DMIT-Dermatoglyphics Multiple Intelligence Test

Dermatoglyphics is a study of configurations of epidermal ridges on certain body parts, namely, palms, fingers, soles, and toes. The term is derived from ancient Greek: derma = skin, glyph = carving.  Dermatoglyphic  patterns begin to develop in the 10th week of gestation and are complete by the 24th week. Fingerprints of both hands are not the same and persist lifelong unless dermis is damaged. They are mainly under genetic control and can be used in the diagnosis of congenital malformations. Their uniqueness has led to the analyses of one’s potential and preferences. During development, various creases develop on the brain and are reflected on fingerprints representing various regions of the brain and are commonly being used in dermatoglyphics multiple intelligence test.
These patterns are unique and illustrate the correlation of one’s finger patterns to left and right brain. In the other words, Dermatoglyphics can reveal our intrinsic qualities and talents. The study has absolute scientific basis, with 200 years of research.
DMIT technique has been developed by scientists and research experts from world renowned universities and it is based on knowledge from Genetics, Embryology, Dermatoglyphics, Psychology and Neuroscience.

D.M.I.T. (Dermatoglyphics Multiple Intelligence Test) will reveal following information about your child.

  • Intrinsic potential
  • Dominate and Preferred Learning style
  • Learning Sensitivity
  • Multiple Intelligence Distribution
  • Learning Communication Character
  • Psychological & Planning Capability
  • Innate Work – Management style

Multiple Intelligences

Proposed by Howard Gardner in 1983, the theory of multiple intelligences has revolutionized how we understand intelligence. Many educators have had the experience of not being able to reach some students until presenting the information in a completely different way or providing new options for student expression.
Because of these kinds of experiences, the theory of multiple intelligences resonates with many educators. It supports what we all know to be true: A one-size-fits-all approach to education will invariably leave some students behind. However, the theory is also often misunderstood, which can lead to it being used interchangeably with learning styles or applying it in ways that can limit student potential.
This theory challenged the traditional notion that there is one single type of intelligence, sometimes known as “g” for general intelligence, that only focuses on cognitive abilities.
To broaden this notion of intelligence, Gardner introduced eight different types of intelligences consisting of: Logical/Mathematical, Linguistic, Musical, Spatial, Bodily-Kinesthetic, Naturalist, Interpersonal, and Intrapersonal.

Linguistic Intelligence

Linguistic Intelligence is a part of Howard Gardner’s multiple intelligence theory that deals with sensitivity to the spoken and written language, ability to learn languages, and capacity to use language to accomplish certain goals.

Logical-Mathematical Intelligence

Logical-mathematical intelligence refers to the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically.

Spatial Intelligence

Spatial intelligence features the potential to recognize and manipulate the patterns of wide space (those used, for instance, by navigators and pilots) as well as the patterns of more confined areas, such as those of importance to sculptors, surgeons, chess players, graphic artists, or architects.

Bodily-Kinesthetic Intelligence

Bodily kinesthetic intelligence is the potential of using one’s whole body or parts of the body (like the hand or the mouth) to solve problems or to fashion products.

Musical Intelligence

Musical intelligence refers to the skill in the performance, composition, and appreciation of musical patterns.

Interpersonal Intelligence

Interpersonal intelligence is the capacity to understand the intentions, motivations, and desires of other people and consequently to work effectively with others.

Intrapersonal Intelligence

Intrapersonal intelligence is the capacity to understand oneself, to have an effective working model of oneself-including own’s desires, fears, and capacities—and to use such information effectively in regulating one’s own life.

Naturalist intelligence

Naturalistic intelligence involves expertise in the recognition and classification of the numerous species—the flora and fauna—of his or her environment.

The difference between Multiple Intelligences and Learning Styles

One common misconception about multiple intelligences is that it means the same thing as learning styles. Instead, multiple intelligences represent different intellectual abilities. Learning styles, according to Howard Gardner, are the ways in which an individual approaches a range of tasks. They have been categorized in a number of different ways — visual, auditory, and kinesthetic, impulsive and reflective, right brain and left brain, etc. Gardner argues that the idea of learning styles does not contain clear criteria for how one would define a learning style, where the style comes, and how it can be recognized and assessed. He phrases the idea of learning styles as “a hypothesis of how an individual approaches a range of materials.”
Everyone has all eight types of the intelligences listed above at varying levels of aptitude — perhaps even more that are still undiscovered — and all learning experiences do not have to relate to a person’s strongest area of intelligence. For example, if someone is skilled at learning new languages, it doesn’t necessarily mean that they prefer to learn through lectures. Someone with high visual-spatial intelligence, such as a skilled painter, may still benefit from using rhymes to remember information. Learning is fluid and complex, and it’s important to avoid labeling students as one type of learner. As Gardner states, “When one has a thorough understanding of a topic, one can typically think of it in several ways.”