DMIA (Dermatoglyphics Multiple Intelligence Analysis) is a psychometric analysis based on the scientific study of fingerprints. It studies the ridged skin patterns found on fingers, palms, toes and soles which are formed during foetal development stage and once developed are unchanged for life. For most purposes, these also act as unique genetic identifiers.

Scientists have established congenital links between these patterns and an individual’s traits and talents. DMIA gives an accurate understanding of a person’s multiple intelligences as well as his innate potential capabilities and personality. This can help one decide between multiple choices available in different fields such as education, sports, art, music, various career options and even hobbies.

Evidence suggests that Dermatoglyphics research is generally based on Dr. Howard Gardner’s seminal Theory of Multiple Intelligence, where he discusses the possibility of multiple learners following multiple (differential and individually unique) modes of learning and development.



Correlation between 5 Fingers and the Different Parts of Brain

Each part of our brain (Left and Right) has 5 lobes named – Pre-frontal Lobe, Frontal Lobe, Parietal Lobe, Occipital Lobe and Temporal Lobe. Each finger represents one lobe of each part of the brain.

Types of Fingerprints and Characteristics:

Whorl: Target centric, Goal oriented, Very aggressive, Stubborn, Independent etc.

Arch: Showy, Talkative, Practical, Absorbing, Passionate, Centre of Attention, Influential etc.

Loop: Peaceful, Calm, People Oriented, Relationship Oriented, Great Team Player etc.

Accidental: May have mix characteristics, depending upon the combination.


Dermatoglyphics Features

Uniqueness: No two fingerprints are identical. Neither are any of our fingers.?? 
Dermatoglyphics style, striae height, density, quantity and location of the point are unique to each individual.

Invariance: The fingerprint pattern stays uniform during a person’s lifetime and will not change even according to the work profile of the individual.

Hereditary: According to scientific statistics, immediate family members will be more or less the same between the striae. Normal human cells have 23 pairs of chromosomes. If the chromosomes of the tree or structure are changed, it will cause the corresponding striae mutation. Therefore, the striae have inherited the mutation.

When the foetus is in the mother’s womb, the life area of it’s brain is developed. From 0-3 years, the emotional area develops rapidly. Between 4-8 years, the thought function area develops. Whereas, between 9-16 years, the mental/spiritual part gradually matures. Hence, after 17 years, “want” and “do not want” become the brain’s main model of operation.


Concept of Multiple Intelligence Theory

What is today a powerful force in the world of education all started in 1983, when Harvard University Professor Howard Gardner started writing his book Frames of Mind: The Theory of Multiple Intelligences. He asked some simple but very powerful questions, viz., are talented chess players, violinists, and athletes ‘intelligent’ in their respective disciplines? Why are these and other abilities not accounted for on traditional IQ tests? Why is the term intelligence limited to such a narrow range of human endeavours?

Our fingers and hands are intimately linked to our brain and ultimately, to our Multiple Intelligence. Nobel-prize winner psycho-biologist Dr. Roger Sperry discovered that the human brain has specialized functions on the right and left, and that the two sides can operate the body almost independently.

This gave rise to the Multiple Intelligence theory. In simple words, it challenges psychology’s definition of intelligence as a general ability that can be measured by a single IQ score. Instead, MI theory describes eight intelligences that people use to solve problems.

Multiple Intelligence theory asserts that individuals with a high level of aptitude in a particular type of intelligence do not necessarily have a similar aptitude in any other type of intelligence. For example, a person with musical intelligence need not necessarily possess logical-mathematical intelligence.


Eight Kinds of Intelligence

1. Verbal-Linguistic Intelligence 
People with verbal-linguistic intelligence display a facility with words and languages. They excel in reading, writing, telling stories and memorising words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and discussion and debate. They are also frequently skilled at explaining, teaching and oration or persuasive speaking. Those with verbal-linguistic intelligence learn foreign languages very easily as they have high verbal memory and recall, and an ability to understand and manipulate syntax and structure.

2. Bodily-Kinesthetic Intelligence 
People with this intelligence usually enjoy acting or performing, and in general are good at building and making things. They often learn best by doing something physically, rather than reading or hearing about it. Those with strong bodily-kinesthetic intelligence seem to use muscle memory. They remember things through their body such as verbal memory or images. They acquire fine motor skills that are required for dancing, athletics, surgery, craft and other movement functions.

3. Visual-Spatial Intelligence 
People with strong visual-spatial intelligence are typically very good at visualizing and mentally manipulating objects. Those with strong spatial intelligence are often proficient at solving puzzles. They have a strong visual memory and are often artistically inclined. Those with visual-spatial intelligence also generally have a very good sense of direction and may also have very good hand-eye coordination.



DMIA Benefits – Adults / Individuals

  • Allows discovery and understanding of talents and abilities to help select a fulfilling career.
  • A good reference for those who intend to make a career change, to venture into new business or to pick up a new skill/education.
  • Lets one harness his/her core competency to enable the discovery of one’s own learning style and hence achieve greater leadership in life.
  • Improves relationships with friends, family and spouse and in return ignites confidence and motivation to once again pursue your dreams.
  • Identifies your Emotional Quotient (EQ), Intelligence Quotient (IQ), Adversity Quotient (AQ), and Creative Quotient (CQ) to help better personal development levels.
  • Saves time and money which would have been otherwise wrongly invested in unnecessary courses or activities.
  • Identifies the your Emotional Quotient (EQ), Intelligence Quotient (IQ), Adversity Quotient (AQ), and Creative Quotient (CQ) to help personal development.
  • Saves time and money by guiding one to decide which courses or activities to invest in.
  • Indentifies learning style (Audio, Visual or Kinesthetic)
  • Can be used for self-evaluation and compatibility with your spouse or business partner.
  • Reveals innate strengths which improve performance at work

DMIA Benefits – Kids

Helps to understand a child’s innate strengths and traits which is important as this often leads to parents not being able to understand children, simply because they do not know what they are born to excel in.

  • To understand and develop an effective parent-child interaction based on their inborn communication style.
  • To identify a child’s inborn learning style or ability.
  • A kinesthetic learner is good in expressing their feelings/thoughts through body language and prefers to learn/memorise through operation and movement.
  • A visual learner has sharp observation/visual differentiation and prefers to learn through observation and reading.
  • An auditory learner prefers to learn through auditory sense/oral practice and able to assimilate, organize and arrange oral information.
  • To recommend parents to place their child in pre-school, school or courses where the curriculum suits the child’s inborn learning style.
  • To eliminate the ‘trial and error’ situations, when parents enrol their child to a certain class (i.e. art class or music class) without knowing if the child is capable of comprehending .This saves money, time and energy.
  • Dermatoglyphics report is a very important guideline for a child to refer to when choosing a university major that best suits their inborn abilities and potential.
  • After graduation, the Dermatoglyphics report helps to recommend career options in line with innate strengths.

Research conducted in the area of Dermatoglyphics in chronological order

  • 1684: Dr. Nehemiah Grew (1641-1712) presented Finger Prints, Palms and Soles An Introduction To Dermatoglyphics to the Royal Society
  • 1685: Dr. Bidloo published an anatomical atlas, Anatomia Humani Corporis, with illustrations showing the human figure both in living attitudes and as dissected cadavers
  • 1686: Dr. Marcello Malphigi (1628-1694) noted in his treatise; ridges, spirals and loops in fingerprints
  • 1788: J.C. Mayer was the first to write out basic tenets of fingerprint analysis and theorized that fingerprints were unique
  • 1823: Dr. Jan Purkinje classified the papillary lines on the fingertips into nine types: arch, tented arch, ulna loop, radial loop, peacock’s eye/compound, spiral whorl, elliptical whorl, circular whorl, and double loop/composite.
  • 1823: Joannes Evangelista Purkinji found that the patterns on one’s finger tips and the ridges and lines on one’s prints begin to form at around the thirteenth week in the womb.
  • 1832: Dr. Charles Bell (1774-1842) was one of the first physicians to combine the scientific study of neuro-anatomy with clinical practice. He published The Hand: Its Mechanism and Vital Endowments as Evincing Design.
  • 1893: Dr. Francis Galton published his book, “Fingerprints”, establishing the individuality and permanence of fingerprints. The book included the first classification system for fingerprints: Arch, Loop, and Whorl.