These intelligences include: interpersonal, which is the mastery of connecting with other people; intrapersonal, which is a deep understanding of oneself; mathematics, a strong understanding of mathematics; naturalistic, having a good understanding of our environment; musical, a strong understanding of music; kinesthetic, understanding body movement such as dance or sport; linguistic, understanding of language; and visual, where knowledge of space and color is easily understood (Sadker & Zittleman, 2013). Gardner's theory connects strongly with Erikson's theory of school age inferiority because it offers alternative ways to reach industry other than academia. Erikson states that inferiority must be overcome by some other external success for the completion of the industry, which can be any of Gardner's eight types of intelligence. As a result, inferiority is reduced by higher self-esteem, and even if not, the child may find his or her activity gaining approval from peers as he or she gets older (Dunn & Craig, 2013). However, the main difference between the two theories is that Erikson states what happens if the industry is not reached, while Gardner does not. People are automatically assumed to have at least one type of intelligence with Gardner, but with Erikson if an alternative ability is not achieved, he describes a negative ability