What is Dermatoglyphics Multiple Intelligence Test

While the scientific communities worldwide are still in awe of the potential of the Dermatoglyphics Multiple Intelligence Test (DMIT) in mapping human development potential, it has quietly made headway into academics.

Dermatoglyphics Multiple Intelligence Test (DMIT) maps a scientifically accurate trajectory of skill-development and talent augmentation for individuals and critically assesses the natural brilliance and aptitude. It outlines the different creative and cognitive processes within the brain.

Unlike most generic means of talent testing and assessment, like EQ and I.Q tests, Dermatoglyphics assigns an exclusive, unique identity and result to every individual based on the unique mapping of genetic information from fingerprints.

DMIT reveals potential and scope for an existing skill-set to improve within a person and the possibilities for an individual to acquire a new skill set or talent. 

The IQ test is performed for cognitive reasoning (for example, how good or bad he might be in mathematics at one given standard). In contrast, the Dermatoglyphics Multiple Intelligence Test (DMIT) showcases multiple facets and applications memory-based learning, reasoning, decision-making, and even creativity.

In real-world academics, Dermatoglyphics Multiple Intelligence Test (DMIT) helps individuals augment their already-existing skill sets and make for an enhanced learning experience. For example, if a learner has problems with mathematical formulas, Dermatoglyphics Multiple Intelligence Test (DMIT) could suggest different learning modules based on his/her existing talent and natural skill-set.

When you are ready to grow, take responsibility for your circumstances, and fulfill your life’s mission, you are prepared for the personal development program.

Dermatoglyphics

Dr. Harold Cummins, MD (born:1893; died:1976), was recognized as “Father of Dermatoglyphics” worldwide. In 1926, Dr. Cummins coined the term “Dermatoglyphics.” His lifetime work of the scientific study of skin ridge patterns found on humans’ hands and the techniques he developed are known as Cummins Methodology. This methodology has gained common usage in diagnosing some types of mental retardation, schizophrenia, Down syndrome, cleft palate, and even heart diseases.

Later in 1950, a Canadian neurosurgeon, Professor Penfield, published a “Cross-sectional diagram of a brain in relation with various parts of the body,” which indicates a close relationship between fingerprints and cerebrum. Former USSR was using Dermatoglyphics as one method to select Olympics Games candidates since the 1970s. As it turned out, the USSR took home 50 gold medals in 1972 and 125 in 1976. 

Dermatoglyphics, derived from ancient Greek words “derma” meaning skin and “glyph” meaning carving, The scientific study of patterns on skins, ridges present on the fingers, toes, and human beings’ soles.

 Dermatoglyphics has a scientific basis, with 400 years of research. It is analyzed and proven with evidence in anthropology, genetics, medicine and statistics. It is a proven scientific method to decode the brain’s potential and talent through fingerprints’ physical formation, which has linkage to brain development.

It is not Palmistry and is not future telling. Dermatoglyphics is a professional field of science that combines neurobiology, genetics, brain science, and Embryology coupled with clinical studies.

In developing this system, Dermatoglyphics experts conducted psychological pattern profiles with more than 500 thousand individuals since 1985 across China, Japan, Korea, Taiwan, Singapore, and Malaysia to generate a database for cross-comparison study, which can help individuals to learn the way to discover their inner potential. Besides, the data acquisition process is computerized. Therefore, we can achieve an accuracy of more than 90%.

It has been medically & clinically proven that fingerprints and the existence of multiple Intelligence are entirely linked. Fingerprints & brains of a fetus develop simultaneously in the mother’s body between the 13th and 21st. And it is a well-known fact that both the fingerprint and intellect of human beings are unique.

Further, the multiple intelligence theory by Professor Howard Gardner states that multiple Intelligence exists in the brain system and also identifies the brain structures which are in-charge of different intelligence areas called the brain lobes.

 Dermatoglyphics is the study to analyze various brain lobes, bifurcating to Left Brain and Right Brain. The basis of analysis is type of fingerprint patterns on first phalanges of all fingers and number of ridges in between Tri Radi.  Also, in India this is being used since ancient times. 

The so called fingerprint patterns are Whorls, Loop, Reverse Loop, Double Loop, Arches- Simple and Tented , and in Hindi are called as Chakras, Shaanks and Seepy. These has been used by traditional Indian Palmist as a predictive tool in various field as per the number of various patterns in hand and at the finger they represent..

Theory of Multiple Intelligence:

“Intelligence is the capacity to do something useful in the society in which we live. Intelligence is the ability to respond successfully to new situations and learn from one’s past experiences.”

-Dr. Howard Gardner, Author, Frames of Mind and Multiple Intelligence

Dr. Howard Gardner proposed the Theory of Multiple Intelligence, which is widely accepted by science worldwide in 1983, resulting in many schools to run on “Theory of Multiple Intelligence.”

Dr. Howard Gardner is a renowned scientist, psychologist & educationist. He is the Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education and Senior Director of Harvard Project Zero. Among numerous honors, Dr. Gardner received a MacArthur Prize Fellowship in 1981.

He has received honorary degrees from twenty-two colleges and universities.

In 2005 he was selected by Foreign Policy and Prospect magazines as one of 100 most influential public intellectuals globally.

Dr. Gardner is the author of over twenty books translated into twenty-seven languages and several hundred articles. “Frames of Mind,” published in 1983, is one the most famous edition by Dr. Gardner. He has also written extensively on creativity, leadership, and professional ethics. His latest book, “Five Minds for the Future,” was published in April 2007.

This theory aroused and attracted a warm response from the whole world, especially in the Education and Psychology arena.

No one uses just one type of Intelligence; we all use several in our daily lives. Some are stronger than others for each person. Dr. Howard Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical Intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in other Intelligence: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live.

Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids are labeled “learning disabled,” having ADD (attention deficit disorder), or simply underachievers when a heavily linguistic or logical-mathematical classroom doesn’t address their unique ways of thinking and learning.

The good news is that the theory of multiple Intelligence has grabbed many educators worldwide, and hundreds of schools are currently using its philosophy to redesign the way it educates children.

According to the Multiple Intelligence theory, there are eight types of Intelligence.

Logical-Mathematical Intelligence

Ability to explore patterns, categories, and relationships by manipulating objects or symbols and experimenting in a controlled, orderly way. Ability to reason either deductively or inductively and to recognize and manipulate abstract patterns and relationships.

Linguistic Intelligence

Ability to use language to excite, please, convince, stimulate, or convey information.

It involves ease in producing language and sensitivity to the nuances, order, and rhythm of words.

Intrapersonal Intelligence

Ability to gain access to understanding one’s inner feelings, dreams, and ideas. Personal knowledge turned inward to the self. This form of intellect entails the ability to understand one’s own emotions, goals, and intentions.

Interpersonal Intelligence

Ability to understand other people, notice their goals, motivations, intentions, and work effectively with them. Empathize with others, observe and understand others’ moods, feelings, temperament.

Bodily-Kinesthetic Intelligence

Ability to use fine and gross motor skills in sports, the performing arts, or arts and crafts production. Bodily Intelligence involves using the body to solve problems, create products, and convey ideas and emotions.

Visual-Spatial Intelligence

Ability to perceive and mentally manipulate a form or object and perceive and create tension, balance, and composition in a visual or spatial display. Ability to develop visual-spatial representations of the world and to transfer those representations either mentally or concretely.

Musical Intelligence:

Ability to enjoy, perform, or compose a musical piece. Includes sensitivity to pitch, the rhythm of sounds, and responsiveness to the emotional implications of these elements.

Naturalist Intelligence

Ability to recognize flora and fauna, communion with the natural world and its phenomena. Involves full range knowing what occurs in and through our encounters with

Learning Styles

Preferred Learning Styles are various approaches or ways of learning. They involve educating methods, particular to an individual presumed to allow that individual to learn best. Most people favor some appropriate purposes of interacting with and processing information.

Visual

Characteristics:

Prefer to use graphics stimulation, graphs, flow-charts, reading and observation to learn

Learning Suggestions:

  • Attentive likes to observe and have an excellent grasp of direction and space;
  • Encouraged to record all comments and to visualize the images/scenes while reading.
  • Graphics / Graphs / Charts / Words driven.

Auditory

Characteristics:

Prefer to use listening and discussion to learn

Learning Suggestions:

  • Strong audible/ listening capability
  • Encouraged to use listening and repetition of content during the learning
  • Driven by Discussions

 

Kinesthetic

Characteristics:

Prefer to use physical hands-on and practical activities to learn and understand

Learning Suggestions:

  • Active and have high bodily-kinesthetic and learning sensitivity; encouraged to use sensory and hands-on practical exercises in learning.
  • Not necessarily be forced to sit quietly during revision
  • Driven by Practical activities

Benefits of DMIT:

DMIT helps in
  • Identifying an individual’s innate characteristics (which includes personalities and
  • performances).
  • Identifying brain Dominance (Left & Right).
  • Identifying the innate dominant learning styles – Visual, Auditory, or Kinesthetic.
  • Identifying acquiring Styles – Self Cognitive, Affective, Reverse Thinker, Reflective.
  • Identifying the strengths & weaknesses of a child.
  • Selecting the right subjects, courses & carrier options.
  • Suggest Remedies for weakness.
  • Reduce time, money, and effort wasted over irrelevant courses & classes.
  • Improve the relationship between parents and children.
  • Develop children’s confidence.
  • Providing a stress-free childhood for children.
  • DMIT can give crucial inputs for student counseling and guidance.
  • Multiple Intelligence Distributions.

Split-Brain Theory:

Dr. Roger Wolcott Sperry (August 20, 1913 – April 17, 1994) was a neuro-psychologist, neuro-biologist and Nobel laureate who, together with Dr. David Hunter Hubel and Dr. Torsten Nils Wiesel, won the 1981 Nobel Prize in Physiology and Medicine for his work with split-brain research.

A Review of General Psychology survey, published in 2002, ranked Sperry as the 44th most cited psychologist of the 20th century

Sperry received the prize for his discoveries concerning the functional specialization of the cerebral hemispheres. With the help of so-called “split-brain” patients, he carried out these experiments, and for the first time in history, knowledge about the left and right hemispheres was revealed.

According to the “Split-Brain Theory,” there are two halves of the brain, a right hemisphere, and a left hemisphere. As the nerve fibers leave our minds, they cross over from one side to the other. This means that the right side of the brain controls the left side of the body and the left side of the brain controls the right side of the body.

Theories suggest that left-brain people respond in sequential, logical ways, and this group of people are strong in math and science and can answer questions quickly.

“Most people in the modern world operate as left-brain people due to the education system in school which focuses on left-brain training…”

On the contrary, right-brain people are dreamers who are led by intuition and creativity. Right brainers think profoundly and may have a high level of Intelligence. Right brainers make great students of arts and social science. Besides being more spontaneous than the conservative left-brainers, right-brainers are intuitive and prefer to follow their gut feelings regarding decision-making.

In the 19th century, research on people with specific brain injuries made it possible to suspect that the “language center” was commonly situated in the left hemisphere. One had observed that people with lesions in two specific areas on the left hemisphere lost their ability to talk, for example.

The final evidence for this, however, came from the famous studies carried out in the 1960s by Roger Sperry and his colleagues.

The studies demonstrated that the left and right hemispheres are specialized in different tasks. The brain’s left side is normally specialized in taking care of logical, factual, analytical, and verbal tasks. The left side speaks much better than the right side, while the right half takes care of the space perception tasks and music, creativity, and emotions.

The right hemisphere involves making a map or giving directions on how to get to your home from the bus station. The right region can only produce rudimentary words and phrases but contributes emotional context to language. Without help from the right hemisphere, you would be able to read a word, for instance, but you wouldn’t imagine what it is.

hieve.

Parents to Understand:

“Everyone is a Genius; if you judge a fish on its ability to climb a tree, it will lead its whole life, believing it is stupid. – Albert Einstein”

Parents today are more involved in developing their child’s personality and fall into various expensive training programs without knowing their child’s interest, which often leads to stressful situations for children. What if, you see the child’s inborn talents and plan their training accordingly to learn quickly with keen interest.

DMIT is based on intrinsic genetic and acquired environmental factors that bring differences among individuals. Discovery of the innate Intelligence helps to understand one’s talent to stimulate and strengthen it throughout the learning process to master wisdom. If a natural ability is weak and being neglected or hidden, it will automatically degenerate.

Every child is born with natural potential. Parents should work towards ensuring that the educational opportunities are in place to explore that natural talent optimally. All children have the potential to become competent, social, well-groomed adults. Genes may determine a child’s possible; however, their experiences will help your child fulfill that potential.

To achieve inherent natural potential and find the real flavor of happiness is the prime objective of every human being. It will be different for each of us, but we will know when we are on a roll and fulfilling our purpose. Often, when we are so absorbed in what we are doing, that time becomes irrelevant to us, and we can fully ac

Success Stories:

  • Albert Einstein did not speak until he was four and did not read until he was 7. He was described as ‘mentally slow and unsociable,’ and he was expelled from school.
  • Thomas Edison was found too ‘stupid to be able to learn anything.’ He was fired from his first two jobs for being non-productive and made 1,000 unsuccessful attempts before inventing the light bulb and several other things.
  • Abraham Lincoln was a failure as a businessman and lawyer. He, in fact, also failed in his first attempt to be nominated to Congress.
  • Winston Churchill failed the sixth grade and was defeated in every election for public office – other than the one where he carved out a name for himself.

Unlike most generic means of talent testing and assessment, like EQ and I.Q tests, Dermatoglyphics assigns an exclusive, unique identity and result to every individual user based on the unique mapping of genetic information.

While most other tests offer, at best, only a static result of a given performance at any time, the Dermatoglyphics Multiple Intelligence Test (DMIT) continually maps the development and growth of talent along an educational gradient.

DMIT not only reveals potential and scope for an existing skill-set to improve within a person but also the possibilities for an individual to acquire a new skill set or talent. 

In real-world academics, Dermatoglyphics Multiple Intelligence Test (DMIT) helps individuals augment their already-existing skill sets and make for an enhanced learning experience. For example, if a learner has problems with mathematical formulas, Dermatoglyphics Multiple Intelligence Test (DMIT) could suggest different learning modules based on his/her existing talent and natural skill-set.