Practices for Self Reflection

According to Learning in Action Technologies (2002), there are 8 key things you can do in terms of daily practices to help in self-reflection:

1. Practice being present now.

2. Notice your judgments about yourself and your judgments about others.

3. Practice noticing and naming your experiences.

4. Focus on what you want, not what you don't want.

5. Recognize that other people are simply mirrors of yourself.

6. Practice awareness by noticing the stories you create and your interpretation of them.

7. Practice unbundling your feelings.

8. Notice the degree with which your emotions, thoughts and wants are positive or negative.

You can practice being present by stopping several times a day to notice what you are thinking or feeling. You can also try noticing the sights, sounds, and smells of your environment as well.

Noticing your judgments is all about realizing that everyone is different. Make it a point to suspend your judgments and simply appreciate the life within you and around you.

Noticing and naming your experiences is another good technique. When you strive to name an emotion you can better understand the full array of feelings that are present.

Everyone is your mirror, and often times the feelings and experiences we have are contagious. In terms of self-reflection, it pays to be aware of what feelings you are giving off at any moment.

The next tip is all about the stories we tell ourselves. These are unique for us. How we react in any given situation is based on our life experiences up to that moment in time.

Unbundling your feelings is another good tip. This involves stopping and paying attention to what might be going on. When we have intense feelings like anger or jealousy, we tend to bundle them together.

It's easy to get caught up in the victim mentality. The victim mentality tends to be more negative. The first step you can take to get out of this mode is to pay attention to how many times a day you frame your experiences as positive or negative.

Simply being aware of your attitude helps you create a new level of consciousness.

Practices for Building Trust

Solomon and Flores (2001) recommend ten practices for building trust for yourself and others:

1. Practice inviting feedback from others.

2. Practice mentoring others.

3. Notice when you tend to beat yourself up.

4. Identify people who helped shape your viewpoint and/or trust.

5. Pay attention to the degree that you trust yourself in important relationships.

6. Act as if you really count, which you do.

7. Get to know the people who are really important to you.

8. Notice your level of trust in important relationships.

9. Practice delegating to others if you are a leader.

10. Practice assuming that other people's intentions are positive.

Getting feedback from others can be intimidating. By practicing getting feedback, you become much more comfortable with the process. Try asking someone directly for feedback and notice how much more comfortable you get each time.

Mentoring others is another great practice for building trust. Mentoring can help improve your self-awareness and your empathy.

If you find yourself beating yourself up more often than not, try asking yourself what situations prompt this feeling? Work to identify the origins so you can start treating yourself with more respect.

Identifying pivotal people who helped shaped your viewpoints can also help you build a sense of trust. You can also pinpoint those who eroded your trust and work to change your viewpoint.

Paying more attention to the degree that you trust yourself in different relationships can also be very helpful. Try making a list of those people that you trust and people who are important to your level of success. Rate the degree that you trust them and identify some key messages that may come about that discount you.

Acting as if you really count is another key factor. When you act as if you count, you face your fears. When you make a habit of feeling the fear and pushing through the fear, you feel empowered.

Getting to know the people who are really important to you is another great way to build a sense of trust. As you do this, try and notice your level of trust in important relationships. As you think about these people act as if you are about to have an important conversation with them, and imagine what you might say.

If you are a leader, it may behoove you to start delegating. Doing so without micromanaging is a good way to build a sense of trust with others.

Last but certainly not least, try assuming that other people's intentions are positive. If you assume others have a positive intention, your day will flow much better.

Daily Practices to Increase Empathy

1. Practice acknowledging yourself.

2. Practice acknowledging others.

3. Get to know your team members.

4. Practice tuning in to others.

5. Learn and practice the essential elements of dialogue.

6. Practice initiating conversations at times of stress.

7. Practice listening without interrupting.

Try greeting yourself in the mirror each morning with honor and generosity of spirit. Express some appreciation for who you are and what you have accomplished.

One good way to increase empathy is by practicing acknowledging others by saying good morning and using their name. Look into their eyes and let them know you are interested in what they have to offer.

Getting to know your team members and other key individuals can also help you build empathy. Really make a point to notice people and pay attention to what they might be thinking or feeling.

Tuning into others on a regular basis is important because as you do this, you will be building your empathetic skills.
Being unafraid when it comes to initiating conversations in times of stress can also help boost your empathetic skills. As you do this, really pay attention by listening and learning.

Finally, it's always a good idea to practice listening without interrupting. You might be surprised at how often you tend to interrupt. Research shows that the average person listens for less than 20 seconds before interrupting.

Listening to others takes practice, but it's a great sign of respect.

The Emotional Intelligence Wheel

The Relational Model below shows how different patterns of interaction help develop the brain and build emotional intelligence.

1. Creating opens up synchronized space that fosters learning and expanded internal capacity.

2. Acknowledgment, both of the self and others, affirms others presence and creates a sense of openness.

3. Mirroring others emotional experiences lets them know you care and understand.

4. Modulating and creating resonance with others while maintaining a non-anxious presence, helps lower stress and anxiety and create a sense of openness.

To learn more about building emotional intelligence, take a look at our article: How to Improve Emotional Intelligence Through Training. Alternatively, you may find this handy PDF from Learning in Action Technologies useful if you wish to learn more about EQ in the work environment.

Using Mind Maps for Emotional Intelligence

Mind maps were developed by Tony Buzan as a note-taking technique. Mind maps can help you get out of the linear thinking mode and into a radial thinking mode.

Mind maps help you uncover the thoughts, which the brain has about a subject from different viewpoints. Using a mind map, you can you activate both right and left brain thinking as an alternative to logical linear thinking (Erdem, 2017).

Mind maps have many benefits. They can help you:

1. Have better recall.

2. Improve creativity.

3. Problem solve.

4. Focus better on a subject.

5. Organize your thoughts.

Mind maps have an important place as a lifelong learning tool when a constructivist approach is used as a base in the learning-teaching process (Erdem, 2017).

Mind maps are a highly effective way to get information in and out of the brain. Mind maps help you think more creatively and think outside the box.

A mind map has an organizational structure that radiates out from a common center. Using words, symbols, and images you can then build out branches from that center.

By using a mind map you can jot down ideas as they pop into your brain. There is no need to create any kind of linear, logical structure.

Akin to brainstorming, mind mapping is a wonderful way to boost the creative process.

The five essential characteristics of mind mapping include:

1. The main idea, subject or focus, which is displayed in a central image.

2. The main themes, which radiate out from the central image appearing as branches.

3. The branches, which are comprised of a key image or keyword, which is drawn or printed on its associated line.

4. Topics of lesser importance, which are represented as twigs off of relevant branches.

5. The branches, which form a connected nodal structure.

How to Make a Mind Map

Think of your general main idea and write it down in the center of the page.

Figure out some sub-themes of your main concept and draw branches to them from the center. This might look like a spider web.

Focus on using short phrases or even single words.

Add images to invoke thought or to portray your message better.

Try to think of at least two main points for each sub-theme created and create branches out to those.

In terms of emotional intelligence, we can examine the Goleman Model, as shown below. Daniel Goleman's model of emotional intelligence includes five realms, which are then broken down into four quadrants:

1. Self-Awareness.

2. Social Awareness.

3. Self-Management.

4. Relationship Management.

As seen on the mind map the main branches are broken down even further helping one see all of the different facets of each quadrant.

By examining each of these four quadrants, one can quickly see the skills required to develop each one.

One great way to use a mind map for emotional intelligence would be to list out all of the different facets within each quadrant and how they apply to you, so you can see what areas might still need some improvement.

Emotional Intelligence Grids

So now that you have explored emotional intelligence and know more about it, how can you start to improve upon it, you might ask?

There are some simple ways to start changing your perspective. Just like willpower, emotional intelligence can be developed and strengthened over time.

The more you work to understand your emotions and how they drive you, the better your personal and professional life will be.

Let's examine some strategies now that can help you take inspired action toward boosting that emotional intelligence.

Self-Awareness

The way you define something becomes your understanding of it.

Work to improve your vocabulary of descriptions - for example, if you experience fear, try describing exactly how it feels for you. Do you feel anxious, panicked, nervous or just worried?

Accept yourself exactly as you are.

Be assertive. Practice saying no in a way that is not offensive.

Say what you need to say and say it!

Resist impulses. Try delaying or resisting temptation and act accordingly to control emotions.

Be flexible. Practice transforming your emotions from one state to another. For example, try smiling when delivering disappointing news.

Self-Management

Practice and learn your ability to regulate emotions. Do something at the moment to stop the emotion or change it, or try and relax into it.

Try regulating your emotions. That regulatory capacity helps build your emotional intelligence. When you get angry for example, try rethinking the situation or looking at it differently.

Be aware of other's emotions.

Social Awareness

Recognize the emotions in others and the fact that they are driven by their emotions like robots.

The emotions you identify on others acts like a virus, impacting everyone.

Learn to outsmart this tendency by connecting with and overriding the negative emotion with your own positive feelings.

Don't believe everything you hear.

Give back to society and be helpful when you can.

Connect with other positive people or social groups to help build your skills. For example, Toastmasters, Ted talk groups or other groups can be helpful.

Relationship Management

Form boundaries around your emotions. Learn to recognize your own emotions as separate from other's emotions.

Recognize that other people's emotions do not have to be your emotions.

You have the option to not react to every emotion sent your way.

Self-Motivation

To stay motivated, it's important to stay focused on strong goals. This gives you a sense of self-confidence and self-efficacy.

Try and maintain a positive attitude, despite other's negative emotions. Stay in a motivating environment as much as possible.

Self-motivation is a complex subject. It is linked to your level of initiative when it comes to setting goals. When you truly believe you have the skills and abilities necessary to achieve your goals, you expect and get success.

Exercise to Enhance Emotional Intelligence

1. Try listing 10 positive emotions and 10 negative emotions you can connect with.

2. Start with Happiness and Sadness on the top of each list.

3. Strive to understand each of the emotions you listed and identify how they can be caused.

4. Notice the specific effect of these emotions and how they make you feel.

A Take Home Message

Emotional intelligence helps you to be smart about your emotions. It's not solely about being nice. It's more about being authentic and honest.

The idea of emotional intelligence helps you become more aware of your feelings and how your feelings impact others.
If the idea of emotional intelligence is more important than IQ, in terms of personal or professional success, it behooves us to continue learning more about it.

In the end, boosting your sense of emotional intelligence can help you read other people's signals better and react more appropriately to those signals.

The Harvard Business Review also acknowledges emotional intelligence as something that is important, suggesting that EQ is a paradigm shifting idea.

Daniel Goleman defines emotional intelligence as:

Knowing your emotions and having self-awareness - being able to recognize feelings as they happen.

Managing your emotions or handling feelings appropriately.

Motivating yourself or marshaling your emotions in pursuit of a goal.

Recognizing the emotions in others and empathizing.

Handling relationships and having the skill to manage the emotions of others (see this article).

In Goleman's book " Emotional Intelligence " he talks about managing with heart, which includes engaging in teamwork, maintaining open lines of communication, being cooperative and listening and speaking your mind (Goleman, 1998).

Goleman also talks about the destructive effects of miserable, intimated workers as well as arrogant bosses.

All of this leads to decreased productivity and things like missed deadlines, all of which impact the bottom line.

That is really the heart of the issue when you get down to it. A happy worker is a productive worker.

According to Goleman:

"The rules for work are changing. We're being judged by a new yardstick: not just by how smart we are, or by our training and expertise, but also by how well we handle ourselves and each other."

Goleman believes that having the emotional intelligence necessary to facilitate cooperation and collaboration elevates us all toward success.

That is the true benefit of emotional intelligence.

For further reading:

We hope you enjoyed reading this article. Don't forget to download our 3 Emotional Intelligence Exercises for free.

If you wish to learn more, our Emotional Intelligence Masterclass© is a 6-module emotional intelligence training package for practitioners which contains all the materials you'll need to become an emotional intelligence expert, helping your clients harness their emotions and cultivate emotional connection in their lives.

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Emotional Intelligence Frameworks, Charts, Diagrams & Graphs

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Emotional intelligence, otherwise known as EQ, helps us better understand what motivates others. It also helps us work more cooperatively with others. The more skillful you are at discerning the feelings behind others' signals the better you will be able to control the signals you send back to them.

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If you would like to contribute translations, please e-mail me at [email protected]. You may inquire about advertising opportunities.

A new long-form cognitive function test (256 questions) with domains is available in العربية, English, Español, Français, Italiano, 한국어, 中文. Click here to check it out.

This is not a Myers-Briggs Type Indicator (MBTI) test. That refers to a trademarked test that this test has nothing to do with, as these questions are my own and calculate type differently. I label what was formerly indicated as such with "Myers letters" to avoid confusion. This test has 96 questions.

Your results will be calculated into a table using four different methods:
The Grant/Brownsword model - though untrue to Grant's definitions for the types and their functions in From Image to Likeness: A Jungian Path in the Gospel Journey and those of Brownsword's in It Takes All Types! and Psychological Type: An Introduction, this test tries to reconcile the type development stack first proposed by Grant with the more Myers-centric (as opposed to Jung-centric) definitions for the functions used by the typology community today.

The axis-based model - this algorithm uses preferences for function axes to arrive at a type, a practice commonly used by magicians and typologists today.

The Myers model - this algorithm stays as true as possible to how Isabel Myers had envisioned function orientations in her types, especially emphasizing the importance of the extraverted functions in determining type. (I may later expand on this in the FAQ.)
The Myers letters - this test also attempts to calculate your '16 personalities' type through a careful examination of each question and how it would correlation with each of the eight preferences; though roundabout and based only on theoretical correlations, it is reasonable to assume that this result will be more accurate than the previously mentioned algorithms in determining your Myers letter type.

You can select five options per question, where the rightmost choice corresponds to "agree" and the leftmost choice corresponds to "disagree." The three options in the middle correspond to only moderate preferences for each side, the middle option being specifically for "no preference for either side." To aid you in remembering this, "agree" and "disagree" have been labeled on their corresponding columns.

Scroll down to view your results after submitting.

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A cognitive function test centered around the work of Harold Grant, Alan Brownsword, Myers & Jung, and the 16 personalities they describe, this personality test calculates a cognitive function type using two different algorithms and attempts to pin down your type.

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Google Forms - create and analyze surveys, for free.

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Haz clic aquí si no vuelves a acceder en pocos segundos.

Imágenes
Jumanji Welcome to the jungle - ESL worksheet by Paula Olmos

www.eslprintables.com

Las imágenes pueden estar sujetas a derechos de autor.

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Haz clic aquí si no vuelves a acceder en pocos segundos. Imágenes Jumanji Welcome to the jungle - ESL worksheet by Paula Olmos www.eslprintables.com Las imágenes pueden estar sujetas a derechos de autor.

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Questions from the movie. Its a continuation from Worksheet 1. Fun activity, comprehension, memory test. I recommend for teachers to read the questions before watching the movie. There are some text boxes in Portuguese. Others natives can manage it in your own language. This will make your students watch the movie without talking to the end.

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Social emotional learning Archives | Kahoot!

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