By reading Concept Generation for Design Creativity – A Systematized Theory and Methodology, students, researchers and lecturers in design disciplines (including engineering design, industrial design, software design, CHI, design education, and cognitive science ) can obtain a clear picture of the advanced research findings and the outline of the theories and methods for concept generation.
A recent survey cited by New York Times columnist Nicholas Kristof supports the summertime enforced reading concept.
Reading "Concept of the Corporation", which was published in 1946, you are struck not just by how accurately he saw the future but also by how similar today's management problems are to those of yesteryear.
You can do all of this by touching, stroking or tilting an iPad screen while flicking through "Alice for the iPad," an application created by Atomic Antelope, an Anglo-American design duo (one designer is based in London, the other in Seattle) that specializes in developing new reading concepts for the iPad.
Founded in 1958 in Japan, Kumon is designed to reinforce math and reading concepts with a series of worksheets and teaching sessions.
There are certain common references authors all have read, concepts and problems all would be familiar with and that are investigated in a completely nondoctrinal, nonideological way.
This seems like logic, but too many of us just read concepts over and over waiting for them to cement themselves and magically make sense -- when all we need to do is back up for a second and then let it all fall into place.
For example, if we consider the use of concept maps, generating or correcting concept maps led to greater knowledge acquisition than copying a concept map, reading a concept map, or constructing a map by selecting the elements from an instructor-generated list (e.g., Chang et al. 2002; Schmid and Telaro 1990; Yin et al. 2005).
However, no effects were found for reading self-concept or reading comprehension.
Analyses accounted for receptive vocabulary, reported parental income and education, school-community affluence, classroom instruction, home literacy environment, reading self-concept, and age.
Although there is a vast amount of research on reading motivation, evidence for bidirectional associations between reading self-concept and reading achievement is still missing, whereas there is compelling empirical evidence that suggests reciprocal effects between academic self-concept and achievement in other domains.
