How the Group Affects the Mind: A Cognitive Model of Idea Generation in Groups

2006 ◽  
Vol 10 (3) ◽  
pp. 186-213 ◽  
Author(s):  
Bernard A. Nijstad ◽  
Wolfgang Stroebe
Keyword(s):  
Associative Memory ◽  
Group Decision ◽  
Cognitive Model ◽  
Idea Generation ◽  
Feedback Loops ◽  
Negative Feedback Loops ◽  
Cognitive Failures ◽  
Research Findings ◽  
Knowledge Activation ◽  
The Mind

A model called search for ideas in associative memory (SIAM) is proposed to account for various research findings in the area of group idea generation. The model assumes that idea generation is a repeated search for ideas in associative memory, which proceeds in 2 stages (knowledge activation and idea production), and is controlled through negative feedback loops and cognitive failures (trials in which no idea is generated). We show that (a) turn taking (production blocking) interferes with both stages of the process; (b) ideas suggested by others aid the activation of problem-relevant knowledge; and (c) cognitive failures are important determinants of brainstorming persistence, satisfaction, and enjoyment. Implications for group decision making and group recall are discussed.

Delay model of circadian gene expression with two negative feedback loops

2006 ◽  
Vol 37 (5) ◽  
pp. 405-417
Author(s):  
Andreas Bohn ◽  
José R. Lopes ◽  
Luís A. Diambra ◽  
Luiz S. Menna-Barreto
Keyword(s):  
Gene Expression ◽  
Negative Feedback ◽  
Feedback Loops ◽  
Delay Model ◽  
Circadian Gene ◽  
Negative Feedback Loops

Technology in the Idea Generation Process: Voices from the Agency

2017 ◽  
Vol 21 (1) ◽  
pp. 6-12 ◽  
Author(s):  
Robyn Blakeman ◽  
Maureen Taylor
Keyword(s):  
Idea Generation ◽  
Digital Natives ◽  
Generation Process ◽  
Next Generation ◽  
Advertising Agencies ◽  
Research Findings

Today's advertising students are digital natives who grew up embracing technology in all facets of their lives. This study reports the results of a survey of 39 advertising creatives and art directors as they described the role that technology plays in the conceptualization process at advertising agencies around the country. The findings suggest that idea generation is still developed with pen and paper, but that computers are best suited for the final designs, as the ideation process moves to production. The research findings suggest ways forward in advertising pedagogy, especially curricula in the design sequences, as advertising educators teach the next generation of creatives.

scholarly journals WAR Metaphor in the Chinese Economic Media Discourse

2017 ◽  
Vol 7 (1) ◽  
pp. 94 ◽  
Author(s):  
Chunyu Hu ◽  
Yuting Xu
Keyword(s):  
Cognitive Model ◽  
Analytical Framework ◽  
Social Resources ◽  
Media Discourse ◽  
Economic Activities ◽  
Cooperative Principle ◽  
Critical Metaphor Analysis ◽  
War Metaphor ◽  
The Mind ◽  
China Daily

The economic media discourse depends upon a complex web of metaphors, among which WAR metaphor is worthy of special attention. The data used in this study is comprised of 2566 articles (about 1.2 million words) under the Economy column of China Daily published in 2014. Critical Metaphor Analysis (CMA) is used as the analytical framework to investigate WAR metaphor in the economic media discourse. This study is governed by the three steps of CMA including metaphor identification, metaphor interpretation and metaphor explanation. The results show that among the selected 62 lemmas, 40 of them have metaphorical instantiations and more than half of all the metaphorical expressions are nouns. Both social resources and individual resources influence metaphor choice. WAR metaphor has the rhetorical function as persuasion, which constructs the cognitive model of competition in the mind of the readers and arouses their emotions; on the other hand, it hides the cooperative principle of economic activities.

scholarly journals Analysing the Nature of Meaning in Modal Auxiliary Use in Standard Six English in Nakuru County, Kenya

2019 ◽  
Vol 1 (1) ◽  
pp. 49-62
Author(s):  
Njuguna Jane Ngoiri
Keyword(s):  
Primary Schools ◽  
Language Use ◽  
Mental Representations ◽  
School Level ◽  
Appropriate Use ◽  
Written Composition ◽  
Linguistic Feature ◽  
Auxiliary Verbs ◽  
Research Findings ◽  
The Mind

The objective of the study was to describe appropriateness of modal auxiliary verbs in class six written English. The study focused on the use of English modal auxiliary verbs by class six pupils from diverse language backgrounds in Kenyan primary schools. Modal auxiliary verbs are difficult as their use entails syntactic and semantic appropriateness. As such, most pupils often find themselves unable to use this complex linguistic feature in written English. In spite of this, there is no known documentation that focuses on modal auxiliary verbs among children. It is this gap that the current study sought to fill. Forty pupils were randomly selected from four primary schools in Nakuru County. Data was elicited by means of written composition and grammar exercises. Further, it was analysed both quantitatively and qualitatively and presented in the form of graphs and tables. The Representational Theory of The Mind was used to explain the research findings. The findings revealed that modal auxiliary verbs are indeed difficult and their appropriate use present difficulties in pupils' written work. It was therefore recommended that learning of English should be meaningful. In order to enrich pupil's mental representations pupils should be exposed to a linguistically rich environment to enhance acquisition and learning. It is hoped that these findings will be of benefit to school stakeholders in ensuring that appropriate learning environment is created for pupils. Additionally, it could be a reference for researchers interested in language use at the school level.

COGNITIVE THERAPY FOR PREVENTING TRANSITION TO PSYCHOSIS IN HIGH RISK INDIVIDUALS: A CASE SERIES

2003 ◽  
Vol 31 (1) ◽  
pp. 53-67 ◽  
Author(s):  
Paul French ◽  
Anthony P. Morrison ◽  
Lara Walford ◽  
Alice Knight ◽  
Richard P. Bentall
Keyword(s):  
High Risk ◽  
Cognitive Therapy ◽  
Controlled Trial ◽  
Intervention Strategy ◽  
Cognitive Model ◽  
Case Series ◽  
First Episode ◽  
Future Research ◽  
Research Findings ◽  
Further Development

Early interventions for psychosis have recently received a great deal of interest. This is because research findings have indicated the importance of duration of untreated psychosis (DUP) in influencing future prognosis. Most interventions have so far centered around the early identification of first episode cases in an attempt to minimize the DUP. A further development of the early intervention strategy aims to identify high-risk cases prior to the onset of psychosis. Treatment of this at risk group could potentially prevent the onset of psychosis. In this paper we describe three cases from a randomized controlled trial designed to test the feasibility of a cognitive therapy intervention, to prevent the onset of psychosis. These are presented with formulations based on a recent cognitive model conceptualizing the onset of psychosis. Implications of this approach for future research and clinical practice are also discussed.

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