PSYCH 421 Liberty University Business Law Question

Discussion AssignmentBefore writing your discussion thread, please take the Multiple Intelligences Test found
in the Learn materials.
Once you have the results of the test, you can address the following discussion
prompts with your own personal results in mind.
1. Do you think “multiple intelligences” is a valid construct? In other words, do
multiple intelligences exist? (Be sure to include connections to the
textbook/research when building your argument.)
2. Do you think that the Multiple Intelligences Test you took gave a valid
picture of your intellectual abilities? In other words, do you think that test
accurately measured what it is supposed to measure?
3. Provide at least one recommendation about how the developers of this
multiple intelligences test could demonstrate evidence for the validity of the
test. Your recommendation should focus on one of the types of validity
described in the textbook [i.e., content-related validity, predictive validity,
concurrent validity, or construct validity (using convergent or discriminant
evidence)].
4. Finally, make a biblical argument either for or against the existence of
multiple intelligences. Whichever stance you take, be sure to back it up with
meaningful and relevant Scripture references.
Please review the Discussion Assignment Instructions
Download Discussion
Assignment Instructions prior to posting. You may also click the three dots in the
upper corner to Show Rubric.
Post-First: This course utilizes the Post-First feature in all Discussions. This means
you will only be able to read and interact with your classmates’ threads after you have
submitted your thread in response to the provided prompt.
Submit your thread by 11:59 p.m. (ET) on Thursday of Module 5: Week 5.
Multiple Intelligences Test – based on Howard Gardner’s MI Model
more info at
businessballs.c
om
Score the statements: 1 = Mostly Disagree, 2 = Slightly Disagree, 3 = Slightly Agree, 4 = Mostly Agree
Adults over 16 complete all questions. Young people between 8-16 answer red questions only.
Statement
I like to learn more about myself
I can play a musical instrument
I find it easiest to solve problems when I am doing something physical
I often have a song or piece of music in my head
I find budgeting and managing my money easy
I find it easy to make up stories
I have always been very co-ordinated
When talking to someone, I tend to listen to the words they use not just what they mean
I enjoy cross words, word searches or other word puzzles
I don’t like ambiguity, I like things to be clear
I enjoy logic puzzles such as ‘sudoku’
I like to meditate
Music is very important to me
I am a convincing liar
I play a sport or dance
I am very interested in psychometrics (personality testing) and IQ tests
People behaving irrationally annoy me
I find that the music that appeals to me is often based on how I feel emotionally
I am a very social person and like being with other people
I like to be systematic and thorough
I find graphs and charts easy to understand
I can throw things well – darts, skimming pebbles, frisbees, etc
I find it easy to remember quotes or phrases
I can always recognise places that I have been before, even when I was very young
I enjoy a wide variety of musical styles
When I am concentrating I tend to doodle
I could manipulate people if I choose to
I can predict my feelings and behaviours in certain situations fairly accurately
I find mental arithmetic easy
I can identify most sounds without seeing what causes them
At school one of may favourite subjects is / was English
I like to think through a problem carefully, considering all the consequences
I enjoy debates and discussions
I love adrenaline sports and scary rides
I enjoy individual sports best
I care about how those around me feel
My house is full of pictures and photographs
I enjoy and am good at making things – I’m good with my hands
I like having music on in the background
I find it easy to remember telephone numbers
I set myself goals and plans for the future
I am a very tactile person
I can tell easily whether someone likes me or dislikes me
I can easily imagine how an object would look from another perspective
I never use instructions for flat-pack furniture
I find it easy to talk to new people
To learn something new, I need to just get on and try it
I often see clear images when I close my eyes
I don’t use my fingers when I count
I often talk to myself – out loud or in my head
At school I loved / love music lessons
When I am abroad, I find it easy to pick up the basics of another language
I find ball games easy and enjoyable
My favourite subject at school is / was maths
Score
2
4
2
4
4
2
3
4
2
4
2
3
3
1
3
2
2
2
2
3
2
4
2
3
3
2
3
2
2
3
2
3
2
2
2
3
2
4
4
4
4
2
4
4
4
3
4
2
2
2
3
1
3
2
I always know how I am feeling
I am realistic about my strengths and weaknesses
I keep a diary
I am very aware of other people’s body language
My favourite subject at school was / is art
I find pleasure in reading
I can read a map easily
It upsets me to see someone cry and not be able to help
I am good at solving disputes between others
I have always dreamed of being a musician or singer
I prefer team sports
Singing makes me feel happy
I never get lost when I am on my own in a new place
If I am learning how to do something, I like to see drawings and diagrams of how it works
I am happy spending time alone
My friends always come to me for emotional support and advice
4
4
1
4
1
3
2
4
4
1
4
4
2
4
2
4
Your strengths in each of the multiple intelligences are automatically calculated below, and also
shown in graph form. The descriptions of the multiple intelligences are shown on the next
worksheet within this file – click the intelligences descriptions tab below.
Intelligence type your totals
Linguistic
Logical-Mathematical
Musical
Bodily-Kinesthetic
Spatial-Visual
Interpersonal
Intrapersonal
21
28
31
31
24
35
26
intelligence strength
Your strengths (preferences and personal potential too)
according to the Multiple Intelligences model
40
35
30
25
20
15
10
5
0
intelligence type
© V Chislett MSc and A Chapman 2005, based on Gardner’s Multiple Intelligences Model. From www.businessballs.com. Not to be sold or
published. The authors accept no liability.
more info at
businessballs.c
om
Gardner’s Multiple Intelligences – descriptions, preferences, personal potential, related tasks and tests
intelligence type
intelligence description
typical roles, preferences, potential
related tasks, activities or tests
preferred
learning style
1. Linguistic
words and language, written and spoken;
retention, interpretation and explanation of ideas
and information via language, understands
relationship between communication and meaning
writers, lawyers, journalists, speakers, trainers, copywriters, English teachers, poets, editors, linguists,
translators, PR consultants, media consultants, TV and
radio presenters, voice-over artistes
write a set of instructions; speak on a
words and
subject; edit a written piece or work; write a language
speech; commentate on an event; apply
positive or negative ‘spin’ to a story
2. Logical mathmatical
logical thinking, detecting patterns, scientific
reasoning and deduction; analyse problems,
perform mathematical calculations, understands
relationship between cause and effect towards a
tangible outcome or result
scientists, engineers, computer experts, accountants,
statisticians, researchers, analysts, traders, bankers
bookmakers, insurance brokers, negotiators, deal-makers,
trouble-shooters, directors
3. Musical
musical ability, awareness, appreciation and use musicians, singers, composers, DJ’s, music producers,
of sound; recognition of tonal and rhythmic
piano tuners, acoustic engineers, entertainers, partypatterns, understands relationship between sound planners, environment and noise advisors, voice coaches
and feeling
perform a mental arithmetic calculation;
numbers and logic
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; sing a song; review music, sounds,
a musical work; coach someone to play a
rhythm
musical instrument; specify mood music for
telephone systems and receptions
4. Bodily Kinesthetic
body movement control, manual dexterity,
physical agility and balance; eye and body
coordination
5. Spatial – Visual visual and spatial perception; interpretation
and creation of visual images; pictorial
imagination and expression; understands
relationship between images and meanings, and
space
effect
6. Interpersonal between
perception
of and
other
people’s feelings; ability
to relate to others; interpretation of behaviour and
communications; understands the relationships
between people and their situations, including
other people
7. Intrapersonal
self-awareness, personal cognisance, personal
objectivity, the capability to understand oneself,
one’s relationship to others and the world, and
one’s own need for, and reaction to change
dancers, demonstrators, actors, athletes, divers, sportspeople, soldiers, fire-fighters, PTI’s, performance artistes;
ergonomists, osteopaths, fishermen, drivers, craftspeople; gardeners, chefs, acupuncturists, healers,
adventurers
juggle; demonstrate a sports technique; flip a
beer-mat; create a mime to explain
something; toss a pancake; fly a kite; coach
workplace posture, assess work-station
ergonomics
physical
experience and
movement, touch
and feel
artists, designers, cartoonists, story-boarders, architects,
photographers, sculptors, town-planners, visionaries,
inventors, engineers, cosmetics and beauty consultants
design a costume; interpret a painting;
create a room layout; create a corporate
logo; design a building; pack a suitcase or
the boot of a car
pictures, shapes,
images, 3D space
therapists, HR professionals, mediators, leaders,
counsellors, politicians, educators, 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)
interpret moods from facial expressions;
demonstrate feelings through body language;
affect the feelings of others in a planned
way; coach or counsel another person
human contact,
communications,
cooperation,
teamwork
arguably anyone who is self-aware and involved in the
process of changing personal thoughts, beliefs and
behaviour in relation to their situation, other people, their
purpose and aims – in this respect there is a similarity to
Maslow’s Self-Actualisation level, and again there is clear
association between this type of intelligence and what is
now termed ‘Emotional Intelligence’ or EQ
consider and decide one’s own aims and
self-reflection, selfpersonal changes required to achieve them
discovery
(not necessarily reveal this to others);
consider one’s own ‘Johari Window’, and
decide options for development; consider and
decide one’s own position in relation to the
Emotional Intelligence model
© A Chapman and V Chislett MSc 2005, based on Gardner’s Multiple Intelligences Model. From www.businessballs.com. Not to be sold or published. The authors accept no liability.
businessballs.com
Multiple Intelligences Test – based on Howard Gardner’s MI Model
more info at
businessball
s.com
Score the statements: 1 = Mostly Disagree, 2 = Slightly Disagree, 3 = Slightly Agree, 4 = Mostly
Agree
Adults over 16 complete all questions. Young people between 8-16 answer red questions
only.
Statement
Score
I like to learn more about myself
I can play a musical instrument
I find it easiest to solve problems when I am doing something physical
I often have a song or piece of music in my head
I find budgeting and managing my money easy
I find it easy to make up stories
I have always been very co-ordinated
When talking to someone, I tend to listen to the words they use not just what
they mean
I enjoy cross words, word searches or other word puzzles
I don’t like ambiguity, I like things to be clear
I enjoy logic puzzles such as ‘sudoku’
I like to meditate
Music is very important to me
I am a convincing liar
I play a sport or dance
I am very interested in psychometrics (personality testing) and IQ tests
People behaving irrationally annoy me
I find that the music that appeals to me is often based on how I feel
emotionally
I am a very social person and like being with other people
I like to be systematic and thorough
I find graphs and charts easy to understand
I can throw things well – darts, skimming pebbles, frisbees, etc
I find it easy to remember quotes or phrases
I can always recognise places that I have been before, even when I was very
young
I enjoy a wide variety of musical styles
When I am concentrating I tend to doodle
I could manipulate people if I choose to
I can predict my feelings and behaviours in certain situations fairly accurately
I find mental arithmetic easy
I can identify most sounds without seeing what causes them
At school one of may favourite subjects is / was English
2
4
2
4
4
2
3
4
2
4
2
3
3
1
3
2
2
2
2
3
2
4
2
3
3
2
3
2
2
3
2
I like to think through a problem carefully, considering all the consequences
I enjoy debates and discussions
I love adrenaline sports and scary rides
I enjoy individual sports best
I care about how those around me feel
My house is full of pictures and photographs
I enjoy and am good at making things – I’m good with my hands
I like having music on in the background
I find it easy to remember telephone numbers
I set myself goals and plans for the future
I am a very tactile person
I can tell easily whether someone likes me or dislikes me
I can easily imagine how an object would look from another perspective
I never use instructions for flat-pack furniture
I find it easy to talk to new people
To learn something new, I need to just get on and try it
I often see clear images when I close my eyes
I don’t use my fingers when I count
I often talk to myself – out loud or in my head
At school I loved / love music lessons
When I am abroad, I find it easy to pick up the basics of another language
I find ball games easy and enjoyable
My favourite subject at school is / was maths
I always know how I am feeling
I am realistic about my strengths and weaknesses
I keep a diary
I am very aware of other people’s body language
My favourite subject at school was / is art
I find pleasure in reading
I can read a map easily
It upsets me to see someone cry and not be able to help
I am good at solving disputes between others
I have always dreamed of being a musician or singer
I prefer team sports
Singing makes me feel happy
I never get lost when I am on my own in a new place
If I am learning how to do something, I like to see drawings and diagrams of
how it works
I am happy spending time alone
My friends always come to me for emotional support and advice
3
2
2
2
3
2
4
4
4
4
2
4
4
4
3
4
2
2
2
3
1
3
2
4
4
1
4
1
3
2
4
4
1
4
4
2
4
2
4
Your strengths in each of the multiple intelligences are automatically calculated below, and
also shown in graph form. The descriptions of the multiple intelligences are shown on the
next worksheet within this file – click the intelligences descriptions tab below.
Intelligence type
your totals
Linguistic
Logical-Mathematical
Musical
Bodily-Kinesthetic
Spatial-Visual
Interpersonal
Intrapersonal
21
28
31
31
24
35
26
intelligence strength
Your strengths (preferences and personal potential too)
according to the Multiple Intelligences model
40
35
30
25
20
15
10
5
0
intelligence type
© V Chislett MSc and A Chapman 2005, based on Gardner’s Multiple
Intelligences Model. From www.businessballs.com. Not to be sold or
published. The authors accept no liability.
more info at
businessball
s.com
Gardner’s Multiple Intelligences – descriptions, preferences, personal potential, related tasks and tests
intelligence type
intelligence description
typical roles, preferences, potential
related tasks, activities or tests
preferred
learning style
1. Linguistic
words and language, written and spoken;
retention, interpretation and explanation of ideas
and information via language, understands
relationship between communication and meaning
writers, lawyers, journalists, speakers, trainers, copywriters, English teachers, poets, editors, linguists,
translators, PR consultants, media consultants, TV and
radio presenters, voice-over artistes
write a set of instructions; speak on a
subject; edit a written piece or work; write a
speech; commentate on an event; apply
positive or negative ‘spin’ to a story
words and
language
2. Logical mathmatical
logical thinking, detecting patterns, scientific
reasoning and deduction; analyse problems,
perform mathematical calculations, understands
relationship between cause and effect towards a
tangible outcome or result
scientists, engineers, computer experts, accountants,
statisticians, researchers, analysts, traders, bankers
bookmakers, insurance brokers, negotiators, deal-makers,
trouble-shooters, directors
perform a mental 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
numbers and logic
3. Musical
musical ability, awareness, appreciation and
musicians, singers, composers, DJ’s, music producers,
use of sound; recognition of tonal and rhythmic
piano tuners, acoustic engineers, entertainers, partypatterns, understands relationship between sound planners, environment and noise advisors, voice coaches
and feeling
perform a musical piece; sing a song; review music, sounds,
a musical work; coach someone to play a
rhythm
musical instrument; specify mood music for
telephone systems and receptions
4. Bodily Kinesthetic
body movement control, manual dexterity,
physical agility and balance; eye and body
coordination
dancers, demonstrators, actors, athletes, divers, sportspeople, soldiers, fire-fighters, PTI’s, performance artistes;
ergonomists, osteopaths, fishermen, drivers, craftspeople; gardeners, chefs, acupuncturists, healers,
adventurers
juggle; demonstrate a sports technique; flip a
beer-mat; create a mime to explain
something; toss a pancake; fly a kite; coach
workplace posture, assess work-station
ergonomics
5. Spatial – Visual visual and spatial perception; interpretation
and creation of visual images; pictorial imagination
and expression; understands relationship between
images and meanings, and between space and
effect
6. Interpersonal perception of other people’s feelings; ability
to relate to others; interpretation of behaviour and
communications; understands the relationships
between people and their situations, including
other people
artists, designers, cartoonists, story-boarders, architects,
photographers, sculptors, town-planners, visionaries,
inventors, engineers, cosmetics and beauty consultants
design a costume; interpret a painting; create pictures, shapes,
a room layout; create a corporate logo;
images, 3D space
design a building; pack a suitcase or the boot
of a car
therapists, HR professionals, mediators, leaders,
counsellors, politicians, educators, 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)
interpret moods from facial expressions;
demonstrate feelings through body language;
affect the feelings of others in a planned
way; coach or counsel another person
7. Intrapersonal
arguably anyone who is self-aware and involved in the
process of changing personal thoughts, beliefs and
behaviour in relation to their situation, other people, their
purpose and aims – in this respect there is a similarity to
Maslow’s Self-Actualisation level, and again there is clear
association between this type of intelligence and what is
now termed ‘Emotional Intelligence’ or EQ
consider and decide one’s own aims and
self-reflection, selfpersonal changes required to achieve them
discovery
(not necessarily reveal this to others);
consider one’s own ‘Johari Window’, and
decide options for development; consider and
decide one’s own position in relation to the
Emotional Intelligence model
self-awareness, personal cognisance, personal
objectivity, the capability to understand oneself,
one’s relationship to others and the world, and
one’s own need for, and reaction to change
physical
experience and
movement, touch
and feel
human contact,
communications,
cooperation,
teamwork
PSYC 421
DISCUSSION ASSIGNMENT INSTRUCTIONS
The student will complete 6 Discussions in this course. The student will post one thread of at least
350 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. The student must then
post 2 replies of at least 150 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week.
For each thread, students must support their assertions with at least 1 scholarly citation and 1
scriptural citation in current APA format. Each reply must incorporate at least 1 scholarly citation
and 1 scriptural citation in APA format. Any sources cited must have been published within the last
five years. Acceptable sources include the textbook, the Bible, and scholarly journal articles.