Thinking, Creativity, and Artificial Intelligence.
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| Title: | Thinking, Creativity, and Artificial Intelligence. |
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| Language: | English |
| Authors: | DeSiano, Michael, DeSiano, Salvatore |
| Peer Reviewed: | N |
| Page Count: | 21 |
| Publication Date: | 1995 |
| Intended Audience: | Practitioners; Researchers; Teachers |
| Document Type: | Reports - Descriptive Speeches/Meeting Papers |
| Descriptors: | Art, Artificial Intelligence, Cognitive Processes, Computer Uses in Education, Computers, Creative Thinking, Creativity Research, Elementary Secondary Education, Logical Thinking, Problem Solving, Thinking Skills, Visual Arts |
| Geographic Terms: | U.S.; New Jersey |
| Abstract: | This document provides an introduction to the relationship between the current knowledge of focused and creative thinking and artificial intelligence. A model for stages of focused and creative thinking gives: problem encounter/setting, preparation, concentration/incubation, clarification/generation and evaluation/judgment. While a computer can easily generate a list of problems, it must be programmed to decide which problems are important. Preparation, which may be study and practice or the loading of a computer memory, concentration (focused attention), and incubation (unfocused or diverted attention) are essential stages for humans but unnecessary for computers. The remaining stages of creative thinking require decisions, opinions and relevance, which often rely on deviations in logic or sequence, divergent relationships, or emotional reactions--all processes of which a computer is incapable. Suggestions are given for activities and projects that help students understand the "thinking" process by using computers as an analogy and art making machine. Examples are drawn from several popular, pre-technological, technological, and visual art works. An 8-item reference list is provided. (MM) |
| Notes: | Paper presented at the Annual Meeting of the Art Educators of New Jersey (New Jersey, 1995) and at the Annual Meeting of the New York City Art Teachers Association (New York, NY, 1995). |
| Journal Code: | RIEJAN1998 |
| Entry Date: | 1998 |
| Accession Number: | ED411196 |
| Database: | ERIC |
| Abstract: | This document provides an introduction to the relationship between the current knowledge of focused and creative thinking and artificial intelligence. A model for stages of focused and creative thinking gives: problem encounter/setting, preparation, concentration/incubation, clarification/generation and evaluation/judgment. While a computer can easily generate a list of problems, it must be programmed to decide which problems are important. Preparation, which may be study and practice or the loading of a computer memory, concentration (focused attention), and incubation (unfocused or diverted attention) are essential stages for humans but unnecessary for computers. The remaining stages of creative thinking require decisions, opinions and relevance, which often rely on deviations in logic or sequence, divergent relationships, or emotional reactions--all processes of which a computer is incapable. Suggestions are given for activities and projects that help students understand the "thinking" process by using computers as an analogy and art making machine. Examples are drawn from several popular, pre-technological, technological, and visual art works. An 8-item reference list is provided. (MM) |
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