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”Det känns som att jag är bra i matte” : En studie om hur elever i årskurs 6 ser på möjligheterna att utveckla sin intelligens i ämnet matematik.Björs, Malin January 2016 (has links)
This study aims to examine how pupils in year 6 describes how they can affect their intelligence. It also aims to see the degree to which international stydies can be applied in a Swedish context. This study discuss and use Carol S. Dwecks concept mindset. Two studies implemented after a method development of previous international studies. The method used to examine these questions isquestionnaire survey and interviews. The analysis is structured around the socio-cultural perspective and shows that to a certain extent it is possible to use international studies in a Swedish context and that pupils whit one mindset think that they can affect their intelligence while pupils whit the other mindset think that they can´t.
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Multi-level grounding and self-organization of behaviour through evolution, development, learning and cultureFederici, Diego January 2005 (has links)
<p>The research topic of this PhD concerns the production of intelligent adaptive behaviour from the embodied perspective.</p><p>The intelligence seen in biological organisms arises as an emergent property of a complex system displaying multiple levels of adaptive mechanisms. At the bottom, slow changes to the genotype structure are mediated by natural selection. At the top, to cope with more transient factors, faster lifetime transformations are found.</p><p>Lifetime adaptation also takes place at various levels, from the processes that are responsible for the organism construction and maintenance, to the regulation of behaviour based on instinctive responses, cognitive abilities and social interactions.</p><p>The traditional GOFAI (Good Old Fashion Artificial Intelligence) stand is based on the view of intelligence as computation taking place on a internal symbolic representations of the outside world. Powered by deductive logic, the classical artificial reasoner is centered on the possibility to describe reality within a symbolic framework. Unfortunately, this approach fails to cope with the ambiguous nature of reality, where good decisions are often based on partial and inconsistent knowledge. In these cases, reasoning could appear irrational, while its rationale is actually found in the necessity to take action.</p><p>To solve this problem, New AI hypothesizes that intelligent behaviour must be understood within the framework provided by the agent’s physical interactions with the environment: subjective sensations and bodily interactions.</p><p>The result is a bottom-up exploration, which starts from the lowest adaptive mechanisms to reach the topmost cognitive abilities. The work presented in this thesis follows this hypothesis, analyzing multiple levels of adaptive mechanisms: evolution, development, learning and culture.</p>
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Multi-level grounding and self-organization of behaviour through evolution, development, learning and cultureFederici, Diego January 2005 (has links)
The research topic of this PhD concerns the production of intelligent adaptive behaviour from the embodied perspective. The intelligence seen in biological organisms arises as an emergent property of a complex system displaying multiple levels of adaptive mechanisms. At the bottom, slow changes to the genotype structure are mediated by natural selection. At the top, to cope with more transient factors, faster lifetime transformations are found. Lifetime adaptation also takes place at various levels, from the processes that are responsible for the organism construction and maintenance, to the regulation of behaviour based on instinctive responses, cognitive abilities and social interactions. The traditional GOFAI (Good Old Fashion Artificial Intelligence) stand is based on the view of intelligence as computation taking place on a internal symbolic representations of the outside world. Powered by deductive logic, the classical artificial reasoner is centered on the possibility to describe reality within a symbolic framework. Unfortunately, this approach fails to cope with the ambiguous nature of reality, where good decisions are often based on partial and inconsistent knowledge. In these cases, reasoning could appear irrational, while its rationale is actually found in the necessity to take action. To solve this problem, New AI hypothesizes that intelligent behaviour must be understood within the framework provided by the agent’s physical interactions with the environment: subjective sensations and bodily interactions. The result is a bottom-up exploration, which starts from the lowest adaptive mechanisms to reach the topmost cognitive abilities. The work presented in this thesis follows this hypothesis, analyzing multiple levels of adaptive mechanisms: evolution, development, learning and culture.
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Layout and function of the intracortical connections within the primary visual cortex /Çürüklü, Baran, January 2003 (has links) (PDF)
Lic.-avh. Västerås : Mälardalens högskola, 2003.
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A study in the computational complexity of temporal reasoning /Broxvall, Mathias, January 2002 (has links)
Diss. Linköping : Univ., 2002.
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TALplanner and other extensions to Temporal Action Logic /Kvarnström, Jonas, January 2005 (has links) (PDF)
Diss. Linköping : Linköpings universitet, 2005.
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Admissible heuristics for automated planning /Haslum, Patrik, January 2006 (has links)
Diss. Linköping : Linköpings universitet, 2006.
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A representation scheme for description and reconstruction of object configurations based on qualitative relations /Steinhauer, H. Joe, January 2008 (has links) (PDF)
Diss. Linköping : Linköpings universitet, 2008.
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Semi-automatic ontology construction based on patterns /Blomqvist, Eva, January 2009 (has links)
Diss. Linköping : Linköpings universitet, 2009.
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Emotionell intelligens ur ett skolperspektivÅberg, Frida January 2009 (has links)
<p>Syftet med den här studien är att undersöka hur pedagoger uppfattar och arbetar med emotionell intelligens. Som grund har jag med hjälp av en litteraturstudie definierat begreppet samt belyst olika författares tankar inom ämnet. Studien innehåller en kvalitativ del i form av intervjuer med verksamma pedagoger. Resultatet visar att pedagogerna uppfattar att emotionell intelligens har med känslor att göra, både sina egna och andras. Det visar också en skillnad i tankesätt hos pedagoger för yngre jämfört med äldre barn. Pedagogerna för de yngre barnen ser tydligt ett samband mellan lärande och emotionell intelligens. Medan det inte är lika självklart för de äldre barnens pedagoger. Slutsatsen är att det finns ett samband mellan emotionell intelligens och lärande. Och det är därför något som dagens pedagoger behöver arbeta med.</p>
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