71,693 research outputs found

    An Agent-based Simulation of the Effectiveness of Creative Leadership\ud

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    This paper investigates the effectiveness of creative versus\ud uncreative leadership using EVOC, an agent-based model of\ud cultural evolution. Each iteration, each agent in the artificial society invents a new action, or imitates a neighbor’s action. Only the leader’s actions can be imitated by all other agents, referred to as followers. Two measures of creativity were used: (1) invention-to-imitation ratio, iLeader, which measures how often an agent invents, and (2) rate of conceptual change, cLeader, which measures how creative an invention is. High iLeader increased mean fitness of ideas, but only when creativity of followers was low. High iLeader was associated with greater diversity of ideas in the early stage of idea generation only. High Leader increased mean fitness of ideas in the early stage of idea generation; in the later stage it decreased idea fitness. Reasons for these findings and tentative implications for creative leadership in human society are discussed

    Computational Evidence that Self-regulation of Creativity is Good for Society

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    Excess individual creativity can be detrimental to society because creators invest in unproven ideas at the expense of propagating proven ones. Moreover, a proportion of individuals can benefit from creativity without being creative themselves by copying creators. We hypothesized that (1) societies increase their rate of cultural evolution by tempering the novelty-generating effects of creativity with the novelty-preserving effects of imitation, and (2) this is carried out by selectively rewarding and punishing creativity according to the value of the individuals' creative outputs. We tested this using an agent-based model of cultural evolution in which each agent self-regulated its invention-to-imitation ratio as a function of the fitness of its cultural outputs. In self-regulating societies, agents segregated into creators and imitators. The mean fitness of cultural outputs was higher than in non-self-regulating societies, and changes in diversity were rapider and more pronounced. We discuss limitations and possible social implications of our findings.Comment: 6 pages. arXiv admin note: substantial text overlap with arXiv:1310.475

    Display Enhanced Testing For Concussions And Mild Traumatic Brain Injury

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    Cognitive assessment systems and methods that provide an integrated solution for evaluating the presence or absence of cognitive impairment. The present invention is used to test cognitive functions of an individual including information processing speed, working memory, work list learning and recall, along with variations of these tasks. Immersive and non-immersive systems and methods are disclosed. Testing and results feedback using the present invention may be completed in real time, typically in less than 15 minutes.Emory UniversityGeorgia Tech Research Corporatio

    Educational Technology: The influence of theory

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    In this paper we explore the role of theories in current practice in educational technology. We review a range of writings from the past 30 years on the nature of learning technology research. We discuss influences on learning technologies from the related fields of Artificial Intelligence in Education (AIED) and Human-Computer Interaction (HCI). We identify two groups of theories which have been used. The first group are related to principled decisions about the design of learning materials. The second group influence the ways in which we frame our research on learning. Research in learning technologies in the future will need to draw on both groups of theories. In this paper, we draw on our own experiences as educational technologists and the purpose of the paper is to encourage other educational technologists to join with us in reflecting on their own use of theories

    What Inspires Leisure Time Invention?

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    This paper seeks to understand the intriguing but only sparsely explored phenomenon of “leisure time invention,” where the main underlying idea for the new product or process occurs when the inventor is away from the workplace. We add to previous research by focussing on the inventive creativity of the individual researcher, and reassessing the image of researchers inventing during unpaid time – who have often been dispatched as “hobbyists”. Based on the responses from a survey of over 3,000 German inventors, we tested hypotheses on the conditions under which leisure time invention is likely to arise. Results suggest that the incidence of leisure time invention is positively related to exposure to a variety of knowledge inputs – but, surprisingly, not to the quality of prior inventive output. Leisure time inventions are more frequently observed in conceptual-based technologies than in science-based technologies, in smaller R&D projects, and in externally financed R&D projects

    Understanding requirements engineering process: a challenge for practice and education

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    Reviews of the state of the professional practice in Requirements Engineering (RE) stress that the RE process is both complex and hard to describe, and suggest there is a significant difference between competent and "approved" practice. "Approved" practice is reflected by (in all likelihood, in fact, has its genesis in) RE education, so that the knowledge and skills taught to students do not match the knowledge and skills required and applied by competent practitioners. A new understanding of the RE process has emerged from our recent study. RE is revealed as inherently creative, involving cycles of building and major reconstruction of the models developed, significantly different from the systematic and smoothly incremental process generally described in the literature. The process is better characterised as highly creative, opportunistic and insight driven. This mismatch between approved and actual practice provides a challenge to RE education - RE requires insight and creativity as well as technical knowledge. Traditional learning models applied to RE focus, however, on notation and prescribed processes acquired through repetition. We argue that traditional learning models fail to support the learning required for RE and propose both a new model based on cognitive flexibility and a framework for RE education to support this model
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