Perceptual and semantic maps in individual humans share structural features that predict creative abilities

This study on 138 undergraduate students used path analysis to investigate the relationship between creativity (interest, measured by a creative activities survey; and ability: fluency, originality, and elaboration) and different aspects of thought patterns presumed to influence the preparation and illumination phase of the creative process: habitual patterns of thought (ruminative brooding, ruminative self-reflection), thought suppression, thought intrusion, mind wandering, and associative ability. Such relationship was hinted at in Wallas’s classical model of the creative sequence, but is rarely investigated. We found that creative behavior/interest was driven by self-reflection, thought intrusion, and the lack of a need for thought suppression; creative ability was fueled mainly by associative ability. The only variable that influenced both aspects of creativity was the lack of resistance to thought suppression; this distinguished the creativity variables from dysphoria, which was associated with a desire for thought suppression. The results suggest that what drives the need to create is not creative ability per se, but rather self-focused attention, as well as the feeling or experience of being found by thought, rather than finding it. That is, the need to create is associated with having thoughts that interrupt one’s ordinary stream of consciousness and that are seen as welcome rather than interfering.

According to the cognitive action architecture approach (CAA-A; Schack, 2002, 2004), mental representations play a central role in movement control, as they are hierarchically structured in long-term memory and differentiate due to expertise. By means of structural dimensional analysis - motoric (SDA-M; Schack, 2012), movements are subdivided into basic action concepts (BACs) that are related to each other, to make mental representation structures visible. The method seeks to psychometrically depict the structural dimensions of conceptually ordered motor knowledge, both case-by-case and group-specific, and has been applied to a variety of sports contexts (Land, Volchenkov, Blasing, & Schack, 2013). Although the examination of mental representations seems promising regarding the gain of insights into the structure of movements, motor learning processes and the relation of cognitive and movement structures, research in the field of educational research has not been conducted so far. Therefore, the aim of this dissertation project is to address the main research question: What influence can the knowledge about mental representation structures of movements have in the context of physical education and the optimization processes of learning and teaching? The research issue, research program and research questions are presented in the general introduction of this thesis (chapter 1). To answer the main research question, three different perspectives are introduced in the main part. The first perspective focuses on the structure of motor skills and the methodological approach to acquiring the mental representation structures. The practical implementation of the SDA-M is discussed in a text-image comparison of questionnaire items (chapter 2). The study aimed at determining an appropriate item format for the use of the SDA-M in the context of physical education. In light of the findings, the use of text or combined items is recommended when applying the SDA-M to children or adolescents. The second perspective focuses on knowledge about the mental representation structure of learners and their execution of the skill. Based on pupils’ mental representation structure, specific instructions are developed that might contribute to the optimization of movement execution (chapter 3). Results revealed that specific instructions based on pupils’ mental representation of a gymnastics skill have a positive impact on their mental representation structure and on their motor performance. The third perspective focuses on knowledge about the mental representation structure of teachers, here represented by sports students, examining its relation with their evaluation of pupils’ movements (chapter 4). Results indicate that more structured mental representations are linked with a more precise performance evaluation. Therefore, a relation between physical education students’ mental representation structure and their evaluation of gymnastics skills can be assumed. Conclusively, in the general discussion, the key findings are highlighted, limitations are discussed and an outlook concerning practical implications and further research is provided (chapter 5). In sum, according to the findings of this dissertation, the acquisition and analysis of the structure of mental representations might constitute an effective means of optimizing the quality of physical education and can be seen as important for improving physical education teacher training as well as motor learning processes in general.

Language comprehension engages a distributed network of frontotemporal, parietal, and sensorimotor regions, but it is still unclear how meaning of words and their semantic relationships are represented and processed within these regions and to which degrees lexico-semantic representations differ between regions and semantic types. We used fMRI and representational similarity analysis to relate word-elicited multivoxel patterns to semantic similarity between action and object words. In left inferior frontal (BA 44-45-47), left posterior middle temporal and left precentral cortex, the similarity of brain response patterns reflected semantic similarity among action-related verbs, as well as across lexical classes-between action verbs and tool-related nouns and, to a degree, between action verbs and food nouns, but not between action verbs and animal nouns. Instead, posterior inferior temporal cortex exhibited a reverse response pattern, which reflected the semantic similarity among object-related nouns, but not action-related words. These results show that semantic similarity is encoded by a range of cortical areas, including multimodal association (e.g., anterior inferior frontal, posterior middle temporal) and modality-preferential (premotor) cortex and that the representational geometries in these regions are partly dependent on semantic type, with semantic similarity among action-related words crossing lexical-semantic category boundaries.

In the process of achieving decision by intelligent method, in order to improve accuracy and reliability in using fuzzy rules. We define the C-E Model as the basis, bringing in the semantic restriction function to describe the fuzzy rules tendency. By quantitatively transformating for expert opinions, initializing semantic restriction function for fitting rules. We raise an error-correction method that can correct errors of semantic restriction function. In the process of matching rules,meanwhile, building the fuzzy rules that can be self-adjusted. To use the design idea of frame expression method for reference, in combination with the BRBC Model, the design thought of the frame-fuzzy rules group is adopted, and the design that based on the BRBC-F with semantic restriction is accomplished. In the mean time, a more scientific set of calculation method for the structure coincidence is brought out. On this account, to excavate experts'profund cognition and the potential experience. Lower the impact of specialized knowledge, improve the refined fuzzy sets computation. Finally, in combination with certain Production Plant of Daqing Oilfield, utilizing the BRBC-F to accomplish the expert knowledge design about the diagnose for the broken-down wells.

Tactile distance adaptation aftereffects do not transfer to perceptual hand maps

Little work has been done in the development of creativity in older adults. The limited research seems to support the notion that older people are not as creative as younger people. The purpose of the study was to investigate whether or not creative behavior as measured by Torrance Tests of Creative Thinking can be increased in older adult women through a creative problem‐solving program. The major hypothesis under investigation was: The use of a specific problem‐solving program designed to increase certain creative thinking abilities will increase those abilities at a significant level in older adult women. Forty women volunteers, ranging in age from 60 to 82, participated in the six‐week program. Experimental subjects did not score significantly higher on the Torrance tests than the control subjects who had not participated in the program. However, information collected via the teacher's log and a questionnaire given to the subjects at the end of the class showed that the experience was unusually positi...

In the present investigation, an effort has been made to find out how far the present principals in the schools have necessary competence and also the opportunities in providing their institutions with much needed management styles and creative ability. In the present study, 24 government secondary schools have been selected randomly from Jalandhar division. On the criteria of school effectiveness, 7 high effective and 7 low effective schools are identified. Out of these 7 high effective and 7 low effective government secondary schools, 123 teachers are randomly selected for further study. The significance of difference statistics was employed on the scores of various dimensions of creative ability, instructional management and administrative behaviour of principals. The findings of study indicate that principals of high effective schools are more original in their thinking, they ‘supervise & evaluate instruction’, promote professional development. and decisions are more based on certain facts, experiences and rationality than the principals of low effective schools.

In recent years, the High-Dynamic-Range (HDR) image has gained widespread popularity across various domains, such as the security, multimedia, and biomedical fields, owing to its ability to deliver an authentic visual experience. However, the extensive dynamic range and rich detail in HDR images present challenges in assessing their quality. Therefore, current efforts involve constructing subjective databases and proposing objective quality assessment metrics to achieve an efficient HDR Image Quality Assessment (IQA). Recognizing the absence of a systematic overview of these approaches, this paper provides a comprehensive survey of both subjective and objective HDR IQA methods. Specifically, we review 7 subjective HDR IQA databases and 12 objective HDR IQA metrics. In addition, we conduct a statistical analysis of 9 IQA algorithms, incorporating 3 perceptual mapping functions. Our findings highlight two main areas for improvement. Firstly, the size and diversity of HDR IQA subjective databases should be significantly increased, encompassing a broader range of distortion types. Secondly, objective quality assessment algorithms need to identify more generalizable perceptual mapping approaches and feature extraction methods to enhance their robustness and applicability. Furthermore, this paper aims to serve as a valuable resource for researchers by discussing the limitations of current methodologies and potential research directions in the future.

TikTok application users have now reached all levels of society, especially teenagers who use the TikTok application as a medium to express themselves. Teenagers who access TikTok are considered to have the opportunity to use creative abilities in creating content on TikTok, but the Tiktok application, in fact, will also have a bad impact on individuals, especially teenagers who are still very unstable. Tiktok can have a negative impact where it makes its users more and more addicted every day. This study aims to understand and analyze the implementation of creativity and addictive behavior of TikTok users. Implementation using Torrance Test of Creative Thinking (TTCT) and addictive behavior using Bergen Social Media Addiction Scale. There are four aspects of creativity, namely fluency, flexibility, elaboration, and originality. While addictive behavior there are aspects of importance, tolerance, mood swings, withdrawal and relapse. The method used is quantitative descriptive, to find out more between creativity and addiction that TikTok users use. Based on the findings, 85% were able to implement their creativity on the TikTok application with the biggest aspect lying in the flexibility in utilizing the ability to identify problems or provide solutions to their problems by utilizing the features and visualizations available on TikTok. As for addictive behavior, it was found that 75% of addictive behavior existed, with the largest dimension in mood swings, this is because TikTokers are looking for fun and entertainment to forget for a moment about the problem.

For daily assistive robots working in home environment, it is important to use geometry-free representation for navigation which can deal with dynamic environmental changes. In this paper we propose semantic map based navigation which consists of 1) generating deep learning enabled semantic map from annotated world and 2) object based navigation using learned semantic map representation. One point of our proposed framework is to let robots autonomously generate a dataset for deep learning method and transfer existing geometric map based task execution system to semantic map based one which is invariant to changes of object location. Since deep learning for object segmentation technique enables end-to-end learning of object features, it is not necessary to design segmentation and labeling methods for each objects manually. We confirmed the effectiveness of our approach by performing task in dynamic environment and adaptability for two type of robots with experiments.

THINGS-data reflects three large-scale neuroimaging and behavioral datasets of object processing in humans, comprising densely sampled functional MRI and magnetoencephalographic recordings, as well as 4.70 million similarity judgments in response to thousands of photographic images for up to 1854 objects.

Heterogeneity aspects in mobile collaborative systems, such as differences in user's interest, semantic conflicts across different domains and representations, and disparate device capabilities, cause difficulties in developing software applications. One of the key problems for collaborative applications is maintaining a consistent shared state. In this paper, we describe a framework that manages several aspects of heterogeneity to maintain consistency across the collaborating sites. We assume graph data structure for application state representation. Our framework is based on structural and semantic mappings between graph structures. The mapping can be customized to meet different requirements through user-defined policies and rules. An important constraint is efficient use of scarce system resources. We describe several applications built using the framework to collaboratively share XML documents. The XML documents in our case are 2D/3D representations of virtual worlds. We also show the performance results of our framework which demonstrate its feasibility for mobile scenarios.

In order to improve the segmentation accuracy of polyp image segmentation under colonoscopy, we propose PVT Dual-Upsampling Net (PDNet). PDNet adopts the encoder network based on Transformer as the backbone network for downsampling, and designs a dual upsampling module based on cascaded fusion network and simple connection network to recover the loss of high-level image features caused by the downsampling process, and obtains a high-level semantic feature map with the same resolution as the input image. The multi-feature fusion module is used to aggregate the low-level feature map and high-level semantic feature map. We validate the model on three publicly available datasets, and our experimental evaluations show that the suggested architecture produces good segmentation results on datasets.

Features and structures of mental lexicon representation are fundamental in psycholinguistics. However, previous investigations into third language acquisition have varied widely in their results and have seldom involved Mandarin as the L3 of participants. In addition, explorations into how mental lexicon representation develops are far from sufficient. In light of the above, this study investigates 72 Dutch-English-Mandarin trilinguals with beginner and advanced Mandarin levels and combines questionnaires, interviews, and priming experiments to explore the dynamic and static features of L3 lexical representations. Results suggest that lexical representations of their three languages are separate to some extent. Links among the three lexical stores seem to exist, with differing strengths. The link between L2 (the instructional language) and L3 may possibly be slightly stronger than that between L1 and L3 for participants of both Mandarin levels. As trilinguals improve their L3 level, the L1-L3 link strengthens, and the asymmetry may gradually diminish.

Despite the significance of vocabulary knowledge to student learning, limited studies have examined English language arts (ELA) teachers' skills and practices that may be effective for building word consciousness in high school Mexican–American bilingual students. The research objective of the present study is to examine how two high school ELA teachers use multiple strategies to build word consciousness in Mexican–American bilingual students. The study was conducted over 16 weeks. The sources of data were classroom observations, classroom videos, interviews, field notes, and teaching artifacts. The findings showed that the teachers integrated a variety of teaching strategies, including word analysis, cognate use, explicit scaffolding, online word search strategies, visual imaging, semantic mapping, and semantic feature analysis to connect instruction to background knowledge of their Mexican–American bilingual students and foster word consciousness in them. The findings suggest that it is crucially important that ELA teachers use multiple teaching strategies to make connections between vocabulary instruction and background knowledge that students bring from home and communities.