Dermatoglyphics is the study of ridged skin patterns (also known as dermatoglyphs) which can be found on fingers, palms, toes and soles. These patterns are formed from the external ectoderm and usually occur during the fetal development stage, 13 to 19 weeks after fertilization. Through research, geneticists have proven that dermatoglyph formations are controlled by chromosomes, and the patterns are influenced by polygenetic inheritance. These genes do not exhibit dominance, and they are very resistant to acquired changes from the environment. Using their morphologies, the patterns can be classified into two categories, namely “ridges” and “furrows”. During the seventh week of pregnancy, vertical thumb creases (thenar contours) begins to appear on the palm of the embryo. Two weeks later, remote and proximal horizontal creases (hypothenar contours) begin to form. Hirsch and Schweicher discovered that prior to the formation of dermatoglyphs, the dermal nerves and blood vessels are arranged in an orderly fashion. This led them to believe that the nervous and vascular systems determine the formation of dermatoglyphs. Consequently, they also established the correlation between the dermatoglyphic patterns and one’s personalities. From the anatomical point of view, the human hands dominate all other organs in terms of relative importance. This is why the brain dedicates the majority of approximately two hundred million nerve endings to the hands. In other words, the hands are sources of physiological and psychological information waiting to be tapped, hence the increasing importance in the field of dermatoglyphics. | DERMATOGLYPHICS VS MULTIPLE INTELLIGENCE | The development of fingerprints and the human brain is synchronous, between the 13th and 19th prenatal week. Through clinical trials, the fingerprints and multiple intelligences are absolutely related. Dr. Howard Gardner discovered that multiple intelligences are correlated to specific regions in the neocortex. This enables dermatoglyphics to identify the presence and magnitudes of these multiple intelligences at the early stages of childhood development. Equipped with this invaluable information, our children will have the competitive edge in identifying and enhancing their multiple intelligences. | | | | | Linguistic / Verbal Intelligence |  | Ability to use language as a means to express thoughts and gain understanding. | | People with high linguistic intelligence like to read, write, discuss and expand their vocabulary at the same time. | | Desired occupations include lawyers, orators, writers, talk show hosts, editors, sociologists or social science lecturers.
| Naturalistic Intelligence | | Ability to observe and develop keen interests on the ecosystem.Occupations which requries high level of naturalistic intelligence include hunters, ecologists, biologists, taxonomists, agriculturists and even astronomers. |
| | | | Solitary / Intrapersonal Intelligence | | Ability to be aware of one’s inner strengths and weaknesses,emotions, interests and ambitions. People who reflect on themselves tend to keep diary records and engage in self thoughts. They are also intuitive and capable of deep contemplations. | | Suitable occupations include counsellors,theologists,autobiographers, creative entrepreneurs, inventor, critics or scholars. |
| | | | Social / Interpersonal Intelligence | | Highly empathic and aware of other people’s motives, feelings and emotions. | | People with high interpersonal intelligence usually have a wide social network, inclined to participate in group activities and tend to hold key leadership positions. | | Suitable occupations include politicians, entrepreneurs, public relations experts, spiritual leaders, teachers or psychologists. |
| | | | Visual / Spatial Intelligence | | People with high visio-spatial intelligence are proficient map readers, like to draw, play with puzzles and labyrinths. | | They have good perception of space, lines, shapes and colours. Besides they have excellent sense of direction. | | Desired occupations include architects, artists, landscapers and other related fields. |
| | | | Bodily-Kinesthetics Intelligence | | Fond of outdoor adventures and physical activities. People with high kinesthetic intelligence are dextrous, capable of excellent control of their body parts and skilled crafters. | | Suitable occupations include athletes, sculptors, surgeons, dancers or stageplayers. |
| | | | Auditory / Musical Intelligence | | Fond of outdoor adventures and physical activities. People with high kinesthetic intelligence are dextrous, capable of excellent control of their body parts and skilled crafters. | | Suitable occupations include athletes, sculptors, surgeons, dancers or stageplayers. |
| | | | Mathematical / Logical Intelligence | | This intelligence consists of advanced calculations, categorisations, summarising and assumption skills. | | Occupations that require high levels of mathematical and logical intelligence include mathematicians, taxers, accountants.
DERMATOGLYPHICS vs PERSONALITY
| | | | Critical | 
|  | creative, love challenges, very competitive | | thrive on setting new standards and challenges | | coached by reverse reasoning and using reverse psychology | | use stages and points accumulation to achieve reward | | motivated by challenges | | allow self-plan and self-managed
| DERMATOGLYPHICS vs LEARNING STYLE | Individual learning styles and characteristics consist of three factors:
1. What is the easiest method for you to acquire information?
2. How do you organize, process and filter information?
3. What environments and conditions affect your learning process? New York Saint John University Ken & Rita Dunn conducted research on students’ learning styles. They discovered that about 30% of the students still recalled 75% of the lecture content after a session. To achieve the same retention rate, about 40% of the students need to read through the content (including words and illustrations), about 15% needs physical stimuli and the remaining 15% needs bodily-kinesthetics learning experiences. Therefore, it is inferred that individual learning styles are different. Nevertheless, traditional teaching methods tend to use only one teaching style to cater for all. For students who have visual and auditory learning styles, this method is extremely effective. However, this is at the expense of students with other learning styles. It is recommended that individual learning styles be identified as early as possible. Then, they should be put into an environment which suits their learning styles so that the learning process could be efficient and effective. | | |
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