Impact of Human Ecological Factors on Linguistic Intelligence of Secondary School Adolescents

Verbal-linguistic learning style, or intelligence, is one of nine types of learning styles described in Howard Gardner's theory of Multiple Intelligences. Gardner's theory, developed during the 1960's, assists teachers, trainers, and employers to fiddle with their teaching styles to fit the needs of different learners. Verbal-linguistic learning approach refers to a person's ability to reason, solve problems, and leam using language. Because so much of the school curriculum is educated verbally, verbal-linguistic learners lean to do well in school. They may also outclass in typical university settings. It is important to abide in mind; however, that verbal-linguistic ability is not a synonym for intelligence. Similarly, an intelligent person has the ability to adjust himself to the changing circumstances with ease, efficiency and pace. By keeping in view above facts, this study was planned to identify the types of multiple intelligences among secondary level students along with, to assess the effect of various human ecological factors (as stated by Bronfenbrenner) on Multiple Intelligences of young adolescents. To achieve this aim, standardized Multiple Intelligence Assessment Tool developed by Kaur (2006) was administered on a study sample consisting of200 students from higher secondary schools of both areas ofMahendergarh (Haryana), i.e., rural and urban. Results revealed that significant association was found among various human ecological variables such as discipline by parents, parental occupation and cultural settings with the linguistic intelligence of the adolescents. It is also clear from the results that the independent variables i.e., caste, exposure to mass media and the frequency of visit to relatives/friends by the respondents had no significant association with the linguistic intelligence.