Relevant bibliographies by topics / Structure-of-Intellect

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Structure-of-Intellect'

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Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Structure-of-Intellect"

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Savenkov, A. I. "Structure of social intellect." Современная зарубежная психология 7, no. 2 (2018): 7–15. http://dx.doi.org/10.17759/jmfp.2018070201.

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The article described ways to construct the content of the processes of diagnosis and development of social intelligence with the help of a graphical metaphor. The intersection of lines on three sides of the cube allows developing a large number of methodological tools to diagnose and develop basic constituents of social intelligence
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Heraty, Noreen, and Michael J. Morley. "The application of the structure of intellect programme." Journal of Managerial Psychology 15, no. 7 (November 2000): 691–715. http://dx.doi.org/10.1108/02683940010378063.

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Guilford, J. P. "Some Changes in the Structure-of-Intellect Model." Educational and Psychological Measurement 48, no. 1 (March 1988): 1–4. http://dx.doi.org/10.1177/001316448804800102.

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BRENNAN, MARY A. "Dance Creativity Tests and the Structure-of-Intellect Model." Journal of Creative Behavior 19, no. 3 (September 1985): 185–90. http://dx.doi.org/10.1002/j.2162-6057.1985.tb00657.x.

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Crystal, Ian. "Plotinus on the Structure of Self-Intellection." Phronesis 43, no. 3 (1998): 264–86. http://dx.doi.org/10.1163/156852898321119731.

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AbstractIn this paper, I argue that Plotinus offers us a new and interesting account of self-intellection. It is an account which is informed to some extent by a dilemma that Sextus Empiricus raised about the intellect being to apprehend itself. The significance of Sextus' dilemma is that it sets out the framework within which such a cognitive activity is to be dealt with, namely the intellect must apprehend itself qua part or qua whole, both of which according to him are impossible. Plotinus, I think, successfully gets around this dilemma and is able to explain how the intellect can think itself qua whole. In the process of doing so, he offers an account of self-intellection in which the thinking subject or thinker becomes active in terms of generating its intellectual content, namely itself; a move which is a break from the traditional Platonic/Aristotelian account of the intellect. The paper itself is set up as follows. I start by mentioning the dilemma which Sextus raises about self-intellection. Then I attempt, through an analysis of the noetic intellect's structure, to show how Plotinus is able to offer an account of self-intellection in terms of whole apprehending whole. I conclude with Plotinus' analysis of the light analogy as a means of explaining how this intellectual process works.
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Szarota, Piotr, Michael C. Ashton, and Kibeom Lee. "Taxonomy and structure of the Polish personality lexicon." European Journal of Personality 21, no. 6 (October 2007): 823–52. http://dx.doi.org/10.1002/per.635.

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We identified 1839 person‐descriptive adjectives from a Polish dictionary, and 10 judges classified those adjectives into five descriptive categories. Two hundred ninety adjectives (16 per cent) were classified by most judges as ‘Dispositions’ (i.e. relatively stable personality traits and abilities). We examined the structure of those 290 adjectives in self‐ratings from 350 respondents. In the five‐factor solution, two dimensions closely resembled Big Five Conscientiousness and Agreeableness, and two others represented rotated variants of Extraversion and Emotional Stability. The fifth factor was dominated by Intellect, containing little Imagination and no Unconventionality content. A six‐factor solution closely resembled the cross‐language HEXACO structure (but with ‘Intellect’ rather than ‘Openness to Experience’). Analyses of 369 peer ratings revealed five‐ and six‐factor solutions nearly identical to those of self‐ratings. Copyright © 2007 John Wiley & Sons, Ltd.
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Richards, Ruth. "Millennium as Opportunity: Chaos, Creativity, and Guilford's Structure of Intellect Model." Creativity Research Journal 13, no. 3-4 (October 2001): 249–65. http://dx.doi.org/10.1207/s15326934crj1334_03.

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Mussel, Patrick, Alexander S. McKay, Matthias Ziegler, Johannes Hewig, and James C. Kaufman. "Predicting Creativity Based on the Facets of the Theoretical Intellect Framework." European Journal of Personality 29, no. 4 (July 2015): 459–67. http://dx.doi.org/10.1002/per.2000.

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The present study investigates how the construct intellect, according to the Theoretical Intellect Framework (TIF), predicts creativity. The TIF is a theoretical model describing the structure of the construct intellect, a sub–dimension of the Big Five domain openness to experience. People (N = 2709) from two sub–samples (undergraduate students and Amazon MTurkers) completed one of three creativity tasks (self–reported, remote associates, or rated photo caption) and the Intellect Scale. The results support hypotheses derived from the TIF, as the operation Create, rather than the operations Think or Learn, significantly and in some cases uniquely predicted the self–reported creativity indicators. Creativity indicators with a strong cognitive load (remote associates test and rated photo caption), however, were predicted by the operation Think. Results are discussed with regards to the nomological net of the operation Create and the construct validity of the creativity assessments. We provide implications for applied purposes and call for further examination of the TIF with additional creativity measures. Copyright © 2015 European Association of Personality Psychology
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Burov, O. "Profile Mathematical Training: Particular Qualities Of Intellect Structure Of High School Students." Physical and Mathematical Education 15, no. 1 (April 2018): 108–12. http://dx.doi.org/10.31110/2413-1571-2018-015-1-018.

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Sternberg, Robert J., and Elena L. Grigorenko. "Guilford's Structure of Intellect Model and Model of Creativity: Contributions and Limitations." Creativity Research Journal 13, no. 3-4 (October 2001): 309–16. http://dx.doi.org/10.1207/s15326934crj1334_08.

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Dissertations / Theses on the topic "Structure-of-Intellect"

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Stakutienė, Aida. "Ugdytinių ugdymo ir intelekto struktūros ypatumai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2005. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20050526_085258-12237.

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Many researches prove that the success of learning at school decides the intellectual able. The intellectual estimation and determination must be based by parameters of systematic research and estimation. To foresee these directions of training, content and ways it is important the analysis of intellect reasons and intellect structure. The are not enough psychological and pedagogical works where would be the experimentally based connection of slight intellectual disorder and limited intellect. The object of this research is the training peculiarity, looking at the structure of the intellect. The aim of the research is to estimate limited and slight intellectual disorder content specify after the made comparative analysis of the disorder having schoolchildren training, the quantitative and qualitative their structure characteristic. The main tasks of the research are: to analyse the similarity and differences limited and slight intellectual disorder structure and to discover the training peculiarity of schoolchildren with the intellectual disorder. There were used these methods of the research: the analysis of schoolchildren anamnesis data, the talk to pedagogues, the analysis of D. Wechsler intellectual test (WISC – III)LT . The data were treated by SPSS 11.0 version, the parametrical T test (T - Test) and not parametrical Mann – Whitney test. At the research were pedagogues (lithuanian and mathematics teachers, special pedagogues and class teachers) working at diferent... [to full text]
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Laine, Colin J. "Relationships between the structure of intellect and characteristics of students identified as gifted and selected for special programming." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27668.

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Fundamental assumptions concerning the cognitive characteristics of gifted students in special education were presented. Prerequisites for operationalising them were extrapolated. The importance of clear parallels between identification and programming in gifted education, and of the role of informal and formal indicators was discussed. Guilford's Structure of Intellect model (1967) was examined in relation to the identification of cognitive ability. Achievement, measured by the Canadian Tests of Basic Skills (CTBS), and aptitude, as measured by the Structure of Intellect (SOI) Learning Abilities Test, identified differences between students who had been nominated to participate in an enrichment program. There were some who were also identified by the resource teachers as being gifted. Subjects were 100 students from grades three, five and, eight previously nominated for the program. Sixty were selected to participate in the program, and nineteen were identified as being gifted. The groups were age and gender balanced. The students were given the CTBS as part of the district's annual testing program. The SOI was given at the start of the enrichment program, at the end of the twelve-week program and at the end of the academic year. Analysis of variance and multiple regression analyses suggested significant relationships existed between various dimensions of achievement and aptitude, and that the treatment group differed significantly from the control group in aptitude. The gifted differed from the non-gifted in achievement (CTBS). Transformational ability on the SOI distinguished giftedness which supported Guilford's hypothesis of gifted ability. Teacher ratings of the objectives of the enrichment program were not predicted by either aptitude or achievement scores. Repeated measures ANOVA indicated that lower-level abilities were enhanced the most in the treatment group. Age contributed significantly to aptitude dimensions indicating non-school, or developmental factors were intertwined in the relationships. Findings were discussed and implications for subsequent research with the SOI in examining cognitive style in learning, and for both instruments use in special education identification programs were drawn.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Cooper, Davis Pamela, and n/a. "Exploration of the Structure-of-Intellect - Learning Abilities Test in the context of learning difficulties in a rural area of NSW." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060704.123527.

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The Structure-of-Intellect - Learning Abilities Test (SOI-LA) (Meeker, 1975) has an enthusiastic following in the USA, but is little-known in Australia. It is based on the Structure-of-Intellect model of J P Guilford, and through a series of up to 26 subtests, purports to identify 14 general learning abilities. Forms are designed to cater for students from Kindergarten to adult. In NSW, classroom teachers can have support for students with learning difficulties through the Support Teacher program; this support often falls far short of need, as there is a paucity of time and material resources. There is a need for a tool which can identify areas of both strength and weakness efficiently and suggest effective strategies to cater for the identified weaknesses; the Meeker paradigm is purported to address this need with a diagnostic approach which identifies learning disabilities which underlie and serve to maintain school-based learning difficulties, and prescribes materials and approaches for remediation. This study explores the first part of the Meeker paradigm, the diagnostic approach of the Structure-of-Intellect - Learning Abilities Test. This exploration is undertaken in the context of four rural Support Teachers and their student with learning difficulties from Grades 2-6. Rather than consider questions of the Test's validity, this study was designed to explore the Test's utility in the Support Teacher context, by giving the Support Teachers a working knowledge of the concepts of SOI-LA, and to compare the application of their knowledge with the information about their students' learning disabilities from the Test results. Problems are evident with the Support Teachers' knowledge and understanding of their students' disabilities; whist they felt comfortable about the approach which the Test takes, they felt they did not know their students well enough to make informed judgements about their disabilities. It was apparent from the study that the Support Teachers' understanding of the concepts of the Test was comparatively superficial, despite their impression that they did understand well. Several difficulties with the instrument itself are highlighted by this study; the assumptions underlying the derivation of the general ability scores are questioned, and the suitability of Test Forms for a learning disabled population of this age is open to criticism. The Structure-of-Intellect - Learning Abilities Test may have utility as an instrument for gaining information about a student's disability on an individual basis, and may be best in the hands of the School Counsellor.
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Rhoad, Randy. "The Relationship Among Subtest Scores on the Structure of Intellect-Learning Abilities Test, Teacher Assigned Grades & Standardized Measures of Achievement for a Population of Gifted Students." TopSCHOLAR®, 1986. https://digitalcommons.wku.edu/theses/2758.

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The purpose of this study was to investigate the relationship, among gifted students, between scores obtained on the Structure of Intellect-Learning Abilities (SOI-LA) test and two measures of achievement: teacher assigned grades and scores obtained on the Comprehensive Test of Basic Skills (CTBS). This study was based on the assertion that academic abilities should be linked to specific cognitive abilities measured by the SOI-LA subtests. Significant, positive relationships between academic abilities and SOI-LA subtest scores would imply that curricula based on the Structure of Intellect theory, in areas identified as deficient by the SOI-LA tests, may increase achievement among the gifted population. One hundred fifty-seven academically gifted students enrolled in grades 5 through 7 during the 1984-1985 school year were selected for this study. All of the participants qualified for admittance into the Gifted and Talented (GAT) program in a south central Kentucky school district. The SOI-LA and CTBS were administered between November 1984 and April 1985 by one of two GAT teachers; classroom teachers additionally provided grades in reading, language arts, and mathematics. Stepwise multiple regression analyses indicated that: Convergent Production of Semantic Systems (NSS) alone was the best predictor model for teacher assigned math grades. Cognition of Semantic Relations (CMR) and Divergent Production of Semantic Units (DMU) together provided the best predictor model for teacher assigned reading grades. None of the SOI-LA test variables proved significant predictors of teacher assigned language arts grades. The combination of Evaluation of Symbolic Classes (ESC), Cognition of Semantic Relations (CMR), Convergent Production of Figural Units (NFU), Memory of Symbolic Implications (MSI), Convergent Production of Symbolic Systems (NSS), and Cognition of Symbolic Relations (CSR) provided the best predictor model for CTBS math scores. The combination of CMR and CMU was shown to be the best predictor model for CTBS reading scores. The best predictor model for CTBS language scores was Convergent Production of Symbolic Transformations (NST), ESC, Memory of Symbolic Units-Visual (MSU-V), DMU, MSI, CMR, and NFU. Pearson product-moment coefficients were additionally calculated to facilitate the interpretation of the multiple regression analyses. An explanation for the SOI-LA test's relatively poor predictive power for teacher assigned grades, compared to standardized test scores, may be the subjective nature of the assigned grades rather than the validity of the SOI-LA test.
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Karahan, Gulizar. "Dualities In Bergson Revisited: Towards A Reconciliation?" Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609544/index.pdf.

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The aim of this study is to make an inquiry on the nature and the development of dualities in Bergson&rsquo
s philosophy. Since the nature of each duality differs from the others and the dualistic pattern inherent in Bergsonian philosophy is subject to change, we base our study on a chronological structure in order to comprehend better how this pattern changes. We claim that such an inquiry will yield relevant outcomes with regard to ontological and epistemological evolution of Bergson&rsquo
s thought. To state more precisely, we are of the idea that the modification in the dualistic pattern in Bergson&rsquo
s ontology is reflected in a parallel manner in his epistemology. The fundamental question that shows us the way to follow in our study is whether the elements of the dualities (whether they be ontological or epistemological) are reconciled by Bergson or they are left as absolutely distinct elements. At the end of the inquiry regarding that question, which we believe can be taken as an inspiring point in developing new approaches especially to epistemological problems, our conviction is that Bergson points out to a meeting point.
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Kendall, Ian Michael. "A comparative study of the structure of intellect of rural and urban adult Pedi." Thesis, 2014. http://hdl.handle.net/10210/11999.

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M.A. (Psychology)
Despite well over two millennia of philosophical speculation and just under a century of objective, standardized measurement, students of intelligence are far from unanimous in their agreement on a formal definition of the concept. Biological, psychological and operational definitions have each been advanced' and criticized in their turn. The majority of definitions, particularly of the psychological variety, have been variously rejected as circular, question begging, over-inclusive or value-laden. Such definitions have included the capacity for learning; the capacity to act purposefully, think rationally and deal effectively with one's environment; the ability to perceive or educe relations; and the ability for abstract thinking, to mention but a few...
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Copeland, Carolin Fay. "Adapting the structure of intellect programme for use in urban South African schools." Thesis, 2008. http://hdl.handle.net/10210/707.

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Although education in South Africa has undergone several changes since 1994, it is still in a phase of transition and development. Educational policy is continually being improved upon. With the introduction of the new education policies, there will be a greater need for trained learning support specialists to observe, test, diagnose and intervene with an appropriate assessment and programme as early as possible in the learners’ school career. Structure of Intellect (SOI) is a tool that can be used by these support specialists, who will be qualified to assess and intervene when learners are experiencing difficulties with learning. The SOI assessment and programme form a unit and are interrelated. At the time of this study, the Minister of Education, Naledi Pandor, is advocating that learners should be able to learn in their choice of home language, that is, any one of the eleven official ones in South Africa. In the meantime, many of the learners are learning in English as the main language of learning. This poses difficulties for many learners, who may be experiencing other, but related learning barriers. There is a need for a programme that will be able to develop the intellectual abilities of learners so that they can be successful in their learning. The SOI programme, designed in America and used successfully in many countries, is available for use in South Africa and has the potential to make a contribution to the educational sphere in this country. The focus of this study is the possible adaptation of this programme for use with English second-language learners. The design is one of evaluation research, emphasising process evaluation, with an overlap into programme monitoring. This research is predominantly qualitative in nature, with some quantitative information in the form of graphs and statistics. From four themes extrapolated from the data, answers to the research question were fully discussed and were reported in a qualitative approach. The themes of socio-economic influences, the learning environment, affective influences on the learner, and language and literacy were all found to be inextricably interwoven in the learners’ lives and affect them in many ways. Socio-economic influences are particularly relevant to the South African context, as there is still widespread poverty amongst a large part of the population. The learning environments in which children develop influence their interest in and ability to learn. Affective views of learners about themselves have profound effects on their motivation to learn. Language and literacy are currently at the heart of many difficulties experienced within the field of education. Erhman (1996:137) emphasises the importance of emotions and language learning in the following statement: “Every imaginable feeling accompanies learning, especially learning that is as closely related to who we are as language learning is.” Although many challenges face learners in South Africa today, one of the major ones being learning in a second and sometimes even a third language, findings from this research reflect that the SOI programme should and can be adapted for use with English second-language learners in urban South African schools. The study concludes with recommendations relating to changes to the SOI programme as it relates to vocabulary, diagrams, and the way in which instructions are given in the South African setting. The results indicate that there is scope for further research using other SOI materials, which could be suitably adapted for the South African context.
Mrs. J.V. Fourie
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Ssu-NingChen and 陳思寧. "Discussing the Difference between Expert and Novice Designers Based on Structure of Intellect Theory." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/85356119837765650225.

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碩士
國立成功大學
工業設計學系碩博士班
100
Previous studies indicated that differences existed between expert designers and novice designers such as searching strategy, cognitive behaviors, and strategy knowledge. Besides, other researches also pointed out that creativity would occur at preliminary stage in the process of becoming an expert (Gardner, 1993). That meant, in the design process, creativity would show a tendency to the novice. However, Herbert A. Simon (1966, 1975, 1999) considered that it is possible to be a creative designer after being an expert. Therefore, this study analyzed both of their tendency of creativity and the reasons for different phenomena by using design knowledge, design process and strategy, and sketching behaviors. The methodology would be protocol analysis. The subjects would be experts and novices in design domain. The results suggest that: in design knowledge, experts had self-limitation due to professional knowledge while novices did not; in design process and strategy, experts had particular pattern of idea generation and fixation effect while novices tended to change thinking points; in sketching behaviors, experts considered sketches as media of thinking while novices relied on sketches. Additional, the final result supported Gardner’s argument (1993) which pointed out that the novices had more tendency of creativity than experts in the process of design thinking.
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Books on the topic "Structure-of-Intellect"

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Meeker, Robert. The structure of intellect and the SOI: Inservice manual. Vida, Or. (45755 Goodpasture Rd., Vida 97488): Soi Systems, 1997.

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Meeker, Mary Nacol. Structure of intellect learning abilities test (SOI-LA): Manual. Los Angeles, Calif. (12031 Wilshire Blvd., Los Angeles 90025): Western Psychological Services, 1985.

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The structure of intelligence: A new mathematical model of mind. New York: Springer-Verlag, 1993.

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Wilhelm, Humboldt. On language: The diversity of human language=structure and its influence on the mental development of mankind. Cambridge [Cambridgeshire]: Cambridge University Press, 1989.

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On language: The diversity of human language-structure and its influence on the mental development of mankind. Cambridge [Cambridgeshire]: Cambridge University Press, 1988.

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Wilhelm, Humboldt. On language: The diversity of human language-structure and its influence on the mental development of mankind. Cambridge: Cambridge University Press, 1988.

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Brainscapes: An introduction to what neuroscience has learned about the structure, function, and abilities of the brain. New York: Hyperion, 1995.

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A, Murray Charles, ed. The bell curve: Intelligence and class structure in American life. New York: Free Press, 1994.

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A, Murray Charles, ed. The bell curve: Intelligence and class structure in American life. New York: Simon & Schuster, 1996.

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Harrington, Sue Ellen. The effects of the Structure of Intellect and the Learning Breakthrough Program on reading achievement of fifth grade students. 1990.

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Book chapters on the topic "Structure-of-Intellect"

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BRODY, NATHAN. "THE STRUCTURE OF INTELLECT." In Intelligence, 18–48. Elsevier, 1992. http://dx.doi.org/10.1016/b978-0-08-091705-4.50005-0.

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"Guilford's Structure of the Intellect." In Handbook of Individual Differences, Learning, and Instruction, 87–96. Routledge, 2012. http://dx.doi.org/10.4324/9780203052860-12.

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McDougall, William, and C. A. Mace. "Growth of Mental Structure—Development of Cognitive Structure or Intellect." In An Outline of Psychology, 378–98. Routledge, 2018. http://dx.doi.org/10.4324/9780203704530-15.

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Eysenck, Hans J., David W. Fulker, and Sybil B. G. Eysenck. "Structure of Intellect Models: Guilford and Eysenck." In The Structure & Measurement of Intelligence, 175–93. Routledge, 2019. http://dx.doi.org/10.4324/9781315135250-9.

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"Psychometric Tests as Cognitive Tasks: A New "Structure of Intellect"." In Perspectives on School Learning, 150–79. Routledge, 2014. http://dx.doi.org/10.4324/9781315060163-17.

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Richards, Ruth. "Millennium as Opportunity: Chaos, Creativity, and Guilford's Structure of Intellect Model." In Commemorating Guilford's 1950 Presidential Address, 249–66. Routledge, 2001. http://dx.doi.org/10.4324/9781410608604-3.

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Sternberg, Robert J., and Elena L. Grigorenko. "Guilford's Structure of Intellect Model and Model of Creativity: Contributions and Limitations." In Commemorating Guilford's 1950 Presidential Address, 309–16. Routledge, 2001. http://dx.doi.org/10.4324/9781410608604-8.

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Zoga, Christina. "The Aristotelian Active Intellect on the Basis of the Actuality-potentiality Dichotomy." In Proceedings of the XXIII World Congress of Philosophy, 375–78. Philosophy Documentation Center, 2018. http://dx.doi.org/10.5840/wcp232018221335.

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The aim of this paper is to give an account of the nature, the essence and the qualities of the soul, according to Aristotle’s book De anima. Particularly, the active intellect was a concept Aristotle described that requires an understanding of the actuality-potentiality dichotomy. The philosopher is trying to explain how the human intellect passes from its original state, in which it does not think, to a subsequent state, in which it does. However, during his analysis he deals with some really important problematic points which have caused much confusion over the centuries. My aim is to show this actuality-potentiality dichotomy in accordance to Aristotle’s philosophical distinctions, but also to provide a structure of analysis through which the problematic ideas of Aristotle arise on their own.
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Valeyeva, Nailya S., Roman V. Kupriyanov, and Elvira R. Valeyeva. "Metacognition and Critical Thinking." In Assessment, Testing, and Measurement Strategies in Global Higher Education, 132–52. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2314-8.ch007.

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The chapter incorporated the theoretical issues of assessment of metacognition and critical thinking. In today's fast-changing world, the so-called higher-order skills (such as Metacognition and Reflection, and Critical Thinking) become very important. Although they constitute one of the central goals of the university education, purposeful development of these skills is challenging and difficult. This chapter contains the main approaches to understanding the intellectual skills development process which are underlying research. Theoretical questions of intellect-metacognition are studied, definitions and contents of these notions are given, and the interconnection between metacognition and critical thinking are analysed. The analysis of intellectual skills structure and contents are given. Here, authors also analyze their research in recent years on the questions of critical thinking and a description of methods for assessing the development of critical thinking and reflective skills of students.
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Sengupta, Atanu, and Anirban Hazra. "Growth Theory." In Strategic Infrastructure Development for Economic Growth and Social Change, 74–91. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7470-7.ch007.

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In this chapter, the authors discuss how the modern thinking of growth starts from the classicists. To the classical economists, limitedness of resources is the limit to growth. Neo-classicists transplanted the natural resources with the producible means of production – capital. Limitedness of resources is removed but it is replaced by the limitedness of operational structure – the firm size. The result is the diminishing returns to capital1 that shape the frontier growth. New growth theorists introduce the concept of generating “ideas” – involving human endeavour with its intellect. This is human capital – the seed of unlimited growth. However, this main story does not cover sharper niceties that are of paramount human interest. Issues of inequality and sustainability are some of these. This chapter is not any encyclopedic attempt. It only tries to cover some of the basic dynamics into which man has fashioned to understand his own destiny.
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Conference papers on the topic "Structure-of-Intellect"

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Makarevskaya, Yu E. "Specificity Of The Structure Of The Intellect Of Socially Successful People." In ICPE 2018 - International Conference on Psychology and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.11.02.42.

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Козаченко, Екатерина, Ekaterina Kozachenko, Евгения Давыдова, and Evgenia Davydova. "A "Labyrinth" toy for 6-7 Years Old Children as a Way of Intellectual Development of a Child." In 29th International Conference on Computer Graphics, Image Processing and Computer Vision, Visualization Systems and the Virtual Environment GraphiCon'2019. Bryansk State Technical University, 2019. http://dx.doi.org/10.30987/graphicon-2019-2-202-206.

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The article considers the problem of a child’s quick loss of interest in a toy and its solution by creating an intellectual toy based on the experience of scientific research in the field of labyrinthology. Passing puzzles in the form of a maze have a beneficial effect on the child’s intellect, develops spatial thinking, memory and teaches the child how to find solutions to problems at a subconscious level, also disciplines and develops concentration. For a hull development the art design method was applied. A prototype of the designed toy is a cryptex - a portable storage used to hide secret messages invented by Leonardo Da Vinci and implemented by Justin Kirk Nevinson. The labyrinth system is based on the fractal tree method. The fractal labyrinth has a hierarchical (grid) structure, which creates more chances for a quick passage of the labyrinth without obstacles, but since the goal of the toy is to develop the intelligence of the child, it was decided to complicate the structure of the labyrinth by adding dead-end branches and additional tracks. Entering a dead-end branch allows the child to find and analyze the optimal moves in the game.
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