• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.606-620
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• 2017

The purpose of this study was to develop and validate a Children's Play Disposition Scale(CPDS) which could be used to evaluate children's play patterns and preferences. The participants of this study were parents of 437 5-7-year-old children (age range from 51months to 106months). Preliminary items were developed through a review of relevant research, multiple intelligence theory and scales, confirmation of item adequacy and content validity. After the content validity was confirmed by experts, these items were edited down to a final list of 27 items representing 6 factors identified by exploratory factor analysis. The 6 factors of the scale consists of initiative, linguistic activity, logical-mathematical activity, art and craft, physical activity, and sensitivity respectively. Concurrent validity was established by using correlations between each factor of the CPDS and sub-factors and the total scores of Multiple Intelligence Checklist for preschoolers (Multiple Intelligence Institute Co., Ltd, 2008) and Multiple Intelligence Checklist for elementary schoolers (Multiple Intelligence Institute Co., Ltd, 2007). In addition, the reliability of each factor, as measured by Cronbach's ${\alpha}$, ranged from .53 to .79. The CPDS provides the developmental and educational information for strengthening children's developmental forte and for supporting children's developmental weakness. This scale can be used on developing children's play contents and guiding play methods in the future.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.14 no.6
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• pp.189-197
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• 2014

This study analyzed the characteristics of multiple intelligence and the levels of academic adjustment for the department and the major among undergraduate students majoring in IT. Seventy freshmen majoring in IT at the department of M, H University participated in this study and the basic major subject required for the department was Computer Language: I-C Language. Eight intelligence areas less controversial in Gardner's multiple intelligence theory were used; academic adjustment was manipulatively defined as the degree of adjustment for the department and the major among undergraduate students; and pleasure, flow, familiarity and relevance to the major, academic achievement, and major satisfaction were selected as variables through literature review. The undergraduate students majoring in IT showed high levels of interpersonal intelligence and intrapersonal intelligence, with insignificant gender differences. Significant correlations were found between multiple intelligence and academic adjustment. In particular, while pleasure and flow in C programming were found to be at low levels in academic adjustment, the significant correlation between linguistic intelligence in multiple intelligence and flow in C language was a very interesting finding. While significant correlation was not found between multiple intelligence and academic achievement, students who were more highly aware of the relevance to the major and who were more familiar with C language showed higher academic achievement. Lastly, limitations of this study were discussed; on the basis of the results, suggestions were made about prescriptive strategies to improve academic achievement for undergraduate students majoring in IT.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1998.06a
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• pp.164-169
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• 1998

Complex "lifelike" behaviors are composed of local interactions of individuals under fundamental rules of artificial life. In this paper, fundamental rules for cooperative group behaviors, "flocking" and "arrangement", of multiple autonomous mobile robots are represented by a small number of fuzzy rules. Fuzzy rules in Sugeno type and their related paramenters are automatically generated from clustering input-output data obtained from the algorithms the group behaviors. Simulations demonstrate the fuzzy rules successfully realize group intelligence of mobile robots.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.53-59
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• 2023

We aim to investigate whether the activities in the 2015 revised elementary English textbooks are reflected in terms of Multiple Intelligences. Specifically, we analyze three types of activities including project, game, and cultural activities in three types of the 5^th grade English textbooks. Additionally, we compare the differences in the Multiple Intelligences according to three different publishers. The data includes three different sorts of fifth-grade English textbook activities. We found that verbal-linguistic intelligence, interpersonal intelligence, and visual-spatial intelligence are heavily involved in project activities. Verbal-linguistic intelligence, interpersonal intelligence, visual-spatial intelligence, and kinesthetic intelligence are all utilized in game activities. Lastly, cultural activities demonstrate verbal-linguistic and visual-spatial intelligence. In consideration of the diversity of students, we suggest that English textbooks need to consider diverse and well balanced approach to incorporating Multiple Intelligences in order to make the textbooks to meet the needs of the diversity of learners.

• The Korean Journal of Food And Nutrition
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• v.28 no.1
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• pp.134-142
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• 2015

The purpose of this study was to identify the effects of nutrition education on elementary school students based on the theory of multiplex intelligence. Of the 56 elementary school students that participated in this survey, 37 (66.0%) had no siblings. The number of students whose mothers had jobs and those whose mothers did not work were 37 (67.9%) and 18 (32.1%), respectively. Food consumption with ordinary diets was normal in 23 students (41.1%) and the average frequency of snack intake and eating-out was determined to be twice a day (41 students, 73.2%) and once or twice per week (36 students, 64.3%), respectively. The most popular type of food consumed when eating-out was 'fast foods' in 28 students (50.0%). It was determined that on average, 39 students (69.6%) snacked between lunch and dinner time and 31 (55.4%) selected snacks based on information obtained through 'mass media'. Analysis of the effects of nutrition education revealed an increase in the number of correct answers to the question 'foods with high nutritional value are high calorie foods,' with significant difference, but not in other questionnaires. In addition, the correct information for calcium (p<.05), good dietary habits (p<.001), food poisoning (p<.05), and six groups of nutrients in foods (p<.001) improved after nutrition education, with significant differences. As a result, the ratio of correct answers increased after nutrition education, with a significant difference (p<.001). After the education, the experimental group had a higher total score than the control group, with significant difference (p<.01).

• ETRI Journal
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• v.46 no.3
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• pp.367-378
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• 2024

We propose a number-theory-based quantized mathematical optimization scheme for various NP-hard and similar problems. Conventional global optimization schemes, such as simulated and quantum annealing, assume stochastic properties that require multiple attempts. Although our quantization-based optimization proposal also depends on stochastic features (i.e., the white-noise hypothesis), it provides a more reliable optimization performance. Our numerical analysis equates quantization-based optimization to quantum annealing, and its quantization property effectively provides global optimization by decreasing the measure of the level sets associated with the objective function. Consequently, the proposed combinatorial optimization method allows the removal of the acceptance probability used in conventional heuristic algorithms to provide a more effective optimization. Numerical experiments show that the proposed algorithm determines the global optimum in less operational time than conventional schemes.

• The Journal of Korean Association of Computer Education
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• v.7 no.4
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• pp.103-110
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• 2004

As the importance of learner-centered ICT education is emphasized, school education should move toward the direction of respecting individual learners' capability rather than fitting learners into a fixed frame. Such a view finds its theoretical ground in Gardner's multiple intelligences theory. Thus ICT literacy education in elementary school also needs to consider individual student's abilities and talents based on their multiple intelligences and apply appropriate education programs and teaching methods. In order to provide basic materials for this, the present study examined the correlation between children's academic achievement in ICT literacy education and their multiple intelligences and inquired into which intelligences are factors determining achievement in ICT literacy education. According to the results. logical-mathematical intelligence is in a significant correlation with academic achievement in ICT literacy education. and logical-mathematical intelligence and linguistic intelligence are the most influential factors on academic achievement in ICT literacy education.

• Journal of Intelligence and Information Systems
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• v.1 no.2
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• pp.123-137
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• 1995

Most of solution methods in scheduling attempt to generate good solutions by either developing algorithms or heuristic rules. However, scheduling problems in the real world require considering more factors such as multiple objectives, different combinations of heuristic rules due to problem characteristics. In this respect, the traditional mathematical a, pp.oach showed limited performance so that new a, pp.oaches need to be developed. Expert system is one of them. When an expert system is developed for scheduling one of the most difficult processes faced could be knowledge acquisition on scheduling heuristics. In this paper we propose a method for the acquisition of knowledge on the selection of scheduling heuristics using Dempster-Shafer Theory(DST). We also show the examples in the multi-objectives environment.

• Korean Journal of Child Studies
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• v.20 no.4
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• pp.119-139
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• 1999

The present study developed teaching-learning activities to improve personal intelligences and to investigate their effectiveness. Significant differences were found in both interpersonal and intrapersonal intelligence. Positive effects appeared in cooperative attitudes, capacity to care for and understand others, and in reflective thinking abilities. The results suggest the importance of a balanced educational curriculum in order to enhance human affective aspects, self-esteem, cooperative classroom climate formation and the moral and character development of students. Consistent and systematic investigation is needed on multiple intelligences theory, development of teaching-learning activities, their longitudinal effects, and a fair assessment instrument.

• Research in Mathematical Education
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• v.23 no.2
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• pp.113-133
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• 2020

Pre-service teachers (PST) are students who are developing their mindset, persistence, instructional practices, and perception of tasks from two perspectives: as current students and as future teachers. As part of a larger study with PSTs engaged in a mindset intervention, this study quantitatively investigated PSTs mindset and persistence. During professional development (PD), PSTs engaged in multiple strategies (MS) tasks that promoted changes to PSTs mindset and persistence. PSTs' mindset pre- and post- PD were categorized after attending at least 4 interventions as fixed, mixed, or growth using the theory of intelligence, and their persistence as high or low using the Grit-S. Changes in categorization were noticed and explored for reasons of what could be done to make mindset interventions more effective such as consistently using challenging mathematics tasks with more open ended answers and focusing on discussion based mathematical lessons.