Academic literature on the topic 'Structure-of-Intellect - Learning Abilities Test'
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Journal articles on the topic "Structure-of-Intellect - Learning Abilities Test"
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Clapham, Maria M. "The Construct Validity of Divergent Scores in the Structure-Of-Intellect Learning Abilities Test." Educational and Psychological Measurement 56, no. 2 (April 1996): 287–92. http://dx.doi.org/10.1177/0013164496056002009.
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Meeker, Mary. "Brain Research: the Necessity for Separating Sites, Actions and Functions." Gifted Education International 5, no. 3 (September 1988): 148–54. http://dx.doi.org/10.1177/026142948800500305.
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Some brain research concentrates solely on the study of sites and actions of brain functions but the writer argues that it is essential for research to investigate the functions also. Educators can offer measures of brain function such as the Structure of Intellect (S O I) and psychologists need information about the characteristics of brain functions if accurate diagnosis is to be made of learning abilities and disabilities. The writer stresses the importance of defining giftedness in far broader terms than the traditional psychometric measures of intelligence. She outlines the comprehensive range of brain functions incorporated by Guilford's theory of the Structure of Intellect and suggests that its most important use will be the partnership with brain research which itself needs a theory based test of brain functions.
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Umam, Syaiful. "STUDI FENOMENOLOGIS MODEL PEMBELAJARAN BAHASA ARAB DI MA'HAD STAIN KUDUS." TSAQOFIYA Jurusan Pendidikan Bahasa Arab IAIN Ponorogo 2, no. 1 (January 13, 2021): 37–55. http://dx.doi.org/10.21154/tsaqofiya.v2i1.41.
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This study aims to analyze the Arabic learning model in the ma'had of STAIN Kudus which includes 4 aspects that are learning syntax, social systems, reaction principles and support systems as well as instructional impacts. This type of research is a phenomenological qualitative method using observational methods of interviews and documentation. The data validity test used data triangulation techniques. The results of the analysis show that: 1) the learning syntax is differentiated according to the learning mode, namely the scientific inquiry learning model, the memory learning model, and the inductive learning model. 2) the social system used in learning Arabic in the ma'had of STAIN Kudus students is a cooperative learning system, 3) the principle of reaction includes lecturers as facilitators, developers of inquiry abilities and cognitive abilities of students, 4) support systems and instructional impacts in ma ' There are raw data, support power, intellect and an instructor who is skilled at conducting inquiries
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Tolchinsky, Liliana. "Evolving Structure of Descriptive Texts and Learners’ Abilities." Journal of Literacy Research 51, no. 3 (July 18, 2019): 293–314. http://dx.doi.org/10.1177/1086296x19858354.
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Learning to compose texts adequate for different purposes is crucial for becoming literate. We examined developmental changes in the rhetorical structure of written texts produced by Spanish children throughout the early years of elementary school in the light of descriptive writing purposes. Children had also performed tasks to test transcription, reading, cognitive skills, oral vocabulary, and discourse structure. Cross-sectional and longitudinal results show that the structure of the texts evolves from describing qualities to building a descriptive schema in which the described entity is introduced, qualities are justified, and a generalization is drawn from previously provided details. The ability to produce a self-sustained discourse, the ability to handle meaning relation among words, and a good working memory explained differences at a base level, whereas a higher command of spelling explained developmental changes in the structure of the text.
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Fadli, Fadli. "MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KEMANDIRIAN BELAJAR MAHASISWA MELALUI PEMBELAJARAN GENERATIF." Perspektif Ilmu Pendidikan 22, no. XIII (October 29, 2010): 151–58. http://dx.doi.org/10.21009/pip.222.6.
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The research aims at analyzing the quality of students’ critical thinking and self-learning abilities by applying generative learning method in the subject of Algebra Structure at Mathematics Education Study Program of STKIP PGRI Lubuk Linggau. The variable of the research was the result of generative learning approach to improve critical thinking and self-learning abilities in the subject of Algebra Structure at Mathematics Education Study Program of STKIP PGRI Lubuk Linggau. The research objects were 23 students of the fifth semester class in Mathematic Education Study Program of STKIP PGRI Lubuk Linggau the year of 2009/2010. Research method applied was quasi experiment, with experiment class treated with generative learning method and without control class. The research result showed that in general, the critical thinking and self-learning abilities of Algebra Structure Subject had the mean of 75.90 (with minimum score of 70) meaning, the critical thinking and self-learning abilities of the students were generally in high level. Whereas the analysis result of variants test was t-count =3.954 and t-table (dk =22, á =1%) = 2,508. It showed that the critical thinking and self-learning abilities of the students with generative learning approach in the subject of Algebra Structure at Mathematics Education Study Program of STKIP PGRI Lubuk Linggau was above the score of 70.
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Ardila, A., M. Rosselli, and J. R. Bateman. "Factorial Structure of Cognitive Activity Using a Neuropsychological Test Battery." Behavioural Neurology 7, no. 2 (1994): 49–58. http://dx.doi.org/10.1155/1994/131347.
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A general neuropsychological test battery was assembled and individually given to a 98-subject sample, aged 11–12 years old. The battery included some basic and common tests routinely used in the evaluation of language, memory, spatial abilities, concept formation, and praxic abilities. Twenty-five different scores were calculated. A factor analysis with varimax rotation disclosed nine different factors, accounting for about 70% of the variance. Factor I was measured by a Sequential Verbal Memory test and Verbal Fluency subtests (“verbal factor”). Factor II was measured by the Wechsler Memory Scale Visual Memory subtests (immediate and delayed reproduction), and the Rey-Osterrieth Complex Figure (copy and immediate reproduction) (“non-verbal memory and constructional factor”). Factor III was measured by the WMS Logical Memory subtests (immediate and delayed; “verbal memory factor”). Factor IV was associated with fine movements (tapping subtests, right and left hand; “fine movements factor”). Factor V was specially measured by the Information subtest of the WMS and the Boston Naming Test (“verbal knowledge”). Factor VI represented a “praxic ability factor” (ideomotor praxis tests). Delayed Associative Learning subtest measured Factor VII; and Digits measured Factor VIII. Factor IX was a “mental control factor” (Mental Control subtest of the Wechsler Memory Scale). The implications of these results to theories relating to the structure of cognitive activity are discussed.
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Kharchenko, S. V. "The Influence of Social Intellect on the Features of the Behavior of Cadets Studying at Institutions With Specific Learning Conditions in Frustration and Stress Situations." Law and Safety 72, no. 1 (March 26, 2019): 111–16. http://dx.doi.org/10.32631/pb.2019.1.15.
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Professional communication of a police officer often occurs in complicated conditions, frustration and stress. The influence of the factor of “social intelligence” on the features of communication in ordinary conditions of future specialists in the professions “man – man” is actively studied in psychological science. The objective of this study was to summarize empirical data on the interrelationships between social intelligence abilities and behavior patterns in the frustration and stress situation of cadets of higher educational institutions with specific learning conditions.
The following psycho-diagnostic methods were used in this work: J. Guilford’s social intelligence method, S. Rosenzweig’s test, and S. Hofball’s SACS personal questionnaire. Statistical processing of the results was carried out by using the Spearman’s rank correlation criterion. The research was conducted on the basis of Kharkiv National University of Internal Affairs. 40 freshmen cadets were surveyed.
It has been clarified that the level of development of social intelligence in general positively influences the behavior of surveyed cadets in a frustration and stress situation. It has been demonstrated that cadets with a higher level of social intelligence are not inclined to react to accuse other people and circumstances (extra-punitive reaction) in a frustration situation. The most marked is the reaction of concentrating on an obstacle and the expectation that someone else should resolve the frustration situation. But some abilities in the surveyed group of cadets that are part of the social intelligence were differently related to the character of the reaction in a frustration situation. In our opinion, this indicates that the domination of certain ability within the structure of social intelligence to some extent determines behavior in a frustration situation.
It has been determined that cadets with a higher level of social intelligence tend to use in the stress situation such a strategy to overcome it as “impulsive actions” and to avoid a manipulative strategy of “indirect actions” and anti-social strategy of “anti-social action”.
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Gerich, Mara, Simone Bruder, Silke Hertel, Monika Trittel, and Bernhard Schmitz. "What Skills and Abilities Are Essential for Counseling on Learning Difficulties and Learning Strategies?" Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 47, no. 2 (April 2015): 62–71. http://dx.doi.org/10.1026/0049-8637/a000127.
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Counseling parents in supporting their children’s learning processes is increasingly emphasized in research on parental involvement and teacher professionalization as a central task of teachers. However, to date there have been few approaches of developing theoretical or psychometric models that describe the internal structure of teachers’ counseling competence in terms of specific skills and abilities as well as of explaining inter-individual differences. The purpose of the current study was to establish a model of teachers’ counseling competence in parent–teacher talks concerning students’ learning difficulties and learning strategies. In all, 357 teachers participated in the study, which was conducted by means of a scenario test. Structural equation modeling revealed the appropriateness of a second-order, four-dimensional model. Results provide numerous implications for teacher education and future research on teacher professionalization.
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Mustika, Helma, and Devi Mei Riska. "UPAYA PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA MELALUI PENERAPAN MODEL PEMBELAJARAN KEPALA BERNOMOR STRUKTUR." MES: Journal of Mathematics Education and Science 4, no. 2 (June 26, 2019): 145–51. http://dx.doi.org/10.30743/mes.v4i2.1290.
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Abstract. This study aims to improve students' mathematical problem-solving abilities by applying the learning model with head numbered structure. This type of research is the Class Action Research (CAR). Data collection techniques used were tests and observations. The instruments used were the problem-solving ability test, observation sheet and data analysis techniques using the problem-solving indicator values. Based on the results of the problem-solving ability test that on indicator 1 that fulfills the completeness of learning in the first cycle 63%, and the second cycle 78%. Indicator 2 in cycle I 59%, and cycle 2 70%. Indicator 3 in cycle I as 52% and cycle II is 67%. Indicator 4 in cycle I 48%, and cycle II 63%. So it can be concluded that the students' mathematical problem-solving abilities increase through the application of the learning model with head numbered structure. Key words: Head Number Structure, Problem Solving
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Shvetsova, Maya Nickolaevna, Lyudmila Aleksandrovna Dolinskaya, Anastasiia Vladimirovna Lukinova, Marina Sergeevna Sotnikova, and Anna Sergeevna Solntseva. "Design of The Learning Environment Considering the Gender Characteristics of Students." SHS Web of Conferences 79 (2020): 03013. http://dx.doi.org/10.1051/shsconf/20207903013.
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In this study, the motivation and cognitive characteristics of students in the implementation of a gender-based approach to teaching and their consideration in the educational process of boys and girls are presented. The purpose of the study is to verify empirically the effectiveness of the design of the learning environment considering the gender characteristics of students by analyzing the cognitive characteristics of children studying in different types of classes. In the study, the following methods were used: “Amthauer Intelligence Structure Test” adapted by L. A. Yasyukova , “Test for assessing the formation of reading skills”, “Test for assessing the independence of thinking”, test “Determining the level of school motivation and emotional attitude to learning (Spilberg-Andreeva)”, as well as observation, comparison and assessment. It is shown that children studying in same-sex classes show a higher motivation for learning; their cognitive abilities manifest themselves differently than in mixed classes.
Dissertations / Theses on the topic "Structure-of-Intellect - Learning Abilities Test"
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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.
Books on the topic "Structure-of-Intellect - Learning Abilities Test"
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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.
Find full textConference papers on the topic "Structure-of-Intellect - Learning Abilities Test"
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Pfennig, Anja. "Improvement of learning outcome in material science through inverted classroom techniques and alternative course assessment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4936.
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Material Science is known to first year mechanical engineering students as one of the fundamental courses with high work load. The knowledge of the complex science of materials enables students to select appropriate engineering materials in different designs due to acquired knowledge on the correlation of materials properties, microstructure and their intended manipulation. These abilities are not well constituted in one final exam. Therefore peer-to-peer lecture film supported inverted classroom szenarios were estabilished to work in the course. These were accompanied by a newly developed moodle course following the blended learning approach that gives students the chance to cumulative accomplish micro-grades via multiple activities, such as tests, lectures, presentations, forum discussions, written homeworks and glossary entries. These grades are summed to obtain the overall course grade. Improved learing outcomes are demonstrated in high quality class discussions and most -important to students- in better grades (average 43/60=B) compared to those being assessed by one final exam only (average 39/69=C+). The majority of students agreed on enhanced study skills when forced to study throughout the entire semester instead of learing intensely towards the end of the semester. This paper introduces the learning structure as well as graded activities, evaluates the course and compares activity results to former class results.