Chapter

Confrontation Techniques: Inspiration of Ideas by Unrelated Stimuli

April 2019

DOI:10.1007/978-1-4614-6616-1_200048-1

In book: Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship (pp.1-10)

Authors:

Martina Schwarz-Geschka

Wilhelm Büchner Hochschule

ResearchGate has not been able to resolve any citations for this publication.

Kreativitätstechniken

Chapter

Jan 2011

Bei der Planung und Realisierung einer Innovation stößt man auf eine Reihe von Aufgaben, die kreative Lösungen erfordern: Finden von Suchfeldern, Erkennen von Kundenproblemen, Ideensuche für neue Produkte oder Verfahren, Erarbeitung eines Produktkonzepts, Lösung technischer Einzelprobleme bei der Entwicklung, Umstellung von Fertigungseinrichtungen, Verpackungsgestaltung, Gestaltung des Vertriebs oder Entwerfen des Markteinführungskonzepts.

Synectics, a Creative Problem-Solving Technique for the Gifted

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Dec 1973

Discusses the adaptation of the concept of "synectics" (i.e., the joining together of unrelated elements) to education. Its usefulness as a classroom technique depends upon a well-trained teacher who can stimulate pupils to use direct, fantasy, and symbolic analogies for problem-solving purposes. By this method, skills in creative thinking can be developed and language and listening skills can be facilitated. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Creativity techniques: use of creativity techniques in innovation processes

Jan 2013
461-472

H Geschka
A Zirm
E Carayannis

From visual confrontation to outdoor association: methods for creative idea generation

Jan 1994
159-165

H Will

Viele Wege führen nach Rom - TRIZ-Methodik als Wegweiser vom Problem zur Lösung

Jan 2013

M G Möhrle
L Walter
S Schumann
MG Möhrle

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October 2004 · International Immunology

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Differential Release of Mediators From Human Basophils: Differences in Arachidonic Acid Metabolism F...

July 1989 · Journal of Leukocyte Biology

We have examined the release of histamine and LTC4 from purified human basophils challenged with several different stimuli, both physiological and nonphysiological. Basophils (n = 16) challenged with 0.1 micrograms/ml anti-IgE released 38 +/- 4% of their available histamine and 39 +/- 12 ng LTC4/10(6) basophils within 15-30 min. F-Met peptide (n = 8) caused the release of 54 +/- 8% histamine and ... [Show full abstract] 42 +/- 25 ng LTC4/10(6) basophils within a period of 2-5 min. C5a caused the release of 22 +/- 3% histamine from selected donors but failed to initiate any LTC4 release unless combined with D2O or 5 mM extracellular calcium. The two nonphysiological stimuli A23187 and TPA caused extensive histamine release, 67 +/- 8 and 82 +/- 11%, respectively, and while A23187 initiated a large and rapid release of leukotriene, TPA failed to release any LTC4 even when combined with D2O or 2-5 mM extracellular calcium. Increased concentrations of extracellular calcium enhanced anti-IgE and f-Met peptide induced release of LTC4 but inhibited the A23187 induced release of leukotriene. A single peak of immunoreactive leukotriene C4 that comigrated with the authentic standard was identified using HPLC followed by radioimmunoassay. No LTD4 or LTE4 could be detected. Purified human basophils incubated with 0.2 microM [3H]AA incorporated 290 pmol/10(6) cells, or 32 +/- 5% of the available label within 60 min. The [3H]AA was taken principally into the phospholipids (73 +/- 5%), with 20 +/- 3% as neutral lipid, and only 5 +/- 2% remaining as the free acid. Three phospholipid subclasses, phosphatidylcholine, PC (24 +/- 2%), phosphatidylinositol, PI (22 +/- 1%), and phosphatidylethanolamine, PE (15 +/- 3%), accounted for the majority of the incorporated [3H]AA while the remainder of the phospholipids accounted for less than 5% of the total cpm. HPLC analysis of the lipid mediators released during stimulation with 0.1 micrograms/ml anti-IgE revealed [3H]LTC4 (2.4 +/- 1.0%), [3H]5HETE (1.0 +/- 0.1%), unmetabolized [3H]AA (91 +/- 2%), and an unidentified peak (3.4 +/- 1.4%). The unknown metabolite eluted with the prostaglandins, was inhibited by indomethacin, and appeared to have a relatively high specific activity. It may thus represent an artifact of the labeling procedure rather than a novel basophil-derived prostaglandin.

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Emergence of Third-Order Conditional Discriminations from Learning Discriminations with Unrelated St...

November 2021 · The Psychological Record

This study explored learning and generalization of a third-order conditional discrimination. Two 8-year-old children learned two auditory–visual conditional discriminations in which they selected visual Japanese syllabic symbols in response to syllables spoken by the experimenter. Then, they learned a third-order conditional discrimination in which they selected between two visual symbols after ... [Show full abstract] being exposed to two spoken syllables and one visual symbol. Thereafter, we probed generalization with novel symbols and names by teaching two additional conditional discriminations with Nahuatl symbols and spoken words and probing without reinforcement a new third-order conditional discrimination in which they had to select between two visual Nahuatl symbols after being exposed to two spoken Nahuatl words and one visual Nahuatl symbol. The two children responded in a predicted way to the novel third-order conditional discrimination. The emergent performance was possible because the set of relations established among the stimuli of the third-order conditional discrimination with Japanese syllables was analogous to the set of relations established among the stimuli of the third-order conditional discriminations with Nahuatl words. These results demonstrated a novel type of emergent responding in third-order conditional discrimination with arbitrary relations.

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‘Inspiration, ideas, encouragement’: teacher development and improved use of technology in language...

March 2014 · Computer Assisted Language Learning

This paper describes a study undertaken with language tutors who were engaged in a project to publish and create open educational resources. We sought to investigate how far working with open content could offer language tutors opportunities to develop professionally and acquire new technical knowledge for language teaching. Language educators face particular motivational challenges, and often ... [Show full abstract] have a lack of training in the use of technology for teaching. We applied a self-efficacy theory of motivation to understand the extent to which tutors felt confident and capable about open practice, and whether they perceived development benefits. On the whole our findings suggest that open practice may be an effective vehicle for professional development, for enhancing knowledge of technology in teaching and for alleviating some specific motivational barriers faced by language educators. However, they also revealed significant issues which challenge tutors’ likelihood of continuing with open practice, which would need to be addressed for the benefits of open working to be fully realised.