Relevant bibliographies by topics / Multiple intelligences

Academic literature on the topic 'Multiple intelligences'

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Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Multiple intelligences"

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Seknun, Faqih, and Mahatir Afandi Attamimi. "IMPLEMENTASI TEORI KECERDASAN MAJEMUK (MULTIPLE INTELLIGENCES) DALAM MENINGKATKAN KOMPETENSI PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM." Journal of Education and Culture 2, no. 2 (June 30, 2022): 132–42. http://dx.doi.org/10.58707/jec.v2i2.295.

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This research is using mixed method (qualitative facilitated by quantitative). The writer using observation, interview, documentation, and questionnaireto collect data. The results of this research has shown that Implementation Of Multiple Intelligences Theory to increase the ability of student in Islamic education’s subject inSMP Negeri 14 Ambon is greatly achieved.Proven with all activities like learning process and extracurricular programsin schools is already supported and developed the ninth intelligences. Although in developing process not all of that intelligences can perfectly achieved and not all of that intelligences has achieved at the same time. The ninth intelligencesis linguistic-verbal intelligence, mathematic-logic intelligence, visual-spacial intelligence, kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and existencialspiritual intelligence. The supporting factors of Multiple Intelligences Theory issuficientinfrastructure facilities and teachers, good interaction within teacher and student,andgreat cooperation with public. Otherwise the obstacle factors of Multiple Intelligences Theory is less participation from parents, busy teacher, less information about intraschool competition’s events and the variance levels of student intelligences.
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Syaikhu, Ach. "Strategi Pembelajaran Berbasis Multiple Intelligences." Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah 2, no. 2 (December 16, 2020): 59–75. http://dx.doi.org/10.36835/au.v2i2.416.

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Education is one indicator that creates civilized humans. Every human being has basic intelligence that is owned. Where the basic intelligence describes the essence of self or self-wholeness. Without one of these intelligences, a person cannot become a complete and integrated person. Those basic intelligence are: IQ (Intellectual Intelligence), SQ (Spiritual Intelligence), EQ (Emotional Intelligence), and PQ (Physique Intelligence). The learning process is very important as seen by the role of teacher. When the learning process takes place, there is a process of teaching and learning. But this process is not necessarily going well. As for some of the goals that the author wants to achieve in this paper, among others are: 1) To find out what multiple intelligences are 2) To find out a learning strategy based on multiple intelligences. 3) To find out the teaching strategy for multiple intelligences. From this paper, the author hopes that educators will truly be able to master the multiple intelligences that exist in their students. For this reason, teachers must use Multiple Intelligences Research (MIR) to determine the tendency of students' intelligence. Pendidikan merupakan salah satu indikator keberhasilan menciptakan manusia yang beradab. Setiap manusia memiliki kecerdasan dasar yang pasti dimiliki. Dimana kecerdasan dasar tersebut menggambarkan hakikat diri atau keutuhan diri. Tanpa salah satunya seseorang tidak dapat menjadi pribadi yang utuh dan terintegrasi. Kecerdasan dasar tersebut yaitu kecerdasan IQ (Intellectual Intelligence), SQ (Spiritual Intelligence), EQ (Emotional Intelligence), dan PQ (Physique Intelligence). Proses pembelajaran sangat penting yang dipengaruhi peran guru didalamnya. Ketika proses pembelajaran berlangsung ada proses guru mengajar dan siswa belajar. Tetapi belum tentu proses ini berjalan dengan baik. Adapun beberapa tujuan yang ingin penulis capai dalam tulisan ini, antara lain 1) Untuk mengetahui apa itu kecerdasan jamak (multiple intelligences) 2) Untuk mengetahui strategi pembelajaran berbasismultiple intelligences. 3) Untuk mengetahui strategi mengajar multiple intelligences. Dari tulisan ini, Penulis memiliki harapan untuk para pendidik agar benar-benar mampu menguasai kecerdasan jamak yang ada pada peserta didiknya. Untuk itu, guru harus menggunakan Multiple Intelligences Research (MIR) guna mengetahui kecenderungan kecerdasan peserta didik.
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Samad Umarella, Mahatir Afandi Attamimi,. "IMPLEMENTATION OF THE THEORY MULTIPLE INTELLIGENCES IN IMPROVE COMPETENCE OF LEARNERS ON THE SUBJECTS OF ISLAMIC RELIGIOUS EDUCATION IN SMP NEGERI 14 AMBON." al-Iltizam: Jurnal Pendidikan Agama Islam 4, no. 1 (June 24, 2019): 73. http://dx.doi.org/10.33477/alt.v4i1.817.

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The purpose is to discover about Implementation Of Multiple Intelligences Theory to increase the ability of student in Islamic education’s subject of SMP Negeri 14 Ambon and to discover about supporting and obstacle factors of Implementation Of Multiple Intelligences Theory to increase the ability of student in Islamic education’s subject of SMP Negeri 14 Ambon. This research is using mixed method (qualitative facilitated by quantitative). The writer using observation, interview, documentation, and questionnaire to collect data. The results of this research has shown that Implementation Of Multiple Intelligences Theory to increase the ability of student in Islamic education’s subject of SMP Negeri 14 Ambon is greatly achieved. Proven with all activities like learning process and extracurricular programs in schools is already supported and developed the ninth intelligences. Although in developing process not all of that intelligences can perfectly achieved and not all that intelligences has achieved at the same time. The ninth intelligencesis linguistic-verbal intelligence, mathematiclogic intelligence, visual-spacial intelligence, kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and existencial spiritual intelligence. The supporting factors of Multiple Intelligences Theory is suficient infrastructure facilities and teacher, good interaction within teacher and student, and great cooperation with public. Otherwise the obstacle factors of Multiple Intelligences Theory is less participation from parents, busy teacher, less information about intraschool competition’s events and the variance levels of student intelligences.
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Astuti, Juli. "RAHASIA MULTIPLE INTELLIGENCE PADA ANAK." Journal ISTIGHNA 1, no. 2 (July 25, 2018): 37–61. http://dx.doi.org/10.33853/istighna.v1i2.3.

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In educational institutions, parents, teachers and the public often assume that intelligence can only be seen through academic scores and formal test results such as getting a high score or being ranked in a class. This conception is outdated and superficial. In this era of globalization where educational practitioners are exploring the concept of Multiple Intelligences. Multiple Intelligences as a broad concept of intelligence and has undergone several changes due to the emergence of the theory of multiple intelligences proposed by a psychologist from Harvard University. Intelligence is not limited to formal tests, it's a multidimensional and one's discovery process of competence. Multiple Intelligences is a theory of intelligence pioneered by a psychologist from Harvard University who shows that everyone is intelligent and tends to have intelligence among the ten dimensions of intelligence. In Islam (al Qur'an) multiple intelligences is actually already put forward various developments about intelligence and various human potential. There are ten dimensions of intelligence put forward by Hardward Gardner namely linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, kinesthetic-physical-kinesthetic, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic, existential and emotional intelligence
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Berlian, Mery, Iqbal Miftakhul Mujtahid, Rian Vebrianto, and Musa Thahir. "Multiple intelligences instrument development: Identification system of multiple intelligences tutor." Research and Evaluation in Education 6, no. 2 (December 31, 2020): 119–29. http://dx.doi.org/10.21831/reid.v6i2.35120.

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Research instruments are an important factor in a study in which the truth of researched results lies that determines the conclusion. Instruments are used to collect data and measure a research variable's object. This study aimed to retest a valid, consistent, and reliable instrument related to multiple intelligences previously developed by McClellan Conti. In this study, Multiple intelligences adapted from American psychologist, Howard Gardner, consisted of nine constructs, namely: (1) physical/kinesthetic, (2) existential/spiritual, (3) interpersonal, (4) intrapersonal, (5) logical thinking, (6) musical/rhythmic, (7) naturalistic, (8) verbal, and (9) visual. Designed as a survey study, it involved 140 respondents from primary education tutors of Universitas Terbuka at Pekanbaru selected using simple random sampling techniques. The data was analyzed using SPSS version 23.00 for Windows. The results showed that all questionnaire items were valid and reliable with a high average Cronbach Alpha reliability value (0.763 0.6), and every statement item has a high value (0.786 – 0.887) with a total construct value of 0.859. This study provides an alternative assessment related to multiple intelligence. Knowing each tutor's multiple intelligences will make the tutor focus more on the superiority of his intelligence. This will have good consequences for the development of the student learning process.
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Lin, Yulan, and Qingsheng Lu. "An Investigation on the Multiple Intelligences of English Major Undergraduates in a University in Jiangxi Province." Studies in Linguistics and Literature 4, no. 4 (October 30, 2020): p131. http://dx.doi.org/10.22158/sll.v4n4p131.

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The Multiple Intelligences theory is composed of eight various intelligence, which concludes all aspects of human beings. Every individual has a different degree of these eight intelligences, but these eight intelligences are conducive to the overall development of persons and are in line with the current talent training goals of college English majors. So as to make better use of Multiple Intelligences theory in college English majors’ teaching, this paper did a survey of multiple intelligences to English major students in a university of Jiangxi Province. The results reveal that the level of multiple intelligences of English majors in the university is in a general state, and their weaknesses intelligence and superior intelligence are music intelligence and naturalist intelligence respectively. What’s more, the results provide three aspects of enlightenments for a better use of Multiple Intelligences for further college teaching: based on students’ current multiple intelligences; make use of students’ learning styles and learning strategies; enable students to get overall development. It is hoped that the article could offer some inspiration to current teaching of English majors in universities, and also provide some new ideas for better use of the teaching method guided by the theory of Multiple Intelligences.
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Makrufi, Anisa Dwi, and Muhammad Risydan Arum Bagas Prihatno. "The Multiple Intelligences Dimension In Indonesia`s Religious Education." Al-Hayat: Journal of Islamic Education 4, no. 2 (August 24, 2020): 138. http://dx.doi.org/10.35723/ajie.v4i2.107.

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The implementation of the 2013 curriculum as a reference in the education process in Indonesia also impacts on the learning model of religious education. The current education curriculum accommodates students' multiple intelligences. This paper aims to uncover the dimensions and implementation of Islamic Religious Education (PAI) curriculum based on multiple intelligences at the Elementary School level. This study uses a qualitative approach to the type of library research. The results showed that the dimensions of multiple intelligences in the 2013 PAI curriculum at Elementary School level can be seen through the classification of nine intelligences (according to Howard Gadner) in each section of core competence. Spiritual competence contains existential intelligence. Social competence is related to interpersonal and intrapersonal intelligence. In the aspect of knowledge includes logical-mathematical intelligence, linguistic intelligence, musical intelligence. On the other hand, competency skills contain visual-spatial intelligence, kinesthetic intelligence, and naturalist intelligence. Implementation of the concept of multiple intelligences in PAI 2013 curriculum learning can be done by recognizing students' multiple intelligences; preparing a draft of learning; develop learning models, and determine the multiple intelligence-based assessment models in the 2013 PAI curriculum at Elementary School level.
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Yavich, Roman, and Irina Rotnitsky. "Multiple Intelligences and Success in School Studies." International Journal of Higher Education 9, no. 6 (September 18, 2020): 107. http://dx.doi.org/10.5430/ijhe.v9n6p107.

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The applications of multiple intelligence theory in education are wide. Students apply the learning in the classroom according to their own dominant intelligence and learning style, which is most effective for them. Combining learning styles with dominant intelligences enhances the students' learning processes.The purpose of this case study is to examine the relationship between dominant intelligences according to Gardner's multiple intelligence theory and middle school students' academic achievement. A case study was conducted in Israel, in a middle school, among seventh-graders and involved 158 students.Findings indicated that in excellent classes - 80.9% of students had logical intelligence, in at least one of the levels of dominance; in ordinary classes only 48.4% of students have logical intelligence, at least in one of the levels of dominance. We also examined the relationship between the amount of dominant intelligences among students in all classes, excellent and ordinary. Findings indicated that in excellent classes the percentage of students with two or three dominant intelligences was higher than the percentage in ordinary classes. It is important to note that these are not just the logical and verbal, but also all types of intelligences, such as spatial, musical, kinetic and others.In conclusion, the dominant intelligences that highly influence and measure achievement in the education system are not the logical-mathematical and the linguistic-verbal, but the only logical-mathematical. Moreover, the amount of intelligences at the dominant levels can predict and indicate student's success at school.
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Muharramah, Yuli Wusthol. "Strategi Pembelajaran Kosakata Bahasa Arab Berbasis Kecerdasan Majemuk (Multiple Intelligences)." لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 8, no. 2 (March 20, 2019): 207. http://dx.doi.org/10.22373/ls.v8i2.4564.

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This paper is the result of research at a Senior High School 1 Kediri Country in class XI SCIENCE 2, which discusses the multiple intelligences-based learning strategy, which has focused on the concept of language Arabic vocabulary learning strategies based multiple intelligences, by train and develop the 8 (eight) the value of intelligence (Multiple Intelligences) and the contributions of multiple Intelligences-based learning strategies to education Arabic. Multiple intelligence theory it was coined by Howard Gadner, used as a tool of analysis, i.e., linguistic, logic-matematic, spatial, musical, kinesthetic, interpersonal, and sometimes intrapersonal, and natural. To find out the trend of intelligence every child in the concept of multiple intelligences will this test using the Multiple Intelligences research research (MIR) and MIR more teachers will know the tendency of intelligence of students. While the contribution of MI in the education of Arabic that is connecting teachers with strategy, media, materials and evaluation that are appropriate to the capacity of the students in the room.
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Hart, Kerry. "Multiple Intelligences." Music Educators Journal 85, no. 4 (January 1999): 38. http://dx.doi.org/10.2307/3399532.

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Dissertations / Theses on the topic "Multiple intelligences"

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Evanshen, Pamela. "Multiple Intelligences." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/4418.

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Dorminey, Sarah J. "Creating a Multiple Intelligences Landscape." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/9642.

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The built environment should facilitate a meaningful experience for a user by intellectually engaging their perceptual and cognitive abilities. In 1983, Howard Gardner published his cognitive theory of multiple intelligences. Gardner theorizes that human intelligence is not one single capacity, but is comprised of multiple capacities. Many teachers use the multiple intelligences theory as a tool to reach a larger number of students by engaging their unique learning styles. The theory of multiple intelligences is one way to interpret how an individual might understand, perceive or experience their surroundings. I used Gardner's theory as a framework to develop design criteria that can be used by designers to create landscapes or environments that engage people in an intellectual and meaningful way. By designing a site that will engage different individuals' unique methods of understanding, a landscape architect can create landscapes that will capture attention and promote a unique personal experience through the creation of sense of place. I believe that this in turn can also be used as a tool for articulating design ideas and analyzing current landscapes. My research begins with a review of Mihaly Csikszentmihalyi's theory of flow and what is needed to achieve this playful state. The answer is to engage a user with a challenge. This led me to Howard Gardner's theory of multiple intelligences. After a review of his work, I used his theory to analyze several case study landscapes. Based on this research, I developed a set of preliminary design criteria that can be used as an outline or a starting point for designers. I chose the Joe L. Evins Appalachian Center for Crafts (ACC) in Smithville, Tennessee as my site for beginning my understanding of the range of uses that the multiple intelligences possess within a landscape. The ACC is a visual arts school whose mission is to preserve and educate people about the culture and techniques of Appalachian crafts. The mediums that are taught are clay, glass, metal, fibers, and wood. My design exploration lead me to concluded that the outcome of a multiple intelligences landscape will be shaped by several factors: the personal strengths and weaknesses within the multiple intelligences of the designer, the sites will determine which intelligences should be designed for, and that the design process should be a collaborative effort. Therefore, the design solution produced is not the strength of this research project, but rather the development, process, and conclusions that reveal a strong case for the inclusion of engaging users' intellectually.
Master of Landscape Architecture
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Simpson, Lauree Smith. "Multiple intelligences and reading ability." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1159.

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The following research focuses on intelligence as it relates to reading. To make reading possible for every child, varied reading materials, methods, and models must be available. Once these elements are in place for the potential reader, does intelligence make the difference in reading ability?
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Reed, Delanna. "Storytelling, Multiple Intelligences and Curriculum Standards." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1291.

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Emst-Slavit, Gisela. "Education for All: Gardner's Multiple Intelligences Theory." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100818.

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In the last years the Theory of the Multiple Intelligences developed by Howard Gardner has had a tremendous impact in elementary and secondary classrooms in the United States. Gardner(1983) defines intelligence as the ability to solve a problem or fashion a product that is valued in one or more cultural settings. His definition expands our understanding of "intelligence" beyond the familiar linguistic and Logical-mathematical intelligences, to include the spatial, musical,bodily-kinesthetic, naturalist. interpersonal, and intrapersonal intelligences. This new wayof conceptualizing human intelligence has profound implications for educators whose task needs to include the identification and nourishment of the different talents brought by al students.
En los últimos años la Teoría de las Inteligencias Múltiples formulada por Howard Gardner ha tenido un impacto tremendo en los salones de clase de escuelas primarias y secundarias en los Estados Unidos de Norteamérica. Gardner (1983) define inteligencia como una habilidad para resolver un problema o manufacturar un producto valorado por lo menos en un contexto cultural. Esta definición extiende nuestra comprensión de inteligencia más allá de las reconocidas inteligencias lingüística y lógico-matemática, para incluir otras inteligencias como es el caso de la espacial, musical, física-cinestética, naturalista, interpersonal, e intrapersonal. Esta nuevamanera de conceptualizar la inteligencia humana tiene profundas implicaciones para los educadores cuya labor deberá involucrar la identificación y nutrición de los diferentes talentos que traen consigo todos los estudiantes.
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Jones, Michaela T. "A Multiple Intelligences Approach to Spelling Instruction." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143478801.

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Ellingson, Carolann. "Multiple intelligence theory in the classroom." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CEllingson2007.pdf.

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Rice'-Daniels, Patricia. "MULTICOMPETENCE, MULTIPLE INTELLIGENCES AND FIRST-YEAR COMPOSITION STUDENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/786.

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The purpose of this study is to examine, gain, and ultimately share an understanding of certain cognitive differences, similarities, intelligence patterns, and preferences between competent monolingual (English) and multicompetent bilingual/multilingual first-year composition (FYC) college students. Within this project is an attempt to address the following questions: Do monolingual and bilingual/multilingual FYC students show different strengths and weaknesses in their cognitive abilities? Are there learning preferences and literacy differences or similarities between monolingual and bilingual/multilingual FYC students? Primarily, two cognitive concepts were used in this examination to provide perspectives and quantitative data in response to the above questions. First, is Vivian Cook’s (1992, 1999) multicompetence theory, which involves cognitive differences between monolingual (L1) and bilingual/multilingual (L2/L3) speakers/users; and second, Howard Gardner’s (1999, 2004, 2006) multiple intelligences (MI) theory, whereby two types of MI assessments were used to study any such differences and similarities among FYC students. To fulfill the requirements for this particular thesis, included is a conference proposal (abstract), a conference paper, and a publishable scholarly article. The necessary charts, graphs, tables, and appendices are provided, accordingly.
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Mettler, Kathleen. "ADHD and Multiple Intelligences: Does a Pattern Exist?" ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1227.

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Attention Deficit Hyperactivity Disorder (ADHD) has typically been treated with a deficits-based response while most research has ignored any intelligence differences between the subtypes, despite differing symptomology. This quantitative study explored whether or not a distinct pattern of intelligences existed within each of the subtypes or presentations of ADHD: inattentive (IT), hyperactive (HT), and combined (CT). Using Gardner's multiple intelligences theory, data were collected via an online, self-administered survey from a sample of 132 participants, over 18 years of age, with IT, HT, and CT ADHD. The goal was to identify the most predominant of 8 different strengths or intelligences. Predominant intelligence types were measured through the completion of the online Multiple Intelligences Developmental Assessment Scale (MIDAS). Discriminant function analysis was used to interpret differences and combinations among predictors through identification of interdependency and pattern delineation. Study results failed to identify a distinct pattern of a relationship between the types of intelligence and ADHD subtypes. Further research is needed in the area of identifying the strengths of individuals diagnosed with ADHD in an effort to shift treatment and intervention responses to a more strengths-based perspective, possibly impacting individual, academic, and social success for those with ADHD.
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Peeler, Jefferson W. Charles. "The implementation of multiple intelligences in the classroom to enhance student learning." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007jeffersonc.pdf.

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Books on the topic "Multiple intelligences"

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Karen, Gutloff, ed. Multiple intelligences. West Haven, Conn: NEA Professional Library, 1996.

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Phil, Harris, Agency for Instructional Television, Phi Delta Kappa, and Films for the Humanities (Firm), eds. Multiple intelligences. Princeton, NJ: Films for the Humanities & Sciences, 2006.

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Bellanca, James A. Multiple assessments for multiple intelligences. 2nd ed. Arlington Heights, Ill: IRI/Skylight Training and Pub., 1994.

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1945-, Chapman Carolyn, and Swartz Elizabeth, eds. Multiple assessments for multiple intelligences. Palatine, Ill: IRI/Skylight Pub., 1994.

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1945-, Chapman Carolyn, Swartz Elizabeth, and Fogarty Robin, eds. Multiple assessments for multiple intelligences. 3rd ed. Arlington Heights, Ill: IRI/SkyLight Training and Pub., 1997.

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E, Riggio Ronald, Murphy Susan E, and Pirozzolo Francis J, eds. Multiple intelligences and leadership. Mahwah, N.J: Lawrence Erlbaum Associates, 2002.

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Jasmine, Julia. Teaching with multiple intelligences. Westminster, Calif: Teacher Created Materials, 1996.

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ERIC Clearinghouse on Assessment and Evaluation., ed. Multiple intelligences: Gardner's theory. [Washington, DC: ERIC Clearinghouse on Assessment & Evaluation, the Catholic Unviversity of America, 1996.

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Phi Delta Kappa. Educational Foundation, ed. Teaching for multiple intelligences. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1992.

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Campbell, Linda. Teaching & learning through multiple intelligences. Needham Heights, Mass: Allyn & Bacon, 1996.

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Book chapters on the topic "Multiple intelligences"

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Cooper, Rebecca. "Multiple Intelligences." In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_125-2.

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Cicalò, Enrico. "Multiple Intelligences." In Graphic Intelligence, 1–8. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45244-5_1.

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Cooper, Rebecca. "Multiple Intelligences." In Encyclopedia of Science Education, 680–81. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_125.

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Jacobs, George M., and Willy A. Renandya. "Multiple Intelligences." In Student Centered Cooperative Learning, 85–97. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7213-1_7.

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Cuellar, Raven E. "Multiple Intelligences." In Encyclopedia of Cross-Cultural School Psychology, 643–45. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_267.

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Robinson, Ann, Bruce M. Shore, and Donna L. Enersen. "Multiple Intelligences." In Best Practices In Gifted Education, 89–100. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233244-13.

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Wax, Seth, and Howard Gardner. "Intelligences, Multiple." In Encyclopedia of Sciences and Religions, 1067–72. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_588.

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Saidi, Mavadat, and Mohadese Khosravi. "Multiple Intelligences Theory." In Research Questions in Language Education and Applied Linguistics, 841–45. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_145.

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Morris, Elizabeth. "Assessing Multiple Intelligences." In Multiple Intelligences in the Classroom, 12–21. London: Routledge, 2023. http://dx.doi.org/10.4324/9781315175386-3.

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Richlin, Laurie. "Gardner's Multiple Intelligences." In Blueprint for Learning, 30–33. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443292-11.

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Conference papers on the topic "Multiple intelligences"

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Fabian, Aaron Christopher G., Shane Reza Amath, Harry Canlas, Sandra Dimal, and Pamela Mercado. "Multiple Intelligences: Learners vs Teachers." In International Conference on Education, Psychology and Social Science. Sons and Daughters Publishing House Inc., 2018. http://dx.doi.org/10.21016/icepss.2014.14039.

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CRENGUȚA, Simion. "Învățarea școlară din perspectiva inteligențelor multiple." In Educația în contextul provocărilor societale: paradigme, inovații, transfer tehnologic. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.17-11-2023.p87-91.

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The quality of learning process is a real key in the transformation of education. So stimulating students to learn is the core of progress in education. Thus, the fundamental role of the school is to facilitate learning. The theory of Multiple Intelligences is gaining more and more ground, both in the educational environment and in society in general. This theory changes the perspective on students’ abilities. According to H. Gardner’s theory, all people possess certain types of intelligence, which are fixed in a certain area and in turn developed according to certain abilities, which can work both together and separately. Discovering the theory of Multiple Intelligences, which is applied to the classroom, allows the cultivation of talents, and these talents become real assets for guiding students throughout their schooling, and beyond. The advantage of knowing the bouquet of intelligences of students is that it permits the teaching staff to use the right approach in order to master a subject/discipline. This will generate for the student the pleasure and motivation to learn. With the help of multiple intelligences, the student will discover his strengths and talents: he will realize that he is smart, he will know what strengths he can rely on, and these, at the same time will fuel his self-esteem, which in turn will lead to better school performance.
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Nepomuceno Olea, Yenitzia, Maribel Rubio Chiu, and Pedro José Mayoral Valdivia. "MULTIPLE INTELLIGENCES, MULTIPLE EFFECTS: A COLIMA CASE STUDY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2667.

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Zhang, Zhao, Shili Sheng, Rensong Liu, Peipei Song, Feng Duan, and Hajime Asama. "Design of a hierarchical intelligence architecture based on multiple intelligences." In 2016 International Conference on Advanced Robotics and Mechatronics (ICARM). IEEE, 2016. http://dx.doi.org/10.1109/icarm.2016.7606966.

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Motah, Mahendrenath. "The Influence of Intelligence and Personality on the Use of Soft Skills in Research Projects among Final Year University Students: A Case Study." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3232.

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The paper examines the moderating influence of the “Big Five” model of personality, emotional intelligence, and the impact of multiple intelligences, on the use of soft skills among final year students. The present work investigates the variables which affect students in the elaboration of their research projects during their final year of study. 187students reading for their final years were asked to fill out questionnaires comprising questions on the personality traits as proposed in the Big Five model and on Multiple Intelligences. This study provides information about how young students use soft skills in their work, and how multiple intelligences and their personality influence the preparation and presentation of their final year project.
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Sudarsana, I. Ketut, Ni Kadek Surpi, I. Gusti Widya Sena, and I. Gusti Setiawan. "Technology Based Hinduism Learning And Multiple Intelligences." In The 3rd International Conference on Advance & Scientific Innovation. EAI, 2020. http://dx.doi.org/10.4108/eai.20-6-2020.2300642.

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Winarti, Atiek, Agus Nor Ichsan, and Maya Istyadji. "Multiple Intelligences in the Classroom: The Development of Chemistry Learning Devices Using Collaborative Strategy based on Multiple Intelligences." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.13.

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Mamontova, N. Yu. "METHODICAL EXPLANATION OF THE IMPLEMENTATION OF THE MULTIPLE INTELLIGENCE THEORY IN TEACHING FOREIGN LANGUAGES AT UNIVERSITY." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.62-80.

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The article considers the methodological aspects of teaching foreign languages at university; the possibility of applying the theory of multiple intelligence to foreign language teaching is studied; the concept of the case-project as a method of teaching is defined which combined case study method and project method; methods of organizing research activity of students through the technique of team work for development and introduction in educational process the idea of development of added multiple intelligences are implemented; a questionnaire to define the dominant types of intelligences is developed and tested; psychological-didactic, organizational-methodical and evaluative-reflexive features of the use of the implemented theory in teaching foreign languages are analyzed.
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Sattra Sahatsatatsana and Peeresak Siriyothin. "The improvement of students' English proficiency and intelligences through Multiple Intelligence integrated Syllabus." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606042.

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Oprea, Crenguta Lacramioara. "Teaching Strategies For The Stimulation Of Multiple Intelligences." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.170.

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Reports on the topic "Multiple intelligences"

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Snider, Allyn. A classroom preferences questionnaire based on the theory of multiple intelligences. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6304.

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Cotellessa, Robert F. Acquisition of Multiple LISP Workstations to Facilitate Communications and Software Exchange within the Artificial Intelligence Consortium. Fort Belvoir, VA: Defense Technical Information Center, April 1988. http://dx.doi.org/10.21236/ada195688.

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Dambha-Miller, Hajira, Andrew Farmer, Krishnarajah Nirantharakumar, Thomas Jackson, Christopher Yau, Lauren Walker, Iain Buchan, et al. Artificial Intelligence for Multiple Long-term conditions (AIM): A consensus statement from the NIHR AIM consortia. National Institute for Health and Care Research, April 2023. http://dx.doi.org/10.3310/nihropenres.1115210.1.

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Rinaudo, Christina, William Leonard, Jaylen Hopson, Christopher Morey, Robert Hilborn, and Theresa Coumbe. Enabling understanding of artificial intelligence (AI) agent wargaming decisions through visualizations. Engineer Research and Development Center (U.S.), April 2024. http://dx.doi.org/10.21079/11681/48418.

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The process to develop options for military planning course of action (COA) development and analysis relies on human subject matter expertise. Analyzing COAs requires examining several factors and understanding complex interactions and dependencies associated with actions, reactions, proposed counteractions, and multiple reasonable outcomes. In Fiscal Year 2021, the Institute for Systems Engineering Research team completed efforts resulting in a wargaming maritime framework capable of training an artificial intelligence (AI) agent with deep reinforcement learning (DRL) techniques within a maritime scenario where the AI agent credibly competes against blue agents in gameplay. However, a limitation of using DRL for agent training relates to the transparency of how the AI agent makes decisions. If leaders were to rely on AI agents for COA development or analysis, they would want to understand those decisions. In or-der to support increased understanding, researchers engaged with stakeholders to determine visualization requirements and developed initial prototypes for stakeholder feedback in order to support increased understanding of AI-generated decisions and recommendations. This report describes the prototype visualizations developed to support the use case of a mission planner and an AI agent trainer. The prototypes include training results charts, heat map visualizations of agent paths, weight matrix visualizations, and ablation testing graphs.
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Perdigão, Rui A. P. Earth System Dynamic Intelligence with Quantum Technologies: Seeing the “Invisible”, Predicting the “Unpredictable” in a Critically Changing World. Meteoceanics, October 2021. http://dx.doi.org/10.46337/211028.

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We hereby embark on a frontier journey articulating two of our flagship programs – “Earth System Dynamic Intelligence” and “Quantum Information Technologies in the Earth Sciences” – to take the pulse of our planet and discern its manifold complexity in a critically changing world. Going beyond the traditional stochastic-dynamic, information-theoretic, artificial intelligence, mechanistic and hybrid approaches to information and complexity, the underlying fundamental science ignites disruptive developments empowering complex problem solving across frontier natural, social and technical geosciences. Taking aim at complex multiscale planetary problems, the roles of our flagships are put into evidence in different contexts, ranging from I) Interdisciplinary analytics, model design and dynamic prediction of hydro-climatic and broader geophysical criticalities and extremes across multiple spatiotemporal scales; to II) Sensing the pulse of our planet and detecting early warning signs of geophysical phenomena from Space with our Meteoceanics QITES Constellation, at the interface between our latest developments in non-linear dynamics and emerging quantum technologies.
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Chen, Maggie, and Christian Volpe Martincus. Digital Technologies and Globalization: A Survey of Research and Policy Applications. Inter-American Development Bank, March 2022. http://dx.doi.org/10.18235/0004117.

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In recent years, the world has witnessed the rise of multiple specific digital technologies, including online trade platforms, robotics, artificial intelligence (AI), 3D printing, cloud computing, blockchain, and financial technology (fintech). These digital technologies are fundamentally transforming the ways that firms and individualsas both workers and consumerscommunicate, search, trade, and invest. They are also substantially changing how governments design and implement trade and investment policies and programs and, in so doing, how they interact with firms, individuals, and each other. This paper reviews the growing empirical literature on the trade, investment, and broader development effects of the adoption of specific digital technologies. It also describes the policy applications of these technologies and discusses the incipient empirical literature on the impacts thereof. Based on this review, it identifies several open questions and avenues of future research that may be useful for deepening our understanding of digital technologies and their policy implications.
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Burch, Katrina. An MCA linear additive method for research project analysis. Engineer Research and Development Center (U.S.), February 2024. http://dx.doi.org/10.21079/11681/48156.

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This report describes a business intelligence (BI) model developed by the Cold Regions Research and Engineering Laboratory (CRREL) to evaluate multiple projects simultaneously and help researchers learn descriptive phrases found in alignment sources representative of their projects. The BI model combines the linear additive model with the analytical hierarchy process to take advantage of the qualitative and quantitative nature of both methods. The model has five variations, all built along the same objectives but with different criteria due to the specialized emphasis areas of each variation. The BI model operates around three central concepts for evaluating the projects: Alignment Variables, Timing, and Customer Relationship. A use-case scenario with ten projects shows the effectiveness of the model and compares it with another model from the United States Military Academy. This new BI model will assist researchers in developing and proposing research ideas that are more relevant and fundable.
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Lewis, Dustin, ed. A Compilation of Materials Apparently Reflective of States’ Views on International Legal Issues pertaining to the Use of Algorithmic and Data-reliant Socio-technical Systems in Armed Conflict. Harvard Law School Program on International Law and Armed Conflict, December 2020. http://dx.doi.org/10.54813/cawz3627.

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This document is a compilation of materials that at least appear to be reflective of one or more states’ views on international legal issues pertaining to the actual or possible use of algorithmic and data-reliant socio-technical systems in armed conflict. In September of 2018, the Harvard Law School Program on International Law and Armed Conflict (HLS PILAC) commenced a project titled “International Legal and Policy Dimensions of War Algorithms: Enduring and Emerging Concerns.”[1] The project builds on the program’s earlier research and policy initiative on war-algorithm accountability. A goal of the current project is to help strengthen international debate and inform policymaking on the ways that artificial intelligence and complex computer algorithms are transforming war, as well as how international legal and policy frameworks already govern, and might further regulate, the design, development, and use of those technologies. The project is financially supported by the Ethics and Governance of Artificial Intelligence Fund. In creating this compilation, HLS PILAC seeks in part to provide a resource through which the positions of states with divergent positions on certain matters potentially of international public concern can be identified. Legal aspects of war technologies are more complex than some governments, scholars, and advocates allow. In the view of HLS PILAC, knowledge of the legal issues requires awareness of the multiple standpoints from which these arguments are fashioned. An assumption underlying how we approach these inquiries is that an assessment concerning international law in this area ought to take into account the perspectives of as many states (in addition to other relevant actors) as possible.
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Semerikov, Serhiy, Illia Teplytskyi, Yuliia Yechkalo, Oksana Markova, Vladimir Soloviev, and Arnold Kiv. Computer Simulation of Neural Networks Using Spreadsheets: Dr. Anderson, Welcome Back. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3178.

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The authors of the given article continue the series presented by the 2018 paper “Computer Simulation of Neural Networks Using Spreadsheets: The Dawn of the Age of Camelot”. This time, they consider mathematical informatics as the basis of higher engineering education fundamentalization. Mathematical informatics deals with smart simulation, information security, long-term data storage and big data management, artificial intelligence systems, etc. The authors suggest studying basic principles of mathematical informatics by applying cloud-oriented means of various levels including those traditionally considered supplementary – spreadsheets. The article considers ways of building neural network models in cloud-oriented spreadsheets, Google Sheets. The model is based on the problem of classifying multi-dimensional data provided in “The Use of Multiple Measurements in Taxonomic Problems” by R. A. Fisher. Edgar Anderson’s role in collecting and preparing the data in the 1920s-1930s is discussed as well as some peculiarities of data selection. There are presented data on the method of multi-dimensional data presentation in the form of an ideograph developed by Anderson and considered one of the first efficient ways of data visualization.
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Raju, Nivedita, and Tytti Erästö. The Role of Space Systems in Nuclear Deterrence. Stockholm International Peace Research Institute, September 2023. http://dx.doi.org/10.55163/nwlc4997.

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This paper is the first of two exploring nuclear escalation risks in connection with the space domain, with a focus on China, Russia and the United States. Space systems are used for multiple civilian and military purposes, including missions related to nuclear deterrence. Consequently, real and perceived military operations targeting space systems may create pathways to nuclear escalation. China, Russia and the USA possess both nuclear weapons and counterspace capabilities and are at risk of being drawn into war with each other through regional conflicts and great power competition. These states have integrated space systems into their nuclear deterrence practices to varying degrees for missile early warning, communications, intelligence, surveillance and reconnaissance (ISR), and navigation. These space systems can be vulnerable to attack or interference through counterspace capabilities, including direct-ascent and co-orbital anti-satellite (ASAT) weapons, directed-energy weapons, electronic interference and cyber operations. Each of the three states’ space systems has varying strategic value. Each system is also vulnerable to the known counterspace capabilities of the others. Assessment of these varying values and vulnerabilities lays the ground for further analysis on escalation pathways and risk-reduction measures
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