Gardner points out that the different i ntelligences represent not only different content domains but also learning modalities. A further implication of the theory is that assessment of abilities should measure all forms of intelligence, not j ust linguistic and logical-mathematical. Gardn er also emphasizes the cultural context of multiple intelligences. Each culture tends to emphasis particular intelligences. Gardner also discusses the balance of personal intelligences required in Japanese society.
Personal intelligences can play important roles.
The extensive planning of steps and goals carried out by the i ndividual engaged in programming relies on intrapersonal forms of thinking, even as the cooperation needed for carrying a complex task or for learning new computational skills may rely on an individual's ability to work with a team. Individuals should be encouraged to use their preferred intelligences in learning. Instructional activities should appeal to different forms of intelligence. Assessment of learning should measure multiple forms of intelligence. Art, Mind and Brain.