You might have heard the expression “it’s a figure of speech,” but what does that really mean?

A figure of
speech is just that – figurative language. It might be words with a literal meaning, a certain arrangements of
words, or a phrase with a meaning that is something entirely other than that of the words themselves.
Figures of speech can be refreshing and fun, but for some – especially those who are not native English
speakers – a figure of speech can be very confusing. Here are some of the most common figures of speech
and what they mean.

List of Figure of Speech and Examples

1
Alliteration
This is a very common figure of speech that involves using words that begin with the same sound.
For instance, “Sally sells sea shells by the seashore” is alliteration – and try saying it fast to see how difficult
it is! It is often used in advertising slogans to create something catchy that more people will remember.
2
Anaphora
This figure of speech uses a specific clause at the beginning of each sentence or point to make a
statement.
For instance: “Good night and good luck” is an example of the beginning word being the same. The more it
is used, the more of an emotional effect is can evoke among those who are listening. Another example is
"Mad world! Mad kings! Mad composition!" from King John, II, I by William Shakespeare.

3
Assonance
Remember the phrase “I Like Ike”? It was a very common phase for those who supported Dwight
Eisenhower during his presidential run. This is a figure of speech that focuses on the vowel sounds in a
phrase, repeating them over and over to great effect.
4
Hyperbole
“It was as big as a mountain! It was faster than a cheetah! It was dumber than a rock!” This figure of speech
makes things seem much bigger than they really were by using grandiose depictions of everyday things.
Hyperbole is often seen as an exaggeration that adds a bit of humor to a story.

5
Irony
This figure of speech tries to use a word in a literal sense that debunks what has just been said.
“Gentlemen, you can’t fight in here! This is the War Room!” from Dr. Strangelove is a great example. It is
often used to poke fun at a situation that everyone else sees as a very serious matter.
There are different types of irony and here are the details and examples.
6
Metaphor
The use of metaphor compares two things that are not alike and finds something about them to make them
alike.
“My heart is a lonely hunter that hunts on a lonely hill” from a book by William Sharp is a good example of
metaphor. Some writers try to use this style to create something profound out of comparing two things that
appear to have nothing at all in common.
7
Simile
In this figure of speech, two things are compared that are not really the same, but are used to make a point
about each other.
“Life is like a box of chocolates; you never know what you’re going to get” is a famous line from the movie
Forrest Gump that illustrates the simile. This is often used to make an emotional point about something. The
difference between simile and metaphor is that you can obviously see words "like" in the sentence.
8
Metonymy
In this figure of speech, one word that has a very similar meaning can be used for another. Using the word
“crown” for “royalty” or “lab coats” for “scientists” are two examples. In some ways it can be seen as a
nickname for something else; for instance, “The White House said” doesn’t actually mean the White House
said it (a house can’t speak!) but that the President said it. However, we all understand the meaning, and so
the words are interchangeable.
9
Onomatopoeia
This is the use of a word that actually sounds like what it means. Good examples include “hiss” or “ding-
dong” or “fizz.” These words are meant to describe something that actually sounds very much like the word
itself. This is a trick often used in advertising to help convey what something is really like.
10
Paradox
This figure of speech completely contradicts itself in the same sentence. Famous quotes that illustrate this
from George Orwell’s “1984” include: “War is peace. Ignorance is strength. Freedom is slavery.” Though we
know these things aren’t true, they present an interesting paradox that makes a person think seriously about
what they have just read or heard.
11
Personification
This is a way of giving an inanimate object the qualities of a living thing. “The tree quaked with fear as the
wind approached” is an example; “The sun smiled down on her” is another. This can sometimes be used to
invoke an emotional response to something by making it more personable, friendly and relatable.
12
Pun
This play on words uses different senses of the word, or different sounds that make up the word, to create
something fun and interesting. For instance: “I would like to go to Holland some day. Wooden shoe?” is a
pun that actually means “wouldn’t you?” Sometimes puns are so subtle that they can be tough to pick up
unless you are really listening for them.
13
Synecdoche
This is a figure of speech in which one thing is meant to represent the whole. A few good examples include
“ABCs” for alphabet, “new set of wheels” for car, or “9/11” to demonstrate the whole of the tragedy that
happened in the United States on September 11, 2001. This is often used in journalism as a type of
shorthand.
14
Understatement
This is a situation in which the thing discussed is made to seem much less important than it really is. This
famous line from Catcher in the Rye is a good example: “I have to have this operation. It isn’t very serious. I
have this tiny tumor on the brain.” Understatement can often be used to comedic effect.
15
Antithesis
This is a contradiction that pits two ideas against each other in a balanced way. “You’re easy on the eyes,
hard on the heart” is a line from a country song that illustrates this perfectly. This is often used to indicate
just how something can be more than one thing at the same time.

16
Euphemism
Words that are used to soften the message are often considered euphemisms. “Passed away” is often used
in place of “died” or “killed.” A “misunderstanding” might be used in place of “fight” or “argument.” And who
could forget “wardrobe malfunction,” which is a fancy way of saying “your clothes fell off.”
17
Oxymoron
This puts two words together that seem to contradict each other. “Military intelligence,” “real phony,” “civil
war,” and “silent yell” are all examples of an oxymoron. Many people use these to promote the humor in a
situation.
-=====================================================================================
Types of figures of Speech
There are many types of figures of speech. Here are a few of them with detailed descriptions:

Personification

It occurs when a writer gives human traits to non-human or inanimate objects. It is similar to metaphors and
similes that also use comparison between two objects. For instance,

“Hadn’t she felt it in every touch of the sunshine, as its golden finger-tips pressed her lids open and wound
their way through her hair?”

(“The Mother’s Recompense” by Edith Wharton)

In the above lines, the speaker is personifying sunshine as it has finger tips that wound their way into her
hair. This is trait of using finger-tips in hair is a human one.

Understatement and Hyperbole

These two figures of speech are opposite to each other. Hyperbole uses extreme exaggeration. It
exaggerates to lay emphasis on a certain quality or feature. It stirs up emotions among the readers, these
emotions could be about happiness, romance, inspiration, laughter or sadness.

I’ll love you, dear, I’ll love you

Till China and Africa meet,
And the river jumps over the mountain
And the salmon sing in the street.”
(“As I Walked Out One Evening” by W.H. Auden)
In this poem, Auden has used hyperbole to stress on how long his love his beloved would last. Just imagine
when China and Africa would meet and can river jump up over the mountains? How salmon can be
intelligent enough so that it could sing and evolve enough and walk the streets?

Whereas understatement uses less than whatever is intended, such as,

“You killed my family. And I don’t like that kind of thing.”

(“The Chosen One” by Boon Collins and Rob Schneider)

In this line, the speaker is using an understatement because someone has killed his family and he is just
taking it very normal like nothing serious has happened.

Simile

It is a type of comparison between things or objects by using “as” or “like.” See the following example:

My heart is like a singing bird

Whose nest is in a water’d shoot;
My heart is like an apple-tree
My heart is like a rainbow shell…

(“A Birthday” by Christina Rossetti)

Rossetti has used simile thrice in this part of the poem, comparing her heart to a “singing bird”, “an apple-
tree”, and a rainbow shell.” The poet makes comparison of heart to a happy bird in a nest, an apple tree full
with fruits and a beautiful shell in the sea, full of peace and joy.

Metaphor

Metaphor is comparing two unlike objects or things, which may have some common qualities.
Presentiment – is that long shadow – on the lawn –
Indicative that Suns go down –
The notice to the startled Grass
That Darkness – is about to pass –

(“Presentiment is that long shadow on the lawn” by Emily Dickinson)

In this example, Dickinson presents presentiment as a shadow. Presentiment actually means anxiety or
foreboding, which she calls a shadow. In fact, she makes compares it with shadow to provide a better
description of anxiety that could creep up in a person’s life and cause fear.

Pun

Pun is the manipulation of words that have more than one meanings. It brings humor in an expression.

Whoever hath her wish, thou hast thy Will,

And Will to boot, and Will in overplus;

(“Sonnet 135” by William Shakespeare)

See the use of odd grammar rule, which is the capitalization of word “Will.” Usually in the middle of a line or
sentence, writers capitalize a name. Here it is the first name of Shakespeare. It means he has created pun
of his own name.

Function of Figure of Speech

Figure of speech is not only used to embellish the language, but also cause a moment of excitement when
reading. It is used equally in writing as well as in speech. It, in fact, provides emphasis, clarity or freshness
to expression. Clarity, however, may sometimes suffer because a figure of speech introduces double
meanings such as connotative and denotative meanings. It also strengthens the creative expression and
description along with making the language more graphic, pointed and vivid.

howard gardner's multiple intelligences

Howard Gardner's multiple intelligence theories model, free multiple intelligences tests, and VAK learning styles
The 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 greater extent VAK (because VAK is such a simple model), remember that
these concepts and tools are aids to understanding overallpersonality, 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.
On this point, the Kolb Learning Styles page offers additional notes on the use of Learning Styles in young people's education.
In addition to the VAK guide below, further VAK detail and VAK tests are available on the VAK tests page.

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's multiple intelligences theory

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

intelligence type capability and perception

Linguistic words and language

 Logical-Mathematical logic and numbers

Musical music, sound, rhythm

Bodily-Kinesthetic body movement control

Spatial-Visual images and space

Interpersonal other people's feelings

Intrapersonal self-awareness

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.

gardner's suggested possible additional intelligences

 intelligence type capability and perception

Naturalist natural environment

Spiritual/Existential religion and 'ultimate issues'

Moral ethics, humanity, value of life

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...).

gardner's multiple intelligences - detail

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 to assess training
and learning suitability and effectiveness.

intelligence description typical roles related tasks, activities or tests preferred learning
type style clues
1 Linguistic words and writers, lawyers, write a set of instructions; speak on a subject; edit a written piece or words and languag
language, written journalists, work; write a speech; commentate on an event; apply positive or negative
and spoken; speakers, trainers, 'spin' to a story
retention, copy-writers,
interpretation and english teachers,
explanation of poets, editors,
ideas and linguists,
information via translators, PR
language, consultants,
understands media
relationship consultants, TV
between and radio
communication presenters, voice-
and meaning over artistes

2 Logical- logical thinking, scientists, perform a mental arithmetic calculation; numbers and logic
Mathematical detecting engineers,
patterns, scientific computer experts, create a process to measure something
reasoning and accountants,
deduction; analyse statisticians, difficult; analyse how a machine works;
problems, perform researchers,
mathematical analysts, traders, create a process; devise a strategy to
calculations, bankers
understands bookmakers, achieve an aim; assess the value of a business or
relationship insurance brokers,
between cause negotiators, deal- a proposition
and effect towards makers, trouble-
a tangible shooters,
outcome or result directors
3 Musical musical ability, musicians, singers, perform a musical piece; sing music, sounds,
awareness, composers, DJ's, rhythm
appreciation and music producers, a song; review a musical work; coach
use of sound; piano tuners,
recognition of acoustic someone to play a musical instrument;
tonal and engineers,
rhythmic patterns, entertainers, specify mood music for telephone systems
understands party-planners,
relationship environment and and receptions
between sound noise advisors,
and feeling voice coaches

4 Bodily- body movement dancers, juggle; demonstrate a sports technique; physical experienc
Kinesthetic control, manual demonstrators, and movement,
dexterity, physical actors, athletes, flip a beer-mat; create a mime to explain something; touch and feel
agility and divers, sports-
balance; eye and people, soldiers, toss a pancake; fly a kite; coach workplace posture,
body coordination fire-fighters, PTI's,
performance assess work-station ergonomics
artistes;
ergonomists,
osteopaths,
fishermen,
drivers, crafts-
people;
gardeners, chefs,
acupuncturists,
healers,
adventurers
5 Spatial-Visual visual and spatial artists, designers, design a costume; interpret a painting; create a pictures, shapes,
perception; cartoonists, story- images, 3D space
interpretation and boarders, room layout; create a corporate logo; design a
creation of visual architects,
images; pictorial photographers, building; pack a suitcase or the boot of a car
imagination and sculptors, town-
expression; planners,
understands visionaries,
relationship inventors,
between images engineers,
and meanings, and cosmetics and
between space beauty
and effect consultants

6 Interpersonal perception of therapists, HR interpret moods from facial expressions; human contact,
other people's professionals, communications,
feelings; ability to mediators, demonstrate feelings through body language; affect cooperation,
relate to others; leaders, teamwork
interpretation of counsellors, the feelings of others in a planned way; coach or
behaviour and politicians,
communications; eductors, sales- counsel another person
understands the people, clergy,
relationships psychologists,
between people teachers, doctors,
and their healers,
situations, organisers, carers,
including other advertising
people professionals,
coaches and
mentors; (there is
 clear association
between this type
of intelligence and
what is now
termed 'Emotional
Intelligence' or
EQ)

7 Intrapersonal self-awareness, arguably anyone consider and decide one's own aims and personal self-reflection, self
personal (see note below) discovery
cognisance, who is self-aware changes required to achieve them (not necessarily
personal and involved in
objectivity, the the process of reveal this to others); consider one's own
capability to changing personal
understand thoughts, beliefs 'Johari Window', and decide options for development; consider and
oneself, one's and behaviour in decide one's own position in relation to the
relationship to relation to their
others and the situation, other Emotional Intelligence model
world, and one's people, their
own need for, and purpose and aims
reaction to change - in this respect
there is a
similarity
to Maslow's Self-
Actualisationlevel,
and again there is
clear association
between this type
of intelligence and
what is now
 termed 'Emotional
Intelligence' or EQ

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.

multiple intelligences 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
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.

gardner's multiple intelligences - 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 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 of course, 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 - visual, auditory, kinesthetic learning styles model

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.

learning style description

Visual seeing and reading

Auditory listening and speaking

Kinesthetic touching and doing

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.
vak visual-auditory-kinesthetic learning styles
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 visual-auditory-kinesthetic learning styles indicators and quick free test

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.

visual auditory kinesthetic/physical/tactile

operate read instructions listen to explanation have a go

new
equipment

travel look at a map ask for spoken follow your nose and maybe use a compass
directions directions
cook a new follow a recipe call a friend for follow your instinct, tasting as you cook
dish explanation

teach write explain verbally demonstrate and let them have a go

someone instructions
something

you'd say.. I see what you I hear what you are I know how you feel
mean saying

you'd say.. show me tell me let me try

you'd say.. watch how I do it listen to me explain you have a go

faulty goods write a letter phone send or take it back to the store

leisure museums and music and playing sport or DIY

galleries conversation

buying gifts books music tools and gadgets

shopping look and discuss with shop try on and test

imagine staff
 choose a read the listen to imagine the experience
holiday brochures recommendations

choose a read the reviews discuss with friends test-drive what you fancy
new car

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.

totals indicate preferred learning style(s)

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

vark and vact learning styles models

Consistent with many other classical models and theories (for example Tuckman's Forming Norming etc., Conscious Competence learning
stages model, and others), certain people have chosen to augment the VAK model.
This has been done by the addition of R for 'Reading'.
Or by the addition of T for 'Tactile'.
Accordingly you may see the VAK model represented in this elongated VARK or VACT forms. You might even see it expressed as VARKT,
combining the two variations.
I leave it to you to decide whether it's worth introducing these fourth and/or fifth elements to what is otherwise an adequate and nicely
balanced model, in which the Visual style arguably (and many would suggest, certainly) covers a person's preference towards absorbing
via the written or printed word, which is obviously a visual sensory activity, and in which the Kinesthethic style arguably encompasses a
preference for tactile experiences (touching and holding things), because this is obviously a sensory activity related to muscular
movement and sensation (see the 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.)

description typical roles related tasks, activities or preferred learning style

i tests clues
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1 Linguistic words and language, written and writers, lawyers, journalists, write a set of instructions; words and language
spoken; retention, interpretation speakers, trainers, copy-writers, speak on a subject; edit a
 and explanation of ideas and
information via language,
understands relationship between
communication and meaning
2 Logical- logical thinking, detecting
Mathematica patterns, scientific reasoning and
l deduction; analyse problems,
perform mathematical calculations,
understands relationship between
cause and effect towards a tangible
outcome or result
3 Musical musical ability, awareness,
appreciation and use of sound;
recognition of tonal and rhythmic
patterns, understands relationship
between sound and feeling
4 Bodily- body movement control, manual
Kinesthetic dexterity, physical agility and
balance; eye and body coordination
english teachers, poets, editors,
linguists, translators, PR
consultants, media consultants,
TV and radio presenters, voice-
over artistes
scientists, engineers, computer
experts, accountants,
statisticians, researchers,
analysts, traders, bankers
bookmakers, insurance brokers,
negotiators, deal-makers,
trouble-shooters, directors
musicians, singers, composers,
DJ's, music producers, piano
tuners, acoustic engineers,
entertainers, party-planners,
environment and noise
advisors, voice coaches
dancers, demonstrators, actors,
athletes, divers, sports-people,
soldiers, fire-fighters, PTI's,
performance artistes;
ergonomists, osteopaths,
fishermen, drivers, crafts-
written piece or work; write
a speech; commentate on
an event; apply positive or
negative 'spin' to a story
perform a mental numbers and logic
arithmetic calculation;
create a process to
measure something
difficult; analyse how a
machine works; create a
process; devise a strategy
to achieve an aim; assess
the value of a business or
a proposition
perform a musical piece; music, sounds, rhythm
sing a song; review a
musical work; coach
someone to play a musical
instrument; specify mood
music for telephone
systems and receptions
juggle; demonstrate a physical experience and
sports technique; flip a movement, touch and feel
beer-mat; create a mime to
explain something; toss a
pancake; fly a kite; coach

5 Spatial- visual and spatial perception;
Visual interpretation and creation of visual
images; pictorial imagination and
expression; understands
relationship between images and
meanings, and between space and
effect
6 Interpersona perception of other people's
l feelings; ability to relate to others;
interpretation of behaviour and
communications; understands the
relationships between people and
their situations, including other
people
7 Intrapersona self-awareness, personal
l cognisance, personal objectivity,
the capability to understand
oneself, one's relationship to others
people; gardeners, chefs,
acupuncturists, healers,
adventurers
artists, designers, cartoonists,
story-boarders, architects,
photographers, sculptors, town-
planners, visionaries, inventors,
engineers, cosmetics and
beauty consultants
therapists, HR professionals,
mediators, leaders, counsellors,
politicians, eductors, 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)
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,
workplace posture, assess
work-station ergonomics
design a costume; interpret pictures, shapes, images, 3D
a painting; create a room space
layout; create a corporate
logo; design a building;
pack a suitcase or the boot
of a car
interpret moods from facial human contact,
expressions; demonstrate communications, cooperation,
feelings through body teamwork
language; affect the
feelings of others in a
planned way; coach or
counsel another person
consider and decide one's self-reflection, self-discovery
own aims and personal
changes required to
achieve them (not
necessarily reveal this to
others); consider one's
and the world, and one's own need
for, and reaction to change
their purpose and aims - in this
respect there is a similarity
to Maslow's Self-
Actualisationlevel, and again
there is clear association
between this type of intelligence
and what is now
termed 'Emotional Intelligence'
or EQ
own 'Johari Window', and
decide options for
development; consider and
decide one's own position
in relation to the Emotional
Intelligence model