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Of a non-comparative use of the DoubleQuotes method

Tuesday, August 25th, 2015

[ by Charles Cameron — further thoughts on the advantages of seeing double ]
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I’ve said before that when I was at The Arlington Institute, my boss used to ask me to watch out for “early indicators”, and joked that in my book, two is the first number — I don’t see an “indicator” until I see a pattern emerging.

Putting it bluntly, one point is pointless — things could go anywhere from there. Two points suggest a line, a link, a connection — a possible, maybe even plausible, trend.

And so it is with the two photos above. Here the point is not to compare and contrast the two images of surveillance cameras wearing party hats, but to see that they represent a class — the presence of two concrete instances strongly implies the higher level abstraction: hah! they’re watching us!

It’s that sense I have of two being the beginning of thought that makes me so fond of the DoubleQuotes format — and of Arthur Koestler‘s insight, which I’m always quoting, about creation occurring at the intersection of two spheres..

koestler-model

If I’m a fundamentalist about anything, it’s the notion that it takes two to tango!

Further to AI: Emlyn saw the ostrich

Monday, August 10th, 2015

[ by Charles Cameron — following on from A difficulty with DoubleQuotes — in which Emlyn and his mother exhibit different forms of recognition ]
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For the record, my son Emlyn looked at the middle frame in this image:

negative2 cropped

and “saw” the ostrich.

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He immediately pointed me to one of a series of double imgages comparing the facial expressions of an ostrich and the BBC’s latest Mycroft Holmes:

ostrich mycroft

Hm, yet another use of DoubleQuotes!

**

Here’s the “ghost ostrich” — the middle image in the set of three above, juxtaposed with the ostrich as Emlyn recalled it from his encyclopedic interest in the great detective:

ghost ostrich

Can you see the resemblance? Frankly, I can’t.

**

In any case, Emlyn’s mother had it right, I think. She saw the original dog image (left, below)

nichon frisee
Bichon Frisé image, right, via Dog Breed Information and Pictures

and suggested it was a Bichon pup. If so, it’s a feisty one. I wouldn’t know..

Pandora’s box, bottled by Klein

Sunday, June 7th, 2015

[ by Charles Cameron — a graphical analog to the inside outside koan ]
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Thinking one’s way inside that demmed box…

8-cell tesseract

What’s even “inside”?

Eppur si muove! Or not?

I suppose this can be today’s Sunday Surprise.

**

Source:

  • Wikipedia, Tesseract
  • Easier to take off the t-shirt than lose the tattoo IMO

    Sunday, May 31st, 2015

    [ by Charles Cameron — cognitive dissonance at the Draw-a-Prophet demo ]
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    Here’s a DoubleQuote in the Wild which takes the form of a single image — I’ve “separated” the two halves to illustrate its nature as a DQ:

    DQ in flags

    As the tweep from whom I took the image (whole, not separated) puts it:

    Cognitive Tools for Creative Thinking

    Friday, May 15th, 2015

    [by Mark Safranski, a.k.a “zen“]

    It has been some time since I have touched upon this topic. Recently though, I initiated a discussion at work on ways to enhance and stimulate creativity and  creative thinking and presented a suite of methods for generating and refining ideas. I didn’t get into the insight-based aspects of creativity, nor the high-level kinds of synthesis you see with people who have genuine mastery over a field or domain. My focus was more on developing people’s ability to think divergently, generate or recognize novel ideas and then refine or develop them.

    Therefore, many of these are active, intentional exercises or strategies. They tend to be productive but their creativity is not quite the same as what is produced, say, when a skilled musician is “jamming”, an inventor is tinkering or a painter or scientist is experimenting in the “flow“.  The following are also not an exhaustive list:

    Creative Problem Solving (CPS)

    Developed by Alex Osborn and Sidney Parnes, CPS seeks to harness Divergent and Convergent thinking in a holistic, multi-step, learning process. In essence, the students are sequentially alternating between Generating ideas and Focusing on refining, evaluating, applying them until the “problem” is solved. This is one of the older models of instilling creative thinking and has been widely used, particularly for well-defined or technical problems.

    Edward DeBono Lateral Thinking Exercises

    DeBono developed a system of forced choice and association exercises that are well suited to promoting critical and creative thinking at the same time as students address a concept or activity. Lateral Thinking exercises lend themselves naturally to being made into graphic organizers or as leading questions in class or group discussion. Some examples:

    PMI – “Plus, Minus, Interesting”                             OPV – “Other People’s Views    

    ADI – “Agreement, Disagreement, Irrelevant”  APC – “Alternatives, Possibilities, Choices”

    EBS – “Examine Both Sides”                                      CAF – “Consider All Factors”

    HVLV – “High Value, Low Value”                             AGO – “Aims, Goals, Objectives”

    TEC – “Target, Explore, Conclude”                          PISCO – “Purpose, Input, Solutions, Choice”

    Related to Lateral Thinking, but not the same, is Horizontal Thinking. While the former are concrete exercises, horizontal thinking is using a familiar area of knowledge to look for analogies and patterns in less or unfamiliar fields. Both Lateral and Horizontal thinking differ from the traditional model of analytical-reductionist Vertical Thinking associated with critical thinking done within a subject matter field. Vertical thinking and Lateral/Horizontal thinking complement one another

     

     

     

    Variations on “Brainstorming

    We all have used brainstorming. There are some ways to make brainstorming more productive.

    Ideational Pools – Ask a series of open-ended questions to a group that creates a much richer, single “pool” of ideas than simple brainstorming

    Uses, Instances, Similarities – this is usually about a physical object and the purpose is to generate as many alternatives as possible – i.e. “How many different uses can you think of for a piece of rope?”. It is both divergent and lateral thinking as an activity.

    Synectics – Extends brainstorming by taking the results and developing metaphors, similes, metonymy/synedoche that describe/explain them

    Group Roles (or stages)

    1. Generator: Comes up with ideas
    2. Conceptualizer: Organizes, categorizes, renames ideas
    3. Optimizer: Refines ideas with a view to action – the “How”
    4. Implementor Takes action

     

    Morphological Synthesis

    Morphological synthesis works through decomposition and forced association, There are several variations but it works best with well-defined problems. Examples.

    1. Define the problem or identify a thing. List all of the attributes.
    2. Combine and re-configure attributes in new ways

    or

    1. Divide problem into parts
    2. Develop a solution for each part
    3. Combine solutions

     

    Critical Question Mapping

    A system of fast learning, developed by friend of ZP Dr. Terry Barnhart, discovers the “what” of a situation by having everyone brainstorm all of the critical questions that must be answered to find a solution. No declarative statements may be made, only questions asked. After the group has exhausted the potential questions, the questions can be organized into clusters, a learning strategy, divided for research, etc.

     

    Scenario Exercises

    The use of imaginative but realistic premises for a thought experiment and discussion. Popular in the fields of futurism, alternative history and physics, they allow the students to explore reasons behind making decisions, constructing hypothetical, framing problems or as an allegorical experience before exploring the real situation or problem. Scenarios come in different forms and draw on both critical and creative thinking:

    Counterfactual: Ex- “What if the South won the Civil War?”

    Futurist: Ex- Imagine a world entering a new ice age – how would Illinois ecosystems be impacted by the climate change?”

    Physical: Ex- “Schrodinger’s Cat”

    Paradoxical: Ex – “Could a man travel through time and kill his own grandfather? Could you drown in the fountain of eternal life?”

     

    Doublequotes

    Juxtaposing opposing or incompatible authoritative views to encourage synthesis or reflective choice. This is a favorite technique of Charles Cameron in his Hipbone method of analysis that he employs regularly here at ZP.

     

     

    Moral Reasoning

    Like Scenarios, moral reasoning and ethical dilemmas push people to think both creatively and critically. Example:

    “A madman who has threatened to explode several bombs in crowded areas has been apprehended. Unfortunately, he has already planted the bombs and they are scheduled to go off in a short time. It is possible that hundreds of people may die. The authorities cannot make him divulge the location of the bombs by conventional methods. He refuses to say anything and requests a lawyer to protect his fifth amendment right against self-incrimination. In exasperation, some high level official suggests torture. This would be illegal, of course, but the official thinks that it is nevertheless the right thing to do in this desperate situation. Do you agree?”

    Many ethical dilemmas and student solutions can be analyzed according to Kohlberg’s Stages of Moral Development but the value for creative thinking is in creating the conditions of a forced choice requiring a resolution.

     

     

    What techniques do you use for creativity?

     


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