Improved Use of Drone Imagery for Malaria Vector Control through Technology-Assisted Digitizing (TAD)

Drones have the potential to revolutionize malaria vector control initiatives through rapid and accurate mapping of potential malarial mosquito larval habitats to help direct field Larval Source Management (LSM) efforts. However, there are no clear recommendations on how these habitats can be extracted from drone imagery in an operational context. This paper compares the results of two mapping approaches: supervised image classification using machine learning and Technology-Assisted Digitising (TAD) mapping that employs a new region growing tool suitable for non-experts. These approaches were applied concurrently to drone imagery acquired at seven sites in Zanzibar, United Republic of Tanzania. Whilst the two approaches were similar in processing time, the TAD approach significantly outperformed the supervised classification approach at all sites (t = 5.1, p < 0.01). Overall accuracy scores (mean overall accuracy 62%) suggest that a supervised classification approach is unsuitable for mapping potential malarial mosquito larval habitats in Zanzibar, whereas the TAD approach offers a simple and accurate (mean overall accuracy 96%) means of mapping these complex features. We recommend that this approach be used alongside targeted ground-based surveying (i.e., in areas inappropriate for drone surveying) for generating precise and accurate spatial intelligence to support operational LSM programmes.

ICTs and Speed Learning in Special Education: High-Consciousness Training Strategies for High-Capacity Learners through Metacognition Lens

Education in the 21st century is called upon to prepare students with disabilities to enter a high-consciousness society where people can learn, think and react fast. The current review paper aims at investigating the role of fast learning in special education. We trace the essential indicators of speed learning with a special focus on those factors that are most relevant to learning disabilities. Afterward, we present evidence-based training techniques and strategies that speed up learning. In addition, we examine the role of ICTs as essential training tools in speed learning. Finally, we discuss the role of metacognition in training fast and conscious learners. The results of this review showed that speed learning training techniques improve all those factors that accelerate learning such as spatial attention, visual span, processing speed, speed reaction, executive functions, metacognition and consciousness. Most important, fast learning strategies meliorate control processes and spatial intelligence which is extremely fast and powerful. This study also points to the option of including high-speed training techniques in schools to help children with or without disabilities to become conscious and high-capacity learners.

Development of spatial ability extra tasks (SAET): problem solving with spatial intelligence

Spatial ability contributes to performance in science, technology, engineering and mathematics (STEM). Spatial skills and creativity are required for engineering studies. Low spatial abilities can lead to the dropout of students’ university studies. In this study the Spatial Ability Extra Tasks (SAET) was developed to evaluate engineering students’ complex spatial abilities. A total of 93 first-year engineering students from University of Debrecen Faculty of Engineering and Sharif University of Technology in Tehran participated, with regard to final mathematical exam and their gender, participated in the study. SAET measures parts of spatial abilities: mental cutting and mental rotation and creativity. Analysis of the findings suggested that SAET is valid and reliable. The separate tests results have been statistically evaluated and conclusions were formulated. We used Structural Equation Modeling analysis. We separate two types of tasks by SAET which are Polyhedron part and Curved Surface part. According to obtained data, accomplished the results: students of University of Debrecen are more successful at Curved Surfaces. In addition students of Sharif University are more successful at Polyhedrons. The square cross section was found by most student in both countries in Polyhedrons. It is remarkable that first-year engineering students of Tehran are more successful at Polyhedrons by pentagon, hexagon and parallelogram solution; and students of Debrecen are more successful by square and rectangle solution. Students of Debrecen are more successful at Curved Surfaces to find circle solution of cylinder, cone and sphere; students of Tehran are more successful by finding parabola solution of cone.

Age and gender features of the correlation between the emotional evaluation of commercials and the intelligence indicators of high school and university students

The article is devoted to the empirical study of one of the dimensions of the problem of the relationship between intelligence and emotional evaluation of personality. Theaimof this article is to investigate the age and gender characteristics of verbal, mathematical, spatial intelligence in adolescence and youths, as well as to establish a correlation with the characteristics of emotional evaluation of commercials by high school and university students of different genders. The study focused on determining the age and gender characteristics of intelligence indices of high school students aged 15–17 (N = 47) and university students aged 19–21 (N = 49); and determining the relationship between the verbal, mathematical, and spatial intelligence of the two samples’ respondents (adolescents and young people, boys and girls), and their emotional evaluation of the commercials. Methods. In order to solve research questions, two approaches are used: R. Amthauer’s “Test of the Structure of Intelligence” and C. Osgood’s semantic differential method. Results.In contrast to high school students,universitystudents have a higherlevel of development of verbal and mathematical intelligence. A higher level of development of verbal intelligence in girls and a higher level of development of spatial intelligence in boys were stated. Significant correlations between the emotional evaluation of commercials and gender and age characteristics of intellectual abilities have been identified. The independent variable “gender” has a higher value than the independent variable “age”, according to the mathematical and spatial intelligence of boys and girls in their advertising evaluation. Music commercials with actors, a storyline, and elements of drama, as well as videos with computer special effects, were found to be the most entertaining to the respondents.Keywords: cognitive abilities, verbal intelligence, mathematical intelligence, spatial intelligence, advertising, semantic differential. Стаття присвячена емпіричному дослідженню одного з вимірів проблеми взаємозв’язку інтелекту та емоційної оцінки особистості. Метою статті є дослідження вікових та ґендерних особливостей вербального, математичного, просторового інтелекту в підлітковому та юнацькому віці, а також встановлення зв’язку з особливостями емоційноїоцінки рекламних роликів учнями та студентами різної статі. Означене зорієнтувало дослідження на такі проблемні напрямки: встановлення вікових та ґендерних особливостей індексів інтелекту учнів старших класів віком 15-17 років (N=47) та студентів закладу вищої освіти віком 19-21 років (N=49); визначення зв’язку вербального, математичного та просторового інтелекту респондентів двох вибірок (підлітки-юнаки, хлопці-дівчата) з емоційною оцінкою ними рекламних відеороликів. Методи. Розв’язування дослідницьких завдань передбачало використання двох методик: “Тесту структури інтелекту” Р.Амтхауера та методики семантичного диференціалу Ч.Осгуда.Р езультати. Встановлено більш високий рівень розвитку вербального та математичного інтелекту у студентів порівняно з учнями старших класів. Констатовано більш високий рівень розвитку вербального інтелекту у дівчат і більш високий рівень розвитку просторового інтелекту у хлопців. Виявлено значущі кореляційні взаємозв’язки емоційної оцінки рекламних роликів з ґендерними та віковими особливостями інтелектуальних здібностей. Значення незалежної змінної “стать” є більш сильним порівняно з незалежною змінною “вік”, що з’ясовано переважно у зв’язку математичного та просторового інтелекту хлопців і дівчат з оцінкою ними реклами. Визначено, що найбільш привабливими для респондентів є музичні рекламні ролики за участі акторів, наявністю сюжетної лінії та елементами драматургії, а також ролики з використанням комп’ютерних спецефектів.Ключовіслова:когнітивні здібності,вербальний інтелект, математичний інтелект, просторовий інтелект, реклама, семантичний диференціал.

Systematic Review of the Development of Spatial Intelligence through Augmented Reality in STEM Knowledge Areas

This study presents a systematic review (SR) of the literature on the use of Augmented Reality (AR) for the development of spatial skills of secondary and higher education students in the teaching of subjects related to the area of Science, Technology, Engineering and Mathematics (STEM). Numerous researchers have confirmed that students tend to have difficulties in acquiring learning content with a high visual load, which is why AR is being used to improve teaching–learning processes. This paper aims to present information of interest to researchers, teachers and software developers about the advantages and limitations of AR in the development of spatial intelligence, the integration and development of AR applications, as well as the predominant spatial skills and assessment methods. In this regard, an initial search was carried out which returned 242 articles. After reviewing and assessing their eligibility, a total of 17 papers published since 2002 were selected. The findings reveal an increase in the number of investigations over the last few years. Some of the most notable findings are the improvement of spatial skills of students through the inclusion of AR in educational environments, the need for teacher training, the lack of personalization in the applications developed and the scarcity of augmented materials in the form of Open Educational Resources (OER).

Relevansi Pendidikan Musik Terhadap Kecerdasan Intelektual Anak Usia Dini

This study aims to determine the relevance of music education to intellectual intelligence in early childhood. The method used in this research is qualitative method. While the approach in this study uses a library research approach. The results of the study prove that there is a close relationship between music playing skills and intellectual intelligence. Children who received a music education program increased their spatial intelligence (spatial intelligence) compared to children who were not exposed to music. Not only spatial intelligence, music also improves children's language and vocabulary skills as well as logic which in the end the child is able to organize ideas and be able to solve problems. Keyword : Music, Intellectual Intelligence, Children

Less intelligent and unaware? Accuracy and Dunning-Kruger effects for self-estimates of different aspects of intelligence

People’s perceptions of their intelligence correlate only moderately with objective intelligence measures. On average, people overestimate themselves. According to the popular Dunning-Kruger effect, this is particularly true for low performers: Across many domains, those in the lowest quantile overestimate their abilities the most. However, recent work using improved statistical approaches found little support for a Dunning-Kruger effect in general intelligence. We investigated the accuracy of and Dunning-Kruger effects in self-estimates of general, verbal, numerical, and spatial intelligence—domains that differed in how well they can be judged in the past. 281 participants completed self-estimates and intelligence measures online. Self-estimates showed mostly moderate correlational accuracy that was slightly higher for numerical intelligence and lower for verbal intelligence. Across domains, participants rated their intelligence as above-average. However, as their intelligence was indeed high, this was not an overestimation. While standard analyses indicated Dunning-Kruger effects in three out of four measures, improved statistical methods only yielded some support for one in verbal intelligence: People with lower verbal intelligence tended to have less self-knowledge about it. The generalizability of these findings is limited to young, highly educated populations. Nevertheless, our results contribute to a growing literature questioning the generality of the Dunning-Kruger effect.

A new structural model for measuring spatial intelligence

Introduction. The task of studying the structure and dynamics of spatial thinking of schoolchildren and students is relevant for general and educational psychology and private teaching methods. The research goal of the article is to theoretically substantiate, develop and test a structural model for measuring the spatial intelligence of students and schoolchildren.Materials and Methods. On the basis of a comparative analysis of the content of the definition of "spatial intelligence" in domestic and foreign educational psychology (I.S. Yakimanskaya, H. Gardner), a structural model and a rapid test for measuring the spatial intelligence of students and schoolchildren have been developed. The Structural Equation Modeling methodology was used to validate the developed express test. The research sample consisted of 688 schoolchildren from Novosibirsk at the age from 10 to 15 years.Results. The model for measuring the spatial intelligence of students and schoolchildren is developed by correlating the components of spatial intelligence: spatial knowledge, spatial abilities, spatial skills, with the corresponding cognitive processes: perception of space, spatial representation (thinking), spatial imagination. Based on the classification of intelligence tests into three separate categories: spatial perception, spatial visualization, mental rotation from intelligence subtests (R. Amthauer, M.C. Linn, A.C. Petersen, M. Sjölinder), a rapid test was constructed. The reliability (validity) of the express test was confirmed using structural equation modeling by the method of confirmatory factor analysis of models consisting of 15 indicators and one factor (spatial intelligence) or three factors (spatial knowledge, spatial abilities and spatial skills).Discussion and Conclusions. The theoretical significance of the developed structural model is that it reveals the mechanisms of the natural development of spatial intelligence, depending on the degree of formation of its substructures. The practical significance of the obtained result lies in the development of methodological foundations for screening diagnostics of the spatial intelligence of schoolchildren and is due to the high importance of spatial thinking for solving educational problems.

PESQUISA EM REDE SOBRE A PROFICIÊNCIA DO PENSAMENTO ESPACIAL NOS CURSOS DE GRADUAÇÃO EM GEOGRAFIA:

Esse artigo é resultado de uma pesquisa em rede que teve como objetivo identificar em que medida os cursos de graduação em Geografia de cinco Instituições de Ensino Superior (IES) brasileiras contribuem para a proficiência do pensamento espacial dos seus estudantes. Essa investigação se estabeleceu a partir de aplicações do instrumento denominado Teste de Aptidão do Pensamento Espacial (Spatial Thinking Ability Test - STAT, em inglês), elaborado por Lee e Berdnaz (2012), para graduandos iniciantes e finalizantes do curso de Geografia, preferencialmente, licenciandos. A aplicação focada nesses dois grupos, destinou-se a identificação de conhecimentos referentes ao pensamento espacial ao longo da formação de futuros geógrafos. Como resultado, a análise global dos dados indica uma diferença de performance bastante modesta entre alunos do primeiro e do quarto ano da graduação em Geografia e um desempenho inferior ao esperado em termos de percentuais de acertos dos dois grupos em competências avaliadas através de situações-problema que entendemos como mais fáceis. Todo esse esforço investigativo assentou-se no reconhecimento de que o pensamento espacial é uma das condições intelectuais fundamentais para que, posteriormente, os alunos venham produzir a interpretação geográfica de situações problematizadas. Palavras-chaveEnsino de Geografia, STAT, Formação de professores, Inteligência espacial. NETWORK RESEARCH ON SPATIAL THINKING PROFICIENCY IN UNDERGRADUATE GEOGRAPHY COURSES: first approximations Abstract This article is the result of a network research that aimed to identify to what extent the undergraduate courses in Geography from five brazilian Higher Education Institutions (HEIs) contribute to the spatial thinking proficiency of their students. This investigation was established through applications of the instrument named Spatial Thinking Ability Test (STAT), elaborated by Lee and Bednarz (2012), for beginners and final-year undergraduate students of the Geography course, preferably, undergraduates. The application focused on these two groups, and was intended to identify knowledge regarding to spatial thinking throughout the training of future geographers. As a result, the global analysis of the data indicates a very modest difference in performance between first and fourth-year undergraduate students in Geography and a lower than expected performance in terms of the percentage of correct answers of both two groups in competences assessed through problem-situations that we understand to be easier. All this investigative effort was based on the recognition that spatial thinking is one of the most fundamental intellectual conditions for, subsequently, students become to produce the geographical interpretation of problematic situations. Keywords Geography Teaching, STAT, Teacher training, Spatial intelligence.