cognitive diversity
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2022 ◽  
pp. 185-212
Author(s):  
Timothy Hinchman

This chapter investigates the constraints impact on the creativity of millennial preservice teachers when captioning a New Yorker Magazine cartoon. According to research, millennials have a decreased capacity for unique ideas, synthesis, articulation, and open-mindedness, which limits their ability to function in a diverse world. The study examined the topic using the constraint-based model of novelty (C-BMN; creativity problem, constraints, variability, and problem spaces) as a framework, as well as the new rubric, which assessed data on the impact of constraints on creativity among 90 millennial PST. Inferential statistics were used to compare differences in creativity, and the results indicated a statistically significant difference in total caption creativity between the experimental and control groups. The study corroborated previous research, concluding that constraints foster creativity. The findings of this study have implications for stakeholders interested in incorporating constraint-based strategies to increase cognitive diversity.


2021 ◽  
pp. 142-164
Author(s):  
Jason Brennan

This chapter defends an epistemic argument for democracy, namely the argument that the rule of the many is better at aggregating knowledge and, in the version presented here, at producing better decisions than the rule of the few. This argument builds on the formal properties of two key democratic decision-making mechanisms of democracy, namely inclusive deliberation on equal grounds and majority rule with universal suffrage. Properly used in sequence and under the right conditions, these two mechanisms ensure that no information and viewpoint is ignored and maximize the cognitive diversity brought to bear on collective political problems and predictions. Building on existing formal results by Lu Hong and Scott Page, the chapter introduces the “Number Trumps Ability” theorem, which formalizes the intuition that many minds are smarter than just a few. Under the right conditions systems governed by democratic decision-procedures can be expected to deliver greater epistemic performance than less inclusive and egalitarian systems.


2021 ◽  
Vol 11 (12) ◽  
pp. 822
Author(s):  
Don Ambrose

Creativity, giftedness, and leadership are complex, important phenomena, especially in the threatening turbulence of 21st-century conditions; consequently, there is an increasing need to understand how to strengthen them. We can learn much about these phenomena from within the borders of specialized disciplines; however, they are too complex and multifaceted to fit within the walls of disciplinary silos. Interdisciplinary explorations can reveal theories and research findings that expand our knowledge bases about creativity, giftedness, and leadership. This analysis includes the rationale for engaging in interdisciplinary investigations for these purposes. It includes examples of the ways in which interdisciplinary thinking invigorates creativity and cognitive diversity; illuminates the benefits of visual–spatial gifts that strengthen the development of important talents in gifted students who can go on to become creative leaders; and shows how human rights can be strengthened by constraining economic and political corruption. It also describes the benefits of using interdisciplinary navigation through different levels of analysis, each of which includes a number of academic disciplines.


2021 ◽  
Author(s):  
Joshua Eykens ◽  
Raf Guns ◽  
Raf Vanderstraeten

In this study we explore the disciplinary diversity present within subject specialties in the social sciences and humanities. Subject specialties are operationalized as textually coherent clusters of documents. We apply topic modelling to textual information on the individual document level (titles and abstracts) to cluster a multilingual set of roughly 45,000 documents into subject specialties. The dataset includes the metadata of journal articles, conference proceedings, book chapters, and monographs. We make use of two indicators, namely, the organizational affiliation based on the departmental address of the authors and the cognitive orientation based on the disciplinary classifications at the publication level. First, we study the disciplinary diversity of the clusters by calculating a Hill-type diversity index. We draw an overall picture of the distribution of subject specialties over diversity scores and contrast the two indicators with each other. The goal is to discover whether some subject specialties are inherently multi- or interdisciplinary in nature, and whether the different indicators are telling a well-aligned, similar story. Second, for each cluster of documents we calculate the dominance, i.e. the relative size of the largest discipline. This proxy of disciplinary concentration gives an idea of the extent to which a specialty is disciplined. The results show that all subject specialties analyzed serve as interdisciplinary trading grounds, with outliers in both directions of the disciplinary-interdisciplinary continuum. For a large share of specialties, the dominant cognitive and organizational disciplinary classification were found to be well aligned. We present a typology of subject specialties by contrasting the organizational and cognitive diversity scores.


2021 ◽  
Vol 12 ◽  
Author(s):  
Feng Dong ◽  
Jian Peng ◽  
Xiao Wang ◽  
Minhui Tang

Cognitive diversity is an important concept stemming from western management research in the 1990s. With the rapid development of science and technology, there is a growing interest in the composition of an academic research team, such as team diversity. However, there is no tool available for measuring team cognitive diversity (TCD) for academic research teams. Based on Van der Vegt’s theoretical model of TCD, an Academic Research Team Cognitive Diversity Scale (ATCDS) is developed and validated for an academic research team in our research with two studies (N=737). In Study One, in-depth interviews and panel discussions were conducted to generate a preliminary questionnaire. In Study Two, the questionnaire was administered among academic research teams. Exploratory factor analysis revealed four factors regarding cognitive diversity: (1) the way of thinking, (2) knowledge and skills, (3) the view of the world, and (4) beliefs about what is right and wrong. The factor structure was further validated by confirmatory factor analysis. Moreover, correlation and regression analyses showed that academic research TCD was positively related to team creativity (r =0.306, p <0.01) and performance (r =0.204, p <0.10). To sum up, our newly developed 15-item ATCDS is sufficiently reliable and valid to be used for understanding cognitive diversity among academic research teams.


Author(s):  
Tonja Blom ◽  
Yvonne du Plessis ◽  
Hamid H Kazeroony

In diverse societies such as South Africa, organizations continue to face inclusion challenges when implementing change. This study proposes a different method and new dimension of diversity management within the cognitive diversity construct, namely human niche theory, to tackle the diversity dilemma of exclusivity. The research question asked whether human niche theory, as a defined concept within cognitive diversity, could be utilized by managers to enable inclusion and promote sustainable organizational change implementation. Conceptually, this paper relates human niche theory to seven themes in the change process, namely, communication, training, motivation, resources, control, monitoring, and feedback. An exploratory single case study in a multicultural South African automotive organization that implemented a company-wide technology change project was used as a unit of analysis. The single case study revealed a new understanding of change implementation processes using the human niche theoretical framework related to radical technological change implementation. Data collection included in-depth interviews, focus group sessions, solicited company data, field notes, and observations. Content and comparative data analysis were used to present findings. This research showed that managers’ awareness of human niche theory in terms of cognitive diversity could assist in managing diversity, enabling inclusion, and change effectiveness in the organization, while minimizing emotional exclusion.


2021 ◽  
Vol 15 ◽  
Author(s):  
Carlos Montemayor

Consciousness research has a cognitive-diversity problem. Any view that holds that attention is either necessary for consciousness or that attention precedes conscious awareness confronts the difficulty that the theoretical categorization of attention is as diverse as the categorization of intelligent cognition, but consciousness is typically referred to as a single and unified capacity. On the one hand, we have a multiplicity of kinds of attention. On the other hand, we use a monolithic “phenomenal” notion of consciousness to define the dependency of consciousness on all these diverse kinds of attention. Since attention is defined in terms of a diverse variety of functions, a lot more needs to be said with respect to the claim that attention is either necessary for consciousness or that attentional processing precedes conscious awareness. Is this dependency based on the diverse cognitive functions of attention? If so, why conceive of consciousness as a single informationally unified cognitive capacity? What does the multiplicity of kinds of attention entail for consciousness research? This is the “diversity problem.” This article argues that consciousness should be also considered as a diverse set of capacities, based on the diversity of attention. While we have the intuition that consciousness is a unified perspective, the article shows that consistency demands this diverse approach. Since research on attention distinguishes a wide range of functions and levels of cognitive processing, the dependency of consciousness on attention entails diverse conscious capacities and diverse types of awareness beyond the distinctions between being awake, dreaming, and being minimally conscious.


2021 ◽  
Author(s):  
Douglas Guilbeault ◽  
Austin van Loon ◽  
Katharina Lix ◽  
Amir Goldberg ◽  
Sameer Srivastava

Cognitive diversity is often assumed to catalyze creativity and innovation by promoting social learning. Yet the learning benefits of cognitive diversity often fail to materialize. Why does cognitive diversity promote social learning in some contexts but not in others? We propose that the answer partly lies in the complex interplay between cognitive diversity and cognitive homophily: The likelihood of individuals learning from one another, and thus changing their views about a substantive issue, depends crucially on whether they are aware of the cognitive similarities and differences that exist between them. When social identities and cognitive associations about concepts related to a focal issue are obscured, we theorize that cognitive diversity will promote social learning by exposing people to novel ideas. When cognitive diversity is instead made salient, we anticipate that a cognitive homophily response is activated that extinguishes cognitive diversity’s learning benefits---even when social identity cues and other categorical distinctions are suppressed. To evaluate these ideas, we introduce a novel experimental paradigm and report the results of four pre-registered studies (N=1,325) that lend support to our theory. We discuss implications for research on social influence, collective intelligence, and cognitive diversity in groups.


PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0244907
Author(s):  
Payam Aminpour ◽  
Heike Schwermer ◽  
Steven Gray

Groups with higher cognitive diversity, i.e. variations in how people think and solve problems, are thought to contribute to improved performance in complex problem-solving. However, embracing or even engineering adequate cognitive diversity is not straightforward and may even jeopardize social inclusion. In response, those that want to promote cognitive diversity might make a simplified assumption that there exists a link between identity diversity, i.e. range of social characteristics, and variations in how people perceive and solve problems. If this assumption holds true, incorporating diverse identities may concurrently achieve cognitive diversity to the extent essential for complex problem-solving, while social inclusion is explicitly acknowledged. However, currently there is a lack of empirical evidence to support this hypothesis in the context of complex social-ecological systems—a system wherein human and environmental dimensions are interdependent, where common-pool resources are used or managed by multiple types of stakeholders. Using a fisheries example, we examine the relationship between resource stakeholders’ identities and their cognitive diversity. We used cognitive mapping techniques in conjunction with network analysis to measure cognitive distances within and between stakeholders of various social types (i.e., identities). Our results empirically show that groups with higher identity diversity also demonstrate more cognitive diversity, evidenced by disparate characteristics of their cognitive maps that represent their understanding of fishery dynamics. These findings have important implications for sustainable management of common-pool resources, where the inclusion of diverse stakeholders is routine, while our study shows it may also achieve higher cognitive coverage that can potentially lead to more complete, accurate, and innovative understanding of complex resource dynamics.


2021 ◽  
Vol 7 (1) ◽  
pp. 52
Author(s):  
Noé Vila-Muñoz ◽  
Paula M. Castro ◽  
Óscar Fresnedo

In this work, we develop a mobile application which allows to create digital schedules for children with autism spectrum disorder. These schedules comprise a sorted sequence of tasks or activities which facilitates children to understand and anticipate the upcoming events, thus reducing their stress and frustration. For that, the activities are identified and described with the help of visual supports (pictograms) which can be visualized on the screen of any mobile device. The developed application also allows to gather valuable information about the performance and interests of the children from their interactions with it, helping to refine and define more appropriate routines or support therapies for the children. In this way, the aim of this work is to contribute to improve the lives of people with functional and cognitive diversity, especially children with these disorders, and also their families.


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