Cumulative Causation as Explanatory Theory for Innovation

2010 ◽  
pp. 1-18
Author(s):  
Geoff Bamberry
Keyword(s):  
Problem Solving ◽  
Empirical Research ◽  
Evolutionary Change ◽  
Cumulative Effects ◽  
Major Focus ◽  
Explanatory Theory ◽  
Rural Region ◽  
Cumulative Causation ◽  
Path Dependent ◽  
Learning By Using

While numerous theories have been used to explain innovation, one found to be useful in recent years is cumulative causation. Its major focus on incremental and evolutionary change, the path dependent nature of change, and its circular and cumulative effects, make it particularly useful in helping to explain innovation. In this chapter the literature on cumulative causation theory is reviewed to highlight links between these characteristics of the theory and innovation, as well as influences such as problem solving, learning by using and doing, collaboration, specialisation and the clustering of industry in certain locations. These characteristics and influences are then used as a basis for reporting empirical research into the nature of innovation in manufacturing and processing in an Australian rural region, and the usefulness of the theory for explanatory purposes is evaluated.

Empirical Analyses and Creative Thinking

2017 ◽  
Author(s):  
Megan Gahl ◽  
Vicki Chandler
Keyword(s):  
Problem Solving ◽  
General Education ◽  
Empirical Research ◽  
Creative Thinking ◽  
Deep Understanding ◽  
Evidence Based ◽  
Daily Lives ◽  
Creative Solutions ◽  
Novel Approaches ◽  
Empirical Analyses

Our world is facing unprecedented challenges that will require novel approaches and creative solutions. In our general education course on Empirical Analyses we introduce skills and concepts that cultivate a systematic and creative approach to evidence-based analyses and problem solving. The overarching goal is to instill in students a deep understanding of how evidence is used creatively to generate hypotheses, test hypotheses, draw conclusions, and recognize biases. We lead students to develop creative solutions and designs; we also stress the ability to critically evaluate empirical research. Effective thinkers must think both creatively and critically, generating ideas and options and evaluating them rigorously. Although we draw on examples and questions from the physical, life, and social sciences, the skills and concepts we introduce apply well beyond science to the problems, decisions and challenges of our daily lives.

Research on the Role of Structure in Thinking

1985 ◽  
Vol 32 (6) ◽  
pp. 58-60
Author(s):  
Thomas P. Carpenter
Keyword(s):  
Problem Solving ◽  
Empirical Research ◽  
Mathematical Thinking ◽  
Mathematics Students ◽  
Mathematical Thought ◽  
High Level ◽  
Mathematics Research

One of the most basic questions with regard to mathematical thinking is “What is mathematical thinking?” This question Is not the kind that is readily answered by empirical research. However, research can provide some perspective on the nature of mathematical thought if the question is rephrased: “What characterizes the thinking of individuals who have demonstrated a high level of ability in mathematics?” Research that compares the abilities of very capable mathematics students with those of less capable students or the problem-solving processes exhibited by experts and novices otfers some insights into this question.

By Measure: Creativity in Design

2007 ◽  
Vol 21 (5) ◽  
pp. 353-359 ◽  
Author(s):  
Brad Hokanson
Keyword(s):  
Problem Solving ◽  
Empirical Research ◽  
Research Methodology ◽  
Creative Thinking ◽  
First Year ◽  
Specific Training ◽  
Creative Problem Solving ◽  
First Year Students ◽  
Design Students ◽  
Creative Problem

Specific training may be required to develop creativity in design students. At the very least, training is valuable in developing creativity in first-year students. Creativity is a skill that can be examined, used and taught - and it is one that is central to designing. This paper presents the results of empirical research from a class in creative problem solving for design students. The nature of creativity and the structure of the class are described, and this is followed by an outline of the research methodology and the use of the verbal Torrance Test of Creative Thinking. Creativity, as measured through the test, significantly increased.

scholarly journals Quelques perspectives de développement de l’étude empirique des conflits internationaux

2005 ◽  
Vol 14 (2) ◽  
pp. 219-236 ◽  
Author(s):  
Philippe Braillard
Keyword(s):  
Empirical Study ◽  
Empirical Research ◽  
Empirical Analysis ◽  
Careful Examination ◽  
International Conflicts ◽  
Explanatory Theory ◽  
The Road ◽  
The Empirical Analysis

The empirical study of international conflicts has in the last two decades undergone a remarkable development. Careful examination of results so far obtained can however only produce feelings of dissatisfaction. The few correlations uncovered are usually so limited in scope that it is difficult to draw any conclusions whatsoever from them. This essay first of all suggests certain possible developments for empirical research, especially in areas which have been most neglected. The author goes on to show that the road on which such works are embarked, no matter how interesting, contains radical limits which can only invalidate the claims of practitioners of the empirical analysis of international conflicts to an elaboration of a truly explanatory theory. It will only be possible to discover explanatory elements if one undertakes a theoretical leap consisting in reorienting the study of international conflicts. The broad outlines of such a theoretical reorientation are described in the last part of the essay.

Review: A Double-Edged Sword

1989 ◽  
Vol 20 (2) ◽  
pp. 213-218
Author(s):  
Paul Cobb
Keyword(s):  
Problem Solving ◽  
History Of Science ◽  
Empirical Research ◽  
Developmental Stages ◽  
Mathematical Cognition ◽  
History Of ◽  
Intuitive Idea ◽  
And Mathematics ◽  
Primary Phenomenon

The notion of intuition frequently crops up in accounts of mathematical experiences (e.g., Davis & Hersh, 1981), and we have an intuitive idea of what is meant. As Fischbein notes, “intuition is generally seen as a primary phenomenon which may be described but which is not reducible to more elementary components” (p. ix). To rectify this situation, Fischbein presents a theory of mathematical and scientific intuition. In doing so, he synthesizes empirical research on problem solving, images and models, beliefs, and developmental stages of intelligence, drawing on examples from the history of science and mathematics. The book is marked by a masterly display of scholarship and makes a fundamental contribution to the analysis of mathematical cognition.

Observations of Problem-Solving by Engineering Students

1974 ◽  
Vol 18 (2) ◽  
pp. 172-183 ◽  
Author(s):  
W. P. Lewis
Keyword(s):  
Problem Solving ◽  
Engineering Design ◽  
Empirical Research ◽  
Engineering Students ◽  
Student Response ◽  
Tertiary Level ◽  
Problem Solving Skills ◽  
Educational Implications ◽  
The University ◽  
Academic Record

The educational objectives of professional courses at tertiary level are usually stated in terms of (a) imparting knowledge and (b) developing problem-solving skills. In engineering, however, little empirical research has been undertaken into the problem-solving skills of either students or professionals. The paper examines the responses of second and third year engineering students in the University of Melbourne to a number of open-ended exercises which tap problem-solving skills in engineering design. The results show two major features of interest. First, an extremely wide variety of student response was observed, and secondly, there was little correlation between the students' problem-solving skills and their academic record. The educational implications of these findings are discussed.

scholarly journals „To learn with” in the view of the holistic, relational and inclusive education

2019 ◽  
Vol 64 (1(251)) ◽  
pp. 151-162
Author(s):  
Agnieszka Nowak-Łojewska ◽  
Leah O’Toole ◽  
Claire Regan ◽  
Manuela Ferreira
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Inclusive Education ◽  
Approach Motivation ◽  
Building Relationships ◽  
Humanistic Approach ◽  
The World ◽  
Learning By Using

The text is an attempt at illustrating the category “to learn with…” in three approaches: holistic, inclusive and relational. Each of them brings in interesting solutions to work with children which originate in a constructivist-humanistic approach to education. The text points out the value of communication and building relationships between a teacher and a child; the sense of play and active learning by using a problem-solving approach, motivation and children’s interest in the world.

One Point of View: Problem Solving: If Not Now—Then When!

1983 ◽  
Vol 30 (5) ◽  
pp. 4
Author(s):  
Virginia K. Newell
Keyword(s):  
Problem Solving ◽  
Point Of View ◽  
School Mathematics ◽  
Major Focus ◽  
Target Problem

The NCTM recommendation that a major focus for school mathematics in the 1980s should be on problem solving is on target. Problem solving is the heart of school mathematics; it is an art to be nurtured and encouraged. Children's natural curiosity is evident early in their lives. Alert parents and teachers begin the process of problem sol ving at the onset of a child's questions.

Methodological Challenges in Researching Problem-Solving Courts

2019 ◽  
pp. 157-170
Author(s):  
David DeMatteo ◽  
Kirk Heilbrun ◽  
Alice Thornewill ◽  
Shelby Arnold
Keyword(s):  
Mental Health ◽  
Problem Solving ◽  
Empirical Research ◽  
Outcome Measures ◽  
Drug Courts ◽  
Criminal Recidivism ◽  
Random Assignment ◽  
Mental Health Courts ◽  
Methodological Challenges ◽  
Problem Solving Courts

This chapter discusses the methodological challenges faced by researchers attempting to study the operations and effectiveness of problem-solving courts. Although researchers have conducted a great deal of research on drug courts, and research on mental health courts is continuing to grow, there is relatively little research on all other types of problem-solving courts. This chapter discusses the current research landscape and describes how research on these courts can be challenging for a variety of ethical and logistical reasons. Specifically, this chapter highlights the difficulties associated with conducting valid empirical research on problem-solving courts, including an overview of difficulties with random assignment, skewed samples, outcome measures, and jurisdictional differences. The authors also discuss the disconnect between indicators of progress used in some problem-solving courts and reductions in criminal recidivism.

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