According to Mednick’s (1962) theory of individual differences in creativity, creative individuals appear to have a richer and more flexible associative network than less creative individuals. Thus, creative individuals are characterized by “flat” (broader associations) instead of “steep” (few, common associations) associational hierarchies. To study these differences, we implement a novel computational approach to the study of semantic networks, through the analysis of free associations. The core notion of our method is that concepts in the network are related to each (...) other by their association correlations - overlap of similar associative responses (“association clouds”). We began by collecting a large sample of participants who underwent several creativity measurements and used a decision tree approach to divide the sample into low and high creative groups. Next, each group underwent a free association generation paradigm which allowed us to construct and analyze the semantic networks of both groups. Comparison of the semantic memory networks of persons with low creative ability and persons with high creative ability revealed differences between the two networks. The semantic memory network of persons with low creative ability seems to be more rigid, compared to the network of persons with high creative ability, in the sense that it is more spread out and breaks apart into more sub-parts. We discuss how our findings are in accord and extend Mednick’s (1962) theory and the feasibility of using network science paradigms to investigate high level cognition. (shrink)

In their examination of elementary science classrooms, Amerine and Bilmes (1988) found that following instructions requires students to understand the relationship between the projected outcome and the corresponding course of actions. One of the most important resources for instructions is the lesson plan, which prescribes the sequence of teaching. However, there is often a gap between what is planned and what actually happens in the classroom. This raises the question of how teachers come to terms with contingent variants and unexpected (...) outcomes that real-time interactions occasion and how lesson plans are configured into these processes. This study examines a teacher education program that uses lesson plans as a central resource for teaching mathematics. The results suggest that classroom teachers use lesson plans as communicative resources to identify problems, specify assumptions about their teaching and act on the evolving contingency of classroom interaction. The interactional contingency is the locus of teaching practices, not an obstacle to the application of procedures in lesson plans. (shrink)

『三太郎の日記』による栄光の後に襲ってきた波乱。同時代の知識人との関係や教育制度から、大正教養派の代表者に迫る社会史的評伝。.

八代将軍吉宗の世、思想界に現れた二つの新興勢力・徂徠学と国学。当時の主流たる朱子学を否定した両「古学派」の進展を考察する。.

The associative theory of creativity states that creativity is associated with differences in the structure of semantic memory, whereas the executive theory of creativity emphasises the role of top-down control for creative thought. For a powerful test of these accounts, individual semantic memory structure was modelled with a novel method based on semantic relatedness judgements and different criteria for network filtering were compared. The executive account was supported by a correlation between creative ability and broad retrieval ability. The associative account (...) was independently supported, when network filtering was based on a relatedness threshold, but not when it was based on a fixed edge number or on the analysis of weighted networks. In the former case, creative ability was associated with shorter average path lengths and higher clustering of the network, suggesting that the semantic networks of creative people show higher small-worldness. (shrink)

We apply the technique of generic ultrapowers to study the splitting problem of stationary subsets of P K λ . We present some conditions which guarantee the splitting of stationary subsets of P K λ.

We prove that if λ is a strong limit singular cardinal and κ a regular uncountable cardinal < λ, then NSκλ, the non-stationary ideal over [Formula: see text], is nowhere precipitous. We also show that under the same hypothesis every stationary subset of [Formula: see text] can be partitioned into λκ disjoint stationary sets.

오영환 교수 회갑기념 논문집. 과학과 형이상학의 관 계를 공동주제로 한 논문들이다.

We show that if κ is an inaccessible cardinal then P κ λ splits into $\lambda^{ many disjoint stationary subsets. We also show that if P κ λ carries a strongly saturated ideal then the nonstationary ideal cannot be λ + -saturated.

In this paper we will present a simple condition for an ideal to be nowhere precipitous. Through this condition we show nowhere precipitousness of fundamental ideals onPkλ, in particular the non-stationary idealNSkλunder cardinal arithmetic assumptions.In this sectionIdenotes a non-principal ideal on an infinite setA. LetI+=PA/I(ordered by inclusion as a forcing notion) andI∣X= {Y⊂A:Y⋂X∈I}, which is also an ideal onAforX∈I+. We refer the reader to [8, Section 35] for the general theory of generic ultrapowers associated with an ideal. We recallIis said (...) to be precipitous if ⊨I+“Ult(V, Ġ) is well-founded” [9].The central notion of this paper is a strong negation of precipitousness [1]:Definition.Iis nowhere precipitous ifI∣Xis not precipitous for everyX∈ I+i.e., ⊨I+“Ult(V, Ġ) is ill-founded.”It is useful to characterize nowhere precipitousness in terms of infinite games (see [11, Section 27]). Consider the following gameG(I) between two players, Nonempty and Empty [5]. Nonempty and Empty alternately chooseXn∈I+andYn∈I+respectively so thatXn⊃Yn⊃n+1. After ω moves, Empty wins the game if⋂n<ωXn=⋂n<ωYn= Ø.See [5, Theorem 2] for a proof of the following characterization.Proposition.I is nowhere precipitous if and only if Empty has a winning strategy in G(I). (shrink)