scholarly journals Effects of divergent thinking training on students’ scientific creativity: The impact of individual creative potential and domain knowledge

2020 ◽  
Vol 37 ◽  
pp. 100682
Author(s):  
Meng Sun ◽  
Minhong Wang ◽  
Rupert Wegerif
Keyword(s):  
Domain Knowledge ◽  
Divergent Thinking ◽  
Creative Potential ◽  
Scientific Creativity ◽  
The Impact

scholarly journals Predictors of Creativity in Young People: Using Frequentist and Bayesian Approaches in Estimating the Importance of Individual and Contextual Factors

2019 ◽  
Author(s):  
Sarah Asquith ◽  
Xu Wang ◽  
Daniel S Quintana ◽  
Anna Abraham
Keyword(s):  
Young People ◽  
Predictive Model ◽  
Divergent Thinking ◽  
Contextual Factors ◽  
Creative Potential ◽  
Bayesian Approaches ◽  
Bayesian Analyses ◽  
Age Cohorts ◽  
Creative Ideation ◽  
The Impact

The development of creativity in young children has been studied extensively, but relatively few studies have examined the period of adolescence and emerging adulthood in relation to creative potential. The present study employs a combination of frequentist and Bayesian analyses to evaluate the impact of individual factors (e.g., IQ) and contextual factors (e.g., pursuit of creative hobbies) on creative ideation in three cohorts of young people aged 14-20 years. Measures of divergent thinking, specifically the Alternate Uses Task (AUT) and the Overcoming Knowledge Constraints Task, were used to this end. Openness to aesthetic and imaginative experience was the strongest predictor of creative potential for the three AUT measures. Moreover, Bayesian hypothesis testing revealed that the best predictive model for AUT ideational fluency and AUT overall originality was one that included only Openness, whereas the best predictive model for AUT peak originality, or the propensity to generate highly original responses, included Openness, as well as IQ and Engagement in Creative Hobbies. No group differences in creative potential were found between the three age cohorts (aged 14-15, 16-17, and 18-20). The study not only confirms the importance of openness to aesthetic and imaginative experience as a predictor of creative potential in adolescents and young adults, but also indicates the necessity to consider the combined and differentiated impact of individual and contextual factors in different facets of creative ideation.

The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity

2017 ◽  
Vol 25 ◽  
pp. 1-9 ◽  
Author(s):  
Po-Sheng Huang ◽  
Shu-Ling Peng ◽  
Hsueh-Chih Chen ◽  
Li-Cheng Tseng ◽  
Li-Ching Hsu
Keyword(s):  
Domain Knowledge ◽  
Divergent Thinking ◽  
Mathematical Creativity ◽  
Scientific Creativity

scholarly journals The Impact of Scientific Creative Thinking Skills on Scientific Process Skills

2018 ◽  
Vol 48 ◽  
pp. 01060
Author(s):  
Sibel Demir Kaçan ◽  
Fatma Şahin
Keyword(s):  
Teacher Candidates ◽  
Creative Thinking ◽  
Positive Impact ◽  
Thinking Skills ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Scientific Creativity ◽  
The Impact ◽  
Experimental Group

The research aims to determine “the Impact of Scientific Creative Thinking Skills on Scientific Process Skills”. Thus, the research was performed with 24 teacher candidates in the control group and 24 teacher candidates in the experimental group in the second class of the Department of Science Teaching in a university in Istanbul Province. In the experimental group of the research, the laboratory program to be designed by the researchers on the basis of scientific discussion and research; and in the control group, the conventionally designed laboratory program were applied for an academic semester. The research data was gained through “Scientific Creativity Test” to be developed by Hu and Adey [14] and adapted by Kadayıfçı [16]; “Scientific Process Skills Test” to be developed by Okey, Wise and Burns, and adapted by Geban, Aşkar and Özkan into Turkish. The conclusions to be reached by the research are in favour of the experimental group and the last application, and it has positive impact on the opinions of the teacher candidates related with the development of the scientific creativity skills.

Impact of cancer- and patient-level factors on provider risk in the Oncology Care Model.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. e18852-e18852
Author(s):  
Basit Iqbal Chaudhry ◽  
Andrew Yue ◽  
Shuchita Kaila ◽  
Kay Sadik ◽  
Lisa Tran ◽  
...  
Keyword(s):  
Domain Knowledge ◽  
Research Literature ◽  
Risk Exposure ◽  
Progression Rate ◽  
Cell Transplant ◽  
Care Model ◽  
Data Set ◽  
Patient Level ◽  
Oncology Care ◽  
The Impact

e18852 Background: Transferring financial risk from payers to providers to align incentives is central to value-based payment (VBP) reform, including Medicare’s Oncology Care Model (OCM). We simulated the impact of selected cancer- and patient-level factors on providers’ risk in OCM for multiple myeloma (MM), due to its clinical complexity. We hypothesize that risk exposure is sensitive to factors extrinsic to the OCM methodology, including clinical phenotype, disease state and progression rate. Methods: Simulation was used to address omitted variable bias in payer data. We developed 9 key clinical MM scenarios to examine provider risk, based on conceptual frameworks that included patient- and cancer-level factors. The model was parameterized using the Medicare limited data set, research literature and domain knowledge. Twenty factors were varied for each model, e.g. age, autologous stem cell transplant (ASCT). Results: Simulations results showed MM risk for providers depended highly on cancer and patient level factors (see table). For example, high-risk patients were on average $21.5K over target while undergoing ASCT (despite risk adjustment for ASCT) and $18-28K under target for follow on maintenance (maint.) episodes. Conclusions: Provider exposure to risk in OCM is highly sensitive to factors at the cancer and patient level. The distribution of clinical phenotypes, state of disease, and rate of disease progression can significantly impact risk exposure for providers in OCM. New methodologies that model risk in more clinically granular ways are needed to improve VBP in oncology. [Table: see text]

scholarly journals Cross-Fertilizing Deep Web Analysis and Ontology Enrichment

2017 ◽  
Author(s):  
Marilena Oita ◽  
Antoine Amarilli ◽  
Pierre Senellart
Keyword(s):  
Domain Knowledge ◽  
Deep Web ◽  
Web Pages ◽  
Complete Understanding ◽  
Specific Knowledge ◽  
Domain Specific ◽  
Domain Specific Knowledge ◽  
Web Crawlers ◽  
New Perspective ◽  
The Impact

Deep Web databases, whose content is presented as dynamically-generated Web pages hidden behind forms, have mostly been left unindexed by search engine crawlers. In order to automatically explore this mass of information, many current techniques assume the existence of domain knowledge, which is costly to create and maintain. In this article, we present a new perspective on form understanding and deep Web data acquisition that does not require any domain-specific knowledge. Unlike previous approaches, we do not perform the various steps in the process (e.g., form understanding, record identification, attribute labeling) independently but integrate them to achieve a more complete understanding of deep Web sources. Through information extraction techniques and using the form itself for validation, we reconcile input and output schemas in a labeled graph which is further aligned with a generic ontology. The impact of this alignment is threefold: first, the resulting semantic infrastructure associated with the form can assist Web crawlers when probing the form for content indexing; second, attributes of response pages are labeled by matching known ontology instances, and relations between attributes are uncovered; and third, we enrich the generic ontology with facts from the deep Web.

scholarly journals The Opposite of Stress

2020 ◽  
Vol 67 (2) ◽  
pp. 150-159
Author(s):  
Maria Meier ◽  
Eva Unternaehrer ◽  
Sabine M. Schorpp ◽  
Maya Wenzel ◽  
Annika Benz ◽  
...  
Keyword(s):  
Heart Rate ◽  
Heart Rate Variability ◽  
Divergent Thinking ◽  
Area Under The Curve ◽  
Vagal Tone ◽  
Positive Association ◽  
Control Group ◽  
Creative Potential ◽  
Sinus Arrhythmia ◽  
Healthy Female

Abstract. Cognition is affected by psychophysiological states. While the influence of stress on cognition has been investigated intensively, less studies have addressed how the opposite of stress, a state of relaxation, affects cognition. We investigated whether the extent of parasympathetic activation is positively related to divergent thinking. Sixty healthy female participants were randomly allocated to a standardized vagus nerve massage ( n = 19), a standardized soft shoulder massage ( n = 22), or a resting control group ( n = 19). Subsequently, participants completed the Alternative Uses Test (AUT), a measure of divergent thinking. Respiratory sinus arrhythmia (RSA), a vagally mediated heart rate variability component, was monitored throughout the experiment. The area under the curve with respect to the increase was calculated for RSA trajectories as an indicator of vagal tone during the relaxing intervention. Regressions tested the effect of vagal tone on AUT outcomes. We found an association between vagal tone and subsequent AUT outcomes. Yet, this association was no longer significant when controlling for the effect of the creative potential of an individual, which was strongly related to AUT outcomes. Being exploratory, we found a positive association between creative potential and vagal tone. These results imply that creative potential might be related to the capacity to relax.

scholarly journals Which Divergent Thinking Index is More Associated with Problem Construction Ability? The Role of Flexibility and Task Nature

2020 ◽  
Author(s):  
Ahmed M. Abdulla Alabbasi
Keyword(s):  
Divergent Thinking ◽  
Sixth Graders ◽  
Creative Potential ◽  
Problem Construction ◽  
Future Studies ◽  
Verbal Tasks ◽  
Highly Correlated ◽  
Fertile Area ◽  
And Task

Problem construction and divergent thinking (DT) are considered to be indicators of creative potential. Previous studies, with different goals, suggest a positive correlation between problem construction and DT. However, none of these works have explicitly examined which index of DT is more associated with problem construction. The current investigation examined the association between problem construction and three main indexes of DT: fluency, flexibility, and originality. It also tested whether such a relation differs based on task nature (verbal versus figural). The sample consisted of 90 sixth graders who completed three tests: (a) a verbal DT test, (b) a figural DT test, and (c) a problem construction test. Correlational analysis showed that flexibility was highly correlated with problem construction in the verbal DT test, whereas originality was highly correlated with problem construction in the figural test. The association between problem construction and verbal versus figural DT significantly differed in all DT indexes. This finding suggests that figural and verbal tasks assess DT in a different way, which was confirmed by a canonical correlation analysis. Finally, results of a multiple regression analysis showed that verbal DT significantly explained 59% of the variance in fluency scores in problem construction and 60% in originality scores in problem construction. Meanwhile, figural DT explained 8% to 9% of the variability in fluency and originality scores in problem construction. As suggested by experts in the field of problem construction, the role of flexibility in problem construction is a fertile area to be considered in future studies.

Divergent Thinking as an Indicator of Creative Potential

2012 ◽  
Vol 24 (1) ◽  
pp. 66-75 ◽  
Author(s):  
Mark A. Runco ◽  
Selcuk Acar
Keyword(s):  
Divergent Thinking ◽  
Creative Potential

The impact of using divergent thinking strategies on reading comprehension

2021 ◽  
Vol 23 (10) ◽  
pp. 78-99
Author(s):  
A. Al Masri ◽  
T. Krishan ◽  
F. Al Talahin ◽  
S. Almassarweh
Keyword(s):  
Reading Comprehension ◽  
Divergent Thinking ◽  
Analysis Of Covariance ◽  
Motivation For Learning ◽  
Comprehension Skills ◽  
Thinking Strategies ◽  
The Impact ◽  
Reading Comprehension Skills ◽  
The Brain ◽  
Experimental Group

Introduction. Divergent thinking strategies are based on brain activity represented by a series of successive and branching questions related to a particular reading text. These strategies stimulate the minds of sixth graders to think of new stimuli such as finding a solution to a specific problem, or making a specific judgment, or predicting future events, which produces new and innovative solutions and achieves a deeper understanding of the target reading text.The present research aims to investigate the impact of divergent thinking strategies in developing reading comprehension skills among sixth-grade students in the English language.Methodology and research methods. The authors used the quasi-experimental approach. A pre-post design was used to identify the effect of employing divergent thinking strategies in developing reading comprehension skills. The study sample consisted of 136 students, who were selected purposefully and distributed into two groups: experimental and control groups. Students in experimental group were taught using divergent thinking strategies. Students in control group were taught in the usual way.Results and scientific novelty. The analysis of covariance (ANCOVA) found statistically significant differences between the two groups in favour of the experimental group in achievement. In addition, significant differences were found in the Motivation for Learning English between the two groups. It was found that divergent thinking strategies stimulate students’ thinking through various questions and allow them to look at their familiar knowledge with a new vision, to produce and generate new ideas with creative features.Practical significance. The current study is useful in determining the appropriate reading comprehension skills for students, and targeting them in developing these skills. This research also draws the attention of teachers to the importance of including strategies compatible with the brain, including divergent thinking strategies, when planning reading lessons. As for the educational supervisors, it puts in their hand’s strategies based on the theory of learning in the brain, including the divergent thinking strategies and how to employ them in reading lessons in order to develop reading comprehension. Moreover, these research materials can be employed by mentors in directing teachers to depart from the framework of traditional methods through the use of divergent thinking strategies in their classroom teaching practices.

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