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Dermatoglyphics
Multiple Intelligence Test (DMIT)
Basic Training Program
Website: www.mindmatrix.org.uk I Email: [email protected]
What is D.M.I.T.
DMI (Dermatoglyphics Multiple Intelligence) Test, is a unique &
scientific method developed out of the study of fingerprint patterns
analysis.
The development of fingerprints and the human brain is starts between the
13th and 19th prenatal week. Through clinical trials, the fingerprints and
multiple intelligences are absolutely related.
Dr. Howard Gardner discovered that multiple intelligences are correlated to
specific regions in the neocortex.
This enables dermatoglyphics to identify the presence and magnitudes of
these multiple intelligences at the early stages of childhood development.
Website: www.mindmatrix.org.uk I Email: [email protected]
How Brain is related with fingerprints?
• As early as 13th week in the womb as an embryo
• skin ridges begin to appear
• are completed at 24th week
• These are developed in tandem with brain cells development
Website: www.mindmatrix.org.uk I Email: [email protected]
Dermatoglyphics
• Dermatoglyphics has absolute scientific basis, with 200
years of research.
• It is analyzed and proven with evidence in anthropology,
genetics, medicine and statistics.
• In recent years U.S., Japan etc have applied
Dermatoglyphics to diagnose Down‟s Syndrome, congenital
disorders, genetic abnormalities & in educational fields,
human resources management, employee recruitment etc.
Website: www.mindmatrix.org.uk I Email: [email protected]
Dermatoglyphics
• Dermatoglyphics is the scientific study of the fingerprints.
• Dermatoglyphics refers to the branch of science which studies
the patterns of skins (dermal) ridges present on the fingers,
toes and the soles of human being.
• Its reveals the congenital links between our fingers and our
intrinsic qualities and talents.
• Incidence of having exactly the same fingerprints is 1 out of64 000 000 000
Website: www.mindmatrix.org.uk I Email: [email protected]
What does D.M.I.T Test Reveal?
D.M.I.T. reveals following information about a child or adult:
• Intrinsic Potential
• Multiple Intelligence Distribution
• Dominant & Preferred Learning Style
• Learning Communication Character
• Allocations of various abilities
• Psychological & Planning capability
• Learning Sensitivity
• Innate - Work Management Style
Website: www.mindmatrix.org.uk I Email: [email protected]
Need of D.M.I.T. in India
• 12,000+ students commit suicides in India every year due to
exam related stress
• Parental and peer pressure are prime causes for such high
number of suicides
• DMIT can provide crucial inputs for student counseling and
guidance
Website: www.mindmatrix.org.uk I Email: [email protected]
Website: www.mindmatrix.org.uk I Email: [email protected]
Website: www.mindmatrix.org.uk I Email: [email protected]
Website: www.mindmatrix.org.uk I Email: [email protected]
Intelligence
Webster’s defines it as:
• The power of knowing
• The ability to understand and/or deal with new situations
• The skilled use of reason
Website: www.mindmatrix.org.uk I Email: [email protected]
How Intelligence Develops
BiologicalEndowment“nature”
Personal LifeHistory
“nurture”
Cultural/HistoricBackground“time/place”
Website: www.mindmatrix.org.uk I Email: [email protected]
Intelligence Quotient (IQ)
• Formula used to calculate IQ
• Mental Age (MA)
• Chronological Age (CA)
• MA/CA X 100 = IQ
• Average is 100
• Tests mostly Verbal and Mathematical skills
• IQ is thus an incomplete tool to measure intelligence
Website: www.mindmatrix.org.uk I Email: [email protected]
The IQ view
• Introduced against the backdrop of the traditional ‐ and widely
held ‐ view of intelligence as a unitary trait that can be
adequately measured by an IQ test.
• Psychometric intelligence can be traced to French psychologist
Alfred Binet
• Binet and his colleagues Theodore Simon developed a test that
effectively identified children at risk for school failure.
• It was used as the basis for a psychometric measurement of
general capabilities or intelligence.
Website: www.mindmatrix.org.uk I Email: [email protected]
The IQ view
• In 1912 the German psychologist Wilhelm Stern devised the
intelligence quotient, or IQ
• Lewis Terman (1916), an American psychometrician, is
credited (or blamed!) for popularizing the IQ test in the United
States in the 1920s
• Terman‟s work played a significant role in the development of
the belief that intelligence is inherited and unchanging
• Core curricula and determinants of „good‟ students find their
roots in this long‐held view of intelligence.
Website: www.mindmatrix.org.uk I Email: [email protected]
The IQ view
• Critics of the psychometric view point out that it has focusedon measurement and does not help us understand the processesor development of intelligence
• Intelligence tests include only a small range of human abilities,primarily those in language and mathematics.
• Recent theories draw comprehensively on a range oftheoretical sources, including psychology, anthropology,sociology and education.
• Theories of intelligence looked only at problem solving andignored the creation of products.
Website: www.mindmatrix.org.uk I Email: [email protected]
Howard Gardner (1943 - )
• Graduated from Boston School of Medicine in Neurology. Harvard Graduate School professor and psychologist in cognition and education.
• He defines intelligence as: “an ability to solve problems or
• Fashion products that are valued in one or more cultures.”
• The question is not “How smart am I?” but rather “How am I smart?”
• It is how we learn, process, and understand information.
• His Theory of Multiple Intelligences consists of 8 types of intelligences.
• He published a famous book “Frames of Mind” in 1983
Website: www.mindmatrix.org.uk I Email: [email protected]
Frames of Mind, 1983
Each person is a uniqueblend of dynamic
intelligences which grow,expand and develop
throughout life.
Rarely do they workalone, rather intelligences
are combined in ouractivities. One canenhance another
Intelligence is notsingular. Multiple
intelligences can beidentified and described.
Teaching students abouttheir intelligence
strengths helps them beself-advocates in their
learning.
Website: www.mindmatrix.org.uk I Email: [email protected]
Research projects
• At the Boston University Aphasia Research Center, Gardner
conducted studies to understand the patterns of abilities
exhibited by stroke victims who suffered from impaired
language and other cognitive and emotional trauma.
• At Harvard Project Zero, he worked with ordinary and gifted
children to understand the development of cognitive abilities.
He observed something different, not explained by the
psychometric view of intelligence.
Website: www.mindmatrix.org.uk I Email: [email protected]
MI Theory
• Over the past 25 years, MI theory has been a popular basis for
reform efforts among individual teachers and schools.
• MI theory is used as a lens through which educators reflect on
their practices
• Helps teachers and parents understand, celebrate, and use their
children‟s unique ways of knowing.
• No single right way to apply it; but various approaches which
together help teachers and parents to understand the child
better.
Website: www.mindmatrix.org.uk I Email: [email protected]
MI Theory
• Based on his work with these two groups Gardner reached a
conclusion.
• The human mind is better thought of as a series of relatively
separate faculties, with only loose and non-predictable
relations with one another, than as a single, all‐purpose
machine
• It suggests “a qualitative expression, a description, of an
individual’s collection of intelligences, rather than a single
quantitative expression of a set of narrowly defined
paper‐and‐ pencil tasks.”
Website: www.mindmatrix.org.uk I Email: [email protected]
Re-Defining “Intelligence”
• Gardner has since refined the definition of intelligence, which
now describes intelligence as:
“The biopsychological potential to process in‐formation that
can be activated in a cultural setting to solve a problem or
fashion a product that is valued in one or more community
or cultural settings.”
Website: www.mindmatrix.org.uk I Email: [email protected]
Gardner’s Multiple Intelligences
• Verbal/Linguistic
• Logical/Mathematical
• Visual/Spatial
• Musical/Rhythmic
• Bodily/Kinesthetic
• Interpersonal
• Intrapersonal
• Naturalist
Website: www.mindmatrix.org.uk I Email: [email protected]
Website: www.mindmatrix.org.uk I Email: [email protected]
Multiple Intelligence
Verbal/Linguistic
• The ability to read, write, and communicate with words
• The ability to use language to express one‟s thoughts and to
understand other people orally or in writing
• They tend to learn best by reading, taking notes, listening to
lectures, and discussion and debate.
• This intelligence is high in writers, lawyers, philosophers,
journalists, politicians and teachers.
Website: www.mindmatrix.org.uk I Email: [email protected]
Logical/Mathematical
• The ability to reason and calculate
• Enables individuals to use and appreciate abstract relations
• The ability to manipulate numbers, quantities, operations, etc.
• Many scientists, mathematicians, engineers, doctors and
economists function in this level of intelligences.
Website: www.mindmatrix.org.uk I Email: [email protected]
Visual/Spatial
• The ability to think in pictures and visualize future results
• The ability to imagine things in your mind‟s eye
• The ability to perceive spatial information
• Those with strong spatial intelligence are often proficient at
solving puzzles. This intelligence is high in artists,
photographers, pilots, painters and architects.
Website: www.mindmatrix.org.uk I Email: [email protected]
Musical/Rhythmic
• The ability to create, communicate, and understand meanings made out of sound, the ability to compose music, to sing, and to keep rhythm & the ability to hear music, tones, and larger musical patterns.
• Since there is a strong auditory component to this intelligence, they learn best via lecture. They will often use songs or rhythms to learn and memorize information, and may work best with music playing in the background.
• Careers which suit those with this intelligence include instrumentalists, singers, conductors, disc-jockeys, and composers.
Website: www.mindmatrix.org.uk I Email: [email protected]
Bodily/Kinesthetic
• Allows individuals to use all or part of one‟s body to create
products, solve problems, or present ideas and emotions.
• Using the body in highly differentiated ways for expressive,
recreational, or goal directed purposes
• People who have this intelligence usually enjoy acting or
performing, and in general they are good at building and
making things.
• Careers which suit those with this intelligence include
athletes, dancers, actors, surgeons, builders and soldiers
Website: www.mindmatrix.org.uk I Email: [email protected]
Interpersonal-Social Intelligence
• Enables individuals to recognize and make distinctions among
others‟ feelings and intentions
• The ability to work effectively with others and display
empathy
• Careers which suit those with this intelligence include
politicians, managers, teachers, and social workers.
Website: www.mindmatrix.org.uk I Email: [email protected]
Intrapersonal
• The ability to distinguish among an individual‟s own feelings,
to accurate mental models of themselves, and use them to
make decisions about life.
• The capacity to know one‟s self,Careers which suit those with
this intelligence include philosophers, psychologists,
theologians, writers and scientists.
Website: www.mindmatrix.org.uk I Email: [email protected]
Naturalistic-Physical World Intelligence
• Allows one to distinguish among, classify, and use features of
the environment
• The ability to discriminate among living things and to see
patterns in the natural world
• Careers which suit those with this intelligence include wild
Life Photographer , naturalists, conservationists, gardeners
and farmers.
Website: www.mindmatrix.org.uk I Email: [email protected]
Dermatoglyphics & Brain Lobes
Middle Finger
Ring Finger
Little Finger
Index Finger
Thumb
Parietal LobeKinesthetic skills
Temporal LobeSound and Speech Processing
Occipital LobeVisual Processing
Pre-Frontal LobeExecutive & cognitive function, personality
Frontal LobeThinking/imagination
Website: www.mindmatrix.org.uk I Email: [email protected]
Dermatoglyphics & Brain Lobes
Left Thumb
Left Index
Left Middle
Left Ring
Left Little
Right Thumb
Right Index
Right Middle
Right Ring
Right Little
Leadership
Imagination
Movement
Sound
Management
Reasoning
Control
Linguistic
Observation RecognitionWebsite: www.mindmatrix.org.uk I Email: [email protected]
Summary of Multiple PotentialsFinger Reflective
Area
Reflective
Function
Allocation Attributes
Left Thumb
Prefrontal
Lobe
Executive &
Cognitive
Leadership Leadership, Interpersonal, Creativity, Goal Visualization, Determination, Self Esteem, Intuition
Right Thumb Management Rational Thinking, Planning, Coordinating, Controlling, Executing Behavior, Self Achievement Motive, Communication
Left Index
Front Lobe Thinking /
Imagination
Imagination Imagination, Idea formation, Visualization, 3D, Visual Spatial Ability
Right Index Reasoning Logical Reasoning, Computation Process, Analysis, Conceptual Understanding, Numeric, Grammar and Linguistic
Left Middle
Parietal
Lobe
Kinesthetic
Movement Gross Motor Skills, Body Movement and Sense
Right Middle Control Fine Motor Skills, Action Identification, Control of Body Movements
Left Ring
Temporal
Lobe
Sound &
Speech
Sound Music , Emotions, Feelings
Right Ring Linguistic Language Ability, Language Understanding, Audio Identification, Memory Ability
Left Little
Occipital
Lobe
Visual
Processing
Recognition Visualization, Visual Appreciation, Art, Aesthetic Sense
Right Little Observation Visual Identification, Interpretation, Reading, Observation
Website: www.mindmatrix.org.uk I Email: [email protected]
Learning Styles
• Learning styles are various approaches or ways of learning.
• They involve educating methods, particular to an individual
that are presumed to allow that individual to learn best. Most
people favor some particular method of interacting with, and
processing information.
• The 3 main learning styles are :
1.Visual
2.Auditory
3.Kinesthetic
Website: www.mindmatrix.org.uk I Email: [email protected]
Visual Learners
• Visual Learners : Learn Through Seeing... .
• need to see the teacher's body language and facial
expression to fully understand the content of a lesson.
• prefer sitting at the front of the classroom to avoid visual
obstructions (e.g. people's heads).
• think in pictures and learn best from visual displays
including: diagrams, illustrated text books, overhead
transparencies, videos, flipcharts and hand-outs.
• visual learners often prefer to take detailed notes to absorb
the information.
Website: www.mindmatrix.org.uk I Email: [email protected]
Visual Learners
• To integrate this style into the learning environment:
• Use graphs, charts, illustrations, or other visual aids.
• Include outlines, concept maps, agendas, handouts, etc. for
reading and taking notes.
• Include plenty of content in handouts to re-read after the
learning session.
• Leave white space in handouts for note-taking.
• Invite questions to help them stay alert in auditory
environments.
Website: www.mindmatrix.org.uk I Email: [email protected]
Visual Learners
• Post flip charts to show what will come and what has been
presented.
• Emphasize key points to cue when to takes notes.
• Eliminate potential distractions.
• Supplement textual information with illustrations whenever
possible.
• Have them draw pictures in the margins.
• Have the learners envision the topic or have them act out the
subject matter.
Website: www.mindmatrix.org.uk I Email: [email protected]
Auditory Learners
• To integrate this style into the learning environment:
• Begin new material with a brief explanation of what is coming.
Conclude with a summary of what has been covered.
• questioning learners to draw as much information from them as
possible
• Include auditory activities, such as brainstorming, discussion
groups etc.
• Have the learners verbalize the questions
• Develop an internal dialogue between yourself and the learners
Website: www.mindmatrix.org.uk I Email: [email protected]
Auditory Learners
• Auditory Learners: Learn through listening...
• They learn best through verbal lectures, discussions, talking
things through and listening to what others have to say.
• Auditory learners interpret the underlying meanings of speech
through listening to tone of voice, pitch, speed and other
nuances.
• Written information may have little meaning until it is heard.
• These learners often benefit from reading text aloud and using a
tape recorder.
Website: www.mindmatrix.org.uk I Email: [email protected]
Kinesthetic Learners
• Kinesthetic Learners: Learn through Moving, Doing and
Touching...
• Tactile/Kinesthetic persons learn best through a hands-on
approach, actively exploring the physical world around
them.
• They may find it hard to sit still for long periods
• Become distracted by their need for activity and
exploration.
Website: www.mindmatrix.org.uk I Email: [email protected]
Kinesthetic Learners
• To integrate this style into the learning environment:
• Use activities that get the learners up and moving.
• Play music, when appropriate, during activities.
• Use colored markers to emphasize key points on flipcharts or white boards.
• Give frequent stretch breaks (brain breaks).
• Provide toys such as Koosh balls to give them something to do with their hands.
• To highlight a point, provide gum, candy, scents, etc. which provides a cross link of scent (aroma) to the topic at hand (scent can be a powerful cue).
Website: www.mindmatrix.org.uk I Email: [email protected]
Learning Styles
Visual Auditory Kinesthetic
To teach something Write instructions Explain verbally Demonstrate
Tend to say I see what you meanI hear what you are
sayingI know how you feel
Tend to say Show me Tell me Let me try
Learning a new skillWatch what the
teacher is doing
Talk through with the
teacher
Like to give it a try
and work it out
Find it easiest to
rememberFaces Names Things done
When meeting with
an old friend
Say "it's great to
see you!"
Say "it's great to hear
your voice!"
Give them a hug
or a handshake
Website: www.mindmatrix.org.uk I Email: [email protected]
Benefits to Institutes
• Educational institutes have following benefits:
• Recognize basic potential of every student
• Understand inborn qualities and learning capabilities
• Focus on sharpening skills of students and help them
overcome their weaknesses
• Improve the overall performance of institute
• Reputation and enrollments will improve for the school
• Will help expansion plans of the institute
Website: www.mindmatrix.org.uk I Email: [email protected]
Need of DMI Test for Children?
• Reduce time, money, effort wasted over irrelevant
courses & classes
• Improve relationship between parents and children
• Develop children‟s confidence
• A stress-free childhood for children
Website: www.mindmatrix.org.uk I Email: [email protected]
Benefits of DMI Test
CHILDREN / STUDENTS
• Identify best learning style for him/her
• Identify his/her inborn talents and weaknesses
• Tailor-make your child‟s learning programs
• Subject and educational stream selection
Website: www.mindmatrix.org.uk I Email: [email protected]
Need of DMIT for Individuals?
• Rekindle your passion for living and revive dreams from the
past
• Invest wisely in suitable self-development programmes
• Assess your EQ, IQ, AQ, CQ
• Plan ahead to achieve your goals and live your dreams
Website: www.mindmatrix.org.uk I Email: [email protected]
Benefits of DMI Test
INDIVIDUALS
• Discover your own abilities and choose right career path.
• Identify and develop your core competencies.
• Identify the most suitable learning and leadership styles.
• Improve your relationship with your loved one.
Website: www.mindmatrix.org.uk I Email: [email protected]
Need of DMIT for Corporate?
• Create an all-star workforce
• Reorganize your workforce for better performance
• HR training and development
• Evaluate your managers‟ performances and core competencies
Website: www.mindmatrix.org.uk I Email: [email protected]
Benefits of DMI Test
CORPORATES
• Find the right person for the right job.
• Pre-employment screening.
• Entrust your employee who has the most potential.
• Discover employees‟ potentials, maximizing efficiency and
effectiveness.
Website: www.mindmatrix.org.uk I Email: [email protected]
Dermatoglyphics
• Dermatoglyphics refers to the branch of science which studiesthe patterns of skins (dermal) ridges present on the fingers,toes and the soles of human. Its reveals the congenital linksbetween our fingers and our intrinsic qualities and talents.
• Dermatoglyphics has absolute scientific basis, with 200 yearsof research. It is analyzed and proven with evidence inanthropology, genetics, medicine and statistics.
• In recent years U.S., Japan etc have applied Dermatoglyphicsto diagnose Down‟s Syndrome, congenital disorders, geneticabnormalities & in educational fields, human resourcesmanagement, employee recruitment etc.
Website: www.mindmatrix.org.uk I Email: [email protected]
Medical Conditions studied
• Mitral Valve Prolapse, a form of heart disease, is associated
with an abnormally high number of Arches
• Breast Cancer, in recent studies, has been linked to a high
number of Whorl patterns.
• Genetic oriented diseases have received the most scrutiny, but
correlation have been found to Alzheimer‟s, Tuberculosis,
Diabetes, Cancer, Heart disease, Asthama and many more
medical conditions.
Website: www.mindmatrix.org.uk I Email: [email protected]
Medical Conditions studied
• Psychological abnormalities have also been studied. Unusual
ATD angles in combination with other statistical anomalies are
common in various forms of retardation
• Another use of dermatoglyphics has been in anthropology.
Population studies reveal distinct variation according to type
and sub-type and have been used to determine the origin of
various groups.
• Dr Stowens, Chief of Pathology at St Luke's hospital in New
York, is able to diagnose schizophrenia and leukaemia with up
to a 90% accuracy from the patterns of the hands alone
Website: www.mindmatrix.org.uk I Email: [email protected]
Medical Conditions studied
• In Germany, Dr Alexander Rodewald can pinpoint many
congenital abnormalities with a 90% accuracy from a
consideration of the features of the hands alone.
• In Germany techniques have now been designed to perform
rapid multi-variate assessments of hand imprints which can
predict with 90% accuracy the chances of a new-born child
developing heart disease, cancer, diabetes or mental illness.
• It has become an integral part of the medical syllabus in many
German universities
Website: www.mindmatrix.org.uk I Email: [email protected]
History of Dermatoglyphics Research
• 1823- John Evangelist Purkinji a professor of anatomy at the
University of Breslau, published his thesis researching fingerprint
patterns classification.
• 1892- Sir Francis Galton a British anthropologist and a cousin of
Charles Darwin, published his book, "Fingerprints", establishing the
individuality and permanence of fingerprints.
• 1926- Harold Cummins, the Father of Dermatoglyphics and C.Midlo
studied all aspects of fingerprint analysis, from anthropology to
genetics and embryology perspective. In 1943 he published a book,
“Finger Prints, Palms and Soles”, a bible in the field of
dermatoglyphics.
Website: www.mindmatrix.org.uk I Email: [email protected]
History of Dermatoglyphics Research
• 1944- Dr Julius Spier Psycho-Analytic Chirologist published “The
Hands of Children” he made several significant discoveries
especially in the area of psycho-sexual development and the
diagnosis of imbalances and problems in this area from the patterns
of the hands.
• 1968- Sarah Holt, whose own work 'The Genetics of Dermal Ridges'
published in 1968, summarizes her research in of dermatoglyphics
patterns of both the fingers and the palm in various peoples, both
normal and congenitally afflicted.
• 1970- USSR, Former Soviet Union use Dermatoglyphics in
selecting the contestant for Olympics, and won over 50 Gold medals
Website: www.mindmatrix.org.uk I Email: [email protected]
History of Dermatoglyphics Research
• 1976- Schaumann and Alter's 'Dermatoglyphics in Medical Disorders' published. Significant investigations have also been carried out into the dermatoglyphics indicators of congenital heart disease, cancer, rubella embryopathy, Alzheimer's disease, schizophrenia, diagnosis of chromosomal defects.
• 1980- China carries out research work of human potential, intelligence and talents in dermatoglyphics and human genome perspective.
• 1985- Dr. Chen Yi Mou Phd. of Havard University researched Dermatoglyphics based on Multiple Intelligence theory of Dr. Howard Gardner. First application of dermatoglyphics to educational fields and brain physiology.
Website: www.mindmatrix.org.uk I Email: [email protected]
History of Dermatoglyphics Research
2000- Dr Stowens, Chief of Pathology at St Luke's hospital in New
York, claims to be able to diagnose schizophrenia and leukaemia
with up to a 90% accuracy. In Germany, Dr Alexander Rodewald
reports he can pinpoint many congenital abnormalities with a 90%
accuracy.
2004- IBMBS- International Behavioral & Medical Biometrics
Society. Over 7000 reports and thesis published. Nowadays U.S.,
Japan, China, Taiwan apply dermatoglyphics to educational fields,
expecting to improve teaching qualities and raising learning
efficiency by knowing various learning styles.
Website: www.mindmatrix.org.uk I Email: [email protected]
The Mileage of Fingerprint Analysis
• Phase 1:
In the year 1880, early century of 19, Dr. Henry Faulds stated the theory of finger RC (Ridge Count) and it‟s ability to distinguish the study method of inborn intelligences, but the element of the post analyzing was too simple.
• Phase 2:
In the year of 1943, Dr. Harold Cummins stated the theory of PI (Pattern Intensity) rate measuring, RC value, 3 delta areas value, potency value, different finger patterns with its different position. This theory using PI value is more accurate compared with the first method that only used RC measurement.
Website: www.mindmatrix.org.uk I Email: [email protected]
The Mileage of Fingerprint Analysis
• Phase 3:
In 1986 Nobel Prize in physiology was awarded to Dr. Rita Levi-
Montalcini & Dr. Stanley Cohen for discovering the correlation
between NGF (Nerve Growth Factor) and EGF (Epidermal Growth
Factor).
Website: www.mindmatrix.org.uk I Email: [email protected]