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IoT-Tangle Enhanced Security Systems
Published in Uzzal Sharma, Parmanand Astya, Anupam Baliyan, Salah-ddine Krit, Vishal Jain, Mohammad Zubair Khan, Advancing Computational Intelligence Techniques for Security Systems Design, 2023
Falak Bhardwaj, Raj Shyam, Arti Saxena
The term AI was coined in 1955 by John McCarthy, also known as one of the “Founding Fathers” of AI, along with Marvin Minsky, Allen Newell, and Herbert A. Simon. The famous Dartmouth Summer Conference in Summer 1956 initiated the field of AI. Artificial Intelligence is an area of computer science that gives machines the ability to seem like they have human intelligence, i.e., providing independence to the machine to work on their own. It is designing machines that have the ability to think. It is the intelligence of machines. The concept of Artificial Intelligence is derived from “human intelligence.” Human intelligence is the ability to derive information, learn from experience, adapt to the environment, understand, and correctly utilize thoughts and reactions. Mental quality consists of the abilities to learn from experience, adapt to new situations, understand and handle abstract concepts, and use knowledge to manipulate conditions. A great example of human intelligence is talking to a new person or moving to a new house. Human intelligence plays a major part in human behavior as it defines the movement and the lifestyle of human beings depending upon their present surrounding conditions. The computer science field tends to build an intelligence similar to human intelligence to optimize the output and time complexity for major tasks requiring high human intervention. The goal is to allow the machine to think independently and achieve the goal state in optimum circumstances. Some of the major projects powered by Artificial Intelligence in different fields are:
Human Intelligence and Giftedness
Published in Lucy Lunevich, Majed Wadaani, Creativity in Teaching and Teaching for Creativity, 2023
It is expected that human intelligence is the intellectual capability of humans, which is marked by complex cognitive feats and high levels of motivation and self-awareness. High intelligence is associated with better outcomes in life. Some define human intelligence as a mental quality that consists of the abilities to learn from experience, adapt to new situations, understand and handle abstract concepts, and use knowledge to manipulate one’s environment. Human intelligence should never be compared to Al because human intelligence has a spiritual element to it. Ken O’Donnell advocates the integration of spiritual intelligence (SQ) with both rational intelligence (IQ) and emotional intelligence (EQ). IQ helps us to interact with numbers, formulas, and things; EQ helps us to interact with people; and SQ helps us to maintain inner balance. To calculate one’s level of SQ, he suggests the following criteria: How much time, money, energy, and thought are needed to obtain a desired result?How much bilateral respect exists in our relationships?How “clean” a game we play with others?How much dignity we retain in respecting the dignity of others?How tranquil we remain despite the workload?How sensible our decisions are?How stable we remain in upsetting situations?How easily we see virtues in others instead of defects?
Design creativity: refined method for novelty assessment
Published in International Journal of Design Creativity and Innovation, 2019
Creativity is often considered as a fundamental aspect of human intelligence (Cross, 2011). It is an important factor in creating novel and useful products and processes, and affects a variety of businesses (Chakrabarti & Bligh, 1994; Liu, Chakrabarti, & Bligh, 2000). Creativity plays a crucial role in initiating innovations, solving problems, and capturing a large market share (Sarkar & Chakrabarti, 2011). Consumers typically buy more creative products when they have an option of selecting between a routine product and a product embodying creativity (Elizondo, Yang, et al., 2010). Creativity is highly related to the commercial performance of businesses (Childs & Fountain, 2011; Jagtap, Warell, Hiort, Motte, & Larsson, 2014), for example, a study by Cox (2005) revealed that a major proportion of the profits of the most innovative companies in the UK was generated from products that were not in existence five years ago.
When Preschoolers Use Tablets: The Effect of Educational Serious Games on Children’s Attention Development
Published in International Journal of Human–Computer Interaction, 2021
Wen Liu, Liting Tan, Dan Huang, Nan Chen, Fang Liu
App content (Falloon, 2013; Neumann, 2014, 2018; Neumann & Neumann, 2015) is another key factor that can impact children’s interactions with apps and learning outcomes. Conducting cognitive tasks or computerized game tasks (Ramos & Melo, 2018; Rueda et al., 2012) have been used to enhance attention performance in schools, clinics, and other institutions. However, Diamond and Lee (2011) propose and suggest that the intervention can extend the training content to address neurocognitive, emotional, social, and physical development, rather than focusing just on narrow areas of functioning (Healey & Halperin, 2015). Schacter and Jo (2016) conducted a study of Math Shelf, a preschool tablet computer curriculum based on Maria Montessori’s mathematics materials, activities, and instructions, and found a significant gain in mathematical knowledge after low-income preschoolers used the program at school. Researchers (García-Redondo et al., 2019) reported that their newly created digital serious games based on Gardner’s Theory of Multiple Intelligences (Gardner, 1999, 2003) improve attention in students aged 6 to 16 years old with learning disabilities. Gardner defined human intelligence as an ability of searching for, solving and creating problems in logical-mathematical, linguistic, spatial, interpersonal, intrapersonal, musical, bodily-kinesthetic, and naturalistic domains (Gardner, 1999, 2003). Each child is unique. Children have varied aptitudes, skill sets, learning methods, and pace. A particular child’s strength may be logical thinking and math, but they may find language-learning and social interaction difficult. Even children with the same developmental faculty may differ in terms of absorbing and demonstrating knowledge (Cooper, 2005; Gardner, 1999).