• 의학교육논단
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• 제15권1호
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• pp.46-53
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• 2013

The purpose of this study was to analyze the relationship among medical students' learning motivation, characteristics of multiple intelligence, and academic achievement. The participants were 144 medical students. The data were collected by administering learning motivation tests (self-confidence, self-efficacy, level of task, emotion of learning, learning behavior, failure tolerance, task difficulty, and academic self-efficacy), a multiple intelligence test (linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence), and two semesters of grades. There is a correlation between multiple intelligences and learning motivation. Among academic self-efficacy of academic motivation, the self-control efficacy (0.28) and behavior (0.18) subscales are significantly positively correlated with academic achievement. However, the emotion subscale (-0.18) was significantly negatively correlated. Learning motivation was correlated with two of the eight multiple intelligence profiles: the intrapersonal intelligence (0.18) and bodily-kinesthetic intelligence (-0.19). The structural equation modeling analysis showed that the behavior and self-control efficacy subscales of intrapersonal intelligence had an impact on academic achievement. An analysis according to the academic achievement group showed significant differences in self-control efficacy and emotion subscales with intrapersonal intelligence. A positive relationship can be observed between learning motivation and some characteristics of multiple intelligence of medical school students. In light of the findings, it is worth examining whether we can control medical students' learning motivation through educational programs targeting self-control efficacy and intrapersonal intelligence.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제16권2호
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• pp.713-725
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• 2022

Mostly, artificial intelligence does not show any definite change in emotions. For this reason, it is hard to demonstrate empathy in communication with humans. If frequency modification is applied to neutral emotions, or if a different emotional frequency is added to them, it is possible to develop artificial intelligence with emotions. This study proposes the emotion conversion using the Generative Adversarial Network (GAN) based voice frequency synthesis. The proposed method extracts a frequency from speech data of twenty-four actors and actresses. In other words, it extracts voice features of their different emotions, preserves linguistic features, and converts emotions only. After that, it generates a frequency in variational auto-encoding Wasserstein generative adversarial network (VAW-GAN) in order to make prosody and preserve linguistic information. That makes it possible to learn speech features in parallel. Finally, it corrects a frequency by employing Amplitude Scaling. With the use of the spectral conversion of logarithmic scale, it is converted into a frequency in consideration of human hearing features. Accordingly, the proposed technique provides the emotion conversion of speeches in order to express emotions in line with artificially generated voices or speeches.

• 대한가정학회지
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• 제11권3호
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• pp.314-328
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• 1973

Highly developed and Complicated modern society demands earlier development of a human intelligence. Thus the trend of ecucations nowadays has been rapid increase of efford in the field of child education. As a result experiments to find out the ways of developing child intelligence have been repeatedly carried out and various theories concerning them have been expressed. The aim of this study is to review such theories and researches. Generally, the ways how to develop child intelligence are divided into tow parts. One is by means of operating mental abilities of a child and the other is providing abundant environment to a child for the facilitation of such mental operation. A. Mental Operation The intelligence of a child is more likely to be developed by thorough and precise training of following four mental abilities. 1. Ability of classification 2. Ability of analogy 3. Ability of variation 4. Ability of inference B. Environment Child intelligence is also more likely to be developed by providing him next four environments. 1. When the parents maintaina moderate expectation and have know-ledge of the child's mental development. 2. When the parents follow the standard linguistic form and provide the child with ample opportunities for the verval expression. 3. When the parents provide tools and materials and opportunities for the cultural experiences. 4. When the parents furnish immediate rewards to the child's intellectual achievements and help him form a positive self-concept with regard to the intellectual abilities.

• 한국지역사회생활과학회지
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• 제25권1호
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• pp.75-87
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• 2014

This study examines the relationships between elementary school students' multiple intelligences, prosocial behaviors, and school adjustments. The sample included 367 students from two elementary schools, and data were collected using the multiple-intelligence index, the prosocial behavior inventory, and the school adjustment index. A statistical analysis was conducted using t-test, a one-way ANOVA (Duncan's test), and a multiple regression analysis. According to the results, there were significant differences in the students' prosocial behaviors according to their multiple intelligences in terms of their sharing, kindness, cooperation, help, sympathy, and protection. In addition, there were significant differences in their school adjustments according to their multiple intelligence in terms of their adjustments to their teachers, friends, studies, and rules and events. The students' multiple intelligence was a significant predictors of their prosocial behaviors and school adjustments. In particular, their interpersonal intelligences, intrapersonal intelligences, and linguistic intelligences were significant predictors of their prosocial behaviors and school adjustments. These results suggest that elementary school students should be encouraged to develop their multiple intelligence to facilitate their prosocial behaviors and school adjustments.

• 아동학회지
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• 제22권4호
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• pp.33-50
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• 2001

This research analyzed differences between parents and teachers in assessment of young children's potential abilities based on multiple intelligences theory. Subjects were 10 boys and 10 girls, 4 and 5 years of age and their parents and teachers. Children's potential abilities were measured by the Korean Project Spectrum(KPS) and by the assessments of parents and teachers. Data were analyzed by SPSS. Statistical methods were Cronbach's ${\alpha}$, t-test, and Pearson's and Spearman's correlations. Results revealed differences between the assessments of parents and of teachers. While teacher assessments were very similar to the results of the KPS on logical mathematical and linguistic intelligence, the results of parents' assessments were different from the results of the KPS on musical, interpersonal-intrapersonal, and naturalistic intelligence.

• International journal of advanced smart convergence
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• 제13권1호
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• pp.85-91
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• 2024

Currently, generative artificial intelligence is a hot topic around the world. Generative artificial intelligence creates various images, art, video clips, advertisements, etc. The problem is that it is very difficult to verify the internal work of artificial intelligence. As a requirements engineer, I attempt to create a toon image by applying linguistic mechanisms to the current issue. This is combined with the UML object model through the semantic role analysis technique of linguists Chomsky and Fillmore. Then, the derived properties are linked to the toon creation template. This is to ensure productivity based on reusability rather than creativity in toon engineering. In the future, we plan to increase toon image productivity by incorporating software development processes and reusability.

• 정보교육학회논문지
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• 제10권2호
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• pp.201-208
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• 2006

본 연구는 학습자마다의 발달된 지능에 적합한 심화 보충학습을 지원하기 위하여, 다중지능 이론을 적용한 웹기반 코스웨어를 개발하는 것이다. 제 7차 초등학교 사회과 심화 보충형 교육과정은 학습자의 학습능력, 적성, 관심, 흥미, 진로 등을 고려한 학습자 중심의 교육과정이다. 그러나, 기존의 사회과 코스웨어는 심화 보충 학습시 학습자들의 흥미와 적성 등을 고려하지 않고 학습을 하도록 한다. 따라서, 본 연구는 우선 학습자들에게 다중지능을 평가하여, 자신의 우수한 지능을 바탕으로 심화보충 학습을 지원하는 웹기반 코스웨어를 개발한다. 본 코스웨어는 자신의 흥미와 적성을 고려한 개인이해 지능, 대인관계 지능, 공간적 지능, 신체적 지능, 음악적 지능, 언어적 지능, 논리-수학적 지능에 따라 심화 보충 학습을 하므로 개개인의 관심과 능력에 따른 효율적인 학습을 할 수 있을 것이다.

• 한국생활과학회지
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• 제19권4호
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• pp.601-612
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• 2010

It is widely known that language functions in our brains are lateralized to the left hemisphere and spatial recognition functions are lateralized to the right hemisphere. It is also known that handedness is closely related to the lateralization of brain functions. However, at what point in the brain‘s development the lateralization of brain functions takesplace is still disputed. This study sought to find differences in linguistic and spatial abilities between left-handed and right-handed children, and provide objective data on the relationship between the handedness and the brain lateralization. 19 left-handed children and 20 right-handed children aged 5 were chosen through questionnaire for this study and the K-WPPSI simple intelligence test was used to check the homogeneity of two groups. The results showed that the differences inlinguistic and spatial ability between left and right-handed children were not statistically significant.

• 한국가정과교육학회지
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• 제33권4호
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• pp.85-101
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• 2021

본 논문의 목적은 2015개정 교육과정의 중학교 「기술·가정」 교과서에서 의생활 영역의 활동 과제를 분석하여 개선점을 제시하는 데 있다. 본 연구의 분석 대상은 12개 출판사의 「기술·가정 ①」 교과서 의생활 영역 본문의 활동 과제이다. 다중지능 교수·학습 전략 분석 기준은 선행 연구를 참조하여 가정교과 전공 교수 1인과 의생활 전공 교수 1인에게 검토를 받고 연구자와 협의 과정을 거쳐 재구성하였다. 이렇게 재구성한 분석 기준을 중심으로 12종 「기술·가정」 교과서의 의생활 영역 활동 과제를 분석하였고 그 결과에 대해서는 전문가 11인에게 내용 타당도 검증을 받았다. 내용타당도 지수인 CVI는 0.94로 높게 나타났다. 다중지능 교수·학습 전략을 기반으로 「기술·가정」 교과서 의생활 영역의 활동 과제를 분석한 결과, 논리수학지능이 31.02%로 가장 높은 비중을 차지하였다. 그 다음이 언어지능으로 23.81%, 시·공간지능이 17.08%, 자기이해지능이 14.71%, 대인관계지능이 5.79%, 신체운동지능이 5.22%, 자연탐구지능이 2.37%, 그리고 음악지능이 0.00%의 순으로 나타냈다. 이 연구 결과에서 알 수 있듯이, 의생활 영역에서 높은 비중을 차지 것은 논리수학지능, 언어지능, 시·공간지능, 자기이해지능과 관련된 교수·학습 전략이었다. 한편 가정교과의 교수·학습 방법으로 권장되는 대인관계지능과 신체운동지능, 자연탐구지능과 관련된 교수·학습 전략은 상대적으로 적은 비중을 차지하였으며 음악지능 교수·학습 전략은 전무하였다. 따라서 앞으로 「기술·가정」 교과서 의생활 영역의 활동과제에는 논리수학이나 언어지능, 시·공간지능, 자기이해지능 교수·학습 전략 못지않게 대인관계, 신체운동, 자연탐구, 음악지능과 관련된 교수·학습 전략도 제시하는 것이 요구된다.

• 지능정보연구
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• 제12권3호
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• pp.15-32
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• 2006

본 논문에서는 각 대안의 속성 평가와 속성 자체의 중요도에 대한 평가에 있어 불명료한 선호정보 형태로 주어진 경우, linguistic quantifier를 통한 퍼지논리를 활용하여 그룹의사결정을 지원하는 방법을 제시하였다. 불명료한 선호정보는 의사결정 관련 문헌에서 의사결정자에게 요구되는 선호정보 명시의 부담을 줄여주고, 판단의 모호성을 받아들이고자 하는 시각으로서 다뤄져 왔다. 그러나 불명료한 유형의 선호정보를 허용할 경우 의사결정그룹이 원하는 대안의 명확한 선택이 보다 어려워진다. 따라서 추가적인 정보획득을 위한 의사결정자들과의 상호작용이 요구되지만, 이는 불명료한 선호정보를 허용하였던 초기의 취지를 반감시킬 뿐더러, 반드시 최적의 대안을 보장하는 것도 아니다. 이러한 상황을 타계하기 위하여, fuzzy majority의 의미를 반영하고 있는 linguistic quantifier를 활용함으로써 satisfying solution을 구하는 절차를 제시하였다. 이는 mathematical programming을 활용한 의사결정 기법과 다수의 객체를 집성하기 위한 개략적 해법을 결합한 접근방식이다.