Gotowe bibliografie tematyczne / Multiple intelligence theory

Gotowa bibliografia na temat „Multiple intelligence theory”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 7 lutego 2022

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Artykuły w czasopismach na temat "Multiple intelligence theory"

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Astuti, Juli. "RAHASIA MULTIPLE INTELLIGENCE PADA ANAK". Journal ISTIGHNA 1, nr 2 (25.07.2018): 37–61. http://dx.doi.org/10.33853/istighna.v1i2.3.

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In educational institutions, parents, teachers and the public often assume that intelligence can only be seen through academic scores and formal test results such as getting a high score or being ranked in a class. This conception is outdated and superficial. In this era of globalization where educational practitioners are exploring the concept of Multiple Intelligences. Multiple Intelligences as a broad concept of intelligence and has undergone several changes due to the emergence of the theory of multiple intelligences proposed by a psychologist from Harvard University. Intelligence is not limited to formal tests, it's a multidimensional and one's discovery process of competence. Multiple Intelligences is a theory of intelligence pioneered by a psychologist from Harvard University who shows that everyone is intelligent and tends to have intelligence among the ten dimensions of intelligence. In Islam (al Qur'an) multiple intelligences is actually already put forward various developments about intelligence and various human potential. There are ten dimensions of intelligence put forward by Hardward Gardner namely linguistic intelligence, logical-mathematical intelligence, visual-spatial intelligence, kinesthetic-physical-kinesthetic, musical intelligence, interpersonal intelligence, intrapersonal intelligence, naturalistic, existential and emotional intelligence
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Altan, Mustafa Zülküf. "The Theory of Multiple Intelligences and values education". Pegem Eğitim ve Öğretim Dergisi 1, nr 4 (1.12.2011): 53–57. http://dx.doi.org/10.14527/c1s4m6.

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Howard Gardner's theory of Multiple Intelligences has a potential to change all of our conceptions about the abilities of human beings from top to bottom. Gardner's main aim in this theory is to prove that intelligence is not a single construct and human beings possess at least seven distinct intelligences independent from each other. Gardner (1999) in his work of Intelligence Reframed: Multiple Intelligences for the 21st Century emphasizes that one of our aims in the new century will not only bring these different intelligences together and use in harmony but also to question how to bring intelligence and the morality together in order to help different people come together to live in happiness and peace to create a better world. This perspective leads us to think of the existence of a new intelligence. Things we witnessed in the 20th century and have been witnessing in the 21st century convince us about the importance and how much we are in need of discussing the existence of the Moral Intelligence. This article advocates the existence of the Moral Intelligence which Gardner and his friends have difficulty in defining and value education can be studied under the umbrella of the theory of Multiple Intelligences focusing on the Moral Intelligence.
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Chiciuc, Constantin. "Theory of multiple intelligences: arguments and applications". Univers Pedagogic, nr 2(70) (lipiec 2021): 14–22. http://dx.doi.org/10.52387/1811-5470.2021.2.03.

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The article addresses theoretical-explanatory aspects of the theory of multiple intelligences, and there are presented some critical assessments of this theory. It is analyzed how the model of the theory of multiple intelligences can be applied in the educational practice on the example of a class of students from the „Ioan Vodă” Theoretical Liceum from Cahul. The article also contains the results of a practical study that reveals the identification of the type of dominant intelligence, the correlation of the type of dominant intelligence and school success in mathematics.
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Park, So Yeon i Minjung Song. "Applying Multiple Intelligence Theory on the Multiple Intelligence of Children". Journal of Digital Design 12, nr 4 (październik 2012): 547–57. http://dx.doi.org/10.17280/jdd.2012.12.4.051.

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White, Allan Leslie. "Editor’s Note: Is the Multiple Intelligences Theory a Research-Based Theory or a Story with a Positive Message?" Southeast Asian Mathematics Education Journal 9, nr 1 (31.12.2019): 57–64. http://dx.doi.org/10.46517/seamej.v9i1.74.

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Howard Gardner introduced his Theory of Multiple Intelligences in 1983. It is a model of intelligence which differentiates intelligence into various specific (primarily sensory) modalities, rather than being dominated by a single general ability such as IQ. The Theory of Multiple Intelligences has attracted controversy and criticism among the research community but has resonated with teachers and many educationalists who have supported the practical value of various educational approaches suggested by the Theory of Multiple Intelligences. This paper will investigate claims that the Multiple Intelligences Theory is a research-based theory, or as critics have claimed, it is a good story with a positive message.
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Lê Ngọc, Hiếu, i Thanh Luong Van. "A Counseling System of Multiple Intelligence Theory Combined With kNN Classification Algorithm". Journal of Computer Science and Technology Studies 3, nr 2 (29.08.2021): 10–30. http://dx.doi.org/10.32996/jcsts.2021.3.2.2.

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Choosing the right career is always a big issue, an important concern for everyone. To have a job, which is suitable for you, firstly you must look at yourself, called the self, and you should be aware of what the self is then you can promote the strength of your own self and avoid your weakness. To help discover more about yourself, during researching and studying, we come up with the idea that we would propose a career counseling system based on Howard Gardner's theory. The system uses the theory of multiple intelligences (Abenti & Daradoumis, 2020) which is combined with the K-nearest neighbors (KNN) (Tang, Ying; Tang, Ying; Hare, Ryan; Wang, Fei-Yue;, 2020) algorithm to assist people and to give out a suitable suggestion about career path for them. We use the results of the eight intelligences retrieved from the KNN classification algorithm to give users the consulting for their career paths. This system is built with a dataset based on 56 multiple-choice questions. These include 48 multiple choice questions based on Howard Gardner's theory of multiple intelligences (Bravo, Leonardo Emiro Contreras; Molano, Jose Ignacio Rodriguez; Trujillo, Edwin Rivas, 2020), (businessballs, 2017) and 8 multiple choice questions which are the labels of the classifier. We divided the dataset into 8 subsets corresponding with 8 Intelligences defined by Howard Gardner with the collected dataset. In each subset, we build the KNN classifier model using KNN classification algorithm. This processing of 8 subsets come out with the results accuracy for the 8 Intelligences: linguistic intelligence (80.95%), logical-mathematical intelligence (82.14%), musical intelligence (96.43%), bodily-kinesthetic intelligence (82.14%), spatial-visual intelligence (82.14%), interpersonal intelligence (89.29%), intrapersonal intelligence (88.1%), existential intelligence (78.57%). With the outcome of 8 models, we have tested with 5 students and compared them to their actual intelligences. The comparison results tell us about the valuable potential in career path of the proposed counselling system, the advantages of this combination between Multiple Intelligence and KNN classifier.
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Lin, Yulan, i Qingsheng Lu. "An Investigation on the Multiple Intelligences of English Major Undergraduates in a University in Jiangxi Province". Studies in Linguistics and Literature 4, nr 4 (30.10.2020): p131. http://dx.doi.org/10.22158/sll.v4n4p131.

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The Multiple Intelligences theory is composed of eight various intelligence, which concludes all aspects of human beings. Every individual has a different degree of these eight intelligences, but these eight intelligences are conducive to the overall development of persons and are in line with the current talent training goals of college English majors. So as to make better use of Multiple Intelligences theory in college English majors’ teaching, this paper did a survey of multiple intelligences to English major students in a university of Jiangxi Province. The results reveal that the level of multiple intelligences of English majors in the university is in a general state, and their weaknesses intelligence and superior intelligence are music intelligence and naturalist intelligence respectively. What’s more, the results provide three aspects of enlightenments for a better use of Multiple Intelligences for further college teaching: based on students’ current multiple intelligences; make use of students’ learning styles and learning strategies; enable students to get overall development. It is hoped that the article could offer some inspiration to current teaching of English majors in universities, and also provide some new ideas for better use of the teaching method guided by the theory of Multiple Intelligences.
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Samad Umarella, Mahatir Afandi Attamimi,. "IMPLEMENTATION OF THE THEORY MULTIPLE INTELLIGENCES IN IMPROVE COMPETENCE OF LEARNERS ON THE SUBJECTS OF ISLAMIC RELIGIOUS EDUCATION IN SMP NEGERI 14 AMBON". al-Iltizam: Jurnal Pendidikan Agama Islam 4, nr 1 (24.06.2019): 73. http://dx.doi.org/10.33477/alt.v4i1.817.

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The purpose is to discover about Implementation Of Multiple Intelligences Theory to increase the ability of student in Islamic education’s subject of SMP Negeri 14 Ambon and to discover about supporting and obstacle factors of Implementation Of Multiple Intelligences Theory to increase the ability of student in Islamic education’s subject of SMP Negeri 14 Ambon. This research is using mixed method (qualitative facilitated by quantitative). The writer using observation, interview, documentation, and questionnaire to collect data. The results of this research has shown that Implementation Of Multiple Intelligences Theory to increase the ability of student in Islamic education’s subject of SMP Negeri 14 Ambon is greatly achieved. Proven with all activities like learning process and extracurricular programs in schools is already supported and developed the ninth intelligences. Although in developing process not all of that intelligences can perfectly achieved and not all that intelligences has achieved at the same time. The ninth intelligencesis linguistic-verbal intelligence, mathematiclogic intelligence, visual-spacial intelligence, kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and existencial spiritual intelligence. The supporting factors of Multiple Intelligences Theory is suficient infrastructure facilities and teacher, good interaction within teacher and student, and great cooperation with public. Otherwise the obstacle factors of Multiple Intelligences Theory is less participation from parents, busy teacher, less information about intraschool competition’s events and the variance levels of student intelligences.
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Islam, Rukmana Fachrul. "Revisiting the Universality of Multiple Intelligences Theory in English Writing Classroom: Putting Theory Into Practice". ELS Journal on Interdisciplinary Studies in Humanities 2, nr 1 (28.03.2019): 148–55. http://dx.doi.org/10.34050/els-jish.v2i1.6238.

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The present study was undertaken based on an assumption that there is no full guarantee that the university-level students from English department could be easily successful in writing activities. This might be as a result of differences in individuals’ characteristics contributing to language learning process, and even better it has something to do with the so-called “Intelligence”. While some relevant studies concerned about the relationship between the students’ Multiple Intelligence profile and their ability in language learning, the current findings contradicted the findings that of researches. In relation with writing skill, some show a significant correlation, some found only partial correlation, and some illustrated insignificant correlation between the observed variables. To have a clearer picture as to this arguable issue, the present study’s aim was about to look into the relationship between multiple intelligences as a whole part and linguistic intelligence as a part of multiple intelligences, and writing performance of English department students in a state university. This study employed mix method and the instruments applied were MI Inventory, a writing scale adopted from IELTS writing task 2, and interview. A small number of students, 27 students, actively participated in this study, and the findings indicated that insignificant correlation existed between students’ writing performance and their MI profile as a whole part or as independent intelligence, namely linguistic intelligence.
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Yavich, Roman, i Irina Rotnitsky. "Multiple Intelligences and Success in School Studies". International Journal of Higher Education 9, nr 6 (18.09.2020): 107. http://dx.doi.org/10.5430/ijhe.v9n6p107.

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The applications of multiple intelligence theory in education are wide. Students apply the learning in the classroom according to their own dominant intelligence and learning style, which is most effective for them. Combining learning styles with dominant intelligences enhances the students' learning processes.The purpose of this case study is to examine the relationship between dominant intelligences according to Gardner's multiple intelligence theory and middle school students' academic achievement. A case study was conducted in Israel, in a middle school, among seventh-graders and involved 158 students.Findings indicated that in excellent classes - 80.9% of students had logical intelligence, in at least one of the levels of dominance; in ordinary classes only 48.4% of students have logical intelligence, at least in one of the levels of dominance. We also examined the relationship between the amount of dominant intelligences among students in all classes, excellent and ordinary. Findings indicated that in excellent classes the percentage of students with two or three dominant intelligences was higher than the percentage in ordinary classes. It is important to note that these are not just the logical and verbal, but also all types of intelligences, such as spatial, musical, kinetic and others.In conclusion, the dominant intelligences that highly influence and measure achievement in the education system are not the logical-mathematical and the linguistic-verbal, but the only logical-mathematical. Moreover, the amount of intelligences at the dominant levels can predict and indicate student's success at school.
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Rozprawy doktorskie na temat "Multiple intelligence theory"

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

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

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In the last years the Theory of the Multiple Intelligences developed by Howard Gardner has had a tremendous impact in elementary and secondary classrooms in the United States. Gardner(1983) defines intelligence as the ability to solve a problem or fashion a product that is valued in one or more cultural settings. His definition expands our understanding of "intelligence" beyond the familiar linguistic and Logical-mathematical intelligences, to include the spatial, musical,bodily-kinesthetic, naturalist. interpersonal, and intrapersonal intelligences. This new wayof conceptualizing human intelligence has profound implications for educators whose task needs to include the identification and nourishment of the different talents brought by al students.
En los últimos años la Teoría de las Inteligencias Múltiples formulada por Howard Gardner ha tenido un impacto tremendo en los salones de clase de escuelas primarias y secundarias en los Estados Unidos de Norteamérica. Gardner (1983) define inteligencia como una habilidad para resolver un problema o manufacturar un producto valorado por lo menos en un contexto cultural. Esta definición extiende nuestra comprensión de inteligencia más allá de las reconocidas inteligencias lingüística y lógico-matemática, para incluir otras inteligencias como es el caso de la espacial, musical, física-cinestética, naturalista, interpersonal, e intrapersonal. Esta nuevamanera de conceptualizar la inteligencia humana tiene profundas implicaciones para los educadores cuya labor deberá involucrar la identificación y nutrición de los diferentes talentos que traen consigo todos los estudiantes.
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Dennis, Robb. "Multiple Intelligence Theory and its Application in Modern Vocal Pedagogy". Scholarship @ Claremont, 1998. http://scholarship.claremont.edu/cgu_etd/99.

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In 1983, Howard Gardner shook the foundations of intelligence testing and the field of education by suggesting that there are seven distinct intelligences. These intelligences had testable and distinct attributes that were supported by his research at the Boston Veterans Administration. This research cited the existence of savants and prodigies, isolation by brain damage, and psychometric findings as support for Multiple Intelligence Theory. Widely accepted by the education community at large, the application of MI principles has been further elaborated in the writings of Thomas Armstrong and David Lazear. Can the principles of Multiple Intelligence Theory be applied in the area of modern vocal pedagogy? After surveys of the foundations of vocal pedagogy and the principles ofMI theory, the author suggests they can. What follows is an analysis of two current vocal pedagogy texts, Van Clu·isty's Foundations in Singing and Jan Sclunidt's Basics of Singing to determine the variety and use ofMI principles in each. After the analysis, the author suggests applications of MI principles, using aspects of their song learning chapters as a template that can be adapted to any vocal pedagogy text.
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Fischman, Lane Ari. "Using Gardner's multiple intelligence theory to differentiate high school physics instruction". Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/fischman/FischmanL0811.pdf.

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The purpose of this project was to examine the effects of differentiated instruction on students' understanding of high school physics based on Gardner's multiple intelligence theory. The original premise was that some students are strong in some intelligences and weak in others. Each student started by learning the content in the areas they were strong in, and then using that knowledge to help them overcome the more challenging concepts. They then worked together with students from all of the intelligence strengths to show a greater understanding of the content and scientific skills. The data was collected using a combination of pre and posttests, surveys, observations, and concept maps as a part of individual student interviews. The results indicate that this approach has its merits but will need refinement to be implemented into the entire curriculum. Differentiation with respect to multiple intelligence theory appears to cause an increase in student understanding, attitude and motivation.
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DeGennaro, Alfred Joseph. "Application of Multiple Intelligence Theory to an e-Learning Technology Acceptance Model". Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1273053153.

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Kennedy-Murray, Linda N. "Teachers' Perceptions and Practices of Multiple Intelligences Theory in Middle Schools". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2071.

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Despite instructional changes and administrative support, students with learning disabilities in a middle school located in Georgia did not meet the state expectations to perform at their grade level in core subjects on the state's standardized test. The purpose of this correlational study was to determine whether a relationship existed between teachers' familiarity with Gardner's multiple intelligences (MI) theory and the MI instructional strategies they used in the classroom setting. Gardner's MI theory was used as the theoretical foundation, which supports the idea that if teachers can identify the intelligences (e.g., interpersonal, intrapersonal, visual/spatial, musical, bodily/kinesthetic, mathematical/logical, verbal/linguistic, and naturalistic) in each child and then teach to those abilities, the child will learn better. The sample included 61 middle school teachers who participated in Gardner's MI familiarity and MI practices online self-report survey. Data were analyzed descriptively and inferentially using correlations and regression. The results revealed that a majority (61%) of teachers were unfamiliar or only somewhat familiar with Gardner's MI theory. A simple linear regression revealed no significant relationship between teacher classroom practices and familiarity with Gardner's theory. Recommendations included conducting additional research on MI with a larger sample; additional research was also recommended on the best classroom practices for teachers to support a wide range of diverse learners. Implications for positive social change include providing the local site with information and recommendations that will further the dialogue related to what schools can do to promote learning and academic success for all students.
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Scapens, Mennie (Mary-Ann). "Implementing the theory of multiple intelligences in the junior secondary school". The University of Waikato, 2007. http://hdl.handle.net/10289/2284.

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First published in 1983, the theory of multiple intelligences (Gardner, 1983) struck a chord with thousands of educators across the world, providing a philosophical and structural framework that helped them make sense of and cater for the vast range of individual difference they encountered daily in their classrooms. However, while MI theory has found a ready audience amongst early childhood and primary school educators, and has been associated with a wide range of positive outcomes across a variety of educational settings, it continues to have little impact on secondary school practice. The aim of this qualitative action research project was to establish a collaborative research group of four junior secondary school teachers, who were interested in exploring MI theory and its implications for learning and teaching. In documenting their experiences, the project aimed to find out whether an MI-based programme was feasible in a junior secondary school context, and to identify the difficulties and barriers that impeded the participating teachers' endeavours to implement MI in their classrooms. The following research questions provided the focus for the project: 1. Can an MI-based approach to teaching and learning be successfully implemented in a junior secondary school programme? 2. What are the issues that secondary school teachers face when implementing MI into their classroom programmes? 3. What are the best ways to address these issues? iii A multiple case study approach provided an effective means of illustrating the individual complexity of teachers' situations, as they interacted with their students, the curriculum, their colleagues and their school environment, and was also flexible enough to accommodate the open-ended and evolving nature of the investigation. The following outcomes for teachers as a result of the MI project were noted: (a) Increased awareness and understanding of student diversity. (b) Extended teaching practice and enhanced teacher creativity. (c) Improved planning framework. (d) Teachers' beliefs about learning and intelligence were affirmed and extended. (e) Teachers experienced improved confidence in their abilities as teachers. (f) The emergence of a cohesive student-centred curriculum. (g) Improved collegiality. As a result of the project, many barriers to implementing MI theory into junior secondary school classrooms were identified, under the following categories: (a) Barriers relating to teacher culture (b) Barriers relating to management requirements (c) Barriers relating to time (d) Barriers relating to personnel (e) Barriers relating to external pressures on the school The outcomes of this project confirm findings in the research literature, which suggest that MI theory can provide a valuable philosophical and structural iv framework that helps teachers develop a greater awareness of student diversity and enhanced teaching practice, as well as the understanding that a uniform approach to teaching and learning meets the needs of too few. However, a number of entrenched structural and cultural barriers characteristic of the secondary school context were also identified, which suggest that the adoption of MI-based teaching practices on a wider scale is unlikely without an in-depth school-wide professional development initiative.
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Doran, Gary Brian Jr. "Multiple-Instance Learning from Distributions". Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1417736923.

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Presley, Arzu Irfan. "An Investigation Of The Teaching-learning Process Based On Multiple Intelligence Theory In A High- School Biology Course". Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606229/index.pdf.

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This study sought to investigate the effects of multiple intelligences based instruction (MIBI) and learning styles on ninth graders&
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attitudes toward biology, biology achievement, and overall multiple intelligences. This experimental research was conducted in the second term of 2002-2003 educational year in Eregli high school. The sample involved in the study consisted of 64 students from the two different ninth grade classes taught by the same teacher. One class was assigned as the experimental group in which students were exposed to MIBI, whereas the other class was assigned as the control group in which students were exposed to traditional instruction in the unit of diversity and classification of living organisms. The data were obtained from attitudes toward biology scale, unit achievement test, multiple intelligences and Kolb&
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s learning style inventories, interviews with the students and the teacher, and observations in the experimental classroom during the treatment. Multivariate Analysis of Covariance was used for the quantitative data obtained from measuring tools. Results indicated that there was a significant effect of MIBI on students&
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attitudes toward biology and biology achievement, but there was not any significant effect of MIBI on students&
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overall multiple intelligences. In addition, there was not any significant effect of the students&
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learning styles on their attitudes toward biology, biology achievement, or overall multiple intelligences. Moreover, interpretations of the interviews with the students and the teacher, and the observations of the experimental classroom indicated that MIBI had positive contributions on teaching and learning process.
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Botelho, Maria Do Rozário de Lima. "Multiple intelligences theory in English language teaching: An analysis of current textbooks, materials and teachers’ perceptions". Ohio University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1079466683.

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Książki na temat "Multiple intelligence theory"

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Gardner, Howard. Frames of mind: The theory of multiple intelligences. Wyd. 2. New York, NY: Basic Books, 2004.

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Frames of mind: The theory of multiple intelligences. London: Paladin, 1985.

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Frames of mind: The theory of multiple intelligences. New York, NY: BasicBooks, 1993.

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Gardner, Howard. Frames of mind: The theory of multiple intelligences. New York: Basic Books, 1985.

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Multiple intelligences: The theory in practice. New York, NY: Basic Books, 1993.

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Multiple intelligences: The theory in practice. New York: Basic Books, 1993.

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Fitting, Melvin. Beyond two: Theory and applications of multiple-valued logic. Redaktor Orlowska Ewa. Heidelberg: Physica-Verlag, 2003.

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International Conference on Multi-Objective Programming and Goal Programming (4th 2000 Ustroń, Poland). Multiple objective and goal programming: Recent cevelopments. Heidelberg: Physica-Verlag, 2002.

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Bunga-Upton, Lisa. Towards a new perspective on science education: Using multiple intelligence theory through the integrated arts to improve teaching practice. Toronto, ON: Imperial Oil Centre for Studies in Science, Mathematics & Technology education, Ontario Institute for Studies in Education/University of Toronto, 2001.

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Weber, Ellen. Creative learning from inside out: A collaborative learning and teaching approach for high school : multiple intelligence theory application (MITA). Redaktorzy Bareham Steve i Chandler Melanie. Vancouver, BC: EduServ Inc., 1995.

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Części książek na temat "Multiple intelligence theory"

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Dubois, Didier. "Possibility Theory, Probability Theory and Multiple-Valued Logics: A Clarification". W Computational Intelligence. Theory and Applications, 228. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-45493-4_26.

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Jiang, Huanxin. "Efficient Teaching Scheme Based on Multiple Intelligence Theory". W Lecture Notes in Electrical Engineering, 477–84. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4805-0_57.

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Lewis, Owen M., i J. Andrew Ware. "A novel neural network technique for modelling data containing multiple functions". W Computational Intelligence Theory and Applications, 141–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/3-540-62868-1_106.

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Zhang, Changwen, i Changhui Liu. "Middle School Mathematics Teaching Based on Multiple Intelligence Theory". W Advances in Intelligent Systems and Computing, 1204–8. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2568-1_167.

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Ben Amor, Nahla, Didier Dubois, Héla Gouider i Henri Prade. "Graphical Representations of Multiple Agent Preferences". W Advances in Artificial Intelligence: From Theory to Practice, 142–53. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60045-1_17.

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Sundar, Shyam, i Alok Singh. "A Swarm Intelligence Approach to the Quadratic Multiple Knapsack Problem". W Neural Information Processing. Theory and Algorithms, 626–33. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-17537-4_76.

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Hammer, Hugo Lewi, i Anis Yazidi. "Incremental Quantiles Estimators for Tracking Multiple Quantiles". W Advances in Artificial Intelligence: From Theory to Practice, 202–10. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60042-0_23.

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Lai, How-Yee, i San-Lim Yap. "Application of Multiple Intelligence Theory in the Assessment for Learning". W Assessment for Learning Within and Beyond the Classroom, 427–36. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0908-2_36.

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Dubois, Didier, i Henri Prade. "A Set-Valued Approach to Multiple Source Evidence". W Advances in Artificial Intelligence: From Theory to Practice, 113–18. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60045-1_14.

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Martin, Ana Paula, Paulo E. Santos i Marjan Safi-Samghabadi. "Consistency Check in a Multiple Viewpoint System for Reasoning About Occlusion". W Advances in Artificial Intelligence: From Theory to Practice, 523–32. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60042-0_58.

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Streszczenia konferencji na temat "Multiple intelligence theory"

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Yang, Xudong. "Mathematical Modeling of Multiple Intelligence Theory Based on Information Entropy Theory". W 2nd International Conference on Management Science and Industrial Engineering (MSIE 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/msie-13.2013.9.

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

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The article considers the methodological aspects of teaching foreign languages at university; the possibility of applying the theory of multiple intelligence to foreign language teaching is studied; the concept of the case-project as a method of teaching is defined which combined case study method and project method; methods of organizing research activity of students through the technique of team work for development and introduction in educational process the idea of development of added multiple intelligences are implemented; a questionnaire to define the dominant types of intelligences is developed and tested; psychological-didactic, organizational-methodical and evaluative-reflexive features of the use of the implemented theory in teaching foreign languages are analyzed.
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Wang, Lixin, i Chonggang Fu. "Experimental Teaching Evaluation Based on Multiple Intelligence theory". W 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.36.

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Li, Qingsheng, Aimin Wang, Jinyu Kai i Jipeng Wang. "Research on Multimedia Intelligence Course and Intelligence Classroom Based on Multiple Intelligence Theory". W 2010 Sixth International Conference on Intelligent Information Hiding and Multimedia Signal Processing (IIH-MSP). IEEE, 2010. http://dx.doi.org/10.1109/iihmsp.2010.102.

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Irwan, Lilik Putriani, Irwan i Dony Permana. "Developing Trigonometry Mathematic Learning Based On Multiple Intelligence Theory". W Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icm2e-18.2018.28.

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Jin, Bei. "Application of Multiple Intelligence Theory in Exhibition Occupation Education". W 2013 the International Conference on Education Technology and Information Systems (ICETIS 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetis-13.2013.183.

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Zhou, Jianlei. "Application of Multiple Intelligence Theory in College English Teaching". W 2018 4th International Conference on Humanities and Social Science Research (ICHSSR 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ichssr-18.2018.19.

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Ivanashko, Yulia P., i Elena A. Protsukovich. "THE USE OF MULTIPLE INTELLIGENCE THEORY IN ENGLISH LANGUAGE LESSONS". W TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.12.

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Pomazi, Krisztian, Laszlo Gazdi, Bertalan Radostyan, Mate Szabo, Luca Szegletes i Bertalan Forstner. "Self-standardizing cognitive profile based on gardner's multiple intelligence theory". W 2016 7th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2016. http://dx.doi.org/10.1109/coginfocom.2016.7804568.

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Xue, Jinxiang. "The Application of Multiple Intelligence Theory in Spoken English Improvement". W 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.154.

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Raporty organizacyjne na temat "Multiple intelligence theory"

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

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Yoozbashizadeh, Mahdi, i Forouzan Golshani. Robotic Parking Technology for Congestion Mitigation and Air Quality Control Around Park & Rides. Mineta Transportation Institute, czerwiec 2021. http://dx.doi.org/10.31979/mti.2021.1936.

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A lack or limited availability for parking may have multiple consequences, not the least of which is driver frustration, congestion, and air pollution. However, there is a greater problem that is not widely recognized by the public, namely the negative effect on the use of transit systems due to insufficient parking spaces close to key transit stations. Automated parking management systems, which have been successfully deployed in several European and Japanese cities, can manage parking needs at transit stations more effectively than other alternatives. Numerous studies have confirmed that quick and convenient automobile access to park-and-ride lots can be essential to making public transit competitive with the automobile in suburban areas. Automated parking systems use a robotic platform that carries each vehicle to one of the locations in a custom designed structure. Each location is designed compactly so that considerably more vehicles can be parked in the automated garages than the traditional parking lots. Central to the design of these systems are three key technologies, namely: 1. Mechanical design and the operation of vehicle transfer, i.e., the robotic platform 2. Structural and architectural requirements to meet safety and earthquake standards, among other design imperatives, 3. Automation and intelligent control issues as related to the overall operation and system engineering. This article concerns the first technology, and more specifically the design of the robotic platform for vehicle transfers. We will outline the overall design of the robot and the shuttle, followed by a description of the prototype that was developed in our laboratories. Subsequently, performance related issues and scalability of the current design will be analyzed.
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Jones, Emily, Beatriz Kira, Anna Sands i Danilo B. Garrido Alves. The UK and Digital Trade: Which way forward? Blavatnik School of Government, luty 2021. http://dx.doi.org/10.35489/bsg-wp-2021/038.

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The internet and digital technologies are upending global trade. Industries and supply chains are being transformed, and the movement of data across borders is now central to the operation of the global economy. Provisions in trade agreements address many aspects of the digital economy – from cross-border data flows, to the protection of citizens’ personal data, and the regulation of the internet and new technologies like artificial intelligence and algorithmic decision-making. The UK government has identified digital trade as a priority in its Global Britain strategy and one of the main sources of economic growth to recover from the pandemic. It wants the UK to play a leading role in setting the international standards and regulations that govern the global digital economy. The regulation of digital trade is a fast-evolving and contentious issue, and the US, European Union (EU), and China have adopted different approaches. Now that the UK has left the EU, it will need to navigate across multiple and often conflicting digital realms. The UK needs to decide which policy objectives it will prioritise, how to regulate the digital economy domestically, and how best to achieve its priorities when negotiating international trade agreements. There is an urgent need to develop a robust, evidence-based approach to the UK’s digital trade strategy that takes into account the perspectives of businesses, workers, and citizens, as well as the approaches of other countries in the global economy. This working paper aims to inform UK policy debates by assessing the state of play in digital trade globally. The authors present a detailed analysis of five policy areas that are central to discussions on digital trade for the UK: cross-border data flows and privacy; internet access and content regulation; intellectual property and innovation; e-commerce (including trade facilitation and consumer protection); and taxation (customs duties on e-commerce and digital services taxes). In each of these areas the authors compare and contrast the approaches taken by the US, EU and China, discuss the public policy implications, and examine the choices facing the UK.
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