Special issue on problem-solving, creativity and spatial reasoning

Falomir, Zoe; Olteteanu, Ana-Maria

doi:10.1016/j.cogsys.2019.05.001

Cited by 8 publications

(4 citation statements)

References 12 publications

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“…These include a) flexibility of knowledge representations, b) tolerance to ambiguity in the knowledge representations, c) avoiding functional fixity, d) assessing the usefulness of the creative output, and e) the capacity to elaborate on the creative output to find out their consequences. The special issue journal on "Problem-solving, Creativity and Spatial Reasoning" by Falomir et al (2019) compiled selected works in existing CPS research for a multi-disciplinary perspective on problem solving in CC, focused specifically on highlighting the synergies between the traditionally separate research areas. In contrast to prior surveys, to the best of our knowledge, this is the first survey that is specifically focused on creative problem solving in AI, leveraging the literature from both CC and AI.…”

Section: Introductionmentioning

confidence: 99%

Creative Problem Solving in Artificially Intelligent Agents: A Survey and Framework

Gizzi¹,

Nair²,

Chernova³

et al. 2022

jair

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Creative Problem Solving (CPS) is a sub-area within Artificial Intelligence (AI) that focuses on methods for solving off-nominal, or anomalous problems in autonomous systems. Despite many advancements in planning and learning, resolving novel problems or adapting existing knowledge to a new context, especially in cases where the environment may change in unpredictable ways post deployment, remains a limiting factor in the safe and useful integration of intelligent systems. The emergence of increasingly autonomous systems dictates the necessity for AI agents to deal with environmental uncertainty through creativity. To stimulate further research in CPS, we present a definition and a framework of CPS, which we adopt to categorize existing AI methods in this field. Our framework consists of four main components of a CPS problem, namely, 1) problem formulation, 2) knowledge representation, 3) method of knowledge manipulation, and 4) method of evaluation. We conclude our survey with open research questions, and suggested directions for the future.

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Section: Introductionmentioning

confidence: 99%

Creative Problem Solving in Artificially Intelligent Agents: A Survey and Framework

Gizzi¹,

Nair²,

Chernova³

et al. 2022

jair

View full text Add to dashboard Cite

show abstract

“…These include a) flexibility of knowledge representations, b) tolerance to ambiguity in the knowledge representations, c) avoiding functional fixity, d) assessing the usefulness of the creative output, and e) the capacity to elaborate on the creative output to find out their consequences. The special issue journal on "Problem-solving, Creativity and Spatial Reasoning" by Falomir et al (Falomir & Olteţeanu, 2019) compiled selected works in existing CPS research for a multi-disciplinary perspective on problem solving in CC, focused specifically on highlighting the synergies between the traditionally separate research areas. In contrast to prior surveys, to the best of our knowledge, this is the first survey that is specifically focused on creative problem solving in AI, leveraging the literature from both CC and AI.…”

Section: Introductionmentioning

confidence: 99%

Creative Problem Solving in Artificially Intelligent Agents: A Survey and Framework

Gizzi¹,

Nair²,

Chernova³

et al. 2022

Preprint

View full text Add to dashboard Cite

Creative Problem Solving (CPS) is a sub-area within Artificial Intelligence (AI) that focuses on methods for solving off-nominal, or anomalous problems in autonomous systems. Despite many advancements in planning and learning, resolving novel problems or adapting existing knowledge to a new context, especially in cases where the environment may change in unpredictable ways post deployment, remains a limiting factor in the safe and useful integration of intelligent systems. The emergence of increasingly autonomous systems dictates the necessity for AI agents to deal with environmental uncertainty through creativity.To stimulate further research in CPS, we present a definition and a framework of CPS, which we adopt to categorize existing AI methods in this field. Our framework consists of four main components of a CPS problem, namely, 1) problem formulation, 2) knowledge representation, 3) method of knowledge manipulation, and 4) method of evaluation. We conclude our survey with open research questions, and suggested directions for the future.

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Section: Introductionmentioning

confidence: 99%

“…Spatial cognition is intricately linked with problem-solving capabilities and high-level processing in the cognitive system ( 6 ). For example, spatial ability is associated with the development of mathematical skills in children ( 6 – 9 ) and plays a critical role in achievement in STEM topics (science, technology, engineering and mathematics) ( 10 – 12 ). Additionally, as spatial reasoning is part of humans' integrated neuro-cognitive system, wider functioning such as children's inhibitory control and attentional functioning are also likely to affect processing capabilities.…”

Section: Introductionmentioning

confidence: 99%

Can dog-assisted and relaxation interventions boost spatial ability in children with and without special educational needs? A longitudinal, randomized controlled trial

et al. 2022

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Children's spatial cognition abilities are a vital part of their learning and cognitive development, and important for their problem-solving capabilities, the development of mathematical skills and progress in Science, Technology, Engineering and Maths (STEM) topics. As many children have difficulties with STEM topic areas, and as these topics have suffered a decline in uptake in students, it is worthwhile to find out how learning and performance can be enhanced at an early age. The current study is the first to investigate if dog-assisted and relaxation interventions can improve spatial abilities in school children. It makes a novel contribution to empirical research by measuring longitudinally if an Animal-Assisted Intervention (AAI) or relaxation intervention can boost children's development of spatial abilities. Randomized controlled trials were employed over time including dog intervention, relaxation intervention and no treatment control groups. Interventions were carried out over 4 weeks, twice a week for 20 min. Children were tested in mainstream schools (N = 105) and in special educational needs (SEN) schools (N = 64) before and after interventions, after 6 weeks, 6 months and 1 year. To assess intervention type and to provide advice for subsequent best practice recommendations, dog-assisted interventions were run as individual or small group interventions. Overall, children's spatial abilities improved over the year with highest increases in the first 4 months. In Study 1, typically developing children showed higher scores and more continuous learning overall compared to children with special educational needs. Children in the dog intervention group showed higher spatial ability scores immediately after interventions and after a further 6 weeks (short-term). Children in the relaxation group also showed improved scores short-term after relaxation intervention. In contrast, the no treatment control group did not improve significantly. No long-term effects were observed. Interestingly, no gender differences could be observed in mainstream school children's spatial skills. In study 2, children in SEN schools saw immediate improvements in spatial abilities after relaxation intervention sessions. No changes were seen after dog interventions or in the no treatment control group. Participants' pet ownership status did not have an effect in either cohort. These are the first findings showing that AAI and relaxation interventions benefit children's spatial abilities in varied educational settings. This research represents an original contribution to Developmental Psychology and to the field of Human-Animal Interaction (HAI) and is an important step towards further in-depth investigation of how AAI and relaxation interventions can help children achieve their learning potential, both in mainstream schools and in schools for SEN.

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Special issue on problem-solving, creativity and spatial reasoning

Cited by 8 publications

References 12 publications

Creative Problem Solving in Artificially Intelligent Agents: A Survey and Framework

Creative Problem Solving in Artificially Intelligent Agents: A Survey and Framework

Creative Problem Solving in Artificially Intelligent Agents: A Survey and Framework

Can dog-assisted and relaxation interventions boost spatial ability in children with and without special educational needs? A longitudinal, randomized controlled trial

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