A. Psychometrics involves psychological and educational assessment of the subject by way of measuring attitudes, personality, abilities, and knowledge. The field has two primary focuses; the creation of measurement instruments and procedures and development and enhancement of existing methodology employed.

B. The concept of psychometric testing introduced long before the establishment of IQ testing and other current methodologies, was first explored by Francis Galton who developed the first testing procedures supposedly related to intelligence; however, his measurement tools were in fact based upon physical and physiological benchmarks rather than testing of the mind itself. Measurements included the physical power, height, and weight of subjects which were recorded and results used to estimate the intelligence of subjects. While the approach was not successful, the studies conducted by Galton were to influence the work of future researchers. Approaches to measurement of intelligence, which is defined as the mind’s relative ability to reason, think, conceptually plan, solve problems, understand and learn, were later developed by pioneers such as Charles Spearman. Significant contributions to its early development were also made by Wilhelm Wundt, L.L. Thurstone, Ernst Heinrich Weber, and Gustav Fechner.

C. The most well-known traditional approach to the development of psychometric instruments to measure intelligence is the Stanford-Binet IQ test, originally developed by French psychologist Alfred Binet. Researchers define intelligence as separate to other attributes such as personality, character, creativity and even knowledge and wisdom for their assessment. Intelligence testing methods are not intended to determine a level of genetic intelligence separate from and unaffected by the environment to which the individual has been exposed to in life; rather measure the intelligence of an individual appears as a result of both nature and nurture. Psychometrics is today a useful and widely used tool used for measurement of abilities in academic areas such as reading, writing, and mathematics.

D. IQ tests are commonly used to test intelligence, though some believe that this testing is unfair and not truly representative of the subject’s intellect as individuals may excel in different areas of reasoning. Psychologist Howard Gardner, working on this assumption, introduced the concept of an individual cognitive profile in 1983 in his book Frames of Mind: The Theory of Multiple Intelligences. He holds that one child may perform excellently in one aspect, yet fail in another and that their overall performance in a number of intellectual areas should be considered. Gardner first identified seven different types of intelligence, these being; linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal and intrapersonal. In 1999 after further research he added the 8th element to the equation; naturalistic intelligence, and at the time of writing is investigating the possibility of a 9th; this being existential intelligence.

E. The first intelligence as defined by Gardner in the Theory of Multiple Intelligences, linguistic intelligence, relates to an individual’s ability to process and communicate written and spoken words. Such people are said to excel at reading, writing, story-telling, learning a foreign language and the memorizing of words and dates. The logical-mathematical category is related to a person’s ability to reason logically, think scientifically, make deductions and perform well in mathematic calculations. Spatial intelligence is related to vision and spatial judgment; such individuals have been observed to have a strong visual memory and the potential to excel in artistic subjects. Those exhibiting a leaning towards the third classification, bodily-kinesthetic intelligence, often learn best by physically practising an action rather than by reading or seeing.

F. Musical intelligence, as the name suggests, relates to ability in defining differences in rhythm and tones; individuals possessing musical intelligence are often able to sing, play musical instruments and compose music to a high standard. Since a high level of audio-related ability exists, many in this category are said to learn well in a lecture situation where they are required to listen attentively to information. Interpersonal intelligence relates to an individual’s ability to communicate and empathize with others; typically extrovert, they learn well through discussion, debate, and interaction with others. The last of the 7 original categories identified by Gardner, intrapersonal intelligence, fit the opposite description of interpersonal intelligence; such individuals working best independently. According to Gardner they are capable of high levels of self-reflection and are often perfectionists.

G. A number of psychometric experts, however, oppose Gardner’s view and have reservations about the validity of his theories. Firstly, some detractors disagree with the overall definition of intelligence used in Gardner’s theory. They hold that some categories such as interpersonal or intrapersonal intelligence relate more to personality than cognitive performance. The more recently identified naturalistic intelligence, which relates to an affinity to the natural world and an ability to nurture and cultivate, has been dismissed completely by many as no more than a hobby. Doubts have been raised that others, such as musical intelligence, are in real talents. A final criticism attached to the theory is that some believe that the intelligences cannot be treated as separate entities as some individuals may perform equally well in what could be considered diverse areas; linguistic and logical-mathematical for example. Gardner, however, maintains that his theories are sound since an identifiable and separate part of the brain is responsible for controlling aspects related to each of the different types of intelligence.

H. Despite the criticism received from some of his contemporaries, Gardner’s theories are well respected and often applied in the world of education as a tool for identifying children’s differing abilities and potential career paths. For instance, those showing linguistic capabilities are said to be ideal in roles including writing, politics, and teaching; logical-mathematical thinkers suited to careers in science, mathematics, law, medicine and philosophy. Those exhibiting spatial intelligence are said to be suited to a career such as art, engineering or architecture; while individuals with a leaning towards bodily-kinesthetic intelligence may excel in areas such as athletics, dancing or craft-making. Strengths in the area of musical intelligence are said to often lead to success as a singer, conductor or musician. Those displaying strong interpersonal skills have been recognized as often making effective politicians, managers, diplomats and social workers; while those showing a dominant intrapersonal intelligence are said to be better suited to professions involving more self-reflection and lower levels of interaction with the outside world such as writing, philosophy or theology.