scholarly journals On Accelerations in Science Driven by Daring Ideas: Good Messages from Fallibilistic Rationalism

2015 ◽  
Vol 40 (1) ◽  
pp. 19-41 ◽  
Author(s):  
Witold Marciszewski
Keyword(s):  
Problem Solving ◽  
Cognitive Science ◽  
Cognitive Processes ◽  
Classical Version ◽  
Conceptual Apparatus ◽  
Processing Information ◽  
New Ideas ◽  
The Senses

Abstract The first good message is to the effect that people possess reason as a source of intellectual insights, not available to the senses, as e.g. axioms of arithmetic. The awareness of this fact is called rationalism. Another good message is that reason can daringly quest for and gain new plausible insights. Those, if suitably checked and confirmed, can entail a revision of former results, also in mathematics, and - due to the greater efficiency of new ideas - accelerate science’s progress. The awareness that no insight is secured against revision, is called fallibilism. This modern fallibilistic rationalism (Peirce, Popper, Gödel, etc. oppose the fundamentalism of the classical version (Plato, Descartes etc.), i.e. the belief in the attainability of inviolable truths of reason which would forever constitute the foundations of knowledge. Fallibilistic rationalism is based on the idea that any problem-solving consists in processing information. Its results vary with respect to informativeness and its reverse - certainty. It is up to science to look for highly informative solutions, in spite of their uncertainty, and then to make them more certain through testing against suitable evidence. To account for such cognitive processes, one resorts to the conceptual apparatus of logic, informatics, and cognitive science.

scholarly journals Embodied Metaphors and Creative “Acts”

2012 ◽  
Vol 23 (5) ◽  
pp. 502-509 ◽  
Author(s):  
Angela K.-y. Leung ◽  
Suntae Kim ◽  
Evan Polman ◽  
Lay See Ong ◽  
Lin Qiu ◽  
...  
Keyword(s):  
Problem Solving ◽  
Embodied Cognition ◽  
Cognitive Processes ◽  
Divergent Thinking ◽  
The Other ◽  
Creative Cognition ◽  
Bodily Experiences ◽  
New Ideas ◽  
Creative Problem ◽  
Prescriptive Advice

Creativity is a highly sought-after skill. Prescriptive advice for inspiring creativity abounds in the form of metaphors: People are encouraged to “think outside the box,” to consider a problem “on one hand, then on the other hand,” and to “put two and two together” to achieve creative breakthroughs. These metaphors suggest a connection between concrete bodily experiences and creative cognition. Inspired by recent advances in the understanding of body-mind linkages in the research on embodied cognition, we explored whether enacting metaphors for creativity enhances creative problem solving. Our findings from five studies revealed that both physical and psychological embodiment of metaphors for creativity promoted convergent thinking and divergent thinking (i.e., fluency, flexibility, or originality) in problem solving. Going beyond prior research, which focused primarily on the kind of embodiment that primes preexisting knowledge, we provide the first evidence that embodiment can also activate cognitive processes that facilitate the generation of new ideas and connections.

The Research and Application of Innovative Approaches Based on Cognitive Processes

2012 ◽  
Vol 215-216 ◽  
pp. 566-570
Author(s):  
Huan Huan Su ◽  
Chang Qing Gao ◽  
Bo Yang ◽  
Er Hu Zhang
Keyword(s):  
Problem Solving ◽  
Cognitive Science ◽  
Cognitive Processes ◽  
Interdisciplinary Research ◽  
Product Innovation ◽  
Cognitive Process ◽  
Creative Thinking ◽  
Innovation Process ◽  
Cognitive Activities ◽  
The Mind

Conceptual design is the most innovative stages in the life cycle of product development, and its process consists of a large number of cognitive activities. Cognitive science is an interdisciplinary research emerging science of nature and law of the mind and intelligence. In order to get the creative thinking effectively in the product innovation process, the cognitive science and creative thinking of thinking psychology and the inventive problem solving method which is based on the law of engineering and technical development must be organically combined, to stimulate the thinking of designers and achieve the product innovation design rapidly. A method based on the cognitive process to solve the innovation problem is presented in this paper. TRIZ and cognitive process are combined organically. The cognitive processes of TRIZ problem-solving are also described in this paper, and an instance of the beam extraction machine is given.

scholarly journals Remote Virtual Simulation for Incident Commanders—Cognitive Aspects

2021 ◽  
Vol 11 (14) ◽  
pp. 6434
Author(s):  
Cecilia Hammar Wijkmark ◽  
Maria Monika Metallinou ◽  
Ilona Heldal
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Cognitive Processes ◽  
Research Methodology ◽  
Current Knowledge ◽  
Learning Objectives ◽  
Virtual Simulation ◽  
Practical Training ◽  
Case Research ◽  
Action Case

Due to the COVID-19 restrictions, on-site Incident Commander (IC) practical training and examinations in Sweden were canceled as of March 2020. The graduation of one IC class was, however, conducted through Remote Virtual Simulation (RVS), the first such examination to our current knowledge. This paper presents the necessary enablers for setting up RVS and its influence on cognitive aspects of assessing practical competences. Data were gathered through observations, questionnaires, and interviews from students and instructors, using action-case research methodology. The results show the potential of RVS for supporting higher cognitive processes, such as recognition, comprehension, problem solving, decision making, and allowed students to demonstrate whether they had achieved the required learning objectives. Other reported benefits were the value of not gathering people (imposed by the pandemic), experiencing new, challenging incident scenarios, increased motivation for applying RVS based training both for students and instructors, and reduced traveling (corresponding to 15,400 km for a class). While further research is needed for defining how to integrate RVS in practical training and assessment for IC education and for increased generalizability, this research pinpoints current benefits and limitations, in relation to the cognitive aspects and in comparison, to previous examination formats.

scholarly journals Composing music, developing dialogues: An enactive perspective on children's collaborative creativity

2017 ◽  
Vol 34 (3) ◽  
pp. 259-276
Author(s):  
Ana Luísa Veloso
Keyword(s):  
Music Education ◽  
Cognitive Processes ◽  
Music Composition ◽  
Participant Observation ◽  
Theory And Practice ◽  
Collaborative Creativity ◽  
Collaborative Processes ◽  
Education Theory ◽  
Teacher Researcher ◽  
New Ideas

This study aims to provide new insights on the nature of the embodied and collaborative processes related to the emergence of new musical ideas that occur when children are composing in groups.Data was obtained by participant observation of the teacher/researcher and by ten videotaped one-hour musical sessions dedicated to the development of a music composition by two groups of children, all of whom were eight years old.It was found that when composing in groups a) children use embodied processes to transform what they experience on diverse realms of their existence into musical ideas, and that b) while creating music, children engage in several improvisatory moments where new ideas emerge through the diverse ways they enact the surroundings where the activity is occurring. Findings suggest a conception of music composing as a multidimensional phenomenon that entails cognitive processes that are distributed across and beyond the physical body. Findings also suggest that composing music in collaboration with others nurtures a set of creative possibilities that would otherwise, not occur. Considerations for music education theory and practice are addressed in the last section of the article.

Managing Work force Diversity: Key Successful factors

2021 ◽  
Vol 1 ◽  
pp. 76-86
Author(s):  
Basu Dev Lamichhane
Keyword(s):  
Organizational Change ◽  
Problem Solving ◽  
Human Resources ◽  
Work Force ◽  
Diversity Management ◽  
Workforce Diversity ◽  
Effective Management ◽  
New Thinking ◽  
New Ideas ◽  
Diversity Effects

Human capital is an important asset for any organization. Physical and capital resource can be mobilized properly through human resources. Physical and capital resources by themselves cannot improve efficiency or contribute to increased rate of return on investment. The efficiency of capital and physical resource can be achieved through combined efforts of human resources. This paper is descriptive design. The study tackled areas of workforce diversity effects on diversity of performance of employees and how workforce diversity can be managed to the positive outcomes of an organization. Workforce diversity is combination of different caste, gender, age, attitude, religion, ability, skills, region, perception, race, sex, experience and cultural differences. It is the differences and similarities between the employees of any organization. It is the process of bringing verity of people in the same workplace. Effective management of diversity recognizes that people from different backgrounds, culture and experience can bring new ideas to the workplace. Workforce diversity leads an organization in to creativity, innovation, able to retain talent workforce, energize people and boosts them and reduced grievances. Workforce diversity promotes creativity, innovative problem solving, productivity and increase cultural diversity, increase in enterepreneural behavior and values within employees. Diversity management emphasizes on building specific skills, creating policies and drafting practices that get the best from every workers. So, diversified workforce provides various advantages to organization (i.e. creativity, change adoption, problem solving, new thinking and thought, flexible adoption to organizational change and beliefs). The study reveals that there is a positive correlation between good workforce diversity and organizational change.

scholarly journals Does Exposure to Multicultural Experience Enhance All Individuals’ Creative Problem-Solving Ability?

2017 ◽  
Vol 5 (2) ◽  
pp. 14 ◽  
Author(s):  
Mehrdad Fazeli Falavarjani ◽  
Forozan Irandust
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Interactive Effect ◽  
Openness To Experience ◽  
Interactive Effects ◽  
Creative Problem Solving ◽  
Multicultural Experience ◽  
Diverse Community ◽  
Creative Problem ◽  
Cultural Cues

Today’s diverse community often includes culturally rich environments that contain cues pertaining to more than one culture. These cultural cues can shape cognitive processes, such as creativity. This study aims to investigate the interactive effects of Openness to Experience, Extroversion and Multicultural Experience (including the real and desired experiences) on creative problem-solving ability using the quantitative method on a diverse sample of international students (N= 102). The findings indicate that the interactive effect of extensive multicultural experience and Openness to Experience predict the creative solution. It means the multicultural experience is beneficial for individuals to foster creative ability when they are highly open to experience, whereas, among those who are not open, more extensive multicultural experience do not lead to enhancement of creating the correct solution. Furthermore, this interaction term was not pronounced among the extroverted individuals. Implications of these findings for promoting creativity in learning environments are discussed.

scholarly journals Fascinatin’ Rhythm – and Pauses in Translators’ Cognitive Processes

2018 ◽  
pp. 29
Author(s):  
Ricardo Muñoz Martín ◽  
Celia Martín de Leon
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Sustained Attention ◽  
Initial Phase ◽  
Lower Threshold ◽  
Log Files ◽  
Information Searches ◽  
Log File

The Monitor Model fosters a view of translating where two mind modes stand out and alternate when trying to render originals word-by-word by default: shallow, uneventful processing vs problem solving. Research may have been biased towards problem solving, often operationalized with a pause of, or above, 3 seconds. This project analyzed 16 translation log files by four informants from four originals. A baseline minimal pause of 200 ms was instrumental to calculate two individual thresholds for each log file: (a) A low one – 1.5 times the median pause within words – and (b) a high one – 3 times the median pause between words. Pauses were then characterized as short (between 200 ms and the lower threshold), mid, and long (above the higher threshold, chunking the recorded activities in the translation task into task segments), and assumed to respond to different causes. Weak correlations between short, mid and long pauses were found, hinting at possible different cognitive processes. Inferred processes did not fall neatly into categories depending on the length of possibly associated pauses. Mid pauses occurred more often than long pauses between sentences and paragraphs, and they also more often flanked information searches and even problem-solving instances. Chains of proximal mid pauses marked cases of potential hesitations. Task segments tended to happen within 4–8 minute cycles, nested in a possible initial phase for contextualization, followed by long periods of sustained attention. We found no evidence for problem-solving thresholds, and no trace of behavior supporting the Monitor Model. 

scholarly journals STUDENTS’ COGNITIVE PROCESSES IN SOLVING PROBLEM RELATED TO THE CONCEPT OF AREA CONSERVATION

2019 ◽  
Vol 10 (1) ◽  
pp. 21-36 ◽  
Author(s):  
Rooselyna Ekawati ◽  
Ahmad Wachidul Kohar ◽  
Elly Matul Imah ◽  
Siti Maghfirotun Amin ◽  
Shofan Fiangga
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Cognitive Process ◽  
Low Achievers ◽  
High Achievers ◽  
Seventh Graders ◽  
Test Results ◽  
Area Formula ◽  
High Achiever ◽  
Cyclic Processes

This study aimed to determine the cognitive process employed in problem-solving related to the concept of area conservation for seventh graders. Two students with different mathematical ability were chosen to be the subjects of this research. Each of them was the representative of high achievers and low achievers based on a set of area conservation test. Results indicate that both samples performed more cyclic processes on formulating solution planning, regulating solution part and detecting and correcting error during the problem-solving. However, it was found that the high achiever student performed some processes than those of low achiever. Also, while the high achiever student did not predict any outcomes of his formulated strategies, the low achiever did not carry out the thought process after detecting errors of the initial solution gained. About the concept of area conservation, the finding also reveals that within the samples’ cognitive processes, the use of area formula come first before students decided to look for another strategy such as doing ‘cut-rotate-paste’ for the curved planes, which do not have any direct formula. The possible causes of the results were discussed to derive some recommendation for future studies.

Taxonomies of Problems and Generic Skills

2010 ◽  
pp. 107-123
Author(s):  
Gilbert Paquette
Keyword(s):  
Problem Solving ◽  
Software Engineering ◽  
Cognitive Science ◽  
Learning Objectives ◽  
Problem Solving Skills ◽  
Generic Skills ◽  
Research In Education ◽  
Human Problem

The aim of this chapter is to define what we call “generic skills,” i.e. structured sets of intellectual actions, attitudes, values, and principles that are at the heart of human competencies. We will first examine the various systems that offer different yet convergent views regarding skills. One multi-viewpoint approach to the concept of skill first analyses the taxonomies of generic problems developed in software engineering. Generic problems correspond to human problem-solving skills as described in cognitive science. Another viewpoint is the concept of active meta-knowledge that situates skills in the realm of meta-cognition, i.e. as knowledge acting on other knowledge. A third viewpoint considers research in education that presents skills in the form of taxonomies of learning objectives in relation to cognitive, affective, social, or psychomotor domains.

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