This chapter focuses on cognitive loss related to neurocognitive disorders. Both behavioral and cognitive interventions are discussed, and caregiver support is also an important topic. Basic components include education and healthcare navigation, as well as reducing vascular risk factors and preventing excess disability. Other credible components include a problem-solving stance, systematic observations, stimulus control, reestablishing chains/sequences, access to meaningful events, differential reinforcement, intervening on social contingencies, cognitive reframing, and distress tolerance skills. A sidebar discusses format and duration of intervention.

This chapter applies principles outlined in previous chapters, especially Chapter 4 Videogame Talk, to understand group written interaction between Ethan Gamer and his fans, as visible on a public YouTube Minecraft gaming session. Unlike games such as FIFA where game objectives and points scoring dominate, Minecraft involves building digital environments, similar to Lego. The game software facilitates both written and spoken talk for the collaborative achievement of game activities, though survival and progression through levels are objectives in most Minecraft contexts. Analysis indicates that affiliative social talk, including reciprocal greetings, positive evaluations and smiley emoticons deployed by game participants promote a supportive gaming environment while also modeling prosocial affiliative gaming behaviours. Teamwork and problem-solving behaviours which scaffold game participants in their game play are also enacted frequently and reciprocally in text chat. These include requests or offers of assistance and advice giving related to the game-in-progress, including coordination of defensive actions as a result of a threat, which may require collaborative team work to progress the game. Both Ethan Gamer’s voice interaction and the group chat interactions promote a supportive prosocial environment which can be shared with all participants, including YouTube viewers.

This edited volume arises from an important, even revolutionary, insight: both legal institutions and law itself are products of deliberate design decisions. By critiquing law’s design, legal designers open up the possibility of alternative approaches to problem-solving for individuals and communities. One strength of legal design as it stands today is its breadth, with relevance to every interaction with law and legal institutions. Legal design crosses boundaries of all sorts, from the international to the hyper-local, constitutional to regulatory law, and litigation to drafting. It even offers opportunities to envision entirely new models for mediating between individuals and society that do not rely on existing conceptions of the rule of law. The contributors to this pathbreaking, agenda-setting volume are the dreamers and doers of the legal design movement. Welcome to the revolution!

In the philosophical discussion of the last decades, the position has gained a foothold according to which there is a more or less well-identifiable, partly detached domain of values, which is not necessarily hypostatized, but which supposedly belongs to the furniture of the world. This discussion is commonly conducted using the vocabulary of “moral realism,” and it has in the meantime generated subtly nuanced formulations and argumentations. After an initial phase, the discussion has subsequently centred on the nature of normativity. The subtlety of positions and the ingenuity of argumentations is impressive – expressed in a philosophical style that ceased to be baroque, intended for outdoor use, and has taken up features of rococo, which is at home mainly indoors. This chapter suggests that empirical findings should be taken seriously and develops a novel naturalistic account of normativity informed by the deliverances of the sciences.

In this chapter, we explore the relationship between mind-wandering (broadly defined as task-unrelated thought) and creativity. We begin with an exploration of the evidence that mind-wandering may contribute to creative insights (Aha! experiences) and then explore its relationship to creativity more generally. Although assorted lines of evidence support a relationship between mind-wandering and creativity, this literature has proven to be somewhat mixed: an outcome that we speculate arises because only certain types of mind-wandering are helpful. We then consider the relationship between different types of mind-wandering and creativity, examining both differences between individuals in the frequency with which they engage in assorted types of mind-wandering and fluctuations within individuals across days. This review offers suggestive evidence that particular forms of mind-wandering may facilitate creativity and, in particular, that curious daydreaming (or “mind wondering”) may do so. However, we acknowledge the case remains equivocal as supportive research is limited. We close with a discussion of future directions that may help to more conclusively identify and potentially foster the kinds of mind-wandering that are most likely to promote creative insights and advances

Perspectives on how to define, operationalize, and measure insight have evolved due to developments in theory, methodology, and technology. Research on insight can be broken into several waves. In the first wave, Gestalt psychologists introduced the concept of insight as a discontinuous form of learning and problem solving that arises from changes in one’s global representation of a problem, in opposition to contemporary associationist views. In the second wave, psychologists examined insight in deliberate contrast with analytical problem-solving and found that insight involves nonreportable mental operations leading to a discrete, all-or-none availability of representational change. In the third wave, thanks to advances in behavioral methods and neuroimaging technology, cognitive neuroscientists began to examine how insight occurs in the brain with the goal of studying the neural states that co-occur with and precede insight to better understand its cognitive mechanisms. The advances made during these initial waves enabled the proliferation of research on insight over recent decades and inspired new discoveries. This chapter provides a brief retrospective on the first two waves of insight research and a more in-depth overview of the third wave of research on the cognitive neuroscience of insight, and ends by discussing current and future directions in insight research

Where do insights come from? What causes those moments when, unexpectedly, a marvelous new idea flashes into consciousness, possibly accompanied by feelings of surprise and delight? Sudden insights are rare, yet everyone appears to be familiar with the experience that may be alternatively described as an “Aha!” or “Eureka” moment: a sudden realization, an epiphany, illumination, revelation, or satori. The ideas resulting from insight experiences range from mundane to historic. Insight is defined not so much by the importance or significance of the content produced, but rather by the cognition and the phenomenology of the event. At its core, the insightful solution process begins with the solver holding an incorrect representation, and ends (if successful) with a nonobvious solution. But there is much more to know: What is insight, and how does a solution emerge unexpectedly into awareness? Is there a set of steps, a pathway that leads to insight?

Problems can be difficult to solve when individuals become fixated by misleading information. A popular method for studying fixation in problem solving externally induces it by priming misleading solutions. However, fixation can also arise internally from incorrect solutions that are strongly activated by prior knowledge. The work summarized in this chapter considers both sources of fixation. It also considers the effects of warnings, and the countervailing influences that individual differences in working-memory capacity (WMC) may have. Higher WMC or attentional control may sometimes help individuals to retrieve solutions, maintain task-relevant goals, and use hints or warnings, but at other times may make individuals more prone to fixation. This chapter describes studies that explored both sources of fixation, how warning participants about possible sources of fixation might affect problem solving success, and whether benefits from warnings of what to avoid relate to individual differences in WMC. Both internal fixation from prior knowledge and external fixation from exposure to misleading primes led to poorer performance on a word-fragment completion task. Providing participants with a warning about the misleading solutions sometimes led to poorer performance (rather than better). Within the conditions where individuals received warnings, the likelihood of reaching correct solutions depended on WMC. Several results highlight potential differences between internal fixation from prior knowledge and external fixation from recent exposure. An important direction for future research is to continue to explore the differences that might be seen in insightful solution processes and experiences depending on the source of the initial fixation, and the extent to which fixation from prior knowledge and from recent exposure may need to be overcome differently.

So-called incubation effects refer to better resolution of an initially unsolved problem after putting the problem aside rather than working on it continuously. Although the effect is a familiar experience to most people, and the term appeared in 1926, incubation was not observed reliably in laboratory studies until the late twentieth century, when research began to focus on causes of and relief from fixation. We review research on incubation effects in creative problem solving, divergent thinking, and memory recovery. Although the term “incubation” erroneously implies the underlying mechanism is unconscious work, we refer to the beneficial effect of a break as an “incubation effect.” We review research showing that creative responses can be blocked by more dominant ones, a fixation effect, and forgetting dominant responses can enable incubation effects. Forgetting fixating responses can occur via temporal delays, retrieval inhibition, and context shifts, all of which can lead to incubation effects. Future research may discover what activity during the incubation interval is optimal for incubation effects, and should also examine the moments preceding an insight experience, a nascent period that may occur when one returns to an unsolved problem after fixation has been diminished.

Research has shown that taking a break, or an "incubation interval," can facilitate creative problem solving. One interpretation of this phenomenon is that it allows for task-switching and attentional flexibility, which can improve creative performance. Task-switching may allow individuals to break their mental set and identify solutions that were previously unavailable. It may also encourage the alternation between idea generation and evaluation, leading to attentional flexibility. This chapter discusses the evidence for the benefits of attentional flexibility and its relationship to mind-wandering, and presents a new study on the potential sources of benefit for task-switching on creativity.

Research on creative problem solving has shown that the generation of new ideas and solutions can be impeded by existing ideas and solutions. This phenomenon, known as mental fixation, has been observed in many problem-solving contexts, including the remote associates test (RAT). In the RAT, participants are presented with three cue words and are asked to come up with a fourth word related to each of the cue words. The task can be made more difficult by exposing participants to unhelpful associates that cause mental fixation before they attempt to generate the fourth word. The current chapter reviews research on the mechanisms by which people overcome the effects of mental fixation, focusing on research using the RAT, and on the potential roles of forgetting and inhibition. The results suggest that, at least under certain conditions, the ability to forget, inhibit retrieval, or stop a response can help people overcome mental fixation and thus lead to the experience of creative insight.

We propose that the processes underlying insight problem solving in humans depend on two distinctly different forms of curiosity: Curiosity1 (which is associated with a habit-based, goal-centered, reinforcement learning processing system), and Curiosity2 (which depends on the discursive, default mode, medial-temporal-lobe based processing system). The former kind of curiosity is goal directed and increases with approach to the rewarding answer. The latter is exploratory and goal averse: “twiddling.” The possibility of insight, we suggest, depends upon the individual initiating a deliberate system switch upon apprehension of an impasse. Problem solving involves engaging in a habitual mode of responding and motivation by Curiosity1. With insight problems, however, this normal mode fails to lead to a solution, and impasse results. Acknowledgment of the impasse may trigger a strategic switch to a different kind of curiosity and information processing system: the discursive, default mode Curiosity2 system, wherein the solution that was previously unavailable may be found. This view is consistent with traditional stages posited to be involved in insight problem solving. However, several paradigms used to study creativity or investigate 'Aha!' reactions do not fit easily with this view of insight. Using this perspective, we evaluate the evidence for insight in nonhuman animals.

In business, meetings often occupy a great deal of time. When run well, they can be productive and improve interpersonal relationships. When run poorly, they can seriously damage productivity and morale. Meetings are not useful if attendees feel they have wasted valuable time in their incredibly busy workday.

This chapter explores planning and running successful meetings. It considers the rationale for holding meetings and classifies several meeting types and their level of formality. The discussion then identifies the key roles in planning, preparing, running and recording meetings to ensure productivity and the delivery of outcomes. After the purpose, types, roles and documents of meetings have been outlined, the chapter examines the factors necessary for effective meetings.

This chapter examines suitable statistics questions for investigation by children of different ages, using a cycle of problem, plan, data, analysis and conclusion (PPDAC) (Wild & Pfannkuch 1999). The importance of variation in data and different types of variables and the difference between a population and a sample are investigated. Readers will explore different ways of displaying data to ‘tell a story’. The importance of drawing inferences from data and the uncertainty associated with these inferences are discussed. Readers will engage in activities that use technology to support the development of statistical understanding.

In recent times, self-interest has been seen as the main driving force of behaviour and function in organisms. This is particularly evident in the concept of the selfish gene. However, as elaborated in this book, living systems strongly depend on cooperative behaviour, which is found everywhere in nature. All the way from millions of minute bacteria cooperating in the way they feed and grow, to massive whales talking with each other across oceans, organisms communicate with each other, and that communication is used as the glue of cooperation, even between distinct species. The idea of nature as ‘red in tooth and claw’ is at best a distorted perspective of the entirety of nature. However, in the grand scheme of things, both cooperation and competition are part of the story, and – whether wittingly or unwittingly – organisms form part of and interact with their ecosystems.

The view of living systems as machines is based on the idea of a fixed sequence of cause and effect: from genotype to phenotype, from genes to proteins and to life functions. This idea became the Central Dogma: the genotype maps to the phenotype in a one-way causative fashion, making us prisoners of our genes.