Multiple Theory Research Articles

Discussion on the Construction of College English Teaching Model Based on Multi-intelligence Theory

The theory of multiple intelligences is a theoretical analysis based on human cognition, an important international education concept, and a diversified development model. In talent training, teaching analysis should also be carried out from this perspective. Based on the analysis of the current teaching problems, this paper puts forward suggestions and strategies for the construction of college English teaching model from various aspects, combining with the relevant contents of the theory of multiple intelligences education. In teaching practice, by integrating multiple intelligence education theory, teachers can respect students' individual differences, reflect students' personalized development characteristics, and constantly update teachers' teaching concepts, in order to enrich teaching content, create a new college English teaching model, and realize the innovative development of college English teaching reform.

Comparing the reactivity of an oxoiron(IV) cation radical and its oxoiron(V) tautomer towards C-H bonds.

An oxoiron(IV) cation radical is generated upon two-electron oxidation of an iron(III) complex bearing an electron-rich methoxy substituted bTAML framework and thoroughly characterized via multiple spectroscopic techniques and density functional theory (DFT). Reactivity studies demonstrate faster rates for oxidation of strong aliphatic sp3 C-H bonds than for its corresponding oxoiron(V) valence tautomer.

Introducing Case Study-based Panel Discussion as an Effective Means of Self-Directed Learning in Phase 2 MBBS Students: A Cross-sectional Study

Introduction: The introduction of Competency Based Medical Education (CBME) curriculum in 2019 in India has endorsed many new concepts like Early Clinical Exposure (ECE), Self-Directed Learning (SDL) etc. SDL is an active learning approach in which case-based scenarios are provided and learners are guided by questions, leading them to answers using recommended learning resources. Aim: To evaluate the outcome of introducing case study-based panel discussion as SDL and analyse student and faculty perception. Materials and Methods: This was a cross-sectional study conducted in Department of Pathology of ESIC Medical College, Faridabad, Haryana, India from May 2021 to October 2021 on 100 Bachelor of Medicine and Bachelor of Surgery (MBBS) phase 2 students. First, Didactic Lecture (DL) was taken on Diabetes Mellitus (DM). Then case study-based panel discussions were done during the practical classes assigned for SDL. Students were divided into five cohorts of 20 students each. Two faculty members were assigned for each cohort of 20 students. The assigned faculties observed and gave their inputs to their respective cohorts. Data from pre and post-test questionnaires having 15 Multiple Choice Questions (MCQ's) both theory (n-7) and problem based learning questions (n-8) was analysed statistically. Feedback from students and teachers was collected using a questionnaire in the five-point Likert scale format. Results: The pre (8.43±1.79) and post-test (12.53±1.46) scores comparison revealed statistically significant (p<0.001) improvement in the post-test scores. An 89% of students opined that CBL improved their clinical, logical, analytical and communication skills and 92% students found the whole experience of CBL enjoyable. A 100% of the faculty felt the whole experience was motivating (25% strongly agree and 75% agree) and 33.34% of faculty strongly agreed that CBL helped in bridging the gap and 41.67% strongly agreed that it improved student involvement. However, all faculty found it to be time consuming (25% strongly agree and 75% agree) and 83.34% felt it was an extra burden for them. Conclusion: Students reported an improvement in their learning, interaction, communication and analytical skills through the introduction of this innovative method of teaching Pathology using case study-based panel discussion as a means of SDL.

Implementation of Neuroscience-Based Multiple Intelligences Theory: To Improve the Intelligence of Students in Ma'had

The development of the flow of Arabic knowledge at the pesantren level (Madrasah Aliyah, Madrasah Diniyah, and Madrasah Ta'wiliyah). Demanding increased Arabic learning to santri. However, this is inversely proportional to the fact that students are declining in developing Arabic mufrodat and linguistics material. This study aims to analyze the Arabic language learning model based on multiple intelligences from a neuroscience perspective. The setting of this research is located in the Himmatul ‘Amilin Islamic Boarding School in Yogyakarta. The subjects of this research consisted of the leaders of Islamic boarding schools, musyrif, and ustadz. Subject selection was carried out using the purposive sampling technique to obtain objective and valid data. The approach in this research is to use a case study-based qualitative method. Researchers in collecting data using observation methods, direct interviews, and documentation. The data analysis technique was followed by Milies and Huberman, namely by displaying data, reducing data, and verifying data. The results of this study explain that learning Arabic based on multiple intelligences increases the intelligence of students in learning Arabic mufradat and linguistics (mufradat, Arabic morphology, and Arabic syntax). From some of the material taught, namely about everyday mufradat and understanding of shorof in the isim file chapter. In this case, multiple intelligences are combined with neuroscientific theory between the interpersonal and intrapersonal intelligence centers in the right brain and left brain. This research has implications for the improvement and development of students in understanding Arabic material (quwaidul arabiyah) in today's Islamic boarding schools.

The Model Research that Compares the Multiple Intelligence Theory Implementations with the Traditional Methods Implemented in the Music Lessons of 4th And 5th Grades in Primary Schools

The main concern in this study is constituted by the possibility of implementing a music training model which has been developed on the basis of the Multiple Intelligence Theory in the music lessons of the 4th and 5th grades of primary schools. Core study group was formed by 150 fourth and fifth grades students from Ankara Teğmen Kalmaz Primary School and Mamak Primary School and as well as the music teachers working at these schools in 2005-2006 educational period, who were selected by means of a random method. The findings of the research are composed of the pre tests and post tests filled by the students and their teachers as well as the observation sheets used during lessons in which the data about the differences between the traditional method based lessons and the multiple intelligence based lessons have been analyzed by SPSS package program and frequency tables and graphics of the data has been designed, additionally a bilateral relations have been examined by using cross tables. As a result of the study, it has been concluded that the events that activate different intelligence fields are not implemented in the music lessons taught through traditional methods, the creativity of the students has not been improved by different assignments and projects, the teachers do not bring various music-related materials to the classroom and that they do not render the lessons enjoyable. Whereas, it has been understood that in the music lessons based on Multiple Intelligence Theory, the students in the period of concrete process comprehend the abstract concepts of the lesson more effectively by means of plays and different activities, their creativity demonstrates a progress, and that the theory constitute an aid for them in discovering their capabilities. When the model is considered through this aspect, it is clearly obvious that the theory is applicable to the musical training model, the teachers who are to apply the theory should undergo in-service training before the applications, that there might be certain defects during the application of the theory due to physical conditions of the state schools, and that therefore the music rooms and equipment in the state schools should be improved. In the light of these findings, it has been determined that the questionnaire and observation forms produced at the end of the studies could be implemented as an appropriate measure for a research that would be reflected on a general sense and could be practice by schools at various social and economic levels.

A Study on the Design of classroom activities for teaching Korean culture based on Multiple Intelligence Theory

A Study on the Design of classroom activities for teaching Korean culture based on Multiple Intelligence Theory

Investigating cognitive neuroscience theories of human intelligence: A connectome-based predictive modeling approach.

Central to modern neuroscientific theories of human intelligence is the notion that general intelligence depends on a primary brain region or network, engaging spatially localized (rather than global) neural representations. Recent findings in network neuroscience, however, challenge this assumption, providing evidence that general intelligence may depend on system-wide network mechanisms, suggesting that local representations are necessary but not sufficient to account for the neural architecture of human intelligence. Despite the importance of this key theoretical distinction, prior research has not systematically investigated the role of local versus global neural representations in predicting general intelligence. We conducted a large-scale connectome-based predictive modeling study (N= 297), administering resting-state fMRI and a comprehensive cognitive battery to evaluate the efficacy of modern neuroscientific theories of human intelligence, including spatially localized theories (Lateral Prefrontal Cortex Theory, Parieto-Frontal Integration Theory, and Multiple Demand Theory) and recent global accounts (Process Overlap Theory and Network Neuroscience Theory). The results of our study demonstrate that general intelligence can be predicted by local functional connectivity profiles but is most robustly explained by global profiles of whole-brain connectivity. Our findings further suggest that the improved efficacy of global theories is not reducible to a greater strength or number of connections, but instead results from considering both strong and weak connections that provide the basis for intelligence (as predicted by the Network Neuroscience Theory). Our results highlight the importance of considering local neural representations in the context of a global information-processing architecture, suggesting future directions for theory-driven research on system-wide network mechanisms underlying general intelligence.

Adopting Steam Development Strategies in Early Years Education in Nairobi City County, Kenya: Implication For 21st Century Skills

Integration of Science, Technology, Engineering, Art, and Maths (STEAM) ideals in Early Years Education (EYE) builds a strong foundation for learners to discover, explore, play, discuss and experiment with the environment. Given that the goal of EYE is to expand an understanding of the world through observation, experimentation, and exploration, the integration of STEAM activities requires an intentional connection between lesson design and implementation for long life learning. Skills of creativity, collaboration, critical thinking, communication, and inquiry processes embedded in STEAM concepts prepare learners to develop a scientific mindset for solving global challenges. Therefore, the study determined the influence of STEAM strategies on the development of creativity, collaboration, critical thinking, and communication skills among learners in Nairobi City County, Kenya. Based on a descriptive survey design, the study purposively sampled 107 teachers in EYE, 99 head teachers, and 55 parents. The teacher questionnaire, which anchored the study in data collection, was complemented by observation of class activities and documentary analysis. Multiple intelligence theory was adopted to explore the nexus between STEAM and core competencies required for survival in the 21st century. Results illustrated that even though teachers in EYE implemented STEAM activities, which resulted in the development of creativity, collaboration, critical thinking, and collaboration skills, there exist challenges emanating from pedagogy and inadequate support for instructional resources. The study recommends that teachers should be equipped with tools and resources for integrating STEAM activities in EYE, considering the nature of practices to apply and attributes that may promote or deter learning.

Design and analysis of a multi-band and dual-functional terahertz wave polarization converter based on asymmetric cross-shaped metasurface

In this paper, a reflective multi-band and dual-functional terahertz wave polarization converter based on a metasurface is proposed. The unit cell of the proposed metasurface consists of a periodic array of two asymmetric Jerusalem cross-shaped resonators. The proposed metasurface behaves as a linear-cross polarization (LCP) converter at dual frequency bands of 0.911∼0.926 THz and 1.088∼1.093 THz. The polarization conversion rate (PCR) of the converter is above 95%, and the ellipticity of the reflected wave is about 0 within these two operating bands. Moreover, the proposed metasurface behaves as a linear to circular polarization (LTCP) converter at dual bands of 0.461∼0.862 THz and 0.968∼1.068 THz. The ellipticity of reflected wave approaches ±1 within these two operating bands. Wide angular stability up to 50° oblique along with high efficiency reveals the good robustness of the converter. The root cause of the polarization conversion has been analyzed through surface current distribution and multiple interference theory as well. We also analyzed the effects of asymmetry and different size structures on polarization conversion, which can provide some reference experience for the design of metasurface polarization converters in the future. The dual-functional, angular stability and simple structure make this converter an outstanding applicant for terahertz detection, dual-link satellite communication, and terahertz imaging.

The Design and Research of Diversified High School Chemistry Homework in the Context of "Double Reduction"

Homework, is a dispensable part on stimulating students' curiosity and developing their thinking in the subject, providing a reference basis for teachers to optimize teaching methods and evaluate students' daily learning activities. Chemistry homework is an auxiliary form of chemistry teaching. The design of high school chemistry homework should be efficient, artistic, creative, and interesting, according to the Double Reduction policy issued by the Chinese Ministry of Education. The problems of high school chemistry homework at present are analyzed, and the research progress of domestic and foreign high school chemistry homework design is introduced briefly. In order to better improve the quality of current high school chemistry assignments, four novel and diversified homework cases are designed, including the interesting life homework "the Neutralization Reaction of Acid and Base", the game-based practical homework "Chemical Reaction Aeroplane Chess", the oral expression homework "Chlorine and Its Compounds" and the interdisciplinary homework "Chemical Fertilizer", using constructivist learning theory and multiple intelligence theory as guiding ideas. Through the systematic research and practice, it is found that high school students are passionate about the assignments, and their passion and enthusiasm for learning chemistry can gradually increase. The useful and effective chemistry homework can fundamentally trigger students' interest to learn chemistry.

Goals, Power and Similarity: Responses to Banter in Initial Interactions

Bantering can serve as an important strategy for relationship management. Guided by Multiple Goals Theory (MGT), politeness, and relational power, this study examines banter as a playful means to signal the desire for a possible relationship and/or to reinforce a sense of self. Specifically, this study examines responses to banter during initial interactions after an affiliative tease. A total of 623 participants read two hypothetical interactions involving a banter and/or a non-banter response. Respondents then completed measures about their affiliative responses, facework intentions, perceived similarity, power, and communication satisfaction. Results indicated banter was a significant influencer on affiliative responses and less facework management. Perceived similarity mediated the relationship of perceived power and communication outcomes in the context of banter. Results provided support for Multiple Goals Theory for initial interactions. Future research on banter as a communication strategy is discussed.

Do multimodal search cues help or hinder teleoperated search and rescue missions?

In search and rescue missions, teleoperated rovers equipped with sensor technology are deployed into harsh environments to search for targets. To support the search task, unimodal/multimodal cues can be presented via visual, acoustic and/or haptic channels. However, human operators often perform the search task in parallel with the driving task, which can cause interference of attentional resources based on multiple resource theory. Navigating corners can be a particularly challenging aspect of remote driving, as described with the Cornering Law. Therefore, search cues should not interfere with cornering. The present research explores how unimodal/multimodal search cues affect cornering performance, with typical communication delays of 50 ms and 500 ms. One-hundred thirty-one participants, distributed into two delay groups, performed a target search task with unimodal/multimodal search cues. Search cues did not interfere with cornering performance with 50 ms delays. For 500 ms delays, search cues presented via the haptic channel significantly interfered with the driving task. Practitioner summary: Teleoperated rovers can support search and rescue missions. Search cues may assist the human operator, but they may also interfere with the task of driving. The study examined interference of unimodal and multimodal search cues. Haptic cues should not be implemented for systems with a delay of 500 ms or more.

The study of high school English speaking teaching under the multiple intelligences theory

This paper takes multiple intelligences theory as the study object, the main purpose is to explore the application of multiple intelligences theory in oral English teaching in senior high schools. Firstly, this paper analyzes the theory of multiple intelligences on the basis of reviewing previous studies. Then according to the present situation and problems of oral English in Chinese senior high schools, this article discusses how to apply the theory of multiple intelligences to oral English teaching in senior high schools.

Divided attention effects in visual search are caused by objects not by space.

Divided attention effects have been observed across a variety of stimuli and perceptual tasks, which have given rise to both object-based and space-based theories of divided attention. Object-based theories assert that processing information from multiple objects is limited, whereas space-based theories assert that processing information from multiple locations is limited. Extant results in the literature are collectively inconsistent with both simple object-based theories and simple space-based theories of divided attention. Using a visual search task with the extended simultaneous-sequential method to reveal capacity limitations, we found evidence of limited-capacity processing of object properties and unlimited-capacity processing of feature contrast. We found no evidence of a separate spatial limitation. A multiple pathway processing theory can account for these and a large body of previous results. According to this theory, tasks that require object processing must follow a limited-capacity pathway and therefore incur divided attention effects. Tasks that depend on only feature contrast can follow a separate unlimited-capacity processing pathway and therefore do not incur divided attention effects.

Needs Analysis for Designing Korean Curriculum Based on Multiple Intelligence Theory

The purpose of this study was to analyze the needs for the design of the Korean language curriculum based on the MI. In this study, it was judged that a diverse curriculum should be developed in Korean education, so we conducted an analysis of the needs for Korean classes through MI targeting learners and educators. The results are as follows. First, it was revealed that the core of the learner’s needs was to induce interests and motivate the class along with speaking practice. Second, educators argued that education methods should be differentiated according to the characteristics of learners’ learning objectives, and responded positively to the necessity of introducing various education programs. Third, when constructing MI program, in the reflectivity survey by function, learners answered ‘total’ and educators ‘expression’ the highest, and the level and each intelligence reflectivity were the same for both subjects. The results came out ‘intermediate’, ‘Including all intelligence’ was found to be the most preferred method. If materials are prepared based on this basic research, a new direction of education, which is learner-centered classes can be made.

Marginal TT¯ -like deformation and modified Maxwell theories in two dimensions

Recently, the ModMax theory has been proposed as a unique conformal nonlinear extension of electrodynamics. We have shown in [1] that this modification can be reproduced a marginal $T\bar{T}$-like deformation from pure Maxwell theory. Further, this deformation is solved by using a perturbative approach. In this letter, we will investigate another ModMax-like deformation for a two-dimensional (2D) scalar field theory. In this regard, we first find a marginal $T\bar{T}$-like deformation in two dimensions and then reproduce the MM-like Lagrangian from a multiple 2D scalar field theory.

Lattice Strain and Schottky Junction Dual Regulation Boosts Ultrafine Ruthenium Nanoparticles Anchored on a N-Modified Carbon Catalyst for H2 Production.

Ruthenium-based materials are considered great promising candidates to replace Pt-based catalysts for hydrogen production in alkaline conditions. Herein, we adopt a facile method to rationally design a neoteric Schottky catalyst in which uniform ultrafine ruthenium nanoparticles featuring lattice compressive stress are supported on nitrogen-modified carbon nanosheets (Ru NPs/NC) for efficient hydrogen evolution reaction (HER). Lattice strain and Schottky junction dual regulation ensures that the Ru NPs/NC catalyst with an appropriate nitrogen content displays superb H2 evolution in alkaline media. Particularly, Ru NPs/NC-900 with 1.3% lattice compressive strain displays attractive activity and durability for the HER with a low overpotential of 19 mV at 10 mA cm-2 in 1.0 M KOH electrolyte. The in situ X-ray absorption fine structure measurements indicate that the low-valence Ru nanoparticle with shrinking Ru-Ru bond acts as catalytic active site during the HER process. Furthermore, multiple spectroscopy analysis and density functional theory calculations demonstrate that the lattice strain and Schottky junction dual regulation tunes the electron density and hydrogen adsorption of the active center, thus enhancing the HER activity. This strategy provides a novel concept for the design of advanced electrocatalysts for H2 production.

Using the Multiple Intelligences Theory to Promote Saudi EFL Students’ Reading Skills.

Using the Multiple Intelligences Theory to Promote Saudi EFL Students’ Reading Skills.

FMTP: A unifying computational framework of temporal preparation across time scales.

Temporal preparation is the cognitive function that takes place when anticipating future events. This is commonly considered to involve a process that maximizes preparation at time points that yield a high hazard. However, despite their prominence in the literature, hazard-based theories fail to explain the full range of empirical preparation phenomena. Here, we present the formalized multiple trace theory of temporal preparation (fMTP), an integrative model which develops the alternative perspective that temporal preparation results from associative learning. fMTP builds on established computational principles from the domains of interval timing, motor planning, and associative memory. In fMTP, temporal preparation results from associative learning between a representation of time on the one hand and inhibitory and activating motor units on the other hand. Simulations demonstrate that fMTP can explain phenomena across a range of time scales, from sequential effects operating on a time scale of seconds to long-term memory effects occurring over weeks. We contrast fMTP with models that rely on the hazard function and show that fMTP's learning mechanisms are essential to capture the full range of empirical effects. In a critical experiment using a Gaussian distribution of foreperiods, we show the data to be consistent with fMTP's predictions and to deviate from the hazard function. Additionally, we demonstrate how changing fMTP's parameters can account for participant-to-participant variations in preparation. In sum, with fMTP we put forward a unifying computational framework that explains a family of phenomena in temporal preparation that cannot be jointly explained by conventional theoretical frameworks. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

An Evaluation of Multiple Intelligence Theory on Architecture Students

Abstract: The term intelligence defines the intellectual capacity of any human being. The point here is that if a person has high intelligent quotient (IQ) it does not mean he/she will excel in other fields as well. Every individual is different and has its own interest of area where that person applies his/her full knowledge and hard work. Therefore, the discussion starts with every person is different and has its own sets of interest. The design tasks are complex in nature which in today scenario requires every individual with a wide range of skills– such as spatial visualization and creation, problem solving skills, communication skills which involves both interpersonal and intrapersonal skills, verbal and non-verbal skills, and so on. Identifying and recognizing these multiple intelligences becomes essential and an important factor for architects and researchers to deal and nurture diversity in architecture field, empathize with the variety of cognitive strengths and weaknesses, and implementing divergent tools which will help to evaluate different design thinking skills. The study deals with the comparative analysis of existing theories on Intelligence by numerous psychologists. This paper, furthermore explores and evaluates the multiple intelligence theory by psychologist Howard Gardner (1983) in his book “Frames of Mind” which states about the theory of intelligence and also types of intelligence at large. The use of this theory in architectural design studio could be relevant in the ways to think as a diverse set of intelligences and to understand individual differences among all. The paper investigates about what type of intelligences are more in Architecture Students. A MIDAS test consists of 80 questions were carried out on 750 students of Architecture, 150 students from each year of B.Arch. program for examining the study. The hypothesis of this research is based on inspecting the existing multiple intelligence that Architectural students have spatial visualization intelligence more than other intelligence. The research concludes with a notion that intelligence in design or any other field cannot be restricted to only one set of variables but rather should be considered as a flexible framework that can be adopted for a desired learning outcome.