Intelligence, as a mysterious and uncertain special existence, is an important subject that people have always researched and studied. Today, people have not only observed the secrets of universe as far as hundreds of millions of light-years away from the view of a macro-world, but also probed into the mystery of atom, proton, neutron and elementary particle inside a substance from the view of a micro-world. However, people do not know as much of their own intelligence as the macro-world of the remote universe or the micro-world inside a substance. Let alone the fact that the scientific field is still debating the definition of intelligence, the question how to measure the intelligence of human being still keeps an unsolved problem in the world. Although the traditional psychological IQ test is a way to measure intelligence, yet its reliability and validity always arouses doubt of the scientific field.

I started to study the correlation of dermatoglyph (fingerprints and palm patterns) and human intelligence in 1988. Through 19-year continuous efforts, I have established a preliminary systematic method for intelligence measurement through Dermatoglyphic identification. I have successively made study, measurement and sampling of over 40 thousand people in 25 regions of China, and gradually improved the practice and theory of Multivariate Intelligence Measurement through Dermatoglyphic Identification, as well as made it highly reliable and effective. The method of Multivariate Intelligence Measurement through Dermatoglyphic Identification passed the Science and Technology Achievement Appraisal (YKYCZ9212) by Henan Academy of Sciences on October 4, 1992, and also passed the demonstration jointly presided by the Genetics Society of China, the Working Committee for Popular Science Activities under China Psychological Society, and the Working Committee for Health Care of Women and Children under China International Exchange and Promotive Association for Medical and Health Care (CPAM) on April 15, 2006.

I Theoretic Basis, Research Principle, Analysis and Calculation of Parameters

(I)Theoretic Basis and Research Principle

The modern genetics discovers that an individual’s traits such as its height, color, disease and intelligence are highly determined by genes. DNA sequence has been conquered. When functional genes completely made clear, the testing of intelligence will become an easy process. Can the mystery of human intelligence be broken down earlier? In my opinion, dermatoglyph is the external existence of human genes and brains, and may also be considered as a representation of DNA sequence. Therefore, continuous study on the correlation of dermatoglyph and intelligence is believed a way that may lead us to an earlier triumph over the mystery of human intelligence.

I started the analysis and study from the correlation between the extremities and intelligence of animals.

(1) Mule-foot and even-toed ungulate (cattle, sheep, horse, donkey, deer, hog, etc.). Their extremities are simply mule-foot or even-toed ungulate, with hard horny substance and very low intelligence.

(2) Felidae and Canidae (tiger, lion, leopard, dog, fox, cat, etc.). Their extremities have evolved to be multi-petal quincuncial structure with soft pad. Their intelligence is higher. The fact that cattle, sheep, horse or deer becomes the food of tiger, lion, leopard or wolf should attribute to their weakness of intelligence in stead of their weakness of physical strength.

(3) Primate (e.g. monkeys, gorilla, chimpanzee, etc). Their extremities have evolved to five-toe (or -finger) structure, with flexible joints. Their toes (finger tips) appear to be varied simple patterns. Monkeys and Pongidae have much higher intelligence. Especially chimpanzees are reported to have the intelligence equivalent to a 3/4-year-old child. The dermatoglyphic traits of chimpanzees are of complicated patterns, very similar to human beings.

(4) As a superior Primate, human beings have very dexterous fingers and very complicated dermatoglyphic patterns. Francis Galton, a British fingerprint scientist, has pointed out that the possibility for existence of same fingerprint is 1/64,000,000,000, while another fingerprint scientist Edward Richard Henry has held the opinion that such possibility should be 1/1,000,0007. The complicated fingerprint of human beings on one hand indicates the complexity of human genes and on another hand proves the well evolved human brain, i.e. intelligence.

I keep observing the foregoing study principle, and following the guidance of the traditional Chinese medical theory which believes that “the internal existence will inevitably reveal itself externally sooner or later”, as well as the modern ECIWO theory, modern genetics, modern psychology, and modern pedagogy, and basing my study on the existing research results made by the experts of Dermatoglyphics and psychology community both home and abroad. With reference to the brilliant theories and opinions of experts, I finally establish a formula of dermatoglyphic parameters for multivariate intelligence measurement through biologic identification. When the data decrypted and taken from different part of fingers and palms and weighted by their respective impact on intelligence are used in the formula of dermatoglyph/intelligence parameters, we can accurately calculate the intelligence level, intelligence type, gifted talent of arts or sports, strength of personality, and best learning style/method for any individual.

(II) The formula of multivariate intelligence parameters through dermatoglyphic identification is as follows:

ZL=(n0 - x)+(An + Bn + SBn + Qn + fm +…)+(HFn + Fn + F2n)+ (Jn – 2)+ (Wn – 2) + (-Mn) + zjn + zjbn + Zjqn + Tzjbn +...

Where:

ZL refers to intelligence index that indicates the intelligence level (the initial of intelligence in Chinese “Zhi Li”);
(n0 – X) refers to ATD angle indicating the speed of thinking where “X” means the corrective value that must be deducted in case of an individual less than 10 years old;
(An + Bn + SBn + Qn +…) means the parameters that indicate the intelligence type decrypted from fingerprints;
(HFn + Fn + F2n) refers to the intelligence parameters taken from palm patterns;
(Jn-2) refers to the parameter of memory grade;
(Wn – 2) refers the parameter of perception power and creativity;
-Mn refers to the intelligence parameter taken from the pleat of last knuckle of fingers;
Zjn means the intelligence parameter obtained from the ridge count of finger tips;
Zjbn means the intelligence parameter represented by basal local pattern;
Zjqn refers to the intelligence parameter represented by inter-finger local pattern;
Tzjbn – The numbers 3, 4, 7, 8 indicate the intelligence parameter represented by basal local pattern.
The intelligence parameters to be further studied and determined are as follows:
Cn: Intelligence increment parameter;
TXn: Intelligence parameter of special points;
Bxn: Intelligence parameter represented by white lines;
Zsn: Parameter of fingerprint trifurcation;
U0: Intelligence parameter represented by II and III local pattern;
DSn: Intelligence parameter represented by absence of palm trifurcation.
Note: See Figure A to Figure B for the above parameters.

(III) Intelligence Parameters.

1. A: Abstract thinking value. If the value “A” plays a dominant role, the individual is excellent at math and good at Chinese.
2. B: Imagery thinking value. If the value “B” plays a dominant role, the individual achieves excellent Chinese but average or below average math.
3. T: Synthetic thinking value. In the case of this value, math and Chinese are at the same level. Different score may be obtained as intelligence varies.
4. F: Abstract thinking value, also referred to as “math value”. If the value “F” plays a dominant role, 90% is the second grade of abstract thinking; 8% is of average intelligence, with average math and Chinese; 2% is of low intelligence, with every subject below the acceptable score. However, the intelligence calculation is expressed in the former way.
5. C: Abstract thinking value, also referred to as “positive value of intelligence”. If the value “C” exists, certain scores should be increased to math and some indices should be added to the intelligence.
6. f: Intellectual disturbance value, also called “excellent intelligence value” or “abstract thinking limit”. This is a typical example of “dialectic uniformity of contradictions”. No matter big or small, the value poses severe impact on intelligence of an individual, specifically as the follows:
(1) Severe negative impact posed on abstract thinking, i.e. math performance. Therefore, the individual usually performs average or poor in math, but does very excellent in Chinese.
(2) Severe negative impact posed on both abstract thinking and imagery thinking, i.e. performance of both math and Chinese. Therefore, the individual usually does average in both subjects or even below the acceptable scores in more severe cases.
(3) Convulsions (epilepsy) type
Among this type, 98% of the individuals suffer from severe negative impact on their abstract thinking, i.e. math performance. As a result, most of them gain below average or very poor math scores, but usually achieve very excellent Chinese.
(4) Uncoordinated movement type (including facial movement) and nervous type
For instance, boys are bold, unconstrained, easily agitated, and aggressive (girls behave like boys). Among this type, more than 95% of individuals suffer from severe negative impact on their abstract thinking. As a result, they perform average or poor in math. However, their imagery thinking is sufficiently developed, so that they usually perform excellent in Chinese. Meanwhile, 5% of the individuals among this type do excellent job in both math and Chinese. The individuals of this type can generally pass the college entrance examination, where 95% of them can pass the examination for specialty of arts; and 5% can pass both the examination for specialty of either arts or science. However, those who study specialty of arts are more likely to make achievements.
(5) When the “f” value exists, if the ATD is below 35o (some at approximately 40o) with very high intelligence, there is generally no impact posed on math performance (among the 5% specified in the above (4)), i.e. both math and Chinese are excellent. Therefore, they can study either arts or science. But those who study arts are more likely to make achievements.
(6) Very obedient, gentle and quiet type
The boys with “f” values usually behave like girls; while girls are like traditional girls who stay in boudoir all day long. They are obedient, gentle and quiet without talking much with others. As a result, their abstract thinking and imagery thinking and even the intelligence as whole suffer severe negative impact. Both Chinese and math tend average or very poor. Although some may perform slightly better in Chinese than in math, yet in severe cases, both subjects may get even below the acceptable scores. This type only accounts for 2% of “f” values.
(7) Easily get dizzy or have headache
(8) Most individuals with “f” values perform excellent in both math and Chinese from elementary school until the first grade of secondary school. However, since the second grade of secondary school, their math scores will gradually suffer impact to such an extent as 70±10. The likelihood that the math of individuals with “f” values suffers from impact is more than 95%, where 10% of them suffer such impact from the period of elementary school; 80% from the second grade of secondary school; and 5% from the first or second grade of high school.
(9) Those with “f” values usually have excellent intelligence (imagery thinking). However, in the case of the situation specified in (6), the severely suffered individuals have low intelligence, which account for 2% of the “f” values.
(10) For individuals with “f” values, part or all of the situations specified in the above (1) and (9) may exist concurrently. At least, one of them will exist. It is mostly that (1) and (3), (1) and (4), (2) and (6) / (7) exit concurrently.
(11) It is advisable for individuals with “f” values to study arts and do corresponding jobs.
(12) The “f” values have strong heritability, where 90% may be genetically passed down from parents to children, and 3% from grandparents to grandchildren.
7. Z: one of the “f” values.
8. Q: Synthetic thinking value. Individuals with “Q” values generally have excellent intelligence, i.e. both math and Chinese are usually excellent. If the “Q” value plays a dominant role, the individuals may even have distinguishingly excellent math and Chinese. However, this value tends to vary in their offspring and appear to be Q’, fQ or f values. This answers the question why some parents are highly intelligent but their children only have ordinary intelligence.
9. f’: one of the “f” values. The f’ value plays a similar role as f values, but poses slightly lighter impact.
10. G: Synthetic thinking value. With such value, the individuals are usually very excellent with both math and Chinese. Therefore, they have excellent intelligence. Those who learn arts are more likely to succeed.
11. SB: one of the “f” values. The SB value plays a similar role as f values, but generally without the situation of convulsions (epilepsy).
12. Q’: one of the “f” values.
13. Q①: Secondary Q value. If this value plays a dominant role, the individuals generally have excellent or good math and Chinese, where math is better than Chinese.
14. λ(q): Intellectual disturbance value, one of the “f” values.
15. A’: the second grade of abstract thinking value.
16. A”: the third grade of abstract thinking value.
17. α: One of the “f” values, but without the situation of convulsions (epilepsy). The individuals usually have average math and excellent or good Chinese.
18. fm: one of the “f” values. The individuals with this value usually start to suffer from impact on math performance after the third grade of secondary school or even the first or second grade of high school. Because the “fm” value poses negative impact on math at a later time, some individuals with “fm” values may wrongly think that they are good at math and select specialties of science, which consequently poses negative impact on their academic performance. Those who might have been admitted by four-year programs or key universities usually enter secondary vocational schools, three-year college programs or less desirable universities due to wrong choice. Some suffer the failure of college entrance examination. The “fm” value is genetically passed down from parents, one of them has dominant “A” value, i.e. to have excellent abstract thinking and math and the other has dominant “f” or “B” value, i.e. to have excellent imagery thinking which means excellent Chinese but poor math. The value is also possible to be passed from grandparents to grandchildren.
19. fQ: one of the “f” values. The individuals with this value are most likely to behave as specified in section 4. This value is mostly inherited from parents with Q values, with the rest genetically variant from f, Q’, and Q①.
20. HF: excellent intelligence value, also called severe intellectual disturbance value. The HF value represents a dialectic uniformity of contradictions. Individuals with this value generally tend to two extremes. Among the individuals with HF values, 70% have excellent intelligence and usually do excellent job in both math and Chinese where math is more excellent; 20% have average intelligence; 10% suffer severe negative impact on intelligence, where math and Chinese both suffer negative impact to varied extent. If HF value occurs to individuals with ATD angle of over 60o, they generally suffer from Down syndrome. However, there are also individuals who have normal ATD angle but suffer from poor intelligence due to the existence of HF value. The proportion of these individuals is approximately 2%, which is not specifically determined at the present.
21. fJ: severe intellectual disturbance value. The individuals suffer from severe impact on their memory and thinking capability. During middle school, all of their subjects are generally around or below the acceptable scores. Their math and Chinese scores are usually 60±10 or -20 points.
22. W: perception power and creativity;
23. F2: intelligence increment;
24. m: the negative value of intelligence;
25. U0: one of the “f” values;
26. m’: the negative value of second grade intelligence;
27. DSn: intelligence parameter represented by absence of palm trifurcation;
28. m1: negative value of intelligence;
29. m2: negative value of intelligence;
30. Dw: positive value of intelligence;
31. Dy: negative value of intelligence;
32. Xw: positive value of intelligence;
33. Xy: negative value of intelligence;
34. J: memory parameter;
35. Zjqn: intelligence parameter of inter-finger local pattern;

Notes:

(1) In case of multiple additional values, comprehensive analysis is required for calculating the intelligence level and thinking type of an individual. Especially, when two contradictory parameters concurrently occur to the same individual tested, the intelligence level and thinking type may be wrongly calculated.
(2) All the intelligence parameters may be considered as genetic code or gene of intelligence. I think that intelligence is multi-gene inheritance and so is dermatoglyph. Among the multiple genes for intelligence, there is one dominant gene that plays a decisive role. If multiple types of additional values exist concurrently, integrated analysis and calculation is required for finding out the dominant value, so as to accurately calculate intelligence and its types.
(3) Up to date, the first 24 intelligence parameters are accurately determined. However, there are still more than a dozen of parameters above listed requiring further study and precise determination. Moreover, with this study goes further, there will be new parameters discovered.

(IV) Preliminary Analysis on Genetic Variation Rules of Intelligence Parameters

A: A A’ A’ ‘ AQ
B: B Q① Q’ f’ ‘
Q: Q Q① Q’ fQ AQ
f: f f’ f’ ‘ fm fm’ fm’ ‘ SB fQ Q① Q’ Z α λ
fm: fm fm’ fm’ ‘ f f’ f’ ‘ SB fQ Z α
F: F F’ F’ ‘ HF HF’ HF’ ‘
HF: HF HF’ HF’ ‘ F F’ F’ ‘
G: G Q Q① Q’ B f’ ‘ fQ
Q①: Q Q① Q’ fQ AQ B
Q’ : Q’ Q Q① fQ f f’ f’ ‘
SB: SB f f’ f’ ‘ fm fm’ fm’ ‘ Z α λ fQ Q① Q’
Z: Z SB f f’ f’ ‘ fm fm’ fm’ ‘ α λ fQ Q① Q’
α: α Z SB f f’ f’ ‘ fm fm’ fm’ ‘ α λ fQ Q① Q’

Notes:

1. This is a preliminary analysis on genetic rules of intelligence (thinking) types. This analysis applies to all the parameters.
2. By using the intelligence of a child measured through this genetic analysis, we may approximately calculate and conclude the intelligence of his/her parents; when the intelligence of a parent measured, we may also approximately calculate the intelligence of his/her child. If both parents and children are measured together, the accuracy of genetic analysis will be improved. If three generations (grandparents, parents and grandchildren) are measured together, the accuracy of genetic analysis may reach 95%. If actual measurement is combined with the analysis for proper statistical treatment, it will become more significant.
3. When this genetic rule is used for determining whether twins are monozygotic or dizygotic, the accuracy can almost reach 100%.

(V) Standard for classification of multivariate intelligence through dermatoglyphic identification

1. Over 141 ____Very excellent (supernormal intelligence)
2. 137－140____ Excellent A+
3. 130－136 ____Excellent A
4. 120－130 ____Excellent A-
5. 110－120 ____Good (intelligent)
6. 90－110 _____Average (relatively intelligent)
7. Below 90____ Slow

Notes:

To distinguish different intelligence (thinking) types of individuals, N＋B (art) or N ＋B (art) is used to express the strength of language imagery thinking and the weakness of math abstract thinking, for example, 132＋15B (art) or 122 ＋15B (art).
This math formula is used to express the strength and weakness of the measured intelligence type.
2) The indices of intelligence level and IQ level are similar in absolute value, but have completely different implication.
Intelligence is a way to measure the cleverness of an individual and his/her potential capability to understand, adapt to and change external environment, i.e. the potential capability for learning. In this study, “ZL” is used to stand for intelligence (ZL is the initials of “Zhi Li” which means intelligence in Chinese).
Intelligence Quotient is an index to measure the development level of individual’s intelligence and the development extent of his/her potential capability, usually referred to as “IQ”.

(VI) Categorization of Intelligence (Thinking Type)

A. Math abstract thinking. Individuals belonging to such thinking type are excellent at math and suitable for specialties of science and engineering, e.g. Hua Luogeng, Qian Xuesen, Chen Jingrun, Einstein, and Edison, etc. According to preliminary statistics of this study, the population of this type accounts for 1/4 of the total, i.e. approximately 25%.
B. Language imagery thinking. Individuals belonging to such thinking type generally do excellent job in language but average in math, and suitable for specialties of human culture, e.g. Qian Zhongshu, Yu Dafu, Qiong Yao, Putin, Churchill, and Rice, etc. According to preliminary statistics of this study, the population of this type accounts for 1/2 of the total, i.e. approximately 50%.
C. Synthetic thinking. The individuals with this thinking type usually achieve balanced development in both math and Chinese and are suitable for specialties of either arts or science. The population of this type approximately accounts for 1/4 of the total, i.e. around 25%.
D. We may not say that an intelligence (thinking) type is good or bad. It is more accurate to say that individuals more capable of language imagery thinking are more suitable to specialties and jobs related to human culture. It is better for those with stronger capability of math abstract thinking to study or do jobs related to science. In reality, mathematician, physical scientists, engineers and doctors are great; the litterateurs, artists, sociologists and politicians are just as great. Individuals with different intelligence (thinking) types may make different contribution to the society. It is critical for parents and educators to accurately understand children and teach them on the foundation of their strength and weakness.
Of course, it is advisable for our education authority to establish more scientific education system and provide more applicable courses according to different characteristics of human intelligence.
E. The dermatoglyphic intelligence parameters by intelligence (thinking) type is very complicated, and is mainly determined through combined analysis of fingertip patterns and palm patterns. The parameter of intelligence (thinking) type poses great impact on the intelligence of an individual. Through long-term study, this measurement has made accurate analysis and determination of the intelligence (thinking) type parameters, and has significantly grasped the mutually affected and constrained rule. The dermatoglyphic researchers may usually find out some dermatoglyphic change rules related to intelligence level from one or more indices of palm patterns and fingerprint. However, since some researchers fail to understand the relationship of mutual impact and constraint, they may lose confidence in studying the correlation of intelligence and dermatoglyph.

(VII) Reactivity

1. Reactivity is what we usually call quick or slow reaction of brain, and is mainly determined by ATD angle. In the past, some researchers held the opinion that “ATD angle determines the intelligence level of an individual, which is not a comprehensive conclusion. The author of this Study thinks that ATD angle is only an important factor of intelligence, i.e. sensitivity of thinking. As actual measurement shows, many tested individuals whose ATD angles are below 35o have average intelligence. Similarly, some of the individuals with ATD angles between 42o to 48o have very excellent intelligence. Therefore, other intelligence parameters should be taken into consideration for accurately calculating the impact of ATD angle on intelligence.
2. The general standard is that ATD angles smaller than 41o increase the scores of intelligence, and ATD angles bigger than 41o reduce the scores of intelligence.
3. The ATD angle of an individual tends to stabilize itself at the age of 10. In case of someone younger than 10 years old, the actual ATD angle is calculated in such a manner that the measured angle deducts the result of 10 minus the actual age. For example, if the individual tested is 5 years old and the measured ATD angle is 42o, his/her real ATD angle is: ATDo = 42o-(10 - 5) = 37o. In specific cases, the angle may be slightly bigger or smaller than such value.
4. The impact of ATD angle on reactivity is categorized as follows:

(VIII) Perception Power and Creativity:

1. Through multiple years of research, the parameter of perception power and creativity is accurately determined. This parameter poses significant impact on the intelligence level of an individual. For the purpose of this study, the perception power and creativity is divided into four categories and 9 grades as follows:

2. Individuals with strong perception power and creativity are naughty and not easy to cope with during childhood. The grow-ups who get engaged in scientific research are more likely to make invention or creation; those who do jobs in management, public relationship or leadership are more likely to think of good ideas which are very helpful to their work. The fact that some individuals with high diploma are usually incapable of dealing with difficulties encountered may attribute to their weak perception power and creativity. This is determined by genes. On the contrary, some individuals without high diploma are very capable in thinking of good ideas immediately when they encounter any trouble. It reveals their strong perception power and creativity.
3. The intelligence parameter of perception power and creativity is primarily determined by the symmetrical and true lines of inter-finger local patterns (I, II, III and IV local patterns).
4. During study, I also find that perception power and creativity and reactivity are supplementary to each other. For example: i) one who has strong creativity is most likely to have large ATD angle, so that his/her speed of thinking is unlikely to be slow; ii) When the ATD angle is small, even if one’s perception power and creativity is not strong, his/her perception power and creativity will be fine so that he/she may usually deliver great ideas.

(IX) Memory:

1. The memory parameter is presently taken from palm patterns, and is classified into 4 categories and 9 grades. See the following table for details:

2. Up to now, this study is capable to determine whether long-term memory or short-term memory is playing dominant role.
3. Memory is also determined with due consideration to the intelligence (thinking) types. Those who belong to language imagery thinking type are usually able to clearly remember the plots of stories. However, the individuals whose math abstract thinking plays a dominant role usually have stronger ability to remember math formulas and telephone numbers.
4. Presently, the memory parameters determined by this study is not accurate enough, only with an accuracy rate of approximately 80%. The memory parameter is obtained through comprehensive analysis of fingertip ridge counts and palm patterns.

(X) Calculation of School Scores:

 1. From our study, during elementary school, the performance of an individual is mainly determined by his/her efforts and memory. From the second grade of secondary school, the performance of an individual becomes overall representation of his/her intelligence, while the performance at college stage is mainly determined by efforts. Therefore, we take the scores from the second grade of secondary school as the indicator of intelligence level and type. The scores used to represent intelligence level are relative instead of absolute, where they respectively indicate a) 70±10 points: poor or ordinary; b) 80±5 points: average or good; c) 80+5 points: fluctuating between slightly poor and average or good, not stable; d) 90±5 points: excellent; e) 95±5 points: very excellent.
2. The calculated school scores are comparatively accurate, where the proportion of conformity exceeds 90%.

3. The school scores are determined by intelligence level and the dermatoglyphic intelligence indices, and should be obtained through comprehensive calculation.

(XI) Difference between Intelligence (ZL) and Intelligence Quotient (IQ)

II. Study Samples, Sampling and Data Processing of Multivariate Intelligence Measurement through Dermatoglyphic Identification

(I) Study Samples

1. 1988-1990: First phase study (preliminary study) initiated in Wuhan
At this phase, the study primarily aimed at the students of Chinese Department and Math Department of Wuhan University, respectively representing art and science.
The in-service pilots, ordinary officers and solders in the air force were taken as the secondary study objects.
2. 1990-1992: Second phase study carried in Zhengzhou
Owing to the convenience of close contact with a lot of people as an official responsible for personnel management, I studied the difference of dermatoglyph and intelligence between the personnel of government agencies and institutions.
I also studied the correlation of dermatoglyph and intelligence plus school scores among the students of key and ordinary high schools, secondary schools, elementary schools in Zhengzhou.
During the 5 years of study plus the first phase and second phase, I had studied more than 5,000 individuals, and preliminarily determined the parameters of intelligence and developed the parameter formula for multivariate intelligence measurement through dermatoglyphic identification. From July, 1991 to October, 1992, I formally started providing trial measurement to the society in Zhengzhou. I had sampled, studied and measured more than 1500 individuals.
3. 1993-2001: During the 9 years, I independently raised fund and overcame unimaginable difficulties for studying and measuring more than 25,000 samples in 17 regions including Wuhan, Zhengzhou, Kaifeng, Xinyang, Xinxiang, Xuchang, Xiamen, Zhangzhou, Shijiazhuang, Guangzhou, Foshan, Zhuhai, Dongguan, Changsha, Shanghai, Tianjin, and Beijing. It was in such a way that I obtained the first-hand information of dermatoglyph and intelligence correlation of different ethnic groups in different regions of China. In such way, the multivariate intelligence measurement through dermatoglyphic identification was strictly verified in a wider range throughout China, and the dermatoglyphic intelligence parameters, corrected for better determination.
4. From May, 2001 until now: I have studied and measured more than 10,000 persons in 9 regions including Beijing, Hong Kong, Changchun, Jinzhou, Dalian, Huhhot, Zibo (Shandong), Zhangjiajie (Hunan), and Xinzhou (Shanxi).
In the past 19 years, I have totally sampled over 40,000 individuals, where most of them are elementary, secondary or high school students, small children; and approximately 1/5 of them are adults.

(II) Sampling Process and Methods

1. From August to the end of December, 2005, I had randomly selected over 20,000 individuals from the more than 40,000 individuals sampled and revisited them through phone calls. Among them, 57 individuals had been invited to Beijing for re-measurement (re-measured group of small children and elementary school students); 448 individuals had been revisited through phone calls (phone-revisited group of small children and elementary school students); I had also prepared the study files of 1,391 individuals who were adults when measured (on-site measured group of adults). The total sample size is composed of 1,936 individuals.
2. Sampling methods:
2.1 The 57 individuals (male: 28; female: 29) among the re-measured group of small children and elementary school students were invited through phone calls to a re-measurement personally. This group had been tested 3-14 years ago. They were currently studying in middle school or college/university, or engaged in a post-graduate program or working somewhere. Their intelligence level and type determined and their specialty selection forecasted years ago were now verified. Additionally, they themselves still held the initial measurement reports, and we had also preserved their files (study and measurement results). When the re-measurement was made, we did not refer to the previous measurement results. Afterwards, the re-measurement results were compared with the initial ones, and evaluated by the individuals tested. The evaluation was classified into five grades: 1) extremely accordant; 2) quite accordant; 3) accordant; 4) slightly accordant; 5) not accordant. Finally, we bond up the files of initial measurement and re-measurement results as one sample.
2.2 The 488 individuals (male: 244; female: 244) in the phone-revisited group of small children and elementary school students were very similar to the above mentioned 57 individuals. However, they failed to come for the re-measurement due to long distance (some were even staying abroad) or because they were very busy with study or work. Therefore, the accordance of measurement results with real situation was evaluated by themselves (parents or grandparents) through phone calls. Consequently, the follow-up phone revisit questionnaire and the initial measurement file constituted a valuable sample (the work was finished by three assistants through telephone in 6 months).
2.3 As for the 1,391 individuals (male: 414, female: 974) in the on-site measured group of adults, because they could immediately confirm their school scores at middle school, their selection of art or science at high school, their scores of college entrance examination, and their specialty selected for graduate or post-graduate programs, they were required to evaluate the accordance of measurement results with their real situation at the testing site. In a sense, the samples of on-site measured adult group are more convincing and valuable to our research.

(III) Statistic Methods of Data Processing

After being verified, all information was loaded into computers and processed by using SPSS 10.0 software for statistic analysis. The statistic data were processed with assistance of Professor Mei Jian from China National Children Center, and also the Director of the Working Committee for Popular Science Activities under Chinese Psychological Society.

(IV) Results

1. Reliability of re-measurement. Since the results of multivariate intelligence measurement through dermatoglyphic identification are highly repeatable, the initial measurement and re-measurement show high consistence and stability, as well as high reliability. For the re-measured group of small children and elementary school students, the accordance of the initial intelligence level, intelligence type (math), and genetic value measurements, and the re-measured Pearson correlation are high and statistically significant, respectively 0.798, 0.725, 0.840, and 0.381. See Table 1-1 for details:

Table 1-1 Correlation of Paired Samples (re-measured group of small children and elementary school students)

Moreover, the initial measurement and re-measurement of intelligence level, intelligence type (math), intelligence type (Chinese), and genetic value, with large sample size involved, have been statistically verified. No statistic difference exists in the two times of measurements. See Table 1-2 for details:

Table 1-2 Comparison between Initial Measurement and Re-measurement (re-measured group of small children and elementary school students)

2. Validity. The intelligence level, intelligence (thinking) types and the best option for study determined by multivariate intelligence measurement through dermatoglyphic identification are all accordant with the facts of the individuals tested. This shows that the measurement is effective and accurate, i.e. that the measurement has high validity.

2.1 Re-measured group of small children and elementary school students

2.1.1 The measured intelligence level is highly accordant with the real situation. See Table 1-3:

Table 1-3 Accordance of Intelligence Level (re-measured group of small children and elementary school students)

Note: The 1, 2, 3, 4, and 5 listed in the column of “accordance” respectively means: 1) extremely accordant, 2) quite accordant; 3) accordant; 4) slightly accordant; 5) not accordant. The same is true with the following tables.

2.1.2 The measured intelligence types are highly accordant with the fact. See Table 1-4 for details:

Table 1-4 Accordance of Re-measured Intelligence Type (re-measured group of small children and elementary school students)

2.1.3 For the accordance of intelligence level with the real situation of an individual, the Pearson correlation is -0.317, P < 0.016; the correlation between initial measurement of genetic value and intelligence is -0.349, P < 0.008; the correlation of re-measured genetic value and intelligence is -0.484, P < 0.01; the correlation between intelligence level and intelligence type, accordance of intelligence type with the real situation of an individual is both 0.381, P < 0.003.

2.2 Phone-revisited group of small children and elementary school students

2.2.1 The measured intelligence levels are highly accordant with the fact. See Table 2-1 for details:

Table 2-1 Accordance of Intelligence Level (phone-revisited group of small children and elementary school students)

2.2.2 The measured intelligence types are highly accordant with the fact. See Table 2-2 for details:

Table 2-2 Accordance of Intelligence Type (phone-revisited group of small children and elementary school students)

    2.2.3 For the accordance of intelligence level with the real situation of an individual, the Pearson correlation is -0.317, P < 0.016; the correlation between the measured genetic value and intelligence is -0.326, P < 0.01; the correlation between the measured intelligence type and the real situation is 0.293, P < 0.01; the correlation for accordance of intelligence type (Chinese) with the real situation of an individual is 0.108, P < 0.009; the correlation for accordance of measured intelligence type with the real situation of an individual is 0.995, P < 0.01.

2.3 On-site measured group of adults

2.3.1 The measured intelligence levels are highly accordant with the fact. See Table 3-1 and 3-2 for details:

Table 3-1 Accordance of Intelligence Level (on-site measured group of adults) (Part I)

Table 3-2 Accordance of Intelligence Level (on-site measured group of adults) (Part II)

2.3.2 The measured intelligence types are highly accordant with the fact. See Table 3-3 and 3-4 for details:

Table 3-3 Accordance of Intelligence Type (on-site measured group of adults) (Part I)

Table 3-4 Accordance of Intelligence Type (on-site measured group of adults) (Part II)

2.3.3 The education level predicted through measurement is highly accordant with the actual level. See Table 3-5 and 3-6. 

Table 3-5 Accordance with Ultimate Education Level (on-site measured group of adults) (Part I)       

Table 3-6 Accordance with Ultimate Education Level (on-site measured group of adults) (Part II)

2.3.4 For the accordance of intelligence level with the real situation of an individual, the Pearson correlation is 0.139, P < 0.01; the correlation for accordance of the measured intelligence type with the real learning situation of an individual is 0.996, P < 0.01; the correlation between the genetic value and intelligence level is 0.108, P < 0.01; the correlation of intelligence level and intelligence type (math) is -0.294, P < 0.01; the correlation of intelligence level and intelligence type (Chinese) is 0.083, P < 0.02; the correlation of measured genetic value and intelligence type is 0.113, P < 0.01.

3. The distribution of intelligence level by multivariate intelligence measurement through dermatoglyphic identification

3.1 The distribution of intelligence level complies with the normal distribution curve well recognized by psychologists. See Table 1-5, Table 1-6, Table 2-3 and Table 3-7. It shows that this measurement complies with the actual distribution of intelligence level among individuals.

3.2 For the distribution of intelligence type by multivariate intelligence measurement through dermatoglyphic identification, refer to Table 1-7, 2-4, 3-8, and 3-9. From the tables, we can get a rough idea on the distribution of Chinese’s intelligence (thinking) type.

Table 3-8 Distribution of Intelligence Type (on-site measured group of adults) (Part I)   Table 3-9 Distribution of Intelligence Type (on-site measured group of adults) (Part II) Parameter Frequency Percent Valid Percent Cumulative Percent B 2 .2 .2 .2 A 140 17.1 17.1 17.3 A.A 1 .1 .1 17.4 A.B 59 7.2 7.2 24.6 A.F 13 1.6 1.6 26.2 A.HF 3 .4 .4 26.6 A.HF 1 .1 .1 26.7 A.Q 4 .5 .5 27.2 B 95 11.6 11.6 38.8 B.F 12 1.5 1.5 40.2 B.HF 2 .2 .2 40.5 B.HF 1 .1 .1 40.6 B.Q 1 .1 .1 40.7 F 149 18.2 18.2 58.9 F 32 3.9 3.9 62.8 F.B 10 1.2 1.2 64.0 F.HF 1 .1 .1 64.1 fm 255 31.1 31.1 95.2 fQ 1 .1 .1 95.4 HF 1 .1 .1 95.5 HF. 2 .2 .2 95.7 HF.B 2 .2 .2 96.0 HF.F 2 .2 .2 96.2 Q 22 2.7 2.7 98.9 Q.B 6 .7 .7 99.6 Q.F  2 .2 .2 99.9 SB 1 .1 .1 100.0 Total 820 100.0 100.0                                           Parameter Frequency Percent Valid Percent Cumulative Percent A 1 .2 .2 .2 f 5 .9 .9 1.1 a 1 .2 .2 1.2 A 12 21.0 21.0 22.2 A.B 26 4.6 4.6 26.8 A.B.F 1 .2 .2 27.0 A.F 4 .7 .7 27.7 A.F2 1 .2 .2 27.8 A.Q 4 .7 .7 28.5 A.Q.B 1 .2 .2 28.7 B 77 13.5 13.5 42.2 B.F' 1 .2 .2 42.4 B.f' 1 .2 .2 42.6 B.F 13 2.3 2.3 44.8 B.HF 2 .4 .4 45.2 B.Q 3 .5 .5 45.7 B.Q.F 1 .2 .2 45.9 f' 5 .9 .9 46.8 f 90 15.8 15.8 62.5 F 9 1.6 1.6 64.1 fm 3 .5 .5 64.6 F.A.B 1 .2 .2 64.8 F.B 3 .5 .5 65.3 F2 1 .2 .2 65.5 fm 166 29.1 29.1 94.6 fQ 7 1.2 1.2 95.8 HF.B  1 .2 .2 96.0 Q 11 1.9 1.9 97.9 Q.B 6 1.1 1.1 98.9 Q.F 1 .2 .2 99.1 SB 5 .9 .9 100.0 Total 571 100.0 100.0

3.2 The following calculation is based on Table 1-8:

A = F 1.8 + A 24.6 + AF 1.8 + AF1.8 + ( Q 1.8) = 31.8。

B = f ’3.5 + f 8.8 + f 1.8 + B 15.8 +x0. 2+ (fm 26.3 / 2) = 43.25

C = AB 8.8 + A、B 1.8 + QB 1.8 + (Q 1.8) +(fm 26.3 / 2) = 27.35

3.3 The following calculation is based on Table 2-5:

A = A15.6 + AF 0.8 + AF 2.9 +AQ0.6+F4.9+QF0.6 + (Q1.4) = 26.8

B = B 18.9 + f 21.5 + (fm 15.4 / 2) = 48.6

C = AB 10.2 + BF 1.6 + BF3.7 + Q 1.4 + QB 1.8 + (fm 15.4 / 2) = 25.9

3.4 The following calculation is based on Table 3-9:

A = A 17.1 + A.A 0.1 + AF 1.6 + AH 0.4 + A.HF 0.1 + AQ 0.5 + F3.9 +
FH 0.1 + HF 0.2 + HF.F 0.2 + QF 0.2 + (Q 2.7) = 27.1

B = B 0.2 + B 11.6 + f 18.2 + f Q 0.1 + SB 0.1 + (fm 31.1/2) = 45.75-

C = AB 7.2 + BF 1.5 + BHF 0.2 + BHF 0.1 + BQ 0.1 + FB 1.2 + HFB0.2
+ QB 0.7+ Q 2.7 + (fm 31.1 / 2) = 29.45

3.5 The following calculation is based on Table 3-10:

A = A 0.2 + A 21.0 + AF 0.7 + AF 2 (0.2) AQ 0.7 + F 1.6 + QF 0.2+ (Q 1.9) = 26.5

B = f 0.9 + z 0.2 + B 13.5 + BF’0.2 + Bf’0.2 + f’0.9 + f 15.8 +
FQ 1.2 + SB 0.9 + (fm 0.5 + fm 29.1)/2 = 48.6

C = AB 4.6 + ABF 0.2 + AQB 0.2 + BF 2.3 + BQ 0.5 + BQF 0.2+
FAB 0.2 + FB 0.5 + F2 0.2 + HFB 0.2 + QB 1.1 + Q 1.9 + (fm 0.5 + fm 29.1)/ 2 = 26.9

3.6 From the above calculations, we may get a rough idea on distribution of human intelligence (thinking) type; we may also understand why so many middle school students feel math very difficult. We may additionally conclude the necessity and inevitability of education reform.

Math abstract thinking: A ＝ ( 31.8 + 26.8 + 27.1 + 26.5 ) ÷ 4 = 26.87

Language imagery thinking: B ＝ ( 43.25 + 48.6 + 45.75 + 48.6 ) ÷ 4 = 46.55

Synthetic thinking: C ＝ ( 27.35 + 25.9 + 29.45 + 26.9 ) ÷ 4 = 27.4

III.Discussion

1. The study on multivariate intelligence measurement through dermatoglyphic identification makes physiological and physical measurement of human intelligence possible. It is most likely an easily workable and accurate intelligence measurement before people can make precise determination of human intelligence from gene level. It is possible to become the latest generation of intelligence measurement methods in succession to “Assessment Scale”.

2. This study verifies that intelligence is virtually a physiological existence, which is determined by genes. Intelligence means the cleverness of individuals, the potential capability for study, as well as the potential ability for people to recognize, adapt to and change the objective external environment. It is composed of intelligence factors such as the power of thinking, memory, reactivity, perception and creativity. Genetic inheritance is the internal cause for intelligence, which is a decisive factor; growth circumstance is the external cause, which is an important condition for development of potential intelligence; the factors interact with each other and are equally important. However, genetic inheritance is the base and prerequisite and is decisive to the intelligence of an individual.
Intelligence + Knowledge ＝ Wisdom; Wisdom + Efforts + Opportunity = success.

3. Multivariate intelligence measurement through dermatoglyphic identification is a way to take genetic intelligence information from human fingerprints and palm patterns, and apply the information in the dermatoglyphic intelligence formula, so as to accurately calculate the multivariate intelligence potential such as intelligence level, intelligence, type, gifted art/sport talent, strength of personality, and study style. In such a way, we may i) make appropriate recommendations helpful to children’s selection of arts or sports; ii) assist/guide elementary and secondary school students in making full use of their learning strength; iii) help high school students appropriately select specialties of arts or science; iv) lead college students or post-graduates to the fields that they may suit best. Above all, this study will play an instructive role and be valuable in practice.

4. Multivariate intelligence measurement through dermatoglyphic identification is capable to accurately identify the intelligence difference and personality difference of individuals. Therefore it may be used by schools or institutions in making appropriate selection of different talents.

5. The academic significance of study on multivariate intelligence measurement through dermatoglyphic identification is as follows:

5.1 This study supports Pavlov's theory of three nerve types and is capable to measure it.

5.2 This study supports the “fluid intelligence” and “crystallized intelligence” theories of Cattell and Horn. The intelligence level measured by this study is virtually the “fluid intelligence” as they are both physiological intelligence.

5.3 This study supports the “reaction range” theory of Scarr and Carter Saltzman and facilitates the measurement of reaction range of individual’s intelligence. The intelligence level stated in this measurement may be considered as a reaction range, with the range of “±5”.

5.4 This study makes it partially possible to make physiological measurement of the 7 primary mental abilities specified by Thurstone and the 8 different forms of intelligence found out by Gardner. We now are able to accurately measure the abilities respectively for language imagery thinking, math abstract thinking, sports, music, arts, reactivity (speed of perception), introspection, and creativity, etc.

5.5 It is important to mention that this study supports the famous two-factor theory of intelligence developed by the great British psychologist Charles Edward Spearman. This study deems his theory, among many theories of intelligence, a perfect system that scientifically and reasonably reveals the essence and internal structure of human intelligence. This study is capable to make preliminarily accurate measurement of the “G” and “S” factors. The G factor is the intelligence level measured by this study; the S factor is the stronger potential measured through this study, which varies with different individuals, e.g. the ability for language, math, music, sports, inter-person communication, leadership, eloquence, wealth management, etc.

6. This study has established a preliminary model for genetic analysis of intelligence, which may accurately determine whether twins are monozygotic or dizygotic. If the intelligence of a child is measured, we may roughly calculate the intelligence of his/her parents, and vice versa. This shows that the issue of intelligence inheritance and measure, the focus of the 21st century, has possibly been solved by us. Therefore, it is a significant way to improve the quality of “sperm bank” and “ovum bank” worldwide, so as to really promote good prenatal and postnatal care and enhance the quality of population.

7. As we know, in 1904, Binet and Simon started to prepare the Binet Scale as a mission assigned by the French Minister of Public Instruction, which was concerned with the problem of retardation among public school children in Paris. They were required to find out a method for checking whether the retardation was due to insufficient inherent intelligence or bad habit formed during growth. Although Binet and Simon initiated IQ test by inventing the test method through Binet - Simon Scale, yet in a strict sense, they did not actually accomplish the mission designated by the French Ministry. However, today, more than a hundred years later, this study finally completes the mission primarily designated to Binet and Simon.

8. As the history of intelligence test research in the world shows, people usually name an intelligence test method after the surname of the inventor plus the name of his/her country, e.g. Binet's IQ test (France), WAIS IQ test (USA), and Raven’s IQ test (Britain). Similarly, this study may be called “Zhai’s Intelligence Test” (China).

9. If this study is incorporated into the automatic identification technology of palm patterns and fingerprints, we will possibly develop an automatic instrument for multivariate intelligence measurement through dermatoglyphic identification, which may realize industrialized production, provide better services to the world, and accrue significant economic profit.

10. If cooperation is established between this study and any gene research institution, it is possible to determine the genes related to intelligence in a short period, e.g. genes related to perception power, creativity, match, music, sports, etc. In that case, it will become academically and scientifically valuable.