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

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Published: 4 June 2021

Last updated: 11 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

O'Tuel, Frances S. "Sex Differences on the Structure of Intellect (SOI-LA) Gifted Screening Form." Gifted Child Quarterly 33, no. 2 (April 1989): 73–75. http://dx.doi.org/10.1177/001698628903300205.

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12

Андреев, А., and A. Andreev. "Informational Structure of Person As Pedagogical Category." Scientific Research and Development. Socio-Humanitarian Research and Technology 7, no. 3 (October 1, 2018): 15–19. http://dx.doi.org/10.12737/article_5ba394129afed5.64868277.

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The article suggests a new look at the information structure of a human. And in this connection here are defined the functions of such concepts as the individual, personality, psyche, consciousness, intellect, mind. Also here are justified the prospects of applying the proposed version of the information structure of the individual in terms of the pedagogical approach. The proposed interpretation of the personality is carried out in the vein of the concept of personality-centeredness.

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13

Fatikhova, L. F., and E. F. Sayfutdiyarova. "Emotional States of Teenagers and Adolescents with Intact and Impaired Intelligence in Dangerous Situations Perception." Клиническая и специальная психология 10, no. 2 (2021): 145–64. http://dx.doi.org/10.17759/cpse.2021100209.

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The article is dedicated to the studying of emotional states in the structure of psychological security of teenage and adolescent students with both intact and impaired intellect. It is assumed that the development degree of emotional states, when students respond to dangerous situations, depends on the age and the intellectual impairments. The research engaged 157 teenagers (M=12,98 y.o.; SD=0,76 y.o.) and adolescents (M=16,27 y.o.; SD=0,69 y.o.). Some students had an intact intellect, whereas a number had an impaired intellect. The study used a questionnaire aimed at defining of the type of danger response by V.G. Maralov (2012). The research applied the work of the Emotional Attitude of Teenagers to Dangerous Situations (L.F. Fatikhova, E.F. Saifutdiyarova, 2021) aimed at the revealing of the emotional attitude to situations that threaten the life and health and to favourable situations. Present study also uses the work Teenagers in Dangerous Situations (L.F. Fatikhova, E.F. Saifutdiyarova, 2020) aimed to study the ability to recognize emotional states in people located in dangerous situations. The study revealed difficulties in the identification of emotional states and recognize emotions of participants of hazardous situations for teenagers with intellectual impairments compared to their intact-intellect peers. The impaired intellect teenagers prove to have a lower diversity of emotions and difficulties to communicate their emotions verbally in case of danger. Mann–Whitney test revealed that teenagers and adolescents with intact and impaired intellect show different emotional attitude to dangerous situations and ability to recognize emotions of endangered people. The obtained findings can be applied when developing programs aimed at forming in teenagers and adolescents the ability to reasonably perceive and respond to dangerous situations with regards to their age and intellectual impairment

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14

Cohoe, Caleb. "Why the Intellect Cannot Have a Bodily Organ: De Anima 3.4." Phronesis 58, no. 4 (2013): 347–77. http://dx.doi.org/10.1163/15685284-12341253.

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Abstract I reconstruct Aristotle’s reasons for thinking that the intellect cannot have a bodily organ. I present Aristotle’s account of the ‘aboutness’ or intentionality of cognitive states, both perceptual and intellectual. On my interpretation, Aristotle’s account is based around the notion of cognitive powers taking on forms in a special preservative way. Based on this account, Aristotle argues that no physical structure could enable a bodily part or combination of bodily parts to produce or determine the full range of forms that the human intellect can understand. For Aristotle, cognitive powers with bodily organs are always spatio-temporally limited, but the understanding is not. Aristotle claims that our understanding applies to all instances of the thing understood wherever and whenever they exist. On Aristotle’s own account the intellect in its nature is only ‘potential’, it does not actually possess any form. Thus nothing prevents it from possessing all forms.

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15

McCrae, Robert R. "Openness to Experience: Expanding the boundaries of Factor V." European Journal of Personality 8, no. 4 (November 1994): 251–72. http://dx.doi.org/10.1002/per.2410080404.

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The fifth factor in lexical studies of trait adjectives is commonly interpreted as Intellect, whereas the corresponding factor derived from questionnaire studies is typically identified as Openness to Experience. Intellect as a construct is problematic because it erroneously suggests an equivalence of Factor V with intelligence, describes aspects of Factor III (Conscientiousness) as well as of Factor V, and fails to suggest the diverse psychological correlates that Factor V is known to have. By contrast, Openness to Experience is a broader construct that implies both receptivity to many varieties of experience and a fluid and permeable structure of consciousness. Data from analyses of adjectives, established personality questionnaires, and Hartmann's (1991) new Boundary Questionnaire support these interpretations. The construct of Openness can be transported across geographical and cultural boundaries to function as a universal dimension of personality structure.

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16

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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17

Buisman, Jackie. "A Guide for Planning and Implementing Structure of Intellect (SOI) in the Classroom." Gifted International 5, no. 2 (September 1988): 53–56. http://dx.doi.org/10.1080/07387849.1988.11674840.

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18

Ashton, Michael C., and Kibeom Lee. "A theoretical basis for the major dimensions of personality." European Journal of Personality 15, no. 5 (September 2001): 327–53. http://dx.doi.org/10.1002/per.417.

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We argue that lexical studies of personality structure suggest the existence of six major dimensions of personality: (I) Surgency, (II) Agreeableness, (III) Conscientiousness, (IV) Emotional Stability, (V) Intellect/Imagination, and (VI) Honesty. We then propose a two‐part theoretical basis for these dimensions. First, Honesty and rotated variants of Agreeableness and Emotional Stability are interpreted in terms of three traits—fairness/non‐exploitation, forgiveness/non‐retaliation, and empathy/attachment—that underlie prosocial versus antisocial tendencies. Second, the Surgency, Conscientiousness, and Intellect/Imagination factors are interpreted as traits that involve active engagement within three domains of endeavour—social, task‐related, and idea‐related endeavour. Predictions that follow from these interpretations are tested and found to be supported. Copyright © 2001 John Wiley & Sons, Ltd.

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19

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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20

Bachelor, Patricia A. "Maximum likelihood confirmatory factor-analytic investigation of factors within Guilford's structure of intellect model." Journal of Applied Psychology 74, no. 5 (October 1989): 797–804. http://dx.doi.org/10.1037/0021-9010.74.5.797.

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21

Morozov, S. A., T. I. Morozova, and B. V. Belyavskiy. "On the issue of intellectual disability in autism spectrum disorders." Autism and Developmental Disorders 14, no. 1 (2016): 9–18. http://dx.doi.org/10.17759/autdd.2016140102.

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At the stage of school education in the framework of comprehensive support for children with autism spectrum dis¬order it is important to adequately access their educational needs while taking all aspects of autistic disorders into consideration including intellectual disorders. This article examines some moments of interconnection between autism spectrum disorder and intellectual disability. It demonstrates that such interconnection can be treated as chronological comorbidity; it depicts dynamics and structure of connection between autism spectrum disorders and intellectual dis¬ability, different variants of qualitative characteristics of this connection; specifics of assessment of the level of intellect in autism spectrum disorders. The article provides practical recommendations for intellect assessment in children with autism spectrum disorder that allow avoiding mistakes in decision-making in educational trajectory of the child.

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22

Clark, Matthew. "Faculties, Knowledge, and Reasons for Doubt in the Cartesian Circle." Mind 128, no. 511 (May 5, 2019): 647–72. http://dx.doi.org/10.1093/mind/fzz009.

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AbstractThis paper argues for a novel solution to the Cartesian Circle by emphasising the important epistemic role of the Second Meditation and Descartes’ faculty epistemology. I argue that, for Descartes: doubt requires a ‘good reason’ to doubt (§2.1); whether a reason qualifies as a ‘good reason’ depends on which faculty produces that reason (§2.2); and for distinct metaphysical perceptions from the faculty of the intellect, no other faculty can provide ‘good reasons’ to doubt (§2.3). The upshot of §2 is that the doubts raised up to the Third Meditation do not apply to the distinct metaphysical perceptions of the intellect, and in particular do not apply to the premises of the proof of the existence of God. I present the role of God as primarily to secure clear and distinct perceptions beyond the intellect, and knowledge of conclusions when those conclusions are no longer being clearly and distinctly perceived (§3.1). Finally, I give an account of Descartes’ use of ‘cognoscere’, ‘scire’, and ‘scientia’ as three distinct epistemic levels, providing a valuable structure within which one can see the meditator progress (§3.2).

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23

Clarizio, Harvey F., and William A. Mehrens. "Psychometric Limitations of Guilford's Structure-of-Intellect Model for Identification and Programming of the Gifted." Gifted Child Quarterly 29, no. 3 (July 1985): 113–20. http://dx.doi.org/10.1177/001698628502900303.

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24

Caston, Victor. "Aristotle's Two Intellects: A Modest Proposal." Phronesis 44, no. 3 (1999): 199–227. http://dx.doi.org/10.1163/15685289960500033.

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AbstractIn De anima 3.5, Aristotle argues for the existence of a second intellect, the so-called "Agent Intellect." The logical structure of his argument turns on a distinction between different types of soul, rather than different faculties within a given soul; and the attributes he assigns to the second species make it clear that his concern here - as at the climax of his other great works, such as the Metaphysics, the Nicomachean and the Eudemian Ethics - is the difference between the human and the divine. If this is right, we needn't go on a wild goose chase trying to invent a role for the so-called Agent Intellect to play. God moves our intellects as he moves the heavenly spheres, "as a beloved": he constitutes the complete actualization towards which all of our intellectual striving is directed. Aristotle regards such final causation as an efficient cause, but not in a way that would make it part of what we would call the causal processes or mechanisms of human psychology. But, he would insist, it is essential for appreciating who we are and what our place is in the world.

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25

Gerashenko, Larisa Leonidovna. "To the Problem of Research Methods." Journal of Flm Arts and Film Studies 3, no. 1 (February 15, 2011): 136–49. http://dx.doi.org/10.17816/vgik31136-149.

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The requirements of thesis preparing and formatting change every year in accordance with the internal reorganization of the Russian Federation Attestation Committee. It is the intellect, the structure and logic of the thesis and some psychological skills of the degree-seeker that remains unchanged. The article covers the difficult stages of degree-seeking which helps to better understand this "thorny path".

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Akopov, G. V. "The Development of Consciousness in Children Through the Lens of L.I. Bozhovich’s Psychological System." Cultural-Historical Psychology 15, no. 2 (2019): 72–78. http://dx.doi.org/10.17759/chp.2019150208.

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The paper focuses on the importance of L.I. Bozhovich's ideas in the context of new research programmes on consciousness. It reveals the basic characteristics of the psychological system (L. S. Vygotsky) underlying L.I. Bozhovich's research on the problem of personality formation in childhood (the motivational sphere as a core factor, the structure of motives, the hierarchy of motives, etc.) The formation and dynamics of consciousness in L.I. Bozhovich’s system is realized both in the processes of external determination and in self-determination of personality (novelty-seeking, internal position). The psychological systems of Vygotsky and Bozhovich are considered as complementary in their views on such components of consciousness as intellect (communication, understanding, synthesis) and affect (the need for new experiences, mediated motives, inner position). Modern technological progress promotes the next cultural-historical inversion of the ‘affect/intellect’ dilemma determined by the increasing digitalization processess (artificial intelligence) and social communication.

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27

Sorokin, A. B. "Intellectual Disability and Autism Spectrum Disorders." Современная зарубежная психология 7, no. 1 (2018): 38–44. http://dx.doi.org/10.17759/jmfp.2018070104.

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The article introduces the modern understanding of intellectual disability as a diagnostic category. It is based on the description of the structure, recommended for professional use in the USA. The necessity of intellect testing in individuals with autism spectrum disorders is discussed alongside with its place among other diagnostic measures

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28

Prokopenko, S. A., T. I. Gritskevich, N. N. Ravochkin, and A. V. Dyagileva. "The essence of the intelligent and innovation potential of a mining engineer." Mining informational and analytical bulletin, no. 7 (June 20, 2020): 155–77. http://dx.doi.org/10.25018/0236-1493-2020-7-0-155-177.

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The problem of slow innovative development in the mining industry in Russia has urged the studies into the structure and meaning of the intelligent and innovative potential of mining engineers. The review of literature and terminology on the notion of intelligence together with understanding and generalization of the collected knowledge revealed the functions and contents of the intellectual and innovative activities of a human being. The studies into the essence of the human intellect components made it possible to develop a functional hierarchy model of brainwork. The role and behavior of each component of intellect in the process of generation and implementation of engineering innovations are examined. The structure, forms and results of activity done by the cognitive components of intellect are determined. The definition of the conception of «innovation» is presented. Numerous definitions of the notion of «innovation» are reviewed, and their specifics and versions for mines are determined. The notion of «innovation» is defined for the mining industry as a result of introduction or improvement of tangible or intangible assets for implementation and producing beneficial effects in a mine. The essence of the scientific concept of «potential» is described as a set of methods, capabilities, reserves, sources and resources activatable and applicable in problem solving. Three levels and forms of appearance of a potential representative of its dynamics in time are described. The onthological background of advance as a transition from potential to real is shown. The essence of the intelligent and innovative potential of a mining engineer is defined as a degree of revealing intelligent and creative abilities of the mental power for organizational and technological innovations in combination with energy and will towards their efficient practical application in subsoil management. The in-depth insight into the concept content opens the door toward its next-level studying, modeling, assessment and selective evolution.

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Khattab, Ali-Maher, and William B. Michael. "The Construct Validity of Higher Order Structure-of-Intellect Factors Reflecting Semantic and Symbolic Content Abilities." Educational and Psychological Measurement 46, no. 4 (December 1986): 1029–35. http://dx.doi.org/10.1177/001316448604600423.

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LeGagnoux, Gerald, William B. Michael, Dennis Hocevar, and Valarie Maxwell. "Retest Effects on Standardized Structure-of-Intellect Ability Measures for a Sample of Elementary School Children." Educational and Psychological Measurement 50, no. 3 (September 1990): 475–92. http://dx.doi.org/10.1177/0013164490503002.

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31

Laznibatová, Jolana, Dušan Fábik, Ivan Belica, and Mária Balážová. "Coping Strategies of Intellectually Gifted and Common Adolescents Attending Grammar School in the Context of the Personality Dimensions Structure." Psychology and Pathopsychology of Child 52, no. 1 (March 1, 2018): 24–35. http://dx.doi.org/10.2478/papd-2018-0003.

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Abstract Introduction: The aim of the present research was to find out the frequency of use of particular coping strategies by intellectually gifted and common adolescents and to evaluate this frequency in the context of the personality structure. Methods: The sample consisted of 253 pupils attending grammar schools in Bratislava from 14 to 18 years of age. According to own criteria, 85 of them were identified as exceptionally intellectually gifted. They included those who scored 120 and more at least in 2 from 3 subtests IST-R-2000 (Words, Numerical Scale, Cubes), or who had an average score at least 120 in the given subtests. The intellectually gifted children were compared with children with common intellect in the frequency of use of particular coping strategies (CSI copying questionnaire). Moreover, we investigated a relationship between these strategies and personality traits (NEO-FFI) separately in the group of gifted children and separately in the group of pupils with a common intellect. Results: Gifted pupils use social isolation strategy significantly more often and, on the contrary, they use considerably less the social support strategy than pupils with normal intellect. A significant moderately strong correlation (>0.35) of neuroticism with problem solving (negative), escape into fantasy and self-criticism, furthermore, extraversion with social support and social isolation (negative), and finally, conscientiousness and problem solving was indicated in gifted children. As far as common pupils, such correlations have been demonstrated between neuroticism and escape into fantasy and self-criticism, and between conscientiousness and escape into fantasy (negative). Limits: The selected criterion for intellectual talent can be set to a higher level in the future. The intellectual talent was evaluated only by 3 subtests of IST-R-2000. Conclusion: Gifted pupils in stressful situations more often tend to withdraw in comparison to common pupils. The personality dimensions – neuroticism, extraversion and conscientiousness are in relationship with management strategies. On the basis of the results, it can be assumed that the personality structure of gifted pupils is more strongly associated with the frequency of use of coping strategies than in common pupils.

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32

Witkowska-Zaremba, Elżbieta. "Between Intellectus, Visus and Auditus: Jean des Murs’s Musica Speculativa, Version A (1323)." Erudition and the Republic of Letters 4, no. 1 (January 23, 2019): 64–97. http://dx.doi.org/10.1163/24055069-00401004.

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The title of this paper draws attention to the description of the diagrams given by Jean des Murs in his Musica speculativa (Version A). He defines them as ‘sensible figures’ very much appreciated by mathematicians, because the truth which is in the intellect is, thanks to them, properly transmitted to the judgment of sight and hearing. This description refers the reader to three other questions that are crucial for understanding the treatise. These are: the place of music among the mathematical disciplines; the epistemological/cognitive process leading from intellect to sight, and then to hearing; and, finally, the structure of the treatise Musica speculativa as a reflection of the epistemological process leading from the numerical paradigm of the Pythagorean system to the actual sounds discernible by hearing. This study discusses the role of diagrams contained in the Musica speculativa, which are not so much memory aids (as is the case, for instance, with the manus Guidonis), but rather analytical tools and visual representations of mathematical theorems and operations, which constitute an integral part of the texts and give insight into the structure of the transmitted doctrine.

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33

Bachelor, Patricia, William B. Michael, and Simon Kim. "First-Order and Higher-Order Semantic and Figural Factors in Structure-Of-Intellect Divergent Production Measures." Educational and Psychological Measurement 54, no. 3 (September 1994): 608–19. http://dx.doi.org/10.1177/0013164494054003004.

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Draper, Thomas, Qing Zeng, and Chong De Lin. "Personality Structure in Chinese School Children: Is the Five-Factor Model Adequate?" African and Asian Studies 2, no. 3 (2003): 213–32. http://dx.doi.org/10.1163/156920903322661708.

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AbstractTo test the claimed universal model of Five-Factor Personality structure, we used teacher ratings of 493 10- to 12-year-old Chinese school children on an adjective rating scale developed by Digman and Inouye (1986). Factor analysis of the teacher ratings strongly replicated four of the "big five" personality factors that have been observed in a variety of other cultures. The fifth factor, emotional stability, was also evident, as was a sixth factor tentatively named ego strength. Overall, inquiring intellect was more important among Chinese than among American school children.

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35

Boies, Kathleen, Kibeom Lee, Michael C. Ashton, Sophie Pascal, and Adelheid A. M. Nicol. "The structure of the French personality lexicon." European Journal of Personality 15, no. 4 (July 2001): 277–95. http://dx.doi.org/10.1002/per.411.

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The structure of the French personality lexicon was investigated. Self‐ratings on the 388 most frequently used French personality‐descriptive adjectives were obtained from 415 French‐speaking people. The scree plot of eigenvalues indicated six large factors. In the varimax‐rotated six‐factor solution, the four largest factors, in order of size, corresponded fairly closely to the Big Five dimensions of Agreeableness, Emotional Stability, Extraversion, and Conscientiousness. The fifth factor was similar to the Honesty dimension found in several other languages. The sixth factor was defined by Imagination‐related terms, but not by Intellect‐related terms. Solutions involving one to five factors were also investigated and correlations between the factors that emerged from these different solutions are presented. The results are discussed in relation to other lexical studies of personality structure. Copyright © 2001 John Wiley & Sons, Ltd.

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36

Maxwell, Valerie. "DIAGNOSIS AND TREATMENT OF THE GIFTED STUDENT WITH ATTENTION DEFICIT DISORDER: A STRUCTURE OF INTELLECT (SOI) APPROACH." Journal of Reading, Writing, and Learning Disabilities International 5, no. 3 (January 1989): 247–52. http://dx.doi.org/10.1080/0748763890050304.

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37

Lee, Byeong-Ki. "A Study on the Development and Validation of the Information Literacy Test by Guilford's Structure of Intellect Model." Journal of the Korean Society for Library and Information Science 47, no. 2 (May 30, 2013): 181–200. http://dx.doi.org/10.4275/kslis.2013.47.2.181.

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Bachelor, Patricia A., and Barry G. Bachelor. "An Investigation of the Higher-Order Symbolic Factors of Cognition and Convergent Production within the Structure of Intellect Model." Educational and Psychological Measurement 49, no. 3 (September 1989): 537–48. http://dx.doi.org/10.1177/001316448904900304.

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Ostendorf, Fritz, and Alois Angleitner. "Reflections on different labels for Factor V." European Journal of Personality 8, no. 4 (November 1994): 341–49. http://dx.doi.org/10.1002/per.2410080410.

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Discrepancies among different versions of Factor V may be largely explained by differences in the personality definitions and the variable selections used in various national trait taxonomies. Like any other social category the fifth factor has fuzzy boundaries and its meaning depends on the number and prototypicality of the exemplars included in the category. Resulting from taxonomies of traits (Norman, 1967; Goldberg, 1990) or dispositions (Ostendorf, 1990) the Five‐Factor Model is not intended to represent or capable of representing the structure of all individual differences (e.g. attitudes, physical characteristics). Clear Intellect and Imagination versions of Factor V have only resulted from taxonomies including abilities and talents in their trait definition. The meaning of at least three of the Big Five would probably change if values—which we view as action prescriptions or behavioural intentions—were regarded as dispositions. Intellect, Imagination, and Creativity are the most prototypical attributes belonging to the core of Factor V. Comparisons among the various personality definitions and the procedures currently used in trait taxonomic research are needed to examine their effects on the replicability and the meaning of Factor V.

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Michael, William B., and Patricia Bachelor. "First-Order and Higher-Order Creative Ability Factors in Structure-of-Intellect Measures Administered to Sixth-Grade Children." Educational and Psychological Measurement 52, no. 2 (June 1992): 261–73. http://dx.doi.org/10.1177/0013164492052002002.

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Restianto, Javian Inggit, Kundharu Saddhono, and Djoko Sulaksono. "THE PHILOSOPHICAL MEANING OF WAYANG DAPURA IN SUNAN KUDUS FIGURE." IBDA` : Jurnal Kajian Islam dan Budaya 18, no. 2 (November 18, 2020): 244–56. http://dx.doi.org/10.24090/ibda.v18i2.3745.

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This writing is about the philosophy of Wayang Dupara, The Sunan Kudus. The body structure of Sunan Kudus is categorized as the body structure of Wayang Katongan. The research is assessed through descrip- tively qualitative method by uncovering the outer (physical) and inner (psyche) structure. The top accessories, the kuluk songkok and the garuda mungkur, are also included in the assessed physical and psyche struc- ture. The red colored make-up, kadelen’s eye, and walimiring nose are also examined. The puppet (wayang) is worn a robe with number of ac- cessories, like: rimong, tasbih, cundrik. The puppet’s foot part is worn a traditional foot wear, namely canela or selop. The result for both outer and inner figure is related to Sunan Kudus in Islamic Javanese perspec- tive as the person who had an important role in religion, intellect, reign and economic area

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Palencik, Joseph T. "Amusement and the Philosophy of Emotion: A Neuroanatomical Approach." Dialogue 46, no. 3 (2007): 419–34. http://dx.doi.org/10.1017/s0012217300001992.

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ABSTRACTPhilosophers who discuss the emotions have usually treated amusement as a non-emotional mental state. Two prominent philosophers making this claim are Henri Bergson and John Morreall, who maintain that amusement is too abstract and intellectual to qualify as an emotion. Here, the merit of this claim is assessed. Through recent work in neuroanatomy there is reason to doubt the legitimacy of dichotomies that separate emotion and the intellect. Findings suggest that the neuroanatomical structure of amusement is similar to other commonly recognized emotion states. On the basis of these it is argued that amusement should be considered an emotion.

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De Raad, Boele, A. A. Jolijn Hendriks, and Willem K. B. Hofstee. "Towards a refined structure of personality traits." European Journal of Personality 6, no. 4 (October 1992): 301–19. http://dx.doi.org/10.1002/per.2410060405.

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In this article we pursue two goals. The first is a further articulation of the dimensionality of the Dutch trait domain. The second is a detailed mapping of the factorial trait structure, one which includes intelligible and proper niches for various nuances of the trait language and for different interpretations of the main factors of personality language. In realizing these goals, we discuss the reliance on theory in structuring and modelling the domain in question, the type of model to be used, and the comprehensiveness versus the economy of domain representation. The advantages and disadvantages of the simple structure model and the circumplex model are commented upon, and a new framework that integrates these two models is presented. The present results provide confirmation of the existence of five major dimensions that cover the trait domain: (I) Extraversion or Surgency, (II) Agreeableness, (III) Conscientiousness, (IV) Emotional Stability, and (V) Intellect or Openness to Experience. The newly developed representational model, revealing a refined structure of personality characteristics, not only clarifies some of the problems faced in interpreting the Big Five factors, but also forms a starting point for applications.

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Michael, William B., and Patricia Bachelor. "Higher‐order structure‐of‐intellect creativity factors in divergent production tests: A re‐analysis of a Guilford data base." Creativity Research Journal 3, no. 1 (January 1990): 58–74. http://dx.doi.org/10.1080/10400419009534333.

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Gorbaniuk, Oleg, Anna Budzińska, Martyna Owczarek, Ewelina Bożek, and Karol Juros. "The Factor Structure of Polish Personality–Descriptive Adjectives: An Alternative Psycho–lexical Study." European Journal of Personality 27, no. 3 (May 2013): 304–18. http://dx.doi.org/10.1002/per.1921.

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The results of the Polish psycho–lexical study have been included in nearly all comparisons aimed at finding dimensions common to various cultures and languages. Because of the ambiguity concerning the interpretation of some factors and because of a number of methodological shortcomings, it was decided that another lexical study of the Polish language should be carried out. The alternative study was based on more extensive lexical material and involved a sample covering the full age range. The analyses used 547 personality–descriptive adjectives and self–ratings from 624 respondents aged from 16 to 80 years (mean age = 38.0 years). In a six–factor solution, the obtained structure was typical for many languages: Agreeableness, Extraversion, Conscientiousness, Emotional Stability, Honesty and Intellect. The result of factor analysis depended on neither the type of factoring nor the type of rotation applied. The results of the study were discussed in relation to cross–language studies and to previous studies of the structure of Polish personality–descriptive lexicon. Copyright © 2013 John Wiley & Sons, Ltd.

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Bachelor, Patricia, and William B. Michael. "Higher‐order factors of creativity within Guilford's structure‐of‐intellect model: A re‐analysis of a fifty‐three variable data base." Creativity Research Journal 4, no. 2 (January 1991): 157–75. http://dx.doi.org/10.1080/10400419109534383.

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Mace, David E., William B. Michael, and Dennis Hocevar. "Validity of Higher-Order Ability Constructs in Structure-of-Intellect Tests All Involving Semantic Content and Operations of Cognition or Evaluation: A Confirmatory Maximum Likelihood Factor Analysis." Educational and Psychological Measurement 45, no. 2 (July 1985): 353–59. http://dx.doi.org/10.1177/001316448504500220.

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Through use of confirmatory maximum likelihood factor analysis in conjunction with the LISREL V computer program devised by Jöreskog and Sörbom, an evaluation was made of the validity of higher-order ability constructs in structure-of-intellect tests all containing semantic content and operations of cognition or evaluation. The hypothesized first-, second-, and third-order factors were all reproducible with every one of the estimated factor loadings being significant beyond the .01 level. Although the first- and second-order factors were shown to be reproducible and statistically separable, the high intercorrelations among the six first-order product factors and the two second-order operations factors would suggest from a practical standpoint that the single third-order factor of semantic content would constitute a plausible alternative for accounting for much of the covariance among the test variables.

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del Castillo, Fides, Inna Reddy Edara, Gregory Ching, and Clarence Darro del Castillo. "Validation of the Interreligious Forms of the Centrality of Religiosity Scale in Taiwan: Perspectives from Selected University Students." Religions 12, no. 2 (January 26, 2021): 77. http://dx.doi.org/10.3390/rel12020077.

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This study validated three versions of the Centrality of Religiosity Scale (CRSi-7, -14, and -20), which propose an adequate assessment tool for the diversity of religious belief systems co-existing in Taiwan’s society. The sample (N = 331) was drawn from the selected undergraduate university students of the country. Descriptive statistics and Cronbach’s alpha values were calculated for the five subscales (ideology, intellect, experience, private and public practice) of the Centrality of Religiosity Scale. The factor structure of the interreligious Centrality of Religiosity Scale was tested using confirmatory factor analysis. The current study utilized the CRSi-14 model 3 as the basis for later analysis. All items have loaded significantly in the different subscales with internal consistency within the acceptable values. Findings show that the selected Taiwanese youth are religious.

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Begnarskii, V. V. "Product engineering and design and industrial sample as an intellectual property protection tool." Quality. Innovation. Education, no. 6 (2020): 128–35. http://dx.doi.org/10.31145/1999-513x-2020-6-128-135.

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Designing any product in the form of a 3D computer model is time- and intellect-intensive for the author or team of authors. Expertise, experience, personal achievements, and talent are crucial to the expected results in terms of novelty and originality. Innovation management involves implementing necessary tools in business activities, including the use of intellectual property. The issues of using the exclusive right to create IP assets in product engineering and design are considered. The possibility of embedding elements necessary for filing a design patent application to the patent office in an already existing working process structure is shown. A favorable view is taken towards the possibility of using digital images of 3D computer models to protect IP assets.

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Chertykova, Maria. "REALIZATION OF SYNTAGMATIC PROPERTIES MENTAL VERBS IN THE KHAKAS LANGUAGE." Alatoo Academic Studies 19, no. 3 (October 30, 2019): 129–35. http://dx.doi.org/10.17015/aas.2019.193.11.

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The ability of a person to think, including such aspects of mental space as knowledge, understanding, opinion, faith and memory, is one of the most important and complex systems in the inner world of man. The lexical means that reflect and describe these and other elements of the functioning of the intellect are the richest and most diverse stratum in any language where the verb sphere is the most complex and central. The article analyzes the functional-syntagmatic properties of the Khakass mental verbs. To realize the meaning of mental verbs, such construction members as the thinking subject (usually animated) and the object of thought (direct, deliberative, infinitive, propositional) are needed. Since most mental verbs are ambiguous, its various lexical-semantic variants (LSV) often have an unequal compatibility structure.

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