Different Types Of Intelligence Research Articles

The implementation of multiples intelligences theory on french teaching method for young learners age of 6-10 (level A1 of Institut Français d'Indonésie)


 
 
 The teaching method is one important aspect of the language skills of french language teaching. The method affects many things, one of which is the concentration level of children's learning in class. Therefore, of course, it is important to choose a teaching method that suits student needs. Unfortunately, at this time, language teachers tend to equate language teaching methods with language teaching methods for adults so that students who are at the vulnerable age are children (6 to 10 years). This teaching method for them is boring and results in a loss of concentration in their learning after 30 minutes of learning activities. Apparently, this is due to their different learning interests. This interest in learning is caused by a different type of intelligence called The Multiple Intelligences. This type of intelligence includes Linguistic Intelligence, Logical- Mathematical Intelligence, Visual Intelligence, Spatial Intelligence, Musical Intelligence, Intrapersonal Intelligence, Interpersonal Intelligence and Naturalist Intelligence. The method used in teaching foreign languages, especially in french language, should cover various types of student intelligence so that they can produce french teaching methods that can maximize children's language skills. Regarding children's French language skills, the ability to emphasize here is speaking ability because at their age speaking ability is the dominant ability students use in communicating because they have not been able to carry out correspondence activities, therefore language teaching is focused on teaching speaking skills.
 
 

APPLYING HOWARD GARDNER’S THEORY OF MULTIPLE INTELLIGENCES TO JENNY MELLOR’S CHARACTER IN THE MOVIE “AN EDUCATION”

"An Education" is a drama movie from 2009 that was directed by Lone Scherfig and produced by Finola Dwyer and Amanda Posey. It features an ensemble cast including Carey Mulligan, Peter Sarsgaard, Alfred Molina, Rosamund Pike, Dominic Cooper, Emma Thompson, and Olivia Williams. The central character in the movie is Jenny Mellor, a hardworking 16-year-old student. Her parents have high hopes for her to attend Oxford University. However, Jenny's orderly life starts to change when she develops an unlikely relationship with David Goldman, a middle-aged man. This study examines the portrayal of Jenny Mellor, the main character in the movie "An Education," through the lens of Howard Gardner's theory of multiple intelligences. The study aims to analyze the various forms of intelligence that Jenny Mellor possesses and how they shape her personal and academic growth. Utilizing Gardner's theory, which acknowledges different types of intelligence beyond traditional academic measures, this study explores how Jenny's intellectual, social, emotional, and creative capacities are depicted in the movie. The analysis utilizes qualitative methods, including content analysis and narrative interpretation, to explore the diverse aspects of Jenny's intelligence. The findings reveal that Jenny demonstrates strengths in linguistic, logical-mathematical, interpersonal, and intrapersonal intelligence, while also displaying aptitude in other domains such as musical and Visual-Spatial intelligence. Furthermore, the study sheds light on how Jenny's diverse intelligences influence her decision-making, relationships, and overall development. This study contributes to a deeper appreciation of the multifaceted nature of intelligence and illuminates the character development of Jenny Mellor through the lens of Howard Gardner's theory.

Analysis of multiple intelligences and professional competences in the school guidance of adolescents

The analysis of multiple intelligences and professional competencies in the school guidance of adolescents is a vast and complex subject. This study addresses how various forms of intelligence, as defined by Gardner's theory of multiple intelligences, influence the development of professional competencies and the educational guidance of adolescents. The research examines how different types of intelligence - linguistic, logical-mathematical, spatial, musical, kinesthetic, interpersonal, intrapersonal, and naturalist - contribute to the formation of competencies necessary for professional success. The study highlights the importance of a personalized education system that recognizes and values the diversity of adolescents' intelligences and competencies. It also discusses ways in which school guidance can be adapted to support each adolescent in exploring and developing their unique abilities and interests, thereby contributing to their preparation for a satisfying and aptitude-aligned career. The findings of this study offer significant insights for educators, school counselors, and education policymakers, underscoring the need to integrate the theory of multiple intelligences into school guidance strategies.

The Extent to Which Multiple Intelligences Are Catered for in Action Pack Textbooks (Grades 1-10) in Jordan

The main purpose of this study was to explore the extent to which Multiple Intelligences (MI) are addressed in Action Pack textbooks for grades 1-10 in Jordan. It also aimed to identify the most common and least common types of intelligence in the target textbooks. A checklist was developed by the researcher in order to analyze the activities in the textbooks in light of different types of intelligence. Results showed that the types of intelligence addressed in those textbooks were mainly verbal /linguistic, whereas the logical /mathematical, spatial /visual, and intrapersonal intelligences were fairly addressed. On the other hand, the results revealed that interpersonal, bodily/kinesthetic, musical, and naturalist were the least common types of intelligence, while existential intelligence was not catered for in any of the textbooks. Based on those results, it was recommended that EFL curricula developers, textbook authors, and teachers should include a wider range of activities that reflect a more balanced focus on the all types of intelligence. Keywords: Multiple intelligences, Action Pack textbooks, EFL, Basic Stage, Jordan.

Formulation of Alternative Islamic Education Through the Multiple Intelligences Approach at Boarding School

Pesantren, as future Islamic education institutions, is based on community needs based on the dynamics of the morality of the developing generation. This study aims to reveal alternative Islamic education's hierarchy, formulas, and formulations in pesantren with a multiple intelligences approach. This research was conducted at Pondok Pesantren Puncak Darussalam Potoan Dajah Palengaan Pamekasan, which is capable of producing graduates with national and international contributions and achievements. The characteristics of this pesantren are able to accommodate the potential of santri through the multiple intelligences approach with varied activities representing the multiple intelligences of the santri. The chosen research technique employs a descriptive qualitative approach, specifically utilising a case study design. The data collection process encompasses various methods, including observation, interviews, and documentation. The study yielded findings about the hierarchical structure of alternative Islamic education, which was analysed through multiple intelligences theory, incorporating integrative, creative, and adaptive principles. The formula is organised in a systematic manner, incorporating many supporting materials that encompass the stages of input, process, output, and outcome. The formulation is evident in the design of learning activities that serve to strengthen and enhance the nine different types of intelligence.

Education, neuroscience, and types of creativity

AbstractThe concept of multiple intelligences has taken hold in education. The idea that there are different types of intelligence for different domains helps inform educational approaches to learning and development. Evidence in creativity research, particularly from neuroscience, is accumulating that there are also different types of creativity. This, however, has not been the predominant way neuroscience has approached creativity. Consequently, the idea of different types of creativity has also not yet taken hold in education. Despite psychology regarding creativity as being made up of many complex, multifaceted, and varied cognitive and emotional processes deployed across many different domains, we still think of, and test, creativity as if it were a single, separate, cohesive, and discrete thing. Having perseverated on experimental paradigms that are theoretically and conceptually incoherent, this paper explains why empirical neuroscience research has failed to identify and distinguish different types of creativity. This is particularly important because neuroscience can take a lead in establishing the idea of multiple creativity types. The paper then outlines the negative implications for education if creativity is continuously being treated as a single faculty or monolithic entity. Finally, the paper introduces a division of creativity into three types that could result in a more individual approach to teaching and promoting creativity in classrooms.

Jenis Kecerdasan dan Kinerja Audit: Gender sebagai Variabel Moderasi

This study aims to assess the effect of different types of intelligence on auditor performance with gender as a moderator. The types of intelligence include emotional intelligence and adversity. The research method used is quantitative with a population that includes 121 auditors who work in the Jakarta area Public Accounting Firm and uses the Partial Least Square SEM (PLS-SEM) method to assess the effect of the independent variables on the dependent variable. This research on the adversity intelligence variable uses the measurement developed by Stoltz (1997). This study shows that emotional intelligence and adversity affect audit performance and gender can moderate the independent variables. Auditors who have a qualified level of emotional intelligence can manage their emotions appropriately and know exactly what to do when faced with various situations so that their performance levels can be stable and effective. When an auditor has a high level of adversity intelligence, he will be able to survive in situations of unreasonably dense activities and working hours. This research is useful as a reference for auditors or other professions to be able to find out that there are psychological factors that can affect performance and add to the literature and recommendations for policy makers regarding gender equality in Indonesia.

COGNITIVE PREDICTORS OF CYBERBULLYING

The Internet has become not only an important technology for leisure and work, but also a self-suffi cient and complete “habitat” for people. It is important to study the individual causes and environmental conditions of the problematic use of the Internet, to use the empirical data obtained in developing the ways to prevent negative phenomena in the personal and communicative life of children. In the psychological literature, personal predictors of cyberbullying are well studied. They have much in common with predictors of conventional aggressive behavior and traditional bullying. Defi ciencies in moral development, low conscientiousness and goodwill, emotional instability and low social intelligence are the main markers of both bullying and cyberbullying. Cognitive predictors to cyberbullying are not well understood, fragmented and limited. At the same time, various researchers note the strong infl uence of Internet technologies on various cognitive abilities of users. The purpose of this study is to summarize the results of several correlation studies of the cognitive bases of cyberbullying in adolescents (n=) and students (n=). Two studies tested hypotheses about the relationship of cyberbullying with different types of intelligence, critical thinking, cognitive refl ection, as well as a tendency to certain cognitive distortions, such as the frame effect, failure to take into account the basic probability of an event, naive epistemology, confi rmation bias and sunk costs. As a result, statistically signifi cant relationships were found between the tendency to cyberbullying in different roles (offender and victim), on the one hand, with reduced emotional intelligence and critical thinking, on the other hand. In addition, cyber-offenders had a poorer estimate of the base probability of an event and acted irrationally when analyzing sunk costs. In general, these studies demonstrate the promise of studying cognitive predictors of cyber-aggressive behavior, which are both intellectual and irrational in nature.

The influence of cultural intelligence and emotional intelligence on conflict occurrence and performance in global virtual teams

The role of different types of intelligence in the occurrence of conflict in global virtual teams (GVTs) has largely been overlooked in the literature. As suggested by the theory of multiple intelligences, this study explores how cultural intelligence (CQ) and emotional intelligence (EQ) influence the occurrence of interpersonal, task and process conflicts in GVTs. Furthermore, by drawing on the contingency theory of task conflict and performance in groups and organisational teams, we examine the impact of these different types of conflict on the performance of GVTs. Utilising multilevel analysis, we tested the research model using a sample of 810 graduate and undergraduate business students from 38 different countries who worked in 232 GVTs. The results show that the CQ and EQ of the team members reduce the occurrence of the three different intragroup conflicts in GVTs. We also demonstrate that process conflict negatively affects GVT performance. We discuss the implications for research and practice.

Multiple Intelligence Informed Resources for Addressing Sustainable Development Goals in Management Engineering

The competence-based model focuses on acquiring skills and abilities, yet each student’s individual circumstances condition the way in which they learn, develop, and implement them. Accordingly, there is a growing interest in defining learning activities that consider the diverse range of intelligences, abilities, and prevailing mindsets in each individual in order to promote inclusive education and sustainable development. This article seeks to design a methodology for the teaching–learning resources associated with the nature of the prevailing intelligence in the competence-based model. Thus, the “competence-intelligence-resource triangle” was proposed for promoting inclusive education in the degree in Management Engineering at the University of the Basque Country (UPV/EHU). A total of 99 teaching–learning resources, 11 competences, and 9 types of intelligence were combined. As far as the multiple intelligence approach is concerned, the 50 students surveyed prioritized logical–mathematical, interpersonal, intrapersonal, linguistic, and spatial intelligences. As a conclusion, the use of teaching–learning resources designed for promoting different types of intelligence in the competence-based model constitutes an adaptive strategy for the students to successfully acquire competences.

Advanced Technologies for Offering Situational Intelligence in Flood Warning and Response Systems: A Literature Review

Deaths and property damage from floods have increased drastically in the past two decades due to various reasons such as increased populations, unplanned developments, and climate change. Such losses from floods can be reduced by issuing timely early warnings and through effective response mechanisms based on situational intelligence during emerging flood situations. This paper presents the outcome of a literature review that was conducted to identify the types and sources of the intelligence required for flood warning and response processes as well as the technology solutions that can be used for offering such intelligence. Twenty-seven different types of intelligence are presented together with the technologies that can be used to extract such intelligence. Furthermore, a conceptual architecture that illustrates how relevant technology solutions can be used to extract intelligence at various stages of a flood cycle for decision-making in issuing early warnings and planning responses is presented.

Developing Multiple Intelligences through Different Learning Styles: An Integrated Approach to Learner-centered Pedagogy

The present paper deals with the theoretical underpinnings of various learning styles by Carl Jung and the different types of intelligences by Howard Gardner. The purpose of this paper is to integrate various learning styles with different types of intelligences. The main concern here is to understand how each learning style could be incorporated with every intelligence so as to make the pedagogy a learner-centered approach.

Reportage, Rumours, and Conversation

Immediately following the dramatic coup against J. F. Struensee in 1772, information on the events at court was in high demand. Amid this political upheaval an enterprising publicist in Copenhagen launched a new magazine with the explicit ambition of reporting whatever information could by picked up about the coup. In order not to be on a collision course with the new regime the magazine invented a new way of curating different types of intelligence by segregating news, rumours, and commentary in recurrent columns. This adaptable news coverage evaded controversy by reflexive intertwinement of the contents of the columns, while at the same time giving readers the opportunity to make their own value attribution of the information presented.

The effect of different types of intelligence on organizational performance

PurposeThe present study aims to assess different intelligence types' effect on the auditor's organizational performance (OP) with the mediatory role of social capital (SC) in Iraq.Design/methodology/approachThe study's statistical population includes 201 auditors in Iraq's audit firms, among whom 198 auditors are selected as the sample using the Cochran sampling method. Partial least squares (PLS) is used to assess the effect of independent variables on the dependent variable.FindingsThe results show a positive and significant association between different types of intelligence, including spiritual intelligence (SI), emotional intelligence (EI) and organizational intelligence (OI) and audit firms' OP. The enhancement of the desired organization can accelerate the organization's talent and capacity to reach its goals. Moreover, SC does not mediate the relationship between spiritual, emotional and organizational intelligence and OP.Originality/valueSince no study has carried out so far on the effect of the different types of auditors' intelligence on Iraqi audit firms' performance, the study results can provide useful information and contribute to the development of knowledge in this field.

Do Different Types of Intelligence and Its Implicit Theories Vary Based on Gender and Grade Level?

The current study investigated correlations among gifted students’ academic performance; emotional, social, analytical, creative, and practical intelligence; and their implicit theories of intelligence. Furthermore, it studied the effect of gender and grade on these variables. The participants included 174 gifted fifth (41.4%) and sixth (58.6%) grade students, comprising 53.4% male and 46.6% female. The following analytical, creative, and practical intelligence tests were administered: Aurora Battery, the emotional intelligence scale, the implicit theories of intelligence scale, and an assessment scale of students’ performances. The results revealed significant correlations among academic performance, kinds of intelligence, and implicit theories of intelligence. There were no significant differences between the male and female students in these measures. There were, however, significant differences between the fifth and sixth grade students, with the sixth-grade students showing higher levels of all kinds of intelligence, except emotional intelligence. Moreover, the results indicated that the intelligence measures were non-significantly affected by either gender or gender–grade interaction. Overall, our results showed that most types of intelligence are related to giftedness, and that there were no gender differences among gifted students on measures of intelligence.

Relationship between different types of intelligence and effect of music on intelligence

Background and Aims: Intelligence is an abstract ability which is easily identifiable and recognizable but interestingly very hard to define. The study of intelligence is a dynamic field which is continuously evolving and expanding. The idea of multiple intelligence includes both interpersonal (to understand other individuals' emotions and intensions) and intrapersonal (to understand one's own emotions) intelligence. The present study was performed to assess the intelligence quotient (IQ), emotional quotient (EQ), social intelligence (SI), and resilience level of subjects and to assess the effect of music on different types of intelligence. Materials and Methods: The present study was conducted on 100 college-going students chosen randomly. The study was carried out in two phases. In the first phase, baseline parameters of IQ, EQ, SI, and resilience level were assessed. They were asked to listen to receptive music for 1 month and to maintain the record of the same. In the second phase, the effect of music was studied on parameters. Results: Significant correlation was found between IQ, EQ, SI, and resilience scores. Correlation and paired t-test values of each parameter analyzed between baseline and post music intervention levels exhibited significant difference. Comparison of mean values of parameters in males and females studied at baseline level and post music intervention level also exhibited statistical differences at different levels of significance. Conclusion: Music improves cognitive abilities in both males and females with more effect on IQ in males and SI in females.

Strategic Marketing: The Importance of Competitive Intelligence in the Decision-Making Process for Strategic Marketing

Corporations' underlying principles have altered dramatically as a result of advances and threats over the previous two decades. Internal and external pressures on businesses have made it necessary for them to keep a careful eye on their surroundings, either to maintain competitiveness or to learn more about potential threats and opportunities. This study aims to determine if and how competitive intelligence might benefit small and medium-sized enterprise (SME) owners in the Kurdistan region of Iraq. Researchers evaluated the direct influence of competitive intelligence on strategic marketing decisions made by SMEs by focusing on five different types of intelligence: market intelligence, competitor intelligence, customer intelligence, partnership intelligence, and technical intelligence. The researchers also used the embeddedness of competitive intelligence as a moderator to assess the effect of competitive intelligence on marketing strategies. The research team used hierarchical multiple regression and the Sobel test to analyze the impact of competition information on the marketing strategies of SMEs in the Kurdistan region of Iraq. Nonetheless, the study quantified the direct influence on strategic marketing decisions made by SMEs by employing five distinct categories of competitive intelligence (market intelligence, competitive intelligence, customer intelligence, partner intelligence, and technical intelligence). Additionally, researchers used competitive intelligence as a mediator to evaluate the impact of competitive intelligence on strategic marketing choices. The study found that in all areas of competitive intelligence (market intelligence, competitor intelligence, customer intelligence, partner intelligence, and technical intelligence), competitive intelligence has a direct and ingrained effect on the strategic marketing decisions made by small and medium-sized businesses.

Emo-Sensory Communication, Emo-Sensory ‎Intelligence and ‎Gender

The evolutionary definition of intelligence has made it a ‎multifaceted concept. Emo-sensory ‎intelligence (ESQ), as integration ‎of emotional intelligence (EQ) and sensory intelligence ‎‎(SQ) is the ‎sensitivity to the emotions evoked by sensory inputs. It puts ‎emphasis on ‎individuals’ ability to recognize, label, monitor, and ‎manage sense-induced emotions to guide ‎one’s behavior and ‎establish emo-sensory communication. Among the studies done ‎on ‎different types of intelligence and effective communication, ‎gender differences have been a ‎recurring theme. The purpose of this ‎study was to investigate the role of gender in emo-‎sensory ‎intelligence and emo-sensory communication. To this aim, the emo-‎sensory ‎intelligence scale (ESIS) was distributed to 1500 participants. ‎The results revealed significant ‎differences between the two genders ‎in ESQ for visual, olfactory, and tactile senses, ‎demonstrating the ‎superiority of females over males. Moreover, a significant difference ‎was ‎found between the two genders in their ability to identify the ‎basic emotions triggered by ‎their senses, and use them in their ‎communications, with females being better than males.

Development of a methodological approach for processing different types of data in systems of special purpose

The object of research is intelligent decision making support systems. Processing different types of intelligence from a variety of information sources requires significant computational operations with strict time constraints. It leads to the search for new scientific approaches to the processing of various types of geospatial information to increase the efficiency of special purpose systems. This work solves the problem of developing a methodological approach to processing different data types in decision making support systems. During the research, the authors used the main provisions of the queuing theory, the theory of automation, the theory of complex technical systems and general scientific methods of cognition, namely analysis and synthesis. The proposed methodological approach was developed taking into account the practical experience of the authors of this work during the military conflicts of the last decade. The results of the research will be useful in: – development of new algorithms for processing different types of data; – substantiation of recommendations for improving the efficiency of processing various data types; – analysis of the operational situation during the hostilities (operations); – creating promising technologies to increase the efficiency of processing various data types; – assessment of the adequacy, reliability, sensitivity of the scientific and methodological apparatus of processing various data types; – development of new and improvement of existing simulation models of various processing data types. Areas of further research will be aimed at developing a methodology for processing various data types in intelligent decision making support systems.

The representation of multiple intelligences in an intermediate Arabic-language textbook, and teachers’ awareness of them in Jordanian schools

The theory of Multiple Intelligences (MI) states that human intelligence is composed of different types of intelligences and that each individual possesses all of them but to a different degree. The main objective of this research was to examine how the Theory of Multiple Intelligences was addressed in a seventh-grade Arabic-language textbook at the intermediate-level in Jordan and determine Arabic-language teachers' level of knowledge of applying the Theory of Multiple Intelligences in textbooks. The study used the survey method and analytical descriptive approach via content analysis and coding MI indicators in the textbook to examine the representation of MI in the textbook examined. The sample was composed of all units of a seventh-grade Arabic-language textbook. A questionnaire was distributed to 130 Arabic-language teachers. The study includes eight of the Intelligences from Howard Gardner's Multiple Intelligences (MI) Theory. The analysis found that the intelligences represented in the texts, activities, and exercises of the Arabic-language textbook were mostly Verbal/Linguistic, Visual/Spatial and Interpersonal intelligences, with a combined percentage of 73%. The other 27% was shared between the other intelligence types: Intrapersonal, Naturalist, Logical/Mathematical, Bodily/Kinesthetic, and Musical intelligences. A moderated awareness on how to incorporate the theory of MI in Arabic-language textbooks was found among Arabic-language teachers, which means that teachers' understanding of the importance of including MI theory in the textbook needs reinforcement and improvement. The study suggests that further research on incorporating the Theory of MI in textbooks is needed.