Inborn Multiple Intelligence Test (IMIT) is a biometric analysis of the fingerprints on both hands. It was developed by scientists and medical experts based on Genetics, Embryology, Dermatoglyphics and Neuroscience through methods of observation records, comparison and summarization. Medical experts confirmed that fingerprints provide accurate analysis of a person’s inborn talents. This assessment system analyses the distribution of brain, learning capacity and allocation of cerebral function in a child to provide relevant statistical report of individual innate intelligence and hence allows development of the child in the realm of dominant intelligence.The two aspects of this analysis are Dermatoglyphics and Multiple Intelligence.
It is the scientific study of fingerprints and can be traced back to 1892 when one of the most original biologists of his time Sir Francis Galton, a cousin of Charles Darwin, published his now classic work “Fingerprints.” The study was later termed Dermatoglyphics by Dr. Harold Cummins, the father of American fingerprint analysis, even though the process of fingerprint identification had already been in use for several hundred years.The word dermatoglyphics comes from two Greek words (Derma - skin and Glyph - carve) and refers to the friction ridge formations which appear on the palms of the hands and soles of the feet. These patterns are classified into 2 kinds that are known as ridges and furrows. It was found by Hirsch and Schweicher that just before the development of dermatoglyphs, the dermal blood vessels and nerves get arranged in an orderly fashion. Thus, it is the nervous and vascular systems that define the making of those ridges and furrows. Therefore, one can correlate between these patterns and one's personalities. These patterns are formed from the external ectoderm and usually occur during the foetal development stage, 13th to 19th weeks after fertilization.From the anatomical point of view, the human hands dominate all other organs in terms of relative importance. This is why the brain dedicates the majority of approximately two hundred million nerve endings to the hands. In other words, the hands are sources of physiological and psychological information waiting to be tapped.
What has become a powerful force in the world of education all started in 1983, when Harvard University professor Dr. Howard Gardner began his book Frames of Mind: The Theory of Multiple Intelligences with some simple but powerful questions :-
From these questions emerged The Theory of Multiple Intelligence. Stated simply, it challenges psychology's definition of intelligence as a general ability that can be measured by a single IQ score. Instead, this theory describes eight intelligences that people use to solve problems and create products relevant to the societies in which they live.
The Theory of Multiple Intelligence asserts that individuals who have a high level of aptitude in one intelligence do not necessarily have a similar aptitude in other intelligence. For example, a young person who demonstrates an impressive level of musical intelligence may be far less skilled when it comes to bodily-kinesthetic or logical-mathematical intelligence. Perhaps that seems obvious, but it's important to recognize that this notion stands in sharp contrast to the traditional (and still dominant) view of intelligence as a general ability that can be measured along a single scale and summarized by a single number.
People in this category are usually extroverts and are characterized by their sensitivity to others' moods, feelings, temperaments and motivations, and their ability to cooperate in order to work as part of a group. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussions and debates.
Those who are strongest in this intelligence are typically introverts and prefer to work alone. They show high introspective and self-reflective capacities. They are usually highly self-aware and capable of understanding their own emotions, goals and motivations. They learn best when allowed to concentrate on the subject by themselves. They often have an affinity for thought based pursuits such as philosophy. There is often a high level of perfectionism associated with this intelligence
This area has to do with logic, abstractions, reasoning, and numbers. While it is often assumed that those with this intelligence naturally excel in mathematics, chess, computer programming and other logical or numerical activities, a more accurate definition places emphasis on traditional mathematical ability and more reasoning capabilities, abstract patterns of recognition, scientific thinking and investigation, and the ability to perform complex calculations.
People with verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and discussion or debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. Those with high verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and have an ability to understand and manipulate syntax and structure.
People who have high kinesthetic intelligence are generally adept at physical activities such as sports or dance and often prefer activities which utilize movements. They usually enjoy acting or performing, and in general they are good at building and making things. They often learn best by physically doing something, rather than reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory i.e. they remember things through their body rather than through their words (verbal memory) or images (visual memory). They have the skill and dexterity for the fine motor skills that are required for dancing, athletics, surgery, craft and other movement functions.
Those who have a high level of Musical- Rhythmic or Emotional intelligence display greater sensitivity to sounds, rhythms, tones, and music. They normally have good pitch and may even have absolute pitch, and are able to sing, play musical instruments, and compose music. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. In addition, they will often use songs or rhythms to learn and memorize information, and may work best with music playing in the background.
People with strong visual-spatial intelligence are typically very good at visualizing and mentally manipulating objects. Those with strong spatial intelligence are often proficient at solving puzzles. They have a strong visual memory and are often artistically inclined. Those with visual-spatial intelligence also generally have a very good sense of direction and may also have very good hand-eye coordination, although this is normally seen as characteristics of the Bodily-Kinesthetic Intelligence.
Those with high Naturalistic Intelligence are said to have greater sensitivity to nature and their place within it, the ability to nurture and grow things, and have greater ease in caring for, taming and interacting with animals. They may also be able to discern changes or fluctuations in their natural surroundings. They are also good at recognizing and classifying different species. It generally involves a keen observation of environment and the surrounding and the ability to classify things as well. "Naturalists" learn best when the subject involves collecting and analysing, or is closely related to something prominent in nature. Naturalistic learners would learn more through being outside or in a kinesthetic way by exploring nature, making collections of objects, studying them and grouping them, also by using sensory skills -sound, smell, taste and touch.
Accurately understand one’s multiple intelligences, strengths and weaknesses, and the most effective learning style.
Unbiased towards cultural background, results are not affected by environment, health, emotional factors.
Reliable genetic information as fingerprints never change and the test needs to be conducted only once in a lifetime.
Simple, convenient, time efficient, no adverse effects, not comprising of any questions whatsoever.
(age 1 - 4)
(age 4 - 12)
| Teenagers & Young Adults
(age 12 - 25)
|From birth through about age three, there are vast numbers of connections and collections being recorded in the brain.||From age three through twelve the brain begins to prune the excessive synapses in an attempt to get organized and eliminate what is not necessary.||The teenage years consist of more aggressive pruning as the brain begins to specialize and build an identity.||Adulthood ushers in a bit of a pruning plateau, where some connections are diminished and others are enhanced.|
|Knowing a toddler’s potentials at the early age help parents make decisions on parenting styles and educational methods.||At this age, Children are curious to learn and they can absorb more than they will when they grow older.||Discovering learning styles at this age can enhance one’s learning experience.||Understanding one’s areas of intelligences help an adult make decisions on careers.|
|Discovering their learning styles and areas of intelligences at this age gives a clue on what courses and activities they should spend more time on.||It also serves as a guideline on what type of courses one should take.||Understanding more about self can help adults communicate better and thus build better relationships.|
|Employers can also apply dermatoglyphics analysis to find out the strength and weakness of their employees for position placement.|