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106 KKU Science Journal Volume 39 Number 1 Research Introduction Dermal ridges on palm, fingertips, and soles appear in the third to fifth month of fetal development and the patterns remain unchanged (Penrose, 1969; Penrose and Ohara, 1973; Okajima, 1975; Nora and Fraser, 1989). Disturbances can be caused environmentally by diseases such as fetal rubella, thalidomide poisoning (Penrose and Ohara, 1973) or chromosomal aberration (Schaumann and Alter, 1976; Rajangam et al., 1995) or maternal stress during prenatal period (Babler, 1991; Brown et al., 2000; Rosa et al., 2001). The dermal ridges on fingertips called fingerprints are arranged in patterns and classified based on the number of triradii present (Holt, 1961). Thus, there is no triradius in a simple arch pattern, one triradius in loops (ulnar and radial), and two triradii in a whorl. Since Professor Howard Gardner (1983) initially identified the original seven different kinds of human intelligences i.e. linguistic, logicalmathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal intelligences in Frames of Mind, then added an eighth intelligence - naturalistic intelligence (Gardner, 1999). Short descriptions of those multiple intelligences (MI) are as follows: linguistic = smart in spoken & written language; logical-mathematical = smart in numbers & reason; spatial = smart in patterns of wide space; musical = smart in rhythm; bodily-kinesthetical = smart in bodily movement; interpersonal = smart in understanding other people; intrapersonal = smart in understanding themselves; naturalistic = smart in nature & the environment. Human beings are organisms who possess a basic set of intelligences and have a unique blend of their intelligences (Gardner, 1999). Though Gardnerûs theory of MI has not been readily accepted within academic psychology, it has however has met with a strong positive response from many educators and has helped them to reflect on their practices, and given them a basis to broaden their focus, and to attend to what might assist people to live their lives well (Smith, 2008). Factors affecting human intelligences are biological endowment (including genes, and brain injuries during development), personal life history, and cultural background (Armstrong, 1994). The fingerprint pattern is also inherited from many genes (Penrose, 1969) and prenatal environments (Babler, 1991; Brown et al., 2000; Rosa et al., 2001). Therefore, the authors hypothesize that MI and fingerprint patterns may be related. To assess MI from a fingerprint pattern would be easy, quick and useful for parents and teachers to promote the potentialities of their children. The aim of the pilot study was to describe the MI scores and analyze relationships between each MI score and the fingerprint patterns of school children. This research protocol had been reviewed and received ethical approval from the Khon Kaen University Ethics Committee for Human Research. Materials and methods Subjects: A total of 72 high school children who attended the Olympic academic course at the Faculty of Science, Khon Kaen University, northeastern Thailand participated in the study. Instruments: Four kinds of instruments were used as follows: 1. Laptop PC. 2. Fingerprint sensor (digitalPersona Inc., IT WORKS Co., Ltd., 2005).
ß“π«‘®—¬ «“√ “√«‘∑¬“»“ µ√å ¡¢. ªï∑’Ë 39 ©∫—∫∑’Ë 1 107 3. The Automated Inkless Fingerprint Imaging software (Nanakorn et al., 2006; 2007; 2008). 4. MI questionnaire (Sintuwong, 2002; with written permission) which consists of 80 questions of the 8 MI categories (10 questions for each MI) scoring in 5 levels from 0 to 4 (This is not like me at all = 0, This is a bit like me = 1, This is sometimes like me = 2, I am like this more often than not = 3, I am always like this = 4). Sample collection: Prior to answering the MI questionnaire and scanning of fingertips, signed informed consents were obtained. Each subjectûs ten fingertips were scanned using the fingerprint sensor coupled with the Automated Inkless Fingerprint Imaging Software. The scanning method is described elsewhere (Nanakorn et al., 2007; 2008). Briefly, researchers performed scanning by touching each subjectûs fingertips on a touchpad of the fingerprint sensor, starting from the left hand; thumb, index, middle, ring, little fingers, followed by the right fingers of little, ring, middle, index, and thumb. These fingertipsû images are stored into a data base as a portable digital format (PDF) file before printing. Subjects also answered the MI questionnaire by themselves. Data analyses: Types of fingerprint patterns were identified by the first author according to the standard method set by Cummins and Midlo (1943). Four main types of fingerprint patterns were classified as whorl, ulnar loop, radial loop, and arch. Reliability of the MI questionnaire was analyzed using the alpha Cronbach. Sex difference of each mean MI score was analyzed using an independent sample t-test. Relationships between types of fingerprint pattern and means of each MI score were analyzed using an analysis of variances (ANOVA) and the independent sample t-test. The SPSS for Windows version 17.0 (SPSS Inc. Chicago, IL, USA.) was used for statistical analyses at 95% level of confidence. Results Demographic characteristics Seventy two subjects were 43 males and 29 females who identified themselves for training in Computers (20 persons = 27.8%), Physics (20 persons = 27.8%), Mathematics (18 persons = 25.0%), and Biology (14 persons = 19.4%). Reliability Cronbachûs alpha of the 80 questions was equal to 0.917 Multiple intelligence Descriptive analysis of mean scores of each MI by sex found that the intrapersonal intelligence of male subjects was higher than other MI (29.1+4.7; mean + standard deviation). The second and the third highest mean scores were logical-mathematical intelligence and musical intelligence (28.7+4.2, 26.8+6.9, respectively). Female subjects also had the highest score of intrapersonal intelligence (27.5+3.5) followed by spatial intelligence (25.4+4.8), logical-mathematical intelligence (25.4+4.2), and interpersonal intelligence (25.3+4.3). Sex differences of MI mean scores analyzed by the independent sample t-test showed that male subjects had significantly higher mean MI scores than those of females [t (71) =3.22, p
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