Reduced left hemisphere dominance for multiple versus single anagram solutions and its modulation by individuals' schizotypy

Problem solving (including insight, divergent thinking) seems to rely on the right hemisphere (RH). These functions are difficult to assess behaviorally. We propose anagram resolution as a suitable paradigm. University students (n=32) performed three tachistoscopic lateralized visual half-field experiments (stimulus presentation 150ms). In Experiment 1, participants recalled four-letter strings. Subsequently, participants provided solutions for four-letter anagrams (one solution in Experiment 2; two solutions in Experiment 3). Additionally, participants completed a schizotypy questionnaire (O-LIFE). Results showed a right visual field advantage in Experiment 1 and 2, but no visual field advantage in Experiment 3. In Experiment 1, increasing positive schizotypy associated with a RH performance shift. Problem solving seems to require increasingly the RH when facing several rather than one solution. This result supports previous studies on the RH's role in remote associative, metaphor and discourse processing. The more complex language requirements, the less personality traits seem to matter.

CIRAS News Annual Report 2000, January 3, 2001

CIRAS professionals, the equipment they use to do their jobs, and the latest in technical support equipment. With these investments, CIRAS continues to meet the needs of Iowa manufacturers, whether in doing routine problem solving, long-range planning, or transferring newer technologies. In all of its services, but most notably in product development projects, one of the strengths of CIRAS lies in bringing ISU students into the picture, both to help reach project goals and as real-job learning experiences for the students.

CIRAS News Annual Report 2001, January 3, 2001

CIRAS professionals, the equipment they use to do their jobs, and the latest in technical support equipment. With these investments, CIRAS continues to meet the needs of Iowa manufacturers, whether in doing routine problem solving, long-range planning, or transferring newer technologies. In all of its services, but most notably in product development projects, one of the strengths of CIRAS lies in bringing ISU students into the picture, both to help reach project goals and as real-job learning experiences for the students.

CIRAS News Annual Report 2002, January 3, 2001

CIRAS professionals, the equipment they use to do their jobs, and the latest in technical support equipment. With these investments, CIRAS continues to meet the needs of Iowa manufacturers, whether in doing routine problem solving, long-range planning, or transferring newer technologies. In all of its services, but most notably in product development projects, one of the strengths of CIRAS lies in bringing ISU students into the picture, both to help reach project goals and as real-job learning experiences for the students.

CIRAS News Annual Report 2003, January 5, 2004

CIRAS professionals, the equipment they use to do their jobs, and the latest in technical support equipment. With these investments, CIRAS continues to meet the needs of Iowa manufacturers, whether in doing routine problem solving, long-range planning, or transferring newer technologies. In all of its services, but most notably in product development projects, one of the strengths of CIRAS lies in bringing ISU students into the picture, both to help reach project goals and as real-job learning experiences for the students.

CIRAS News Annual Report 2004, November 29, 2004

CIRAS professionals, the equipment they use to do their jobs, and the latest in technical support equipment. With these investments, CIRAS continues to meet the needs of Iowa manufacturers, whether in doing routine problem solving, long-range planning, or transferring newer technologies. In all of its services, but most notably in product development projects, one of the strengths of CIRAS lies in bringing ISU students into the picture, both to help reach project goals and as real-job learning experiences for the students.

CIRAS News Annual Report 2005, October 21, 2005

CIRAS professionals, the equipment they use to do their jobs, and the latest in technical support equipment. With these investments, CIRAS continues to meet the needs of Iowa manufacturers, whether in doing routine problem solving, long-range planning, or transferring newer technologies. In all of its services, but most notably in product development projects, one of the strengths of CIRAS lies in bringing ISU students into the picture, both to help reach project goals and as real-job learning experiences for the students.

CIRAS News Annual Report 2006, September 4, 2007

CIRAS professionals, the equipment they use to do their jobs, and the latest in technical support equipment. With these investments, CIRAS continues to meet the needs of Iowa manufacturers, whether in doing routine problem solving, long-range planning, or transferring newer technologies. In all of its services, but most notably in product development projects, one of the strengths of CIRAS lies in bringing ISU students into the picture, both to help reach project goals and as real-job learning experiences for the students.

Gestión de la actividad no presencial y autoevaluación de competencias = Management of student learning outside the classroom and the self-evaluation of competences

La asignatura troncal “Evaluación Psicológica” de los estudios de Psicología y delestudio de grado “Desarrollo humano en la sociedad de la información” de laUniversidad de Girona consta de 12 créditos según la Ley Orgánica de Universidades.Hasta el año académico 2004-05 el trabajo no presencial del alumno consistía en larealización de una evaluación psicológica que se entregaba por escrito a final de curso yde la cual el estudiante obtenía una calificación y revisión si se solicitaba. En el caminohacia el Espacio Europeo de Educación Superior, esta asignatura consta de 9 créditosque equivalen a un total de 255 horas de trabajo presencial y no presencial delestudiante. En los años académicos 2005-06 y 2006-07 se ha creado una guía de trabajopara la gestión de la actividad no presencial con el objetivo de alcanzar aprendizajes anivel de aplicación y solución de problemas/pensamiento crítico (Bloom, 1975)siguiendo las recomendaciones de la Agencia para la Calidad del Sistema Universitariode Cataluña (2005). La guía incorpora: los objetivos de aprendizaje, los criterios deevaluación, la descripción de las actividades, el cronograma semanal de trabajos paratodo el curso, la especificación de las tutorías programadas para la revisión de losdiversos pasos del proceso de evaluación psicológica y el uso del foro para elconocimiento, análisis y crítica constructiva de las evaluaciones realizadas por loscompañeros

Individual differences in control of language interference in late bilinguals are mainly related to general executive abilities

Background: Recent research based on comparisons between bilinguals and monolinguals postulates that bilingualism enhances cognitive control functions, because the parallel activation of languages necessitates control of interference. In a novel approach we investigated two groups of bilinguals, distinguished by their susceptibility to cross-language interference, asking whether bilinguals with strong language control abilities ('non-switchers") have an advantage in executive functions (inhibition of irrelevant information, problem solving, planning efficiency, generative fluency and self-monitoring) compared to those bilinguals showing weaker language control abilities ('switchers"). Methods: 29 late bilinguals (21 women) were evaluated using various cognitive control neuropsychological tests [e.g., Tower of Hanoi, Ruff Figural Fluency Task, Divided Attention, Go/noGo] tapping executive functions as well as four subtests of the Wechsler Adult Intelligence Scale. The analysis involved t-tests (two independent samples). Non-switchers (n = 16) were distinguished from switchers (n = 13) by their performance observed in a bilingual picture-naming task. Results: The non-switcher group demonstrated a better performance on the Tower of Hanoi and Ruff Figural Fluency task, faster reaction time in a Go/noGo and Divided Attention task, and produced significantly fewer errors in the Tower of Hanoi, Go/noGo, and Divided Attention tasks when compared to the switchers. Non-switchers performed significantly better on two verbal subtests of the Wechsler Adult Intelligence Scale (Information and Similarity), but not on the Performance subtests (Picture Completion, Block Design). Conclusions: The present results suggest that bilinguals with stronger language control have indeed a cognitive advantage in the administered tests involving executive functions, in particular inhibition, self-monitoring, problem solving, and generative fluency, and in two of the intelligence tests. What remains unclear is the direction of the relationship between executive functions and language control abilities.

Rakentava ongelmanratkaisudialogi - tärkeä taito, joka tuntuu vaikealta oppia

Summary: Constructive problem solving dialogue - and important skill, but hard to learn

Tuotannon kehittäminen aihiotehtaassa

Työn tavoitteena oli kuvata Artowood Oy:ssä toteutettu tuotannon kehittämishanke sekä arvioida sen nykyistä tuotantoa. Lisäksi käsiteltiin yrityksen asemaa alihankintayrityksenä. Teoriaosuudessa verrattiin eri tuotannonohjausteorioita, käsiteltiin tuotannon ajoitukseen liittyviä kysymyksiä sekä paneuduttiin tuotannon kehittämiseen ja laatuun. Johtopäätöksenä, kehitetty tuotannonohjausjärjestelmä on toimiva nykyisissä olosuhteissa, mutta yrityksen kasvaessaon kiinnitettävä enemmän huomiota tuotannon ajoitusongelmien hallintaan. Lisäksi tuotannon laatua on joka tapauksessa kehitettävä. Artowood Oy on käynnistänyt toimenpiteet oman suoran viennin aloittamiseksi, sillä kotimaan markkinat ovat epävakaat kausivaihteluiden ja kiristyneen kilpailun seurauksena. Vientiprojektinonnistuminen on tärkeää, sillä kotimaassa on liian vähän sellaisia asiakkaita, joilla on tarve Artowood Oy:n tuotantoteknologian kannalta riittävän suurille valmistuserille.

Strategisesti tärkeän tuotteen toimitusvarmuussuunnitelma

Suolahappo kuuluu peruskemianteollisuuden tuotteisiin ja on monen eri kemianteollisuuden tuotteen raaka-aine, jota ilman tuotantoprosessi keskeytyy. Suolahapontuottajia on vain muutama Suomessa ja näiden tuottajien varassa toimii lukuisia jatkojalostusteollisuuslaitoksia. Työssä lähdettiin kehittämään suolahapontoimitusvarmuutta logistiikan keinoin. Toimitusvarmuutta haluttiin kehittää sesonkivaihteluiden ja tuotantokatkosten aikana. Työssä etsitään sopiva sesonkivarastointikapasiteetti ja varmuusvarastotaso sekä järkevä sijainti varastolle. Varastointia kehitetään kuljetukset ja tuotannon luonne huomioiden. Työn alussa esitellään yritys ja tuotantoprosessi. Tämän jälkeen analysoidaan kysyntätietoja ja kasataan ongelmat toimitusvarmuudessa. Näiden pohjalta lähdetään kehittämään teoriapohjaisia ratkaisuvaihtoehtoja, jonka jälkeen ne sovelletaan yritykselle sopivaan muotoon. Työn tuloksena saatiin esitys varastointitarpeesta sekä siitä aiheutuvista kustannuksista. Työssäesitetään myös järkevä varaston sijainti ja soveltuva kuljetuskäytäntö tähän varastoon.

Logistisen päätösprosessinanalysointi

Työn tavoitteena oli teoriakäsitteistön avulla tutkia ja analysoida erästä päätösprosessia. Alussa on selvitetty laajemmin teoriota, jotka liittyvät ongelman käsitteeseen, ongelmanratkaisuun, päätöksentekoon ja päätöksentekijöihin sekä päätöksentekoprosessien erilaisiin prosessimalleihin. Lopussa näitä teorioita on verrattu tositilanteen ongelmaan ja siihen liittyvään päätöksentekoprosessiin. Ihmiset kohtaavat ongelmatilanteita päivittäin niin työssä kuin henkilökohtaisessakin elämässä. Näiden kaikkien ongelmien ratkaisemiseen liittyy aina päätöksiä.Eri kirjoittajat ovat määritelleet erilaisia päätöksentekoprosessin malleja päätösprosessien vaiheista. Mallien sisällöt vaihtelevat sisällöltään ja vaiheiden lukumääriltään. Myös vaiheiden merkitysten korostamisessa on eroja. Käytännössä näiden päätösprosessimallien ongelmana on niiden vaatima aika. Kun aika on rajallinen, epävarmuus on suuri ja ympäristö on nopeasti muuttuva,kasvaa päätöksentekijän kokemuksen, tiedon ja osaamisen merkitys. Nämä mallit eivät yksiselitteisesti sovi jokaiseen tilanteeseen, vaan niitä mukauttamalla ja yhdistelemällä voidaan löytää kuhunkin tilanteeseen sopiva malli.

Designing online interaction to address disciplinary competencies: A cross-country comparison of faculty perspectives

This study was conducted at colleges in three countries (United States, Venezuela, and Spain) and across three academic disciplines (engineering, education, and business), to examine how experienced faculty define competencies for their discipline, and design instructional interaction for online courses. A qualitative research design employing in-depth interviews was selected. Results show that disciplinary knowledge takes precedence when faculty members select competencies to be developed in online courses for their respective professions. In all three disciplines, the design of interaction to correspond with disciplinary competencies was often influenced by contextual factors that modify faculty intention. Therefore, instructional design will vary across countries in the same discipline to address the local context, such as the needs and expectations of the learners, faculty perspectives, beliefs and values, and the needs of the institution, the community, and country. The three disciplines from the three countries agreed on the importance of the following competencies: knowledge of the field, higher order cognitive processes such as critical thinking, analysis, problem solving, transfer of knowledge, oral and written communication skills, team work, decision making, leadership and management skills, indicating far more similarities in competencies than differences between the three different applied disciplines. We found a lack of correspondence between faculty¿s intent to develop collaborative learning skills and the actual development of them. Contextual factors such as faculty prior experience in design, student reluctance to engage in collaborative learning, and institutional assessment systems that focus on individual performance were some of these reasons.