The Creative Process: Effort and Effortless Cognition

2016 ◽  
Vol 15 (1) ◽  
pp. 37-54 ◽  
Author(s):  
Charlotte L. Doyle
Keyword(s):  
Cognitive Processes ◽  
Creative Process ◽  
Current Knowledge ◽  
Creative Work ◽  
Creative Performance ◽  
Student Work ◽  
Classroom Activities ◽  
Research Findings ◽  
Conscious Processes ◽  
Preparation And Evaluation

Education at its best allows students to experience the fruitfulness and joy of the creative process. One complexity of applying research findings to education is that creative work unfolds in phases and the various phases engage distinctively different cognitive processes. Since Wallas first described four phases, psychologists have elaborated on them and pointed to additional phases and subphases. Some involve effortful conscious processes; others entail implicit cognition and/or effortless attention. The field has benefitted from research in related areas as well as from direct studies of conditions that enhance various phases of creative performance. This article reviews current knowledge on the phases and incorporates findings from related areas. The challenge for educators is to structure student work in ways which support the different phases—both deliberate phases such as preparation and evaluation and those which appear to emerge spontaneously such as insight and flow. The findings underscore of the value of specific classroom activities, activities which scaffold and/or invite the different phases of creative work. The cognitive processes engaged by the creative process also benefit from other activities which enhance executive function, elevate mood, and allow opportunities for flow.

Leaders Influencing Creative Performance Throughout the Creative Process

2012 ◽  
Author(s):  
Jeffrey B. Lovelace ◽  
Kelsey Medeiros ◽  
Andrea L. Hetrick ◽  
Samuel T. Hunter
Keyword(s):  
Creative Process ◽  
Creative Performance

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 Practice Framework for the Management of Post-Disaster Housing Reconstruction Programmes

2018 ◽  
Vol 10 (11) ◽  
pp. 3929 ◽  
Author(s):  
Abdulquadri Bilau ◽  
Emlyn Witt ◽  
Irene Lill
Keyword(s):  
Developing Countries ◽  
Current Knowledge ◽  
International Consensus ◽  
Reconstruction Process ◽  
Management Measures ◽  
Beneficiary Community ◽  
Research Findings ◽  
Housing Reconstruction ◽  
Practice Framework ◽  
Post Disaster

Despite an international consensus for housing to be “built back better” (BBB) following disasters, and the considerable resources expended on reconstruction efforts globally, the management of post-disaster housing reconstruction programmes often leaves much to be desired. This research presents a framework for the management of post-disaster housing reconstruction in developing countries based on a comprehensive identification of the issues affecting the management of reconstruction programmes and the management measures which have proved effective in mitigating these issues and achieving the desired BBB outcomes. The framework highlights the strategic importance of preparedness measures that should be taken before the next disaster strikes and the cross-cutting nature of capacity building and beneficiary community engagement measures that are essential to all stages of the post-disaster reconstruction process. The research findings are limited to developing countries, as the evidence on which they are based is almost entirely from post-disaster housing experiences in the developing world. The framework may, however, be adapted to different, specific post-disaster reconstruction contexts. This research has compiled, extended and up-dated current knowledge regarding the management of housing reconstruction programmes and it provides practical guidance for policy makers and practitioners.

scholarly journals SOCIAL ENGINEERING AS A CREATIVE PROCESS

2021 ◽  
pp. 35-42
Author(s):  
Tetiana Koliada ◽  
Nazarii Koliada
Keyword(s):  
Social Work ◽  
Creative Process ◽  
Effective Means ◽  
Social Institutions ◽  
Social Engineering ◽  
Creative Work ◽  
Social Design ◽  
Creative People ◽  
Social Phenomena ◽  
Promising Area

The article considers the essence of the concepts «project», «design», «social project», «social design». Social design is considered a creative process of social reality led by a man. It has been specified that all kinds of social formations cannot be created and realized without a person, his/her initiative creative work, one of the results of which is social design.  The presence of social projects in society testifies to its maturity and deeper perception and understanding of reality, penetration into the society of the idea that everyone is responsible for the fate of their land, people and that it is impossible to build a comfortable life detached from what is happening around. Social projects are created by socially active, creative people for the development and progress of their country. Thus, the subject of social design can be both one person and a group of people (organizations, teams, social institutions, etc.). It is established that any social grouping is impossible to imagine without a person, his/her active public position and creative work, one of the results of which is social design. A creative person as a social being based on social connections and interactions changes the future for the better, creating micro-and macro-groups, associations, and later communities. Social design, despite the huge typology, originates from the awareness and development of innovations in social work. A promising area of further research in this aspect is the features of social design as an effective means of solving social problems in the context of the development of modern social work. It is noted that social design is aimed at all types of human activities, but only with an innovative view and a systematic creative approach is the possible optimal design of social phenomena and processes. The existing approaches to the classification of social projects are considered, the features of social projects are defined and generalized: goal setting, innovative, time, territorial, socially determined, social-institutional, resource, organizational, social-informational.

Computer and Stress in Social Healthcare Industries

2011 ◽  
pp. 61-92
Author(s):  
Reima Suomi ◽  
Reetta Raitoharju
Keyword(s):  
Information Systems ◽  
Computer Use ◽  
Social Care ◽  
Current Knowledge ◽  
Collaborative Work ◽  
Computer Work ◽  
Human Contact ◽  
Health And Social Care ◽  
Stress Levels ◽  
Research Findings

Social and healthcare industries offer demanding occupations, as they are very human-contact intensive workplaces and, moreover, the customers are usually met in critical and not-wished-for situations. Possible actions are many, and seldom are there clear procedures on how to continue: Each customer contact is a place for genuine decisions. Add to this deliberate service situation a computer, and you can count on difficulties. Our focus is on how information systems affect the stress levels of health and social-care workers. Our empirical study shows–among many other factors–strong correlation between the use of computers and stress levels in the healthcare professions: The more computer use, the more stress. Wediscuss what could be done to manage stress levels in relationship to computer use in health and social-care industries. In conclusion, we wrap the research findings together and propose our extensions to the current knowledge on the relationship between stress and information systems in health care. Our most important finding is that when users understand the total collaborative work setting, computer work obtains meaning, and stress levels reduce.

Integrating Technology with the Creative Design Process

2011 ◽  
pp. 26-51 ◽  
Author(s):  
Joshua Fairchild ◽  
Scott Cassidy ◽  
Liliya Cushenbery ◽  
Samuel T. Hunter
Keyword(s):  
Information Technology ◽  
Design Process ◽  
Creative Process ◽  
Creative Design ◽  
Creative Performance ◽  
Integrating Technology ◽  
Creative Solutions ◽  
Innovative Solutions ◽  
Psychology Literature ◽  
Creative Design Process

In our fast-paced world, it is necessary for organizations to continually innovate in order to stay competitive. At the same time, technology is continually advancing, and tools to facilitate work are frequently changing. This forces organizations to stay abreast of current technologies, and also puts pressure on employees to utilize the technologies available to them in order to devise innovative solutions that further the organization’s goals. To date, there has been little research on how such technologies may best be used to facilitate such creative performance. The present chapter addresses this gap by integrating a model of the creative process from the psychology literature with technology literature from engineering and information technology. This chapter examines how specific technologies may influence performance at each stage of the creative process, and provides specific recommendations for how technology may be used to facilitate the development of creative solutions.

Hypervideo and Cognition

2011 ◽  
pp. 26-49 ◽  
Author(s):  
Teresa Chambel ◽  
Carmen Zahn ◽  
Matthias Finke
Keyword(s):  
Case Studies ◽  
Cognitive Processes ◽  
Knowledge Building ◽  
Meaningful Learning ◽  
Learning Activities ◽  
Future Research ◽  
Information Structures ◽  
Video Information ◽  
Research Findings ◽  
Spatio Temporal

This chapter discusses how advanced digital video technologies, such as hypervideo, can be used to broaden the spectrum of meaningful learning activities. Hypervideo is conceptualized as the true integration of video into nonlinear information structures by means of spatio-temporal links. Based on cognitive-psychological perspectives, the discussion focuses on the way cognitive and socio-cognitive processes relate to the specific characteristics of hyperlinked videos, and how they inform their design. Then, with regard to technology, two approaches are introduced, providing tools for knowledge building and interaction with nonlinear information structures based on dynamic video information. Case studies and research findings are presented and prospects for future research are outlined.

Using Student Work as the Basis for Classroom Activities

1995 ◽  
Vol 84 (6) ◽  
pp. 110
Author(s):  
Diana Mitchell
Keyword(s):  
Student Work ◽  
Classroom Activities

Appetite lost and found

2015 ◽  
Author(s):  
Frank Ryan
Keyword(s):  
Cognitive Processes ◽  
Negative Reinforcement ◽  
Neurocognitive Deficits ◽  
Behaviour Therapy ◽  
Therapeutic Engagement ◽  
Cognitive Behaviour ◽  
Lost And Found ◽  
Research Findings ◽  
Engagement Assessment

Chapter 10 discusses cognitive psychology in the addiction clinic, including cognitive-behaviour therapy (CBT) for addiction, neuroscience perspectives, treatment outcome research, the re-conceptualization of CBT for addiction, enhanced reward detection, negative reinforcement, individual differences, neurocognitive deficits, the application of research findings to psychological interventions, the role of cognitive processes in therapeutic engagement, assessment of cognitive processes, assessment and formulation of specific therapeutic strategies.

Sign in / Sign up

Export Citation Format

Share Document