An EEG study of the relationship between design problem statements and cognitive behaviors during conceptual design

2018 ◽  
Vol 32 (3) ◽  
pp. 351-362 ◽  
Author(s):  
Longfan Liu ◽  
Yan Li ◽  
Yan Xiong ◽  
Juan Cao ◽  
Ping Yuan
Keyword(s):  
Problem Solving ◽  
Design Process ◽  
Design Problem ◽  
Divergent Thinking ◽  
Right Hemisphere ◽  
Mental Workload ◽  
Convergent Thinking ◽  
Cognitive Behaviors ◽  
Significant Difference ◽  
The Impact

AbstractIn the design process, different problem statements result in different problem-solving strategies. A proper problem statement is the key to effective problem-solving. Based on the characteristics of the product design process, we divided design problem statements into open-ended (OE), decision-making (DM), and constrained (CO) statements and attempted to investigate the influences of different problem statements on designers’ cognitive behaviors from three perspectives, namely divergent thinking, convergent thinking, and mental workload. Then we provided quantification description to these influences based on electroencephalography (EEG) technology. We conducted experiments on 19 participants and used the BrainProduct™ actiChamp-32 to record the EEG data. Results are as follows: (1) The higher task-related α power was found in the temporal and occipital regions in the OE task compared with that in the DM and CO tasks. The OE statement also would help designers get novel ideas by strengthening their divergent thinking. (2) In the DM and CO tasks, there was no significant difference in the impact of the brain region on convergent thinking, but activities in the left hemisphere were stronger than that in the right hemisphere. The DM and CO tasks have better performance in convergent thinking than the OE task. (3) In the CO task, the designer's mental workload is the highest and mainly related to the activation of the centroparietal and occipital regions. These findings help designers understand the design problem-solving process from the perspective of cognitive science and monitor their thinking modes in the design process so as to improve their design performance.

The Influence of Challenge Course Participation on Moral and Ethical Reasoning

2002 ◽  
Vol 25 (2) ◽  
pp. 278-280 ◽  
Author(s):  
Carol A. Smith ◽  
Sharon E. Strand ◽  
Camille J. Bunting
Keyword(s):  
College Students ◽  
Problem Solving ◽  
University Students ◽  
Moral Reasoning ◽  
Ethical Reasoning ◽  
Defining Issues Test ◽  
Control Group ◽  
Challenge Course ◽  
Significant Difference ◽  
The Impact

This study investigated the impact of a 15-week outdoor experiential program on the moral reasoning of college students. One hundred and ninety-six university students volunteered to participate in this study, which utilized Rest's (1979) Defining Issues Test (DIT). The DIT investigates how individuals arrive at making decisions, and formulates a “P” (Principled moral reasoning) score for each subject. The groups were found to be homogeneous in moral reasoning at the pretest (outdoor experiential x = 36.07; control x = 33.08; F = 0.05). There was a statistically significant difference on the posttest scores of the outdoor experiential program participants (x = 40.98) in relation to the control group (x = 34.14) (F = 3.84). The results of this study demonstrated that the outdoor experiential program participants were significantly different from the control group at posttest. It is postulated that even though improved moral reasoning was not a stated objective, the outdoor experiential students, through front-loading, reflection, critical thinking, problem solving, and adherence to the full value contract, did enhance their level of moral reasoning. Through the combined modeling of behavior and discussion, changes in behavior can occur. The nature of outdoor experiential programs seems well suited to positively influence moral and ethical reasoning.

Performance Incentives, Divergent Thinking Training, and Creative Problem Solving

2020 ◽  
Vol 32 (1) ◽  
pp. 159-176
Author(s):  
Kun Huo
Keyword(s):  
Problem Solving ◽  
Divergent Thinking ◽  
Employee Performance ◽  
Creative Problem Solving ◽  
Convergent Thinking ◽  
Performance Incentives ◽  
Incentive Schemes ◽  
Piece Rate ◽  
Divergent And Convergent Thinking ◽  
Creative Problem

ABSTRACT Creativity theory suggests that effective solutions to creative problems depend on both divergent and convergent thinking (Cropley 2006). Using an experiment in which participants solve insight problems, I investigate the effect of incentive schemes on creative problem-solving performance. I find that both piece-rate pay and a flat wage plus public recognition generate higher performance with divergent thinking training than without. Consistent with the idea that incentives may promote more convergent thinking than divergent thinking, piece-rate pay generates lower creative problem-solving performance than the flat wage in the absence of divergent thinking training (flat wage plus recognition has a neutral effect). The study suggests that when employee performance depends on creative problem solving, firms should implement incentive schemes and/or control systems that promote both divergent and convergent thinking.

scholarly journals Threshold Effects of Creative Problem-Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

2017 ◽  
Vol 2017 ◽  
pp. 1-9 ◽  
Author(s):  
Chia-Yi Lin
Keyword(s):  
Problem Solving ◽  
Divergent Thinking ◽  
Sixth Grade ◽  
Threshold Effect ◽  
Creative Problem Solving ◽  
Convergent Thinking ◽  
Ability Test ◽  
Knowledge And Skills ◽  
Balanced Development ◽  
Creative Problem

This study aimed to help determine what the typology of math creative problem-solving is. Different from studies that have discussed the threshold effect between creativity and intelligence, this research investigated the threshold effect between creativity and other attributes. The typology of the math creative problem-solving abilities of 409 fifth- and sixth-grade Taiwanese students was identified and compared in this study. A Creative Problem-Solving Attribute Instrument was devised for this study, with the aim of measuring students’ perceptions on their motivation, knowledge, and skills, both in general and in specific domains. Divergent and convergent thinking were also measured. Cluster analyses yielded three creative problem-solving typologies: High, Medium, and Low. The High Attribute group scored significantly higher in the Math Creative Problem-Solving Ability Test than did the Medium Attribute and Low Attribute groups. The results suggest a threshold effect from several attributes—divergent thinking, convergent thinking, motivation, general knowledge and skills, domain-specific knowledge and skills, and environment—on students’ creative problem-solving abilities. Balanced development of attributes may be an important consideration in nurturing creativity in children.

scholarly journals The Effect of Psychodrama on Women's Codependence, Self-Realization and Problem Solving Skill Perception

2021 ◽  
Vol 10 (1) ◽  
pp. 59-73
Author(s):  
Yağmur Ulusoy ◽  
Bircan Kırlangıç Şimşek
Keyword(s):  
Public Education ◽  
Problem Solving ◽  
Study Data ◽  
Study Group ◽  
Test Technique ◽  
Problem Solving Skills ◽  
Significant Difference ◽  
Self Actualization ◽  
The Impact ◽  
Dependent Samples

The aim of the present study was to investigate the impact of psychodrama on the codependency, self-actualization and problem-solving skills of women attending Public Education Center Tailoring Courses. The study was conducted with the quasi-experimental design based on the pretest-posttest model with an experimental group. Fifteen volunteering women attending tailoring courses at Malatya Battalgazi District Public Education Center during the 2015-2016 academic year participated in the study. The study data were collected with the Composite Codependency Scale, Health-Promoting Lifestyle Profile, and Problem-Solving Inventory. These three scales were applied to the study group before the application. After the pre-test, a psychodrama group study that included 18 sessions was conducted with eight women in the study group. At the end of the application, the scales were applied as post-test measurements to the study group. To test the effectiveness of the experimental process, the dependent samples t test technique was used. The comparison of the study group pretest and posttest scores revealed a significant difference between pretest and posttest self-actualization scores; however, there was no significant difference between codependency, interpersonal control, self-sacrifice, suppression of emotions, and problem-solving skill perception pretest and posttest scores. Thus, it was observed that psychodrama had a significant effect on the improvement of the self-actualization levels of participating women; however, it did not have a significant effect on the reduction of their negative perceptions about problem-solving skills and codependency levels.

Assessing the Impact of Cognitive Assistants on Mental Workload in Simple Tasks

2019 ◽  
Author(s):  
Torsten Maier ◽  
Vincent Donghia ◽  
Chaoran Chen ◽  
Jessica Menold ◽  
Christopher McComb
Keyword(s):  
Test Performance ◽  
Intelligent Systems ◽  
Mental Workload ◽  
Sorting Task ◽  
Card Sorting ◽  
Daily Lives ◽  
Card Sorting Task ◽  
Accuracy Test ◽  
Significant Difference ◽  
The Impact

Abstract Cognitive assistants, such as Apple’s Siri or Amazon’s Alexa, are increasingly becoming routine elements of our daily lives, yet the effects of such devices on the humans using them has been largely unstudied. While much research has proposed new intelligent systems for specific contexts, few studies have characterized the dynamics between cognitive assistants and humans. In an effort to address this gap, this research study investigates the effect of cognitive assistants on mental workload. Participants perform the Wisconsin Card Sorting Task while working with a fake cognitive assistant (Mary) and concurrently completing a secondary speed and accuracy test. Performance with the cognitive assistant was found to be higher but with no significant difference in mental workload. Participants working with the cognitive assistant were found to be less frustrated than those completing the task without it.

Understanding the Context of Multidisciplinary Design: Establishing Ecological Validity in the Study of Design Problem Solving

1993 ◽  
Vol 37 (16) ◽  
pp. 1082-1086 ◽  
Author(s):  
Michael D. McNeese ◽  
Brian S. Zaff ◽  
Clifford E. Brown ◽  
Maryalice Citera ◽  
Jonathan Selvaraj
Keyword(s):  
Problem Solving ◽  
Human Factors ◽  
Concept Mapping ◽  
Design Process ◽  
Collaborative Design ◽  
Design Problem ◽  
Design Team ◽  
Design Teams ◽  
Team Members ◽  
Design Activities

The need to understand the design process in all its complexity is motivated by an interest in the development of tools and technologies that would be capable of aiding collaborative design teams. This development effort depends upon an understanding of design activities as they occur within a real world context. Observations of design activities that are made without direct communication with the design team members may fail to capture many of the subtler aspects of the process - aspects that are best understood when described by the design team members themselves. In order to supplement observational studies, this paper presents a case study in which a dialog with members of a variety of collaborative design teams was established in order to elicit information about the nature of collaborative design. A knowledge acquisition technique, concept mapping, was used to achieve an understanding of the role of human factors specialists within the collaborative design process specific to the Air Force's system acquisition program. Results highlight various findings about the nature of design problem solving such as the way different organizational settings influence human factors input in the design process/product. The paper discusses the usefulness of concept mapping to capture in-depth design knowledge and how this type of knowledge complements other approaches to understanding design.

Variances in the impact of visual stimuli on design problem solving performance

2006 ◽  
Vol 27 (5) ◽  
pp. 549-569 ◽  
Author(s):  
Gabriela Goldschmidt ◽  
Maria Smolkov
Keyword(s):  
Problem Solving ◽  
Design Problem ◽  
Visual Stimuli ◽  
The Impact

scholarly journals Analisis Kemampuan Pemecahan Masalah pada Materi Sistem Koordinat Kartesius Ditinjau dari Perbedaan Pola Pikir Divergen dan Konvergen Siswa Kelas VIII SMP

2021 ◽  
Vol 1 (4) ◽  
pp. 528-537
Author(s):  
Naba Nunun Lamhabaha ◽  
Sudi Prayitno ◽  
Muhammad Turmuzi ◽  
Syahrul Azmi
Keyword(s):  
Problem Solving ◽  
Divergent Thinking ◽  
Mathematical Problem ◽  
Average Score ◽  
Convergent Thinking ◽  
Ability Test ◽  
Test Instrument ◽  
Divergent And Convergent Thinking ◽  
Assessment Guidelines ◽  
Cartesian Coordinate

This study aims to determine how the ability of mathematical problem solving in the Cartesian coordinate system material in terms of differences in divergent and convergent thinking patterns in class VIII students in semester 1 of SMP Negeri 1 Kediri in the 2019/2020 academic year. This research is a descriptive study using a quantitative approach. The instruments used in this study were the thinking character questionnaire instrument and the problem solving ability test instrument. The thinking character questionnaire instrument was used to select research samples that met the criteria for divergent thinking and convergent thinking. In this study, 11 students thought divergent and 12 students thought convergent. The problem-solving ability test instrument was used to determine the problem-solving ability of the research sample as measured by Polya's assessment guidelines, namely (1) understanding the questions, (2) planning solutions, (3) solving problems, and (4) checking. The results showed that there was no difference in the average score of problem-solving abilities between students with divergent and convergent thinking patterns, namely 66.19 and 66.73. The only difference lies in the steps each student takes. This shows that different mindsets do not affect a person's ability to solve a problem.

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