Intellectually Research Articles

Promises and challenges of generative artificial intelligence for human learning.

Generative artificial intelligence (GenAI) holds the potential to transform the delivery, cultivation and evaluation of human learning. Here the authors examine the integration of GenAI as a tool for human learning, addressing its promises and challenges from a holistic viewpoint that integrates insights from learning sciences, educational technology and human-computer interaction. GenAI promises to enhance learning experiences by scaling personalized support, diversifying learning materials, enabling timely feedback and innovating assessment methods. However, it also presents critical issues such as model imperfections, ethical dilemmas and the disruption of traditional assessments. Thus, cultivating AI literacy and adaptive skills is imperative for facilitating informed engagement with GenAI technologies. Rigorous research across learning contexts is essential to evaluate GenAI's effect on human cognition, metacognition and creativity. Humanity must learn with and about GenAI, ensuring that it becomes a powerful ally in the pursuit of knowledge and innovation, rather than a crutch that undermines our intellectual abilities.

Methods and Strategies for Effective Teaching of Mathematics in Secondary Schools in Nigeria

If the mathematics is to be interesting rather than a dull experience for the students, the first steps must be to make it a positive rather than negative emotional experience for the teachers. The importance placed on the subject is derived from the fact that it would help the nation meet its quest for science and technological advancement. A lot required from the mathematics teacher in terms of methods and strategies for effective teaching and learning of mathematics in secondary schools to meet the learning expectation of the students and other stake-holders. You need satisfied, competent and confident teacher to produce satisfied and confident students. The teacher is a major learning resource in mathematics at any level. If he is effective, he is catalyst, a stimulator, an inspirer and facilitator. He has to be able to facilitate learning by creating opportunities which enable learner to investigate situations. He has to have internalized techniques which enable him to go beyond ordinary routine questions ending at the knowledge level, comprehension, application, analysis, synthesis and evaluation which may together be called higher intellectual skills and abilities have to be viewed by the mathematics teacher as important attributes to be acquired by his students. Teaching process cannot be said to be complete if assessment of the students, teachers and the, methods and strategies employed are not thoroughly carried out, The teacher must know the best techniques and methods of presenting his ideas to the students putting into consideration students interest, needs, individual differences, difficulties and abilities. Thus, for effective teaching and learning of mathematics, a teacher must embrace active learning as against the traditional method of teaching mathematics.

Neuropsychological outcomes following endovascular clot retrieval and intravenous thrombolysis in ischemic stroke.

Cognitive impairment, anxiety, depression, fatigue, and dependence in instrumental activities of daily living (ADL) are common after stroke; however, little is known about how these outcomes may differ following treatment with endovascular clot retrieval (ECR), intravenous tissue plasminogen activator (t-PA), or conservative management. Patients were recruited after acute treatment and invited to participate in an outcome assessment 90-120 days post-stroke. The assessment included a cognitive test battery and several questionnaires. The COVID-19 pandemic led to significant disruptions in recruitment and data collection, and the t-PA and conservative management groups were combined into a standard medical care (SMC) group. Sixty-two participants were included in the study (ECR = 31, SMC = 31). Mean age was 66.5 (20-86) years, and 35 (56.5%) participants were male. Participants treated with ECR had significantly higher National Institutes of Health Stroke Scale scores at presentation and significantly lower education. After adjusting for stroke severity, premorbid intellectual ability, and age, treatment with ECR was associated with significantly better performances on measures of cognitive screening, visual working memory, and verbal learning and memory. Participants treated with ECR also experienced less fatigue and were more likely to achieve independence in basic and instrumental ADLs. Despite this, cognitive impairment and fatigue were still common among participants treated with ECR and anxiety and depression symptoms were experienced similarly by both groups. Cognitive impairment and fatigue were less common but still prevalent following treatment with ECR. This has important practical implications for stroke rehabilitation, and routine assessment of cognition, emotion, and fatigue is recommended for all stroke survivors regardless of stroke treatment and functional outcome.

The relationship between the ages and stages questionnaire, 3rd edition scores in early childhood and future cognitive abilities in young Nepalese children

BackgroundThe Ages and Stages Questionnaire 3rd edition (ASQ-3) could be a feasible tool in resource-poor settings. Little is known on the relationship between scores on the ASQ-3 and later intellectual abilities in these settings.AimsTo examine the relationship between ASQ-3 scores during the first and second year of life and intellectual abilities at 4 years of age in Nepalese children.MethodsIn a cohort of 600 children at-risk of stunting, the ASQ-3 was performed at 6–11 and 18–23 months, and the Wechsler Preschool and Primary Scales of Intelligence, fourth edition (WPPSI-IV) at 4 years. We examined the relationship between the ASQ-3 scores and WPPSI-IV full scale IQ (FSIQ) using Spearman correlation coefficients and linear regression models.ResultsCorrelations between ASQ-3 total scores and FSIQ was 0.17 (95% CI 0.07, 0.27) at 6–11 and 0.34 (95% CI 0.26, 0.44) at 18–23 months explaining 2 and 12% of the variance respectively. Except for the communication subscale at 18–23 months with moderate correlations, correlations between the ASQ-3 subscales and FSIQ were weak.ConclusionOur findings suggest a modest relationship between ASQ-3 scores in early childhood and intellectual abilities at 4 years.

Delegation of Authority to Human Beings: A Late Safavid Theologian’s Account on the Legislative Meaning of Tafwīḍ

Abstract In this article, I intend to examine an account of human free will suggested by one of the most prominent figures in religious institutions during the Safavid reign, which had a long-term effect on subsequent discussions on the subject. Muḥammad Bāqir Majlisī (1627–1699), a renowned theologian, muḥaddith, and jurist who played a significant role in shaping Shīʿism in Iran, emphasized human free will (ikhtiyār) in his various works. While he considers it a self-evident truth, Majlisī attempts to justify human agency in voluntary activities through his arguments. However, it appears that his emphasis on human free will is primarily aimed at demonstrating that individuals are legally bound. Due to the limitations of human intellect, Majlisī argues that humans cannot be considered competent to create the legal rules they must follow. Consequently, individuals are not authorized to determine their own obligations even though they are responsible for their actions. Thus, while Majlisī was determined to establish that humans possess free will, he believed that individuals were not allowed to exercise this freedom in the realm of social and political affairs.

Is home environment associated with child fluid reasoning abilities in middle childhood in high-risk settings? findings from a cross-sectional study in Pakistan

BackgroundEvidence from low- and middle-income countries (LMIC) suggests that home environment is associated with early childhood development outcomes. However, studies from LMIC that have examined how the home environment during middle childhood is associated with intellectual abilities are scarce. The objective of the study was to explore the association between different aspects of the home environment at 7–8 years and fluid reasoning abilities in a rural, high-risk cohort in Pakistan.MethodsWe employed a cross-sectional research design to examine 1172 children between 7 and 8 years and their families, utilizing the Home Observation for Measurement of Environment for Middle Childhood (HOME-MC) to evaluate various aspects of the home environment and the Fluid Reasoning Index (FRI) of the Wechsler Intelligence for Children (WISC)-5th edition to assess the fluid reasoning abilities of the children. Multivariable regression analyses were used to examine the association between different components of HOME-MC (scored as indices) and FRI scores.FindingsLearning materials and opportunities (β = 1.74, 95% CI = 1.15, 2.33) and Responsivity (β = 1.73, 95% CI = 1.07, 2.38) indices had the strongest association with FRI score followed by Family companionship index (β = 1.27, 95% CI = 0.63, 1.90). The eight different indices of the HOME-DC explained 22% of the total variation in FRI scores.ConclusionWe conclude that concurrent learning opportunities, parental responsivity and family companionship at home are associated with fluid reasoning abilities during middle childhood which is comparable to what has been found in early childhood years.

The implications of educational games on the development of children's intellectual abilities

Educational games have emerged as powerful tools in contemporary pedagogy, leveraging interactive and engaging platforms to enhance children's intellectual abilities. This research explores the multifaceted implications of educational games on cognitive development focusing on critical thinking, problem-solving skills and knowledge retention among children. This study used a mixed-data collection strategy. The goal of this research was to determine the impact of developed educational game technology on improving children's intellectual abilities. The study included 43 participants. According to the study, children have an average level of intellectual development. In this regard, training preschool-aged children required modifications to the content, procedural and personal aspects of learning for children using educational game technology. The study's findings revealed that incorporating educational game technological advances into the process of training children improved their cognitive abilities. Teachers can improve their teaching strategies using the useful tools and materials provided by the study's findings on the usage of educational games to support children' intellectual development. This research underscores the importance of integrating educational games into curricula to maximize their intellectual benefits and prepare children for future academic and life challenges.

7280 Pituitary Dysfunction Following Mild Traumatic Brain Injury in Female Athletes: Neuropsychological and Psychological Functioning

Abstract Disclosure: L.Ó. Eggertsdóttir Claessen: None. M.K. Jónsdóttir: None. H. Kristjánsdóttir: None. S.H. Lund: None. I. Unnsteinsdóttir Kristensen: None. H.Á. Sigurjónsdóttir: None. Background: Pituitary dysfunction (PD), as well as neuropsychological and psychological symptoms, have been reported following mild traumatic brain injury (mTBI). These symptoms may be due to the brain injury itself or PD as hypopituitarism (HP) can have neuropsychological and psychological effects. To the best of our knowledge, this study is the first to report neuropsychological and psychological outcomes in female athletes with PD following sport-related mTBI. Subjects: Female athletes aged 18 to 45 years currently active in or retired from soccer, team handball, basketball, ice hockey, and martial arts who answered an online questionnaire regarding mTBI history and mental health were included (n = 508). Of the 308 women who reported one or more mTBI, 166 (53.8%) accepted to participate in a further interview and neuropsychological tests. All 166 women were subsequently invited to participate in a medical interview. Of those 151 accepted (90.9%) and 131 (86.7%) of them participated in pituitary hormone screening blood tests (SBT). Methods: The online questionnaire included a post-concussion symptom scale, and mental health scales evaluating symptoms of anxiety, depression, stress, and quality of life. Sleep disturbances were evaluated, and neuropsychological tests were performed in the psychological interview. The Sustained Attention to Response Task (SART). Executive functioning, visual search, motor and processing speed, divided attention, working memory, and intellectual abilities were also measured. The SBT were taken at 8 a.m. and included S-IGF1 (age dependant reference range), S-cortisol (values < 350 nmol/L were considered abnormal), S-prolactin (reference range 4.79 - 23.3 μg/L), S-TSH (reference range 0.270 - 4.20 mIU/L), S-fT4 (reference range 12 - 22 pmol/L), S-FSH, S-oestrogen, and S-progesterone measurements. If SBT were repeatedly O-RV, detailed endocrinological tests were performed for each axis as indicated. Results: Following a detailed endocrinological evaluation, 16 women were diagnosed with PD (HP n = 6, hyperprolactinemia n = 10) following mTBI. Women with PD had a significantly higher mean SART error score than women with normal pituitary function (PF) (16.7 and 12.8 respectively; p = 0.04). No other significant differences in neuropsychological outcome were found between the two groups. Moreover, there was not a significant difference with regards to mTBI symptoms, anxiety, depression, stress, QOL or insomnia between women with PD and those with normal PF. Conclusions: Sustained attention or inhibitory performance may be affected in women with PD following mTBI as they had a higher mean SART error score than women with normal PF. No other significant difference in neuropsychological or psychological outcome was demonstrated. Presentation: 6/3/2024

GROWTH MONITORING TRAINING AND CHILD DEVELOPMENT FOR PRESCHOOL TEACHERS IN THE FRAMEWORK OF STUNTING OVERCOMING

The prevalence of stunting in Indonesia fell from 24.4% in 2021 to 21.6% in 2022. The stunting figure is still quite high compared to the government's target of 14% in 2024. Stunting is one of the government's priority programs, considering the impact of stunting on the quality of human resources is very large. PAUD/Kindergarten teachers academically have the potential intellectual abilities to provide input on the importance of children's growth, in addition to children's abilities or intelligence. The service activities aim to increase the capacity of PAUD/TK teachers in monitoring children's growth and development according to standards The activity method is training in monitoring the growth and development of early childhood. Activities in collaboration with partners, namely HIMPAUDI, Sunyaragi District and Sunyaragi Community Health Center, Cirebon City. Collaboration by sharing resources between study programs and partners. The measuring parameters use the pre-post knowledge and ability values ​​of participants in carrying out practical assignments to monitor growth and development in child cases. This activity is expected to increase the capacity of PAUD teachers in monitoring the growth and development of their students according to standards. This activity was carried out at the HIMPAUDI Secretariat, Cirebon City, attended by 25 PAUD teachers representing 5 (five) sub-districts in Cirebon City. As a result of this training activity, PAUD teachers understand better about anthropometric measurements, growth and development of early childhood based on the results of the pre and post test scores carried out. The teachers were very enthusiastic about participating in the training until it was finished. The outputs that have been created are training modules, activity videos, publication drafts in newspaper media and publication journals in the Community Service Journal in the process of being prepared.

МЕКТЕП ЖАСЫНДАҒЫ БАЛАЛАРҒА КОРРЕКЦИЯЛЫҚ ЖҰМЫС ЖҮРГІЗУДЕ ОЙЫН ТЕРАПИЯСЫН ПАЙДАЛАНУ

the problem of correctional work for children of primary school age is relevant today. In this scientific article, the authors suggest that school-age children use toys and games as a means of conducting remedial classes. Play therapy is a tool that can be used when working with both children and their parents. To illustrate the research work, the article used the questionnaire method, the bibliographic method, and the observation method. In addition, caterers from real situations were presented and the games used for corrective work and their guidance were shown. The MEGA Tulga children's development center was acquired as a research base, which has been operating on the basis of play therapy in Taraz since 2016. The center accepts children aged 3 to 14 years and conducts their correctional work. The center presents more than 30 types of toys that enhance children's intellectual abilities. In the process of proper communication with children and correctional work, it is necessary to choose the right special tools. And game therapy in this case becomes universal. Despite the fact that this area of psychology has developed in foreign countries, attention is now being paid and studied in Kazakhstan. Therefore, the topic and direction of the article do not lose their relevance.

Влияние физической нагрузки различной интенсивности на когнитивные способности студентов

There is increasing evidence that physical activity positively affects cognitive function. Physical exercise activates molecular systems involved in metabolism and synaptic plasticity, and the interaction between these systems has been shown to influence cognitive function. The challenge for the scientific community is to find an optimal level of physical activity for students that will promote harmonious development and enhance the effectiveness of their academic performance. This article highlights the influence of various intensities of physical activity on the dynamics of intelligence indicators in male and female students. In the process of the pedagogical experiment, the students were distributed into two groups according to a certain mode of physical activity. The classes in the experimental group included exercises of high intensity, while the classes in the control group included mainly exercises of low intensity. Intellectual abilities were measured before and after 2 months of the pedagogical experiment. The Raven's Standardized Performance Matrices (SPM) test was used to assess intellectual abilities. The results of the study showed that the increase in intelligence indicators in the students of the experimental group is statistically significant, in contrast to the control group. At the same time, it was not possible to identify significant differences using ANOVA. The obtained data are useful in the context of further research, as they show specialists engaged in the study and development of the cognitive abilities of students, different possibilities of influence and a certain range in the organization of further.

FEATURES OF TEACHING THE DISCIPLINE «PHILOSOPHICAL PROPAEDEUTICS» TO FUTURE MASTERS OF PHILOSOPHY

Аrticle emphasize philosophy as a special type of worldview arose as a response to the eternal need for man to expand the worldview, which is developing historically. Inherent inquisitiveness of people gradually grows into an intellectual need for limitless expansion and deepening of knowledge about the world, the human intellect tries to grasp the world with its mind in such angles that cannot be given by any experience, the intellect seeks to gain knowledge about the world as a holistic reality that a person must constantly take into account in forming programs of their behavior in society. The discipline «Philosophical propaedeutics» at the V. G. Korolenkо Poltava National Pedagogical University is taught to students of the second (master’s) level of higher education, specialty 033 Philosophy. The purpose of teaching the educational discipline «Philosophical propaedeutics» is to master the philosophical categorical toolkit, get acquainted with concepts and approaches, the specifics of the subject of philosophy, and the main philosophical problems. In the process of mastering the course «Philosophical propaedeutics», students must understand what is the specificity of philosophy, master its problematic field, understand the specifics of the philosophical knowledge of the world, understand the main categories, concepts and terms, on the one hand, and the principles and methods of knowledge, on the other hand. The course is also aimed at developing the skills of critical reading of propaedeutic philosophical literature, working with dictionaries, encyclopedias and other scientific literature, philosophical reflection and primary reasoning skills. The educational and professional program for the specialty «Philosophy» of the second (master’s) level of training defines a list of specific general and special competencies, as well as predicted learning outcomes that students must achieve as a result of studying this discipline. During the study of the course, the attention of applicants is drawn to the fact that philosophical propaedeutics is a preliminary cycle of lectures that acquaints young students (readers) with the peculiarities of philosophy as an educational discipline; It provides preparation for creative assimilation of the topics of the philosophy course and for independent study of philosophy. The task of philosophical propaedeutics is to prepare students (students, readers) for the transition from the level of their everyday worldview to the level of a theoretical worldview, from a chaotic worldview to a conscious worldview, from a worldview based on faith to a worldview based on evidence, which relies on reason.

Increasing the intellectual abilities of students using cloud technologies

This scientific article examines the effectiveness of using cloud technologies in the context of increasing the intellectual abilities of students. We analyze modern education strategies, including cloud platforms, and propose solutions to optimize the learning process. The impact of cloud technologies on the development of critical thinking, creative skills and problem-solving ability is discussed. The problems and challenges associated with the use of cloud technologies in education are also addressed, and recommendations for overcoming them are proposed. The study is based on a review of existing teaching practices, as well as an analysis of the results of experiments and research in the field of educational technologies.

Influence of Early Childhood Education on the Level of Development of Children

This study aimed to determine the influence of early childhood education at 0-3 years on school children aged 4-6 years. It looked into the profile of the respondents and the preschool teachers ‘utilization of teaching strategies and the influence of early education on the level of development of respondents. This study used quantitative-descriptive survey research design using survey questionnaire. The statistical tools used in this study were percentage, weighted mean, and ANOVA. Majority of children were enrolled in school at an early age with 42% enrolled at age 2; a slight majority of females (53%); parents exhibited diverse educational backgrounds, with 39% holding Bachelor's Degree and 33% being high school graduates. Teachers represented varied age groups with the majority falling between 21-35 years. Different positions were held, including early childhood main class teachers (40%), and early childhood supporting class teachers (20%). All teachers had received professional training in early education and child development and utilized various teaching strategies. ANOVA results demonstrated a significant difference of pre-school teachers' utilization of teaching strategies on children's level of development. The utilization of teaching strategies by pre-school teachers underscores their commitment to enhancing children's learning experiences. There is a positive influence of early education on various aspects of children's development such as intellectual abilities, behavior, skills, and attitudes. The significant difference of pre-school teachers' utilization of teaching strategies on children's level of development emphasizes the importance of tailored teaching strategies. The proposed guidance for future educational policies and practices aims to foster a more comprehensive and effective coordination between early education and school education, ultimately supporting children's sustainable development and successful learning.

Yabancı Dil Öğretiminde Öğretmen ve Öğrenci Merkezli Yaklaşımlar: Sosyal Formların Etkili Kullanımı

In today's world, where information is easily accessible and the capacity of artificial intelligence challenges the limits of human intellect, fundamental changes are required in education systems. However, traditional educational approaches in Turkey still treated students as passive recipients of information, which can negatively impact the development of skills such as critical thinking, problem-solving and creative idea generation. Particularly in the teaching of social sciences, humanities and Turkish as a foreign language, student-centered and goal-oriented approaches that rely on the effective use of social forms play a crucial role in enhancing students' language skills and engaging them in the active learning process. The purpose of this study is to introduce student-centered teaching, social forms and goal-oriented teaching approaches and to examine how these approaches can create a transformation in education. Specifically, the positive effects of these methods on improving language skills, critical thinking, creative problem-solving, and effective communication abilities will be emphasized. As a method, literature review and theoretical analysis will be used. Existing studies on these approaches will be examined and the effectiveness of student-centered teaching methods in the context of social forms and goal-oriented strategies used in education will be evaluated. Additionally, a comparative analysis of these methods with traditional approaches will be conducted. The results show that student-centered teaching, social forms, and goal-oriented teaching strategies deeply enhance students' language skills and encourage them to think more independently, critically and creatively. These findings indicate that Turkey's education system needs to adopt innovative approaches to better align with the demands of the current information age. The results of this study provide a significant foundation for the development and implementation of new pedagogical strategies in the fields of social sciences and language teaching. Moreover, these innovative approaches, supported by PISA results, could play a critical role in improving Turkey's educational performance. Keywords: Foreign Language Teaching, Student-Centered Approaches, Goal-Oriented Instruction, Social Forms, Plenum, Partner Work, Group Work, Individual Work

Internalizing and somatic symptoms influence the discrepancy between subjective and objective cognitive difficulties in adults with ADHD who have valid and invalid test scores.

This study investigated the relationship between various intrapersonal factors and the discrepancy between subjective and objective cognitive difficulties in adults with attention-deficit hyperactivity disorder (ADHD). The first aim was to examine these associations in patients with valid cognitive symptom reporting. The next aim was to investigate the same associations in patients with invalid scores on tests of cognitive symptom overreporting. The sample comprised 154 adults who underwent a neuropsychological evaluation for ADHD. Patients were divided into groups based on whether they had valid cognitive symptom reporting and valid test performance (n = 117) or invalid cognitive symptom overreporting but valid test performance (n = 37). Scores from multiple symptom and performance validity tests were used to group patients. Using patients' scores from a cognitive concerns self-report measure and composite index of objective performance tests, we created a subjective-objective discrepancy index to quantify the extent of cognitive concerns that exceeded difficulties on objective testing. Various measures were used to assess intrapersonal factors thought to influence the subjective-objective cognitive discrepancy, including demographics, estimated premorbid intellectual ability, internalizing symptoms, somatic symptoms, and perceived social support. Patients reported greater cognitive difficulties on subjective measures than observed on objective testing. The discrepancy between subjective and objective scores was most strongly associated with internalizing and somatic symptoms. These associations were observed in both validity groups. Subjective cognitive concerns may be more indicative of the extent of internalizing and somatic symptoms than actual cognitive impairment in adults with ADHD, regardless if they have valid scores on cognitive symptom overreporting tests.

Características identificadas por los docentes de educación básica en el departamento de Caldas (Colombia) en estudiantes con talentos y/o capacidades excepcionales

Exceptional talents and/or abilities are recognized in children or adolescents who demonstrate a greater general learning capacity or in a specific area of knowledge, placing themselves above their reference group. Although in the Colombian context the presence of this population in classrooms is a reality, there are still no clear routes for the recognition of their individual differences. The objective of this study is to identify the characteristics that primary education teachers in Caldas (Colombia) recognize in students with exceptional talents and/or abilities. This is a quantitative, cross-sectional, descriptive and correlational study. The sample was selected intentionally and by convenience, and consisted of a total of 125 participants. The results showed that the predominant indicators are creativity, autonomy and the ability to apply knowledge to solve problems. In addition, it was observed that a higher level of academic training does not necessarily guarantee access, knowledge or mastery of specific topics in the management of students with high intellectual abilities. To change stereotypes, teachers must understand the nature of giftedness and talents and reflect on their beliefs to become aware of their own stereotypes and their potential effects on their classroom behavior and student development.

William of Ockham and Walter Chatton on Sensory Powers and the Materiality of Sensation

While many thirteenth-century scholastic philosophers thought that the human powers of sensation are distinct from the human intellect, this apparent consensus collapsed in the 1320s, ‘30s, and ‘40s. The proximate cause of this transformation was Walter Chatton’s rejection of William of Ockham’s arguments that the human powers of sensation are distinct from the human intellect. This article examines Chatton’s implicit and explicit motivations for rejecting Ockham’s arguments. I show that Ockham thinks that the senses are distinct from the intellect because he holds that sensing is material and embodied in a way that thinking is not. I show that Chatton, on the other hand, sees no need to posit such a difference between sensation and thought with respect to materiality or embodiment because he thinks that nothing about the character of sensory experience shows it to be material or embodied in a way that thinking is not.

Is Progressive Ideology on the Test? Education and Intelligence in the Development of Nontraditional Attitudes.

Enhanced educational attainment and intelligence are consistent correlates of socially liberal, nontraditional attitudes. However, it is unclear how such associations unfold developmentally. Here, we propose an interaction effect between college exposure and intelligence on the development of nontraditional attitudes. Our rationale builds from the fact that a desired learning outcome of college education is to challenge traditional dogma and encourage diverse perspectives. Those with higher intellectual ability should be particularly adept at understanding the intended lesson and to show attendant increases in nontraditional attitudes. Data on social attitudes were obtained in a large community sample of youth at age 17 and remeasured at two points in early adulthood (N = 2,769). Intelligence was linked with growth in nontraditional attitudes among those with higher educational attainment; no such association was observed among individuals who never attended college. Environments that encourage critical inquiry may thus steer brighter individuals toward the adoption of progressive worldviews.

PENINGKATAN MINAT BACA SISWA MELALUI METODE MEMBACA NYARING DI DESA PANTAI MEKAR

Low interest in reading can lead to low cognitive and intellectual abilities. The school literacy movement is present with the aim of developing good attitudes and noble character through multiliteracy learning, increasing students' interest in reading, and having a strong impact on student development. This community service activity is carried out by combining several methods such as lectures, discussions, and games, through reading aloud activities. The activity was carried out in July 2024. The implementation team created a reading corner and practiced reading aloud techniques for fourth grade students of SD Negeri Pantai Mekar 03, Muaragembong. Students were asked to repeat the content of the story that was read and answer some questions related to the content of the reading. This reading aloud activity was followed by the students with enthusiasm. In addition, students are also given an understanding of the utilization of the reading corner that has been provided. Students were very enthusiastic about seeing the collection of reading books and practicing how to read aloud again. The implementation team hopes that this activity can increase students' interest in reading and make students more happy to read and understand the contents of the reading presented as an effort to improve school literacy.