Understanding the Theory of Multiple Intelligences. Staff Workshop Handout

ERIC Educational Resources Information Center

Early Childhood Today, 2005

2005-01-01

In his "Theory of Multiple Intelligences," Dr. Howard Gardner expands the concept of intelligence to include such areas as music, spatial relations, and interpersonal knowledge in addition to the traditional view of two intelligences--mathematical and linguistic. Using biological as well as cultural research, Gardner formulated a list of seven…

Convergence: Human Intelligence The Next 100 Years

ERIC Educational Resources Information Center

Fluellen, Jerry E., Jr.

2005-01-01

How might human intelligence evolve over the next 100 years? This issue paper explores that idea. First, the paper summarizes five emerging perspectives about human intelligence: Howard Gardner's multiple intelligences theory, Robert Sternberg's triarchic theory of intelligence, Ellen Langer's mindfulness theory, David Perkins' learnable…

A Comparative Analysis of Multiple Intelligence Theory with Relationship to Gender and Grade Level in Selected Schools in Ghana

ERIC Educational Resources Information Center

Oteng, Ellen N.

2012-01-01

This dissertation examined the relationships between Howard Gardner's Multiple Intelligence Theory and students' gender, age, grade level, and enrollment into a public or private school. The research determined students' dominant intelligences and investigated whether students' intelligences may be influenced by demographic variables such as…

Multiple Intelligences: Its Tensions and Possibilities

ERIC Educational Resources Information Center

Eisner, Elliot W.

2004-01-01

This article explores the tensions between Howard Gardner's theory of multiple intelligences and current educational policies emphasizing standardized and predictable outcomes. The article situates Gardner's theory within the historical interests among psychometricians in identifying those core processes that constitute human intelligence.…

Montessori and Gardner's Theory of Multiple Intelligences.

ERIC Educational Resources Information Center

Vardin, Patricia A.

2003-01-01

Reviews Gardner's theory of multiple intelligences. Shows how Maria Montessori and Howard Gardner drew similar conclusions regarding human capacity and potential. Examines how Gardner's eight intelligences and underlying core operations lie at the heart of the Montessori exercises and activities. (KB)

Exploring the Impact of Sports Participation on Multiple Intelligence Development of High School Female Students

ERIC Educational Resources Information Center

Kul, Marat

2015-01-01

After Gardner had introduced the Multiple Intelligence (MI) theory, many researchers tried to find out the possibilities of applying this theory in the education domain. Moreover, the effects of different kinds of athletic applications on intelligence development within the framework of this theory have also been under investigation. This study…

Multiple Intelligences in Practice: Teacher Research Reports from the Adult Multiple Intelligences Study. NCSALL Occasional Paper.

ERIC Educational Resources Information Center

Kallenbach, Silja, Ed.; Viens, Julie, Ed.

This document contains nine papers from a systematic, classroom-based study of multiple intelligences (MI) theory in different adult learning contexts during which adult educators from rural and urban areas throughout the United States conducted independent inquiries into the question of how MI theory can support instruction and assessment in…

Implementation of multiple intelligences theory in the English language course syllabus at the University of Nis Medical School.

PubMed

Bakić-Mirić, Natasa

2010-01-01

Theory of multiple intelligences (MI) is considered an innovation in learning the English language because it helps students develop all eight intelligences that, on the other hand, represent ways people understand the world around them, solve problems and learn. They are: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinaesthetic, musical/rhythmic, interpersonal, intrapersonal and naturalist. Also, by focusing on the problem-solving activities, teachers, by implementing theory of multiple intelligences, encourage students not only to build their existing language knowledge but also learn new content and skills. The objective of this study has been to determine the importance of implementation of the theory of multiple intelligences in the English language course syllabus at the University of Nis Medical School. Ways in which the theory of multiple intelligences has been implemented in the English language course syllabus particularly in one lecture for junior year students of pharmacy in the University of Nis Medical School. The English language final exam results from February 2009 when compared with the final exam results from June 2007 prior to the implementation of MI theory showed the following: out of 80 junior year students of pharmacy, 40 obtained grade 10 (outstanding), 16 obtained grade 9 (excellent), 11 obtained grade 8 (very good), 4 obtained grade 7 (good) and 9 obtained grade 6 (pass). No student failed. The implementation of the theory of multiple intelligences in the English language course syllabus at the University of Nis Medical School has had a positive impact on learning the English language and has increased students' interest in language learning. Genarally speaking, this theory offers better understanding of students' intelligence and greater appreciation of their strengths. It provides numerous opportunities for students to use and develop all eight intelligences not just the few they excel in prior to enrolling in a university or college.

In the Context of Multiple Intelligences Theory, Intelligent Data Analysis of Learning Styles Was Based on Rough Set Theory

ERIC Educational Resources Information Center

Narli, Serkan; Ozgen, Kemal; Alkan, Huseyin

2011-01-01

The present study aims to identify the relationship between individuals' multiple intelligence areas and their learning styles with mathematical clarity using the concept of rough sets which is used in areas such as artificial intelligence, data reduction, discovery of dependencies, prediction of data significance, and generating decision…

Investigating the Association between Turkish Freshman's Multiple Intelligence Profiles and University Entrance Exam Performance

ERIC Educational Resources Information Center

Atas, Sait; Erisen, Yavuz

2016-01-01

Even though curriculum designers in Turkey considered Gardner's multiple intelligence theory as one of the most important theories during the curricula reform in 2005, the university entrance examination system is still on the basis of the two intelligence areas only, mathematical-logical and linguistics intelligence. The aim of this study was to…

Multiple Intelligences in the Schools.

ERIC Educational Resources Information Center

Quigley, Kathleen M.

Within the context of school improvement and school reform, it is important to examine Howard Gardner's theory of multiple intelligences (MI theory). His work has far-reaching implications for curriculum development and classroom implementation. Gardner believes that the culture defines intelligence too narrowly. He sought to broaden the scope of…

If the Shoe Fits...How To Develop Multiple Intelligences in the Classroom.

ERIC Educational Resources Information Center

Chapman, Carolyn

This guide provides a rationale and approach for translating Howard Gardner's theory of multiple intelligences into classroom practice. Chapter 1 explains Gardner's theory and gives the definitions of the seven intelligences he identifies: verbal/linguistic, musical/rhythmic, logical/mathematical, visual/spatial, bodily/kinesthetic, intrapersonal,…

Audiences for the Theory of Multiple Intelligences

ERIC Educational Resources Information Center

Gardner, Howard

2004-01-01

In his closing comments, Howard Gardner discusses the various audiences that have emerged over the years for the theory of multiple intelligences. Under that rubric, he places the various papers in this issue and speculates about future lines of work on MI theory.

Saudi Intermediate School EFL Teachers' Views in the Kingdom of Saudi Arabia of the Multiple Intelligences Theory as an Inclusive Pedagogy

ERIC Educational Resources Information Center

Kentab, Mohammad Yousef

2016-01-01

In this study, the researcher attempted to shed light on Saudi intermediate school EFL teachers' views of the multiple intelligences theory as an inclusive pedagogy. The purpose of this study was to investigate the impact of multiple intelligences on Saudi intermediate students' learning of EFL. The study also tried to illustrate the main…

Identifying College Students' Multiple Intelligences to Enhance Motivation and Language Proficiency

ERIC Educational Resources Information Center

Madkour, Magda; Mohamed, Rafik Ahmed Abdel Moati

2016-01-01

While most research studies on the theory of multiple intelligences focused on the application of the multiple intelligences domains as separate components, this quasi-experimental research targeted the effect of multiple intelligences as integrated abilities for teaching and learning English at higher education. The purpose of this study was to…

Multiple Intelligences Theory and Iranian Textbooks: An Analysis

ERIC Educational Resources Information Center

Taase, Yoones

2012-01-01

The purpose of this study is to investigate locally designed ELT textbooks in the light of multiple intelligences theory. Three textbooks (grade 1.2.3) used in guidance school of Iranian educational system were analyzed using MI checklist developed by Botelho, Mario do Rozarioand. Catered for kinds of intelligences in the activities and exercises…

Exploring the Application of Multiple Intelligences Theory to Career Counseling

ERIC Educational Resources Information Center

Shearer, C. Branton; Luzzo, Darrell Anthony

2009-01-01

This article demonstrates the practical value of applying H. Gardner's (1993) theory of multiple intelligences (MI) to the practice of career counseling. An overview of H. Gardner's MI theory is presented, and the ways in which educational and vocational planning can be augmented by the integration of MI theory in career counseling contexts are…

Implementing Multiple Intelligences: The New City School Experience. Fastback 407.

ERIC Educational Resources Information Center

Hoerr, Thomas R.

This brief reviews the concept of multiple intelligences (MI) and discusses the implementation of the theory of MI in the New City School, an independent school in St. Louis (Missouri). The theory of MI, as developed by Howard Gardner, says that there are at least seven different intelligences: linguistic, logical, musical, bodily-kinesthetic,…

Facilitating Multiple Intelligences through Multimodal Learning Analytics

ERIC Educational Resources Information Center

Perveen, Ayesha

2018-01-01

This paper develops a theoretical framework for employing learning analytics in online education to trace multiple learning variations of online students by considering their potential of being multiple intelligences based on Howard Gardner's 1983 theory of multiple intelligences. The study first emphasizes the need to facilitate students as…

In Australia: Multiple Intelligences in Multiple Settings.

ERIC Educational Resources Information Center

Vialle, Wilma

1997-01-01

In Australia, Gardner's multiple-intelligences theory has strongly influenced primary, preschool, and special education. A survey of 30 schools revealed that teachers use two basic approaches: teaching to, and teaching through, multiple intelligences. The first approach might develop children's music skills via playing an instrument. The second…

Assessing multiple intelligences in elementary-school students

NASA Astrophysics Data System (ADS)

Strecker, Catherine Hunt

The purpose of this qualitative case study was to gain a clear understanding of the manner in which fourth-grade students attending a Kansas elementary school learn when engaged in science activities grounded in H. Gardner's book, Frames of mind the theory of multiple intelligences (1983). The significance of this research lies in the discovery of the difference between teaching practice grounded in multiple intelligences versus that based upon traditional theory. Teacher self-perceptions with regard to the effectiveness of their instruction and student assessment within the classroom were also explored. The research evaluated the overall effectiveness of both traditional curriculum delivery and that rooted in the concept of multiple intelligences.

Multiple Intelligences and Assessment: A Collection of Articles.

ERIC Educational Resources Information Center

Torff, Bruce, Ed.

Since its introduction in 1983, Howard Gardner's theory of multiple intelligences has attracted widespread interest among educators. The chapters in this book describe alternative assessments that capture the range of intelligences, allow the intelligences to be given more equal weight, use intelligence-fair formats, and focus on student…

Comparison of learning preferences of Turkish children who had been applied cochlear implantation in Turkey and Germany according to theory of multiple intelligence.

PubMed

Sahli, Sanem; Laszig, Roland; Aschendorff, Antje; Kroeger, Stefanie; Wesarg, Thomas; Belgin, Erol

2011-12-01

The aim of the study is to determinate the using dominant multiple intelligence types and compare the learning preferences of Turkish cochlear implanted children aged four to ten in Turkey and Germany according to Theory of multiple intelligence. The study has been conducted on a total of 80 children and four groups in Freiburg/Germany and Ankara/Turkey. The applications have been done in University of Freiburg, Cochlear Implant Center in Germany, and University of Hacettepe, ENT Department, Audiology and Speech Pathology Section in Turkey. In this study, the data have been collected by means of General Information Form and Cochlear Implant Information Form applied to parents. To determine the dominant multiple intelligence types of children, the TIMI (Teele Inventory of Multiple Intelligences) which was developed by Sue Teele have been used. The study results exposed that there was not a statistically significant difference on dominant intelligence areas and averages of scores of multiple intelligence types in control groups (p>0.05). Although, the dominant intelligence areas were different (except for first dominant intelligence) in cochlear implanted children in Turkey and Germany, there was not a statistically significant difference on averages of scores of dominant multiple intelligence types. Every hearing impaired child who started training, should be evaluated in terms of multiple intelligence areas and identified strengths and weaknesses. Multiple intelligence activities should be used in their educational programs. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Multiple Intelligences for Differentiated Learning

ERIC Educational Resources Information Center

Williams, R. Bruce

2007-01-01

There is an intricate literacy to Gardner's multiple intelligences theory that unlocks key entry points for differentiated learning. Using a well-articulated framework, rich with graphic representations, Williams provides a comprehensive discussion of multiple intelligences. He moves the teacher and students from curiosity, to confidence, to…

Reframing the Mind

ERIC Educational Resources Information Center

Willingham, Daniel T.

2004-01-01

This article discusses Howard Gardner and his theory of multiple intelligences. Gardner became a hero among educators simply by redefining talents as "intelligences" in a theory first proposed in 1983. Since then, his theory has undergone incremental but not fundamental change, including the addition of one intelligence (bringing the total to…

Enhancing Multiple Intelligences in Children Who Are Blind: A Guide to Improving Curricular Activities

ERIC Educational Resources Information Center

Al-Balushi, Sulaiman Mohammed

2006-01-01

Howard Gardner's Theory of Multiple Intelligences has provided educators with a new view of intelligence. It emphasizes that science, math and language are not the only ways to exhibit intelligence. People exhibit intelligence in many different ways. Each type of intelligence is as valuable as the others. Gardner classifies these intelligences…

Why Is an Application of Multiple Intelligences Theory Important for Language Learning and Teaching Speaking Ability?

ERIC Educational Resources Information Center

Boonma, Malai; Phaiboonnugulkij, Malinee

2014-01-01

This article calls for a strong need to propose the theoretical framework of the Multiple Intelligences theory (MI) and provide a suitable answer of the doubt in part of foreign language teaching. The article addresses the application of MI theory following various sources from Howard Gardner and the authors who revised this theory for use in the…

Multiple Intelligences Centers and Projects.

ERIC Educational Resources Information Center

Chapman, Carolyn; Freeman, Lynn

Based upon Gardner's theory of multiple intelligences, this book guides elementary school teachers through the process of using classroom learning centers and projects by providing choices for students. The guide is divided into two sections, providing the theoretical background and information on how to develop multiple intelligences learning…

Teaching English Reading through MI Theory in Primary Schools

ERIC Educational Resources Information Center

Jing, Jinxiu

2013-01-01

The theory of Multiple Intelligences (MI theory), put forward by Gardner in 1983, claims that each person possesses different combinations of nine intelligences. In education, it advocates that teachers should address students' personal uniqueness and provide a wide range of intelligence-oriented activities and experiences to facilitate learning,…

Multiple Intelligences Theory, Action Research, and Teacher Professional Development: The Irish MI Project

ERIC Educational Resources Information Center

Hanafin, Joan

2014-01-01

This paper presents findings from an action research project that investigated the application of Multiple Intelligences (MI) theory in classrooms and schools. It shows how MI theory was used in the project as a basis for suggestions to generate classroom practices; how participating teachers evaluated the project; and how teachers responded to…

Dramatic Playing beyond the Theory of Multiple Intelligences

ERIC Educational Resources Information Center

Guss, Faith Gabrielle

2005-01-01

Related to aspects of drama and theatre education, I search beyond the findings about symbolic play set forth by Dr Howard Gardner in "Frames of mind. The theory of multiple intelligences". Despite the inspiration for and solidarity with arts educators that emanate from his theory, I sensed that it did not provide a full picture of the complex…

Supporting the Development of the Whole Child through Orff Schulwerk, Montessori and Multiple Intelligences.

ERIC Educational Resources Information Center

Calvin-Campbell, Karole

This paper explores the similarities between Orff's Schulwerk, Montessori's philosophy, and Gardner's theory of Multiple Intelligences in an effort to explore how to best teach a child. In the late 19th century, specific learning theories began to emerge. Maria Montessori and Carl Orff each developed innovative teaching theories during the first…

Intelligence and Savant Syndrome: Is the Whole Greater than the Sum of the Fragments?

ERIC Educational Resources Information Center

Nettelbeck, Ted; Young, Robyn

1996-01-01

It is argued that skills displayed by savants are not intelligent and that H. Gardner's theory of multiple intelligences fails by overstating the relevance of savant skills and because it disregards research evidence for a general factor. Intelligence theory must compile a structure that accounts for savant skills and intelligence. (SLD)

The Study on the Effect of Educational Games for the Development of Students’ Logic-Mathematics of Multiple Intelligence

NASA Astrophysics Data System (ADS)

Li, Jing; Ma, Sujuan; Ma, Linqing

Firstly, in this article, we expound the theory of the educational games and multiple intelligence and analyze the relationship between them. Then, further, we elaborate educational games' effect on the development of students' multiple intelligence, taking logic-mathematics intelligence for example. Also, we discuss the strategies of using educational games to improve students' intelligence. In a word, we can use the computer games to develop the students' multi-intelligence.

Multiple Intelligences: A Collection.

ERIC Educational Resources Information Center

Fogarty, Robin, Ed.; Bellanca, James, Ed.

As a concise resource for Howard Gardner's theory of multiple intelligences and its implications for schooling around the world, this collection is designed for educators, parents, and others interested in education. The first section discusses Gardner and his background, and the second section expounds his theory. The third section explores the…

Response to Nicholas Allix.

ERIC Educational Resources Information Center

Gardner, Howard; Connell, Michael

2000-01-01

Replies to "The Theory of Multiple Intelligences: A Case of Missing Cognitive Matter," also in this issue. Disagrees about the role theory of knowledge plays in the context of justification of multiple intelligences. Specifically, asserts that the article's criticisms based on philosophy of science claims and work with artificial neural…

The Correlation of Multiple Intelligences for the Achievements of Secondary Students

ERIC Educational Resources Information Center

Ahvan, Yaghoob Raissi; Pour, Hossein Zainali

2016-01-01

The present study attempts to investigate the relationship between the multiple intelligences and the academic performance achievement levels of high school students based on Gardner's multiple intelligences theory. This was a descriptive correlation study. To accomplish this purpose, 270 students of high school of Bandar Abbas selected by…

Multiple Intelligences: Curriculum and Assessment Project. Final Report

ERIC Educational Resources Information Center

Hyland, Aine, Ed.

2011-01-01

The "Multiple Intelligences, Curriculum and Assessment Project" at University College Cork was a collaborative project carried out between 1995 and 1999. The key research question focused on whether Howard Gardner's theory of Multiple Intelligences could be applied to, and enhance, aspects of curriculum and assessment at primary and…

Multiple Intelligences and Career Development. Trends and Issues Alert No. 8.

ERIC Educational Resources Information Center

Kerka, Sandra

According to the theory of multiple intelligences (MI), intelligence is a set of abilities, talents, and skills in eight areas: mathematical-logical, spatial-visual, bodily-kinesthetic, musical-rhythmic, verbal-linguistic, interpersonal, intrapersonal, and naturalistic. All humans possess these intelligences in varying degrees, and most people can…

Cognitive Development and Creativity in a Navajo University Student: An Explorative Case Study Using Multiple Intelligence Perspective

ERIC Educational Resources Information Center

Massalski, Dorothy Clare

2009-01-01

Intelligence and creativity are concepts used to describe the efforts of human beings to achieve the highest aspirations of the human brain-mind-spirit system. Howard Gardner, intelligence and creativity researcher, applied his Multiple Intelligence theory to case studies of creative masters from seven intelligence domains developing a template…

Perceptions of Usefulness: Using the Holland Code Theory, Multiple Intelligences Theory, and Role Model Identification to Determine a Career Niche in the Fashion Industry for First-Quarter Fashion Students

ERIC Educational Resources Information Center

Green, Crystal D.

2010-01-01

This action research study investigated the perceptions that student participants had on the development of a career exploration model and a career exploration project. The Holland code theory was the primary assessment used for this research study, in addition to the Multiple Intelligences theory and the identification of a role model for the…

Learning Effects of Interactive Whiteboard Pedagogy for Students in Taiwan from the Perspective of Multiple Intelligences

ERIC Educational Resources Information Center

Chen, Hong-Ren; Chiang, Chih-Hao; Lin, Wen-Shan

2013-01-01

With the rapid progress in information technology, interactive whiteboards have become IT-integrated in teaching activities. The theory of multiple intelligences argues that every person possesses multiple intelligences, emphasizing learners' cognitive richness and the possible role of these differences in enhanced learning. This study is the…

Reliability, Validity and Utility of a Multiple Intelligences Assessment for Career Planning.

ERIC Educational Resources Information Center

Shearer, C. Branton

"The Multiple Intelligences Developmental Assessment Scales" (MIDAS) is a self- (or other-) completed instrument which is based upon the theory of multiple intelligences. The validity, reliability, and utility data regarding the MIDAS are reported here. The measure consists of 7 main scales and 24 subscales which summarize a person's intellectual…

A Study of Two English Language Coursebooks in Turkey: Focus on Multiple Intelligences

ERIC Educational Resources Information Center

Arikan, Arda; Soydan, Elif; Isler, Özlem

2014-01-01

This study aims to analyze two coursebooks, namely, "Texture of English 4" and "My English 5" on the basis of to what extent the activities and tasks included reflect the intelligent types proposed by multiple intelligences theory. Taking the general characteristics of the intelligences into account, a checklist has been…

Taking a multiple intelligences (MI) perspective.

PubMed

Gardner, Howard

2017-01-01

The theory of multiple intelligences (MI) seeks to describe and encompass the range of human cognitive capacities. In challenging the concept of general intelligence, we can apply an MI perspective that may provide a more useful approach to cognitive differences within and across species.

Simplifying Gardner's Labyrinth: The Role of Interpersonal Relationships in Pablo Picasso's Artistic Development

ERIC Educational Resources Information Center

Gupta, Anoop

2012-01-01

An attempt is made to demonstrate if not the dispensability of Gardner's (1983) theory of multiple intelligences, at least that it is not foundational, to understanding what motivated Picasso's creative development. Gardner used the theory of multiple intelligences to account for the extraordinariness of various figures, including Picasso, who is…

The Application of Multiple Intelligences Theory to Reading Instruction.

ERIC Educational Resources Information Center

Alexander, James C.

Top-down and bottom-up theories have long dominated the field of reading. Recently, interactive models have been proposed by some researchers. One model, the interactive-compensatory model, hypothesizes that a deficiency in one processing area is compensated for by a relative strength in another area. The concept of multiple intelligences is one…

Exploring the Relationship between Reading Strategy Use and Multiple Intelligences among Successful L2 Readers

ERIC Educational Resources Information Center

Mirzaei, Azizullah; Rahimi Domakani, Masoud; Heidari, Najmeh

2014-01-01

Over the years, the multiple intelligences theory (MIT) proposed by Howard Gardner has renewed interest in learners' use of effective learning strategies and produced interesting results. This MIT-oriented study investigated the role of successful L2 readers' multiple intelligences in their effective use of reading strategies. To this end, a TOEFL…

Illusory Intelligences?

ERIC Educational Resources Information Center

White, John

2008-01-01

Howard Gardner's theory of Multiple Intelligences has had a huge influence on school education. But its credentials lack justification, as the first section of this paper shows via a detailed philosophical analysis of how the intelligences are identified. If we want to make sense of the theory, we need to turn from a philosophical to a historical…

The Theory of Multiple Intelligences: In Support of Montessori.

ERIC Educational Resources Information Center

Kahn, David

1996-01-01

Discusses the theory of multiple intelligences and Montessori practice as interpreted by Torff, Dubovoy, Baker, Hilliard, Zener, and Sillick (PS 524 854-859). Claims that Gardner and Montessori both look beyond the notion of fixed IQ, and their joint perception of human potential tends toward the boundless, and the belief that each child can make…

Development and Field Test of the Multiple Intelligences Learning Instruction Congruency Impact Scale

ERIC Educational Resources Information Center

Peifer, Nancy

2012-01-01

The purpose of this study was to contribute to the academic discussion regarding the validity of Multiple Intelligences (MI) theory through focusing on the validity of an important construct embedded in the theory, that of congruence between instructional style and preferred MI style for optimal learning. Currently there is insufficient empirical…

Using Manipulatives to Support an Embodied Approach to Learning Trigonometry in a South African School: A Case Study

ERIC Educational Resources Information Center

Brijlall, D.; Niranjan, C.

2015-01-01

Multiple Intelligence Theory suggests that individuals perceive knowledge in eight different ways. This article reports on a study that explored the role of manipulatives in the teaching and learning of trigonometric ratios in grade 10. The approach attempts in addressing three domains of the Multiple Intelligence Theory (linguistic/verbal…

Comparing the Effects of Two Facets of Multiple Intelligences Theory on Developing EFL Learners' Listening

ERIC Educational Resources Information Center

Bemani Naeini, Ma'ssoumeh

2015-01-01

Gardner's Multiple Intelligences Theory (MIT), however having been embraced in the field of language acquisition, has apparently failed to play a role in research on learning styles as an alternative construct. This study aims at examining the potential effects of MI-based activities, as learning styles, on the listening proficiency of Iranian…

Gifts of the Spirit: Multiple Intelligences in Religious Education.

ERIC Educational Resources Information Center

Nuzzi, Ronald

This book provides practical direction for religious educators in teaching heterogeneous groups of learners by employing a broad range of teaching and learning approaches. The booklet explains the attributes of multiple intelligence theory, including the seven types of intelligence, and provides suggestions for engaging students in each…

Teaching for Multiple Intelligences in Undergraduate Education

NASA Astrophysics Data System (ADS)

Denny, Margaret

Multiple intelligences theory has only recently entered the teaching and learning dialogue in education and research. It is argued that despite the rhetoric of a student centred approach, nurse education remains wedded to conventional teaching approaches, which fail to engage with the individual and unwittingly silence the student's voice. This study examines the concept of Multiple Intelligences (MI) and outlines Gardner's contention that the brain functions using eight intelligences, which can be employed to improve learning at an individual level.

Comparison of Effects of Teaching English to Thai Undergraduate Teacher-Students through Cross-Curricular Thematic Instruction Program Based on Multiple Intelligence Theory and Conventional Instruction

ERIC Educational Resources Information Center

Rattanavich, Saowalak

2013-01-01

This study is aimed at comparing the effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and through conventional instruction. Two experimental groups, which utilized Randomized True Control Group-Pretest-posttest Time Series Design and…

Implementing a Teaching Approach Based on the Multiple Intelligence Theory in a South African School: A Case Study

ERIC Educational Resources Information Center

Pienaar, H. C.; Nieman, M. M.; Kamper, G. D.

2011-01-01

This article reports on the implementation of a teaching approach based on Gardner's theory of multiple intelligences (MI) at a school in the Hammanskraal area in Gauteng, South Africa. The aim was to determine the impact that such an approach would have on teachers, learners and learner performance. This article discusses the implementation…

Multiple Intelligences Theory and Foreign Language Education: Perspectives of College Students in a German Immersion Program

ERIC Educational Resources Information Center

Weber-Segler, Ellen

2013-01-01

The purpose of this qualitative research study was to explore and comprehend the role of Howard Gardner's theory of multiple intelligences (MI) in foreign language learning by analyzing the perspectives of college students in a German immersion program at a liberal arts college in the Midwest. Data collection included 10 in-depth student…

The Perceptions of Community College Students to Foreign Language Acquisition Grounded in Multiple Intelligence Theory

ERIC Educational Resources Information Center

Wallace, Richard Le Roy Wayne

2010-01-01

The purpose of this qualitative study was to examine and gain a clearer understanding of the perceptions of foreign language learning of adult foreign language learners attending a South-West Missouri community college. This study was based on the Multiple Intelligence (MI) theory of Howard Gardner. It examined the perceptions of adult language…

Effect of Multiple Intelligence Theory Practice on Student Success by Bloom's Taxonomy

ERIC Educational Resources Information Center

Uzunoz, Abdulkadir

2011-01-01

In this study, it is aimed to determine the effects of the "Multiple Intelligence Theory" on the retention and achievement of the students according to Bloom Taxonomy. This study is a research as an experimental model. Research in academic year of 2008/2009 in Foca Izmir Lesbos Reha Country High School 9 Class is conducted on students.…

Using the Theory of Multiple Intelligences to Increase Fourth-Grade Students' Academic Achievement in Science

ERIC Educational Resources Information Center

Davis, Linda

2004-01-01

This applied dissertation was designed to increase the academic achievement of 4th-grade students in science. The problem to be solved was that 4th-grade students in a rural elementary school exhibited low academic achievement in science. The researcher utilized the multiple intelligences (MI) theory and brain-based learning to develop the IMPACT…

Multiple Intelligences: Theory to Practice in New York City Schools. Grades K-5. [Manual and Video Guide].

ERIC Educational Resources Information Center

Leopold, Marjorie

This program is a self-guided professional development experience that explains how to use multiple intelligences (MI) theory to improve teaching, learning, and achievement in elementary classrooms and schools. The program consists of one manual and six VHS videos, each of which corresponds to one of the six modules listed in the table of…

The Effect of Instruction Based on Multiple Intelligences Theory on the Attitude and Learning of General English

ERIC Educational Resources Information Center

Soleimani, Habib; Moinnzadeh, Ahmad; Kassaian, Zohreh; Ketabi, Saeed

2012-01-01

The purpose of the present study is investigating the effect of instruction based on Multiple intelligence (MI) theory on attitude and learning of General English course among students of Islamic Azad University, Kermanshah Branch in the second semester of educational year of 2010-2011. 61 male and female students in two different classes…

The Effect of Multiple Intelligences Theory-Based Education on Academic Achievement: A Meta-Analytic Review

ERIC Educational Resources Information Center

Bas, Gökhan

2016-01-01

The main purpose of this study is to determine the effect of multiple intelligences theory (MIT)-based education on students' academic achievement. In this research, the meta-analytic method was adopted to determine this effect, and studies related to this subject carried out in Turkey were compiled. The effect sizes of the studies included in the…

[Emotional competence in the multiple intelligences theory from the perspective of laypersons].

PubMed

Nozaki, Yuki; Koyasu, Masuo

2016-02-01

Emotional competence has recently, become a widespread concern in schools and workplaces, both which deeplyinvolve laypersons. While academic researchers have discussed the status of emotional competence comparedto the traditional intelligence, it is very important to elucidate how laypersons regard emotional competencecompared to traditional intelligence as well. The present study investigated the position of emotional competencein the multiple intelligences theory by assessing laypersons' self-estimates of their abilities and their rating ofthe importance of emotional competence for thriving in society. Participants (N = 584) answered a questionnaireonline. Results showed that laypersons regarded emotional competence as a distinct construct, and most stronglyrelated it to personal intelligence. Moreover, their ratings of the importance of emotional competence and personalintelligence for thriving in society were higher than that of traditional intelligence.

A Study of the Relationship between Iranian EFL Learners' Level of Spatial Intelligence and Their Performance on Analytical and Perceptual Cloze Tests

ERIC Educational Resources Information Center

Ahmadian, Moussa; Jalilian, Vahid

2012-01-01

During the last two decades, Gardner's theory of multiple intelligences with its emphasis on learner variables has been appreciated in language learning. Spatial intelligence, as one domain of the multiple structures of intelligence, which is thought to play a great role in reading, writing, and literacy, particularly in L2 learning, has not…

The Effects of Multiple Intelligence Teaching Strategies on Achievement in Reading and Mathematics

ERIC Educational Resources Information Center

Harriman, Vanessa

2010-01-01

Today's educators must use research-based teaching strategies that increase achievement levels of students. Howard Gardner's Theory of Multiple Intelligences is scientifically-based. The current model suggests eight different areas in which a person can demonstrate intelligence. This study compared reading and math assessments score of elementary…

Evidence of Multiple Intelligences in FLES Classrooms

ERIC Educational Resources Information Center

Glick, Beatriz Garcia; Armstrong, Joyce; Marchese, Marc

2010-01-01

According to the Theory of Multiple Intelligences of Howard Gardner, there are eight intelligences. In the present study with two FLES classes, 35 students were asked to present Spanish vocabulary to their class to link their preferences of techniques used to introduce the vocabulary to their classmates with a spectrum of their multiple…

Connecting Multiple Intelligences through Open and Distance Learning: Going towards a Collective Intelligence?

ERIC Educational Resources Information Center

Medeiros Vieira, Leandro Mauricio; Ferasso, Marcos; Schröeder, Christine da Silva

2014-01-01

This theoretical essay is a learning approach reflexion on Howard Gardner's Theory of Multiple Intelligences and the possibilities provided by the education model known as open and distance learning. Open and distance learning can revolutionize traditional pedagogical practice, meeting the needs of those who have different forms of cognitive…

Intelligence Assessment: Gardner Multiple Intelligence Theory as an Alternative

ERIC Educational Resources Information Center

Almeida, Leandro S.; Prieto, Maria Dolores; Ferreira, Aristides I.; Bermejo, Maria Rosario; Ferrando, Mercedes; Ferrandiz, Carmen

2010-01-01

In the multiple intelligence framework, newer and more contextualized cognitive tasks are suggested as alternative to more traditional psychometric tests. The purpose of this article is to examine whether or not these two types of instruments converge into a general factor of cognitive performance. Thus, the Battery of General and Differential…

Development and Validation of a Multiple Intelligences Assessment Scale for Children.

ERIC Educational Resources Information Center

Shearer, C. Branton

Since Howard Gardner proposed the theory of multiple intelligences as an alternative to the unitary concept of general intelligence, educators have been searching for an acceptable method of assessment. To help with this search, three studies that describe the development and validation of a self- (and parent-) report measure of children's…

Energizing the nursing lecture: Application of the Theory of Multiple Intelligence Learning.

PubMed

Amerson, Roxanne

2006-01-01

Nurse educators struggle to find ways to create learning opportunities that are interactive and appeal to the needs of various students. The key to energizing the nursing lecture is to create an environment that encourages students to be active participants. It is essential to use creativity to design cognitive strategies that appeal to students' learning preferences. This article discusses the methods one educator has used to implement the Theory of Multiple Intelligence Learning in the classroom. Specific cognitive strategies that address the learning preferences of each intelligence are discussed.

Multiple Intelligences: Theory to Practice in New York City Schools. Middle School/High School. [Manual and Video Guide].

ERIC Educational Resources Information Center

Leopold, Marjorie

This program is a self-guided professional development experience that explains how to use multiple intelligences (MI) theory to improve teaching, learning, and achievement in middle and high school classrooms. The program consists of one manual and six VHS videos, each of which corresponds to one of the six modules listed in the table of…

The Effects of Activities Based on the Multiple Intelligence Theory of Students' Conceptual Learning and Their Retention: A Case of Circle and Cylinder

ERIC Educational Resources Information Center

Gurbuz, Ramazan; Birgin, Osman; Catlioglu, Hakan

2014-01-01

The purpose of this study was to investigate the effect of activities based on the Multiple Intelligence Theory (MIT) of seventh grade students' conceptual learning and their retention in two consecutive subjects, namely "The Circumference and the Area of a Circle" and "The Surface Area of the Vertical Cylinder". The…

Teaching Technology: From Knowing to Feeling Enhancing Emotional and Content Acquisition Performance through Gardner's Multiple Intelligences Theory in Technology and Design Lessons

ERIC Educational Resources Information Center

Sanchez-Martin, Jesus; Alvarez-Gragera, Garcia J.; Davila-Acedo, Maria Antonia; Mellado, Vicente

2017-01-01

Gardner's Multiple Intelligences Theory (MIT) can be a cognitive and emotional improvement if is taken into account in the standard development of the Technology lessons. This work presents a preliminary evaluation of the performance enhancement in two concomitant aspects: contents acquisition and emotional yield. The study was made on up to 150…

Considering Moral Intelligence as Part of a Holistic Education

ERIC Educational Resources Information Center

Clarken, Rodney H.

2010-01-01

Morality and moral intelligence are important in our society and schools. Moral intelligence is discussed in the context of Gardener's theory of multiple intelligences. Moral intelligence helps apply ethical principles to personal goals, values and actions. It consists of four competencies related to integrity, three to responsibility, two to…

[The theory of multiple intelligences: a suitable neurocognitive context for the neuropsychological hypotheses on the factors and mechanisms of superiority].

PubMed

Sierra-Fitzgerald, O; Quevedo-Caicedo, J

The aim of this article is to relate two theories regarding the structure of the human mind. We suggest that the theory of multiple intelligences, a neurocognitive theory of the psychologist Howard Garnerd provides a suitable context for theoretical understanding and validation of the hypothesis of the pathology of superiority, a neuropsychological hypothesis formulated by the neuropsychologists Norman Geschwind and Albert Galaburda. Similarly, we show that, apart from being a context, the first theory enriches the second. We review the essential elements of both theories together with the arguments for them so that the reader may judge for himself. Similarly we review the factors determining intelligence; the association between neuropathology and intellectual dysfunction, general and specific, and the new directions in the understanding of human cognition. We propose to consider the first theory as a fertile ambit and broad methodological framework for investigation in neuropsychology. This simultaneously shows the relevance of including neuropsychological investigation in broader cognitive and neuropsychological theories and models.

Implementation of the Multiple Intelligences Theory in the 21st Century Teaching and Learning Environments: A New Tool for Effective Teaching and Learning in All Levels.

ERIC Educational Resources Information Center

Mbuva, James

This paper focuses on the implementation of the multiple intelligences (MI) theory in 21st century teaching and learning environment, suggesting that it offers a new tool for effective teaching and learning at all levels. The eight current MI include: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic,…

Invisible Obstacles on the Implementation of Multiple Intelligences Theory in K-8 Classrooms in Turkey

ERIC Educational Resources Information Center

Kaya, Osman Nafiz; Ebenezer, Jazlin

2006-01-01

The aim of this study was to investigate the factors affecting the implementation of Multiple Intelligences (MI) Theory in K-8 classrooms in Turkey. First, it was made meetings in small groups (3 or 4) with 38 teachers in one of the first MI schools in Turkey during the first semesters. They were 22 elementary teachers from Grades 1 to 5 and 16…

The Effect of Multiple Intelligences Theory (MIT)-based Instruction on Attitudes towards the Course, Academic Success, and Permanence of Teaching on the Topic of "Respiratory Systems"

ERIC Educational Resources Information Center

Koksal, Mustafa Serdar; Yel, Mustafa

2007-01-01

Studies on the effective teaching of biology have been continuously increasing since the 1800s. New teaching approaches have been purposed and tried out along the way. The multiple intelligences theory (MIT)-based approaches which give more importance to individual in educational settings can provide alternatives for meeting this requirement. An…

Structural invariance of multiple intelligences, based on the level of execution.

PubMed

Almeida, Leandro S; Prieto, María Dolores; Ferreira, Arístides; Ferrando, Mercedes; Ferrandiz, Carmen; Bermejo, Rosario; Hernández, Daniel

2011-11-01

The independence of multiple intelligences (MI) of Gardner's theory has been debated since its conception. This article examines whether the one- factor structure of the MI theory tested in previous studies is invariant for low and high ability students. Two hundred ninety-four children (aged 5 to 7) participated in this study. A set of Gardner's Multiple Intelligence assessment tasks based on the Spectrum Project was used. To analyze the invariance of a general dimension of intelligence, the different models of behaviours were studied in samples of participants with different performance on the Spectrum Project tasks with Multi-Group Confirmatory Factor Analysis (MGCFA). Results suggest an absence of structural invariance in Gardner's tasks. Exploratory analyses suggest a three-factor structure for individuals with higher performance levels and a two-factor structure for individuals with lower performance levels.

Multiple Intelligences, Educational Reform, and a Successful Career

ERIC Educational Resources Information Center

Wu, Wu-Tien

2004-01-01

This article addresses the meaning and application of multiple intelligences theory in Taiwan in the light of educational reform. Specifically, a 4-year joint research project (1999-2003) titled The Development of Multiple Talents (DMT), sponsored by the National Science Council, R.O.C. (Taiwan), will be introduced. A 3-dimensional construct is…

Learning and Teaching through the Naturalist Intelligence.

ERIC Educational Resources Information Center

Meyer, Maggie

1998-01-01

Howard Gardner defines naturalists as persons who recognize flora and fauna and other consequential distinctions in the natural world and use this ability productively. A sixth-grade teacher discusses Gardner's theory of multiple intelligences, specifically the naturalist intelligence, and suggests ways to teach the naturalist intelligence through…

The Relationship between Iranian EFL High School Students' Multiple Intelligence Scores and Their Use of Learning Strategies

ERIC Educational Resources Information Center

Hajhashemi, Karim; Ghombavani, Fatemeh Parasteh; Amirkhiz, Seyed Yasin Yazdi

2011-01-01

According to the theory of multiple intelligences (MI) propounded by Gardner (1983, 1999a, 1999b), each individual has a multitude of intelligences that are quite independent of each other and each individual has a unique cognitive profile. Having access to the MI profiles and learning strategies of learners could help the teachers in planning…

Intelligence Is as Intelligence Does: Can Additional Support Needs Replace Disability?

ERIC Educational Resources Information Center

Arnold, Samuel R. C.; Riches, Vivienne C.; Stancliffe, Roger J.

2011-01-01

In many developed cultures there is an assumption that IQ is intelligence. However, emerging theories of multiple intelligences, of emotional intelligence, as well as the application of IQ testing to other cultural groups, and to people with disability, raises many questions as to what IQ actually measures. Despite recent research that shows IQ…

The Effect of Mathematical Worksheets Based on Multiple Intelligences Theory on the Academic Achievement of the Students in the 4th Grade Primary School

ERIC Educational Resources Information Center

Inan, Cemil; Erkus, Serdar

2017-01-01

The aim of this research is to examine the effect of Math worksheets based on the Multiple Intelligences Theory on the academic achievement of students in the 4th grade primary school. The sample of the research consists of 64 (32 experimental and 32 control) students who are studying in the 4th grade in a primary school affiliated to the Ministry…

Multiple Intelligences to Promote Metacognition in the Online Learning Environment

ERIC Educational Resources Information Center

Stewart, Daniel P.

2013-01-01

This representative embedded study embraced hermeneutic qualitative methods and was grounded in the constructivist paradigm. The study explored how Howard Gardner's Theory of Multiple Intelligences (MI), promoted metacognition leading to self-efficacy in online learning. The number of colleges offering online courses has grown tremendously,…

The Relevance of Multiple Intelligences to CALL Instruction

ERIC Educational Resources Information Center

Kim, In-Seok

2009-01-01

Many teachers and researchers believe learning preferences or learning styles can be used advantageously to enhance language study and motivate learners. Following an overview of Gardner's theory of multiple intelligences (MI) and research on multimedia-based approaches in foreign language instruction, this paper first describes a study comparing…

Multiple Intelligences, Judgment, and Realization of Value

ERIC Educational Resources Information Center

Blomberg, Doug

2009-01-01

In the theory of multiple intelligences, Howard Gardner proposes a scientific justification for a more pluralistic pedagogy, while denying that science can determine educational goals. Wearing an educator's hat, however, he favors a pathway in which students come "to understand the most fundamental questions of existence ... familiarly, the true,…

Biography of George Eastman: A Multiple Intelligences Profile.

ERIC Educational Resources Information Center

Hogle, Jan G.

This paper describes the life and achievements of businessman, philanthropist, and photographic innovator, George Eastman. Aspects of multiple intelligences theory with regard to Eastman's life are discussed. The paper details Eastman's many and varied successes after a poor childhood and notes that, although he left school at 13 to help support…

EFL Learners' Self-Perceived Strategy Use across Various Intelligence Types: A Case Study

ERIC Educational Resources Information Center

Tahriri, Abdorreza; Divsar, Hoda

2011-01-01

Increasing attention paid to learner-centered pedagogy in recent years has highlighted the examination of intelligence and language learning strategies (LLSs) among others. This study explores EFL learners' perceived use of language learning strategies across various intelligence types as reflected in Gardner's 1983 Multiple Intelligences Theory.…

[Predictive factors of depression in adolescents at school: the role of implicit theories of intelligence].

PubMed

Da Fonseca, D; Cury, F; Rufo, M; Poinso, F

2007-10-01

The aim of this study was to complete the identification of predictive factors of depression during adolescence. For some authors, depression is characterized by a style of attribution, which consists essentially in attributing most of the negative outcomes to internal, stable, and uncontrollable factors. It seems that these attributions depend essentially on the type of their beliefs and in particular, those concerning the nature of intelligence. These beliefs called "implicit theories of intelligence", are the entity theory of intelligence and the incremental theory of intelligence. The entity theory of intelligence corresponds to the belief according to which intelligence is the expression of a relatively stable, fixed, and noncontrollable feature, and which we cannot change. In contrast, the incremental theory corresponds to the belief according to which intelligence is a controllable quality, which we can develop through effort and work. Several studies have demonstrated that the adolescents who consider intelligence as a malleable quality explain their bad results by internal, unstable, and controllable factors. Conversely, students who consider intelligence as a fixed capacity tend to strongly attribute their failure to internal, stable, and uncontrollable factors. We have consequently formulated the hypothesis according to which the entity theory should be a predictive factor of depression. We have also tested the fact that anxiety should be a mediating factor within the relation between the entity theory and depression. The sample was composed of 424 adolescents. Using different questionnaires, we measured implicit theories of the intelligence (TIDI), self-esteem (EES), anxiety (STAI-Form Y-B) and depression (CDI). Multiple regression analyses demonstrated that the entity theory of intelligence positively predicts depression. Self-esteem negatively predicts anxiety and depression. Moreover, anxiety is a mediator of the relation between self-esteem and depression, on one hand, and the relation between the entity theory of intelligence and depression, on the other. Finally, the effect of the entity theory of intelligence appears to be modulated by the level of self-esteem. This study explains the mechanisms by which the implicit theories of intelligence engender anxiety and depression. Furthermore, this approach provides interesting perspectives in the prevention and management of adolescents presenting depression.

On the Relationship of Multiple Intelligences with Listening Proficiency and Attitudes among Iranian TEFL University Students

ERIC Educational Resources Information Center

Naeini, Ma'ssoumeh Bemani; Pandian, Ambigapathy

2010-01-01

Gardner's (1983) Multiple Intelligences Theory (MIT) has been found to have profound implications in teaching English as a foreign language (TEFL) in that it provides a way for teachers to recognize learners' individual cognitive and affective differences by providing favorable motivational conditions for learning. However, little investigation…

Multiple Intelligences: The Most Effective Platform for Global 21st Century Educational and Instructional Methodologies

ERIC Educational Resources Information Center

McFarlane, Donovan A.

2011-01-01

This paper examines the theory of Multiple Intelligences (MI) as the most viable and effective platform for 21st century educational and instructional methodologies based on the understanding of the value of diversity in today's classrooms and educational institutions, the unique qualities and characteristics of individual learners, the…

Mindful Education for ADHD Students: Differentiating Curriculum and Instruction Using Multiple Intelligences

ERIC Educational Resources Information Center

Proulx-Schirduan, Victoria; Shearer, C. Branton; Case, Karen I.

2009-01-01

This practical guide describes ways of working with learners diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) by using Multiple Intelligences Theory. Written for all educators as well as parents, it examines curricular, instructional, school partnering, and leadership issues that may arise for these students in grades K-8. Supported…

Bodily-Kinesthetic Intelligence and Dance Education: Critique, Revision, and Potentials for the Democratic Ideal

ERIC Educational Resources Information Center

Blumenfeld-Jones, Donald

2009-01-01

This paper offers a way of rethinking Howard Gardner's theory of Multiple Intelligences. The bodily-kinesthetic intelligence is used as the point of critique. The author provides a detailed discussion of the act of dancing as counterpoint to Gardner's understanding of the intelligence. The author critiques Gardner's exemplar and evolutionary…

Teaching the Perpendicular Bisector: A Kinesthetic Approach

ERIC Educational Resources Information Center

Touval, Ayana

2011-01-01

Kinesthetic intelligence is one of the seven kinds of intelligence identified by Gardner's multiple intelligence theory (1983). The kinesthetic approach to teaching has numerous pedagogical advantages and can be adapted to the teaching of mathematics. This article describes a series of kinesthetic activities designed to explore the properties of…

Ann Sevi Ak Tout Entelijans Elev Ayisyen Yo: Yon Seri leson matematik ak syans pou elev edikasyon jeneral ak elev edikasyon espesyal (4em-8em ane) = Tapping into Haitian Students' Multiple Intelligences: A Collection of Mathematics and Science Lessons for General and Special Education Students (Grades 4-8).

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Office of Bilingual Education.

The materials consist of five mathematics and five science lessons for Haitian bilingual students in general and special education in grades 4-8. A thematic/interdisciplinary approach was used in designing the lesson, incorporating theory of multiple intelligences, Bloom's taxonomy of educational objectives, and other learning theories. The…

Project START: Using a Multiple Intelligences Model in Identifying and Promoting Talent in High-Risk Students. Research Monograph 95136.

ERIC Educational Resources Information Center

Callahan, Carolyn M.; Tomlinson, Carol A.; Moon, Tonya R.; Tomchin, Ellen M.; Plucker, Jonathan A.

This monograph describes Project START (Support To Affirm Rising Talent), a three-year collaborative research effort to develop and apply gifted identification procedures based on Howard Gardner's (1983) theory of multiple intelligences. Specifically, the study attempted to: (1) develop identification procedures; (2) identify high-potential…

Seven Windows to a Child's World: 100 Ideas for the Multiple Intelligences Classroom. Pre K-3. First Printing.

ERIC Educational Resources Information Center

O'Connor, Anna T.; Callahan-Young, Sheila

While traditional schooling has focused mainly on math and linguistic skills, psychologist Howard Gardner suggests that there are at least five additional ways of learning. This curriculum guide applies Gardner's theory of multiple intelligences to the kindergarten class, providing teachers with a practical, thematic approach that will challenge…

Successful intelligence: finding a balance.

PubMed

Sternberg

1999-11-01

Human intelligence has long been on the borderline between a scientific and a quasi-scientific field within the scope of psychological science. This is partially because its study and measurement have been particularly susceptible to socio-political agendas, but also because empirical tests of theories of intelligence have too often ranged from inadequate to nonexistent. In this article it is argued that two extremes have prevailed in the study of intelligence. At one extreme are general-ability (g) theorists, who have collected large amounts of data to test the theory of general intelligence, but often using restricted ranges of participants, materials or situational contexts. They also show a tendency to limit their methods of data analysis (e.g. to exploratory factor analysis). At another extreme are theorists arguing for new, multiple intelligences, whose theories have been subjected to few or no empirical tests. I argue that a middle ground is needed that recognizes the multifarious nature of intelligence and of people's conceptions of it, but that also is subjected to rigorous empirical tests.

Emotions Count: Scaffolding Children's Representations of Themselves and Their Feelings To Develop Emotional Intelligence.

ERIC Educational Resources Information Center

Shuster, Claudia

Noting that linguistic intelligence is often the primary focus of teaching young children, this paper examines the relationship between children's learning and their social-emotional development. The paper first describes the preschools of Reggio Emilia and the theory of multiple intelligences. The paper then synthesizes research on children's…

Young Children's Role-Playing for Enhancing Personal Intelligences in Multiple Intelligences Theory

ERIC Educational Resources Information Center

Wee, Su-Jeong; Shin, Hwa-Sik; Kim, Myung-Hee

2013-01-01

This article examines young children's role-play in an effort to develop methods with which teachers can enhance children's interpersonal and intrapersonal intelligences. Examining how MI practice is applied in different cultural and social contexts is important because it can provide new insights on enriching and enhancing curricula and…

An Intelligent Use for Belief

ERIC Educational Resources Information Center

Aborn, Matt

2006-01-01

Over the last three decades there has been a major shift in how practicing educators think about intelligence. One great driving force of this change can be attributed to "Frames of Mind: Theory of Multiple Intelligences," written by Howard Gardner in 1983. Gardner's book is conceived around the premise that every human being maintains seven (now…

Addressing Diverse Learner Preferences and Intelligences with Emerging Technologies: Matching Models to Online Opportunities

ERIC Educational Resources Information Center

Zhang, Ke; Bonk, Curtis J.

2008-01-01

This paper critically reviews various learning preferences and human intelligence theories and models with a particular focus on the implications for online learning. It highlights a few key models, Gardner's multiple intelligences, Fleming and Mills' VARK model, Honey and Mumford's Learning Styles, and Kolb's Experiential Learning Model, and…

Multiple Intelligences: From the Ivory Tower to the Dusty Classroom - But Why?

ERIC Educational Resources Information Center

Kornhaber, Mindy L.

2004-01-01

This article draws on research conducted over a 10-year period in an attempt to answer three central questions about the widespread adoption of Gardner's theory of multiple intelligences (MI): Why do educators adopt MI? Once MI is adopted, does anything really change in practice? When educators claim MI is working, what is happening in practice?

Design-Build-Write: Increasing the Impact of English for Specific Purposes Learning and Teaching in Aeronautical Engineering Education through Multiple Intelligences Task Design

ERIC Educational Resources Information Center

Tatzl, Dietmar

2011-01-01

This article presents an English for Specific Purposes (ESP) task developed for teaching aeronautical engineering students. The task Design-Build-Write rests on the assumption that engineering students are skilled at mathematical reasoning, problem solving, drawing and constructing. In Gardner's 1983 Multiple Intelligences (MI) theory, these…

Social and Emotional Dynamics of College Students with Musical Intelligence and Musical Training: A Multiple Case Study

ERIC Educational Resources Information Center

Pelayo, Jose Maria G., III; Galang, Edgar

2013-01-01

Music has been in its formal existence for so many years now and it has also been utilized to enhance, relax and help man's meditation. This study focused on how music can or may influence an individual. The researchers investigated and described the influence of Howard Gardner's theory on Multiple Intelligence (specifically, musical…

Ditch the Dictionary: Finding a Vocabulary Comfort Zone. Vocabulary, Reading and Multiple Intelligences in an English as a Second Language Classroom.

ERIC Educational Resources Information Center

Safi, Anna Marie

This paper describes "Ditch the Dictionary," a college faculty development workshop at Johnson and Wales University (Rhode Island) that applies the theory of multiple intelligences to vocabulary development and reading instruction in the English-as-a-Second-Language classroom. It was found that the institution's international and…

The Representation of Multiple Intelligences Types in the Top-Notch Series: A Textbook Evaluation

ERIC Educational Resources Information Center

Razmjoo, Seyyed Ayatollah; Jozaghi, Zahra

2010-01-01

This study aims at evaluating Top-Notch series through a checklist devised by the researchers based on the elements of the Multiple Intelligences (MI) theory proposed by Gardner (1998). With the shift from teacher-centered classrooms to learner-centered one, more and more research is needed to be done in the realm of students' need analysis. One…

The Effects of Student Multiple Intelligence Preference on Integration of Earth Science Concepts and Knowledge within a Middle Grades Science Classroom.

ERIC Educational Resources Information Center

Cutshall, Lisa Christine

This research was conducted in an eastern Tennessee 8th grade science classroom with 99 students participating. The action research project attempted to examine an adolescent science student's integration of science concepts within a project-based setting using the multiple intelligence theory. In an effort to address the national science…

That's Using Your Brain!

ERIC Educational Resources Information Center

Visser, Dana R.

1996-01-01

Discusses new adult learning theories, including those of Roger Sperry (left brain/right brain), Paul McLean (triune brain), and Howard Gardner (multiple intelligences). Relates adult learning theory to training. (JOW)

Mime as a Mode of Intelligence.

ERIC Educational Resources Information Center

Shope, Richard

The dramatic art of mime can be viewed through a theory of multiple intelligences. Mime is a mode of the bodily-kinesthetic intelligence which is characterized as the ability to integrate body movement and to use the body in highly differentiated and skilled ways, for expression as well as directed goals. Mime is the language of the body, the…

Theories of Intelligence, Learning, and Motivation as a Basic Educational Praxis

ERIC Educational Resources Information Center

Van Hook, Steven R.

2008-01-01

This article begins with an examination of the early building blocks of intelligence and learning through signs and symbols, such as examined by Vygotsky and Freire. Then the inquiry moves into methods of achieving resonance as praxis of learning as expanded on by Freire, and connecting with students by addressing their multiple intelligences as…

Estimates of lay views about reversal multiple intelligences for self and others: Sex and cross-cultural comparisons.

PubMed

Neto, Félix; da Conceição Pinto, Maria; Mullet, Etienne; Furnham, Adrian

2017-12-01

This study focuses on lay conceptions of intelligence. It examined sex and cross-cultural similarities and differences in estimated intelligences and beliefs about intelligence in two countries, Angola and East Timor, within the reversal theory framework. A total of 209 Angolan (109 women and 100 men) and 183 Timorese (89 women and 94 men) students were participated in this study. Participants completed a questionnaire in order to estimate their parents', partners' and own overall intelligence and the 8 reversal multiple intelligences (telic, paratelic, conformist, negativistic, autic mastery, autic sympathy, alloic mastery and alloic sympathy intelligence). Respondents also rated 6 questions about intelligence. Men rated their overall, conformist and autic mastery higher than women. Angolans rated their overall, telic, paratelic, conformist, negativistic, autic mastery, autic sympathy, alloic mastery and alloic sympathy intelligence higher than Timorese. In both countries, fathers have been perceived as more intelligent than mothers, and telic intelligence emerged as a significant predictor of overall intelligence. Principal component analysis of the 8 reversal multiple intelligences yielded one factor. Angolan participants revealed more IQ test experience than Timorese participants. Most of respondents in both countries did not believe in sex differences in intelligence. These findings are discussed by means of cross-cultural literature. © 2015 International Union of Psychological Science.

Multiple Intelligences and ESL Teaching and Learning: An Investigation in KG II Classrooms in One Private School in Beirut, Lebanon

ERIC Educational Resources Information Center

Ghamrawi, Norma

2014-01-01

This study examined teachers' use of the Multiple Intelligences Theory on vocabulary acquisition by preschoolers during English as a second language (ESL) classes in a K-12 school in Lebanon. Eighty kindergartners (KG II, aged 5 years) and eight teachers constituted the sample. The study used mixed methods, including observations of videotaped…

An Exploratory Study on the Application of Multiple Intelligences to MBA Andragogy with Particular Reference to ERP-Controlling Configuration Course

ERIC Educational Resources Information Center

Gaikwad, Sophia S.; Bharathi, S. Vijayakumar

2018-01-01

The purpose of this study is to elicit the application of Multiple Intelligences (MI) theory to a course taught in the MBA Andragogy. Administered to a sample of 47 students of the first year MBA Information Technology Business Management (ITBM) program at a private university in India the study brought out certain interesting implications.…

Painting with the Multiple Intelligences: Defining Student Success and Permanence in Art Class

ERIC Educational Resources Information Center

Taspinar, Seyda Eraslan; Kaya, Ali

2016-01-01

Objectives of the study are to determine the effect of teaching based on multiple intelligence theory (TBMIT) in visual arts class on student success and permanence. Experimental design is used in the study. Study group is composed of students at 8th grade in 2012-2013 educational term at Atatürk Secondary School in Igdir city centre. Experimental…

The validation of Huffaz Intelligence Test (HIT)

NASA Astrophysics Data System (ADS)

Rahim, Mohd Azrin Mohammad; Ahmad, Tahir; Awang, Siti Rahmah; Safar, Ajmain

2017-08-01

In general, a hafiz who can memorize the Quran has many specialties especially in respect to their academic performances. In this study, the theory of multiple intelligences introduced by Howard Gardner is embedded in a developed psychometric instrument, namely Huffaz Intelligence Test (HIT). This paper presents the validation and the reliability of HIT of some tahfiz students in Malaysia Islamic schools. A pilot study was conducted involving 87 huffaz who were randomly selected to answer the items in HIT. The analysis method used includes Partial Least Square (PLS) on reliability, convergence and discriminant validation. The study has validated nine intelligences. The findings also indicated that the composite reliabilities for the nine types of intelligences are greater than 0.8. Thus, the HIT is a valid and reliable instrument to measure the multiple intelligences among huffaz.

An Evaluation of Alternative Screening Procedures.

ERIC Educational Resources Information Center

Reid, Carol; Romanoff, Brenda; Algozzine, Bob; Udall, Ann

2000-01-01

This study compared the Problem Solving Assessment (PSA) procedure, an application based on Gardner's theory of multiple intelligences, with more traditional criteria for the identification of minority students for gifted education programs. Although positive correlations among approaches and intelligences were observed, different groups of…

Three Billy Goats and Gardner.

ERIC Educational Resources Information Center

Merrefield, Gayle Emery

1997-01-01

Describes a Jewish Community Center's efforts to adapt Gardner's multiple-intelligences theory to a preschool special-education program. Since most students had moderate speech disorders, teachers decided to deemphasize linguistic expression in favor of the other seven intelligences. They created successful units exploring patterns and size…

The Theory of Multiple Intelligences: A Case of Missing Cognitive Matter.

ERIC Educational Resources Information Center

Allix, Nicholas M.

2000-01-01

Argues that although Gardner's conception of human cognition, characterized by a set of multiple and distinct cognitive capabilities, is an advance over the narrow conception of IQ, it runs into fundamental difficulties of a methodological kind and is based on a discredited empiricist theory of knowledge which work with artificial neural networks…

Evaluation of a preschool nutrition education program based on the theory of multiple intelligences.

PubMed

Cason, K L

2001-01-01

This report describes the evaluation of a preschool nutrition education program based on the theory of multiple intelligences. Forty-six nutrition educators provided a series of 12 lessons to 6102 preschool-age children. The program was evaluated using a pretest/post-test design to assess differences in fruit and vegetable identification, healthy snack choices, willingness to taste foods, and eating behaviors. Subjects showed significant improvement in food identification and recognition, healthy snack identification, willingness to taste foods, and frequency of fruit, vegetable, meat, and dairy consumption. The evaluation indicates that the program was an effective approach for educating preschool children about nutrition.

Multiple Aptitude Battery-II Normative Intelligence Test Data That Distinguish U.S. Air Force AC-130 Gunship Sensor Operators

DTIC Science & Technology

2010-06-01

common part of an aeromedical evaluation when there is concern regarding an 50’ s general cognitive ability or specific aptitudes related to medica l...specificity and developmental complexity (Guilford, 1988; Horn, 1985; Vernon, 1961). Theories have also evolved from strictly biological approaches (Ha...tapped directly by existing measures of intellectual ability. Wechsler’s theory of intelligence is central to the development of the mostly widely used

An Innovative Multi-Agent Search-and-Rescue Path Planning Approach

DTIC Science & Technology

2015-03-09

search problems from search theory and artificial intelligence /distributed robotic control, and pursuit-evasion problem perspectives may be found in...Dissanayake, “Probabilistic search for a moving target in an indoor environment”, In Proc. IEEE/RSJ Int. Conf. Intelligent Robots and Systems, 2006, pp...3393-3398. [7] H. Lau, and G. Dissanayake, “Optimal search for multiple targets in a built environment”, In Proc. IEEE/RSJ Int. Conf. Intelligent

The Application of Learning Theories in Community College Classrooms. UCLA Community College Bibliography

ERIC Educational Resources Information Center

Carducci, Rozana

2006-01-01

The references in this document provide an overview of empirical and conceptual scholarship on the application of learning theories in community college classrooms. Specific theories discussed in the citations include: active learning, cooperative learning, multiple intelligences, problem-based learning, and self-regulated learning. In addition to…

Action Research of the Multiple Intelligence (MI), Cooperative Learning, and Game-Based Teaching into Summer Intensive English Classes for Mixed-Level and Mixed-Age Students

ERIC Educational Resources Information Center

Su, Shu-Chin; Liang, Eleen

2017-01-01

This study is based on the "2014 the Schweitzer Program" in Taiwan which spanned for four weeks from the 2nd to 29th of August. The lessons included four classes of multimedia picture books and eight game-based lessons. The aim of this research is to describe how to integrate the theory of "Multiple Intelligence (MI)" by Howard…

The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

PubMed

Bråten, Ivar; Strømsø, Helge I

2005-12-01

More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligence has been questioned, dimensions of personal epistemology should also be studied in relation to implicit theories of intelligence. The primary aim was to examine the dimensionality of personal epistemology and the relation between those dimensions and implicit theories of intelligence in the cultural context of Norwegian postsecondary education. A secondary aim was to examine the relative contribution of epistemological beliefs and theories of intelligence to motivational and strategic components of self-regulated learning in different academic contexts within that culture. The first sample included 178 business administration students in a traditional transmission-oriented instructional context; the second, 108 student teachers in an innovative pedagogical context. The dimensionality of the Schommer Epistemological Questionnaire was examined through factor analyses, and the resulting dimensions were examined in relation to implicit theories of intelligence. We performed multiple regression analyses, separately for the two academic contexts, to try to predict motivational (i.e. self-efficacy beliefs, mastery goal orientation, and interest) and strategic (i.e. self-regulatory strategy use) components of self-regulated learning with epistemological beliefs and implicit theories of intelligence. Considerable cross-cultural generalizability was found for the dimensionality of personal epistemology. Moreover, the dimensions of personal epistemology seemed to represent constructs separate from the construct of implicit theories of intelligence. Differences in the predictability of the epistemological dimensions were found for the two samples. For the student teachers, belief about knowledge construction and modification was a better predictor of self-regulated learning. For the business administration students, belief about the certainty of knowledge played a more important role in self-regulated learning. Epistemological beliefs predict self-regulated learning among Norwegian postsecondary students and play more important roles than implicit theories of intelligence. Relations between epistemological beliefs and self-regulated learning may vary with academic context.

Emotional Intelligence: What Does the Research Really Indicate?

ERIC Educational Resources Information Center

Cherniss, Cary; Extein, Melissa; Goleman, Daniel; Weissberg, Roger P.

2006-01-01

In her critique of emotional intelligence (EI) theory and research, Waterhouse (2006) makes several claims. First, she argues that there are "many conflicting constructs of EI," implying that it cannot be a valid concept given this multiplicity of views. Second, she cites some research and opinion suggesting that "EI has not been differentiated…

Designing Writing Exercises to Emphasize Environmental Education

NASA Astrophysics Data System (ADS)

Narayanan, M.

2008-12-01

In this presentation, the author stresses the importance of writing exercises to educate students in certain disciplines. The objective is to make the students become personally involved so that their educational experience is more geared towards a learning paradigm instead of a teaching paradigm. In addition to accumulating a wealth of knowledge the students also refine and expand their writing skills and abilities. One should be pragmatic in one's approach. In other words, the instructor should have a clear understanding of the skills the students need to develop. It is important to define the target and implementation mode while designing writing exercises. Effective learning can thus be combined with enthusiasm in classroom instructional development. It is extremely important that all undergraduate engineering students are provided with an adequate understanding and thorough background of the National Environmental Policy Act (NEPA) of 1969. At present, undergraduate students at Miami University of Ohio do not acquire any knowledge pertaining to this particular topic. The author proposes that a topic based on NEPA be introduced in the Fluid Mechanics Course at a Junior Level. The author believes that there is an absolute and urgent need for introducing the students to the fact that various documents such as EA (Environmental Assessment), EIS (Environmental Impact Statement), FONSI (Finding Of No Significant Impact), are an essential part of present-day workplace environment. In this presentation the author talks about introducing NEPA in the classroom. More than a decade ago Harvard University Professor Dr. Howard Gardner suggested the theory of Multiple Intelligences. Dr. Gardner proposed that eight different Intelligences accounted for the development of human potential (Gardner, 1983, 1993, 2000). Leading scholars in the area of Cognitive Science and Educational Methodologies also agree and have concluded that it is essential that students need to be taught in a learning environment that enables them to acquire real-world problem-solving skills (Saxe, 1988; Senge, 1990; Sims, 1995). Educators should not allow the students to wonder whether they have been learning anything that would actually serve them in the workplace, upon graduation. (Barr and Tagg, 1995). Howard Gardner's list of Eight Intelligences is given below. 1. Linguistic intelligence ("word smart") 2. Logical intelligence ("number smart") 3. Spatial intelligence ("picture smart") 4. Kinesthetic intelligence ("body smart") 5. Musical intelligence ("music smart") 6. Interpersonal intelligence ("people smart") 7. Intrapersonal intelligence ("self smart") 8. Naturalist intelligence ("nature smart") The author has tried to examine students' learning development, behavior and exploration using some of the above eight Intelligences. In this presentation, he provides data he has collected while teaching certain selected courses (Narayanan, 2007). References Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic,1983 Gardner, Howard. Multiple Intelligences: The Theory in Practice. New York: Basic, 1993. Gardner, Howard. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic, 2000. Barr, R. B., and Tagg, J. (1995, November/December). From teaching to learning: A new paradigm for undergraduate education. Change: The Magazine of Higher Education, 13-24. Narayanan, Mysore (2007). Assessment of Perceptual Modality Styles. Proceedings of ASEE 2007 Annual Conference, Honolulu, Hawaii.

Into the field: naturalistic education and the future of conservation.

PubMed

Hayes, Mark A

2009-10-01

Some educational psychologists and researchers have argued that there are multiple ways of being intelligent. In the early 1980s, Howard Gardner presented a theory of multiple intelligences by proposing that humans can be described not by a single kind of intelligence, or intelligence quotient score, but rather by a variety of kinds of intelligence. This idea of considering multiple views of intelligence has helped educators look at intelligence from a less rigid, more expansive perspective. I considered how the relatively new concept of naturalistic intelligence, which is the cognitive potential to process information that is exhibited by expert naturalists, might influence the design of undergraduate biology curricula. Naturalistic intelligence can be fostered in undergraduate biology students by emphasizing the need for well-rounded scientific naturalists; developing curricula that involves students in outdoor inquiry-based projects; and helping students learn how to observe both the natural world and their own learning, skills that are essential to developing expert naturalistic knowledge. Professors, graduate students, and administrators can improve the naturalistic intelligence of undergraduate biology students by giving these students opportunities to be involved in outdoor research. Time spent outdoors alone and among people with expertise in natural history, ecology, and conservation biology will have important influences on the knowledge and skills biology undergraduates learn, the careers they pursue, and the contributions they make to conserving Earth's biodiversity.

I Grew up Straight 'hood: Unpacking the Intelligences of Working-Class Latino Male College Students in North Carolina

ERIC Educational Resources Information Center

Carrillo, Juan F.

2016-01-01

Primarily drawing from the Mestiz@ Theory of Intelligences (Carrillo, 2013), this article examines how working class Latino male college students in North Carolina navigate multiple cultural worlds and excel academically. This work addresses current gaps in the literature that largely fail to unpack the experiences of academically successful…

Autism and the Artistic Imagination: The Link between Visual Thinking and Intelligence

ERIC Educational Resources Information Center

Berube, Clair T.

2007-01-01

The author employs Howard Gardner's Theory of Multiple Intelligences to frame a discussion about the abilities of children on the Autism spectrum. Since children possess special gifts in visual/spatial areas, an argument is made to support this ability instead of "correcting" it into a more "normal" range. References from Dr. Temple Grandin's life…

Exploring multiple intelligences theory in the context of science education: An action research approach

NASA Astrophysics Data System (ADS)

Goodnough, Karen Catherine

2000-10-01

Since the publication of Frames of Mind: The Theory in Practice, multiple intelligences, theory (Gardner, 1983) has been used by practitioners in a variety of ways to make teaching and learning more meaningful. However, little attention has been focused on exploring the potential of the theory for science teaching and learning. Consequently, this research study was designed to: (1) explore Howard Gardner's theory of multiple intelligences (1983) and its merit for making science teaching and learning more meaningful; (2) provide a forum for teachers to engage in critical self-reflection about their theory and practice in science education; (3) study the process of action research in the context of science education; and (4) describe the effectiveness of collaborative action research as a framework for teacher development and curriculum development. The study reports on the experiences of four teachers (two elementary teachers, one junior high teacher, and one high school teacher) and myself, a university researcher-facilitator, as we participated in a collaborative action research project. The action research group held weekly meetings over a five-month period (January--May, 1999). The inquiry was a qualitative case study (Stake, 1994) that aimed to understand the perspectives of those directly involved. This was achieved by using multiple methods to collect data: audiotaped action research meetings, fieldnotes, semi-structured interviews, journal writing, and concept mapping. All data were analysed on an ongoing basis. Many positive outcomes resulted from the study in areas such as curriculum development, teacher development, and student learning in science. Through the process of action research, research participants became more reflective about their practice and thus, enhanced their pedagogical content knowledge (Shulman, 1987) in science. Students became more engaged in learning science, gained a greater understanding of how they learn, and experienced a science curriculum that was more relevant and personalized. In addition, the action research process provided a feasible and effective forum for both curriculum development and professional development.

Using Poetry as a Communication Multimodality to Encourage Reading Engagement of Selected African-American Learners: A Case Study

ERIC Educational Resources Information Center

Ward, Cherie A.

2015-01-01

This study examined the use of poetry as a multimodal communicative text to encourage reading engagement in selected African-American learners with mild intellectual disabilities. Framed by critical discourse theory, genre theory, and Gardner's theory of multiple intelligences, this investigation presented poetry as an alternative text…

Building a functional multiple intelligences theory to advance educational neuroscience.

PubMed

Cerruti, Carlo

2013-01-01

A key goal of educational neuroscience is to conduct constrained experimental research that is theory-driven and yet also clearly related to educators' complex set of questions and concerns. However, the fields of education, cognitive psychology, and neuroscience use different levels of description to characterize human ability. An important advance in research in educational neuroscience would be the identification of a cognitive and neurocognitive framework at a level of description relatively intuitive to educators. I argue that the theory of multiple intelligences (MI; Gardner, 1983), a conception of the mind that motivated a past generation of teachers, may provide such an opportunity. I criticize MI for doing little to clarify for teachers a core misunderstanding, specifically that MI was only an anatomical map of the mind but not a functional theory that detailed how the mind actually processes information. In an attempt to build a "functional MI" theory, I integrate into MI basic principles of cognitive and neural functioning, namely interregional neural facilitation and inhibition. In so doing I hope to forge a path toward constrained experimental research that bears upon teachers' concerns about teaching and learning.

Comparison of the effect of multiple intelligence pedagogy and traditional pedagogy on grade 5 students' achievement and attitudes towards science

NASA Astrophysics Data System (ADS)

Mussen, Kimberly S.

This quantitative research study evaluated the effectiveness of employing pedagogy based on the theory of multiple intelligences (MI). Currently, not all students are performing at the rate mandated by the government. When schools do not meet the required state standards, the school is labeled as not achieving adequate yearly progress (AYP), which may lead to the loss of funding. Any school not achieving AYP would be interested in this study. Due to low state standardized test scores in the district for science, student achievement and attitudes towards learning science were evaluated on a pretest, posttest, essay question, and one attitudinal survey. Statistical significance existed on one of the four research questions. Utilizing the Analysis of Covariance (ANCOVA) for data analysis, student attitudes towards learning science were statically significant in the MI (experimental) group. No statistical significance was found in student achievement on the posttest, delayed posttest, or the essay question test. Social change can result from this study because studying the effects of the multiple intelligence theory incorporated into classroom instruction can have significant effect on how children learn, allowing them to compete in a knowledge society.

Every Child, Whole Child: Classroom Activities for Unleashing Natural Abilities.

ERIC Educational Resources Information Center

Wilson, Leslie Owen

The purpose of the guide is to address changes in American schools, focusing on holistic learning, multiple intelligences learning theory, and the importance of aesthetic experiences in children's education. It strives to empower professional teachers with knowledge about new learning theories with concrete activities to put that knowledge into…

Credit Card Quiz.

ERIC Educational Resources Information Center

Marks, Jeff

2000-01-01

Describes an activity in which students design credit cards and discover for themselves the mathematical realities of buying on credit. Employs multiple-intelligence theory to increase the chance that all students will be reached. (YDS)

Decomposing self-estimates of intelligence: structure and sex differences across 12 nations.

PubMed

von Stumm, Sophie; Chamorro-Premuzic, Tomas; Furnham, Adrian

2009-05-01

This study examines the structure of self-estimates of intelligence (SEI) across 12 nations (Australia, Austria, Brazil, France, Iran, Israel, Malaysia, South Africa, Spain, Turkey, UK and US). Participants rated themselves on general and specific abilities from three popular models of intelligence: Gardner's multiple intelligences, Sternberg's triarchic theory of intelligence, and Goleman's emotional intelligence. The results showed that (a) laypeople across nations have similar and invariant concepts of intelligence, (b) concepts of intelligence are cross-culturally closely related to academic notions of intellectual ability and (c) sex differences in general and specific SEI favouring men are consistent across countries. Male hubris and female humility in SEI seem independent of sex differences in actual cognitive ability and national levels of masculinity-femininity. Furthermore, international mean differences in general SEI could not be attributed to discrepancies in national intelligence quotient (IQ) levels or to cultural variations.

Howard Gardner on Learning for Understanding.

ERIC Educational Resources Information Center

Steinberger, Elizabeth Donohoe

1994-01-01

Howard Gardner is known for his theory of multiple intelligences, which holds that each individual's unique smartness cannot be measured by conventional IQ tests. Even the best students have flawed theories about existence and human behavior. Schools teach and assess everybody as though each has the same kind of mind. The ATLAS project respects…

Revisiting Vygotsky and Gardner: Realizing Human Potential

ERIC Educational Resources Information Center

Beliavsky, Ninah

2006-01-01

In this article, the author discusses her views on philosophies and theories by Lev Semenovich Vygotsky and Howard Gardner. Here, she argues that Vygotsky's ideas should be viewed through the prism of Gardner's theory of Multiple Intelligences, and that the combination of these concepts can shed new light on education--on teaching and learning.…

Teachers' Assessments of Elements of Multimedia and Constructivist Didactics in School

ERIC Educational Resources Information Center

Matijevic, Milan; Topolovcan, Tomislav; Lapat, Goran

2015-01-01

Despite the understandings that constructivist and multimedia didactics, as well as curricular theory and multiple intelligences theory, have been providing for years, what happens in the classroom and in the teaching process is still mostly teacher-centred. The didactic and methodological scenarios that prevail in our classes are more suitable to…

Curriculum Integration: The Use of Technology to Support Learning

ERIC Educational Resources Information Center

Jackson, Allen; Gaudet, Laura; McDaniel, Larry; Brammer, Dawn

2009-01-01

Our understanding of how people learn is continually changing. Howard Gardner's Theory of Multiple Intelligences revolutionized the field education, because it accounts for a broader range of human potential in children and adults and suggests that individuals learn in a multitude of ways. Gardner's theory suggests there are a variety of…

Application of the SP theory of intelligence to the understanding of natural vision and the development of computer vision.

PubMed

Wolff, J Gerard

2014-01-01

The SP theory of intelligence aims to simplify and integrate concepts in computing and cognition, with information compression as a unifying theme. This article is about how the SP theory may, with advantage, be applied to the understanding of natural vision and the development of computer vision. Potential benefits include an overall simplification of concepts in a universal framework for knowledge and seamless integration of vision with other sensory modalities and other aspects of intelligence. Low level perceptual features such as edges or corners may be identified by the extraction of redundancy in uniform areas in the manner of the run-length encoding technique for information compression. The concept of multiple alignment in the SP theory may be applied to the recognition of objects, and to scene analysis, with a hierarchy of parts and sub-parts, at multiple levels of abstraction, and with family-resemblance or polythetic categories. The theory has potential for the unsupervised learning of visual objects and classes of objects, and suggests how coherent concepts may be derived from fragments. As in natural vision, both recognition and learning in the SP system are robust in the face of errors of omission, commission and substitution. The theory suggests how, via vision, we may piece together a knowledge of the three-dimensional structure of objects and of our environment, it provides an account of how we may see things that are not objectively present in an image, how we may recognise something despite variations in the size of its retinal image, and how raster graphics and vector graphics may be unified. And it has things to say about the phenomena of lightness constancy and colour constancy, the role of context in recognition, ambiguities in visual perception, and the integration of vision with other senses and other aspects of intelligence.

Building a functional multiple intelligences theory to advance educational neuroscience

PubMed Central

Cerruti, Carlo

2013-01-01

A key goal of educational neuroscience is to conduct constrained experimental research that is theory-driven and yet also clearly related to educators’ complex set of questions and concerns. However, the fields of education, cognitive psychology, and neuroscience use different levels of description to characterize human ability. An important advance in research in educational neuroscience would be the identification of a cognitive and neurocognitive framework at a level of description relatively intuitive to educators. I argue that the theory of multiple intelligences (MI; Gardner, 1983), a conception of the mind that motivated a past generation of teachers, may provide such an opportunity. I criticize MI for doing little to clarify for teachers a core misunderstanding, specifically that MI was only an anatomical map of the mind but not a functional theory that detailed how the mind actually processes information. In an attempt to build a “functional MI” theory, I integrate into MI basic principles of cognitive and neural functioning, namely interregional neural facilitation and inhibition. In so doing I hope to forge a path toward constrained experimental research that bears upon teachers’ concerns about teaching and learning. PMID:24391613

What is wrong with intelligent design?

PubMed

Sober, Elliott

2007-03-01

This article reviews two standard criticisms of creationism/intelligent design (ID)): it is unfalsifiable, and it is refuted by the many imperfect adaptations found in nature. Problems with both criticisms are discussed. A conception of testability is described that avoids the defects in Karl Popper's falsifiability criterion. Although ID comes in multiple forms, which call for different criticisms, it emerges that ID fails to constitute a serious alternative to evolutionary theory.

Professional competencies in health sciences education: from multiple intelligences to the clinic floor.

PubMed

Lane, India F

2010-03-01

Nontechnical competencies identified as essential to the health professional's success include ethical behavior, interpersonal, self-management, leadership, business, and thinking competencies. The literature regarding such diverse topics, and the literature regarding "professional success" is extensive and wide-ranging, crossing educational, psychological, business, medical and vocational fields of study. This review is designed to introduce ways of viewing nontechnical competence from the psychology of human capacity to current perspectives, initiatives and needs in practice. After an introduction to the tensions inherent in educating individuals for both biomedical competency and "bedside" or "cageside" manner, the paper presents a brief overview of the major lines of inquiry into intelligence theory and how theories of multiple intelligences can build a foundation for conceptualizing professional and life skills. The discussion then moves from broad concepts of intelligence to more specific workplace skill sets, with an emphasis on professional medical education. This section introduces the research on noncognitive variables in various disciplines, the growing emphasis on competency based education, and the SKA movement in veterinary education. The next section presents the evidence that nontechnical, noncognitive or humanistic skills influence achievement in academic settings, medical education and clinical performance, as well as the challenges faced when educational priorities must be made.

A cross-cultural investigation of multiple intelligences in university-level nutrition students

NASA Astrophysics Data System (ADS)

Short, Joy E.

Effective strategies for the recruitment and retention of a diverse student body in undergraduate nutrition and dietetics programs are needed in order for graduates to effectively meet the health and nutrition needs of a diverse clientele. One way to promote diversity and improve teaching methods in dietetics education is through a framework based on Howard Gardner's Theory of Multiple Intelligences (MI). The theory suggests that individuals possess varying degrees of eight different intelligences which are shaped by genetics and cultural context. Relatively little research has been conducted to investigate MI approaches in the areas of higher education, cross-cultural education, or dietetics education. Therefore, this study investigated the MI profiles of students within undergraduate nutrition programs at Universidad Iberoamericana in Mexico City, Mexico and Saint Louis University in St. Louis, Missouri, United States. Data were collected through the Multiple Intelligences Developmental Assessment Scales (MIDAS). The findings provide a profile of the intellectual dispositions for the study population and suggest that dietetics students in this cross-cultural study population score highest for the MIDAS scale measuring interpersonal intelligence, with significant differences occurring between scores for the eight intelligences measured by the MIDAS. Not only were there significant differences between scale scores when analyzing the population as a whole, there were also significant differences in scale scores when comparing American and Mexican students. This phenomenon was also true when scores were grouped into five ordinal categories. In addition, the findings suggest that differences exist among the particular skills associated with the intelligences for the students at each university. Results indicate that skills related to social sensitivity and persuasion are significantly higher than many other skills for dietetics students. Further, when comparing the American and Mexican students, significant differences were found between the two populations with regard to skills associated with the eight intelligences. With the exception of the Instrumental subscale, findings for the subscale scores were similar to those for the main scales, in that Mexican students' averaged higher scores. Recommendations related to dietetics education and suggestions for future research are provided.

Idea Technology and Product Technology: Seeing beyond the Text to the Technology That Works

ERIC Educational Resources Information Center

Bednar, Maryanne R.

2004-01-01

Sifting through the myriad "idea" technologies (such as multiple intelligence theories or Piaget's Theory of Cognitive Development) and "product" technologies (such as PowerPoint or digital cameras) can be overwhelming, but Bednar persuades us that it's not about having the most recent technology, it's about using what works for "your" students in…

The effect of learning style on academic student success

NASA Astrophysics Data System (ADS)

Stackhouse, Omega N.

The problem addressed in this study was that little was known about the impact on student academic achievement, when grouped by learning style, in a multiple intelligence based science curriculum. The larger problem was that many students were frequently unengaged and, consequently, low achieving in their science courses. This quantitative study used an ex post facto research design to better understand the impact of student learning style on the academic success of students in a Multiple Intelligence Theory based course room. Gardner's work on Multiple Intelligence served as the conceptual framework for this study. The research question for this study asked if academic instruction that employs multiple intelligence theories has a relationship with students' academic achievement differently according to their learning style group (auditory, visual, and kinesthetic). Existing data from 85 students were placed into 1 of 3 groups: (a) Auditory, (b) Visual, or (c) Kinesthetic Learning Style) using existing data from a student inventory instrument. The independent variable was existing data from student inventories of learning style and the dependent variable was existing student scores from the Physical Science End of Course Test. Existing data were taken from students that were all taught with the same strategies in similar classroom environments. The Physical Science End of Course Test was developed with stringent measures to protect validity by the developer, McGraw-Hill. Cronbach's Alpha was conducted to determine the internal reliability coefficient of the student inventory. The impact for social change is that adding to the body of knowledge regarding student learning style and science curriculum provides valuable information for teachers, administrators, and school policy makers. This will allow teachers to better prepare to engage their students' and to prepare them for their place in society.

Inter-individual cognitive variability in children with Asperger's syndrome

PubMed Central

Gonzalez-Gadea, Maria Luz; Tripicchio, Paula; Rattazzi, Alexia; Baez, Sandra; Marino, Julian; Roca, Maria; Manes, Facundo; Ibanez, Agustin

2014-01-01

Multiple studies have tried to establish the distinctive profile of individuals with Asperger's syndrome (AS). However, recent reports suggest that adults with AS feature heterogeneous cognitive profiles. The present study explores inter-individual variability in children with AS through group comparison and multiple case series analysis. All participants completed an extended battery including measures of fluid and crystallized intelligence, executive functions, theory of mind, and classical neuropsychological tests. Significant group differences were found in theory of mind and other domains related to global information processing. However, the AS group showed high inter-individual variability (both sub- and supra-normal performance) on most cognitive tasks. Furthermore, high fluid intelligence correlated with less general cognitive impairment, high cognitive flexibility, and speed of motor processing. In light of these findings, we propose that children with AS are characterized by a distinct, uneven pattern of cognitive strengths and weaknesses. PMID:25132817

Intelligence's likelihood and evolutionary time frame

NASA Astrophysics Data System (ADS)

Bogonovich, Marc

2011-04-01

This paper outlines hypotheses relevant to the evolution of intelligent life and encephalization in the Phanerozoic. If general principles are inferable from patterns of Earth life, implications could be drawn for astrobiology. Many of the outlined hypotheses, relevant data, and associated evolutionary and ecological theory are not frequently cited in astrobiological journals. Thus opportunity exists to evaluate reviewed hypotheses with an astrobiological perspective. A quantitative method is presented for testing one of the reviewed hypotheses (hypothesis i; the diffusion hypothesis). Questions are presented throughout, which illustrate that the question of intelligent life's likelihood can be expressed as multiple, broadly ranging, more tractable questions.

The theory of multiple stupidities: education, technology and organisation in Arabia.

PubMed

Al Lily, Abdulrahman Essa; Alhazmi, Ahmed Ali; Alzahrani, Saleh

2017-11-01

Traditional perspectives have envisaged intelligence as one entity dominated by a single set of abilities (i.e. cognitive abilities), whereas modern perspectives have defined intelligence in various shapes (e.g. linguistic, musical and interpersonal intelligences). By the same token, traditional perspectives have examined stupidity as one set of inabilities (i.e. cognitive inabilities). However, it is not clear whether modern perspectives have discussed whether stupidity exists in various forms-in the same way as they have envisaged intelligence. To address this limitation, 257 university members were asked to share what they perceived as being stupid educational and technological practices in their institutions. Analysis of the data suggested three concepts were important to the members: moral, spatial and administrative stupidities. That is, stupidity is perceived to come in the form of failing to meet certain moral, spatial and administrative values. This implies that modern perspectives may conceptualise stupidity differently from traditional perspectives, seeing it as going beyond cognitive inabilities and viewing it as existing in various forms (e.g. moral, spatial and administrative stupidities). Thus, there are multiple stupidities as there are multiple forms of intelligence. A strength of this research is that it views stupidity through an organisational and qualitative lens, although some may traditionally expect such a topic to be examined quantitatively through psychometric and biological approaches.

Traveling with MI Education in a Turbulent Sea: Stories of South Korea

ERIC Educational Resources Information Center

Kim, Myung-Hee; Cha, Kyung-Hee

2008-01-01

The purpose of this paper is to explore ways in which multiple intelligences (MI) theory has been disseminated in search of its meaning, effectiveness and possibilities over the last decade in Korea. There have been a great number of Korean practitioners who have properly applied an ideal of MI theory in their local context. Western readers will…

Multiple Intelligences and the Artistic Imagination: A Case Study of Einstein and Picasso.

ERIC Educational Resources Information Center

Newbold, Clair T.

1999-01-01

Argues that Albert Einstein and Pablo Picasso possessed similar artistic thought processes, maintaining that their influential discoveries (relativity theory and cubist painting), which launched 20th-century modernism, were amazingly similar in concept. (SR)

Driving the brain towards creativity and intelligence: A network control theory analysis.

PubMed

Kenett, Yoed N; Medaglia, John D; Beaty, Roger E; Chen, Qunlin; Betzel, Richard F; Thompson-Schill, Sharon L; Qiu, Jiang

2018-01-04

High-level cognitive constructs, such as creativity and intelligence, entail complex and multiple processes, including cognitive control processes. Recent neurocognitive research on these constructs highlight the importance of dynamic interaction across neural network systems and the role of cognitive control processes in guiding such a dynamic interaction. How can we quantitatively examine the extent and ways in which cognitive control contributes to creativity and intelligence? To address this question, we apply a computational network control theory (NCT) approach to structural brain imaging data acquired via diffusion tensor imaging in a large sample of participants, to examine how NCT relates to individual differences in distinct measures of creative ability and intelligence. Recent application of this theory at the neural level is built on a model of brain dynamics, which mathematically models patterns of inter-region activity propagated along the structure of an underlying network. The strength of this approach is its ability to characterize the potential role of each brain region in regulating whole-brain network function based on its anatomical fingerprint and a simplified model of node dynamics. We find that intelligence is related to the ability to "drive" the brain system into easy to reach neural states by the right inferior parietal lobe and lower integration abilities in the left retrosplenial cortex. We also find that creativity is related to the ability to "drive" the brain system into difficult to reach states by the right dorsolateral prefrontal cortex (inferior frontal junction) and higher integration abilities in sensorimotor areas. Furthermore, we found that different facets of creativity-fluency, flexibility, and originality-relate to generally similar but not identical network controllability processes. We relate our findings to general theories on intelligence and creativity. Copyright © 2018 Elsevier Ltd. All rights reserved.

An Evaluation of the Teaching Activities Implemented in the Elementary Science and Technology Courses in Terms of Multiple Intelligence Theory: A Sample from Adana

ERIC Educational Resources Information Center

Iflazoglu Saban, Ayten

2011-01-01

The aim of this study was to evaluate to what extent class activities at the Elementary Science and Technology course address intelligence areas. The research was both a quantitative and a qualitative study. The sample of the study consisted of 102 4th grade elementary teachers, 97 5th grade elementary teachers, and 55 6th, 7th, and 8th grade…

An Examination of Application of Artificial Neural Network in Cognitive Radios

NASA Astrophysics Data System (ADS)

Bello Salau, H.; Onwuka, E. N.; Aibinu, A. M.

2013-12-01

Recent advancement in software radio technology has led to the development of smart device known as cognitive radio. This type of radio fuses powerful techniques taken from artificial intelligence, game theory, wideband/multiple antenna techniques, information theory and statistical signal processing to create an outstanding dynamic behavior. This cognitive radio is utilized in achieving diverse set of applications such as spectrum sensing, radio parameter adaptation and signal classification. This paper contributes by reviewing different cognitive radio implementation that uses artificial intelligence such as the hidden markov models, metaheuristic algorithm and artificial neural networks (ANNs). Furthermore, different areas of application of ANNs and their performance metrics based approach are also examined.

The Howard Gardner School: A Portrait of a Small Progressive, Independent and Alternative High School for Bright, Creative Non-Traditional Learners

ERIC Educational Resources Information Center

Drakeford, Jocelyn G.

2010-01-01

Howard Gardner's theory of multiple intelligences has impacted the educational community since its inception in 1983. The theory became the framework for Gifted and Talented Education, in that it broaden the scope of giftedness to be defined in the context of students being identified with nontraditional gifts and talents as well as combinations…

Influence of Special Needs Education Policy on Access to Secondary School Education by Learners with Hearing Impairments in Nandi County, Kenya

ERIC Educational Resources Information Center

Muhombe, Joseph Andrew; Rop, Naftali K.; Ogola, Fredrick O.; Wesonga, Justus Nyongesa

2015-01-01

This study sought to examine influence of Special Needs Education Policy on access to secondary school education by learners with hearing impairments in Nandi County, Kenya. The study was informed by the Multiple Intelligences theory and the Dewey theory of Progressivism. The findings showed that majority of the respondents were aware of the…

Information Compression, Multiple Alignment, and the Representation and Processing of Knowledge in the Brain.

PubMed

Wolff, J Gerard

2016-01-01

The SP theory of intelligence , with its realization in the SP computer model , aims to simplify and integrate observations and concepts across artificial intelligence, mainstream computing, mathematics, and human perception and cognition, with information compression as a unifying theme. This paper describes how abstract structures and processes in the theory may be realized in terms of neurons, their interconnections, and the transmission of signals between neurons. This part of the SP theory- SP-neural -is a tentative and partial model for the representation and processing of knowledge in the brain. Empirical support for the SP theory-outlined in the paper-provides indirect support for SP-neural. In the abstract part of the SP theory (SP-abstract), all kinds of knowledge are represented with patterns , where a pattern is an array of atomic symbols in one or two dimensions. In SP-neural, the concept of a "pattern" is realized as an array of neurons called a pattern assembly , similar to Hebb's concept of a "cell assembly" but with important differences. Central to the processing of information in SP-abstract is information compression via the matching and unification of patterns (ICMUP) and, more specifically, information compression via the powerful concept of multiple alignment , borrowed and adapted from bioinformatics. Processes such as pattern recognition, reasoning and problem solving are achieved via the building of multiple alignments, while unsupervised learning is achieved by creating patterns from sensory information and also by creating patterns from multiple alignments in which there is a partial match between one pattern and another. It is envisaged that, in SP-neural, short-lived neural structures equivalent to multiple alignments will be created via an inter-play of excitatory and inhibitory neural signals. It is also envisaged that unsupervised learning will be achieved by the creation of pattern assemblies from sensory information and from the neural equivalents of multiple alignments, much as in the non-neural SP theory-and significantly different from the "Hebbian" kinds of learning which are widely used in the kinds of artificial neural network that are popular in computer science. The paper discusses several associated issues, with relevant empirical evidence.

Adaptive Computerized Instruction.

ERIC Educational Resources Information Center

Ray, Roger D.; And Others

1995-01-01

Describes an artificially intelligent multimedia computerized instruction system capable of developing a conceptual image of what a student is learning while the student is learning it. It focuses on principles of learning and adaptive behavioral control systems theory upon which the system is designed and demonstrates multiple user modes.…

Theories of Intelligence: Background and Measures.

ERIC Educational Resources Information Center

Dweck, Carol S.; Henderson, Valanne L.

Research on implicit beliefs or theories about intelligence has shown that those with entity theories tend to be oriented toward performance goals--that is, toward documenting their intelligence, while those with incremental theories tend to be oriented toward learning goals--that is, toward developing their intelligence. This paper discusses…

What do K-12 students feel when dealing with technology and engineering issues? Gardner's multiple intelligence theory implications in technology lessons for motivating engineering vocations at Spanish Secondary School

NASA Astrophysics Data System (ADS)

Sánchez-Martín, Jesús; Álvarez-Gragera, García J.; Dávila-Acedo, M. Antonia; Mellado, Vicente

2017-11-01

The interest on engineering and scientific studies can be raised up even from the early years of academic instructional process. This vocation may be linked to emotions and aptitudes towards technological education. Particularly, students get in touch with these technological issues (namely STEM) during the Compulsory Secondary Education in Spain (12-16 years old).This work presents a preliminary evaluation of how relevant is Gardner's multiple intelligence theory (MIT) in the teaching-learning process within the Technology Lessons. In this sense, MIT was considered as an explanation variable of the emotional response within the different educational parts (so-called syllabus units, SU) in the Technology spanish curriculum. Different intelligence style (IS) will orient the student to a vision of the engineering and technology. This work tries to identify which relationships can be established between IS and specific technology and engineering learning. This research involved up to 135 students were subsequently tested about their predominant (IS) and on the emotions that arouse in them when working with each SU. The results were statistically significant and only those with a Logic-arithmetic or Environmental IS were not affected by the SU.Best teaching and learning practicesare required for encouraging further engineering studies.

The Benefits of Multimedia Computer Software for Students with Disabilities.

ERIC Educational Resources Information Center

Green, Douglas W.

This paper assesses the current state of research and informed opinion on the benefits of multimedia computer software for students with disabilities. Topics include: a definition of multimedia; advantages of multimedia; Multiple Intelligence Theory which states intellectual abilities consist of seven components; motivation and behavior…

An American Century of Roots and Signposts in Gifted and Talented Education.

ERIC Educational Resources Information Center

Stewart, Emily D.

1999-01-01

This article describes critical events that have shaped gifted education, including: deployment of Sputnik, Lewis Terman's giftedness definition, the Marland Report, Joseph Renzulli's inclusion of creativity, Talents Unlimited, Howard Gardner's multiple intelligences theory, David Feldman's use of developmental psychology in assessment, Sandra…

Human Intelligence: An Introduction to Advances in Theory and Research.

ERIC Educational Resources Information Center

Lohman, David F.

1989-01-01

Recent advances in three research traditions are summarized: trait theories of intelligence, information-processing theories of intelligence, and general theories of thinking. Work on fluid and crystallized abilities by J. Horn and R. Snow, mental speed, spatial visualization, cognitive psychology, artificial intelligence, and the construct of…

Information Foraging Theory: A Framework for Intelligence Analysis

DTIC Science & Technology

2014-11-01

oceanographic information, human intelligence (HUMINT), open-source intelligence ( OSINT ), and information provided by other governmental departments [1][5...Human Intelligence IFT Information Foraging Theory LSA Latent Semantic Similarity MVT Marginal Value Theorem OFT Optimal Foraging Theory OSINT

The False Security of Inclusivity.

ERIC Educational Resources Information Center

Delisle, James R.

2003-01-01

This article argues that the adoption of schoolwide enrichment options has resulted in the broadening of services to all children and a paucity of services for gifted children and that the theory of multiple intelligences has been used as a legitimate-sounding reason for administrators to dismiss gifted programs as superfluous. (Contains…

DISCOVER in Middle School: Identifying Gifted Minority Students

ERIC Educational Resources Information Center

Sarouphim, Ketty M.

2004-01-01

The purpose of this study was to examine the validity of the grades 6-8 version of DISCOVER, a performance-based assessment, and investigate its effectiveness in identifying gifted minority students. Questions examined the alignment between DISCOVER and Gardner's (1983) theory of multiple intelligences (MI) and assessed gender and ethnic…

Willed Forgetfulness: The Arts, Education and the Case for Unlearning

ERIC Educational Resources Information Center

Baldacchino, John

2013-01-01

Established scholarship in arts education is invariably related to theories of development founded on notions of multiple intelligence and experiential learning. Yet when contemporary arts practice is retraced on a philosophical horizon, one begins to engage with "other" cases for learning. This state of affairs reveals art's inherent paradox…

Developing Mindful Learners Model: A 21st Century Ecological Approach.

ERIC Educational Resources Information Center

Fluellen, Jerry

The Developing Mindful Learners Model (DMLM), developed within the framework of Howard Gardner's multiple intelligences theory, connects three factors--content, framework, and world vision--for the purpose of helping underachieving students to become more "mindful": i.e., to become one who welcomes new ideas, considers more than one…

Gifted Children's Education and a Glance to Turkey

ERIC Educational Resources Information Center

Birgili, Bengi; Çalik, Basak

2013-01-01

The paper provides a critical overview about teaching children in regular classrooms, designing and enriching curricula for gifted children and using multiple intelligence theory as teaching mathematics by giving several examples. Teaching mathematics or science to gifted children doesn't seem easy because every student is different than each…

Teacher Perception on Differentiated Instruction and its Influence on Instructional Practice

ERIC Educational Resources Information Center

Burkett, Jacquelyn Ann

2013-01-01

Differentiated Instruction is an approach to teaching which meets the diverse academic needs of students by considering learner readiness, interest and learning style. The approach is grounded in the socio-cultural, multiple intelligence and learning style theories. In addition, differentiation is a research based method for meeting the…

Teaching Meat Reduction: Insights from Multiple Intelligences Theory

ERIC Educational Resources Information Center

Jacobs, George

2013-01-01

Diet change toward eating less meat and more plant foods is advocated for reasons of health, environmental protection, and kindness toward non-human animals. This article is written for people who advocate meat reduction, regardless of whether their audiences are in schools, universities, organizations, or in the general public. However, the…

An Interactive Item Sharing Website for Creating and Conducting On-Line Testing

ERIC Educational Resources Information Center

Koong, Chorng-Shiuh; Wu, Chi-Ying

2010-01-01

Multiple intelligences, with its hypothesis and implementation, have ascended to a prominent status among the many instructional methodologies. Meanwhile, pedagogical theories and concepts are in need of more alternative and interactive assessments to prove their prevalence (Kinugasa, Yamashita, Hayashi, Tominaga, & Yamasaki, 2005). In general,…

Intelligence: Genetic and Environmental Influences.

ERIC Educational Resources Information Center

Cancro, Robert, Ed.

This book on the genetic and environmental influences on intelligence is comprised of the following papers: "The Structure of Intelligence in Relation to the Nature-Nurture Controversy," R. B. Cattell; "Theory of Intelligence," L. G. Humphreys; "Using Measured Intelligence Intelligently," P. R. Merrifield; "Intelligence: Definition, Theory, and…

An Evaluation of an Intervention to Change First-Year Psychology Students' Theory of Intelligence

ERIC Educational Resources Information Center

Skipper, Yvonne

2015-01-01

Some people hold an entity theory of intelligence: they think of intelligence as innate. In contrast, others hold an incremental theory, believing that intelligence can be changed. Previous research has shown that an incremental theory is associated with positive outcomes. The aim of this paper was to evaluate an intervention which promoted an…

Effects of speech intelligibility level on concurrent visual task performance.

PubMed

Payne, D G; Peters, L J; Birkmire, D P; Bonto, M A; Anastasi, J S; Wenger, M J

1994-09-01

Four experiments were performed to determine if changes in the level of speech intelligibility in an auditory task have an impact on performance in concurrent visual tasks. The auditory task used in each experiment was a memory search task in which subjects memorized a set of words and then decided whether auditorily presented probe items were members of the memorized set. The visual tasks used were an unstable tracking task, a spatial decision-making task, a mathematical reasoning task, and a probability monitoring task. Results showed that performance on the unstable tracking and probability monitoring tasks was unaffected by the level of speech intelligibility on the auditory task, whereas accuracy in the spatial decision-making and mathematical processing tasks was significantly worse at low speech intelligibility levels. The findings are interpreted within the framework of multiple resource theory.

Implicit Theories of Intelligence Predict Achievement across an Adolescent Transition: A Longitudinal Study and an Intervention

ERIC Educational Resources Information Center

Blackwell, Lisa S.; Trzesniewski, Kali H.; Dweck, Carol Sorich

2007-01-01

Two studies explored the role of implicit theories of intelligence in adolescents' mathematics achievement. In Study 1 with 373 7th graders, the belief that intelligence is malleable (incremental theory) predicted an upward trajectory in grades over the two years of junior high school, while a belief that intelligence is fixed (entity theory)…

Preservice and Inservice Teachers' Implicit Theories of Intelligence

ERIC Educational Resources Information Center

Jones, Brett D.; Bryant, Lauren H.; Snyder, Jennifer Dee; Malone, David

2012-01-01

Implicit theories of intelligence (i.e., individuals' beliefs about the nature of intelligence, such as whether it is fixed or changeable) are important because they are related to individuals' behaviors and their beliefs in other areas (Sternberg, 2000). Implicit theories of intelligence are especially important in educational settings because…

CREATIVE COMPUTATION.

DTIC Science & Technology

ARTIFICIAL INTELLIGENCE , RECURSIVE FUNCTIONS), (*RECURSIVE FUNCTIONS, ARTIFICIAL INTELLIGENCE ), (*MATHEMATICAL LOGIC, ARTIFICIAL INTELLIGENCE ), METAMATHEMATICS, AUTOMATA, NUMBER THEORY, INFORMATION THEORY, COMBINATORIAL ANALYSIS

Multiple Theory Formation in High-Level Perception. Technical Report No. 38.

ERIC Educational Resources Information Center

Woods, William A.

This paper is concerned with the process of human reading as a high-level perceptual task. Drawing on insights from artificial-intelligence research--specifically, research in natural language processing and continuous speech understanding--the paper attempts to present a fairly concrete picture of the kinds of hypothesis formation and inference…

Investigating the Representation of Multiple Intelligences Theory in TPSOL Textbooks

ERIC Educational Resources Information Center

Ebadi, Saman; Beigzadeh, Maryam

2016-01-01

As the main applicable language resources in classrooms, textbooks provide the primary source of information, and they serve the foundation of instruction and transfer the curriculum objectives. Therefore, teachers should be conscious in choosing the right textbooks and activities for their students. The purpose of this study is to investigate one…

Gifts of the Spirit: Multiple Intelligences in Religious Education. Second Edition.

ERIC Educational Resources Information Center

Nuzzi, Ronald

This booklet provides practical direction for religious educators that they might effectively teach heterogeneous groups of learners by employing a broad range of teaching/learning approaches while keeping in the forefront the importance of basing practice on sound theory. The booklet begins with a clear explication of the essential attributes of…

Learning for Understanding: A Faculty-Driven Paradigm Shift in Learning, Imaginative Teaching, and Creative Assessment

ERIC Educational Resources Information Center

Diaz-Lefebvre, Rene

2006-01-01

This article describes an experimental pilot study begun in 1994 in the Glendale Community College (Glendale, Arizona) psychology department. The faculty-driven idea incorporated Howard Gardner's multiple intelligences theory (MI) into a new paradigm--one where creative forms of learning resulted in real understanding. The pilot study, Multiple…

The Impact of Differentiation on Instructional Practices in the Elementary Classroom

ERIC Educational Resources Information Center

Thompson, Virginia

2009-01-01

Differentiation is an instructional approach that considers a student's learning readiness, learning style, and learning interest to meet academic needs. This curriculum innovation is grounded in the multiple intelligence theory of learning. It is also one method of meeting the expectations of the No Child Left Behind initiative. While the current…

Integrated Curricular Approaches in Reaching Adult Students

ERIC Educational Resources Information Center

Emerick-Brown, Dylan

2013-01-01

In the field of adult basic education, there are two strategies that have been found to be of particular value to student learning: multiple intelligences and purpose-based learning. However, putting these learning theories into practice is not always as easy as an educator might at first believe. Adult basic education teacher Dylan Emerick-Brown…

The Existential Learner

ERIC Educational Resources Information Center

McCoog, Ian J.

2010-01-01

We are all smart in different ways. Through the theory of multiple intelligences, Howard Gardner has been one of the leaders in cataloging HOW people are smart as opposed to how smart they ARE. The ability to see "the big picture" and make connections between similar and dissimilar concepts has been considered for inclusion in the multiple…

Implicit theories concerning the intelligence of individuals with Down syndrome.

PubMed

Enea-Drapeau, Claire; Carlier, Michèle; Huguet, Pascal

2017-01-01

Studies over the past three decades have shown that learning difficulties are not only determined by neurological disorders, but also by motivational and/or socio-cognitive factors Among these factors, implicit theories of intelligence (also referred to as conceptions, mindsets or beliefs about intelligence) are key elements. The belief that intelligence is fixed (entity theory), as opposed to malleable (incremental theory), is generally associated with negative teaching practices and poorer student outcomes, yet beliefs about the intelligence of individuals with intellectual disabilities have not received much attention. We propose the first study on conceptions of intelligence of persons with intellectual disabilities, here people with Down syndrome. Participants were 55 professionally qualified people working with individuals with intellectual disabilities and 81 adults from the community. We compared what both groups of participants believe about intelligence of typical people and what they believe about the intelligence of individuals with Down syndrome. We also investigated implicit theories of intelligence as predictors of explicit judgments about intelligence and implicit attitudes toward people with Down syndrome. Whatever the work experience in the field of intellectual disability, implicit theories of intelligence were found to be less incremental when considering people with Down syndrome than when considering typical people; and the stronger the belief in entity theory, the more negative (and less positive) the judgments expressed explicitly. Implicit theories of intelligence were also found to be predictors of negative implicit attitude but only in adults from the community. These findings offer prospects for improving practices by people working in the field of intellectual disability. They might interest a wide range of people caring for people with intellectual disabilities, such as teachers, but also other professional caregivers, and other scientists focusing on intellectual disabilities or social cognition.

Implicit theories concerning the intelligence of individuals with Down syndrome

PubMed Central

Carlier, Michèle; Huguet, Pascal

2017-01-01

Studies over the past three decades have shown that learning difficulties are not only determined by neurological disorders, but also by motivational and/or socio-cognitive factors Among these factors, implicit theories of intelligence (also referred to as conceptions, mindsets or beliefs about intelligence) are key elements. The belief that intelligence is fixed (entity theory), as opposed to malleable (incremental theory), is generally associated with negative teaching practices and poorer student outcomes, yet beliefs about the intelligence of individuals with intellectual disabilities have not received much attention. We propose the first study on conceptions of intelligence of persons with intellectual disabilities, here people with Down syndrome. Participants were 55 professionally qualified people working with individuals with intellectual disabilities and 81 adults from the community. We compared what both groups of participants believe about intelligence of typical people and what they believe about the intelligence of individuals with Down syndrome. We also investigated implicit theories of intelligence as predictors of explicit judgments about intelligence and implicit attitudes toward people with Down syndrome. Whatever the work experience in the field of intellectual disability, implicit theories of intelligence were found to be less incremental when considering people with Down syndrome than when considering typical people; and the stronger the belief in entity theory, the more negative (and less positive) the judgments expressed explicitly. Implicit theories of intelligence were also found to be predictors of negative implicit attitude but only in adults from the community. These findings offer prospects for improving practices by people working in the field of intellectual disability. They might interest a wide range of people caring for people with intellectual disabilities, such as teachers, but also other professional caregivers, and other scientists focusing on intellectual disabilities or social cognition. PMID:29166393

Multiple intelligences and underachievement: lessons from individuals with learning disabilities.

PubMed

Hearne, D; Stone, S

1995-01-01

The field of learning disabilities, like education in the main, is undergoing calls for reform and restructuring, an upheaval brought on in great part by the forces of opposing paradigms--reductionism and constructivism. In reexamining our past, we must begin to address the failures of traditional deficit models and their abysmally low "cure" rate. Several new theories have arisen that challenge traditional practices in both general and special education classrooms. Particularly influential has been the work of Howard Gardner, whose theory of multiple intelligences calls for a restructuring of our schools to accommodate modes of learning and inquiry with something other than deficit approaches. At least some current research in the field of learning disabilities has begun to focus on creativity and nontraditional strengths and talents that have not been well understood or highly valued by the schools. In this article, we briefly summarize the findings in our search for the talents of students labeled learning disabled, evidence of their abilities, implications of these for the schools, and a beginning set of practical recommendations.

Physics Learning Styles in Higher Education

NASA Astrophysics Data System (ADS)

Loos, Rebecca; Ward, James

2012-03-01

Students in Physics learn in a variety ways depending on backgrounds and interests. This study proposes to evaluate how students in Physics learn using Howard Gardner's Theory of Multiple Intelligences. Physics utilizes numbers, conceptualization of models, observations and visualization skills, and the ability to understand and reflect on specific information. The main objective is to evaluate how Physics students learn specifically using spatial, visual and sequential approaches. This will be assessed by conducting a learning style survey provided by North Carolina State University (NCSU). The survey is completed online by the student after which the results are sent to NCSU. Students will print out the completed survey analysis for further evaluation. The NCSU results categorize students within five of ten learning styles. After the evaluation of Howard Gardner's Theory of Multiple Intelligences and the NCSU definitions of the ten learning styles, the NCSU sensing and visual learning styles will be defined as the Gardener's spatial, visual learning styles. NCSU's sequential learning style will be looked at separately. With the survey results, it can be determined if Physics students fall within the hypothesized learning styles.

Assessing Student Learning through Multiple Intelligences.

ERIC Educational Resources Information Center

McClaskey, Janet

1995-01-01

Gives practical examples of multiple intelligences in the English classroom. Discusses Howard Gardner's "radicalism,""teaching" intelligence, teaching literature and multiple intelligences, and how a student developed strength in his own intelligences through poetry. (RS)

Teachers' Implicit Theories of Intelligence: Influences from Different Disciplines and Scientific Theories

ERIC Educational Resources Information Center

Jonsson, Anna-Carin; Beach, Dennis; Korp, Helena; Erlandson, Peter

2012-01-01

A sample of 226 Swedish high school teachers from various knowledge domains completed self-report measures of intelligence regarding implicit theories and scientific theories of intelligence. A mixed ANOVA showed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of…

Identifying the Multiple Intelligences of Your Students

ERIC Educational Resources Information Center

McClellan, Joyce A.; Conti, Gary J.

2008-01-01

One way of addressing individual differences among adult learners is to identify the Multiple Intelligences of the learner. Multiple Intelligences refers to the concept developed by Howard Gardner that challenges the traditional view of intelligence and explains the presence of nine different Multiple Intelligences. The purpose of this study was…

Intelligence is as intelligence does: can additional support needs replace disability?

PubMed

Arnold, Samuel R C; Riches, Vivienne C; Stancliffe, Roger J

2011-12-01

Abstract In many developed cultures there is an assumption that IQ is intelligence. However, emerging theories of multiple intelligences, of emotional intelligence, as well as the application of IQ testing to other cultural groups, and to people with disability, raises many questions as to what IQ actually measures. Despite recent research that shows IQ testing produces a floor effect when applied to people with lower IQ, as well as research that shows the Flynn effect also applies to people with lower IQ, in practice IQ scores below a certain cut-off are still being used to determine and classify a person's intellectual disability. However, a new paradigm is emerging, almost returning to the original intent of Binet, where measurement is made of the supports the person needs. In this paper, we argue that if one extends the notions of this supports paradigm that diagnosis of intellectual or physical disability could potentially be replaced by diagnosis of additional intellectual support needs, or additional physical support needs.

Academic Reference and Instruction Librarians and Dweck's Theories of Intelligence

ERIC Educational Resources Information Center

Folk, Amanda L.

2016-01-01

This article introduces psychologist Carol S. Dweck's entity and incremental theories of intelligence and explores the prevalence of these theories in academic librarians who participate in reference and instruction activities. Based on existing research, it is possible that implicit theories of intelligence could affect the ways in which…

Perception of Students' Intelligence Malleability and Potential for Future Success: Unfavourable Beliefs towards Girls

ERIC Educational Resources Information Center

Verniers, Catherine; Martinot, Delphine

2015-01-01

Background: Endorsing an entity theory of intelligence has negative effects on students' academic trajectories. Research focused on students' personal theories of intelligence has shown that girls are more likely than boys to hold an entity theory of intelligence. However, no study has examined the possibility of a gender stereotype basis for this…

Implementing Gardner's Theory of Multiple Intelligences at the College Level of Learning

ERIC Educational Resources Information Center

Leckron, Lynn L.

2013-01-01

Today, more than ever, increasing numbers of adult learners are reentering the college arena. Teaching adult learners can be an overwhelming responsibility for educators, especially if they are unprepared to meet the diverse needs of these learners. The adult learner, no matter their age, still desires to be successful. By learning to identify and…

Expanding Our "Frames" of Mind for Education and the Arts

ERIC Educational Resources Information Center

Groff, Jennifer S.

2013-01-01

In this article, Jennifer Groff explores the role of the arts in education through the lens of current research in cognitive neuroscience and the impact of technology in today's digital world. She explains that although arts education has largely used multiple intelligences theory to substantiate its presence in classrooms and schools, this…

Relationship among Attachment Security, Emotional Intelligence, Trait Anxiety, and Substance Abuse

ERIC Educational Resources Information Center

Collins, Kristyn

2016-01-01

Substance use among college students is a serious problem in the United States. The existing body of literature demonstrates that multiple internal risk factors contribute to the presence of substance use and that often these risk factors co-occur. Based on attachment theory, the purpose of this quantitative study was to examine the relationships…

The Power of Key: Celebrating 20 Years of Innovation at the Key Learning Community

ERIC Educational Resources Information Center

Kunkel, Christine

2007-01-01

The Key Learning Community in Indianapolis was the first school in the world to base its approach on the theory of multiple intelligences. Ms. Kunkel, Key's principal, reflects on the school's continuing growth and success--even in the face of pressures to standardize--and shares the history of its founding. (Contains 5 endnotes.)

Increasing Verbal Participation of Gifted Females through the Utilization of Multiple Intelligence Theory

ERIC Educational Resources Information Center

Walker, David E.

2005-01-01

Gifted females' lack of verbal participation in lessons within their elementary school classrooms was perceived as an obstacle to maximization of their learning potential. The goal of the study was to identify causations of the girls' reticence to demonstrate verbalization skills that were commensurate with those of their male counterparts and to…

Exploring Relations among College Students' Prior Knowledge, Implicit Theories of Intelligence, and Self-Regulated Learning in a Hypermedia Environment

ERIC Educational Resources Information Center

Greene, Jeffrey Alan; Costa, Lara-Jeane; Robertson, Jane; Pan, Yi; Deekens, Victor M.

2010-01-01

Researchers and educators continue to explore how to assist students in the acquisition of conceptual understanding of complex science topics. While hypermedia learning environments (HLEs) afford unique opportunities to display multiple representations of these often abstract topics, students who do not engage in self-regulated learning (SRL) with…

The Integration of Environmental Education and Communicative English Based on Multiple Intelligence Theory for Students in Extended Schools

ERIC Educational Resources Information Center

Sangsongfa, Chalothorn; Rawang, Wee

2016-01-01

Research and Development (R&D) was used with 364 students, 44 teachers and 3 school directors before designing innovation, and evaluating the model efficiency with 30 voluntary students by Action Research (AR). The research used questionnaire, interview form and innovation efficiency evaluation form, and statistically analyzed by percentage,…

Regional homogeneity of the resting-state brain activity correlates with individual intelligence.

PubMed

Wang, Leiqiong; Song, Ming; Jiang, Tianzi; Zhang, Yunting; Yu, Chunshui

2011-01-25

Resting-state functional magnetic resonance imaging has confirmed that the strengths of the long distance functional connectivity between different brain areas are correlated with individual differences in intelligence. However, the association between the local connectivity within a specific brain region and intelligence during rest remains largely unknown. The aim of this study is to investigate the relationship between local connectivity and intelligence. Fifty-nine right-handed healthy adults participated in the study. The regional homogeneity (ReHo) was used to assess the strength of local connectivity. The associations between ReHo and full-scale intelligence quotient (FSIQ) scores were studied in a voxel-wise manner using partial correlation analysis controlling for age and sex. We found that the FSIQ scores were positively correlated with the ReHo values of the bilateral inferior parietal lobules, middle frontal, parahippocampal and inferior temporal gyri, the right thalamus, superior frontal and fusiform gyri, and the left superior parietal lobule. The main findings are consistent with the parieto-frontal integration theory (P-FIT) of intelligence, supporting the view that general intelligence involves multiple brain regions throughout the brain. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Components of Verbal Intelligence. Final Report.

ERIC Educational Resources Information Center

Sternberg, Robert J.

A theory of the components of verbal intelligence is developed and tested in this series of experiments. After reviewing alternative theoretical frameworks for understanding verbal intelligence, a componential theory of verbal comprehension is proposed. This theory specifies the information-processing components, context cues, and mediating…

Pathways of Learning: Teaching Students and Parents about Multiple Intelligences.

ERIC Educational Resources Information Center

Lazear, David

This book is concerned with reinventing the learning process from a multiple intelligences perspective and urges explicitly teaching students about multiple intelligences to further their metacognitive understanding. The multiple-intelligence-based curriculum is intended to interface with the regular academic curriculum. An introductory chapter…

Reciprocal Effects between Fluid and Crystallized Intelligence and Their Dependence on Parents' Socioeconomic Status and Education

ERIC Educational Resources Information Center

Rindermann, Heiner; Flores-Mendoza, Carmen; Mansur-Alves, Marcela

2010-01-01

The investment theory of Cattell supposes an influence of fluid on crystallized intelligence. The development of fluid intelligence largely depends on biological factors, of crystallized intelligence on fluid intelligence and environmental stimulation. To test this theory two contrasting samples representing a broad ability range were chosen, a…

Online multiple intelligence teaching tools (On-MITT) for enhancing interpersonal teaching activities

NASA Astrophysics Data System (ADS)

Mohamad, Siti Nurul Mahfuzah; Salam, Sazilah; Bakar, Norasiken; Sui, Linda Khoo Mei

2014-07-01

The theories of Multiple Intelligence (MI) used in this paper apply to students with interpersonal intelligence who is encouraged to work together in cooperative groups where interpersonal interaction is practiced. In this context, students used their knowledge and skills to help the group or partner to complete the tasks given. Students can interact with each other as they learn and the process of learning requires their verbal and non-verbal communication skills, co-operation and empathy in the group. Meanwhile educators can incorporate cooperative learning in groups in the classroom. On-MITT provides various tools to facilitate lecturers in preparing e-content that applies interpersonal intelligence. With minimal knowledge of Information and Technology (IT) skills, educators can produce creative and interesting teaching activities and teaching materials. The objective of this paper is to develop On-MITT prototype for interpersonal teaching activities. This paper addressed initial prototype of this study. An evaluation of On-MITT has been completed by 20 lecturers of Malaysian Polytechnics. Motivation Survey Questionnaire is used as the instrument to measure four motivation variables: ease of use, enjoyment, usefulness and self-confidence. Based on the findings, the On-MITT can facilitate educators to prepare teaching materials that are compatible for interpersonal learner.

Multiple Intelligence and Digital Learning Awareness of Prospective B.Ed Teachers

ERIC Educational Resources Information Center

Gracious, F. L. Antony; Shyla, F. L. Jasmine Anne

2012-01-01

The present study Multiple Intelligence and Digital Learning Awareness of prospective B.Ed teachers was probed to find the relationship between Multiple Intelligence and Digital Learning Awareness of Prospective B.Ed Teachers. Data for the study were collected using self made Multiple Intelligence Inventory and Digital Learning Awareness Scale.…

Multiple Intelligence Levels of Physical Education and Sports School Students

ERIC Educational Resources Information Center

Ekici, Summani

2011-01-01

The purpose of this research is to analyze the multiple intelligence levels of academies of physical education and sports students according to some demographic factors. To obtain data about multiple intelligence levels in the research, the multiple intelligence inventory, developed by Ozden (2003), was applied to a total of 1.199 students, of…

Sex Differences in Intelligence and Brain Size: A Developmental Theory.

ERIC Educational Resources Information Center

Lynn, Richard

1999-01-01

Proposes a developmental theory of sex differences in intelligence that states that the faster maturation and brain size growth in girls up to age 15 compensates for their smaller brain size so that sex differences in intelligence are very small. Discusses evidence that supports this theory. (SLD)

Fluid and Crystallized Intelligence--Theory and Research in Later Adulthood.

ERIC Educational Resources Information Center

Willis, Sherry L.; Baltes, Paul B.

Two studies examined modifiability in intellectual functioning in older adults. The fluid-crystallized theory provided a theory base for the research. (Fluid intelligence follows a normative decline through adulthood, while crystallized intelligence remains stable or even increases.) In the first study thirty subjects (average age 69.2)…

The Longer They Stay the Less Talented They Perceive They Are: Females' Talent Based on Approaches to Learning

ERIC Educational Resources Information Center

Bowles, Terry

2012-01-01

A cohort of female adolescents from 11 to 18 Years of age (n = 325) completed a questionnaire based on Gardner's theory of multiple intelligences (Gardner, 1999) to examine their perception of their talents as they progressed through secondary school. Results showed that the highest ranking talents were Physical and Sport Activity, and Language…

Knowledge Centric Warfare: An Introduction

DTIC Science & Technology

2009-03-25

Development Piaget Cognition develops in four stages: sensorimotor, preoperational, concrete, and formal Private Multiple Intelligences Theory Gardner...processed, and stored.13 Often overlooked (or assumed) is the cognitive development of the people using these systems and sensors as well as the... Cognition is a subset or branch of constructivism developed by Lave. It asserts that while knowledge is acquired through the context of activity, knowledge

Howard Gardner: Knowledge, Learning and Development in Drama and Arts Education.

ERIC Educational Resources Information Center

Roper, Bill; Davis, David

2000-01-01

Notes that Howard Gardner's theory of Multiple Intelligences (MI) has afforded support to educators and parents who want to see their children as equals no matter in what area of ability they develop competence. Explains the usefulness of Gardner's approach, based on Kantian notions of the power of mind to give order to the world. Discusses the…

Structure, Content, and Process in Teacher Training: The Relevance of Copernicus, Gardner, and Dewey.

ERIC Educational Resources Information Center

Soares, Louise M.

1998-01-01

Argues that a unique combination of (1) the Copernican Plan for block scheduling; (2) the application of Howard Gardner's theory of multiple intelligences; and (3) John Dewey's basic ideas about process create a teacher training program in which mastery is an achievable goal. Describes each component and illustrates how each has worked in one…

Exploring the Relation between the Theory of Multiple Intelligences and Games for the Purpose of Player-Centred Game Design

ERIC Educational Resources Information Center

Sajjadi, Pejman; Vlieghe, Joachim; De Troyer, Olga

2017-01-01

A large body of research work demonstrates the importance and effectiveness of adapting a learning game to its players. This process is driven by understanding the differences between individuals in terms of abilities and preferences. One of the rather interesting but least explored approaches for understanding individual differences among…

Global, broad, or specific cognitive differences? Using a MIMIC model to examine differences in CHC abilities in children with learning disabilities.

PubMed

Niileksela, Christopher R; Reynolds, Matthew R

2014-01-01

This study was designed to better understand the relations between learning disabilities and different levels of latent cognitive abilities, including general intelligence (g), broad cognitive abilities, and specific abilities based on the Cattell-Horn-Carroll theory of intelligence (CHC theory). Data from the Differential Ability Scales-Second Edition (DAS-II) were used to create a multiple-indicator multiple cause model to examine the latent mean differences in cognitive abilities between children with and without learning disabilities in reading (LD reading), math (LD math), and reading and writing(LD reading and writing). Statistically significant differences were found in the g factor between the norm group and the LD groups. After controlling for differences in g, the LD reading and LD reading and writing groups showed relatively lower latent processing speed, and the LD math group showed relatively higher latent comprehension-knowledge. There were also some differences in some specific cognitive abilities, including lower scores in spatial relations and numerical facility for the LD math group, and lower scores in visual memory for the LD reading and writing group. These specific mean differences were above and beyond any differences in the latent cognitive factor means.

Hebb and Cattell: The Genesis of the Theory of Fluid and Crystallized Intelligence

PubMed Central

Brown, Richard E.

2016-01-01

Raymond B. Cattell is credited with the development of the theory of fluid and crystallized intelligence. The genesis of this theory is, however, vague. Cattell, in different papers, stated that it was developed in 1940, 1941 or 1942. Carroll (1984, Multivariate Behavioral Research, 19, 300-306) noted the similarity of Cattell's theory to “Hebb's notion of two types of intelligence,” which was presented at the 1941 APA meeting, but the matter has been left at that. Correspondence between Cattell, Donald Hebb and George Humphrey of Queen's University, Kingston, Ontario, however, indicates that Cattell adopted Hebb's ideas of intelligence A and B and renamed them. This paper describes Hebb's two types of intelligence, and shows how Cattell used them to develop his ideas of crystallized and fluid intelligence. Hebb and Cattell exchanged a number of letters before Cattell's paper was rewritten in such a way that everyone was satisfied. This paper examines the work of Hebb and Cattell on intelligence, their correspondence, the development of the ideas of fluid and crystallized intelligence, and why Cattell (1943, p. 179) wrote that “Hebb has independently stated very clearly what constitutes two thirds of the present theory.” PMID:28018191

Hebb and Cattell: The Genesis of the Theory of Fluid and Crystallized Intelligence.

PubMed

Brown, Richard E

2016-01-01

Raymond B. Cattell is credited with the development of the theory of fluid and crystallized intelligence. The genesis of this theory is, however, vague. Cattell, in different papers, stated that it was developed in 1940, 1941 or 1942. Carroll (1984, Multivariate Behavioral Research, 19, 300-306) noted the similarity of Cattell's theory to "Hebb's notion of two types of intelligence," which was presented at the 1941 APA meeting, but the matter has been left at that. Correspondence between Cattell, Donald Hebb and George Humphrey of Queen's University, Kingston, Ontario, however, indicates that Cattell adopted Hebb's ideas of intelligence A and B and renamed them. This paper describes Hebb's two types of intelligence, and shows how Cattell used them to develop his ideas of crystallized and fluid intelligence. Hebb and Cattell exchanged a number of letters before Cattell's paper was rewritten in such a way that everyone was satisfied. This paper examines the work of Hebb and Cattell on intelligence, their correspondence, the development of the ideas of fluid and crystallized intelligence, and why Cattell (1943, p. 179) wrote that "Hebb has independently stated very clearly what constitutes two thirds of the present theory."

Thermal cloak-concentrator

NASA Astrophysics Data System (ADS)

Shen, Xiangying; Li, Ying; Jiang, Chaoran; Ni, Yushan; Huang, Jiping

2016-07-01

For macroscopically manipulating heat flow at will, thermal metamaterials have opened a practical way, which possesses a single function, such as either cloaking or concentrating the flow of heat even though environmental temperature varies. By developing a theory of transformation heat transfer for multiple functions, here we introduce the concept of intelligent thermal metamaterials with a dual function, which is in contrast to the existing thermal metamaterials with single functions. By assembling homogeneous isotropic materials and shape-memory alloys, we experimentally fabricate a kind of intelligent thermal metamaterials, which can automatically change from a cloak (or concentrator) to a concentrator (or cloak) when the environmental temperature changes. This work paves an efficient way for a controllable gradient of heat, and also provides guidance both for arbitrarily manipulating the flow of heat and for efficiently designing similar intelligent metamaterials in other fields.

The effects of selective schooling and self-concept on adolescents' academic aspiration: an examination of Dweck's self-theory.

PubMed

Ahmavaara, Anni; Houston, Diane M

2007-09-01

Dweck has emphasized the role of pupils' implicit theories about intellectual ability in explaining variations in their engagement, persistence and achievement. She has also highlighted the role of confidence in one's intelligence as a factor influencing educational attainment. The aim of this paper is to develop a model of achievement aspiration in adolescence and to compare young people who are educated at a selective grammar school with those who attend a non-selective 'secondary modern' school. The sample consisted of 856 English secondary school pupils in years 7 and 10 from two selective and two non-selective secondary schools. Questionnaires were completed in schools. The findings are consistent with the model, showing that achievement aspiration is predicted directly by gender, school type and type of intelligence theory. Importantly, school type also affects aspirations indirectly, with effects being mediated by confidence in one's own intelligence and perceived academic performance. Intelligence theory also affects aspirations indirectly with effects being mediated by perceived academic performance, confidence and self-esteem. Additionally, intelligence theory has a stronger effect on aspirations in the selective schools than in the non-selective schools. The findings provide substantial support for Dweck's self-theory, showing that implicit theories are related to aspirations. However, the way in which theory of intelligence relates to age and gender suggests there may be important cross-cultural or contextual differences not addressed by Dweck's theory. Further research should also investigate the causal paths between aspirations, implicit theories of intelligence and the impact of school selection.

Chinese Students' Implicit Theories of Intelligence and Other Personal Attributes: Cross-Domain Generality and Age-Related Differences.

ERIC Educational Resources Information Center

Cheng, Zi-Juan; Hau, Kit-Tai; Wen, Jian-Bing; Kong, Chit-Kwong

Using structural equation modeling (SEM), researchers examined whether there was a general dominating factor that governed students' implicit theories of intelligence, morality, personality, creativity, and social intelligence. The possible age-related changes of students' implicit theories were also studied. In all, 1,650 elementary and junior…

"Intelligences That Plants Can Pass On": Play Dough, Fun and Teaching Strategies with Insights to Multiple Intelligences

ERIC Educational Resources Information Center

Laughlin, Kevin; Foley, Andi

2012-01-01

The "Intelligences That Plants Can Pass On" is an activity that involves several of Gardner's Multiple Intelligences and was designed for demonstrating the practical use of Multiple Intelligences in delivering education programs to all ages of learners. Instructions are provided for how to implement this activity, and the activity is linked to…

The Effect of Multiple Intelligences Strategies on EFL Ninth Graders' Achievement in Reading Comprehension

ERIC Educational Resources Information Center

Jallad, Nasreen Y.; Bani Abdelrahman, Abdallah A.

2008-01-01

This study aimed at investigating the effect of multiple intelligences strategies comprising logical-mathematical intelligence, verbal-linguistic intelligence, intrapersonal intelligence and interpersonal intelligence on ninth grade students' reading comprehension achievement in an EFL setting. The population of the study consisted of all ninth…

Sex Differences in Self-Estimation of Multiple Intelligences among Portuguese Adolescents

ERIC Educational Resources Information Center

Neto, Felix; Ruiz, Fatima; Furnham, Adrian

2008-01-01

This study investigated the relationship among sex, attitude toward intelligence, and self-estimation of multiple intelligences for self and parents among Portuguese adolescents in secondary schools. Two hundred and forty-two adolescents estimated their own and their parents' IQ scores on each of Gardner's 10 multiple intelligences: verbal…

Schooling Built on the Multiple Intelligences

ERIC Educational Resources Information Center

Kunkel, Christine D.

2009-01-01

This article features a school built on multiple intelligences. As the first multiple intelligences school in the world, the Key Learning Community shapes its students' days to include significant time in the musical, spatial and bodily-kinesthetic intelligences, as well as the more traditional areas of logical-mathematical and linguistics. In…

Situational Judgment Test Research: Informing the Debate on Practical Intelligence Theory

ERIC Educational Resources Information Center

McDaniel, Michael A.; Whetzel, Deborah L.

2005-01-01

[Gottfredson, L. S. (2003). Dissecting practical intelligence theory: Its claims and evidence. Intelligence, 31, 343-397.] provided a detailed critique of Sternberg's [Sternberg, R. J., Fotsythe, G. B., Hedlund, J., Horvath, J. A., Wagner, R. K., Williams, W. M., Snook, S. A., Grigorenko, E. L. (2000). Practical intelligence in everyday life. New…

The Impact of Multiple Intelligence Theory on Teacher Perception of Giftedness and the Referral of African American Students to Gifted and Talented Education Programs

ERIC Educational Resources Information Center

Fisher, Tanya A.

2013-01-01

Programs for gifted students have been criticized for narrowly defining giftedness as merely cognitive or academic performance. Teacher referrals are usually an important component of identifying gifted students. Teacher perceptions, low expectations, and lack of cultural competence are perceived as barriers to the access of Gifted and Talented…

Investigating the Promise of Mass-Customized Education: A Content Analysis Self-Reported Descriptions of Web 2.0-Learning-Tools Based on Multiple Intelligence Theory

ERIC Educational Resources Information Center

Folkestad, James E.; Anderson, Sharon K.

2009-01-01

Is the world "flat" or is the world "spiky"? Although leading authors and thinkers [Florida, 2005] struggle to find the perfect metaphor for describing our 21st century global ecosystem, there is agreement that the landscape is shifting. There is overwhelming agreement that our current education system was designed and…

Oranges Aren't the Only Fruit. Ask a Gardner: Some Implications of the National Literacy and Numeracy Stategies

ERIC Educational Resources Information Center

Byard, Kevin

2004-01-01

The introduction of the National Literacy and Numeracy strategies in U.K. schools is discussed in the light of Howard Gardner's theory of multiple intelligences. Although the core curriculum is evidently important, it is argued that the introduction of the national strategies has created a possible over-emphasis in these subjects at the expense of…

The specificity of parenting effects: Differential relations of parent praise and criticism to children's theories of intelligence and learning goals.

PubMed

Gunderson, Elizabeth A; Donnellan, M Brent; Robins, Richard W; Trzesniewski, Kali H

2018-04-24

Individuals who believe that intelligence can be improved with effort (an incremental theory of intelligence) and who approach challenges with the goal of improving their understanding (a learning goal) tend to have higher academic achievement. Furthermore, parent praise is associated with children's incremental theories and learning goals. However, the influences of parental criticism, as well as different forms of praise and criticism (e.g., process vs. person), have received less attention. We examine these associations by analyzing two existing datasets (Study 1: N = 317 first to eighth graders; Study 2: N = 282 fifth and eighth graders). In both studies, older children held more incremental theories of intelligence, but lower learning goals, than younger children. Unexpectedly, the relation between theories of intelligence and learning goals was nonsignificant and did not vary with children's grade level. In both studies, overall perceived parent praise positively related to children's learning goals, whereas perceived parent criticism negatively related to incremental theories of intelligence. In Study 2, perceived parent process praise was the only significant (positive) predictor of children's learning goals, whereas perceived parent person criticism was the only significant (negative) predictor of incremental theories of intelligence. Finally, Study 2 provided some support for our hypothesis that age-related differences in perceived parent praise and criticism can explain age-related differences in children's learning goals. Results suggest that incremental theories of intelligence and learning goals might not be strongly related during childhood and that perceived parent praise and criticism have important, but distinct, relations with each motivational construct. Copyright © 2018 Elsevier Inc. All rights reserved.

Mothers' daily person and process praise: implications for children's theory of intelligence and motivation.

PubMed

Pomerantz, Eva M; Kempner, Sara G

2013-11-01

This research examined if mothers' day-to-day praise of children's success in school plays a role in children's theory of intelligence and motivation. Participants were 120 children (mean age = 10.23 years) and their mothers who took part in a 2-wave study spanning 6 months. During the first wave, mothers completed a 10-day daily interview in which they reported on their use of person (e.g., "You are smart") and process (e.g., "You tried hard") praise. Children's entity theory of intelligence and preference for challenge in school were assessed with surveys at both waves. Mothers' person, but not process, praise was predictive of children's theory of intelligence and motivation: The more person praise mothers used, the more children subsequently held an entity theory of intelligence and avoided challenge over and above their earlier functioning on these dimensions.

Multiple Intelligences Profiles of Junior Secondary School Students in Indonesia

ERIC Educational Resources Information Center

Emmiyati, Nuri; Rasyid, Muhammad Amin; Rahman, M. Asfah; Arsyad, Azhar; Dirawan, Gufran Darma

2014-01-01

This study aimed to investigate the Multiple Intelligences profiles of the students at junior secondary school in Makassar. The Multiple Intelligences Inventory was used to identify the dominant intelligence among the students. The sample of this research was 302 junior secondary schools students in Makassar Indonesia who willing to participated…

[Role of the implicit theories of intelligence in learning situations].

PubMed

Da Fonseca, D; Cury, F; Bailly, D; Rufo, M

2004-01-01

Most studies have tried to explain the school difficulties by analysing the intellectual factors that lead to school failure. However in addition to the instrumental capacities, authors also recognize the role played by other factors such as motivation. More specifically, the theory of achievement motivation aims to determine motivational factors involved in achievement situations when the students have to demonstrate their competencies. This paradigm attributes a central place to beliefs in order to explain children's behavior in academic situations. According to Dweck, it seems that beliefs about the nature of intelligence have a very powerful impact on behavior. These implicit theories of intelligence create a meaning system or conceptual framework that influences the individual interpretation of school situations. Thus, an entity theory of intelligence is the belief that intelligence is a fixed trait, a personal quality that cannot be changed. Students who subscribe to this theory believe that although people can learn new things, their underlying intelligence remains the same. In contrast, an incremental theory of intelligence is the belief that intelligence is a malleable quality that can increase through efforts. The identification of these two theories allows us to understand the cognition and behavior of individuals in achievement situations. Many studies carried out in the academic area show that students who hold an entity theory of intelligence (ie they consider intelligence like a stable quality) have a strong tendency to attribute their failures to a fixed trait. They are more likely to blame their intelligence for ne-gative outcomes and to attribute failures to their bad intellectual ability. In contrast, students who hold an incremental theory of intelligence (ie they consider intelligence as a malleable quality) are more likely to understand the same ne-gative outcomes in terms of specific factors: they attribute them to a lack of effort. This differential emphasis on traits versus specific mediators in turn fosters different reactions to negative events. Several studies have shown that entity theorists of intelligence are more likely than incremental theorists to react helplessly in the face of failure. They are not only more likely to make negative judgments about their intelligence from the failures, but also more likely to show negative affect and behaviors. This helpless response pattern is cha-racterized by a lack of persistence, and performance decrements. In contrast, incremental theorists, who focus more on behavioral factors (eg effort, problem-solving strategies) as causes of negative achievement outcomes, tend to act on these mediators. They try harder and develop better strategies and continue to work. Some authors have tendency to consider implicit theories of intelligence as a disposition or a stable dimension. But in the last few years, several studies showed that people's theories are not fixed traits; they are beliefs that may be influenced. These studies also suggested that students use the two types of beliefs and that the context determines the choice between the two types of theories. According to these authors, the psychological state of the student depends on dispositional factors but also on situational factors. Thus, several studies have tried to demonstrate that it is possible to modify experimentally implicit theories of intelligence and subsequent cognitions and behaviors by modifying situational factors. Several studies have demonstrated that it was possible to induce students to adopt one of the two theories of intelligence by presenting them a scientific article that compelling argued for either an entity or an incremental view of intelligence. The results showed that participants who had received the entity theory induction exhibited more evidence of a helpless reaction to failure. These studies show that some of the judgments and reactions associated with implicit theories can be experimentally induced by manipulating participant theories. However in the context of school difficulties, only few works have been conducted. We think that the model of the motivation of achievement would allow us to better understand maladjusted behaviors that engender failure and scholastic exclusion. In one study, reseachers have demonstrated that children with mental disorders are less likely than other children to hold an incremental theory of their intellectual abilities. Other studies have demonstrated that entity theorists interpret their bad results according to their global intelligence level by negatively judging their global abilities ("I think I am stupid"). It is interesting to note that these students make the same attributions as depressive students. These results reveal the need to determine systems of beliefs within populations with anxiety or depressive symptoms in order to characterise their motivational profiles. Indeed, we think that these symptoms contribute to modify implicit theories of intelligence and the nature of the subsequent scholastic achievement. Finally, we think that it is inte-resting to demonstrate the positive motivational effects of the experimental induction of the incremental theory. A series of studies showed that children's theories of intelligence expe-rimentally induced will influence their tendency to persevere in the face of failure. Like normally developing children, children with mental disorders were more likely to prefer challenging activities and report high levels of interest-enjoyment when the task was presented as one which is improvable. It suggests that although children with difficulties are pessimistic about improving their intellectual capacities, if a new task is introduced in a way that highlights the possibility of self-improvement (incremental theory), then they will pursue the challenge in an adaptive manner (strong perseverance, enjoy, and important interest). These results are very inte-resting. Indeed, highlighting an incremental theory had a po-sitive motivational effect on behavior in achievement situations. In addition, all these results also may open up several interesting perspectives for the treatment of learning disabi-lities. The results should lead to plan programmes of cognitive therapy in order to modify beliefs that underlie maladjusted achievement behaviors of children and adolescents in scholastic failure.

Comparing Models of Intelligence in Project TALENT: The VPR Model Fits Better than the CHC and Extended Gf-Gc Models

ERIC Educational Resources Information Center

Major, Jason T.; Johnson, Wendy; Deary, Ian J.

2012-01-01

Three prominent theories of intelligence, the Cattell-Horn-Carroll (CHC), extended fluid-crystallized (Gf-Gc) and verbal-perceptual-image rotation (VPR) theories, provide differing descriptions of the structure of intelligence (McGrew, 2009; Horn & Blankson, 2005; Johnson & Bouchard, 2005b). To compare these theories, models representing them were…

Mapping the neuropsychological profile of temporal lobe epilepsy using cognitive network topology and graph theory.

PubMed

Kellermann, Tanja S; Bonilha, Leonardo; Eskandari, Ramin; Garcia-Ramos, Camille; Lin, Jack J; Hermann, Bruce P

2016-10-01

Normal cognitive function is defined by harmonious interaction among multiple neuropsychological domains. Epilepsy has a disruptive effect on cognition, but how diverse cognitive abilities differentially interact with one another compared with healthy controls (HC) is unclear. This study used graph theory to analyze the community structure of cognitive networks in adults with temporal lobe epilepsy (TLE) compared with that in HC. Neuropsychological assessment was performed in 100 patients with TLE and 82 HC. For each group, an adjacency matrix was constructed representing pair-wise correlation coefficients between raw scores obtained in each possible test combination. For each cognitive network, each node corresponded to a cognitive test; each link corresponded to the correlation coefficient between tests. Global network structure, community structure, and node-wise graph theory properties were qualitatively assessed. The community structure in patients with TLE was composed of fewer, larger, more mixed modules, characterizing three main modules representing close relationships between the following: 1) aspects of executive function (EF), verbal and visual memory, 2) speed and fluency, and 3) speed, EF, perception, language, intelligence, and nonverbal memory. Conversely, controls exhibited a relative division between cognitive functions, segregating into more numerous, smaller modules consisting of the following: 1) verbal memory, 2) language, perception, and intelligence, 3) speed and fluency, and 4) visual memory and EF. Overall node-wise clustering coefficient and efficiency were increased in TLE. Adults with TLE demonstrate a less clear and poorly structured segregation between multiple cognitive domains. This panorama suggests a higher degree of interdependency across multiple cognitive domains in TLE, possibly indicating compensatory mechanisms to overcome functional impairments. Copyright © 2016 Elsevier Inc. All rights reserved.

Information Compression, Multiple Alignment, and the Representation and Processing of Knowledge in the Brain

PubMed Central

Wolff, J. Gerard

2016-01-01

The SP theory of intelligence, with its realization in the SP computer model, aims to simplify and integrate observations and concepts across artificial intelligence, mainstream computing, mathematics, and human perception and cognition, with information compression as a unifying theme. This paper describes how abstract structures and processes in the theory may be realized in terms of neurons, their interconnections, and the transmission of signals between neurons. This part of the SP theory—SP-neural—is a tentative and partial model for the representation and processing of knowledge in the brain. Empirical support for the SP theory—outlined in the paper—provides indirect support for SP-neural. In the abstract part of the SP theory (SP-abstract), all kinds of knowledge are represented with patterns, where a pattern is an array of atomic symbols in one or two dimensions. In SP-neural, the concept of a “pattern” is realized as an array of neurons called a pattern assembly, similar to Hebb's concept of a “cell assembly” but with important differences. Central to the processing of information in SP-abstract is information compression via the matching and unification of patterns (ICMUP) and, more specifically, information compression via the powerful concept of multiple alignment, borrowed and adapted from bioinformatics. Processes such as pattern recognition, reasoning and problem solving are achieved via the building of multiple alignments, while unsupervised learning is achieved by creating patterns from sensory information and also by creating patterns from multiple alignments in which there is a partial match between one pattern and another. It is envisaged that, in SP-neural, short-lived neural structures equivalent to multiple alignments will be created via an inter-play of excitatory and inhibitory neural signals. It is also envisaged that unsupervised learning will be achieved by the creation of pattern assemblies from sensory information and from the neural equivalents of multiple alignments, much as in the non-neural SP theory—and significantly different from the “Hebbian” kinds of learning which are widely used in the kinds of artificial neural network that are popular in computer science. The paper discusses several associated issues, with relevant empirical evidence. PMID:27857695

Who Needs Innate Ability to Succeed in Math and Literacy? Academic-Domain-Specific Theories of Intelligence about Peers versus Adults

ERIC Educational Resources Information Center

Gunderson, Elizabeth A.; Hamdan, Noora; Sorhagen, Nicole S.; D'Esterre, Alexander P.

2017-01-01

Individuals' implicit theories of intelligence exist on a spectrum, from believing intelligence is fixed and unchangeable, to believing it is malleable and can be improved with effort. A belief in malleable intelligence leads to adaptive responses to challenge and higher achievement. However, surprisingly little is known about the development of…

Practised Intelligence Testing Based on a Modern Test Conceptualization and Its Reference to the Common Intelligence Theories

ERIC Educational Resources Information Center

Kubinger, Klaus D.; Litzenberger, Margarete; Mrakotsky, Christine

2006-01-01

The question is to what extent intelligence test-batteries prove any kind of empirical reference to common intelligence theories. Of particular interest are conceptualized tests that are of a high psychometric standard--those that fit the Rasch model--and hence are not exposed to fundamental critique. As individualized testing, i.e., a…

Estimates of Self, Parental and Partner Multiple Intelligences in Iran: A replication and extension.

PubMed

Furnham, Adrian; Kosari, Afrooz; Swami, Viren

2012-01-01

Two hundred and fifty-eight Iranian university students estimated their own, parents', and partners' overall (general) intelligence, and also estimated 13 'multiple intelligences' on a simple, two-page questionnaire which was previously used in many similar studies. In accordance with previous research, men rated themselves higher than women on logical-mathematical, spatial and musical intelligence. There were, however, no sex differences in ratings of parental and partner multiple intelligences, which is inconsistent with the extant literature. Participants also believed that they were more intelligent than their parents and partners, and that their fathers were more intelligent than their mothers. Multiple regressions indicated that participants' Big Five personality typologies and test experience were significant predictors of self-estimated intelligence. These results are discussed in terms of the cross-cultural literature in the field. Implications of the results are also considered.

Automation for deep space vehicle monitoring

NASA Technical Reports Server (NTRS)

Schwuttke, Ursula M.

1991-01-01

Information on automation for deep space vehicle monitoring is given in viewgraph form. Information is given on automation goals and strategy; the Monitor Analyzer of Real-time Voyager Engineering Link (MARVEL); intelligent input data management; decision theory for making tradeoffs; dynamic tradeoff evaluation; evaluation of anomaly detection results; evaluation of data management methods; system level analysis with cooperating expert systems; the distributed architecture of multiple expert systems; and event driven response.

Exploring the relation between people’s theories of intelligence and beliefs about brain development

PubMed Central

Thomas, Ashley J.; Sarnecka, Barbara W.

2015-01-01

A person’s belief about whether intelligence can change (called their implicit theory of intelligence) predicts something about that person’s thinking and behavior. People who believe intelligence is fixed (called entity theorists) attribute failure to traits (i.e., “I failed the test because I’m not smart.”) and tend to be less motivated in school; those who believe intelligence is malleable (called incremental theorists) tend to attribute failure to behavior (i.e., “I failed the test because I didn’t study.”) and are more motivated in school. In previous studies, researchers have characterized participants as either entity or incremental theorists based on their agreement or disagreement with three statements. The present study further explored the theories-of-intelligence (TOI) construct in two ways: first, we asked whether these theories are coherent, in the sense that they show up not only in participants’ responses to the three standard assessment items, but on a broad range of questions about intelligence and the brain. Second, we asked whether these theories are discrete or continuous. In other words, we asked whether people believe one thing or the other (i.e., that intelligence is malleable or fixed), or if there is a continuous range of beliefs (i.e., people believe in malleability to a greater or lesser degree). Study (1) asked participants a range of general questions about the malleability of intelligence and the brain. Study (2) asked participants more specific questions about the brains of a pair of identical twins who were separated at birth. Results showed that TOI are coherent: participants’ responses to the three standard survey items are correlated with their responses to questions about the brain. But the theories are not discrete: although responses to the three standard survey items fell into a bimodal distribution, responses to the broader range of questions fell into a normal distribution suggesting the theories are continuous. PMID:26191027

A Correlational Study of the Relationships between Implicit Theories of Intelligence, Perceived Self-Efficacy, Self-Regulated Learning, and Academic Achievement of Undergraduate Students at an HBCU

ERIC Educational Resources Information Center

Spicer, Margaret I.

2017-01-01

The purpose of this study was to explore possible relationships between the implicit theories of intelligence, self-efficacy, self-regulated learning, and academic achievement of undergraduate students enrolled at an HBCU in a mid-Atlantic state. Three instruments were used in this study: (a) the Implicit Theory of Intelligence Scale (TOI), (b)…

The Synthesis of Intelligent Real-Time Systems

DTIC Science & Technology

1990-11-09

Synthesis of Intelligent Real - Time Systems . The purpose of the effort was to develop and extend theories and techniques that facilitate the design and...implementation of intelligent real - time systems . In particular, Teleos has extended situated-automata theory to apply to situations in which the system has

The implementation of multiple intelligences based teaching model to improve mathematical problem solving ability for student of junior high school

NASA Astrophysics Data System (ADS)

Fasni, Nurli; Fatimah, Siti; Yulanda, Syerli

2017-05-01

This research aims to achieve some purposes such as: to know whether mathematical problem solving ability of students who have learned mathematics using Multiple Intelligences based teaching model is higher than the student who have learned mathematics using cooperative learning; to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using Multiple Intelligences based teaching model., to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using cooperative learning; to know the attitude of the students to Multiple Intelligences based teaching model. The method employed here is quasi-experiment which is controlled by pre-test and post-test. The population of this research is all of VII grade in SMP Negeri 14 Bandung even-term 2013/2014, later on two classes of it were taken for the samples of this research. A class was taught using Multiple Intelligences based teaching model and the other one was taught using cooperative learning. The data of this research were gotten from the test in mathematical problem solving, scale questionnaire of the student attitudes, and observation. The results show the mathematical problem solving of the students who have learned mathematics using Multiple Intelligences based teaching model learning is higher than the student who have learned mathematics using cooperative learning, the mathematical problem solving ability of the student who have learned mathematics using cooperative learning and Multiple Intelligences based teaching model are in intermediate level, and the students showed the positive attitude in learning mathematics using Multiple Intelligences based teaching model. As for the recommendation for next author, Multiple Intelligences based teaching model can be tested on other subject and other ability.

Evolution & Intelligent Design

ERIC Educational Resources Information Center

Staver, John R.

2003-01-01

Advocates of Intelligent Design (ID) theory argue that evolution is a theory in crisis, ID is a legitimate scientific theory, and biology teachers should teach the controversy. Supporters of evolutionary theory testify that ID is a religious, not scientific, concept, and evolution is in no danger of bankruptcy, having survived 140 years of…

Children's theories of intelligence: beliefs, goals, and motivation in the elementary years.

PubMed

Kinlaw, C Ryan; Kurtz-Costes, Beth

2007-07-01

The authors tested a developmental model of children's theories about intelligence in kindergarten, second grade, and fourth grade children by using paper-and-pencil maze tasks. Older children were more likely than younger children to espouse learning goals (e.g., that they preferred difficult mazes to improve their skill), and less likely to espouse performance goals (e.g., that they preferred easy mazes to be successful). Children in all 3 age groups reported stronger beliefs in the malleability of intelligence than the stability of intelligence. In general, the results supported the authors' hypotheses about developmental change in children's theory-like conceptions of intelligence: Beliefs, goals, and motivation were related in expected ways for second and fourth graders more than for kindergartners. The authors discussed contextual influences on children's beliefs and the development of children's conceptualizations of intelligence.

Focus on Basics, 1999.

ERIC Educational Resources Information Center

Focus on Basics, 1999

1999-01-01

This volume consists of four issues that present best practices, current research on adult learning and literacy, and how research is used. Issue 1(A) on adult multiple intelligences has seven articles: "MI (Multiple Intelligences), the GED (General Educational Development), and Me (Martha Jean); "Understanding Multiple Intelligences: The Theory…

My Intelligence May Be More Malleable than Yours: The Revised Implicit Theories of Intelligence (Self-Theory) Scale Is a Better Predictor of Achievement, Motivation, and Student Disengagement

ERIC Educational Resources Information Center

De Castella, Krista; Byrne, Donald

2015-01-01

The belief that intelligence is malleable has important consequences for achievement and motivation (Blackwell et al. "Child Development," v78, p246-263. 2007; Dweck, 1999; Robins & Pals, "Self and Identity," v1, p313-336, 2002). However, believing that it is possible to improve intelligence does not necessarily mean…

Profile of Cognitive Ability and Multiple Intelligence of Vocational Students in Application of Electric Energy Conservation

NASA Astrophysics Data System (ADS)

Kurniawan, A.; Rustaman, N. Y.; Kaniawati, I.; Hasanah, L.

2017-09-01

The purpose of this study is to obtain a profile picture of cognitive ability and multiple intelligence of students on physics learning activities in relation to the discourse of conservation of electrical energy. Research activities are conducted in the even semester of the 2015/2016 school year. The subjects of the study were the students of class XI (36 students) in one of the state vocational schools in Bandung consisting of one class chosen at random (cluster random sampling). Research data in the form of cognitive ability test results and multiple intelligences are analyzed descriptively and qualitatively. Research data is then analyzed and compared with predetermined success indicators. The results showed that the cognitive abilities profile of students in vocational schools in Bandung is still low. This can be seen from the average score of cognitive ability of students in remember (C1) of 57.75, understanding (C2) of 53.50, applying (C3) of 43.75, and analyzing (C4) of 37.75. The multiple intelligence profiles indicate frequency of linguistic intelligence number 9 students, musical intelligence 3 students, logical mathematical intelligence 13 students, spatial intelligence 7 students, kinesthetic intelligence 5 students, intrapersonal intelligence 7 students, interpersonal intelligence 6 students, and naturalistic intelligence 5 students.

Factor Analysis of Computer-Based Multidimensional Aptitude Battery-Second Edition Intelligence Testing from Rated U.S. Air Force Pilots

DTIC Science & Technology

2012-09-01

intelligence continues to evolve as attention to cognitive processes and mechanisms, a deeper understanding of related issues, and new theories ...hierarchical models that describe specific abilities arranged according to increasing specificity and developmental complexity [6-8]. Theories have also...persistence) not tapped directly by existing measures of intellectual ability. Wechsler’s theory of intelligence is central to the development of the mostly

Estimates of Self, Parental and Partner Multiple Intelligences in Iran: A replication and extension

PubMed Central

Kosari, Afrooz; Swami, Viren

2012-01-01

Two hundred and fifty-eight Iranian university students estimated their own, parents’, and partners’ overall (general) intelligence, and also estimated 13 ‘multiple intelligences’ on a simple, two-page questionnaire which was previously used in many similar studies. In accordance with previous research, men rated themselves higher than women on logical-mathematical, spatial and musical intelligence. There were, however, no sex differences in ratings of parental and partner multiple intelligences, which is inconsistent with the extant literature. Participants also believed that they were more intelligent than their parents and partners, and that their fathers were more intelligent than their mothers. Multiple regressions indicated that participants’ Big Five personality typologies and test experience were significant predictors of self-estimated intelligence. These results are discussed in terms of the cross-cultural literature in the field. Implications of the results are also considered. PMID:22952548

A Game-Theory Based Incentive Framework for an Intelligent Traffic System as Part of a Smart City Initiative.

PubMed

Mei, Haibo; Poslad, Stefan; Du, Shuang

2017-12-11

Intelligent Transportation Systems (ITSs) can be applied to inform and incentivize travellers to help them make cognizant choices concerning their trip routes and transport modality use for their daily travel whilst achieving more sustainable societal and transport authority goals. However, in practice, it is challenging for an ITS to enable incentive generation that is context-driven and personalized, whilst supporting multi-dimensional travel goals. This is because an ITS has to address the situation where different travellers have different travel preferences and constraints for route and modality, in the face of dynamically-varying traffic conditions. Furthermore, personalized incentive generation also needs to dynamically achieve different travel goals from multiple travellers, in the face of their conducts being a mix of both competitive and cooperative behaviours. To address this challenge, a Rule-based Incentive Framework (RIF) is proposed in this paper that utilizes both decision tree and evolutionary game theory to process travel information and intelligently generate personalized incentives for travellers. The travel information processed includes travellers' mobile patterns, travellers' modality preferences and route traffic volume information. A series of MATLAB simulations of RIF was undertaken to validate RIF to show that it is potentially an effective way to incentivize travellers to change travel routes and modalities as an essential smart city service.

Voxelwise Spectral Diffusional Connectivity and its Applications to Alzheimer’s Disease and Intelligence Prediction

PubMed Central

Li, Junning; Jin, Yan; Shi, Yonggang; Dinov, Ivo D.; Wang, Danny J.; Toga, Arthur W.; Thompson, Paul M.

2014-01-01

Human brain connectivity can be studied using graph theory. Many connectivity studies parcellate the brain into regions and count fibres extracted between them. The resulting network analyses require validation of the tractography, as well as region and parameter selection. Here we investigate whole brain connectivity from a different perspective. We propose a mathematical formulation based on studying the eigenvalues of the Laplacian matrix of the diffusion tensor field at the voxel level. This voxelwise matrix has over a million parameters, but we derive the Kirchhoff complexity and eigen-spectrum through elegant mathematical theorems, without heavy computation. We use these novel measures to accurately estimate the voxelwise connectivity in multiple biomedical applications such as Alzheimer’s disease and intelligence prediction. PMID:24505723

Multiple Intelligences of Students at Jordanian Universities

ERIC Educational Resources Information Center

Khataybeh, Abdalla; Al-Sheikh, Kholoud

2011-01-01

The present study aimed at investigating different intelligence types among Jordanian students at different public and private universities in Jordan. To achieve such aim, it sought to identify and rank multiple intelligences that characterize students at Jordanian universities, and to identify and rank the differences in multiple intelligences…

Multiple Intelligences Profiles of Children with Attention Deficit and Hyperactivity Disorder in Comparison with Nonattention Deficit and Hyperactivity Disorder.

PubMed

Najafi, Mostafa; Akouchekian, Shahla; Ghaderi, Alireza; Mahaki, Behzad; Rezaei, Mariam

2017-01-01

Attention deficit and hyperactivity disorder (ADHD) is a common psychological problem during childhood. This study aimed to evaluate multiple intelligences profiles of children with ADHD in comparison with non-ADHD. This cross-sectional descriptive analytical study was done on 50 children of 6-13 years old in two groups of with and without ADHD. Children with ADHD were referred to Clinics of Child and Adolescent Psychiatry, Isfahan University of Medical Sciences, in 2014. Samples were selected based on clinical interview (based on Diagnostic and Statistical Manual of Mental Disorders IV and parent-teacher strengths and difficulties questionnaire), which was done by psychiatrist and psychologist. Raven intelligence quotient (IQ) test was used, and the findings were compared to the results of multiple intelligences test. Data analysis was done using a multivariate analysis of covariance using SPSS20 software. Comparing the profiles of multiple intelligence among two groups, there are more kinds of multiple intelligences in control group than ADHD group, a difference which has been more significant in logical, interpersonal, and intrapersonal intelligence ( P < 0.05). There was no significant difference with the other kinds of multiple intelligences in two groups ( P > 0.05). The IQ average score in the control group and ADHD group was 102.42 ± 16.26 and 96.72 ± 16.06, respectively, that reveals the negative effect of ADHD on IQ average value. There was an insignificance relationship between linguistic and naturalist intelligence ( P > 0.05). However, in other kinds of multiple intelligences, direct and significant relationships were observed ( P < 0.05). Since the levels of IQ (Raven test) and MI in control group were more significant than ADHD group, ADHD is likely to be associated with logical-mathematical, interpersonal, and intrapersonal profiles.

The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations

ERIC Educational Resources Information Center

Tempelaar, Dirk T.; Rienties, Bart; Giesbers, Bas; Gijselaers, Wim H.

2015-01-01

Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through…

What Do K-12 Students Feel When Dealing with Technology and Engineering Issues? Gardner's Multiple Intelligence Theory Implications in Technology Lessons for Motivating Engineering Vocations at Spanish Secondary School

ERIC Educational Resources Information Center

Sánchez-Martín, Jesús; Álvarez-Gragera, García J.; Dávila-Acedo, M. Antonia; Mellado, Vicente

2017-01-01

The interest on engineering and scientific studies can be raised up even from the early years of academic instructional process. This vocation may be linked to emotions and aptitudes towards technological education. Particularly, students get in touch with these technological issues (namely STEM) during the Compulsory Secondary Education in Spain…

Multiple Intelligences and Language Learning Strategies: Investigating Possible Relations

ERIC Educational Resources Information Center

Akbari, Ramin; Hosseini, Kobra

2008-01-01

The present study was conducted to investigate the existence of any possible relationship between the use of language learning strategies and multiple intelligences' scores of foreign language learners of English. Ninety subjects participated in the study. To measure the participants' multiple intelligence scores, MIDAS, a commercially designed…

Implementation of Multiple Intelligences Supported Project-Based Learning in EFL/ESL Classrooms

ERIC Educational Resources Information Center

Bas, Gokhan

2008-01-01

This article deals with the implementation of Multiple Intelligences supported Project-Based learning in EFL/ESL Classrooms. In this study, after Multiple Intelligences supported Project-based learning was presented shortly, the implementation of this learning method into English classrooms. Implementation process of MI supported Project-based…

An Investigation between Multiple Intelligences and Learning Styles

ERIC Educational Resources Information Center

Sener, Sabriye; Çokçaliskan, Ayten

2018-01-01

Exploring learning style and multiple intelligence type of learners can enable the students to identify their strengths and weaknesses and learn from them. It is also very important for teachers to understand their learners' learning styles and multiple intelligences since they can carefully identify their goals and design activities that can…

Who needs innate ability to succeed in math and literacy? Academic-domain-specific theories of intelligence about peers versus adults.

PubMed

Gunderson, Elizabeth A; Hamdan, Noora; Sorhagen, Nicole S; D'Esterre, Alexander P

2017-06-01

Individuals' implicit theories of intelligence exist on a spectrum, from believing intelligence is fixed and unchangeable, to believing it is malleable and can be improved with effort. A belief in malleable intelligence leads to adaptive responses to challenge and higher achievement. However, surprisingly little is known about the development of academic-domain-specific theories of intelligence (i.e., math vs. reading and writing). The authors examined this in a cross-section of students from 1st grade to college (N = 523). They also examined whether students hold different beliefs about the role of fixed ability in adult jobs versus their own grade. The authors' adult-specific beliefs hypothesis states that when children learn societally held beliefs from adults, they first apply these beliefs specifically to adults and later to students their own age. Consistent with this, even the youngest students (1st and 2nd graders) believed that success in an adult job requires more fixed ability in math than reading and writing. However, when asked about students in their own grade, only high school and college students reported that math involves more fixed ability than reading and writing. High school and college students' math-specific theories of intelligence were related to their motivation and achievement in math, controlling for reading and writing-specific theories. Reading and writing-specific theories did not predict reading and writing-specific motivations or achievement, perhaps because students perceive reading and writing as less challenging than math. In summary, academic-domain-specific theories of intelligence develop early but may not become self-relevant until adolescence, and math-specific beliefs may be especially important targets for intervention. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Multiple Intelligence Distribution of Prospective Teachers: The Case at Yildiz Technical University

ERIC Educational Resources Information Center

Çeliköz, Mine

2017-01-01

The aim of this study is to find out whether intelligence distributions differ or not according to gender and departmental variables by determining the dominant intelligence (Multiple Intelligence) distributions of prospective teachers studying at Yildiz Technical University Education Faculty. The population of the research constitutes the…

Work-family conflict and job satisfaction: emotional intelligence as a moderator.

PubMed

Gao, Yongdong; Shi, Junqi; Niu, Qikun; Wang, Lei

2013-08-01

The negative impact of work-family conflict (WFC) on employees' well-being and job-related outcomes has attracted much research attention recently. A major gap in the literature is which factors could potentially buffer its negative effect on employees. The present study examined the moderating effect of emotional intelligence on the relationship between WFC and job satisfaction in a sample of 212 Chinese high school teachers. On the basis of conservation of resource theory, we hypothesized that emotional intelligence would weaken the negative effect of family-to-work and work-to-family interference on job satisfaction. Results suggested that WFC (work-to-family interference and family-to-work interference) was negatively related to job satisfaction and that emotional intelligence weakened the effect of WFC on job satisfaction. These findings provide implications for theories on WFC and emotional intelligence, such as conservation of resource theory. The current study also provides a test of these theories in Chinese culture to support the generalizability of theories developed in previous research. Practical implications for reducing the negative influence of WFC on employees' job satisfaction are also provided, such as the potential value of emotional intelligence for the training and development of employees in teaching professions. Copyright © 2012 John Wiley & Sons, Ltd.

Relationship between Multiple Intelligence, Reading Proficiency, and Implementing Motivational Strategies: A Study of Iranian Secondary Students

ERIC Educational Resources Information Center

Fayazi-Nasab, Ensieh; Ghafournia, Narjes

2016-01-01

There exist many factors, affecting reading ability. Multiple intelligence and motivational strategies are among the factors that seem to make significant contribution to the reading process. Thus, the present study probed the probable significant relation between Iranian language learners' multiple intelligences and reading ability. The study…

Differentiating for Multiple Intelligences: A Study of Students' Understandings through the Use of Aesthetic Representations

ERIC Educational Resources Information Center

Crim, Courtney L.; Kennedy, Kimberley D.; Thornton, Jenifer S.

2013-01-01

This article reviews the relevant literature in regard to differentiation, multiple intelligences, and aesthetic representations. Next, it presents the methodology, reports findings, and discusses themes related to the authors' research questions. Finally, it concludes that tapping into students' multiple intelligence strength(s) is an excellent…

Estimating one's own and one's relatives' multiple intelligence: a cross-cultural study from East Timor and Portugal.

PubMed

Neto, Félix; Furnham, Adrian; Pinto, Maria da Conceição

2009-11-01

This study examined estimates of their own, and their parents' general and multiple intelligences. Three hundred and twenty three students from East Timor, and one hundred eighty three students from Portugal estimated their own, and their parents' IQ scores on each of Gardner's ten multiple intelligences. Men believed they were more intelligent than were women on mathematical (logical), spatial, and naturalistic intelligence. There were consistent and clear culture differences. Portuguese gave higher self, and family ratings than Timorese, as expected. Participants of both cultures rated overall intelligence of their father higher than that of their mother. Implications of these results for education and self-presentations are considered.

The Relation between Fluid Intelligence and the General Factor as a Function of Cultural Background: A Test of Cattell's Investment Theory

ERIC Educational Resources Information Center

Kvist, Ann Valentin; Gustafsson, Jan-Eric

2008-01-01

According to Cattell's [Cattell, R.B. (1987). "Intelligence: Its structure, growth and action." New York: North-Holland.] Investment theory individual differences in acquisition of knowledge and skills are partly the result of investment of Fluid Intelligence ("Gf") in learning situations demanding insights in complex…

Subjective Evaluations of Intelligence and Academic Self-Concept Predict Academic Achievement: Evidence from a Selective Student Population

ERIC Educational Resources Information Center

Kornilova, Tatiana V.; Kornilov, Sergey A.; Chumakova, Maria A.

2009-01-01

The study examined the relationship between implicit theories, goal orientations, subjective and test estimates of intelligence, academic self-concept, and achievement in a selective student population (N=300). There was no direct impact of implicit theories of intelligence and goal orientations on achievement. However, subjective evaluations of…

The Concept Mastery in the Perspective of Gender of Junior High School Students on Eclipse Theme in Multiple Intelligences-based of Integrated Earth and Space Science Learning

NASA Astrophysics Data System (ADS)

Liliawati, W.; Utama, J. A.; Mursydah, L. S.

2017-03-01

The purpose of this study is to identify gender-based concept mastery differences of junior high school students after the implementation of multiple intelligences-based integrated earth and space science learning. Pretest-posttest group design was employed to two different classes at one of junior high school on eclipse theme in Tasikmalaya West Java: one class for boys (14 students) and one class of girls (18 students). The two-class received same treatment. The instrument of concepts mastery used in this study was open-ended eight essay questions. Reliability test result of this instrument was 0.9 (category: high) while for validity test results were high and very high category. We used instruments of multiple intelligences identification and learning activity observation sheet for our analysis. The results showed that normalized N-gain of concept mastery for boys and girls were improved, respectively 0.39 and 0.65. Concept mastery for both classes differs significantly. The dominant multiple intelligences for boys were in kinesthetic while girls dominated in the rest of multiple intelligences. Therefor we concluded that the concept mastery was influenced by gender and student’s multiple intelligences. Based on this finding we suggested to considering the factor of gender and students’ multiple intelligences given in the learning activity.

Intelligence and culture: how culture shapes what intelligence means, and the implications for a science of well-being.

PubMed Central

Sternberg, Robert J; Grigorenko, Elena L

2004-01-01

This paper discusses the relationship between culture and intelligence. The main message of the paper is that intelligence cannot fully or even meaningfully be understood outside its cultural context. Behaviour that is considered intelligent in one culture may be considered unintelligent in another culture, and vice versa. Moreover, people in different cultures have different implicit (folk) theories of intelligence, so may not even mean the same thing by the word. The relationships between different aspects of intelligence can vary across cultures, with correlations that are positive in one setting proving to be negative in another. The paper opens with a general discussion of issues regarding the relationship between the two concepts. It then describes the theory of successful intelligence, which motivates our work on the interface between culture and intelligence. Finally, the article draws some conclusions. PMID:15347533

An Examination of Multiple Intelligence Domains and Learning Styles of Pre-Service Mathematics Teachers: Their Reflections on Mathematics Education

ERIC Educational Resources Information Center

Ozgen, Kemal; Tataroglu, Berna; Alkan, Huseyin

2011-01-01

The present study aims to identify pre-service mathematics teachers' multiple intelligence domains and learning style profiles, and to establish relationships between them. Employing the survey model, the study was conducted with the participation of 243 pre-service mathematics teachers. The study used the "multiple intelligence domains…

Investigating the Relationship between Multiple Intelligences and Professional Identity of Iranian EFL Teachers

ERIC Educational Resources Information Center

Alaee, Mitra

2015-01-01

The main purpose of the study was to investigate the relationship between Iranian EFL teachers' Professional Identity and their types of Multiple Intelligences. Moreover, it aimed to see the extent to which their multiple intelligences can predict their professional identity. The participants of the study were 137 Iranian EFL teachers teaching in…

Development of the Distinct Multiple Intelligences in Primary Students through Interest Centers

ERIC Educational Resources Information Center

Dueñas Macías, Fredy Alonso

2013-01-01

This article reports on an action research study that focused on developing the distinct multiple intelligences of an English class of fifth graders through interest centers at a Colombian school. A multiple intelligences questionnaire, an open-ended observation form, and a student mini-report sheet were used to collect data. Findings revealed…

An Empirical Examination of the Association between Multiple Intelligences and Language Learning Self-Efficacy among TEFL University Students

ERIC Educational Resources Information Center

Moafian, Fatemeh; Ebrahimi, Mohammad Reza

2015-01-01

The current study investigated the association between multiple intelligences and language learning efficacy expectations among TEFL (Teaching English as a Foreign Language) university students. To fulfill the aim of the study, 108 junior and senior TEFL students were asked to complete the "Multiple Intelligence Developmental Assessment…

Multiple Intelligence Approach to Curriculum Transaction in Achieving the Educational Objectives at Secondary School Level

ERIC Educational Resources Information Center

Francis, Reni

2012-01-01

The purpose of this study was to foster learning through the Multiple Intelligence Approach in achieving educational objectives across the levels of Revised Bloom's Taxonomy. Multiple intelligences approach facilitates ways for students by ensuring that curriculum and instruction validate the strengths and build on the assets that students possess…

Hierarchical Confirmatory Analysis of the Stanford-Binet Fourth Edition: Testing the Theory--Test Match.

ERIC Educational Resources Information Center

Keith, Timothy Z.; And Others

The Stanford-Binet Intelligence Scale: Fourth Edition is a conceptually new version of this traditional intelligence scale. The new scale has a solid basis in theory, but there is little evidence that the Binet matches its intended theory. This study was designed to determine whether the Binet corresponds to the theory that guided its…

Gender differences in self-rated and partner-rated multiple intelligences: a Portuguese replication.

PubMed

Neto, Félix; Furnham, Adrian

2006-11-01

The authors examined gender differences and the influence of intelligence quotient (IQ) test experience in the self and partner estimation of H. Gardner's (1999) 10 multiple intelligences. Portuguese students (N = 190) completed a brief questionnaire developed on the basis of an instrument used in previous research (A. Furnham, 2001). Three of the 10 self-estimates yielded significant gender differences. Men believed they were more intelligent than were women on mathematical (logical), spatial, and naturalistic intelligence. Those who had previously completed an IQ test gave higher self-estimates on 2 of the 10 estimates. Factor analysis of the 10 and then 8 self-estimated scores did not confirm Gardner's 3-factor classification of multiple intelligences in this sample.

Zulu mothers' beliefs about their own and their children's intelligence.

PubMed

Furnham, Adrian; Mkhize, Nhlanhla

2003-02-01

Zulu women (N = 133) were given a structural interview concerning their own and their children's multiple intelligences. The best predictor of their own self-estimated overall intelligence rating was mathematical and spatial intelligence. Mothers showed few significant differences in their estimates of their sons and daughters' overall or multiple intelligences. However, they rated their daughters' interpersonal intelligence higher than those of their sons, and their sons' bodily-kinesthetic intelligence higher than those of their daughters. The mothers believed that overall their children were about 6 IQ points more intelligent than themselves. Although mothers estimated their own spatial, inter-, and intrapersonal intelligence to be higher than those of their children, they also believed that their children had higher mathematical intelligence.

Perceptions of variability in facial emotion influence beliefs about the stability of psychological characteristics.

PubMed

Weisbuch, Max; Grunberg, Rebecca L; Slepian, Michael L; Ambady, Nalini

2016-10-01

Beliefs about the malleability versus stability of traits (incremental vs. entity lay theories) have a profound impact on social cognition and self-regulation, shaping phenomena that range from the fundamental attribution error and group-based stereotyping to academic motivation and achievement. Less is known about the causes than the effects of these lay theories, and in the current work the authors examine the perception of facial emotion as a causal influence on lay theories. Specifically, they hypothesized that (a) within-person variability in facial emotion signals within-person variability in traits and (b) social environments replete with within-person variability in facial emotion encourage perceivers to endorse incremental lay theories. Consistent with Hypothesis 1, Study 1 participants were more likely to attribute dynamic (vs. stable) traits to a person who exhibited several different facial emotions than to a person who exhibited a single facial emotion across multiple images. Hypothesis 2 suggests that social environments support incremental lay theories to the extent that they include many people who exhibit within-person variability in facial emotion. Consistent with Hypothesis 2, participants in Studies 2-4 were more likely to endorse incremental theories of personality, intelligence, and morality after exposure to multiple individuals exhibiting within-person variability in facial emotion than after exposure to multiple individuals exhibiting a single emotion several times. Perceptions of within-person variability in facial emotion-rather than perceptions of simple diversity in facial emotion-were responsible for these effects. Discussion focuses on how social ecologies shape lay theories. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Broad Ability Factors in 12- to 13-Year-Old Children, the Theory of Fluid and Crystallized Intelligence, and the Differentiation Hypothesis

ERIC Educational Resources Information Center

Undheim, Johan Olav

1978-01-01

A simple-structure factor analysis of test data from 149 sixth-grade children in Norway was conducted. Broad factors were interpreted to represent Visualization, Speediness, and Fluency, as well as Fluid and Crystallized Intelligence. The results are discussed in relation to the Cattell-Horn theory of intelligence. (Author/JAC)

Multiple Intelligences Profiles of Children with Attention Deficit and Hyperactivity Disorder in Comparison with Nonattention Deficit and Hyperactivity Disorder

PubMed Central

Najafi, Mostafa; Akouchekian, Shahla; Ghaderi, Alireza; Mahaki, Behzad; Rezaei, Mariam

2017-01-01

Background: Attention deficit and hyperactivity disorder (ADHD) is a common psychological problem during childhood. This study aimed to evaluate multiple intelligences profiles of children with ADHD in comparison with non-ADHD. Materials and Methods: This cross-sectional descriptive analytical study was done on 50 children of 6–13 years old in two groups of with and without ADHD. Children with ADHD were referred to Clinics of Child and Adolescent Psychiatry, Isfahan University of Medical Sciences, in 2014. Samples were selected based on clinical interview (based on Diagnostic and Statistical Manual of Mental Disorders IV and parent–teacher strengths and difficulties questionnaire), which was done by psychiatrist and psychologist. Raven intelligence quotient (IQ) test was used, and the findings were compared to the results of multiple intelligences test. Data analysis was done using a multivariate analysis of covariance using SPSS20 software. Results: Comparing the profiles of multiple intelligence among two groups, there are more kinds of multiple intelligences in control group than ADHD group, a difference which has been more significant in logical, interpersonal, and intrapersonal intelligence (P < 0.05). There was no significant difference with the other kinds of multiple intelligences in two groups (P > 0.05). The IQ average score in the control group and ADHD group was 102.42 ± 16.26 and 96.72 ± 16.06, respectively, that reveals the negative effect of ADHD on IQ average value. There was an insignificance relationship between linguistic and naturalist intelligence (P > 0.05). However, in other kinds of multiple intelligences, direct and significant relationships were observed (P < 0.05). Conclusions: Since the levels of IQ (Raven test) and MI in control group were more significant than ADHD group, ADHD is likely to be associated with logical-mathematical, interpersonal, and intrapersonal profiles. PMID:29285478

Conflict management styles, emotional intelligence and implicit theories of personality of nursing students: a cross-sectional study.

PubMed

Chan, Joanne C Y; Sit, Emily N M; Lau, W M

2014-06-01

Conflict management is an essential skill that nursing students need to master as conflict is unavoidable in clinical settings. Examining nursing students' conflict management styles and the associating factors can inform nurse educators on how to equip nursing students for effective conflict management. This study aimed at examining undergraduate nursing students conflict management styles in managing conflict with their supervisors in clinical placement. The associations of emotional intelligence and implicit theories of personality with conflict management styles were also investigated. This is a cross-sectional quantitative survey. This study took place at a nursing school at a university in Hong Kong. 568 undergraduate nursing students participated in the study. Students completed a questionnaire which consisted of demographics, Measure of Implicit Theories of Personality, The Schutte Emotional Intelligence Scale (SEIS) and The Rahim Organizational Conflict Inventory-II (ROCI-II) and received a HKD 20 book coupon as compensation. The data were analyzed by descriptive statistics, reliability analyses, t-tests, correlational and linear regression analyses. For managing conflict with clinical supervisors, students used obliging and integrating most frequently whereas used dominating least. Emotional intelligence was a significant predictor of all five conflict management styles. The higher the emotional intelligence, the more students used integrating, obliging, compromising and dominating. The lower the emotional intelligence, the more students used avoiding. There was a significant association between implicit theories of personality and compromising. The less malleable students perceived personality to be, the more they used compromising. Emotional intelligence was significantly associated with all five conflict management styles while implicit theories of personality were significantly associated with compromising style only. Efforts of nurse educators to enhance students' conflict management skills and emotional intelligence to face conflicts in clinical settings are discussed. © 2013.

Perception of students' intelligence malleability and potential for future success: Unfavourable beliefs towards girls.

PubMed

Verniers, Catherine; Martinot, Delphine

2015-09-01

Endorsing an entity theory of intelligence has negative effects on students' academic trajectories. Research focused on students' personal theories of intelligence has shown that girls are more likely than boys to hold an entity theory of intelligence. However, no study has examined the possibility of a gender stereotype basis for this belief. We examined whether secondary school students are knowledgeable about others' beliefs describing female students' intelligence as less malleable than male students' intelligence. A sample of 85 French ninth graders were asked to rate to what extent others perceived: (1) female or male students' intelligence as malleable and fixed; (2) female or male students as making efforts for their current achievement; and (3) female or male students as having potential for future success. Participants reported that others perceived girls' intelligence as less malleable than boys' intelligence. Moreover, the relationship between current efforts and potential for future achievement depended on the target's gender. The more hardworking a female student was perceived to be in school, the less she was considered to have potential to succeed in the future, whereas such a link was not observed for a male student. Secondary school students seem to be knowledgeable about a gender stereotype regarding intelligence and potential for academic success which is unfavourable for female students. Implications for students' academic trajectories are discussed. © 2015 The British Psychological Society.

The Relationship between Multiple Intelligences and Writing Ability of Iranian EFL Learners

ERIC Educational Resources Information Center

Sadeghi, Karim; Farzizadeh, Bahareh

2012-01-01

The relationship between multiple intelligences and learning of L2 language skills is a burgeoning area of research. This study aimed at finding the relationship between Multiple Intelligences (MI) and the writing ability of EFL learners. For this purpose, the body of female BA sophomores in TEFL at Urmia University (N = 47), within the age range…

Comparison of the Physical Education and Sports School Students' Multiple Intelligence Areas According to Demographic Features

ERIC Educational Resources Information Center

Aslan, Cem Sinan

2016-01-01

The aim of this study is to compare the multiple intelligence areas of a group of physical education and sports students according to their demographic features. In the study, "Multiple Intelligence Scale", consisting of 27 items, whose Turkish validity and reliability study have been done by Babacan (2012) and which is originally owned…

Enhancing a Career Exploration Program for 8th Grade Students with an Assessment for the Multiple Intelligences.

ERIC Educational Resources Information Center

Shearer, C. Branton

The use of a multiple intelligences (MI) assessment to enhance a career exploration program for eighth graders was studied. All of the eighth graders (n=160) in a suburban middle school completed three sets of activities as part of their career exploration program. Students completed a multiple intelligences self-assessment, the Multiple…

Enhancing Learning through Multiple Intelligences

ERIC Educational Resources Information Center

Ozdemir, Pinar; Guneysu, Sibel; Tekkaya, Ceren

2006-01-01

This study investigated whether there was a significant difference between multiple intelligence instruction (MII) and traditionally designed science instruction (TDSI) on fourth grade students' understanding of concepts associated with the "Diversity of Living Things" unit. Students' intelligence types were also examined. There were two…

The Role of Trait Emotional Intelligence in Academic Performance: Theoretical Overview and Empirical Update.

PubMed

Perera, Harsha N

2016-01-01

Considerable debate still exists among scholars over the role of trait emotional intelligence (TEI) in academic performance. The dominant theoretical position is that TEI should be orthogonal or only weakly related to achievement; yet, there are strong theoretical reasons to believe that TEI plays a key role in performance. The purpose of the current article is to provide (a) an overview of the possible theoretical mechanisms linking TEI with achievement and (b) an update on empirical research examining this relationship. To elucidate these theoretical mechanisms, the overview draws on multiple theories of emotion and regulation, including TEI theory, social-functional accounts of emotion, and expectancy-value and psychobiological model of emotion and regulation. Although these theoretical accounts variously emphasize different variables as focal constructs, when taken together, they provide a comprehensive picture of the possible mechanisms linking TEI with achievement. In this regard, the article redresses the problem of vaguely specified theoretical links currently hampering progress in the field. The article closes with a consideration of directions for future research.

The effect of relational training on intelligence quotient: a case study.

PubMed

Vizcaíno-Torres, Rosa M; Ruiz, Francisco J; Luciano, Carmen; López-López, Juan C; Barbero-Rubio, Adrián; Gil, Enriquel

2015-01-01

Relational training protocols based on Relational Frame Theory (RFT) are showing promising results in increasing intelligence quotient. This case study aimed at analyzing the effect of a training protocol in fluency and flexibility in relational responding on intelligence quotient with a 4-year-old child. The child’s cognitive and psychomotor development was evaluated before and after the implementation of the training protocol using the McCarthy’s Aptitudes and Psychomotricity Scale (MSCA). The training protocol consisted of a multiple-exemplar-training (MET) in relational framing in accordance with COORDINATION (Phases 1 and 2), OPPOSITION (Phase 3 and 4), and COMPARISON (Phases 5 and 6). The MET protocol was implemented in approximately 12 hours throughout five and one half months. The training was effective in establishing relational responding in OPPOSITION and COMPARISON frames as well as in promoting fluency and flexibility in all the three types of trained relations. After this training, the child showed an increase above 1.5 SD in the General Cognitive Index of the MSCA (from 106 to 131). This case study adds further empirical evidence of the potential of RFT training to improve cognitive abilities and intelligence.

Sex differences in estimating multiple intelligences in self and others: a replication in Russia.

PubMed

Furnham, Adrian; Shagabutdinova, Ksenia

2012-01-01

This was a crosscultural study that focused on sex differences in self- and other-estimates of multiple intelligences (including 10 that were specified by Gardner, 1999 and three by Sternberg, 1988) as well as in an overall general intelligence estimate. It was one of a programmatic series of studies done in over 30 countries that has demonstrated the female "humility" and male "hubris" effect in self-estimated and other-estimated intelligence. Two hundred and thirty Russian university students estimated their own and their parents' overall intelligence and "multiple intelligences." Results revealed no sex difference in estimates of overall intelligence for both self and parents, but men rated themselves higher on spatial intelligence. This contradicted many previous findings in the area which have shown that men rate their own overall intelligence and mathematical intelligence significantly higher than do women. Regressions indicated that estimates of verbal, logical, and spatial intelligences were the best predictors of estimates of overall intelligence, which is a consistent finding over many studies. Regressions also showed that participants' openness to experience and self-respect were good predictors of intelligence estimates. A comparison with a British sample showed that Russians gave higher mother estimates, and were less likely to believe that IQ tests measure intelligence. Results were discussed in relation to the influence of gender role stereotypes on lay conception of intelligence across cultures.

A Game-Theory Based Incentive Framework for an Intelligent Traffic System as Part of a Smart City Initiative

PubMed Central

Mei, Haibo; Poslad, Stefan; Du, Shuang

2017-01-01

Intelligent Transportation Systems (ITSs) can be applied to inform and incentivize travellers to help them make cognizant choices concerning their trip routes and transport modality use for their daily travel whilst achieving more sustainable societal and transport authority goals. However, in practice, it is challenging for an ITS to enable incentive generation that is context-driven and personalized, whilst supporting multi-dimensional travel goals. This is because an ITS has to address the situation where different travellers have different travel preferences and constraints for route and modality, in the face of dynamically-varying traffic conditions. Furthermore, personalized incentive generation also needs to dynamically achieve different travel goals from multiple travellers, in the face of their conducts being a mix of both competitive and cooperative behaviours. To address this challenge, a Rule-based Incentive Framework (RIF) is proposed in this paper that utilizes both decision tree and evolutionary game theory to process travel information and intelligently generate personalized incentives for travellers. The travel information processed includes travellers’ mobile patterns, travellers’ modality preferences and route traffic volume information. A series of MATLAB simulations of RIF was undertaken to validate RIF to show that it is potentially an effective way to incentivize travellers to change travel routes and modalities as an essential smart city service. PMID:29232907

Conceptions of Intelligence and Giftedness.

ERIC Educational Resources Information Center

Bireley, Marlene

This paper presents a review of the major ideas on the nature of intelligence and giftedness. Especially noted are theories of Howard Gardner, Robert Sternberg, and J.P. Das. Gardner expanded traditional notions of intelligence to include such talents as spatial ability, musical intelligence, bodily-kinesthetic intelligence, and interpersonal and…

Bridging Home and School through Multiple Intelligences.

ERIC Educational Resources Information Center

Reiff, Judith C.

1996-01-01

Suggests that teachers can share information with parents about multiple intelligences and encourage parents to provide activities to nurture their child's own intelligences. Provides teachers with instructional strategies and parents with activities related to linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal,…

Implicit theories and ability emotional intelligence

PubMed Central

Cabello, Rosario; Fernández-Berrocal, Pablo

2015-01-01

Previous research has shown that people differ in their implicit theories about the essential characteristics of intelligence and emotions. Some people believe these characteristics to be predetermined and immutable (entity theorists), whereas others believe that these characteristics can be changed through learning and behavior training (incremental theorists). The present study provides evidence that in healthy adults (N = 688), implicit beliefs about emotions and emotional intelligence (EI) may influence performance on the ability-based Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Adults in our sample with incremental theories about emotions and EI scored higher on the MSCEIT than entity theorists, with implicit theories about EI showing a stronger relationship to scores than theories about emotions. Although our participants perceived both emotion and EI as malleable, they viewed emotions as more malleable than EI. Women and young adults in general were more likely to be incremental theorists than men and older adults. Furthermore, we found that emotion and EI theories mediated the relationship of gender and age with ability EI. Our findings suggest that people’s implicit theories about EI may influence their emotional abilities, which may have important consequences for personal and professional EI training. PMID:26052309

Gender and gender role differences in self- and other-estimates of multiple intelligences.

PubMed

Szymanowicz, Agata; Furnham, Adrian

2013-01-01

This study examined participant gender and gender role differences in estimates of multiple intelligences for self, partner, and various hypothetical, stereotypical, and counter-stereotypical target persons. A general population sample of 261 British participants completed one of four questionnaires that required them to estimate their own and others' multiple intelligences and personality traits. Males estimated their general IQ slightly, but mathematic IQ significantly higher than females, who rated their social and emotional intelligence higher than males. Masculine individuals awarded themselves somewhat higher verbal and practical IQ scores than did female participants. Both participant gender and gender role differences in IQ estimates were found, with gender effects stronger in cognitive and gender role than in "personal" ability estimates. There was a significant effect of gender role on hypothetical persons' intelligence evaluations, with masculine targets receiving significantly higher intelligence estimates compared to feminine targets. More intelligent hypothetical figures were judged as more masculine and less feminine than less intelligent ones.

Gender and Gender Role Differences in Self- and Other-Estimates of Multiple Intelligences

PubMed Central

Szymanowicz, Agata

2013-01-01

This study examined participant gender and gender role differences in estimates of multiple intelligences for self, partner, and various hypothetical, stereotypical, and counter-stereotypical target persons. A general population sample of 261 British participants completed one of four questionnaires that required them to estimate their own and others’ multiple intelligences and personality traits. Males estimated their general IQ slightly, but mathematic IQ significantly higher than females, who rated their social and emotional intelligence higher than males. Masculine individuals awarded themselves somewhat higher verbal and practical IQ scores than did female participants. Both participant gender and gender role differences in IQ estimates were found, with gender effects stronger in cognitive and gender role than in “personal” ability estimates. There was a significant effect of gender role on hypothetical persons’ intelligence evaluations, with masculine targets receiving significantly higher intelligence estimates compared to feminine targets. More intelligent hypothetical figures were judged as more masculine and less feminine than less intelligent ones. PMID:23951949

Attitudes of Special Education Teachers and School Psychologists toward Individualized Education Plan IEPs Developed Using Traditional Assessments versus IEPs Developed Using a Multiple Intelligence Assessment

ERIC Educational Resources Information Center

Alhajri, Meshari A SH A.

2011-01-01

The purpose of this research was to determine the usefulness of Multiple Intelligence for educational planning for students in special education. More specifically, this study applied the Multiple Intelligences Developmental Assessment Scales (MIDAS) to a sample of students receiving special education services who had IEPs developed using…

Intelligence Testing and Minority Students: Foundations, Performance Factors, and Assessment Issues. Racial and Ethnic Minority Psychology Series.

ERIC Educational Resources Information Center

Valencia, Richard R.; Suzuki, Lisa A.

This book examines intelligence assessment among ethnic minority children. Part 1, "Foundations," includes: (1) "Historical Issues" (e.g., emergence of intelligence testing in Europe and ideology of the intelligence testing movement); and (2) "Multicultural Perspective of Intelligence: Theory and Measurement Issues"…

Intelligent Testing: Integrating Psychological Theory and Clinical Practice

ERIC Educational Resources Information Center

Kaufman, James C., Ed.

2009-01-01

The field of intelligence testing has been revolutionized by Alan S. Kaufman. He developed the Wechsler Intelligence Scale for Children-Revised (WISC-R) with David Wechsler, and his best-selling book, Intelligent Testing with the WISC-R, introduced the phrase "intelligent testing." Kaufman, with his wife, Nadeen, then created his own…

A multi-disciplinary curriculum for 11- to 13-year-olds: immunization, plus!

PubMed

Glik, D C; Stone, K M; McNeil, J D; Berkanovic, E; Jones, M C; Richardes, D A; Mirocha, J M

1997-09-01

A sixth grade curriculum entitled "Immunization, Plus!" Was developed to promote adolescent immunization. This targeted immunization curriculum utilized contemporary learning theory and innovative teaching approaches and styles to maximize acceptability among educators. Because instructional time in school was limited, a thematic curriculum was created to embed immunization and communicable disease content within mathematics, science/health, and language arts units. The curriculum, which reflected the theory of multiple intelligences among students, offered an array of different learning formats, including linguistic, logical-mathematical, spatial, and bodily-kinesthetic. The curriculum was made available free of charge to school districts in California, and its evaluation was planned to track distribution, utilization, and changes in students' knowledge, attitude, and behavior.

Multiple Intelligences and Business Diversity.

ERIC Educational Resources Information Center

Martin, Joyce

2003-01-01

Results from 97 business students with substantial work histories indicate that the Multiple Intelligence Preference Inventory gives a valid and reliable indication of their preferred intelligences. Awareness of these results is associated with assessments of self and others as knowledge sources. This information can help in recognizing,…

Open-Source Intelligence in the Czech Military: Knowledge System and Process Design

DTIC Science & Technology

2002-06-01

in Open-Source Intelligence OSINT, as one of the intelligence disciplines, bears some of the general problems of intelligence " business " OSINT...ADAPTING KNOWLEDGE MANAGEMENT THEORY TO THE CZECH MILITARY INTELLIGENCE Knowledge work is the core business of the military intelligence . As...NAVAL POSTGRADUATE SCHOOL Monterey, California THESIS Approved for public release; distribution is unlimited OPEN-SOURCE INTELLIGENCE IN THE

A Cross-Cultural Study of Implicit Theories of an Intelligent Person

ERIC Educational Resources Information Center

Aljughaiman, Abdullah; Duan, Xiaoju; Handel, Marion; Hopp, Manuel; Stoeger, Heidrun; Ziegler, Albert

2012-01-01

This contribution is based on the assumption that implicit theories influence the subjective action space and hence the learning behavior of students. The implicit theory that an individual holds of an intelligent person is of particular importance in this context. For this cross-cultural study, we asked 200 students from Kenya and Germany to draw…

Ability of Stress, Sense of Control, and Self-Theories to Predict Swedish High School Students' Final Grades

ERIC Educational Resources Information Center

Ollfors, Marianne; Andersson, Sven Ingmar

2007-01-01

The aim of this study was to investigate self-theories (theories of intelligence, confidence in one's intelligence, internal attribution of failure, academic self-efficacy), specific control, and experiencing of stress by means of a questionnaire for 915 Swedish high school students. Factor analysis yielded 6 stress domains (Workload, Psychosocial…

Implicit Theories of Intelligence and Personality, Self-Efficacy in Problem Solving, and the Perception of Skills and Competences in High School Students in Sicily, Italy

ERIC Educational Resources Information Center

Pirrone, Concetta; Commodari, Elena

2013-01-01

Various theories of intelligence and personality (TIP) help explain the implicit beliefs that an individual develops about the functioning of his intelligence and personality. Such beliefs are defined "implicit" because the individual might not be fully aware of his or her belief system. The results from scientific research on the TIP…

Threshold Theory Tested in an Organizational Setting: The Relation between Perceived Innovativeness and Intelligence in a Large Sample of Leaders

ERIC Educational Resources Information Center

Christensen, Bo T.; Hartmann, Peter V. W.; Rasmussen, Thomas Hedegaard

2017-01-01

A large sample of leaders (N = 4257) was used to test the link between leader innovativeness and intelligence. The threshold theory of the link between creativity and intelligence assumes that below a certain IQ level (approximately IQ 120), there is some correlation between IQ and creative potential, but above this cutoff point, there is no…

A survey of mindset theories of intelligence and medical error self-reporting among pediatric housestaff and faculty.

PubMed

Jegathesan, Mithila; Vitberg, Yaffa M; Pusic, Martin V

2016-02-11

Intelligence theory research has illustrated that people hold either "fixed" (intelligence is immutable) or "growth" (intelligence can be improved) mindsets and that these views may affect how people learn throughout their lifetime. Little is known about the mindsets of physicians, and how mindset may affect their lifetime learning and integration of feedback. Our objective was to determine if pediatric physicians are of the "fixed" or "growth" mindset and whether individual mindset affects perception of medical error reporting.  We sent an anonymous electronic survey to pediatric residents and attending pediatricians at a tertiary care pediatric hospital. Respondents completed the "Theories of Intelligence Inventory" which classifies individuals on a 6-point scale ranging from 1 (Fixed Mindset) to 6 (Growth Mindset). Subsequent questions collected data on respondents' recall of medical errors by self or others. We received 176/349 responses (50 %). Participants were equally distributed between mindsets with 84 (49 %) classified as "fixed" and 86 (51 %) as "growth". Residents, fellows and attendings did not differ in terms of mindset. Mindset did not correlate with the small number of reported medical errors. There is no dominant theory of intelligence (mindset) amongst pediatric physicians. The distribution is similar to that seen in the general population. Mindset did not correlate with error reports.

Estimates of self, parental, and partner multiple intelligence and their relationship with personality, values, and demographic variables: a study in Britain and France.

PubMed

Swami, Viren; Furnham, Adrian; Zilkha, Susan

2009-11-01

In the present study, 151 British and 151 French participants estimated their own, their parents' and their partner's overall intelligence and 13 'multiple intelligences.' In accordance with previous studies, men rated themselves as higher on almost all measures of intelligence, but there were few cross-national differences. There were also important sex differences in ratings of parental and partner intelligence. Participants generally believed they were more intelligent than their parents but not their partners. Regressions indicated that participants believed verbal, logical-mathematical, and spatial intelligence to be the main predictors of intelligence. Regressions also showed that participants' Big Five personality scores (in particular, Extraversion and Openness), but not values or beliefs about intelligence and intelligences tests, were good predictors of intelligence. Results were discussed in terms of the influence of gender-role stereotypes.

The relationship between executive functions and fluid intelligence in Parkinson's disease

PubMed Central

Roca, M.; Manes, F.; Chade, A.; Gleichgerrcht, E.; Gershanik, O.; Arévalo, G. G.; Torralva, T.; Duncan, J.

2012-01-01

Background We recently demonstrated that decline in fluid intelligence is a substantial contributor to frontal deficits. For some classical ‘executive’ tasks, such as the Wisconsin Card Sorting Test (WCST) and Verbal Fluency, frontal deficits were entirely explained by fluid intelligence. However, on a second set of frontal tasks, deficits remained even after statistically controlling for this factor. These tasks included tests of theory of mind and multitasking. As frontal dysfunction is the most frequent cognitive deficit observed in early Parkinson's disease (PD), the present study aimed to determine the role of fluid intelligence in such deficits. Method We assessed patients with PD (n=32) and control subjects (n=22) with the aforementioned frontal tests and with a test of fluid intelligence. Group performance was compared and fluid intelligence was introduced as a covariate to determine its role in frontal deficits shown by PD patients. Results In line with our previous results, scores on the WCST and Verbal Fluency were closely linked to fluid intelligence. Significant patient–control differences were eliminated or at least substantially reduced once fluid intelligence was introduced as a covariate. However, for tasks of theory of mind and multitasking, deficits remained even after fluid intelligence was statistically controlled. Conclusions The present results suggest that clinical assessment of neuropsychological deficits in PD should include tests of fluid intelligence, together with one or more specific tasks that allow for the assessment of residual frontal deficits associated with theory of mind and multitasking. PMID:22440401

The Effectiveness of Multiple Intelligence Applications on Academic Achievement: A Meta-Analysis=Çoklu Zekâ Ögretim Uygulamalarinin Akademik Basari Üzerindeki Etkisi: Bir Meta-Analiz Çalismasi

ERIC Educational Resources Information Center

Yurt, Eyüp; Polat, Seyat

2015-01-01

The purpose of this study was to examine the effectiveness of multiple intelligence applications on academic achievement in Turkey. Accordingly, findings of independent research studies aimed to find out effectiveness of multiple intelligence applications are gathered in a meta-analysis. Total of 71 studies, 66 dissertations and 7 articles were…

An Historical Framework for Cohort Differences in Intelligence

PubMed Central

Schaie, K. Warner; Willis, Sherry L.; Pennak, Sara

2006-01-01

This article reviews key issues regarding the controversy on the direction and magnitude of cohort differences in intelligence. Data from the Seattle Longitudinal Study (SLS) illustrate why differences must be studied across multiple cohorts and multiple chronological ages. Differential cohort patterns for multiple dimensions of intelligence are described. A conceptual framework is suggested for the identification of historical influences important for developmental study of cohort differences. PMID:16858496

Estimating self, parental, and partner multiple intelligences: a replication in Malaysia.

PubMed

Swami, Viren; Furnham, Adrian; Kannan, Kumaraswami

2006-12-01

Participants were 230 adult Malaysians who estimated their own, their parents', and their partners' overall IQs and 10 multiple intelligences. In accordance with both the previous literature and the authors' hypotheses, men rated themselves higher than did women on overall, verbal, logical-mathematical, and spatial intelligences. There were fewer gender differences in ratings of parents and in those of partners. Participants believed that they were more intelligent than both parents (but not their partners) and that their fathers were more intelligent than their mothers. Regressions indicated that participants believed that verbal intelligence and--to a lesser extent--logical-mathematical intelligence were the main predictors of overall intelligence. The authors discussed results in terms of the extant cross-cultural literature in the field.

[Social intelligence deficits in autistic children and adolescents--subjective theories of psychosocial health care professionals].

PubMed

Krech, M; Probst, P

1998-10-01

The paper is concerned with personal theories of health care professionals about deficiencies in social intelligence of autistic persons. In the component-model of social intelligence means the ability of individuals or groups, to interact with each other in social situations. This contains social perception, social behavior as well as social conceptions and refers to emotional, cognitive and normative aspects. 33 interviewees, working as psychologists or teachers in kindergartens, schools or therapy institutions, are questioned by a half-standardized single interview concerning their beliefs about nonverbal social abilities, social perspective taking, and construction of a theory of mind in autistic persons. The major finding is: The impairments can be found in all aspects of social intelligence. Especially emotional handicaps, which are quoted by more than 80% of the interviewees, and low cognitive preconditions of mastering social stimuli, which are quoted by nearly all interviewees, are relevant. The subjective theories of the interviewees are in accordance to the models of parents as well as the models of the leading experts. The professional relationship to autistic persons and the practical experiences of the health care professionals lead to their specific personal theories of deficiencies in social intelligence of autistic people with wide consequences in respect to the professional contact with the autistic children and young adults.

Can Emotionally Intelligent Volleyball Players Be More Prone to Sportspersonship?

ERIC Educational Resources Information Center

Can, Suleyman

2016-01-01

Emotional intelligence concept has been examined by researchers in the field of education as well as field of sports. When emotional intelligence theory examined, it comes to mind that emotional intelligence can be related to moral behaviors in sport. In this regard, the question of "Can emotional intelligence predict sportspersonship…

Outsmarting IQ: The Emerging Science of Learnable Intelligence.

ERIC Educational Resources Information Center

Perkins, David

Pychologists, educators, and others have challenged the idea of a fixed IQ. This book uses recent research and earlier discoveries to argue that intelligence is not genetically set. Noting that the idea of learnable intelligence reflects the belief that intelligence can be taught, the book outlines a theory of learnable intelligence, including…

The importance of motivation and emotion for explaining human cognition.

PubMed

Güss, C Dominik; Dörner, Dietrich

2017-01-01

Lake et al. discuss building blocks of human intelligence that are quite different from those of artificial intelligence. We argue that a theory of human intelligence has to incorporate human motivations and emotions. The interaction of motivation, emotion, and cognition is the real strength of human intelligence and distinguishes it from artificial intelligence.

A Study of Security Awareness Information Delivery within the Defense Intelligence Community

ERIC Educational Resources Information Center

Krasley, Paul F.

2011-01-01

Due to limited resources and inconsistent guidance from the U.S. Federal Government, Department of Defense, and multiple environments within the intelligence community, the defense intelligence agencies each developed their own methods to deliver security awareness information. These multiple delivery methods may be providing different levels of…

A Study of Multiple Intelligences and Higher Education Faculty in the United States

ERIC Educational Resources Information Center

Wilson, Stefanie Denise

2007-01-01

This quantitative research study discovered and identified the degree of relationships between the domains of multiple intelligences: (a) interpersonal, (b) intrapersonal, and (c) linguistic intelligences, and (d) leadership and demographic characteristics such as, (a) age, (b) gender and (c) ethnicity among higher education faculty. Using a…

Multiple Intelligences, Motivations and Learning Experience Regarding Video-Assisted Subjects in a Rural University

ERIC Educational Resources Information Center

Hajhashemi, Karim; Caltabiano, Nerina; Anderson, Neil; Tabibzadeh, Seyed Asadollah

2018-01-01

This study investigates multiple intelligences in relation to online video experiences, age, gender, and mode of learning from a rural Australian university. The inter-relationships between learners' different intelligences and their motivations and learning experience with the supplementary online videos utilised in their subjects are…

An Overview of Intelligence Testing.

ERIC Educational Resources Information Center

White, Margaret B.; Hall, Alfred E.

1980-01-01

This article briefly traces the development of intelligence testing from its beginnings in 1905 with Alfred Binet; cites the intelligence theories of Spearman, Thurstone, and Guilford; and examines current objections to intelligence tests in terms of what they test and how they are interpreted. (SJL)

Political Orientations, Intelligence and Education

ERIC Educational Resources Information Center

Rindermann, Heiner; Flores-Mendoza, Carmen; Woodley, Michael A.

2012-01-01

The social sciences have traditionally assumed that education is a major determinant of citizens' political orientations and behavior. Several studies have also shown that intelligence has an impact. According to a theory that conceptualizes intelligence as a "burgher" (middle-class, civil) phenomenon--intelligence should promote civil…

Experimental Study of Flexible Plate Vibration Control by Using Two-Loop Sliding Mode Control Strategy

NASA Astrophysics Data System (ADS)

Yang, Jingyu; Lin, Jiahui; Liu, Yuejun; Yang, Kang; Zhou, Lanwei; Chen, Guoping

2017-08-01

It is well known that intelligent control theory has been used in many research fields, novel modeling method (DROMM) is used for flexible rectangular active vibration control, and then the validity of new model is confirmed by comparing finite element model with new model. In this paper, taking advantage of the dynamics of flexible rectangular plate, a two-loop sliding mode (TSM) MIMO approach is introduced for designing multiple-input multiple-output continuous vibration control system, which can overcome uncertainties, disturbances or unstable dynamics. An illustrative example is given in order to show the feasibility of the method. Numerical simulations and experiment confirm the effectiveness of the proposed TSM MIMO controller.

Implicit Theories of Intelligence, Goal Orientation, Cognitive Engagement, and Achievement: A Test of Dweck's Model with Returning to School Adults

ERIC Educational Resources Information Center

Dupeyrat, Caroline; Marine, Claudette

2005-01-01

This study tested and extended Dweck's social-cognitive theory of motivation with adults who deliberately chose to face the challenge of returning to school. We examined the relationships among beliefs (implicit theories) on the nature of intelligence, goal orientation, cognitive engagement in learning, and achievement using path analyses.…

Gray Matter Correlates of Fluid, Crystallized, and Spatial Intelligence: Testing the P-FIT Model

ERIC Educational Resources Information Center

Colom, Roberto; Haier, Richard J.; Head, Kevin; Alvarez-Linera, Juan; Quiroga, Maria Angeles; Shih, Pei Chun; Jung, Rex E.

2009-01-01

The parieto-frontal integration theory (P-FIT) nominates several areas distributed throughout the brain as relevant for intelligence. This theory was derived from previously published studies using a variety of both imaging methods and tests of cognitive ability. Here we test this theory in a new sample of young healthy adults (N = 100) using a…

Lithofacies identification using multiple adaptive resonance theory neural networks and group decision expert system

USGS Publications Warehouse

Chang, H.-C.; Kopaska-Merkel, D. C.; Chen, H.-C.; Rocky, Durrans S.

2000-01-01

Lithofacies identification supplies qualitative information about rocks. Lithofacies represent rock textures and are important components of hydrocarbon reservoir description. Traditional techniques of lithofacies identification from core data are costly and different geologists may provide different interpretations. In this paper, we present a low-cost intelligent system consisting of three adaptive resonance theory neural networks and a rule-based expert system to consistently and objectively identify lithofacies from well-log data. The input data are altered into different forms representing different perspectives of observation of lithofacies. Each form of input is processed by a different adaptive resonance theory neural network. Among these three adaptive resonance theory neural networks, one neural network processes the raw continuous data, another processes categorial data, and the third processes fuzzy-set data. Outputs from these three networks are then combined by the expert system using fuzzy inference to determine to which facies the input data should be assigned. Rules are prioritized to emphasize the importance of firing order. This new approach combines the learning ability of neural networks, the adaptability of fuzzy logic, and the expertise of geologists to infer facies of the rocks. This approach is applied to the Appleton Field, an oil field located in Escambia County, Alabama. The hybrid intelligence system predicts lithofacies identity from log data with 87.6% accuracy. This prediction is more accurate than those of single adaptive resonance theory networks, 79.3%, 68.0% and 66.0%, using raw, fuzzy-set, and categorical data, respectively, and by an error-backpropagation neural network, 57.3%. (C) 2000 Published by Elsevier Science Ltd. All rights reserved.

What Learning Systems do Intelligent Agents Need? Complementary Learning Systems Theory Updated.

PubMed

Kumaran, Dharshan; Hassabis, Demis; McClelland, James L

2016-07-01

We update complementary learning systems (CLS) theory, which holds that intelligent agents must possess two learning systems, instantiated in mammalians in neocortex and hippocampus. The first gradually acquires structured knowledge representations while the second quickly learns the specifics of individual experiences. We broaden the role of replay of hippocampal memories in the theory, noting that replay allows goal-dependent weighting of experience statistics. We also address recent challenges to the theory and extend it by showing that recurrent activation of hippocampal traces can support some forms of generalization and that neocortical learning can be rapid for information that is consistent with known structure. Finally, we note the relevance of the theory to the design of artificial intelligent agents, highlighting connections between neuroscience and machine learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

A computational proof of concept of a machine-intelligent artificial pancreas using Lyapunov stability and differential game theory.

PubMed

Greenwood, Nigel J C; Gunton, Jenny E

2014-07-01

This study demonstrated the novel application of a "machine-intelligent" mathematical structure, combining differential game theory and Lyapunov-based control theory, to the artificial pancreas to handle dynamic uncertainties. Realistic type 1 diabetes (T1D) models from the literature were combined into a composite system. Using a mixture of "black box" simulations and actual data from diabetic medical histories, realistic sets of diabetic time series were constructed for blood glucose (BG), interstitial fluid glucose, infused insulin, meal estimates, and sometimes plasma insulin assays. The problem of underdetermined parameters was side stepped by applying a variant of a genetic algorithm to partial information, whereby multiple candidate-personalized models were constructed and then rigorously tested using further data. These formed a "dynamic envelope" of trajectories in state space, where each trajectory was generated by a hypothesis on the hidden T1D system dynamics. This dynamic envelope was then culled to a reduced form to cover observed dynamic behavior. A machine-intelligent autonomous algorithm then implemented game theory to construct real-time insulin infusion strategies, based on the flow of these trajectories through state space and their interactions with hypoglycemic or near-hyperglycemic states. This technique was tested on 2 simulated participants over a total of fifty-five 24-hour days, with no hypoglycemic or hyperglycemic events, despite significant uncertainties from using actual diabetic meal histories with 10-minute warnings. In the main case studies, BG was steered within the desired target set for 99.8% of a 16-hour daily assessment period. Tests confirmed algorithm robustness for ±25% carbohydrate error. For over 99% of the overall 55-day simulation period, either formal controller stability was achieved to the desired target or else the trajectory was within the desired target. These results suggest that this is a stable, high-confidence way to generate closed-loop insulin infusion strategies. © 2014 Diabetes Technology Society.

Emotional Intelligence and Academic Success: A Conceptual Analysis for Educational Leaders

ERIC Educational Resources Information Center

Labby, Sandy; Lunenburg, Frederick C.; Slate, John R.

2012-01-01

In this review of the literature, we briefly examined the development of intelligence theories as they lead to the emergence of the concept of emotional intelligence(s). In our analysis, we noted that only limited attention had been focused on the emotional intelligence skills of school administrators. Accordingly, we examined the role of…

On the Relevance of Intelligence: Applications for Classrooms? Intelligence Testing: The Good, the Bad and the Ugly.

ERIC Educational Resources Information Center

Law, Nancy

The relevance of intelligence testing for schools within one district, the Sacramento (California) school district and the state of California is explored, and applications of intelligence theory in district schools and classrooms are discussed. Intelligence, for purposes of this discussion, is the aggregate capacity of each student's…

On the Relationship between Multiple Intelligences and Language Proficiency

ERIC Educational Resources Information Center

Razmjoo, Seyyed Ayatollah

2008-01-01

The intent of the present study was to examine the strength of the relationship between language proficiency in English and the 9 types of intelligences. As such, the objectives of this study were three-folded. The primary objective of the study was to investigate the relationship between multiple intelligences and language proficiency among the…

Multiple Intelligences-Based Planning of EFL Classes

ERIC Educational Resources Information Center

Zebari, Sanan Shero Malo; Allo, Hussein Ali Ahmed; Mohammedzadeh, Behbood

2018-01-01

The present study aimed to set a plan for teaching EFL classes based on the identification of university students' dominant multiple intelligences in EFL classes, and the differences in the types of intelligence between female and male students in terms of their gender. The problem the present study aimed to address is that the traditional concept…

Collaborative Learning: Group Interaction in an Intelligent Mobile-Assisted Multiple Language Learning System

ERIC Educational Resources Information Center

Troussas, Christos; Virvou, Maria; Alepis, Efthimios

2014-01-01

This paper proposes a student-oriented approach tailored to effective collaboration between students using mobile phones for language learning within the life cycle of an intelligent tutoring system. For this reason, in this research, a prototype mobile application has been developed for multiple language learning that incorporates intelligence in…

Playing with the Multiple Intelligences: How Play Helps Them Grow

ERIC Educational Resources Information Center

Eberle, Scott G.

2011-01-01

Howard Gardner first posited a list of "multiple intelligences" as a liberating alternative to the assumptions underlying traditional IQ testing in his widely read study "Frames of Mind" (1983). Play has appeared only in passing in Gardner's thinking about intelligence, however, even though play instructs and trains the verbal, interpersonal,…

Comparison of Intelligibility Measures for Adults with Parkinson's Disease, Adults with Multiple Sclerosis, and Healthy Controls

ERIC Educational Resources Information Center

Stipancic, Kaila L.; Tjaden, Kris; Wilding, Gregory

2016-01-01

Purpose: This study obtained judgments of sentence intelligibility using orthographic transcription for comparison with previously reported intelligibility judgments obtained using a visual analog scale (VAS) for individuals with Parkinson's disease and multiple sclerosis and healthy controls (K. Tjaden, J. E. Sussman, & G. E. Wilding, 2014).…

Identification of multiple intelligences for high school students in theoretical and applied science courses

NASA Astrophysics Data System (ADS)

Wiseman, D. Kim

Historically educators in the United States have used the Stanford-Binet intelligence test to measure a students' ability in logical/mathematical and linguistic domains. This measurement is being used by a society that has evolved from agrarian and industrial-based economies to what is presently labeled a technological society. As society has changed so have the educational needs of the students who will live in this technological society. This study assessed the multiple intelligences of high school students enrolled in theoretical and applied science (physics and applied physics) courses. Studies have verified that performance and outcomes of students enrolled in these courses are similar in standardized testing but instructional methodology and processes are dissimilar. Analysis of multiple intelligence profiles collected from this study found significant differences in logical/mathematical, bodily/kinesthetic and intrapersonal multiple intelligences of students in theoretical science courses compared to students in applied science courses. Those differences clearly illustrate why it is imperative for educators to expand the definition of intelligence for students entering the new millennium.

Sound System Engineering & Optimization: The effects of multiple arrivals on the intelligibility of reinforced speech

NASA Astrophysics Data System (ADS)

Ryan, Timothy James

The effects of multiple arrivals on the intelligibility of speech produced by live-sound reinforcement systems are examined. The intent is to determine if correlations exist between the manipulation of sound system optimization parameters and the subjective attribute speech intelligibility. Given the number, and wide range, of variables involved, this exploratory research project attempts to narrow the focus of further studies. Investigated variables are delay time between signals arriving from multiple elements of a loudspeaker array, array type and geometry and the two-way interactions of speech-to-noise ratio and array geometry with delay time. Intelligibility scores were obtained through subjective evaluation of binaural recordings, reproduced via headphone, using the Modified Rhyme Test. These word-score results are compared with objective measurements of Speech Transmission Index (STI). Results indicate that both variables, delay time and array geometry, have significant effects on intelligibility. Additionally, it is seen that all three of the possible two-way interactions have significant effects. Results further reveal that the STI measurement method overestimates the decrease in intelligibility due to short delay times between multiple arrivals.

The Convergence of Intelligences

NASA Astrophysics Data System (ADS)

Diederich, Joachim

Minsky (1985) argued an extraterrestrial intelligence may be similar to ours despite very different origins. ``Problem- solving'' offers evolutionary advantages and individuals who are part of a technical civilisation should have this capacity. On earth, the principles of problem-solving are the same for humans, some primates and machines based on Artificial Intelligence (AI) techniques. Intelligent systems use ``goals'' and ``sub-goals'' for problem-solving, with memories and representations of ``objects'' and ``sub-objects'' as well as knowledge of relations such as ``cause'' or ``difference.'' Some of these objects are generic and cannot easily be divided into parts. We must, therefore, assume that these objects and relations are universal, and a general property of intelligence. Minsky's arguments from 1985 are extended here. The last decade has seen the development of a general learning theory (``computational learning theory'' (CLT) or ``statistical learning theory'') which equally applies to humans, animals and machines. It is argued that basic learning laws will also apply to an evolved alien intelligence, and this includes limitations of what can be learned efficiently. An example from CLT is that the general learning problem for neural networks is intractable, i.e. it cannot be solved efficiently for all instances (it is ``NP-complete''). It is the objective of this paper to show that evolved intelligences will be constrained by general learning laws and will use task-decomposition for problem-solving. Since learning and problem-solving are core features of intelligence, it can be said that intelligences converge despite very different origins.

Implications of Contemporary Intelligence Theories to Marketing Education

ERIC Educational Resources Information Center

Muncy, James A.

2006-01-01

In recent years, prominent psychologists have redefined intelligence to refer to one's ability to successfully perform within a sociocultural context. They have also questioned the historical unidimensional conceptualization of intelligence. In this article, the author briefly reviews the history of intelligence research to this point then…

An Examination of the Flynn Effect in the National Intelligence Test in Estonia

ERIC Educational Resources Information Center

Shiu, William

2012-01-01

This study examined the Flynn Effect (FE; i.e., the rise in IQ scores over time) in Estonia from Scale B of the National Intelligence Test using both classical test theory (CTT) and item response theory (IRT) methods. Secondary data from two cohorts (1934, n = 890 and 2006, n = 913) of students were analyzed, using both classical test theory (CTT)…

Reproduction of Social Class in Teacher Education: The Influence of Scientific Theories on Future Teachers' Implicit Beliefs

ERIC Educational Resources Information Center

Jonsson, Anna-Carin; Beach, Dennis

2010-01-01

The aim of this article was to investigate the influence of a hegemonic class concept in teacher education, more specifically, the changes in the construction of implicit theories of intelligence within future teachers when they were exposed to the scientific g-factor theory of intelligence. A 2 x 2 ANOVA (first versus last semester at the teacher…

A computer architecture for intelligent machines

NASA Technical Reports Server (NTRS)

Lefebvre, D. R.; Saridis, G. N.

1992-01-01

The theory of intelligent machines proposes a hierarchical organization for the functions of an autonomous robot based on the principle of increasing precision with decreasing intelligence. An analytic formulation of this theory using information-theoretic measures of uncertainty for each level of the intelligent machine has been developed. The authors present a computer architecture that implements the lower two levels of the intelligent machine. The architecture supports an event-driven programming paradigm that is independent of the underlying computer architecture and operating system. Execution-level controllers for motion and vision systems are briefly addressed, as well as the Petri net transducer software used to implement coordination-level functions. A case study illustrates how this computer architecture integrates real-time and higher-level control of manipulator and vision systems.

Giftedness of Chinese Students in Hong Kong: Perspectives from Different Conceptions of Intelligences

ERIC Educational Resources Information Center

Chan, David W.

2008-01-01

This study examined the self-perceived intelligences (multiple intelligences, emotional intelligence, and successful intelligence) of 498 Chinese gifted students in Hong Kong. Based on the associations among perceived intelligence scores, three dimensions could be distinguished to describe giftedness and could be interpreted as global giftedness,…

What Does Neuroscience and Cognitive Psychology Tell Us about Multiple Intelligence

ERIC Educational Resources Information Center

Bauer, Richard H.

2009-01-01

Studies that have used noninvasive brain imaging techniques to record neocortical activity while individuals were performing cognitive intelligence tests (traditional intelligence) and social intelligence tests were reviewed. In cognitive intelligence tests 16 neocortical areas were active, whereas in social intelligence 10 areas were active.…

Soar: A Unified Theory of Cognition?

ERIC Educational Resources Information Center

Waldrop, M. Mitchell

1988-01-01

Describes an artificial intelligence system known as SOAR that approximates a theory of human cognition. Discusses cognition as problem solving, working memory, long term memory, autonomy and adaptability, and learning from experience as they relate to artificial intelligence generally and to SOAR specifically. Highlights the status of the…

Emotional Intelligence: The MSCEIT from the Perspective of Generalizability Theory

ERIC Educational Resources Information Center

Follesdal, Hallvard; Hagtvet, Knut A.

2009-01-01

The Mayer, Salovey, & Caruso Emotional Intelligence Test (MSCEIT) has been reported to provide reliable scores for the four-branch ability model of emotional intelligence [Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). "Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). User's manual." Toronto, Canada: Multi-Health…

Microscopic prediction of speech intelligibility in spatially distributed speech-shaped noise for normal-hearing listeners.

PubMed

Geravanchizadeh, Masoud; Fallah, Ali

2015-12-01

A binaural and psychoacoustically motivated intelligibility model, based on a well-known monaural microscopic model is proposed. This model simulates a phoneme recognition task in the presence of spatially distributed speech-shaped noise in anechoic scenarios. In the proposed model, binaural advantage effects are considered by generating a feature vector for a dynamic-time-warping speech recognizer. This vector consists of three subvectors incorporating two monaural subvectors to model the better-ear hearing, and a binaural subvector to simulate the binaural unmasking effect. The binaural unit of the model is based on equalization-cancellation theory. This model operates blindly, which means separate recordings of speech and noise are not required for the predictions. Speech intelligibility tests were conducted with 12 normal hearing listeners by collecting speech reception thresholds (SRTs) in the presence of single and multiple sources of speech-shaped noise. The comparison of the model predictions with the measured binaural SRTs, and with the predictions of a macroscopic binaural model called extended equalization-cancellation, shows that this approach predicts the intelligibility in anechoic scenarios with good precision. The square of the correlation coefficient (r(2)) and the mean-absolute error between the model predictions and the measurements are 0.98 and 0.62 dB, respectively.

A Mexican Study of Multiple Intelligences for Pre-Service Teachers of English as a Foreign Language

ERIC Educational Resources Information Center

Tapia Carlín, Rebeca Elena; Castillo Salazar, María del Carmen; Velázquez Cortés, Susana

2013-01-01

This article describes a study conducted in a Mexican English teacher education program about multiple intelligences. Seventy-four first year students participated in the study. Findings reveal that the highest kinds of intelligences were the bodily kinesthetic, the interpersonal, the intrapersonal, and the musical; the lowest ones were the…

The Multiple Intelligence Based Enrichment Module on the Development of Human Potential: Examining Its Impact and the Views of Teachers

ERIC Educational Resources Information Center

Azid, Nurulwahida Hj; Yaacob, Aizan; Shaik-Abdullah, Sarimah

2016-01-01

Purpose: Howard Gardners' concept of multiple intelligence (MI) offers an alternative perspective on intelligence which highlights the importance of acknowledging learner diversity, individual talents and the development of human potentials. MI has been used as a basis for the construction of modular enrichment activities to facilitate the…

Perfectionism, Implicit Theories of Intelligence, and Taiwanese Eighth-Grade Students' Academic Engagement

ERIC Educational Resources Information Center

Shih, Shu-Shen

2011-01-01

The authors attempted to examine how Taiwanese junior high school students' perfectionistic tendencies and implicit theories of intelligence were related to their academic emotions and approach versus avoidance self-regulation, and to determine differences in contingent self-worth, emotions, and self-regulation among students with different…

Educational Research and Theory Perspectives on Intelligent Computer-Assisted Instruction.

ERIC Educational Resources Information Center

Tennyson, Robert D.; Christensen, Dean L.

This paper defines the next generation of intelligent computer-assisted instructional systems (ICAI) by depicting the elaborations and extensions offered by educational research and theory perspectives to enhance the ICAI environment. The first section describes conventional ICAI systems, which use expert systems methods and have three modules: a…

Emotional intelligence as an aspect of general intelligence: what would David Wechsler say?

PubMed

Kaufman, A S; Kaufman, J C

2001-09-01

R. D. Roberts, M. Zeidner, and G. Matthews (2001) have carefully examined the controversial issue of whether emotional intelligence (EI) should be classified as an intelligence and whether EI's constructs meet the same psychometric standards as general intelligence's constructs. This article casts their efforts into the framework of both historical and modern IQ-testing theory and research. It details David Wechsler's attempts to integrate EI into his tests and how his conception of a good clinician would be that of an emotionally intelligent clinician. Current theories and research on IQ also have a role in EI beyond what Roberts et al. described, including J. L. Horn's (1989) expanded model and A. R. Luria's (1966) neuropsychological research, and better criteria than the Armed Services Vocational Aptitude Battery should be used in future EI studies. The authors look forward to more research being conducted on EI, particularly in future performance-based assessments.

Multiple Aptitude Normative Intelligence Testing that Distinguishes U.S. Air Force MQ-1 Predator Sensor Operators from Peers in the Civilian General Population and AC-130 Gunship Sensor Operators

DTIC Science & Technology

2011-07-01

intellectual ability. It is fashioned after the Wechsler Adult Intelligence Scale (Ref 11), which is the most widely used, individually administered test...Multidimensional Aptitude Battery-II Manual, Sigma Assessment Systems Inc., London, 2003. 11. Wechsler D, Wechsler Adult Intelligence Scale® – Third...AFRL-SA-WP-TR-2011-0006 MULTIPLE APTITUDE NORMATIVE INTELLIGENCE TESTING THAT DISTINGUISHES U.S. AIR FORCE MQ-1 PREDATOR SENSOR

STANFORD ARTIFICIAL INTELLIGENCE PROJECT.

DTIC Science & Technology

ARTIFICIAL INTELLIGENCE , GAME THEORY, DECISION MAKING, BIONICS, AUTOMATA, SPEECH RECOGNITION, GEOMETRIC FORMS, LEARNING MACHINES, MATHEMATICAL MODELS, PATTERN RECOGNITION, SERVOMECHANISMS, SIMULATION, BIBLIOGRAPHIES.

Complex Intelligent Systems: Juxtaposition of Foundational Notions and a Research Agenda

NASA Astrophysics Data System (ADS)

Gelepithis, Petros A.

2001-11-01

The cardinality of the class, C , of complex intelligent systems, i.e., systems of intelligent systems and their resources, is steadily increasing. Such an increase, whether designed, sometimes changes significantly and fundamentally, the structure of C . Recently,the study of members of C and its structure comes under a variety of multidisciplinary headings the most prominent of which include General Systems Theory, Complexity Science, Artificial Life, and Cybernetics. Their common characteristic is the quest for a unified theory of a certain class of systems like a living system or an organisation. So far, the only candidate for a general theory of intelligent systems is Newell's Soar. To my knowledge there is presently no candidate theory of C except Newell's claimed extensibility of Soar. This paper juxtaposes the elements of Newell's conceptual basis with those of an alternative conceptual framework based on the thesis that communication and understanding are the primary processes shaping the structure of C and its members. It is patently obvious that a research agenda for the study of C can be extremely varied and long. The third section of this paper presents a highly selective research agenda that aims to provoke discussion among complexity theory scientists.

Parenting Styles and Children's Emotional Intelligence: What Do We Know?

ERIC Educational Resources Information Center

Alegre, Alberto

2011-01-01

The theory of emotional intelligence has elicited great interest both in the academic and the nonacademic world. Therapists, educators, and parents want to know what they can do to help children develop their emotional intelligence. However, most of the research in this field has investigated adults' emotional intelligence. This study reviews the…

Student Interactions with CD-ROM Storybooks: A Look at Potential Relationships between Multiple Intelligence Strengths and Levels of Interaction

ERIC Educational Resources Information Center

Huffman, Celia A.

2012-01-01

This study looked at the potential relationship that may exist between students' intelligence strengths, in particular their spatial and kinesthetic strengths, and their combined cognitive and metacognitive levels of interaction with a CD-ROM storybook. The multiple intelligence strengths of a sample of students, measured via the MIDAS/My…

Review of game theory applications for situation awareness

NASA Astrophysics Data System (ADS)

Blasch, Erik; Shen, Dan; Pham, Khanh D.; Chen, Genshe

2015-05-01

Game theoretical methods have been used for spectral awareness, space situational awareness (SSA), cyber situational awareness (CSA), and Intelligence, Surveillance, and Reconnaissance situation awareness (ISA). Each of these cases, awareness is supported by sensor estimation for assessment and the situation is determined from the actions of multiple players. Game theory assumes rational actors in a defined scenario; however, variations in social, cultural and behavioral factors include the dynamic nature of the context. In a dynamic data-driven application system (DDDAS), modeling must include both the measurements but also how models are used by different actors with different priorities. In this paper, we highlight the applications of game theory by reviewing the literature to determine the current state of the art and future needs. Future developments would include building towards knowledge awareness with information technology (e.g., data aggregation, access, indexing); multiscale analysis (e.g., space, time, and frequency), and software methods (e.g., architectures, cloud computing, protocols).

Interplay between Public Attention and Public Emotion toward Multiple Social Issues on Twitter

PubMed Central

Peng, Tai-Quan; Sun, Guodao; Wu, Yingcai

2017-01-01

This study aims to elucidate the intricate interplay between public attention and public emotion toward multiple social issues. A theoretical framework is developed based on three perspectives including endogenous affect hypothesis, affect transfer hypothesis, and affective intelligence theory. Large-scale longitudinal data with 265 million tweets on five social issues are analyzed using a time series analytical approach. Public attention on social issues can influence public emotion on the issue per se. Social issues interact with one another to attract public attention in both cooperative and competitive ways. Instead of a direct transfer from public emotion to public attention, the public emotion toward a social issue moderates the interaction between the issue and other issue(s). PMID:28081117

Moral enhancement requires multiple virtues.

PubMed

Hughes, James J

2015-01-01

Some of the debates around the concept of moral enhancement have focused on whether the improvement of a single trait, such as empathy or intelligence, would be a good in general, or in all circumstances. All virtue theories, however, both secular and religious, have articulated multiple virtues that temper and inform one another in the development of a mature moral character. The project of moral enhancement requires a reengagement with virtue ethics and contemporary moral psychology to develop an empirically grounded model of the virtues and a fuller model of character development. Each of these virtues may be manipulable with electronic, psychopharmaceutical, and genetic interventions. A set of interdependent virtues is proposed, along with some of the research pointing to ways such virtues could be enhanced.

Learning Activity Models for Multiple Agents in a Smart Space

NASA Astrophysics Data System (ADS)

Crandall, Aaron; Cook, Diane J.

With the introduction of more complex intelligent environment systems, the possibilities for customizing system behavior have increased dramatically. Significant headway has been made in tracking individuals through spaces using wireless devices [1, 18, 26] and in recognizing activities within the space based on video data (see chapter by Brubaker et al. and [6, 8, 23]), motion sensor data [9, 25], wearable sensors [13] or other sources of information [14, 15, 22]. However, much of the theory and most of the algorithms are designed to handle one individual in the space at a time. Resident tracking, activity recognition, event prediction, and behavior automation becomes significantly more difficult for multi-agent situations, when there are multiple residents in the environment.

Multiple Intelligences in Virtual and Traditional Skill Instructional Learning Environments

ERIC Educational Resources Information Center

McKethan, Robert; Rabinowitz, Erik; Kernodle, Michael W.

2010-01-01

The purpose of this investigation was to examine (a) how Multiple Intelligence (MI) strengths correlate to learning in virtual and traditional environments and (b) the effectiveness of learning with and without an authority figure in attendance. Participants (N=69) were randomly assigned to four groups, administered the Multiple Intelligences…

Cross-Cultural Competence in the Department of Defense: An Annotated Bibliography

DTIC Science & Technology

2014-04-01

computer toward the best possible strategy. The article outlines, in detail, how the game is played in theory as well as how it was played in this...validation of the CQS: The cultural intelligence scale. In S. Ang & L. Van Dyne (Eds.), Handbook of cultural intelligence: Theory , measurement, and...weaknesses of various approaches, general learning theory , and the utility of employing civilian style education to prepare Soldiers to interact in

The Relationship between Student Teachers' Perception of Intelligence and Their Goal Orientation

ERIC Educational Resources Information Center

Beyaztas, Dilek Ilhan; Kapti, Suzan Beyza; Hymer, Barry

2017-01-01

This study examines the views of student teachers in a Turkish university about intelligence (entity theory vs incremental theory) and goal orientation (performance goal orientation vs learning goal orientation) and the relationship between the two. Specifically, it seeks to understand whether there are any differences in participants' perceptions…

Understanding Overconfidence: Theories of Intelligence, Preferential Attention, and Distorted Self-Assessment

ERIC Educational Resources Information Center

Ehrlinger, Joyce; Mitchum, Ainsley L.; Dweck, Carol S.

2016-01-01

Knowing what we do not yet know is critical for learning. Nonetheless, people typically overestimate their prowess--but is this true of everyone? Three studies examined who shows overconfidence and why. Study 1 demonstrated that participants with an entity (fixed) theory of intelligence, those known to avoid negative information, showed…

Impact of Learned Resourcefulness and Theories of Intelligence on Academic Achievement of University Students: An Integrated Approach

ERIC Educational Resources Information Center

Kennett, Deborah J.; Keefer, Kateryna

2006-01-01

This was the first study to integrate Rosenbaum's concept of learned resourcefulness with Dweck's implicit theories of intelligence in predicting university students' academic self-control behaviour and year-end grades. Rosenbaum highlights the prominent role that learned resourcefulness skills play in promoting mastery responses and goal…

"I Always Knew I Was Gifted": Latino Males and the Mestiz@ Theory of Intelligences (MTI)

ERIC Educational Resources Information Center

Carrillo, Juan F.

2013-01-01

Drawing on the work on "scholarship boys" (Carrillo, 2010; Hoggart, 1957/2006; Rodriguez, 1982), this qualitative study explores the schooling trajectories of working-class, Mexican-origin "ghetto nerds" (Diaz, 2007) in order to introduce Mestiz@ Theory of Intelligences (MTI). For the purpose of this study, "ghetto…

Longitudinal Changes in College Math Students' Implicit Theories of Intelligence

ERIC Educational Resources Information Center

Shively, Rebecca L.; Ryan, Carey S.

2013-01-01

This study examined changes over time in implicit theories of intelligence and their relationships to help-seeking and academic performance. College algebra students completed questionnaires during the second week of classes and 2 weeks before the end of the semester (ns = 159 and 145, respectively; 61 students completed questionnaires at both…

Using Implicit Measures to Highlight Science Teachers' Implicit Theories of Intelligence

ERIC Educational Resources Information Center

Mascret, Nicolas; Roussel, Peggy; Cury, François

2015-01-01

Using an innovative method, a Single-Target Implicit Association Test (ST-IAT) was created to explore the implicit theories of intelligence among science and liberal arts teachers and their relationships with their gender. The results showed that for science teachers--especially for male teachers--there was a negative implicit association between…

The effect of multiple intelligence-based learning towards students’ concept mastery and interest in learning matter

NASA Astrophysics Data System (ADS)

Pratiwi, W. N.; Rochintaniawati, D.; Agustin, R. R.

2018-05-01

This research was focused on investigating the effect of multiple intelligence -based learning as a learning approach towards students’ concept mastery and interest in learning matter. The one-group pre-test - post-test design was used in this research towards a sample which was according to the suitable situation of the research sample, n = 13 students of the 7th grade in a private school in Bandar Seri Begawan. The students’ concept mastery was measured using achievement test and given at the pre-test and post-test, meanwhile the students’ interest level was measured using a Likert Scale for interest. Based on the analysis of the data, the result shows that the normalized gain was .61, which was considered as a medium improvement. in other words, students’ concept mastery in matter increased after being taught using multiple intelligence-based learning. The Likert scale of interest shows that most students have a high interest in learning matter after being taught by multiple intelligence-based learning. Therefore, it is concluded that multiple intelligence – based learning helped in improving students’ concept mastery and gain students’ interest in learning matter.

The neuroscience of learning.

PubMed

Collins, John W

2007-10-01

Significant advances have been made in understanding the neurophysiological basis of learning, including the discovery of mirror neurons and the role of cyclic adenosine monophosphate (cAMP) responsive element binding (CREB) protein in learning. Mirror neurons help us visually compare an observed activity with a remembered action in our memory, an ability that helps us imitate and learn through watching. Long-term potentiation, the Hebb rule, and CREB protein are associated with the formation of long-term memories. Conversely, protein phosphatase 1 and glucocorticoids are neurophysiological phenomena that limit what can be learned and cause forgetfulness. Gardner's theory of multiple intelligences contends that different areas of the brain are responsible for different competencies that we all possess to varying degrees. These multiple intelligences can be used as strategies for improved learning. Repeating material, using mnemonics, and avoiding overwhelming stress are other strategies for improving learning. Imaging studies have shown that practice with resultant learning results in significantly less use of brain areas, indicating that the brain becomes more efficient. Experts have advantages over novices, including increased cognitive processing efficiency. Nurses are in a unique position to use their understanding of neurophysiological principles to implement better educational strategies to provide quality education to patients and others.

Models of Learning in ICAI.

ERIC Educational Resources Information Center

Duchastel, P.; And Others

1989-01-01

Discusses intelligent computer assisted instruction (ICAI) and presents various models of learning which have been proposed. Topics discussed include artificial intelligence; intelligent tutorial systems; tutorial strategies; learner control; system design; learning theory; and knowledge representation of proper and improper (i.e., incorrect)…

Information theory, animal communication, and the search for extraterrestrial intelligence

NASA Astrophysics Data System (ADS)

Doyle, Laurance R.; McCowan, Brenda; Johnston, Simon; Hanser, Sean F.

2011-02-01

We present ongoing research in the application of information theory to animal communication systems with the goal of developing additional detectors and estimators for possible extraterrestrial intelligent signals. Regardless of the species, for intelligence (i.e., complex knowledge) to be transmitted certain rules of information theory must still be obeyed. We demonstrate some preliminary results of applying information theory to socially complex marine mammal species (bottlenose dolphins and humpback whales) as well as arboreal squirrel monkeys, because they almost exclusively rely on vocal signals for their communications, producing signals which can be readily characterized by signal analysis. Metrics such as Zipf's Law and higher-order information-entropic structure are emerging as indicators of the communicative complexity characteristic of an "intelligent message" content within these animals' signals, perhaps not surprising given these species' social complexity. In addition to human languages, for comparison we also apply these metrics to pulsar signals—perhaps (arguably) the most "organized" of stellar systems—as an example of astrophysical systems that would have to be distinguished from an extraterrestrial intelligence message by such information theoretic filters. We also look at a message transmitted from Earth (Arecibo Observatory) that contains a lot of meaning but little information in the mathematical sense we define it here. We conclude that the study of non-human communication systems on our own planet can make a valuable contribution to the detection of extraterrestrial intelligence by providing quantitative general measures of communicative complexity. Studying the complex communication systems of other intelligent species on our own planet may also be one of the best ways to deprovincialize our thinking about extraterrestrial communication systems in general.

Synthetic-Creative Intelligence and Psychometric Intelligence: Analysis of the Threshold Theory and Creative Process

ERIC Educational Resources Information Center

Ferrando, Mercedes; Soto, Gloria; Prieto, Lola; Sáinz, Marta; Ferrándiz, Carmen

2016-01-01

There has been an increasing body of research to uncover the relationship between creativity and intelligence. This relationship usually has been examined using traditional measures of intelligence and seldom using new approaches (i.e. Ferrando et al. 2005). In this work, creativity is measured by tools developed based on Sternberg's successful…

A study on different forms of intelligence in Indian school-going children.

PubMed

Singh, Yashpal; Makharia, Archita; Sharma, Abhilasha; Agrawal, Kruti; Varma, Gowtham; Yadav, Tarun

2017-01-01

Most definitions of intelligence focus on capabilities that are relevant to scholastic performances. However, there are seven forms of intelligences. There is a lack of data on multiple intelligences in Indian children. Hence, this study was conducted to assess different forms of intelligences in students and compared these diverse intelligences with intelligence quotient (IQ) scores. In this cross-sectional observational study, we recruited 1065 school children between the age of 12 and 16 years from two government and 13 private schools in five towns, six cities, and two villages across India. All the children were administered multiple intelligences questionnaire by Armstrong, consisting of thirty true/false types of questions to assess the intelligences of a child in seven domains including linguistic skills, logical/mathematical abilities, musical skills, spatial intelligence, bodily-kinesthetic skills, intrapersonal intelligence, and interpersonal intelligence. IQ scores were assessed by Ravens Standard Progressive Matrices. We found that different students possessed different forms of intelligences and most students had more than one forms of intelligence. Of seven forms of intelligence, only three forms of intelligence such as logical/mathematical, musical, and spatial were positively correlated with the IQ score. Even in the children with low IQ, many students had other forms of intelligences. The IQ scores correlated with only logical/mathematical, spatial, and musical intelligence. Hence, tapping the intelligences of students can help enhance their learning process. Our curriculum should have an amalgamation of teaching for all kinds of intelligences for maximum productivity.

Theories of intelligence in children with reading disabilities: a training proposal.

PubMed

Pepi, Annamaria; Alesi, Marianna; Geraci, Maria

2004-12-01

A recent trend in the study of reading difficulties promotes multidimensional intervention, focusing on the reciprocal influences exerted by cognitive and emotional-motivational variables. This study evaluated improvements in reading performance as a function of metacognitive training in 36 children (M age = 8.7 yr.) with different representations of intelligence. Posttest evaluations show significantly more improvement in reading comprehension in children with an incremental theory of intelligence. These results indicate the importance of treatment programmes that take into account both the specificity of deficits and factors relating to the domain of motivation.

Intelligence Differentiation in Adult Samples.

ERIC Educational Resources Information Center

Abad, Francisco J.; Colom, Robert; Juan-Espinosa, Manuel; Garcia, Luis F.

2003-01-01

Results for 3,340 participants taking a battery of cognitive tests and an analysis of the Spanish standardization of the Wechsler Adult Intelligence Scale-III support the differentiation of intelligence across the range of ability, with WAIS-III results more supportive of the differentiation theory. (SLD)

Do the Modern Neurosciences Call for a New Model of Organizational Cognition?

NASA Astrophysics Data System (ADS)

Seni, Dan Alexander

2012-10-01

Our purpose in this paper is to try to make a significant contribution to the analysis of cognitive capabilities of the organization of active social systems such as the business enterprise by re-examining the concepts of organizational intelligence, organizational memory and organizational learning in light of the findings of modern neuroscience. In fact, in this paper we propose that neuroscience shows that sociocognitivity is for real. In other words, cognition, in the broad sense, is not exclusive to living organisms: Certain kinds of social organizations (e.g. the enterprise) possess elementary cognitive capabilities by virtue of their structure and their functions. The classical theory of organizational cognition is the theory of Artificial Intelligence. We submit that this approach has proven to be false and barren, and that a materialist emergentist neuroscientific approach, in the tradition of Mario Bunge (2003, 2006), leads to a far more fruitful viewpoint, both for theory development and for eventual factual verification. Our proposals for sociocognitivity are based on findings in three areas of modern neuroscience and biopsychology: (1) The theory of intelligence and of intelligent systems; (2) The neurological theory of memory as distributed, hierarchical neuronal systems; (3) The theory of cognitive action in general and of learning in particular. We submit that findings in every one of these areas are applicable to the social organization.

Children's Naive Theories of Intelligence Influence Their Metacognitive Judgments

ERIC Educational Resources Information Center

Miele, David B.; Son, Lisa K.; Metcalfe, Janet

2013-01-01

Recent studies have shown that the metacognitive judgments adults infer from their experiences of encoding effort vary in accordance with their naive theories of intelligence. To determine whether this finding extends to elementary schoolchildren, a study was conducted in which 27 third graders (M[subscript age] = 8.27) and 24 fifth graders…

Toward a Qualitative Analysis of Standardized Tests Using an Information Processing Model.

ERIC Educational Resources Information Center

Armour-Thomas, Eleanor

The use of standardized tests and test data to detect and address differences in cognitive styles is advocated here. To this end, the paper describes the componential theory of intelligence addressed by Sternberg et. al. This theory defines the components of intelligence by function and level of generality, including: (1) metacomponents: higher…

Using the Theory of Successful Intelligence as a Basis for Augmenting AP Exams in Psychology and Statistics

ERIC Educational Resources Information Center

Stemler, Steven E.; Grigorenko, Elena L.; Jarvin, Linda; Sternberg, Robert J.

2006-01-01

Sternberg's theory of successful intelligence was used to create augmented exams in Advanced Placement Psychology and Statistics. Participants included 1895 high school students from 19 states and 56 schools throughout the U.S. The psychometric results support the validity of creating examinations that assess memory, analytical, creative, and…

Using the Theory of Successful Intelligence as a Framework for Developing Assessments in AP Physics

ERIC Educational Resources Information Center

Stemler, Steven E.; Sternberg, Robert J.; Grigorenko, Elena L.; Jarvin, Linda; Sharpes, Kirsten

2009-01-01

A new test of Advanced Placement Physics, explicitly designed to balance both content and cognitive-processing skills, was developed using Sternberg's theory of successful intelligence. The test was administered to 281 AP Physics students from 10 schools during the 2006-2007 school year. Six empirically distinguishable profiles of strengths and…

Teaching Evolution at A-Level: Is "Intelligent Design" a Scientific Theory That Merits Inclusion in the Biology Syllabus?

ERIC Educational Resources Information Center

Freeland, Peter

2013-01-01

Charles Darwin supposed that evolution involved a process of gradual change, generated randomly, with the selection and retention over many generations of survival-promoting features. Some theists have never accepted this idea. "Intelligent design" is a relatively recent theory, supposedly based on scientific evidence, which attempts to…

Drawing as Driver of Creativity: Nurturing an Intelligence of Seeing in Art Students

ERIC Educational Resources Information Center

Riley, Howard

2017-01-01

The article reasserts the primacy of drawing as a driver of creativity within art schools. It reviews specific aspects of visual perception theory and visual communication theory relevant to a pedagogical strategy as a means of nurturing an "intelligence of seeing" in art students. The domain of drawing is theorised as a…

Emotional Intelligence: Directing a Child's Emotional Education.

ERIC Educational Resources Information Center

Richburg, Melanie; Fletcher, Teresa

2002-01-01

Describes the domains of emotional intelligence and proposes that there may be a significant relationship between emotional intelligence and life success. Provides examples of knowing one's emotions, managing emotions, motivating oneself, recognizing emotions in others, and handling relationships. Applies the theory to the case conceptualization…

Current Issues in Research on Intelligence. ERIC/AE Digest.

ERIC Educational Resources Information Center

Yekovich, Frank R.

Intelligence has been defined and studied under a number of different rubrics. Three individuals serve as a representative sample of the educational and psychological researchers associated with cognitive psychology who have made significant contributions to current understandings of intelligence. Robert Sternberg's theory contains subcategories…

Spatial-Temporal Intelligence: Original Thinking Processes of Gifted Inventors.

ERIC Educational Resources Information Center

Cooper, Eileen E.

2000-01-01

This psychological phenomenological research analyzed cognition of 7 adult inventors and proposes a theory of original, creative thinking. Spatial intelligence is reviewed. Results provide 7 findings, including cognitive, motivational, affective, and psychokinesthetic factors. Spatial-temporal intelligence is theorized as an abstract model of…

Role of theory of mind and executive function in explaining social intelligence: a structural equation modeling approach.

PubMed

Yeh, Zai-Ting

2013-01-01

Social intelligence is the ability to understand others and the social context effectively and thus to interact with people successfully. Research has suggested that the theory of mind (ToM) and executive function may play important roles in explaining social intelligence. The specific aim of the present study was to test with structural equation modeling (SEM) the hypothesis that performance on ToM tasks is more associated with social intelligence in the elderly than is performance on executive functions. One hundred and seventy-seven participants (age 56-96) completed ToM, executive function, and other basic cognition tasks, and were rated with social intelligence scales. The SEM results showed that ToM and executive function were strongly correlated (0.54); however, only the path coefficient from ToM to social intelligence, and not from executive function, was significant (0.37). ToM performance, but not executive function, was strongly correlated with social intelligence among elderly individuals. ToM and executive function might play different roles in social behavior during normal aging; however, based on the present results, it is possible that ToM might play an important role in social intelligence.

Representation of Students in Solving Simultaneous Linear Equation Problems Based on Multiple Intelligence

NASA Astrophysics Data System (ADS)

Yanti, Y. R.; Amin, S. M.; Sulaiman, R.

2018-01-01

This study described representation of students who have musical, logical-mathematic and naturalist intelligence in solving a problem. Subjects were selected on the basis of multiple intelligence tests (TPM) consists of 108 statements, with 102 statements adopted from Chislet and Chapman and 6 statements equal to eksistensial intelligences. Data were analyzed based on problem-solving tests (TPM) and interviewing. See the validity of the data then problem-solving tests (TPM) and interviewing is given twice with an analyzed using the representation indikator and the problem solving step. The results showed that: the stage of presenting information known, stage of devising a plan, and stage of carrying out the plan those three subjects were using same form of representation. While he stage of presenting information asked and stage of looking back, subject of logical-mathematic was using different forms of representation with subjects of musical and naturalist intelligence. From this research is expected to provide input to the teacher in determining the learning strategy that will be used by considering the representation of students with the basis of multiple intelligences.

IPB: Predicting an Unpredictable Enemy Why We do it? Why the S2 can’t do it? What the Staff Should

DTIC Science & Technology

2007-03-01

CIA from his work The Psychology of Intelligence Analysis; and Abraham Maslow , the renowned psychologist from his work A Theory of Human Motivation...39 Abraham Maslow . 1943. “A Theory of Human Motivation” Psychological Review, 50, 370-396. 40 Department of the Army...Marsella, Nicholas R. 1994. The Roll of the G2 Planner. MIPB: Military Intelligence Professional Journal, 28. Maslow , Abraham . 1943. “A Theory of

Intelligent control based on fuzzy logic and neural net theory

NASA Technical Reports Server (NTRS)

Lee, Chuen-Chien

1991-01-01

In the conception and design of intelligent systems, one promising direction involves the use of fuzzy logic and neural network theory to enhance such systems' capability to learn from experience and adapt to changes in an environment of uncertainty and imprecision. Here, an intelligent control scheme is explored by integrating these multidisciplinary techniques. A self-learning system is proposed as an intelligent controller for dynamical processes, employing a control policy which evolves and improves automatically. One key component of the intelligent system is a fuzzy logic-based system which emulates human decision making behavior. It is shown that the system can solve a fairly difficult control learning problem. Simulation results demonstrate that improved learning performance can be achieved in relation to previously described systems employing bang-bang control. The proposed system is relatively insensitive to variations in the parameters of the system environment.

A computer architecture for intelligent machines

NASA Technical Reports Server (NTRS)

Lefebvre, D. R.; Saridis, G. N.

1991-01-01

The Theory of Intelligent Machines proposes a hierarchical organization for the functions of an autonomous robot based on the Principle of Increasing Precision With Decreasing Intelligence. An analytic formulation of this theory using information-theoretic measures of uncertainty for each level of the intelligent machine has been developed in recent years. A computer architecture that implements the lower two levels of the intelligent machine is presented. The architecture supports an event-driven programming paradigm that is independent of the underlying computer architecture and operating system. Details of Execution Level controllers for motion and vision systems are addressed, as well as the Petri net transducer software used to implement Coordination Level functions. Extensions to UNIX and VxWorks operating systems which enable the development of a heterogeneous, distributed application are described. A case study illustrates how this computer architecture integrates real-time and higher-level control of manipulator and vision systems.

A study on different forms of intelligence in Indian school-going children

PubMed Central

Singh, Yashpal; Makharia, Archita; Sharma, Abhilasha; Agrawal, Kruti; Varma, Gowtham; Yadav, Tarun

2017-01-01

Introduction: Most definitions of intelligence focus on capabilities that are relevant to scholastic performances. However, there are seven forms of intelligences. There is a lack of data on multiple intelligences in Indian children. Hence, this study was conducted to assess different forms of intelligences in students and compared these diverse intelligences with intelligence quotient (IQ) scores. Materials and Methods: In this cross-sectional observational study, we recruited 1065 school children between the age of 12 and 16 years from two government and 13 private schools in five towns, six cities, and two villages across India. All the children were administered multiple intelligences questionnaire by Armstrong, consisting of thirty true/false types of questions to assess the intelligences of a child in seven domains including linguistic skills, logical/mathematical abilities, musical skills, spatial intelligence, bodily-kinesthetic skills, intrapersonal intelligence, and interpersonal intelligence. IQ scores were assessed by Ravens Standard Progressive Matrices. Results: We found that different students possessed different forms of intelligences and most students had more than one forms of intelligence. Of seven forms of intelligence, only three forms of intelligence such as logical/mathematical, musical, and spatial were positively correlated with the IQ score. Conclusions: Even in the children with low IQ, many students had other forms of intelligences. The IQ scores correlated with only logical/mathematical, spatial, and musical intelligence. Hence, tapping the intelligences of students can help enhance their learning process. Our curriculum should have an amalgamation of teaching for all kinds of intelligences for maximum productivity. PMID:29456325

Matching purpose with practice: revolutionising nurse education with mita.

PubMed

Denny, Margaret; Weber, Ellen F; Wells, John; Stokes, Olga Redmond; Lane, Paula; Denieffe, Suzanne

2008-01-01

Multiple intelligences have only recently entered the teaching dialogue in nurse education and research. It is argued that despite the rhetoric of a student centred approach nurse education remains wedded to conventional teaching approaches that fail to engage with the individual and unwittingly silence the student's voice. This paper will examine the concept of multiple intelligences (MI) and outline Gardner's contention that the brain functions using eight intelligences which can be employed to improve learning at an individual level. It will then outline the use of MI using a five phase model, developed by Weber, known as a multiple intelligence teaching approach (MITA). It is contended that MITA has great potential in nurse education, particularly in terms of reinforcing learning beyond the educational domain and into the individual's professional development and clinical practice.

Toward a Theory of Representation Design

DTIC Science & Technology

1989-05-01

understanding. This report describes research done at the Artificial Inteligence Laboratory of the Massachusetts Institute of Technology. Support for this...AD-A210 885 Technical Report 1128 Toward a Theory of Representation Design Jeffrey Van Baale MIT Artificial Intelligence Laboratory DTIC ELECTE A... Artificial Intelligence Laboratory 545 Technology Square Cambridge, MA 02139 11. CONTROLLING OFFICE NAME AND ADDRESS 11. REPORT DATE Advanced Research

Introduction to Fuzzy Set Theory

NASA Technical Reports Server (NTRS)

Kosko, Bart

1990-01-01

An introduction to fuzzy set theory is described. Topics covered include: neural networks and fuzzy systems; the dynamical systems approach to machine intelligence; intelligent behavior as adaptive model-free estimation; fuzziness versus probability; fuzzy sets; the entropy-subsethood theorem; adaptive fuzzy systems for backing up a truck-and-trailer; product-space clustering with differential competitive learning; and adaptive fuzzy system for target tracking.

Using Collective Intelligence to Route Internet Traffic

NASA Technical Reports Server (NTRS)

Wolpert, David H.; Tumer, Kagan; Frank, Jeremy

1998-01-01

A Collective Intelligence (COIN) is a community of interacting reinforcement learning (RL) algorithms designed so that their collective behavior maximizes a global utility function. We introduce the theory of COINs, then present experiments using that theory to design COINs to control internet traffic routing. These experiments indicate that COINs outperform previous RL-based systems for such routing that have previously been investigated.

Implicit Theories of Writing and Their Impact on Students' Response to a SRSD Intervention

ERIC Educational Resources Information Center

Limpo, Teresa; Alves, Rui A.

2014-01-01

Background: In the field of intelligence research, it has been shown that some people conceive intelligence as a fixed trait that cannot be changed (entity beliefs), whereas others conceive it as a malleable trait that can be developed (incremental beliefs). What about writing? Do people hold similar implicit theories about the nature of their…

Multigroup Confirmatory Factor Analysis of U.S. and Italian Children's Performance on the PASS Theory of Intelligence as Measured by the Cognitive Assessment System

ERIC Educational Resources Information Center

Naglieri, Jack A.; Taddei, Stefano; Williams, Kevin M.

2013-01-01

This study examined Italian and U.S. children's performance on the English and Italian versions, respectively, of the Cognitive Assessment System (CAS; Naglieri & Conway, 2009; Naglieri & Das, 1997), a test based on a neurocognitive theory of intelligence entitled PASS (Planning, Attention, Simultaneous, and Successive; Naglieri & Das,…

WAIS-III IQs, Horn's Theory, and Generational Changes from Young Adulthood to Old Age.

ERIC Educational Resources Information Center

Kaufman, Alan S.

2001-01-01

Examined age changes in intellectual ability in the range from 16 to 89 years through 2 studies that involved IQs on the Wechsler Adult Intelligence Scale III (WAIS-III). Results are interpreted in the context of the fluid-crystallized intelligence theory of J. Horn. Studies used WAIS-III standardization data for 2,450 adults and longitudinal data…

Testing the Theory of Successful Intelligence in Teaching Grade 4 Language Arts, Mathematics, and Science

ERIC Educational Resources Information Center

Sternberg, Robert J.; Jarvin, Linda; Birney, Damian P.; Naples, Adam; Stemler, Steven E.; Newman, Tina; Otterbach, Renate; Parish, Carolyn; Randi, Judy; Grigorenko, Elena L.

2014-01-01

This study addressed whether prior successes with educational interventions grounded in the theory of successful intelligence could be replicated on a larger scale as the primary basis for instruction in language arts, mathematics, and science. A total of 7,702 4th-grade students in the United States, drawn from 223 elementary school classrooms in…

Analysis of cognitive theories in artificial intelligence and psychology in relation to the qualitative process of emotion

DOE Office of Scientific and Technical Information (OSTI.GOV)

Semrau, P.

The purpose of this study was to analyze selected cognitive theories in the areas of artificial intelligence (A.I.) and psychology to determine the role of emotions in the cognitive or intellectual processes. Understanding the relationship of emotions to processes of intelligence has implications for constructing theories of aesthetic response and A.I. systems in art. Psychological theories were examined that demonstrated the changing nature of the research in emotion related to cognition. The basic techniques in A.I. were reviewed and the A.I. research was analyzed to determine the process of cognition and the role of emotion. The A.I. research emphasized themore » digital, quantifiable character of the computer and associated cognitive models and programs. In conclusion, the cognitive-emotive research in psychology and the cognitive research in A.I. emphasized quantification methods over analog and qualitative characteristics required for a holistic explanation of cognition. Further A.I. research needs to examine the qualitative aspects of values, attitudes, and beliefs on influencing the creative thinking processes. Inclusion of research related to qualitative problem solving in art provides a more comprehensive base of study for examining the area of intelligence in computers.« less

Five Reasons to Put the "g" Back into Giftedness: An Argument for Applying the Cattell-Horn-Carroll Theory of Intelligence to Gifted Education Research and Practice

ERIC Educational Resources Information Center

Warne, Russell T.

2016-01-01

Human intelligence (also called general intelligence, "g," or Spearman's "g") is a highly useful psychological construct. Yet, since the middle of the 20th century, gifted education researchers have been reluctant to discuss human intelligence. The purpose of this article is to persuade gifted education researchers and…

Intelligent virtual reality in the setting of fuzzy sets

NASA Technical Reports Server (NTRS)

Dockery, John; Littman, David

1992-01-01

The authors have previously introduced the concept of virtual reality worlds governed by artificial intelligence. Creation of an intelligent virtual reality was further proposed as a universal interface for the handicapped. This paper extends consideration of intelligent virtual realty to a context in which fuzzy set principles are explored as a major tool for implementing theory in the domain of applications to the disabled.

An application of artificial intelligence theory to reconfigurable flight control

NASA Technical Reports Server (NTRS)

Handelman, David A.

1987-01-01

Artificial intelligence techniques were used along with statistical hpyothesis testing and modern control theory, to help the pilot cope with the issues of information, knowledge, and capability in the event of a failure. An intelligent flight control system is being developed which utilizes knowledge of cause and effect relationships between all aircraft components. It will screen the information available to the pilots, supplement his knowledge, and most importantly, utilize the remaining flight capability of the aircraft following a failure. The list of failure types the control system will accommodate includes sensor failures, actuator failures, and structural failures.

Black-box Brain Experiments, Causal Mathematical Logic, and the Thermodynamics of Intelligence

NASA Astrophysics Data System (ADS)

Pissanetzky, Sergio; Lanzalaco, Felix

2013-12-01

Awareness of the possible existence of a yet-unknown principle of Physics that explains cognition and intelligence does exist in several projects of emulation, simulation, and replication of the human brain currently under way. Brain simulation projects define their success partly in terms of the emergence of non-explicitly programmed biophysical signals such as self-oscillation and spreading cortical waves. We propose that a recently discovered theory of Physics known as Causal Mathematical Logic (CML) that links intelligence with causality and entropy and explains intelligent behavior from first principles, is the missing link. We further propose the theory as a roadway to understanding more complex biophysical signals, and to explain the set of intelligence principles. The new theory applies to information considered as an entity by itself. The theory proposes that any device that processes information and exhibits intelligence must satisfy certain theoretical conditions irrespective of the substrate where it is being processed. The substrate can be the human brain, a part of it, a worm's brain, a motor protein that self-locomotes in response to its environment, a computer. Here, we propose to extend the causal theory to systems in Neuroscience, because of its ability to model complex systems without heuristic approximations, and to predict emerging signals of intelligence directly from the models. The theory predicts the existence of a large number of observables (or "signals"), all of which emerge and can be directly and mathematically calculated from non-explicitly programmed detailed causal models. This approach is aiming for a universal and predictive language for Neuroscience and AGI based on causality and entropy, detailed enough to describe the finest structures and signals of the brain, yet general enough to accommodate the versatility and wholeness of intelligence. Experiments are focused on a black-box as one of the devices described above of which both the input and the output are precisely known, but not the internal implementation. The same input is separately supplied to a causal virtual machine, and the calculated output is compared with the measured output. The virtual machine, described in a previous paper, is a computer implementation of CML, fixed for all experiments and unrelated to the device in the black box. If the two outputs are equivalent, then the experiment has quantitatively succeeded and conclusions can be drawn regarding details of the internal implementation of the device. Several small black-box experiments were successfully performed and demonstrated the emergence of non-explicitly programmed cognitive function in each case

Using Multiple Intelligences to Bridge the Educational Poverty Gap

ERIC Educational Resources Information Center

Goebel, Kym

2009-01-01

Students living in poverty have needs that are not being addressed in traditional classrooms. Students from "generational poverty" process information differently (Payne 1996). Information is processed based on their living conditions and upbringing. Differentiating instruction using Howard Gardener's Multiple Intelligence theory…

Intelligence and Complexity of the Averaged Evoked Potential: An Attentional Theory.

ERIC Educational Resources Information Center

Bates, Tim; And Others

1995-01-01

A study measuring average evoked potentials in 21 college students finds that intelligence test scores correlate significantly with the difference between string length in attended and nonattended conditions, a finding that suggests that previous inconsistencies in reporting string length-intelligence correlations may have resulted from confound…

Why Liberals and Atheists Are More Intelligent

ERIC Educational Resources Information Center

Kanazawa, Satoshi

2010-01-01

The origin of values and preferences is an unresolved theoretical question in behavioral and social sciences. The Savanna-IQ Interaction Hypothesis, derived from the Savanna Principle and a theory of the evolution of general intelligence, suggests that more intelligent individuals may be more likely to acquire and espouse evolutionarily novel…

Intelligence and Creativity Are Pretty Similar After All

ERIC Educational Resources Information Center

Silvia, Paul J.

2015-01-01

This article reviews the history of thought on how intelligence and creativity, two individual differences important to teaching and learning, are connected. For decades, intelligence and creativity have been seen as essentially unrelated abilities. Recently, however, new theories, assessment methods, and statistical tools have caused a shift in…

Emotional Intelligence in Intensive Clinical Experiences for Nursing Students

ERIC Educational Resources Information Center

Zoromski, Lorraine M.

2017-01-01

This study looked for associations between measures of emotional intelligence in an intensive clinical experience for nursing students in their final semester of an associate's degree program. The theory of emotional labor was used to make connections between nursing clinical experience and emotional intelligence. Twenty nursing students from a…

Intelligence and Cultural Environment, Methuen's Manuals of Modern Psychology Series.

ERIC Educational Resources Information Center

Vernon, Philip E.

This book describes recent psychological theories on the nature of intelligence and the influence of environmental factors, and argues that culture and child rearing practices affect the development of abilities (linguistic, sensory motor and perceptual). Studies of intelligence, achievement, and environment in England are discussed, along with…

Ability Structure in 10-11 Year-Old Children and the Theory of Fluid and Crystallized Intelligence

ERIC Educational Resources Information Center

Undheim, Johan Olav

1976-01-01

Using a simple structure factor analysis of test data of 144 fourth grade children in Norway, second order factors interpreted to represent Broad Visualization, Speediness, Fluid, and Crystallized intelligence intercorrelated substantially, the correlation between Fluid and Crystallized intelligence being the highest. (Author/BW)

Fluid Intelligence Predicts Novel Rule Implementation in a Distributed Frontoparietal Control Network.

PubMed

Tschentscher, Nadja; Mitchell, Daniel; Duncan, John

2017-05-03

Fluid intelligence has been associated with a distributed cognitive control or multiple-demand (MD) network, comprising regions of lateral frontal, insular, dorsomedial frontal, and parietal cortex. Human fluid intelligence is also intimately linked to task complexity, and the process of solving complex problems in a sequence of simpler, more focused parts. Here, a complex target detection task included multiple independent rules, applied one at a time in successive task epochs. Although only one rule was applied at a time, increasing task complexity (i.e., the number of rules) impaired performance in participants of lower fluid intelligence. Accompanying this loss of performance was reduced response to rule-critical events across the distributed MD network. The results link fluid intelligence and MD function to a process of attentional focus on the successive parts of complex behavior. SIGNIFICANCE STATEMENT Fluid intelligence is intimately linked to the ability to structure complex problems in a sequence of simpler, more focused parts. We examine the basis for this link in the functions of a distributed frontoparietal or multiple-demand (MD) network. With increased task complexity, participants of lower fluid intelligence showed reduced responses to task-critical events. Reduced responses in the MD system were accompanied by impaired behavioral performance. Low fluid intelligence is linked to poor foregrounding of task-critical information across a distributed MD system. Copyright © 2017 Tschentscher et al.

COGNITRON THEORY,

DTIC Science & Technology

ARTIFICIAL INTELLIGENCE , THEORY), NERVE CELLS, SIMULATION, SENSE ORGANS, SENSES(PHYSIOLOGY), CONDITIONED RESPONSE, MATRICES(MATHEMATICS), MAPPING (TRANSFORMATIONS), MATHEMATICAL MODELS, FEEDBACK, BIONICS

The application of multiple intelligence approach to the learning of human circulatory system

NASA Astrophysics Data System (ADS)

Kumalasari, Lita; Yusuf Hilmi, A.; Priyandoko, Didik

2017-11-01

The purpose of this study is to offer an alternative teaching approach or strategies which able to accommodate students’ different ability, intelligence and learning style. Also can gives a new idea for the teacher as a facilitator for exploring how to teach the student in creative ways and more student-center activities, for a lesson such as circulatory system. This study was carried out at one private school in Bandung involved eight students to see their responses toward the lesson that delivered by using Multiple Intelligence approach which is include Linguistic, Logical-Mathematical, Visual-Spatial, Musical, Bodily-Kinesthetic, Interpersonal, Intrapersonal, and Naturalistic. Students were test by using MI test based on Howard Gardner’s MI model to see their dominant intelligence. The result showed the percentage of top three ranks of intelligence are Bodily-Kinesthetic (73%), Visual-Spatial (68%), and Logical-Mathematical (61%). The learning process is given by using some different multimedia and activities to engaged their learning style and intelligence such as mini experiment, short clip, and questions. Student response is given by using self-assessment and the result is all students said the lesson gives them a knowledge and skills that useful for their life, they are clear with the explanation given, they didn’t find difficulties to understand the lesson and can complete the assignment given. At the end of the study, it is reveal that the students who are learned by Multiple Intelligence instructional approach have more enhance to the lesson given. It’s also found out that the students participated in the learning process which Multiple Intelligence approach was applied enjoyed the activities and have great fun.

Predicting Speech Intelligibility with A Multiple Speech Subsystems Approach in Children with Cerebral Palsy

PubMed Central

Lee, Jimin; Hustad, Katherine C.; Weismer, Gary

2014-01-01

Purpose Speech acoustic characteristics of children with cerebral palsy (CP) were examined with a multiple speech subsystem approach; speech intelligibility was evaluated using a prediction model in which acoustic measures were selected to represent three speech subsystems. Method Nine acoustic variables reflecting different subsystems, and speech intelligibility, were measured in 22 children with CP. These children included 13 with a clinical diagnosis of dysarthria (SMI), and nine judged to be free of dysarthria (NSMI). Data from children with CP were compared to data from age-matched typically developing children (TD). Results Multiple acoustic variables reflecting the articulatory subsystem were different in the SMI group, compared to the NSMI and TD groups. A significant speech intelligibility prediction model was obtained with all variables entered into the model (Adjusted R-squared = .801). The articulatory subsystem showed the most substantial independent contribution (58%) to speech intelligibility. Incremental R-squared analyses revealed that any single variable explained less than 9% of speech intelligibility variability. Conclusions Children in the SMI group have articulatory subsystem problems as indexed by acoustic measures. As in the adult literature, the articulatory subsystem makes the primary contribution to speech intelligibility variance in dysarthria, with minimal or no contribution from other systems. PMID:24824584

Predicting speech intelligibility with a multiple speech subsystems approach in children with cerebral palsy.

PubMed

Lee, Jimin; Hustad, Katherine C; Weismer, Gary

2014-10-01

Speech acoustic characteristics of children with cerebral palsy (CP) were examined with a multiple speech subsystems approach; speech intelligibility was evaluated using a prediction model in which acoustic measures were selected to represent three speech subsystems. Nine acoustic variables reflecting different subsystems, and speech intelligibility, were measured in 22 children with CP. These children included 13 with a clinical diagnosis of dysarthria (speech motor impairment [SMI] group) and 9 judged to be free of dysarthria (no SMI [NSMI] group). Data from children with CP were compared to data from age-matched typically developing children. Multiple acoustic variables reflecting the articulatory subsystem were different in the SMI group, compared to the NSMI and typically developing groups. A significant speech intelligibility prediction model was obtained with all variables entered into the model (adjusted R2 = .801). The articulatory subsystem showed the most substantial independent contribution (58%) to speech intelligibility. Incremental R2 analyses revealed that any single variable explained less than 9% of speech intelligibility variability. Children in the SMI group had articulatory subsystem problems as indexed by acoustic measures. As in the adult literature, the articulatory subsystem makes the primary contribution to speech intelligibility variance in dysarthria, with minimal or no contribution from other systems.

Mothers' Daily Person and Process Praise: Implications for Children's Theory of Intelligence and Motivation: Brief Report

ERIC Educational Resources Information Center

Pomerantz, Eva M.; Kempner, Sara G.

2013-01-01

This research examined if mothers' day-to-day praise of children's success in school plays a role in children's theory of intelligence and motivation. Participants were 120 children (mean age = 10.23 years) and their mothers who took part in a 2-wave study spanning 6 months. During the first wave, mothers completed a 10-day daily interview in…

Effects of Using Word Problem Malleability Primes on Students' Preference for Challenging Problems and Math Performance

ERIC Educational Resources Information Center

Calisto, George W.

2013-01-01

This study sought to integrate Dweck and Leggett's (1988) self-theories of intelligence model (i.e., the view that intelligence is either fixed and unalterable or changeable through hard work and effort) with Elliot and Dweck's (1988) achievement goal theory, which explains why some people are oriented towards learning and others toward…

Using Game Theory Techniques and Concepts to Develop Proprietary Models for Use in Intelligent Games

ERIC Educational Resources Information Center

Christopher, Timothy Van

2011-01-01

This work is about analyzing games as models of systems. The goal is to understand the techniques that have been used by game designers in the past, and to compare them to the study of mathematical game theory. Through the study of a system or concept a model often emerges that can effectively educate students about making intelligent decisions…

An evolutionary model of bounded rationality and intelligence.

PubMed

Brennan, Thomas J; Lo, Andrew W

2012-01-01

Most economic theories are based on the premise that individuals maximize their own self-interest and correctly incorporate the structure of their environment into all decisions, thanks to human intelligence. The influence of this paradigm goes far beyond academia-it underlies current macroeconomic and monetary policies, and is also an integral part of existing financial regulations. However, there is mounting empirical and experimental evidence, including the recent financial crisis, suggesting that humans do not always behave rationally, but often make seemingly random and suboptimal decisions. Here we propose to reconcile these contradictory perspectives by developing a simple binary-choice model that takes evolutionary consequences of decisions into account as well as the role of intelligence, which we define as any ability of an individual to increase its genetic success. If no intelligence is present, our model produces results consistent with prior literature and shows that risks that are independent across individuals in a generation generally lead to risk-neutral behaviors, but that risks that are correlated across a generation can lead to behaviors such as risk aversion, loss aversion, probability matching, and randomization. When intelligence is present the nature of risk also matters, and we show that even when risks are independent, either risk-neutral behavior or probability matching will occur depending upon the cost of intelligence in terms of reproductive success. In the case of correlated risks, we derive an implicit formula that shows how intelligence can emerge via selection, why it may be bounded, and how such bounds typically imply the coexistence of multiple levels and types of intelligence as a reflection of varying environmental conditions. Rational economic behavior in which individuals maximize their own self interest is only one of many possible types of behavior that arise from natural selection. The key to understanding which types of behavior are more likely to survive is how behavior affects reproductive success in a given population's environment. From this perspective, intelligence is naturally defined as behavior that increases the probability of reproductive success, and bounds on rationality are determined by physiological and environmental constraints.

An Evolutionary Model of Bounded Rationality and Intelligence

PubMed Central

Brennan, Thomas J.; Lo, Andrew W.

2012-01-01

Background Most economic theories are based on the premise that individuals maximize their own self-interest and correctly incorporate the structure of their environment into all decisions, thanks to human intelligence. The influence of this paradigm goes far beyond academia–it underlies current macroeconomic and monetary policies, and is also an integral part of existing financial regulations. However, there is mounting empirical and experimental evidence, including the recent financial crisis, suggesting that humans do not always behave rationally, but often make seemingly random and suboptimal decisions. Methods and Findings Here we propose to reconcile these contradictory perspectives by developing a simple binary-choice model that takes evolutionary consequences of decisions into account as well as the role of intelligence, which we define as any ability of an individual to increase its genetic success. If no intelligence is present, our model produces results consistent with prior literature and shows that risks that are independent across individuals in a generation generally lead to risk-neutral behaviors, but that risks that are correlated across a generation can lead to behaviors such as risk aversion, loss aversion, probability matching, and randomization. When intelligence is present the nature of risk also matters, and we show that even when risks are independent, either risk-neutral behavior or probability matching will occur depending upon the cost of intelligence in terms of reproductive success. In the case of correlated risks, we derive an implicit formula that shows how intelligence can emerge via selection, why it may be bounded, and how such bounds typically imply the coexistence of multiple levels and types of intelligence as a reflection of varying environmental conditions. Conclusions Rational economic behavior in which individuals maximize their own self interest is only one of many possible types of behavior that arise from natural selection. The key to understanding which types of behavior are more likely to survive is how behavior affects reproductive success in a given population’s environment. From this perspective, intelligence is naturally defined as behavior that increases the probability of reproductive success, and bounds on rationality are determined by physiological and environmental constraints. PMID:23185602

The use of artificially intelligent agents with bounded rationality in the study of economic markets

DOE Office of Scientific and Technical Information (OSTI.GOV)

Rajan, V.; Slagle, J.R.

The concepts of {open_quote}knowledge{close_quote} and {open_quote}rationality{close_quote} are of central importance to fields of science that are interested in human behavior and learning, such as artificial intelligence, economics, and psychology. The similarity between artificial intelligence and economics - both are concerned with intelligent thought, rational behavior, and the use and acquisition of knowledge - has led to the use of economic models as a paradigm for solving problems in distributed artificial intelligence (DAI) and multi agent systems (MAS). What we propose is the opposite; the use of artificial intelligence in the study of economic markets. Over the centuries various theories ofmore » market behavior have been advanced. The prevailing theory holds that an asset`s current price converges to the risk adjusted value of the rationally expected dividend stream. While this rational expectations model holds in equilibrium or near-equilibrium conditions, it does not sufficiently explain conditions of market disequilibrium. An example of market disequilibrium is the phenomenon of a speculative bubble. We present an example of using artificially intelligent agents with bounded rationality in the study of speculative bubbles.« less

Application of decentralized cooperative problem solving in dynamic flexible scheduling

NASA Astrophysics Data System (ADS)

Guan, Zai-Lin; Lei, Ming; Wu, Bo; Wu, Ya; Yang, Shuzi

1995-08-01

The object of this study is to discuss an intelligent solution to the problem of task-allocation in shop floor scheduling. For this purpose, the technique of distributed artificial intelligence (DAI) is applied. Intelligent agents (IAs) are used to realize decentralized cooperation, and negotiation is realized by using message passing based on the contract net model. Multiple agents, such as manager agents, workcell agents, and workstation agents, make game-like decisions based on multiple criteria evaluations. This procedure of decentralized cooperative problem solving makes local scheduling possible. And by integrating such multiple local schedules, dynamic flexible scheduling for the whole shop floor production can be realized.

Videogames: Multisensory Incentives Boosting Multiple Intelligences in Primary Education

ERIC Educational Resources Information Center

del Moral-Pérez, Mª Esther; Fernández-García, Laura Carlota; Guzmán-Duque, Alba Patricia

2015-01-01

Introduction: Our research focused on studying the extent to which the planned, systematic use of educational videogames can result in the generation of learning contexts conducive to developing Multiple Intelligences (MIs) amongst schoolchildren. Methodology: A twofold methodological approach was adopted: a) qualitative: previous assessment and…

Teaching for Intelligence I: A Collection of Articles.

ERIC Educational Resources Information Center

Presseisen, Barbara Z., Ed.

This collection of articles offers theories and thoughts presented at the 1998 Teaching for Intelligence Conference. They highlight a wide and diverse range of views on pedagogy, achievement, and the state of education. Section 1, "The Need for Intelligence in Schooling," includes "On the Habit of Informed Skepticism" (Theodore R. Sizer);…

Using Intelligent Tutoring Design Principles To Integrate Cognitive Theory into Computer-Based Instruction.

ERIC Educational Resources Information Center

Orey, Michael A.; Nelson, Wayne A.

Arguing that the evolution of intelligent tutoring systems better reflects the recent theoretical developments of cognitive science than traditional computer-based instruction (CBI), this paper describes a general model for an intelligent tutoring system and suggests ways to improve CBI using design principles derived from research in cognitive…

Increasing Awareness of Emotional Intelligence in a Business Curriculum

ERIC Educational Resources Information Center

Myers, Laura L.; Tucker, Mary L.

2005-01-01

Emotional intelligence (EI) is a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions. EI theory provides another venue for business communication faculty in presenting the importance of how students can…

The Mathematical Intelligence Seen through the Lens of the Montessori Theory of the Human Tendencies.

ERIC Educational Resources Information Center

Baker, Kay M.

1996-01-01

Contextualizes the mathematical intelligence as revealed in the human tendencies, as supported by the extended family, and facilitated by choice within a responsive environment. Reviews the function of Montessori materials, including mathematical materials, and emphasizes that the personal intelligences are integral to all activities simply…

Single-Word Intelligibility in Speakers with Repaired Cleft Palate

ERIC Educational Resources Information Center

Whitehill, Tara; Chau, Cynthia

2004-01-01

Many speakers with repaired cleft palate have reduced intelligibility, but there are limitations with current procedures for assessing intelligibility. The aim of this study was to construct a single-word intelligibility test for speakers with cleft palate. The test used a multiple-choice identification format, and was based on phonetic contrasts…

A Study of Multiple Intelligences, Foreign Language Success and Some Selected Variables

ERIC Educational Resources Information Center

Saricaoglu, Aysel; Arikan, Arda

2009-01-01

The aim of this study was to investigate the relationship between students' gender and intelligence types, the relationship between particular intelligence types and students' success in grammar, listening and writing in English as a foreign language and the relationship between parental education and students' types of intelligences. Preparatory…

Parents think their sons are brighter than their daughters: sex differences in parental self-estimations and estimations of their children's multiple intelligences.

PubMed

Furnham, Adrian; Reeves, Emma; Budhani, Salima

2002-03-01

In this study, 156 participants, predominantly White British adults (M age = 44.3 years) rated themselves on overall IQ and on H. Gardner's (1983) 7 intelligence subtypes. Parents (n = 120) also estimated the intelligence of their children. Men's self-estimates were significantly higher than women's (110.15 vs. 104.84). Participants thought their verbal, mathematical, and spatial intelligence scores were the best indicators of their own overall intelligence. Parents estimated that their sons had significantly higher IQs than their daughters (115.21 vs. 107.49). Self-estimates and estimates of children's multiple intelligences were higher for men and sons, significantly so for logical-mathematical and spatial intelligence. Parents rated 2nd-born daughters as having significantly higher verbal and musical intelligence than their male counterparts. Higher parental IQ self-estimates corresponded with higher IQ estimates for children. Results for 1st-born children were clearest and showed the most significant differences. The findings are interpreted in terms of sociocultural and familial influences and the possibility of actual sex differences in particular abilities.

From vulnerability to resilience: learning orientations buffer contingent self-esteem from failure.

PubMed

Niiya, Yu; Crocker, Jennifer; Bartmess, Elizabeth N

2004-12-01

An experiment examined the buffering effects of a learning orientation following failure in a domain of contingent self-worth. Participants' academic contingencies of self-worth (CSW) and priming with theories of intelligence interacted to affect vulnerability of self-esteem to failure. Participants who had high academic CSW and were primed with an entity theory of intelligence experienced lower self-esteem and higher negative affect following failure than following success on an academic test, but these effects were eliminated when participants with high academic CSW were primed with an incremental theory of intelligence. This study shows that endorsing a learning orientation is an effective way to minimize threat to self-esteem among students whose self-worth is highly contingent on academics and may allow them to persist in the face of challenges and to learn from failure.

Intelligence in the brain: a theory of how it works and how to build it.

PubMed

Werbos, Paul J

2009-04-01

This paper presents a theory of how general-purpose learning-based intelligence is achieved in the mammal brain, and how we can replicate it. It reviews four generations of ever more powerful general-purpose learning designs in Adaptive, Approximate Dynamic Programming (ADP), which includes reinforcement learning as a special case. It reviews empirical results which fit the theory, and suggests important new directions for research, within the scope of NSF's recent initiative on Cognitive Optimization and Prediction. The appendices suggest possible connections to the realms of human subjective experience, comparative cognitive neuroscience, and new challenges in electric power. The major challenge before us today in mathematical neural networks is to replicate the "mouse level", but the paper does contain a few thoughts about building, understanding and nourishing levels of general intelligence beyond the mouse.

Air traffic management as principled negotiation between intelligent agents

NASA Technical Reports Server (NTRS)

Wangermann, J. P.

1994-01-01

The major challenge facing the world's aircraft/airspace system (AAS) today is the need to provide increased capacity, while reducing delays, increasing the efficiency of flight operations, and improving safety. Technologies are emerging that should improve the performance of the system, but which could also introduce uncertainty, disputes, and inefficiency if not properly implemented. The aim of our research is to apply techniques from intelligent control theory and decision-making theory to define an Intelligent Aircraft/Airspace System (IAAS) for the year 2025. The IAAS would make effective use of the technical capabilities of all parts of the system to meet the demand for increased capacity with improved performance.

Multiple Intelligences in Action.

ERIC Educational Resources Information Center

Campbell, Bruce

1992-01-01

Describes the investigation of the effects of a four-step model program used with third through fifth grade students to implement Gardener's concepts of seven human intelligences--linguistic, logical/mathematical, visual/spatial, musical, kinesthetic, intrapersonal, and interpersonal intelligence--into daily learning. (BB)

Predicting Speech Intelligibility with a Multiple Speech Subsystems Approach in Children with Cerebral Palsy

ERIC Educational Resources Information Center

Lee, Jimin; Hustad, Katherine C.; Weismer, Gary

2014-01-01

Purpose: Speech acoustic characteristics of children with cerebral palsy (CP) were examined with a multiple speech subsystems approach; speech intelligibility was evaluated using a prediction model in which acoustic measures were selected to represent three speech subsystems. Method: Nine acoustic variables reflecting different subsystems, and…

The Relationship between Perceptual Learning Style Preferences and Multiple Intelligences among Iranian EFL Learners

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Shayeghi, Rose

2014-01-01

The purpose of the present study is to investigate the relationships between preferences of Multiple Intelligences and perceptual/social learning styles. Two self-report questionnaires were administered to a total of 207 male and female participants. Pearson correlation results revealed statistically significant positive relations between…

Self-Rated Estimates of Multiple Intelligences Based on Approaches to Learning

ERIC Educational Resources Information Center

Bowles, Terry

2008-01-01

To date questionnaires that measure Multiple Intelligences (MIs) have typically not been systematically developed, have poor psychometric properties, and relatively low reliability. The aim of this research was to define the factor structure, and reliability of nine talents which are the behavioural outcomes of MIs, using items representing…

Helping Children Learn Mathematics through Multiple Intelligences and Standards for School Mathematics.

ERIC Educational Resources Information Center

Adams, Thomasenia Lott

2001-01-01

Focuses on the National Council of Teachers of Mathematics 2000 process-oriented standards of problem solving, reasoning and proof, communication, connections, and representation as providing a framework for using the multiple intelligences that children bring to mathematics learning. Presents ideas for mathematics lessons and activities to…

Agent-Based Learning Environments as a Research Tool for Investigating Teaching and Learning.

ERIC Educational Resources Information Center

Baylor, Amy L.

2002-01-01

Discusses intelligent learning environments for computer-based learning, such as agent-based learning environments, and their advantages over human-based instruction. Considers the effects of multiple agents; agents and research design; the use of Multiple Intelligent Mentors Instructing Collaboratively (MIMIC) for instructional design for…

Using Multiple Intelligences To Improve Retention in Foreign Language Vocabulary Study.

ERIC Educational Resources Information Center

Anderson, Virginia B.

The report describes an experiment for increasing retention of foreign language vocabulary by using multiple intelligence approaches and memory enhancement tools. The targeted population was approximately 100 seventh- and eighth-grade Latin students. Student difficulty with vocabulary retention had been ascribed to the teacher's emphasis on…

What my parents make me believe in learning: the role of filial piety in Hong Kong students' motivation and academic achievement.

PubMed

Chen, Wei-Wen; Wong, Yi-Lee

2014-08-01

Chinese students are well-known for their academic excellence. However, studies that explore the underlying mechanism of how cultural factors relate to the motivational process and academic achievement of Chinese students have been limited. This study aimed to examine the role of filial piety in shaping Chinese students' theories of intelligence so as to obtain a clearer understanding of the process by which parent-child connectedness is linked to Chinese students' academic achievement. A sample of 312 university students in Hong Kong were assessed concerning their filial piety beliefs, theories of intelligence and academic achievement. Data were analysed using structural equation modelling. The results indicated that different filial piety beliefs relate to students' academic achievement by shaping different theories of intelligence. Reciprocal filial piety beliefs were found to facilitate an incremental view of intelligence, which in turn contributes to students' academic achievement. Authoritarian filial piety beliefs were shown to be associated with an entity view of intelligence, which consequently deteriorates students' academic achievement. Cultural views of motivational processes can shed light on how motivational beliefs are developed as a product of cultural or socialization processes, which, in turn, contribute to students' academic success. © 2013 International Union of Psychological Science.

Star Power: Providing for the Gifted & Talented. Module 3. Applications of Theories of Intelligence to the Gifted/Talented.

ERIC Educational Resources Information Center

Heinemann, Alison; Mallis, Jackie

The document presents Module 3, applications of theories of intelligence to the gifted/talented, of the Star Power modules developed for school personnel who have an interest in or a need to explore the area of gifted and talented education. It is explained in an introductory section that the modules can be used for independent study, for small…

Being smart or getting smarter: Implicit theory of intelligence moderates stereotype threat and stereotype lift effects.

PubMed

Froehlich, Laura; Martiny, Sarah E; Deaux, Kay; Goetz, Thomas; Mok, Sog Yee

2016-09-01

This research explores implicit theory of intelligence (TOI) as a moderator of stereotype activation effects on test performance for members of negatively stereotyped and of favourably stereotyped groups. In Germany, Turkish-origin migrants are stereotyped as low in verbal ability. We predicted that on a test diagnostic of verbal intelligence, endorsement of an entity TOI predicts stereotype threat effects for Turkish-origin students and stereotype lift effects for German students. This effect could account for some of the performance gap between immigrants and host society members after stereotype activation. Study 1 (N = 107) established structural equivalence of implicit theories across the ethnic groups. In two experimental studies (Study 2: N = 182, Study 3: N = 190), we tested the moderating effect of TOI in a 2 (stereotype activation: diagnostic vs. non-diagnostic test) × 2 (ethnicity: German vs. Turkish migration background) experimental design. The results showed that when the test was described as diagnostic of verbal intelligence, higher entity theory endorsement predicted stereotype threat effects for Turkish-origin students (Study 2 and Study 3) and stereotype lift effects for German students (Study 3). The results are discussed in terms of practical implications for educational settings and theoretical implications for processes underlying stereotype activation effects. © 2016 The British Psychological Society.

Country roads, take me home… to my friends: How intelligence, population density, and friendship affect modern happiness.

PubMed

Li, Norman P; Kanazawa, Satoshi

2016-11-01

We propose the savanna theory of happiness, which suggests that it is not only the current consequences of a given situation but also its ancestral consequences that affect individuals' life satisfaction and explains why such influences of ancestral consequences might interact with intelligence. We choose two varied factors that characterize basic differences between ancestral and modern life - population density and frequency of socialization with friends - as empirical test cases. As predicted by the theory, population density is negatively, and frequency of socialization with friends is positively, associated with life satisfaction. More importantly, the main associations of life satisfaction with population density and socialization with friends significantly interact with intelligence, and, in the latter case, the main association is reversed among the extremely intelligent. More intelligent individuals experience lower life satisfaction with more frequent socialization with friends. This study highlights the utility of incorporating evolutionary perspectives in the study of subjective well-being. © 2016 The British Psychological Society.

Cognitions as determinants of (mal)adaptive emotions and emotionally intelligent behavior in an organizational context.

PubMed

Spörrle, Matthias; Welpe, Isabell M; Försterling, Friedrich

2006-01-01

This study applies the theoretical concepts of Rational Emotive Behavior Therapy (REBT; Ellis, 1962, 1994) to the analysis of functional and dysfunctional behaviour and emotions in the workplace and tests central assumptions of REBT in an organizational setting. We argue that Ellis' appraisal theory of emotion sheds light on some of the cognitive and emotional antecedents of emotional intelligence and emotionally intelligent behaviour. In an extension of REBT, we posit that adaptive emotions resulting from rational cognitions reflect more emotional intelligence than maladaptive emotions which result from irrational cognitions, because the former lead to functional behaviour. We hypothesize that semantically similar emotions (e.g. annoyance and rage) lead to different behavioural reactions and have a different functionality in an organizational context. The results of scenario experiments using organizational vignettes confirm the central assumptions of Ellis' appraisal theory and support our hypotheses of a correspondence between adaptive emotions and emotionally intelligent behaviour. Additionally, we find evidence that irrational job-related attitudes result in reduced work (but not life) satisfaction.

Mental sets in conduct problem youth with psychopathic features: entity versus incremental theories of intelligence.

PubMed

Salekin, Randall T; Lester, Whitney S; Sellers, Mary-Kate

2012-08-01

The purpose of the current study was to examine the effect of a motivational intervention on conduct problem youth with psychopathic features. Specifically, the current study examined conduct problem youths' mental set (or theory) regarding intelligence (entity vs. incremental) upon task performance. We assessed 36 juvenile offenders with psychopathic features and tested whether providing them with two different messages regarding intelligence would affect their functioning on a task related to academic performance. The study employed a MANOVA design with two motivational conditions and three outcomes including fluency, flexibility, and originality. Results showed that youth with psychopathic features who were given a message that intelligence grows over time, were more fluent and flexible than youth who were informed that intelligence is static. There were no significant differences between the groups in terms of originality. The implications of these findings are discussed including the possible benefits of interventions for adolescent offenders with conduct problems and psychopathic features. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

Intelligent polymeric micelles: development and application as drug delivery for docetaxel.

PubMed

Li, Yimu; Zhang, Hui; Zhai, Guang-Xi

2017-04-01

Recent years, docetaxel (DTX)-loaded intelligent polymeric micelles have been regarded as a promising vehicle for DTX for the reason that compared with conventional DTX-loaded micelles, DTX-loaded intelligent micelles not only preserve the basic functions of micelles such as DTX solubilization, enhanced accumulation in tumor tissue, and improved bioavailability and biocompatibility of DTX, but also possess other new properties, for instance, tumor-specific DTX delivery and series of responses to endogenous or exogenous stimulations. In this paper, basic theories and action mechanism of intelligent polymeric micelles are discussed in detail, especially the related theories of DTX-loaded stimuli-responsive micelles. The relevant examples of stimuli-responsive DTX-loaded micelles are also provided in this paper to sufficiently illustrate the advantages of relevant technology for the clinical application of anticancer drug, especially for the medical application of DTX.

Multiple intelligences and alternative teaching strategies: The effects on student academic achievement, conceptual understanding, and attitude

NASA Astrophysics Data System (ADS)

Baragona, Michelle

The purpose of this study was to investigate the interactions between multiple intelligence strengths and alternative teaching methods on student academic achievement, conceptual understanding and attitudes. The design was a quasi-experimental study, in which students enrolled in Principles of Anatomy and Physiology, a developmental biology course, received lecture only, problem-based learning with lecture, or peer teaching with lecture. These students completed the Multiple Intelligence Inventory to determine their intelligence strengths, the Students' Motivation Toward Science Learning questionnaire to determine student attitudes towards learning in science, multiple choice tests to determine academic achievement, and open-ended questions to determine conceptual understanding. Effects of intelligence types and teaching methods on academic achievement and conceptual understanding were determined statistically by repeated measures ANOVAs. No significance occurred in academic achievement scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in logical-mathematical, interpersonal, kinesthetic, and intrapersonal intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by problem-based learning (PBL) as compared to peer teaching (PT). No significance occurred in conceptual understanding scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in musical, kinesthetic, intrapersonal, and spatial intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by lecture as compared to PBL. Students with strengths in intrapersonal intelligence and enrolled in Group One scored significantly lower when taught by lecture as compared to PBL. Results of a repeated measures ANOVA for student attitudes showed significant increases in positive student attitudes toward science learning for all three types of teaching method between pretest and posttest; but there were no significant differences in posttest attitude scores by type of teaching method.

Intelligence, personality, and interests: evidence for overlapping traits.

PubMed

Ackerman, P L; Heggestad, E D

1997-03-01

The authors review the development of the modern paradigm for intelligence assessment and application and consider the differentiation between intelligence-as-maximal performance and intelligence-as-typical performance. They review theories of intelligence, personality, and interest as a means to establish potential overlap. Consideration of intelligence-as-typical performance provides a basis for evaluation of intelligence-personality and intelligence-interest relations. Evaluation of relations among personality constructs, vocational interests, and intellectual abilities provides evidence for communality across the domains of personality of J. L. Holland's (1959) model of vocational interests. The authors provide an extensive meta-analysis of personality-intellectual ability correlations, and a review of interest-intellectual ability associations. They identify 4 trait complexes: social, clerical/conventional, science/math, and intellectual/cultural.

Is "g" an Entity? A Japanese Twin Study Using Syllogisms and Intelligence Tests

ERIC Educational Resources Information Center

Shikishima, Chizuru; Hiraishi, Kai; Yamagata, Shinji; Sugimoto, Yutaro; Takemura, Ryo; Ozaki, Koken; Okada, Mitsuhiro; Toda, Tatsushi; Ando, Juko

2009-01-01

Using a behavioral genetic approach, we examined the validity of the hypothesis concerning the singularity of human general intelligence, the "g" theory, by analyzing data from two tests: the first consisted of 100 syllogism problems and the second a full-scale intelligence test. The participants were 448 Japanese young adult twins (167…

Intelligent Tutoring Systems

NASA Astrophysics Data System (ADS)

Anderson, John R.; Boyle, C. Franklin; Reiser, Brian J.

1985-04-01

Cognitive psychology, artificial intelligence, and computer technology have advanced to the point where it is feasible to build computer systems that are as effective as intelligent human tutors. Computer tutors based on a set of pedagogical principles derived from the ACT theory of cognition have been developed for teaching students to do proofs in geometry and to write computer programs in the language LISP.

Intelligent tutoring systems.

PubMed

Anderson, J R; Boyle, C F; Reiser, B J

1985-04-26

Cognitive psychology, artificial intelligence, and computer technology have advanced to the point where it is feasible to build computer systems that are as effective as intelligent human tutors. Computer tutors based on a set of pedagogical principles derived from the ACT theory of cognition have been developed for teaching students to do proofs in geometry and to write computer programs in the language LISP.

The Evolution of Human Intelligence and the Coefficient of Additive Genetic Variance in Human Brain Size

ERIC Educational Resources Information Center

Miller, Geoffrey F.; Penke, Lars

2007-01-01

Most theories of human mental evolution assume that selection favored higher intelligence and larger brains, which should have reduced genetic variance in both. However, adult human intelligence remains highly heritable, and is genetically correlated with brain size. This conflict might be resolved by estimating the coefficient of additive genetic…

The Development of the Wechsler Scales and Their Influence on Contemporary Intelligence Testing

ERIC Educational Resources Information Center

Benisz, Mark

2014-01-01

The history of intelligence testing merits study as standardized intelligence tests have been administered for only a little over a century. The most popular tests in use today are the Wechsler scales, despite the availability of other test batteries that are better grounded in contemporary theory. To understand why contemporary revisions of…

Case-Based Planning: An Integrated Theory of Planning, Learning and Memory

DTIC Science & Technology

1986-10-01

rtvoeoo oldo II nocomtmry and Idonltly by block numbor) planning Case-based reasoning learning Artificial Intelligence 20. ABSTRACT (Conllnum...Computational Model of Analogical Prob- lem Solving, Proceedings of the Seventh International Joint Conference on Artificial Intelligence ...Understanding and Generalizing Plans., Proceedings of the Eight Interna- tional Joint Conference on Artificial Intelligence , IJCAI, Karlsrhue, Germany

Applying Network Theory to Develop a Dedicated National Intelligence Network

DTIC Science & Technology

2006-09-01

Los Angeles Sheriff’s Department .133 There is an interesting difference between the Washington, D.C. Police Department mission and others in...123 Atlanta, the TEW (Terrorist Early Warning) group (which is part of the Los Angeles Police Department ), and the intelligence and counter...intelligence “fusion” centers and perhaps the Los Angeles Police Department TEW. The

Learner Differences among Children Learning a Foreign Language: Language Anxiety, Strategy Use, and Multiple Intelligences

ERIC Educational Resources Information Center

Liu, Hui-ju; Chen, Ting-Han

2014-01-01

This study mainly investigates language anxiety and its relationship to the use of learning strategies and multiple intelligences among young learners in an EFL educational context. The participants were composed of 212 fifth- and sixth-graders from elementary schools in central Taiwan. Findings indicated that most participants generally…

Roles of Frequency, Attitudes, and Multiple Intelligence Modality Surrounding Electricity Content-Based Reader's Theatre

ERIC Educational Resources Information Center

Hosier, Julie Winchester

2009-01-01

Integration of subjects is something elementary teachers must do to insure required objectives are covered. Science-based Reader's Theatre is one way to weave reading into science. This study examined the roles of frequency, attitudes, and Multiple Intelligence modalities surrounding Electricity Content-Based Reader's Theatre. This study used…

The Relationship between Multiple Intelligences and Reading Comprehension of EFL Learners across Genders

ERIC Educational Resources Information Center

Sabet, Masoud Khalili; Kiaee, Marjan Mesbah

2016-01-01

With developments in psychology and cognitive sciences in recent years, the significance of individual differences in L2 pedagogy has been highlighted. One of the outcomes of attending to individual differences is the increased attention to the concept of multiple intelligences and its relationship with language learning and different skills…

The Relationship between Multiple Intelligences and Listening Self-Efficacy among Iranian EFL Learners

ERIC Educational Resources Information Center

Davoudi, Mohammad; Chavosh, Milad

2016-01-01

The present paper aimed at investigating the relationship between listening self-efficacy and multiple intelligences of Iranian EFL learners. Initially, ninety intermediate male learners were selected randomly from among 20 intermediate classes in a Language Academy in Yazd. In order to assure the homogeneity of the participants in terms of…

The Learning Styles and Multiple Intelligences of EFL College Students in Kuwait

ERIC Educational Resources Information Center

Alrabah, Sulaiman; Wu, Shu-hua; Alotaibi, Abdullah M.

2018-01-01

The study aimed to investigate the learning styles and multiple intelligences of English as foreign language (EFL) college-level students. "Convenience sampling" (Patton, 2015) was used to collect data from a population of 250 students enrolled in seven different academic departments at the College of Basic Education in Kuwait. The data…

Using a Multiple Intelligences Assessment To Facilitate Teacher Development.

ERIC Educational Resources Information Center

Shearer, C. Branton

In phase 1 of this study, development and validation studies of a new assessment for the multiple intelligences were conducted. The second phase of the study was a pilot implementation project during a single academic year in collaboration with several public school teachers. Phase 1 involved a series of activities including initial instrument…

The Multiple Intelligences of Reading and Writing: Making the Words Come Alive.

ERIC Educational Resources Information Center

Armstrong, Thomas

This book is intended for all educators who work with reading and writing skills. The book combines Howard Gardner's multiple intelligences and recent brain research on reading and writing with historical, anthropological, biographical, and psychological perspectives on literacy. It pulls the research together to show how teachers can engage…

The Validity of the earth and space science learning materials with orientation on multiple intelligences and character education

NASA Astrophysics Data System (ADS)

Liliawati, W.; Utama, J. A.; Ramalis, T. R.; Rochman, A. A.

2018-03-01

Validation of the Earth and Space Science learning the material in the chapter of the Earth's Protector based on experts (media & content expert and practitioners) and junior high school students' responses are presented. The data came from the development phase of the 4D method (Define, Design, Develop, Dissemination) which consist of two steps: expert appraisal and developmental testing. The instrument employed is rubric of suitability among the book contents with multiple intelligences activities, character education, a standard of book assessment, a questionnaires and close procedure. The appropriateness of the book contents with multiple intelligences, character education and standard of book assessment is in a good category. Meanwhile, students who used the book in their learning process gave a highly positive response; the book was easy to be understood. In general, the result of cloze procedure indicates high readability of the book. As our conclusion is the book chapter of the Earth's Protector can be used as a learning material accommodating students’ multiple intelligences and character internalization.

To curve or not to curve? The effect of college science grading policies on implicit theories of intelligence, perceived classroom goal structures, and self-efficacy

NASA Astrophysics Data System (ADS)

Haley, James M.

There is currently a shortage of students graduating with STEM (science, technology, engineering, or mathematics) degrees, particularly women and students of color. Approximately half of students who begin a STEM major eventually switch out. Many switchers cite the competitiveness, grading curves, and weed-out culture of introductory STEM classes as reasons for the switch. Variables known to influence resilience include a student's implicit theory of intelligence and achievement goal orientation. Incremental theory (belief that intelligence is malleable) and mastery goals (pursuit of increased competence) are more adaptive in challenging classroom contexts. This dissertation investigates the role that college science grading policies and messages about the importance of effort play in shaping both implicit theories and achievement goal orientation. College students (N = 425) were randomly assigned to read one of three grading scenarios: (1) a "mastery" scenario, which used criterion-referenced grading, permitted tests to be retaken, and included a strong effort message; (2) a "norm" scenario, which used norm-referenced grading (grading on the curve); or (3) an "effort" scenario, which combined a strong effort message with the norm-referenced policies. The dependent variables included implicit theories of intelligence, perceived classroom goal structure, and self-efficacy. A different sample of students (N = 15) were randomly assigned a scenario to read, asked to verbalize their thoughts, and responded to questions in a semi-structured interview. Results showed that students reading the mastery scenario were more likely to endorse an incremental theory of intelligence, perceived greater mastery goal structure, and had higher self-efficacy. The effort message had no effect on self-efficacy, implicit theory, and most of the goal structure measures. The interviews revealed that it was the retake policy in the mastery scenario and the competitive atmosphere in the norm-referenced scenarios that were likely driving the results. Competitive grading policies appear to be incompatible with mastery goals, cooperative learning, and a belief in the efficacy of effort. Implications for college STEM instruction are discussed.

Organizational Culture Challenges to Interagency and Intelligence Community Communication and Interaction

DTIC Science & Technology

2006-05-31

York: McGraw-Hill, 2003), p 121. 103 Gortner, Mahler, and Nicholson, p 74. 104 Robert B. Denhardt, Theories of Public Organization. (Belmont, CA...Uninformed: Government Secrecy in the 1980’s. New York: Pilgrim Press, 1984. Denhardt, Robert B. Theories of Public Organization. Belmont, CA: Brooks/Cole...Fixing Intelligence: For a More Secure America. New Haven, CT: Yale University Press, 2003. Odom, William E. and Robert Dujarric. America’s Inadvertent

Contemporary cybernetics and its facets of cognitive informatics and computational intelligence.

PubMed

Wang, Yingxu; Kinsner, Witold; Zhang, Du

2009-08-01

This paper explores the architecture, theoretical foundations, and paradigms of contemporary cybernetics from perspectives of cognitive informatics (CI) and computational intelligence. The modern domain and the hierarchical behavioral model of cybernetics are elaborated at the imperative, autonomic, and cognitive layers. The CI facet of cybernetics is presented, which explains how the brain may be mimicked in cybernetics via CI and neural informatics. The computational intelligence facet is described with a generic intelligence model of cybernetics. The compatibility between natural and cybernetic intelligence is analyzed. A coherent framework of contemporary cybernetics is presented toward the development of transdisciplinary theories and applications in cybernetics, CI, and computational intelligence.

Academic Achievement from Using the Learning Medium Via a Tablet Device Based on Multiple Intelligences in Grade 1 Elementary Student.

PubMed

Nuallaong, Winitra; Nuallaong, Thanya; Preechadirek, Nongluck

2015-04-01

To measure academic achievement of the multiple intelligence-based learning medium via a tablet device. This is a quasi-experimental research study (non-randomized control group pretest-posttest design) in 62 grade 1 elementary students (33 males and 29 females). Thirty-one students were included in an experimental group using purposive sampling by choosing a student who had highest multiple intelligence test scores in logical-mathematic. Then, this group learned by the new learning medium via a tablet which the application matched to logical-mathematic multiple intelligence. Another 31 students were included in a control group using simple random sampling and then learning by recitation. Both groups did pre-test and post-test vocabulary. Thirty students in the experimental group and 24 students in the control group increased post-test scores (odds ratio = 8.75). Both groups made significant increasing in post-test scores. The experimental group increased 9.07 marks (95% CI 8.20-9.93) significantly higher than the control group which increased 4.39 marks (95% CI 3.06-5.72) (t = -6.032, df = 51.481, p < 0.001). Although learning from either multiple intelligence-based learning medium via a tablet or recitation can contribute academic achievement, learningfrom the new medium contributed more achievement than recitation. The new learning medium group had higher post-test scores 8.75 times than the recitation group. Therefore, the new learning medium is more effective than the traditional recitation in terms of academic achievement. This study has limitations because samples came from the same school. However, the previous study in Thailand did notfind a logical-mathematical multiple intelligence difference among schools. In the future, long-term research to find how the new learning medium affects knowledge retention will support the advantage for life-long learning.

Roles of frequency, attitudes, and multiple intelligence modality surrounding Electricity Content-Based Reader's Theatre

NASA Astrophysics Data System (ADS)

Hosier, Julie Winchester

Integration of subjects is something elementary teachers must do to insure required objectives are covered. Science-based Reader's Theatre is one way to weave reading into science. This study examined the roles of frequency, attitudes, and Multiple Intelligence modalities surrounding Electricity Content-Based Reader's Theatre. This study used quasi-experimental, repeated measures ANOVA with time as a factor design. A convenience sample of two fifth-grade classrooms participated in the study for eighteen weeks. Five Electricity Achievement Tests were given throughout the study to assess students' growth. A Student Reader's Theatre Attitudinal Survey revealed students' attitudes before and after Electricity Content-Based Reader's Theatre treatment. The Multiple Intelligence Inventory for Kids (Faris, 2007) examined whether Multiple Intelligence modality played a role in achievement on Electricity Test 4, the post-treatment test. Analysis using repeated measures ANOVA and an independent t-test found that students in the experimental group, which practiced its student-created Electricity Content-Based Reader's Theatre skits ten times versus two times for the for control group, did significantly better on Electricity Achievement Test 4, t(76) = 3.018, p = 0.003. Dependent t-tests did not find statistically significant differences between students' attitudes about Electricity Content-Based Reader's Theatre before and after treatment. A Kruskal-Wallis test found no statistically significant difference between the various Multiple Intelligence modalities score mean ranks (x2 = 5.57, df = 2, alpha = .062). Qualitative data do, however, indicate students had strong positive feelings about Electricity Content-Based Reader's Theatre after treatment. Students indicated it to be motivating, confidence-building, and a fun way to learn about science; however, they disliked writing their own scripts. Examining the frequency, attitudes, and Multiple Intelligence modalities lead to the conclusion that the role of frequency had the greatest impact on the success of Electricity Content-Based Reader's Theatre. The participating teachers, students, and research found integrating science and reading through Electricity Content-Based Reader's Theatre beneficial.

An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students.

PubMed

Sheahan, Linda; While, Alison; Bloomfield, Jacqueline

2015-12-01

The teaching and learning of clinical skills is a key component of nurse education programmes. The clinical competency of pre-registration nursing students has raised questions about the proficiency of teaching strategies for clinical skill acquisition within pre-registration education. This study aimed to test the effectiveness of teaching clinical skills using a multiple intelligences teaching approach (MITA) compared with the conventional teaching approach. A randomised controlled trial was conducted. Participants were randomly allocated to an experimental group (MITA intervention) (n=46) and a control group (conventional teaching) (n=44) to learn clinical skills. Setting was in one Irish third-level educational institution. Participants were all first year nursing students (n=90) in one institution. The experimental group was taught using MITA delivered by the researcher while the control group was taught by a team of six experienced lecturers. Participant preference for learning was measured by the Index of Learning Styles (ILS). Participants' multiple intelligence (MI) preferences were measured with a multiple intelligences development assessment scale (MIDAS). All participants were assessed using the same objective structured clinical examination (OSCE) at the end of semester one and semester two. MI assessment preferences were measured by a multiple intelligences assessment preferences questionnaire. The MITA intervention was evaluated using a questionnaire. The strongest preference on ILS for both groups was the sensing style. The highest MI was interpersonal intelligence. Participants in the experimental group had higher scores in all three OSCEs (p<0.05) at Time 1, suggesting that MITA had a positive effect on clinical skill acquisition. Most participants favoured practical examinations, followed by multiple choice questions as methods of assessment. MITA was evaluated positively. The study findings support the use of MITA for clinical skills teaching and advance the understanding of how MI teaching approaches may be used in nursing education. Copyright © 2015 Elsevier Ltd. All rights reserved.

General intelligence is an emerging property, not an evolutionary puzzle.

PubMed

Ramus, Franck

2017-01-01

Burkart et al. contend that general intelligence poses a major evolutionary puzzle. This assertion presupposes a reification of general intelligence - that is, assuming that it is one "thing" that must have been selected as such. However, viewing general intelligence as an emerging property of multiple cognitive abilities (each with their own selective advantage) requires no additional evolutionary explanation.

Measuring the Performance and Intelligence of Systems: Proceedings of the 2002 PerMIS Workshop

NASA Technical Reports Server (NTRS)

Messina, E. R.; Meystel, A. M.

2002-01-01

Contents include the following: Performance Metrics; Performance of Multiple Agents; Performance of Mobility Systems; Performance of Planning Systems; General Discussion Panel 1; Uncertainty of Representation I; Performance of Robots in Hazardous Domains; Modeling Intelligence; Modeling of Mind; Measuring Intelligence; Grouping: A Core Procedure of Intelligence; Uncertainty in Representation II; Towards Universal Planning/Control Systems.