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In recent decades, there has been a proliferation among the scientific community of works that focus on Alan Turing’s contributions to the design and development of the modern computer. However, there are significant discrepancies among these studies, to such a point that some of them cast serious doubts on Alan Turing’s work with respect to today’...
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... Turing cracked the Enigma code, leading to the end of World War II and the start of the computer science era (Lara et al., 2022). Galileo invented the first telescope and calculated the rate at which the earth turns (Drake, 1978). ...
This quantitative quasi-experimental study, adopting a pretest/post-test control/treatment group design, investigated the efficacy of instructional strategies for developing divergent thinking in gifted and talented students within K-6 heterogeneous cluster classes. It specifically explored the problem of insufficient evidence-based approaches for fostering divergent thinking, an area often neglected in traditional gifted education programs. The study was grounded in the Triarchic Theory of Intelligence, which emphasized the importance of creative intelligence as a domain equal to analytical and practical intelligence. The primary research question focused on the extent to which a targeted divergent thinking instructional approach, derived from the Williams Model, impacted students' divergent thinking skills. Participants included 269 students of varied abilities from New Jersey public schools, with the sample determined through power analysis to ensure a 0.90 power. Data were collected using the Williams Creativity Assessment Packet (WCAP), administered by trained teacher facilitators before and after an 8-week instructional intervention. Findings revealed a statistically significant increase in divergent thinking among all students, with gifted and talented students showing the most pronounced improvements. The study identified themes of increased fluency, flexibility, originality, and elaboration in students' thinking. Recommendations for future research include replicating the study with alternative assessments, extending the duration of interventions, enhancing WCAP's scoring system, modifying its format for diverse learners, and periodic re-norming to reflect current educational contexts. This investigation helped identify a possible formative assessment strategy for students receiving gifted and talented services. Norm-referenced creativity assessments can be effectively integrated into gifted and talented programs to nurture divergent thinking, providing a more comprehensive evaluation of student capabilities. ii Acknowledgments
From its most remote past, humanity has always sought to build artefacts that emulate or at least simulate certain aspects of intelligent beings and especially intelligence. As a matter of fact all myths and realisations concerning automatons and homunculi are but the expression of an ineluctable desire of human beings to surpass themselves in all walks of life and especially in the area of intelligence. This chapter delves into the definition of artificial intelligence, its history and evolution, the elements that can shape AI theory and the current frame of reference in the field.KeywordsAIAI theoryAI historyFramework for AI
