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Journal articles on the topic 'Theories of intelligence'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Wilson, Stefanie D. "Implementing Co-Creation And Multiple Intelligence Practices To Transform The Classroom Experience." Contemporary Issues in Education Research (CIER) 11, no. 4 (2018): 127–32. http://dx.doi.org/10.19030/cier.v11i4.10206.

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Co-creating with a diverse population of learners to enhance their educational experience requires apt skills, namely, multiple intelligence practices. Through the lens of adult learning theories to include multiple intelligences developed by Harvard psychologist Howard Gardner, this empirical research study of a classroom scenario examines the relationship between co-creating and multiple intelligences leadership practices and presents examples of positive effects of co-creating and multiple intelligence practices that have transformed the classroom experience. This article integrates the bro

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2

Kozma, Robert. "Mathematical theories of physical intelligence." Physics of Life Reviews 10, no. 1 (2013): 110–11. http://dx.doi.org/10.1016/j.plrev.2013.03.005.

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3

Waterhouse, Lynn. "Inadequate Evidence for Multiple Intelligences, Mozart Effect, and Emotional Intelligence Theories." Educational Psychologist 41, no. 4 (2006): 247–55. http://dx.doi.org/10.1207/s15326985ep4104_5.

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4

Orton, J. Douglas, and Jamie L. Callahan. "Important “folk theories” in intelligence reorganization." International Journal of Intelligence and CounterIntelligence 8, no. 4 (1995): 411–29. http://dx.doi.org/10.1080/08850609508435296.

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5

Murrone, Jeanne, and Malcolm D. Gynther. "Teachers' Implicit “Theories” of Children's Intelligence." Psychological Reports 69, no. 3_suppl (1991): 1195–201. http://dx.doi.org/10.2466/pr0.1991.69.3f.1195.

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Information about teachers' implicit notions of children's intelligence was obtained by having 50 student-teachers and 79 teachers with 1 to 4 years of experience rate 150 descriptors on applicability to an hypothetical child described as above average, average, or below average in intellectual functioning. Each teacher-subject was classified by dogmatism score and by years of teaching experience. A factor analysis disclosed that Academic Skills and Interpersonal Competencies summarize the implicit notions. Analysis of variance showed that all levels of hypothesized intelligence only affected

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6

Cobb, Paul. "Learning From Distributed Theories of Intelligence." Mind, Culture, and Activity 5, no. 3 (1998): 187–204. http://dx.doi.org/10.1207/s15327884mca0503_4.

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7

MURRONE, JEANNE. "TEACHERS' IMPLICIT "THEORIES" OF CHILDREN'S INTELLIGENCE." Psychological Reports 69, no. 8 (1991): 1195. http://dx.doi.org/10.2466/pr0.69.8.1195-1201.

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8

Costa, Ana, and Luísa Faria. "Implicit Theories of Emotional Intelligence, Ability and Trait-Emotional Intelligence and Academic Achievement." Psihologijske teme 29, no. 1 (2020): 43–61. http://dx.doi.org/10.31820/pt.29.1.3.

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This study examines the effect of the implicit theories of emotional intelligence and of emotional intelligence (EI; ability and trait EI) on students’ academic achievement (GPA). Five hundred twenty-three 10th graders (Mage = 15.5; SD = 0.67) completed measures of implicit theories (IT) and EI (performance and self-report). The results confirmed the direct effect of EI (ability and trait EI) on students’ GPA. Moreover, implicit theories of EI affected students’ trait EI and only indirectly affected students’ achievement. Multigroup analyses indicated that the IT and EI effects on students’ GP

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9

Rautiainen, Riitta, Hannu Räty, and Kati Kasanen. "Is children’s intelligence malleable? Parental perspectives on implicit theories of intelligence." Nordic Psychology 68, no. 4 (2016): 233–43. http://dx.doi.org/10.1080/19012276.2016.1149093.

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10

Marrin, Stephen. "Evaluating intelligence theories: current state of play." Intelligence and National Security 33, no. 4 (2018): 479–90. http://dx.doi.org/10.1080/02684527.2018.1452567.

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11

Sternberg, Robert J. "Implicit theories of intelligence, creativity, and wisdom." Journal of Personality and Social Psychology 49, no. 3 (1985): 607–27. http://dx.doi.org/10.1037/0022-3514.49.3.607.

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12

Keating, Daniel P., and Darla J. MacLean. "Some Intelligent Theories About Intelligence in Practice." Contemporary Psychology: A Journal of Reviews 33, no. 8 (1988): 666–67. http://dx.doi.org/10.1037/025871.

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13

Alpay, E., and J. Ireson. "Self-theories of intelligence of engineering students." European Journal of Engineering Education 31, no. 2 (2006): 169–80. http://dx.doi.org/10.1080/03043790600567027.

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14

Tigner, Robert B., and Steven S. Tigner. "Triarchic theories of intelligence: Aristotle and Sternberg." History of Psychology 3, no. 2 (2000): 168–76. http://dx.doi.org/10.1037/1093-4510.3.2.168.

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15

Fidelman, Uri. "An appraisal of biological theories of intelligence." Kybernetes 27, no. 9 (1998): 1020–35. http://dx.doi.org/10.1108/03684929810246044.

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16

Jonsson, Anna-Carin, Dennis Beach, Helena Korp, and Peter Erlandson. "Teachers’ implicit theories of intelligence: influences from different disciplines and scientific theories." European Journal of Teacher Education 35, no. 4 (2012): 387–400. http://dx.doi.org/10.1080/02619768.2012.662636.

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17

Radević, Luna, Ivona Jerković, and Ilija Milovanović. "Teachers' implicit beliefs about (mathematical) intelligence." Nastava i vaspitanje 69, no. 2 (2020): 151–70. http://dx.doi.org/10.5937/nasvas2002151r.

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Implicit theories of intelligence are individual beliefs about the nature of intelligence, which are used on a daily basis as part of self-assessment and assessment of others, and are a significant factor shaping attitudes and behaviors. Research to date suggests that teachers can influence their students' beliefs about intelligence, which in turn affect motivation and achievement. According to Dweck's model, implicit theories of intelligence are a bipolar construct, with two theories at its extremes - the entity theory, which stresses the immutability of intelligence, and the incremental theo

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18

Folk, Amanda L. "Academic Reference and Instruction Librarians and Dweck’s Theories of Intelligence." College & Research Libraries 77, no. 3 (2016): 302–13. http://dx.doi.org/10.5860/crl.77.3.302.

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This article introduces psychologist Carol S. Dweck’s entity and incremental theories of intelligence and explores the prevalence of these theories in academic librarians who participate in reference and instruction activities. Based on existing research, it is possible that implicit theories of intelligence could affect the ways in which librarians conduct information literacy and library instruction, as well as reference interactions. This article intends to provide a foundation for understanding if further research concerning theories of intelligence, instructional design and pedagogy, and

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19

Grant, John, and Jack Minker. "Deductive database theories." Knowledge Engineering Review 4, no. 4 (1989): 267–304. http://dx.doi.org/10.1017/s0269888900005129.

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AbstractThis paper surveys a variety of deductive database theories. Such theories differ from one another in the set of axioms and metarules that they allow and use. The following theories are discussed: relational, Horn, and stratified in the text; protected, disjunctive, typed, extended Horn, and normal in the appendix. Connections with programming in terms of the declarative, fixpoint, and procedural semantics are explained. Negation is treated in several different ways: closed world, completed database, and negation as failure. For each theory examples are given and implementation issues

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20

Kai-Yuan, Cai. "Fuzzy reliability theories." Fuzzy Sets and Systems 40, no. 3 (1991): 510–11. http://dx.doi.org/10.1016/0165-0114(91)90177-r.

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21

King, Ronnel B. "A Fixed Mindset Leads to Negative Affect." Zeitschrift für Psychologie 225, no. 2 (2017): 137–45. http://dx.doi.org/10.1027/2151-2604/a000290.

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Abstract. The way individuals think about their intelligence (i.e., implicit theories of intelligence) powerfully shapes learning processes. However, not much is known about how implicit theories of intelligence are associated with subjective well-being. The aim of this study was to investigate the relationship between implicit theories of intelligence and subjective well-being as indexed by life satisfaction, positive affect, and (low levels of) negative affect. Study 1, a cross-sectional study, showed that entity theory of intelligence was negatively associated with life satisfaction and pos

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22

Murrone, Jeanne, and Malcolm D. Gynther. "Implicit Theories or Halo Effect? Conceptions about Children's Intelligence." Psychological Reports 65, no. 3_suppl2 (1989): 1187–93. http://dx.doi.org/10.2466/pr0.1989.65.3f.1187.

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Information about implicit conceptions of children's intelligence was obtained by having undergraduates, aged 20 yr. or older, rate behavioral descriptions for hypothetical children classified as having “Above Average,” “Average,” and “Below Average” intelligence. While sex of subject and sex of child rated did not significantly influence the ratings, a main effect for level of intelligence was obtained, that is, ratings of behaviors rationally classified as Verbal Abilities, Problem-solving Abilities, Social Competence, Character/Personality Traits, Interest in Learning and/or Culture, Other

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23

Zajda, Joseph. "Current Research of Theories and Models of Intelligence." Curriculum and Teaching 34, no. 1 (2019): 87–108. http://dx.doi.org/10.7459/ct/34.1.07.

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24

Song, Ji-Hun, and Youn-Jea Kim. "Artificial Intelligence-based Aeroacoustic Theories and Research Trends." Transactions of the Korean Society of Mechanical Engineers - B 46, no. 9 (2022): 481–92. http://dx.doi.org/10.3795/ksme-b.2022.46.9.481.

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25

Braasch, Jason L. G., Ivar Bråten, Helge I. Strømsø, and Øistein Anmarkrud. "Incremental theories of intelligence predict multiple document comprehension." Learning and Individual Differences 31 (April 2014): 11–20. http://dx.doi.org/10.1016/j.lindif.2013.12.012.

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26

Muncy, James A. "Implications of Contemporary Intelligence Theories to Marketing Education." Journal of Education for Business 81, no. 6 (2006): 301–6. http://dx.doi.org/10.3200/joeb.81.6.301-306.

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27

Hunt, Earl. "P-FIT: A major contribution to theories of intelligence." Behavioral and Brain Sciences 30, no. 2 (2007): 158–59. http://dx.doi.org/10.1017/s0140525x07001227.

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AbstractThe P-FIT model is a major step forward in understanding biological causes of intelligence. It is consistent with evidence on the influence of working memory and speediness upon intelligence, and with models that emphasize the role of interaction between modules to produce intelligence. The contribution to understanding genetic contributions is problematical, due to the difficulty of isolating the genes involved.

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28

Feradepi, Dea, Dedi Sofyan, and Kasmaini Kasmaini. "CLASSROOM ACTIVITIES BASED ON MULTIPLE INTELLIGENCE THEORY IN ENGLISH LANGUAGE TEACHING 2013 CURRICULUM FOR SEVENTH GRADE." JALL (Journal of Applied Linguistics and Literacy) 3, no. 2 (2019): 133. http://dx.doi.org/10.25157/jall.v3i2.2681.

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The purpose of this study was to analyze whether schools had implemented the 2013 curriculum system such as the Bengkulu City 11 Junior High School in the learning process in classroom activities using multiple intelligence theories. This research was designed as a descriptive qualitative method. The population and sample of this study were English language teachers at SMPN 11 Bengkulu Cityin seventh grade. Data was collected using observations checklist and video recorder that were used to assist researchers in analyzing forms of observation checklist. The results of the study showed several

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29

Bock, Dora E., Jeremy S. Wolter, and O. C. Ferrell. "Artificial intelligence: disrupting what we know about services." Journal of Services Marketing 34, no. 3 (2020): 317–34. http://dx.doi.org/10.1108/jsm-01-2019-0047.

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Purpose Artificial intelligence (AI) is currently having a dramatic impact on marketing. Future manifestations of AI are expected to bring even greater change, possibly ushering in the realization of the fourth industrial revolution. In accord with such expectations, this paper aims to examine AI’s current and potential impact on prominent service theories as related to the service encounter. Design/methodology/approach This paper reviews dominant service theories and their relevance to AI within the service encounter. Findings In doing so, this paper presents an integrated definition of servi

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30

Wang, Yingxu, Bernard Widrow, Lotfi A. Zadeh, et al. "Cognitive Intelligence." International Journal of Cognitive Informatics and Natural Intelligence 10, no. 4 (2016): 1–20. http://dx.doi.org/10.4018/ijcini.2016100101.

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The theme of IEEE ICCI*CC'16 on Cognitive Informatics (CI) and Cognitive Computing (CC) was on cognitive computers, big data cognition, and machine learning. CI and CC are a contemporary field not only for basic studies on the brain, computational intelligence theories, and denotational mathematics, but also for engineering applications in cognitive systems towards deep learning, deep thinking, and deep reasoning. This paper reports a set of position statements presented in the plenary panel (Part I) in IEEE ICCI*CC'16 at Stanford University. The summary is contributed by invited panelists who

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31

Tiekstra, Marlous, and Alexander Minnaert. "At-Risk Students and the Role of Implicit Theories of Intelligence in Educational Professionals’ Actions." Journal of Cognitive Education and Psychology 16, no. 2 (2017): 193–204. http://dx.doi.org/10.1891/1945-8959.16.2.193.

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Implicit theories of intelligence play a role in teacher’s actions. Adaptive instruction in and out of the classroom is important to optimize learning processes, especially in the case of at-risk students. This study explored to what extent implicit theories of intelligence play a role in the actions of educational professionals around at-risk students. Forty-four teachers and 57 support professionals participated in this research. Data were analyzed separately for teachers and support professionals. Thirty-four percent of the actions of the teacher can be explained by implicit theories. Howev

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32

Efendi, Moh Yusuf. "KONSEP MULTIPLE INTELLIGENCES DAN IMPLEMENTASNYA DALAM MENGEMBANGKAN KECERDASAN PESERTA DIDIK DI SD KITA BOJONEGORO." JEC (Journal of Education and Counseling) 1, no. 2 (2018): 123–31. http://dx.doi.org/10.32665/jec.v1i2.59.

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Education is the conscious guidance or help provided by educators to the educated in physical and spiritual development toward maturity and beyond until the formation of the Muslim personality. There are various theories in teaching, one of the new breakthroughs that may be the choice is the theory of Multiple Intelligences popularized by Howard Gardner of Harvard University. This theory contains various kinds of intelligence possessed by humans. The intelligence is as follows: (a) Linguistic Intelligence (b) Logical mathematical intelligence (c) Visual intelligence - special (d) Musical intel

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33

Zacharová, Zlatica Jursová, Miroslava Lemešová, and Lenka Sokolová. "ANALYSIS OF PRE-SERVICE TEACHERS' COGNITIVE PROFILES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 629. http://dx.doi.org/10.17770/sie2019vol2.3677.

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In recent years there has been increased attention to the problem of teachers' competences. The need for developing critical thinking in schools turns the focus also on the teachers' cognitive skills including not only intelligence but also cognitive reflection and implicit theories of intelligence. This study aimed to analyse pre-service teachers' (N = 344) cognitive profiles covering data from cognitive reflection test (CRT), implicit theories of intelligence test and Mannheim intelligence test (MIT, measuring verbal, numerical and spatial abilities). Significant correlations were found betw

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34

Sternberg, Robert J., and Sareh Karami. "Integrating Diverse Points of View on Intelligence: A 6P Framework and Its Implications." Journal of Intelligence 9, no. 3 (2021): 33. http://dx.doi.org/10.3390/jintelligence9030033.

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This article introduces a 6P framework for understanding intelligence, as well as the theories and tests that are derived from it. The 6Ps in the framework are purpose, press, problems, persons, processes, and products underlying intelligence. Each of the 6Ps is considered in turn. We argue that although the purpose of intelligence is culturally universal, the other Ps can vary at least somewhat over time and space. A single theory or test of intelligence represents a particular configuration of the 6Ps, but other configurations of the 6Ps might yield different theories and different tests.

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35

DAVID R., SQUIRES. "PSYCHOMETRIC STUDIES: REVIEW ON THEORIES OF INTELLIGENCE AND ACHIEVEMENT." i-manager’s Journal on Educational Psychology 11, no. 1 (2017): 1. http://dx.doi.org/10.26634/jpsy.11.1.13646.

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36

OIKAWA, MASANORI. "Participants' Theories of Intelligence and Pursuit of Nonconscious Goals." Japanese Journal of Educational Psychology 53, no. 1 (2005): 14–25. http://dx.doi.org/10.5926/jjep1953.53.1_14.

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37

Miele, David B., Lisa K. Son, and Janet Metcalfe. "Children's Naive Theories of Intelligence Influence Their Metacognitive Judgments." Child Development 84, no. 6 (2013): 1879–86. http://dx.doi.org/10.1111/cdev.12101.

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38

Rickert, Nicolette P., Inez L. Meras, and Melissa R. Witkow. "Theories of intelligence and students' daily self-handicapping behaviors." Learning and Individual Differences 36 (December 2014): 1–8. http://dx.doi.org/10.1016/j.lindif.2014.08.002.

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39

Caswell, Shane, and Matthew R. Kutz. "Integrating Intelligence Theories Into Athletic Training Education and Practice." International Journal of Athletic Therapy and Training 17, no. 2 (2012): 34–38. http://dx.doi.org/10.1123/ijatt.17.2.34.

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40

Ardigo, Achille. "Artificial intelligence: A contribution to systems theories of sociology." AI & Society 2, no. 2 (1988): 113–20. http://dx.doi.org/10.1007/bf01891375.

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41

Spinath, Birgit, Frank M. Spinath, Rainer Riemann, and Alois Angleitner. "Implicit theories about personality and intelligence and their relationship to actual personality and intelligence." Personality and Individual Differences 35, no. 4 (2003): 939–51. http://dx.doi.org/10.1016/s0191-8869(02)00310-0.

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42

Lüftenegger, Marko, and Jason A. Chen. "Conceptual Issues and Assessment of Implicit Theories." Zeitschrift für Psychologie 225, no. 2 (2017): 99–106. http://dx.doi.org/10.1027/2151-2604/a000286.

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Abstract. We reviewed fundamental conceptual issues and the state of research on the definition and assessment of implicit theories. We grappled with the following controversies related to the construct: (a) Are entity theory and incremental theory opposite ends of the same continuum? (b) How can scholars use more sophisticated methodologies to classify individuals into either the entity or incremental theory? (c) Given shifting conceptions of what intelligence is, how can scholars refine the implicit theory of intelligence construct? Given these conceptual issues, we then addressed practical

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43

Matias-Garcia, Jose Antonio, and Rosario Cubero-Perez. "“Einstein Worked his Socks off”. Conceptions of Intelligence in University Teaching Staff." International Journal of Educational Psychology 9, no. 2 (2020): 161. http://dx.doi.org/10.17583/ijep.2020.4553.

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There is vast amount of research that links implicit theories of intelligence with several learning-relevant variables in both learners and teachers alike. However, there is a gap in the literature, as there is almost no research done with university teachers. Furthermore, most scientific research polarizes incremental and fixed views of intelligence in spite of data that show there is heterogeneity in participants’ views. This study explores the implicit theories of intelligence of university teachers (N = 20), employing a category system for the analysis of semi-structured interviews designe

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44

Chauncey, Kate. "Theories of Intelligence, Goal Orientation and Attribution in Malawi's MESA Schools." Research in Comparative and International Education 1, no. 1 (2006): 88–108. http://dx.doi.org/10.2304/rcie.2006.1.1.8.

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This article suggests that, as the Malawian Ministry of Education, Science, and Technology continues to advocate for educational access, equity and quality, aspects of educational psychology may be particularly important to consider in context. It presents and discusses research conducted in June and July 2004. The key research concepts (theories of intelligence, goal orientation, attribution to setback, and confidence) are briefly introduced, and then, the study's objectives, methods and findings are each discussed in turn. The research objectives included: (i) examination of the relation bet

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45

Schmank, Christopher J., Sara Anne Goring, Kristof Kovacs, and Andrew R. A. Conway. "Investigating the Structure of Intelligence Using Latent Variable and Psychometric Network Modeling: A Commentary and Reanalysis." Journal of Intelligence 9, no. 1 (2021): 8. http://dx.doi.org/10.3390/jintelligence9010008.

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In a recent publication in the Journal of Intelligence, Dennis McFarland mischaracterized previous research using latent variable and psychometric network modeling to investigate the structure of intelligence. Misconceptions presented by McFarland are identified and discussed. We reiterate and clarify the goal of our previous research on network models, which is to improve compatibility between psychological theories and statistical models of intelligence. WAIS-IV data provided by McFarland were reanalyzed using latent variable and psychometric network modeling. The results are consistent with

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46

Yang, Cheng, Zhiyuan Liu, Cunchao Tu, Chuan Shi, and Maosong Sun. "Network Embedding: Theories, Methods, and Applications." Synthesis Lectures on Artificial Intelligence and Machine Learning 15, no. 2 (2021): 1–242. http://dx.doi.org/10.2200/s01063ed1v01y202012aim048.

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47

Voorbraak, Frans. "Default Reasoning: Causal and Conditional Theories." AI Communications 7, no. 1 (1994): 66–67. http://dx.doi.org/10.3233/aic-1994-7107.

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48

Vechiu, Adina-Petronela, and Nicoleta Laura Popa. "Metacognitive Competences and Implicit Theories of Intelligence in Relation with School Achievement." Review of Artistic Education 22, no. 1 (2021): 301–9. http://dx.doi.org/10.2478/rae-2021-0038.

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Abstract This study aims to explore the relation between metacognitive competences, implicit theories of intelligence and school achievement among lower secondary students. The group of participants included 120 students from Iași County, with different socio-economic backgrounds. Participants completed two measures, Metacognitive Awareness Inventory (Schraw & Dennison, 1994) and Implicit Theories of Intelligence Questionnaire (Dweck, 2000). School achievement was defined as annual average grades, and family socio-economic background was self-reported. Students from socio-economic disadvan

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49

McGrew, Kevin S. "Carroll’s Three-Stratum (3S) Cognitive Ability Theory at 30 Years: Impact, 3S-CHC Theory Clarification, Structural Replication, and Cognitive–Achievement Psychometric Network Analysis Extension." Journal of Intelligence 11, no. 2 (2023): 32. http://dx.doi.org/10.3390/jintelligence11020032.

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Carroll’s treatise on the structure of human cognitive abilities is a milestone in psychometric intelligence research. Thirty years later, Carroll’s work continues to influence research on intelligence theories and the development and interpretation of intelligence tests. A historical review of the relations between the 3S and CHC theories necessitates the recommendation that the theories of Cattell, Horn, and Carroll be reframed as a family of obliquely correlated CHC theories—not a single CHC theory. Next, a previously unpublished Carroll exploratory factor analysis of 46 cognitive and achie

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50

Mardiana, Tria, Septiyati Purwandari, Arif Wiyat Purnanto, and Agrissto Bintang Aji Pradana. "Multiple Intelligence Research as An Alternative of Learning Design." Urecol Journal. Part A: Education and Training 1, no. 1 (2021): 43–50. http://dx.doi.org/10.53017/ujet.62.

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The purpose of this study was to determine the type of intelligence of PGSD students at the University of Muhammadiyah Magelang through the application of Multiple Intelligences Research (MIR), as well as to develop a Multiple Intelligences-based lecture design based on the results of Multiple Intelligences Research (MIR). This research design uses a qualitative approach with a descriptive type. The research method used is a questionnaire and interviews. The research questionnaire is in the form of a Multiple Intelligences Research (MIR) test in which each question item is based on the classif

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