Spelling suggestions: "subject:"intellectuelle""
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The concept of mind in Pauline literatureMason, Joel W. January 1988 (has links) (PDF)
Thesis (M.A.)--Western Conservative Baptist Seminary, 1988. / Abstract. Includes bibliographical references (leaves 87-95).
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Platone e Aristotele nelle dottrina del Nous di PlotinoSzlezák, Thomas Alexander. January 1900 (has links)
Original publication from author's Habilitationsschrift--Zürich, 1976. / Translation of Platon und Aristoteles in der Nuslehre Plotins. Includes bibliographical references (p. [295]-297) and indexes.
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Intelligentie en creativiteit bij elf- tot dertienjarige kinderenNijsse, Mattheus. January 1983 (has links)
Thesis (doctoral)--Rijksuniversiteit te Groningen, 1983. / Summary in English. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. [121]-128).
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'Nature is reason' & 'mind is reason' a critical study of the development of the ideas of 'nature', 'reason' & 'mind' in Neo-Confucianism = "Xing ji li "yu "xin ji li" : Song Ming Ru xue "xing" "li" "xin" zhu guan nian zhi fa zhan /Wong, Kai-chee, January 1965 (has links)
Thesis (M.A.)--University of Hong Kong, 1965. / Also available in print.
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The possibility of invincible ignorance of the natural lawBertke, Stanley. January 1941 (has links)
Thesis (S.T.D.)--Catholic University of America, 1941.
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Intelligence patterns and their relation to social background a longitudinal study /Bergsten-Brucefors, Agneta, January 1976 (has links)
Thesis--Lund. / Includes bibliographical references (p. 146-152).
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The priority of the intellect to the will in man's last end according to St. Thomas AquinasSkillman, David P. January 1900 (has links)
Thesis (Ph. L.)--Catholic University of America, 2005. / Typescript. Includes bibliographical references (leaves 69-70).
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Relationships between the structure of intellect and characteristics of students identified as gifted and selected for special programmingLaine, Colin J. January 1987 (has links)
Fundamental assumptions concerning the cognitive characteristics of gifted students in special education were presented. Prerequisites for operationalising them were extrapolated. The importance of clear parallels between identification and programming in gifted education, and of the role of informal and formal indicators was discussed. Guilford's Structure of Intellect model (1967) was examined in relation to the identification of cognitive ability.
Achievement, measured by the Canadian Tests of Basic Skills (CTBS), and aptitude, as measured by the Structure of Intellect (SOI) Learning Abilities Test, identified differences between students who had been nominated to participate in an enrichment program. There were some who were also identified by the resource teachers as being gifted.
Subjects were 100 students from grades three, five and, eight previously nominated for the program. Sixty were selected to participate in the program, and nineteen were identified as being gifted. The groups were age and gender balanced. The students were given the CTBS as part of the district's annual testing program. The SOI was given at the start of the enrichment program, at the end of the twelve-week program and at the end of the academic year.
Analysis of variance and multiple regression analyses suggested significant relationships existed between various dimensions of achievement and aptitude, and that the treatment group differed significantly from the control group in aptitude. The gifted differed from the non-gifted in achievement (CTBS). Transformational ability on the SOI distinguished giftedness which supported Guilford's hypothesis of gifted ability.
Teacher ratings of the objectives of the enrichment program were not predicted by either aptitude or achievement scores. Repeated measures ANOVA indicated that lower-level abilities were enhanced the most in the treatment group. Age contributed significantly to aptitude dimensions indicating non-school, or developmental factors were intertwined in the relationships.
Findings were discussed and implications for subsequent research with the SOI in examining cognitive style in learning, and for both instruments use in special education identification programs were drawn. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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Development of a social studies curriculum reflecting Howard Gardner's theory of multiple intelligencesBrahams, Yvonne Rae 01 January 1997 (has links)
No description available.
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The correlation between specific curiosity and intelligence in adultsSchwenk, Charles R. 26 July 1974 (has links)
Previous studies done on the correlation between specific curiosity and intelligence have been inconclusive. In the present study, a test of state specific curiosity and a test of intelligence were administered to 76 Ss from two introductory psychology courses. Three hypotheses were tested. These were, (a) that a significant specific curiosity-intelligence correlation would exist, (b) that the specific curiosity-verbal subscale correlation would be higher than the specific curiosity-abstraction sub-scale correlation, and (c) that there would be a sex difference in the specific curiosity-intelligence correlations. The data did not support hypothesis (a) or (b). However, they did support hypothesis (c). An inconsistent pattern of trends was discovered in the results which call the correlations into question. The suggestion was made that the study should be replicated.
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