认知演化算法

受人类创造性思维过程的启发,借鉴认知心理学和创新计算的研究成果,提出了一种模拟人类基于创造性思维的问题求解过程和行为的智能算法--认知演化算法.该算法以知识为核心,将问题求解看成一个基于知识的创造性思维过程,对发散思维、收敛思维、记忆、执行、学习和价值体系6个关键模块进行了建模,充分发挥了知识演化和基于知识的创造性思维技巧在问题求解中的作用.通过数值实验分析了CEA各参数对算法性能的影响,并以一个扩展的路径优化问题将CEA与经典的智能算法进行了比较.实验结果表明,针对知识密集型优化问题,该算法能够以较少的目标评价次数得到问题的较优解.     

Creative cognition: A multidisciplinary and integrative framework of creative thinking

Extant research provides vast information on antecedents to creativity. However, creative thinking is oftentimes treated as a black box, requiring input and producing creative output. Cognitive processes occurring during creative thinking tend to be neglected, although they can provide a bridge between the inputs to creativity and the resulting outputs. Literature offers different perspectives on creative thinking processes, such as the separation of divergent and convergent thinking, different stages of creativity or the concept of creative cognition. This variety of concepts underlying creativity has led to confusion and misinterpretations of some concepts. Moreover, the overemphasis on creative outcomes and divergent thinking has resulted in a neglect of a more comprehensive view on cognitive dimensions of creativity. Through reviewing and synthesizing multidisciplinary literature on creativity, an integrative framework is developed positioning cognitive elements of creativity within a system including organizational antecedents to creativity and creative outcomes. The framework seeks to offer pathways to increasingly incorporate the concept of creative cognition into future research. Suggesting different forms of creative cognition that individuals engage in during creative thought, this theoretical work further offers a theoretical development of creativity concepts that intends to inspire future research designs and facilitates cross-disciplinary knowledge transfer.     

How Individualism-Collectivism Moderates the Effects of Rewards on Creativity and Innovation: A Comparative Review of Practices in Japan and the US

Recent research has shown that the relationship between rewards and creative performance is complex: while rewards increase creativity in some situations, they are detrimental to creative performance in others. The present paper explores the role of cross-cultural differences in moderating some effects of rewards on creativity and innovation. I focus on individualism-collectivism and its related differences in motivation, cognition and emotion. I then propose five ways in which differences in I-C between Japan and the US moderate the effects of incentives on creative performance and innovation in these nations. Specifically, I claim that organizations in individualistic and collectivist cultures differ on: Effects of rewards on intrinsic motivation, effects of in-group versus out-group controlled rewards, effects of group vs. individual based incentives, reactions to in-group and out-group competition, and the effects of members’ identification with the organization on their innovation efforts. The notion of ‘congruence’ is offered as a theoretical framework for explaining the proposed ideas. Recommendations and implications of these prepositions for management of creativity in a cross-cultural work force are discussed.     

Augmented reality assisted learning achievement,motivation, and creativity for children of low-grade in primary school

There is a large volume of published studies describing the positive role of Augmented Reality (AR) in educational settings. However, there is a paucity of empirical work that explores its role in supporting primary school pupil's motivation and creativity. Moreover, numerous studies have confirmed that pupils have difficulties in learning geometry and thinking geometrically. In this context, this paper explores the possibility of using AR software for low-grade primary school pupils to enhance their creative thinking and increase their motivation during the informal geometry training course. A research-based design process is adopted to replicate the primary school pupil's learning in this study, where pupils in the experimental group used mobile application to access AR virtual manipulatives, pupils in the control group used physical manipulatives. The applied AR technology allows pupils to handle 2D and 3D rounded corners and simple closed curves to find the most effective solutions for some learning challenges. Sixty-two pupils from the first-grade primary school in Egypt have participated in this study with the aim of investigating: (a) the primary school pupil's achievements and creative thinking in using AR techniques, and (b) the specific strategies that can increase their motivation and engagement. The most obvious finding to emerge from this study is that there was no statistically significant difference between the groups in geometry learning achievement, while statistically significant differences were found between the groups in the motivation and creative thinking skills in favour of the experimental group.     

How do Individual‐Level Factors Affect the Creative Solution Formation Process of Teams?

The generation of creative solutions involves nonlinear dynamic procedures that can only be achieved through the creativity of individual team members. Thus, it is important to understand how the formation of individual‐level creativity factors influence the creative solution formation process. The creative solution formation process can be divided into four phases: idea generation, idea screening, idea development and solution verification. Prior research suggests that the creative process may be affected by motivation (intrinsic and extrinsic), knowledge stock (explicit and tacit), individual creativity (intelligence and divergent thinking), and pressure (challenge and time). We tested the effects of these eight factors on performance in the idea generation and idea development phases by conducting an experiment. Our results indicate that intrinsic motivation, intelligence and divergent thinking have a significant positive effect on both idea generation and idea development. Tacit knowledge and challenge pressure have a significant positive effect on idea generation. Time pressure has a significant negative effect on idea development. We also show that both idea generation and idea development have a significant impact on the quality of the final creative solution.     

Constraints that Help or Hinder Creative Performance: A Motivational Approach

Threatening situations, in which people fear negative outcomes or failure, evoke avoidance motivation. Avoidance motivation, in turn, evokes a focused, systematic and effortful way of information processing that has often been linked to reduced creativity. This harmful effect of avoidance motivation on creativity can be problematic in financially turbulent times when people fear for their jobs and financial security. However, particularly in such threatening times, creativity may be crucial to innovate, adapt to changing demands and stay ahead of competitors. Here, I propose a theoretical framework describing how different types of constraints in the workplace affect creative performance under approach and avoidance motivation. Specifically, under avoidance motivation, constraints that consume or occupy cognitive resources should undermine creativity, but constraints that channel cognitive resources should facilitate creativity. Understanding the impact of different types of constraints on creative performance is needed to develop strategies for maximizing creativity in the workplace.     

Facilitation of creative performance by using blue and red accent lighting in work and learning areas

Research has shown that colours influence motivation and cognitive performance. In achievement contexts, red evokes avoidance motivation that hinders creativity, while blue elicits an approach motivation that facilitates creativity. However, due to their position and mode of presentation, colours may convey a different message. Red accent lighting creates a cosy, friendly room atmosphere that may, even in an achievement context, elicit an approach rather than an avoidance motivation. Results (N = 146) showed that both blue and red accent light increased strategic approach motivation compared to white accent light. Moreover, through the heightened approach motivation, colourful accent light indirectly improved creative performance. Implications for future research on colour and practical implications for colour usage are discussed.

Practitioner Summary: Designing work environments for creativity is a new topic in ergonomics research and practice. The present study demonstrates indirect effects of coloured accent light on creativity providing interesting possibilities for the design of workplaces for knowledge workers, classrooms and all other rooms in which people work on new ideas.     

Understanding the Role of Value‐Focused Thinking in Idea Management

In a couple of classical studies, Keeney proposed two sets of variables labelled as value‐focused thinking (VFT) and alternative‐focused thinking (AFT). Value‐focused thinking (VFT), he argued, is a creative method that centres on the different decision objectives and how as many alternatives as possible may be generated from them. Alternative‐focused thinking (AFT), on the other hand, is a method in which the decision maker takes notice of all the available alternatives and then makes a choice that seems to fit the problem best. The impact of these two methods on idea generation was measured using a sample of employees. The results revealed that employees in the value‐focused thinking condition (VFT) produced fewer ideas. Thus, value‐focused thinking (VFT) is not only able to facilitate ideation fluency but also to constrain it. Factors such as cognitive effort and motivation may play a part here. However, the quality of the ideas was judged to be higher in terms of creativity and innovativeness. Hence, value‐focused thinking (VFT) seems to have a positive impact on the quality of ideas in terms of creativity and innovativeness regardless of ideation fluency. Implications for the design of idea management systems are discussed.     

Emotions as Constraining and Facilitating Factors for Creativity: Companionate Love and Anger

Generally the literature has favoured the notion that positive affect facilitates creative performance. However, a recent critical review has demonstrated that negative affect can enhance cognitive performance and improve motivation. Moreover, with a few exceptions, previous research comparing positive and negative affect as either a facilitator of or a constraint on creativity factors has rested primarily on the valence approach. Unfortunately, the results were mixed. This paper explores the effects of two common specific emotions elicited in work team processes, anger and companionate love, on individual creativity, with the cognitive‐activation and the functions‐of‐emotions perspectives. The results from our experiment demonstrate that positive emotions can constrain and negative emotions can foster creative performance. More specifically, we found that companionate love constrains creativity, whereas anger facilitates it. Furthermore, our qualitative analyses of interviews with employees justify the implications of the experimental results in an organizational context. Our findings suggest that nurturing a moderate degree of hostility towards opposing ideas from others in an idea‐generation process while concurrently encouraging thoughtfulness in an idea‐implementation process can facilitate managing organizational innovation processes.     

Can structured representation enhance students' thinking skills for better understanding of E-learning content?

This paper proposes an e-learning model to assess the effects of online structured representation of content on learners' understanding. We designed a structured representation based on the theory of distributed cognition that provides seven segments for reading research articles. The study hypothesized that motivation, attention, and interactivity are essential factors that affect students' thinking skills for understanding e-learning content. To investigate and confirm the effect of these factors on the students' thinking skills, we designed a survey and analyzed the responses of 210 university students concerning the proposed structured representation. The results revealed that motivation, attention, and interactivity did contribute to the students' thinking skills. They also demonstrated that the structured representation helped students achieve an adequate level of thinking skills as they read research articles, which had a positive effect on their understanding. This finding demonstrates that structured representation has significant potential as a learning tool and that structure-based e-learning can influence students' metacognitive activities and facilitate their understanding.     

谈中专计算机教学中培养学生创新能力的有效途径

信息社会高速发展需要有创新能力的人才,中专计算机课程的培养是一个系统教育,具备知识性和技能性相结合的专业特点,因此它在中专学校开展创新教育方面有着很大的潜力。创新能力的培养尤其体现在实践当中,不仅要培养学生的创造力,教师还要不断提高自身专业知识业务素质,在教育思想和教学模式上取得创新,才能更加有效的实行创新教育。     

Cognitive, social, motivational and health aspects of students in laptop classrooms

Effects on cognitive performance, social atmosphere, communication, motivation and aspects of strain were investigated when laptops were integrated in classrooms. According to a quasi‐experimental design 27 laptop students were compared with 22 non‐laptop students from the same high school, aged 17–18 years. Results of tests and questionnaires showed that laptop students had better spatial abilities and computer skills, furthermore higher participation, learning interest, motivation and pressure to perform were found in laptop classrooms. However, laptop students experienced greater physical discomfort, particularly in their arms, but concerning creativity, social intelligence and mental stress no group differences occurred. Results indicate that laptops integrated in teaching can enhance learning and motivation in schools, at least after 1.7 years of introduction, but health risks must be considered.     

Evaluation of fostering students' creativity in preparing aided recalls for revision courses using electronic revision and recapitulation tools 2.0

In this study, the electronic revision and recapitulation tools 2.0 (EREP2.0) were used to foster creative moments while creating aided recalls (ARs) (pictures electronic notes etc.). Creative and critical thinking is associated with vital skills which enable students to deal with often complex knowledge domains through an informal way of learning. Enabling learners to develop their own representations of information can be a first step to deal with complexity and to foster creativity. In an exploratory study, n = 25 students used EREP2.0 to develop learning questions and ARs for an ongoing course on biological psychology. EREP 2.0 was evaluated with respect to user friendliness, the fostering of creativity and the expected support for cognitive skills according to Bloom's taxonomy. The influence of students' experienced creativity on experienced learning support was tested via Kruskal–Wallis test. Fifteen students reported moderate to high, 4 students low and 5 students no support in creativity. Students who experienced their work as creative felt better supported in comprehension, χ ²(3) = 9.04; p = 0.029, and synthesis, χ ²(3) = 9.46; p = 0.024. No statistically significant effects were found for other categories of Bloom's taxonomy. EREP 2.0 did support the experience of creativity and thus synthesis and comprehension skills.     

An Exploratory Study of Entrepreneurial Creativity: Its Antecedents and Mediators in the Context of UAE Firms

In this study, we attempt to advance our understanding of the role of entrepreneurial creativity in the context of firms in the United Arab Emirates (UAE). Through field research accompanied by a review of the related literature, this study identifies crucial antecedents of entrepreneurial creativity. The proposed model combines variables belonging to different contextual factors such as external factors (resource access, resource possession, and alertness to opportunity) and individual factors (creative self‐efficacy, expertise and intrinsic motivation). The model is tested using data from a large‐scale survey of firms in the UAE. We find that expertise and creative self‐efficacy is significantly related to entrepreneurial creativity. The results also reveal that intrinsic motivation and alertness to opportunity are the key mediators between contextual factors and entrepreneurial creativity. The findings of this study present some interesting practical implications to entrepreneurs in order to improve their creative skills.     

Does a Creative Designer Necessarily Translate into the Creative Design of a Product? Exploring Factors Facilitating the Creativity of a New Product

Product creativity is a rarely studied topic in the area of new product development; nevertheless, its importance has been recognized by many researchers in a variety of fields. In this research, two studies were conducted: the first was quantitative and the second was qualitative. These studies examined the relationships among five variables: analogical thinking ability, creative self‐efficacy, length of experience, team climate for creativity and product creativity. The results of a multiple regression indicated that analogical thinking ability is an antecedent of design creativity, and that creative self‐efficacy is a mediator between them. The results also showed that length of experience and team climate for creativity have significant moderating effects. These findings indicate that both person‐based (i.e., ability, self‐efficacy and length of experience) and situation‐based (team climate) variables are key factors in developing the creative design of a new product.     

Organizing Individual and Collective Creativity: Flying in the Face of Creativity Clichés

The growing complexity of problems requires collective solutions to produce creative outcomes. Organizational theory on creativity has been extensively developed in recent decades, but two problematic issues remain. First, no current comprehensive model explains the development of collective creativity. Second, no empirical research has been conducted on the process of theory dissemination and its relevance within the managerial community. This paper provides evidence which can inform the design of collective creative projects within organizations, flying in the face of some managerial clichés. We design a research project which enables managerial sensemaking to emerge and which proposes a comprehensive approach to the design of team creativity. From a research design involving 24 managers and 98 eleven‐person groups, results confirm that creativity is not only about creative genius, and design for creativity is not a matter of linear correlation but implies a more sophisticated and integrative approach according to which individual creative skills, team dynamics and organizational solutions interact with each other to produce a collective creative performance.     

Dialogue‐Based Evaluation as a Creative Climate Indicator: Evidence from the Pharmaceutical Industry

This paper examines how different forms of performance evaluation relate to aspects of the creative climate in a major pharmaceutical company. The study was based on a large employee‐attitude survey that was distributed to all company employees. The study analyses survey results from 5,333 employees at five R&D sites. The results indicate that management's evaluation of employees (either dialogue‐based or control‐based) relates to the type of motivation (intrinsic or extrinsic) that drives employees, to their style of thinking (value‐focused thinking) and on their attitudes to organizational creativity. The paper then discusses implications of these findings for HRM.     

Building virtual cities,inspiring intelligent citizens: Digital games for developing students’ problem solving and learning motivation

This study investigates the effectiveness digital game-based learning (DGBL) on students’ problem solving, learning motivation, and academic achievement. In order to provide substantive empirical evidence, a quasi-experimental design was implemented over the course of a full semester (23 weeks). Two ninth-grade Civics and Society classes, with a total of 44 students (15–16 years old), were randomly assigned to one of two conditions: an experimental group (incorporating DGBL) and a comparison group (taught using traditional instruction). Two-way mixed ANOVA was employed to evaluate changes in problem solving ability and compare the effectiveness the two strategies, while ANCOVA was used to analyze the effects on learning motivation and academic achievement. The results of this study are summarized as follows: (1) The DGBL strategy was clearly effective in promoting students’ problem solving skills, while the control group showed no improvement. Additionally, data from the mid-test and post-test demonstrate that, as a higher order thinking skill, problem-solving requires a full semester to develop. (2). DGBL resulted in better learning motivation for students in the experimental group as compared to learners receiving TI. (3) Contrary to some suggestions that digital games could inhibit academic achievement, no statistically significant difference was found between the two groups. Most importantly, the quantitative improvement in problem-solving and learning motivation suggest that DGBL can be exploited as a useful and productive tool to support students in effective learning while enhancing the classroom atmosphere. Future research in DGBL should emphasize the evaluation of other higher order elements of the cognitive domain in terms of academic achievement outcomes and skills, such as critical and creative thinking.     

用户认知驱动的VR自然交互认知负荷研究

针对目前虚拟现实自然交互系统中用户认知负荷难以量化问题,以量化认知负荷为目的,提出一种基于概率神经网络的多通道信息融合模型。首先根据认知理论建立“认知—行为—环境”框架,并在此基础上研究用户认知的数学表征（方法,过程,机理）,构建多通道认知模型;然后将多通道信息融合方法引入虚拟现实自然交互系统,建立一种面向虚拟现实自然交互系统的认知负荷模型;通过VR隧道应急救援系统实验对系统中用户认知进行验证。验证结果表明,具体提出的认知负荷模型具有一定的可行性。     

I spy with my AI: The effects of AI-based visual cueing on human operators’ performance and cognitive load in CCTV control rooms

The increased number of security cameras in modern cities has elevated the video-feed monitoring demands of closed-circuit television (CCTV) operators. As a result, new AI-driven support systems that leverage the power of computer vision algorithms have been deployed to facilitate the operators' work. However, to effectively design intuitive, AI-driven interfaces and validate their impact on the operators' performance, extensive user testing is required. To address this, we previously developed and tested a virtual reality (VR) control room that can be used to iteratively evaluate intelligent computer assistants and interfaces while operators are subjected to different cognitive load. In the present study, we use this VR environment and physiological markers (e.g., eye tracking measures) to investigate how AI-based visual cueing (i.e., pushing forward video streams on which detections are highlighted by rectangles drawn around targets) affects operator performance and cognitive load. Results suggest that support systems using such technology in a control room improve operators’ performance and decrease their cognitive load, as reflected by changes in pupil dilation and subjective reports irrespective of induced cognitive load.