Children’s Responses to Divergent and Convergent Design Feedback

In this paper, we explore the divergent and convergent nature of design feedback and the various responses to this feedback from a group of 24 young novice designers (primary school children age 9-11) taking part in a co-design project. Earlier research emphasizes that feedback can encourage a designer to take divergent as well as convergent paths during their design process (Cardoso, Eris, Badke-schaub, & Aurisicchio, 2014; Yilmaz & Daly, 2014, 2016). Yet our previous research shows, that feedback  given to primary school children while designing does not always spark creative thinking (Schut, Klapwijk, Gielen, Van Doorn, & De Vries, 2019). We presume that the responses we found might have been influenced by the type of feedback that preceded them. Therefore, we have elaborated on the results we’ve previously uncovered with an additional analysis of the same case study. This additional analysis shows that divergent feedback given by peers or a client will not necessarily promote divergent thinking processes, whereas convergent feedback will not necessarily promote convergent thinking. Furthermore, responses indicating resistance towards the feedback given were widespread. However, we believe that feedback from clients and peers can still be a fruitful strategy in learning to be creative and in promoting divergent thinking (DT) and convergent thinking (CT) and end with suggestions on how this might be achieved

Deep brain stimulation of the anterior nucleus of the thalamus in drug-resistant epilepsy in the MORE multicenter patient registry

Copyright © 2023 The Author(s). Published by Wolters Kluwer Health, Inc. on behalf of the American Academy of Neurology. This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0 (CC BY), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.Background and objectives: The efficacy of deep brain stimulation of the anterior nucleus of the thalamus (ANT DBS) in patients with drug-resistant epilepsy (DRE) was demonstrated in the double-blind Stimulation of the Anterior Nucleus of the Thalamus for Epilepsy randomized controlled trial. The Medtronic Registry for Epilepsy (MORE) aims to understand the safety and longer-term effectiveness of ANT DBS therapy in routine clinical practice. Methods: MORE is an observational registry collecting prospective and retrospective clinical data. Participants were at least 18 years old, with focal DRE recruited across 25 centers from 13 countries. They were followed for at least 2 years in terms of seizure frequency (SF), responder rate (RR), health-related quality of life (Quality of Life in Epilepsy Inventory 31), depression, and safety outcomes. Results: Of the 191 patients recruited, 170 (mean [SD] age of 35.6 [10.7] years, 43% female) were implanted with DBS therapy and met all eligibility criteria. At baseline, 38% of patients reported cognitive impairment. The median monthly SF decreased by 33.1% from 15.8 at baseline to 8.8 at 2 years (p 10 implantations) had 42.8% reduction in median monthly SF by 2 years in comparison with 25.8% in low-volume center. In patients with cognitive impairment, the reduction in median monthly SF was 26.0% by 2 years compared with 36.1% in patients without cognitive impairment. The most frequently reported adverse events were changes (e.g., increased frequency/severity) in seizure (16%), memory impairment (patient-reported complaint, 15%), depressive mood (patient-reported complaint, 13%), and epilepsy (12%). One definite sudden unexpected death in epilepsy case was reported. Discussion: The MORE registry supports the effectiveness and safety of ANT DBS therapy in a real-world setting in the 2 years following implantation. Classification of evidence: This study provides Class IV evidence that ANT DBS reduces the frequency of seizures in patients with drug-resistant focal epilepsy.The MORE registry was sponsored and funded by Medtronic, plc.info:eu-repo/semantics/publishedVersio

Physical activity interventions for people with congenital heart disease (protocol)

This is the final version. Available from Cochrane Collaboration via the DOI in this recordThere is another record in ORE for this publication: http://hdl.handle.net/10871/39378This is a protocol for a Cochrane Review (Intervention). The objectives are as follows: To assess the effectiveness and safety of physical activity promotion and exercise training interventions in individuals with congenital heart disease

Found in Translation: Bringing Reversal Theory to Design for Play

In the design of objects for children's play, support from psychology is often sought in general developmental overviews, typologies of play, and age-related performance and preference descriptions. These sources may give an insight into global aspects of child development but have limited utility for understanding the situated motivations of an individual child. Theories that take an experiential view on behavior, such as reversal theory, have the potential to feed designers with a perspective on the dynamics of children's personality, changing motivations and emotions. The potential contribution of reversal theory to design for play was explored in practice: postgraduate students cooperated with design tutors and psychology tutors during a design course to create an object for children's play informed and inspired by reversal theory. Over three consecutive editions of the course, we gathered experiences in supporting idea development for play using reversal theory. Results of the project are presented in form of criteria for adequate framing of the theory in the context of design for play and the resulting modular description of reversal theory. An evaluation of students' incorporation of reversal theory in design ideation is provided and illustrated with examples of design ideas for play

Controlling experience or experiencing control?

Using Reversal Theory (Apter, 2002, 2007a) as an example this paper proposes a way to ‘translate’ a psychological concept into the realm of design in a way that maximizes understanding and potential for application in the context of play. The given presentation of Reversal Theory is the result of the analysis of student’s use of available sources in idea development for play in children. The description aims to enhance the usability of the concept by providing a modular presentation of aspects which could be used in isolation but reach their full potential when integrated. Different options to use this modular framework in design tutoring are discussed. The project is seen as a step towards increasing the use of current psychological concepts to inform design for play. Keywords: Play, Reversal Theory, design for experience, design ideas, design educatio

Involving children and elderly in the development of new design concepts to become active together

Designers need to have an empathic understanding of their intended users if they are to design products that fit. This holds especially strong for elderly and children as user groups, because they are very different from the designer. However, it might be harder to obtain this information from children and elderly. This paper describes a research project that explored new approaches to involve children and elderly as a combined user group in the context of user involvement in product development. The research took place in a design setting; the development of an intergenerational movement park. We describe the role these two user groups played in the design process in order to develop new products that help them to be physically and socially active together. The process is examined on two aspects: the combination of the two user groups and the influence of the users on the project. We will discuss the methods used, the outcomes and give recommendations