Self-estimates of multiple, g factor, and school-valued intelligences

In his theory of multiple intelligences, Gardner (1999) argued that certain intelligences were valued in the schools while others were not. The purpose of this study is to examine the relationship of these school-valued intelligences with general factor intelligence as self-estimated by individuals. To achieve this purpose, we used structural equation modeling to examine the relationship between self-estimated IQ scores and self-estimated school-valued intelligences as operationalized by Gardner's theory of multiple intelligences (1983; 1999) as being the function of linguistic and logical-mathematical intelligences. In surveying 321 students at a large, public university located in the southwestern United States, we found a weak but significant relationship between self-estimates of these school-valued intelligences and g-factor intelligence. Additionally, we found sex differences in the self-estimations of g factor intelligence (IQ scores). To conclude, this study examined the existence of the above-average effect in the sample. ********** In his theory of Multiple Intelligences, Gardner (1983) proposed that intelligence is composed of seven types or modules of intelligence. In claiming that intelligence consists of multiple types or modules, Gardner (1983) contradicted the notion of a general factor view of human intelligence. Spearman (1927) argued that there is a general factor to all human performance, which comprises human intelligence. The general factor may vary from individual to individual yet, "remains the same for any one individual in respect of all the correlated abilities," (Gregory, 1998, p. 733). Under this view, human abilities should be all correlated as all these abilities derive from the same 'general factor' that represents human intelligence. Gardner (1983), however, claims that intelligence is comprised of multiple modules or types, which are largely independent and functionally separate from each other. These seven types include: linguistic intelligence; logical-mathematical intelligence; musical intelligence; bodily-kinesthetic intelligence; spatial intelligence, interpersonal intelligence; and intrapersonal intelligence. Gardner (1983) does not explicitly define any of these intelligences yet provides cursory parameters as to capacities for each type of intelligence. To briefly describe these intelligences, Linguistic intelligence generally refers to sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. Bodily-kinesthetic intelligence involves the potential to use one's whole body or parts of the body. Musical intelligence is self-explanatory and consists of skill in the performance, composition, and appreciation of music. Intrapersonal intelligence consists of the capacity to understand oneself, to appreciate one's feelings, fears and motivations. Logical-mathematical intelligence entails the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. Spatial intelligence refers to the potential to recognize and use patterns. Interpersonal intelligence entails the capacity to understand the intentions, motivations and desires of other people. Since its inception in 1983, Gardner (1999) has considered and/or proposed four other types or modules of intelligence: Naturalistic intelligence; Spiritual intelligence; Existentialist intelligence; and Moral intelligence. Of these additional types of intelligence considered, Gardner (1999) has proposed that the first of these, Naturalistic intelligence, "merits addition to the list of the original seven intelligences" (Gardner, 1999, p. 52). Naturalistic intelligence refers to the capacity to recognize, categorize and draw upon certain features of the environment. The significance of the inclusion of Naturalistic intelligence is that it, "combines a description of the core ability with a characterization of the role that many cultures value" (Gardner, 1999, p. …