scholarly journals Divergent Thinking Abilities in Frontotemporal Dementia: A Mini-Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Giulia Fusi ◽  
Maura Crepaldi ◽  
Laura Colautti ◽  
Massimiliano Palmiero ◽  
Alessandro Antonietti ◽  
...  
Keyword(s):  
Frontotemporal Dementia ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Single Case ◽  
Case Series ◽  
Thinking Skills ◽  
Future Research ◽  
Functional Changes ◽  
Future Research Directions ◽  
The One

A large number of studies, including single case and case series studies, have shown that patients with different types of frontotemporal dementia (FTD) are characterized by the emergence of artistic abilities. This led to the hypothesis of enhanced creative thinking skills as a function of these pathological conditions. However, in the last years, it has been argued that these brain pathologies lead only to an augmented “drive to produce” rather than to the emergence of creativity. Moreover, only a few studies analyzed specific creative skills, such as divergent thinking (DT), by standardized tests. This Mini-Review aimed to examine the extent to which DT abilities are preserved in patients affected by FTD. Results showed that DT abilities (both verbal and figural) are altered in different ways according to the specific anatomical and functional changes associated with the diverse forms of FTD. On the one hand, patients affected by the behavioral form of FTD can produce many ideas because of unimpaired access to memory stores (i.e., episodic and semantic), but are not able to recombine flexibly the information to produce original ideas because of damages in the pre-frontal cortex. On the other hand, patients affected by the semantic variant are impaired also in terms of fluency because of the degradation of their semantic memory store. Potential implications, limitations, and future research directions are discussed.

A Review of Drug Side Effect Identification Methods

2020 ◽  
Vol 26 (26) ◽  
pp. 3096-3104 ◽  
Author(s):  
Shuai Deng ◽  
Yige Sun ◽  
Tianyi Zhao ◽  
Yang Hu ◽  
Tianyi Zang
Keyword(s):  
Side Effects ◽  
Future Research ◽  
Drug Side Effects ◽  
Important Indicator ◽  
Advantages And Disadvantages ◽  
Key Points ◽  
Network Methods ◽  
Future Research Directions ◽  
The One ◽  
Approved Drugs

Drug side effects have become an important indicator for evaluating the safety of drugs. There are two main factors in the frequent occurrence of drug safety problems; on the one hand, the clinical understanding of drug side effects is insufficient, leading to frequent adverse drug reactions, while on the other hand, due to the long-term period and complexity of clinical trials, side effects of approved drugs on the market cannot be reported in a timely manner. Therefore, many researchers have focused on developing methods to identify drug side effects. In this review, we summarize the methods of identifying drug side effects and common databases in this field. We classified methods of identifying side effects into four categories: biological experimental, machine learning, text mining and network methods. We point out the key points of each kind of method. In addition, we also explain the advantages and disadvantages of each method. Finally, we propose future research directions.

Deepfake videos: synthesis and detection techniques –a survey

2021 ◽  
pp. 1-21
Author(s):  
Shahela Saif ◽  
Samabia Tehseen
Keyword(s):  
Social Systems ◽  
Generative Models ◽  
Detection Methods ◽  
Future Research ◽  
Fake News ◽  
Research Directions ◽  
Detection Techniques ◽  
Future Research Directions ◽  
Video Creation ◽  
The One

Deep learning has been used in computer vision to accomplish many tasks that were previously considered too complex or resource-intensive to be feasible. One remarkable application is the creation of deepfakes. Deepfake images change or manipulate a person’s face to give a different expression or identity by using generative models. Deepfakes applied to videos can change the facial expressions in a manner to associate a different speech with a person than the one originally given. Deepfake videos pose a serious threat to legal, political, and social systems as they can destroy the integrity of a person. Research solutions are being designed for the detection of such deepfake content to preserve privacy and combat fake news. This study details the existing deepfake video creation techniques and provides an overview of the deepfake datasets that are publicly available. More importantly, we provide an overview of the deepfake detection methods, along with a discussion on the issues, challenges, and future research directions. The study aims to present an all-inclusive overview of deepfakes by providing insights into the deepfake creation techniques and the latest detection methods, facilitating the development of a robust and effective deepfake detection solution.

scholarly journals STUDENTŲ KŪRYBIŠKUMO IR INTELEKTO GEBĖJIMŲ SĄSAJOS

Psichologija ◽  
2005 ◽  
Vol 32 ◽  
pp. 60-73 ◽  
Author(s):  
Daiva Karkockienė ◽  
Giedrë Butkienė
Keyword(s):  
Cognitive Abilities ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Verbal Ability ◽  
Weak Links ◽  
Creativity Training ◽  
Intellectual Abilities ◽  
Creative Abilities ◽  
The One ◽  
Experimental Group

Tyrimo objektas – studentų kūrybiškumo kognityvinių ir intelekto gebėjimų struktūrinių ypatumų santykis. E. P. Torrance’o testu (TCT verbalinės dalies A forma) ir R. Amthauerio IST-70 B forma ištirta 160 Vilniaus pedagoginio universiteto studentų. Koreliacine analize nustatytas statistiškai reikšmingas sąryšis tarp mąstymo lankstumo bei originalumo ir aukščiausio lygmens kalbinių intelekto gebėjimų, matuojamų BE subtestu, taip pat tarp mąstymo sklandumo, lankstumo bei originalumo ir sakinio papildymo (SP) bei žodžių išrinkimo (ŽI) subtestų įvertinimų. Statistiškai reikšmingos priklausomybės tarp kūrybiškumo kognityvinių gebėjimų pokyčio mokantis pagal specialią kūrybiškumo ugdymo programą ir intelekto struktūros profilio nerasta, tačiau ryški originalumo padidėjimo sąsaja su kalbinių intelekto gebėjimų (BE), konstrukcinio mąstymo (KU) subtestų įvertinimais ir originalumo bei sklandumo pokyčio sąsaja su loginio-algebrinio mąstymo (SE) subtesto įvertinimais.Pagrindiniai žodžiai: kūrybiškumas, divergentinis mąstymas, intelektiniai gebėjimai. SOME RELATIONSHIP BETWEEN STUDENTS’ CREATIVE AND INTELLECTUAL ABILITIESDaiva Karkockienė, Giedrė Butkienė SummaryThe aim of this study was to reveal some interactions between creative and intellectual abilities as well as interactions of creative abilities variation after training of creativity and intellectual abilities.Creativity in this study is understood in terms of cognitive abilities of creative thinking expressed by divergent thinking components as fluency, flexibility and originality (Guilford, 1950; Torrance, 1974; Sternberg and O’Hara, 1999). Divergent thinking is the one component of creative thought understood as the distinct capacity to generate multiple alternative solutions as opposed the one correct solution. Divergent thinking is assessed through open-ended tests such as consequences and alternative uses, where responses are scored for fluency (number of responses), flexibility (category shifts in responses) and originality (uniqueness of response).There were 160 students (mean age 23) from Vilnius Pedagogical University. E. P. Torrance test (verbal, form A, 1974) was used to identify cognitive abilities of creative thinking (fluency, flexibility and originality). R. Amthauer test (IST-70) was used to measure intellectual capabilities. The subjects were randomly assigned to two experimental (n = 80) and control groups (n = 80). The experimental group took part in creativity training program during four months (32 hours).The special program of creativity training was used once a week for four months (32 hours). The program was made-up for the developing cognitive abilities of creative thinking (fluency, flexibility and originality). Special methods (brain storming, ideas generation, drama, divergent tasks etc.) were used to develop students’ creative abilities. The experimental group took part in creativity training program.The study revealed the interactions between creative abilities evaluated by Torrance test (TTCT, verbal A form) and intellectual abilities evaluated by Amthauer IST. Weak interactions were revealed between flexibility and BE subtest of abstract verbal ability (r = 0,24, p < 0,01), as well as originality and BE subtest of abstract verbal ability (r = 0,22, p < 0,01). There are some weak links between all cognitive parameters of creativity (fluency, flexibility and originality) and the results of Sentence Supplement (SP) subtest (r = 0,17, p < 0,05) as well as between fluency, flexibility and ability to percept language meaning (ŽI) subtest (r = 0,18, p < 0,05; r = 0,16; p < 0,05). No such tendency was found between other creative and intellectual abilities.Though there were no significant interactions between increase of creative abilities and intellectual abilities, clear links were found between originality and abstract verbal ability (BE) and spatial imagination (KU) (r 0, BE = 0,41; r 0, KU = 0,38; r 0,05 = 0,53).Keywords: creativity, divergent thinking, intellectual abilities.

Creative Thinking and Reflective Teaching in Prospective Teachers

2018 ◽  
pp. 115-132
Author(s):  
Vaitsa Giannouli
Keyword(s):  
Prospective Teachers ◽  
Creative Thinking ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Educational Process ◽  
University Education ◽  
Reflective Teaching ◽  
Future Research ◽  
Cross Cultural Differences ◽  
Hands On

Reflective thinking skills are vital for the modern education in schools. Five important reflective thinking skills are identified so far in the scientific literature: Observation, communication, judgment, decision making, and team working. Additionally, creative thinking is becoming more and more regarded as a necessary part of the educational process. In this chapter, an attempt is made to clarify what a sample of prospective teachers in Greece believe about reflective teaching, while at the same time their knowledge and attitudes towards creative thinking are examined. Results indicated that respondents were not fully informed during their formal university education about creative thinking and reflective teaching, while they also lacked hands-on experience and relevant skills. Future research should further focus on cross-cultural differences regarding creative thinking attitudes and reflective teaching in prospective and professional in-service teachers.

Designing a Transdisciplinary Approach to Elementary Math Literacy Learning through Science & the Arts

2019 ◽  
pp. 570-574
Author(s):  
Barbara Ann Temple
Keyword(s):  
Creative Thinking ◽  
Divergent Thinking ◽  
Research Process ◽  
Thinking Skills ◽  
Second Grade ◽  
Transdisciplinary Approach ◽  
The Arts ◽  
Elementary Math ◽  
Real World Learning ◽  
Initial Intervention

Engaging with subject matter in isolation stymies creativity, promotes rote learning, and limits development of divergent thinking skills. Conversely, a transdisciplinary approach to math develops critical and creative thinking skills, strengthens problem solving capacity, and promotes metacognition. In this pilot study, the design-based research process began with sharing initial intervention ideas for elementary Math lessons with participants at an international elementary Math conference. Utilizing participant feedback as part of the iterative process, three specific interventions for second-grade Math concepts were designed with intentional infusion of Science and the Arts. The ultimate goal for this research is the design of an effective elementary Math curriculum offering authentic, real-world learning through a transdisciplinary approach.

scholarly journals MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATEMATIS MELALUI MODEL PEMBELAJARAN EXPERIENTIAL LEARNING BERBASIS ZONE OF PROXIMAL DEVELOPMENT (ZPD)

2020 ◽  
Vol 3 (2) ◽  
pp. 55-60
Author(s):  
Roby Firdian Ruswanda ◽  
Achi Rinaldi ◽  
Siska Andriani ◽  
Gusti Ayu Farah Nabilla
Keyword(s):  
Experiential Learning ◽  
Creative Thinking ◽  
Zone Of Proximal Development ◽  
Thinking Skills ◽  
Learning Model ◽  
Proximal Development ◽  
Significance Level ◽  
Quasi Experimental ◽  
The One ◽  
One Way Anova

This research's background is the students' mathematical creative thinking abilities that are rarely of concern so that they are generally classified as low. This study aims to determine the Zone of Proximal Development Experiential Learning model's effect based on improving mathematical creative thinking skills. The design of this study uses the Quasi-Experimental Design form. This study's population were students of class VII SMP Negeri 19 Bandar Lampung with a sample of two experimental classes and one control class. Data analysis used the One Way Anova test, and the significance level was 5%. Based on the average increase, the Experiential Learning Model, based on the Zone of Proximal Development, is as good as the Experiential Learning Model. The Experimental Learning Model is based on Zone Of Proximal Development is better with conventional learning, Experiential Learning Model is better with conventional learning.   Latar belakang penelitian ini adalah kemampuan berpikir kreatif matematis peserta didik yang jarang menjadi perhatian sehingga secara umum masih tergolong rendah. Tujuan dari penelitian ini mengetahui pengaruh model pembelajaran Experiential Learning berbasis Zone Of Proximal Development untuk meningkatkan kemampuan berpikir kreatif matematis. Desain penelitian ini menggunakan bentuk Quasi Experimental Disign. Populasi pada penelitian ini yaitu siswa kelas VII SMP Negeri 19 Bandar Lampung dengan sampel dua kelas eksperimen dan satu kelas kontrol. Analisis data menggunakan uji One Way Anova dan taraf signifikan 5%. Berdasarkan rata – rata peningkatan disimpulkan bahwa Model pembelajaran Experiential Learning berbasis Zone Of Proximal Development  sama baiknya dengan Model pembelajaran Experiential Learning,  Model pembelajaran Experiential Learning berbasis Zone Of Proximal Development  lebih baik dengan pembelajaran konvensional, Model pembelajaran Experiential Learning  lebih baik dengan pembelajaran konvensional.

scholarly journals MELATIHKAN KETERAMPILAN BERPIKIR KREATIF SISWA SD MELALUI PERMAINAN

2018 ◽  
Vol 4 (3) ◽  
pp. 800
Author(s):  
Romlah Romlah
Keyword(s):  
Creative Thinking ◽  
Design Research ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Learning Material ◽  
School Students ◽  
Gain Score ◽  
Prototype Learning ◽  
The One ◽  
Effective Use

ABSTRACTThis research aims to produce a prototype of science learning package using traditional games that has a high quality of intervention (valid, practical, and effective) to facilitate Creative Thinking Skills of Elementary School Students. This research conducted by using three phases of 4-D model, which are defining, designing, and developing. Those prototype learning package examined in the fourth grade of SDN Kamoneng Bangkalan on academic year 2016/2017 by using the one group pretest-posttest design. The result of  research showed: 1) The average  result of syllabus and  lesson plan validity was 4.00 categorized very valid, the worksheet validity was 3.79 categorized very valid, the average result of  student’s textbook  was  4.00 categorized very  valid, and  the validity of creative thinking skill’s test was 2.97 caterized valid; 2) The practicality of learning package showed by lesson plan realization average result was 3.53 categorized good enough, the worksheet legibility result showed students said that the worksheet was interesting and understanding, and then students said the student’s textbook was interesting and understanding; 3) The effectiveness of learning package showed by the average result of creative thinking skill’s test which has increased with N-Gain score. N-Gain score was 0.52, and then  the learning material got a positive response from  students. Overall, it can be concluded that that the learning package using traditional games is valid, practical, and effective use to facilitate student’s creative thinking skills. Keywords: Creative Thinking Skills, Design Research, Traditional Game. ABSTRAKPenelitian ini bertujuan untuk menghasilkan protoipe perangkat pembelajaran IPA  menggunakan permainan tradisional yang memenuhi kriteria intervensi berkualitas tinggi, yaitu valid, praktis, dan efektif untuk melatihkan keterampilan berpikir kreatif siswa SD. Penelitian ini dilaksanakan dengan menggunakan tiga tahap dari model 4-D, yaitu tahap pendefinisian (define), perancangan (design), dan pengembangan (develop) dan diujicobakan di kelas IV SDN Kamoneng Bangkalan semester ganjil tahun pelajaran 2016/2017 dengan rancangan one group pretest-posttest design. Hasil penelitian menunjukkan, 1) Rata-rata hasil validasi silabus dan RPP adalah 4.00 dengan kategori  sangat valid, validasi LKS 3.79 berkategori sangat valid, validasi buku ajar siswa adalah 4.00 berkategori sangat valid, validasi soal tes keterampilan berpikir kreatif adalah adalah 3.00 berkategori valid; 2) Data  kepraktisan pembelajaran dapat dilihat dari rata-rata nilai keterlaksanaan pembelajaran adalah 3.53 dengan kategori baik,  hasil keterbacaan LKS menunjukkan siswa menyatakan isi LKS menarik, mudah dipahami, dan jelas, serta siswa menyatakan bahwa buku siswa menarik dan mudah dipahami; serta 3) Keefektifan perangkat pembelajaran ditinjau dari peningkatan hasil tes keterampilan berpikir kreatif N-Gain 0.52 berkategori sedang, didukung data respon siswa yang  sangat positif terhadap pembelajaran yang sudah dilaksanakan. Secara keseluruhan, disimpulkan bahwa perangkat pembelajaran IPA menggunakan permainan tradissional yang dikembangkan valid, praktis, dan efektif digunakan untuk melatih siswa keterampilan berpikir kreatif.       Kata kunci: Desain Riset, Permainan Tradisional, Keterampilan Berpikir Kreatif.

scholarly journals PENGEMBANGAN BERPIKIR KREATIF

2018 ◽  
Vol 3 (1) ◽  
pp. 105
Author(s):  
Syarifan Nurjan
Keyword(s):  
Critical Thinking ◽  
Scientific Inquiry ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Thinking Skills ◽  
Thought Process ◽  
Complex Thinking ◽  
The Subject ◽  
Thinking Processes ◽  
Mind Maps

This study aims to develop students' creative thinking through mind map training by organizing information in learning. Students' thinking skills are needed to understand the subject matter, utilize information and creativity. Thinking is a mental activity in solving problems by distinguishing basic thinking skills and complex thinking skills. Two complex thinking processes namely critical thinking and creative thinking. Critical thinking is an organized process that involves mental activities such as problem-solving, decision making, analyzing assumptions, and scientific inquiry. Creative thinking is a thought process for developing original, aesthetic, constructive ideas or results that relate to views, concepts, and emphasize intuitive, rational, and creative aspects of thinking and synonyms of divergent thinking. The development of students' creative thinking is developing creative thinking, developing a link between mind maps and creative thinking skills, and describing the verses of the Qur'an about creative thinking.

scholarly journals Do Saudi EFL Teachers Promote Creativity in Their Classrooms?

2016 ◽  
Vol 9 (4) ◽  
pp. 11 ◽  
Author(s):  
Abdulaziz Ali Al-Qahtani
Keyword(s):  
Saudi Arabia ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Future Research ◽  
School Students ◽  
Public School Students ◽  
Saudi Students ◽  
Efl Teachers ◽  
Fostering Creativity ◽  
Language Classrooms

<p>Despite the efforts made by the Ministry of Education in Saudi Arabia, there is still much to be done in order to nourish creativity in schools. According to a number of studies, there is an urgent need to reconsider the role of creativity in the current educational programmes because there is an increasing gap between the reality of the classrooms and the expectations that students and others, such as parents, might have. Studies have shown that Saudi public school students lack the necessary creative thinking skills, especially in language classrooms. In fact, as claimed by some researchers, Saudi students’ low level of achievement in English is mainly a result of the approaches and methods practiced in schools that do not promote creativity. The current study explores whether or not EFL teachers promote creativity in their classrooms in Saudi Arabia, while also taking into consideration their own perceptions and attitudes towards this important concept.</p><p>The sample in this study included 45 Saudi EFL teachers and six EFL supervisors. After teachers responded to a creativity questionnaire that explored their attitudes and the extent to which they promote creativity in language classrooms, eight of the teachers and the six EFL supervisors were interviewed. The results revealed that most Saudi EFL teachers put little effort into fostering creativity in their teaching practices. Also, their attitudes towards creativity seem to be divided. The study identified a number of factors as being responsible for these results. They highlight the need to familiarize textbook designers, EFL supervisors, and teachers with the importance of creativity and its various applications. The study concludes with important practical recommendations and suggestions for future research.</p>

scholarly journals Divergent Thinking Ability + Interest = Creative Ideas: Exploring the Relationships Between Cognitive Creativity Assessments and Product Design Idea Generation

2017 ◽  
Author(s):  
Jieun Kwon ◽  
Luke Bromback ◽  
Barry Kudrowitz
Keyword(s):  
Product Design ◽  
External Validity ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Idea Generation ◽  
Thinking Skills ◽  
Assessment Technique ◽  
Two Factors ◽  
Consensual Assessment Technique ◽  
Product Familiarity

The external validity of existing creativity tests was examined in the product-design field. To examine the external validity, this study adopted the Consensual Assessment Technique (CAT), by which industry leaders directly rate product ideas for their creativity. A simple correlation analysis showed that among three broadly used creativity tests (Remote Associations Test, Alternative Uses Test, and Torrance Test for Creative Thinking), only the Alternative Uses Test (AUT) was found to predict creativity in the product-design industry. In addition to the correlations analysis, two factors, product familiarity and level of interest, were tested for moderation. The results show that familiarity with the product lessens RAT-CAT (Remote Associations Test - Consensual Assessment Technique) correlation, whereas level of interest strengthens the correlation. Thus, the less familiar and more interested an individual is in the product, the more likely the individual’s divergent thinking skills will translate into an actual creative product idea.

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