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نتیجه جستجو - Divergent thinking

تعداد مقالات یافته شده: 3
ردیف عنوان نوع
1 Analysing exposure diversity in collaborative recommender systems: Entropy fusion approach
تجزیه و تحلیل تنوع قرار گرفتن در معرض در سیستمهای توصیه گر مشترک: رویکرد تلفیق آنتروپی-2019
Recommender Systems are considered as essential business tools to leverage the potential growth of on-line services. Neighbourhood based collaborative filtering, a successful recommendation approach has mainly focused on improving accuracy of predictions. From user point of view, it is more valuable to obtain novel and diverse recommendations rather than monotonic preferences. Ratings given by a user for different categories of items are considered as a tool to access user exposure diversity which signifies his creative and divergent thinking. On the other hand, pair of items is concordant if highly correlated users agree in rating the items. Based on the user exposure diversity and item concordance, the neighbourhood selection process of item based collaborative recommender systems is refined. Rating predictions are made based on the newly selected neighbours. The performance of the proposed approach is investigated for accuracy and diversity of predictions on Movielens data sets. The results demonstrate that the proposed approach outperforms the state of the art recommendation approaches which address accuracy–diversity trade off. Statistical analysis is done to prove the efficiency of the proposed approach.
Keywords: Clustering | Quadratic entropy | Exposure diversity | Novelty | Concordance
مقاله انگلیسی
2 Functional magnetic resonance imaging of divergent and convergent thinking in Big-C creativity
تصویربرداری رزونانس مغناطیسی تابعی تفکر واگرا و همگرا در خلاقیت C بزرگ-2018
The cognitive and physiological processes underlying creativity remain unclear, and very few studies to date have attempted to identify the behavioral and brain characteristics that distinguish exceptional (“Big-C”) from everyday (“little-c”) creativity. The Big-C Project examined functional brain responses during tasks demanding divergent and convergent thinking in 35 Big-C Visual Artists (VIS), 41 Big-C Scientists (SCI), and 31 individuals in a “smart comparison group” (SCG) matched to the Big-C groups on parental educational attainment and estimated IQ. Functional MRI (fMRI) scans included two activation paradigms widely used in prior creativity research, the Alternate Uses Task (AUT) and Remote Associates Task (RAT), to assess brain function during divergent and convergent thinking, respectively. Task performance did not differ between groups. Functional MRI activation in Big-C and SCG groups differed during the divergent thinking task. No differences in activation were seen during the convergent thinking task. Big-C groups had less activation than SCG in frontal pole, right frontal operculum, left middle frontal gyrus, and bilaterally in occipital cortex. SCI displayed lower frontal and parietal activation relative to the SCG when generating alternate uses in the AUT, while VIS displayed lower frontal activation than SCI and SCG when generating typical qualities (the control condition in the AUT). VIS showed more activation in right inferior frontal gyrus and left supramarginal gyrus relative to SCI. All groups displayed considerable overlapping activation during the RAT. The results confirm substantial overlap in functional activation across groups, but suggest that exceptionally creative individuals may depend less on task positive networks during tasks that demand divergent thinking.
Keywords: Alternate Uses Task ، Big-C ، Creativity ، Convergent thinking ، Divergent thinking ، Remote Associates Task
مقاله انگلیسی
3 The Creativity Challenge Game: An educational intervention for creativity enhancement with the integration of Information and Communication Technologies (ICTs)
بازی چالش خلاقیت: یک مداخله آموزشی برای ارتقای خلاقیت با وارد کردن فناوری های اطلاعاتی و ارتباطی-2018
Creativity enhancement is an educational objective. The integration of Information and Communication Technologies (ICTs) into the curriculum is another goal of many educators. In this study a creativity enhancement intervention was conducted with participants students (N = 90, 46 male, 44 female) of mean age M = 18.38, in an information systems course. A quasi-experimental design was employed and the proposed method included the extensive use of Facebook, a collaborative team structure, a game-like competitive environment, questions generation and answering. Creativity was measured with several pre-post divergent thinking tests. Academic achievement was obtained through exam results. Additional data were collected with online questionnaires. Results show that the intervention was overall effective in stimulating creativity. There was a statistically significant increase in fluency, flexibility, elaboration and originality, as measured by divergent thinking tests. Total student creativity calculated with the use of principal component analysis showed a significant positive link to academic achievement and ICT knowledge. Students with almost zero Facebook usage exhibited the highest levels of creativity followed closely by their peers with the highest Facebook usage. Creativity enhancement was not related to Facebook usage or ICT knowledge. Results and implications are discussed, and propositions for future research are offered.
keywords: Computer-mediated communication |Cooperative/collaborative learning |Interactive learning environments |Learning communities |Teaching/learning strategies
مقاله انگلیسی
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