Learner as an Individual — I (Intelligence, Multiple Intelligences) — Quiz

Q1. 'Geniuses have high intelligence' falls under which category of statement?

• A. A misconception about intelligence
• B. A correct fact about intelligence
• C. A definition of Emotional Quotient
• D. A description of Spiritual Quotient

Q2. Intelligence is not a single thing — a person high in solving algebra problems may still be poor at fixing a tap. This best illustrates that

• A. Intelligence is fixed at birth
• B. Intelligence has different domains — abstract, mechanical and social
• C. All learners with high IQ are also good with tools
• D. Mechanical ability is the same as abstract reasoning

Q3. Standings on intelligence tests show a LOW correlation with performance in

• A. Mathematics and Science
• B. Art, textile work and woodwork
• C. Reading comprehension
• D. Logical reasoning puzzles

Q4. Two Class 7 students in a school in Rampur have the same IQ, yet one scores far higher in exams. The best explanation is that exam progress depends not only on IQ but also on

• A. The student's chronological age alone
• B. The student's height and physical build
• C. Achievement drive, emotional health, curiosity and study habits
• D. The teacher's spiritual quotient

Q5. A Class 5 student is 10 years old (chronological age). On the intelligence test his mental age comes to 12 years. Using the IQ formula, his IQ is

• A. 83
• B. 100
• C. 120
• D. 144

Q6. If two children have the same IQ but different ages, which statement is correct?

• A. The younger child has more mental ability than the older one
• B. The older child has more mental ability than the younger one
• C. Mental ability does not change with age
• D. IQ alone tells us exactly what each child can do in school

Q7. David Caruso's view of Emotional Intelligence is best summed up as

• A. Replacing the head with the heart
• B. The intelligent use of emotions — using the power of emotions and intersecting head with heart
• C. Removing emotions entirely from teaching decisions
• D. Treating EQ as the lowest form of intelligence

Q8. One of the three views places IQ at the base, EQ above it, and SQ at the top — like a pyramid. This view treats

• A. IQ, EQ and SQ as completely independent and unrelated
• B. EQ as the sum of IQ and SQ
• C. SQ as the highest level, built upon EQ which is built upon IQ
• D. Only IQ as relevant for teachers

Q9. The operations 'evaluation, synthesis, judgment, insight, intuition, vision' are associated with

• A. Intelligence Quotient (IQ)
• B. Emotional Quotient (EQ)
• C. Spiritual Quotient (SQ)
• D. Chronological Age

Q10. 'Poets, writers, orators' are examples of which Gardner intelligence?

• A. Verbal-Linguistic
• B. Interpersonal
• C. Musical
• D. Existential

Q11. A Class 8 student in Rampur is good at sensing the moods of her classmates, mediating disputes between groups, and explaining to others. Her strongest intelligence is most likely

• A. Intrapersonal
• B. Interpersonal
• C. Logico-Mathematical
• D. Naturalist

Q12. Per Table 6.2, a Class 7 boy who prefers working alone, keeps a personal journal and reflects on his own strengths and weaknesses shows strong

• A. Interpersonal intelligence
• B. Intrapersonal intelligence
• C. Bodily-Kinesthetic intelligence
• D. Spatial intelligence

Q13. An upper-primary teacher uses rhymes, claps and short songs to teach a chapter on the water cycle. Per Table 6.2, she is mainly tapping into which intelligence?

• A. Logico-Mathematical
• B. Musical
• C. Existential
• D. Verbal-Linguistic

Q14. A teacher in a Class 7 history lesson divides students into small groups for a 'jigsaw' activity — each group reads a different sub-topic, then teaches its peers. This strategy primarily channels

• A. Intrapersonal intelligence
• B. Interpersonal intelligence
• C. Spatial intelligence
• D. Bodily-Kinesthetic intelligence

Q15. The strongest classroom implication of Gardner's Multiple Intelligence theory is that an upper-primary teacher should

• A. Use only one teaching method consistently in every chapter
• B. Use a variety of teaching strategies so that different intelligences in Class 6-8 learners are tapped
• C. Test learners only with paper-pencil IQ tests
• D. Group all adolescents by a single IQ score and teach each group identically