当代建筑思潮课程作业外文翻译(19页).docx
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1、-当代建筑思潮课程作业外文翻译-第 19 页当代建筑思潮课程作业课程作业 班级: 13建一 姓名: 陈惠敏 学号: 13040303 指导: 付毅刚 The relationship between IQ and thinkingUnderstandingthecognitiveprocessesofthehumanmindisnecessarytofurtherlearnaboutdesignthinkingprocesses.Cognitivestudiesarealsosignificantintheresearchaboutdesignstudio.Theaimofthisstudyi
2、stoexaminetheeffectofdesignersintelligencequotient(IQ)ontheirdesigns.ThestatisticalpopulationinthisstudyconsistedofallDeylamanInstituteofHigherEducationarchitecturegraduatestudentsenrolledin2011.Sixtyofthesestudentswereselectedviasimplerandomsamplingbasedonthefinitepopulationsamplesizecalculationfor
3、mula.ThestudentsIQwasmeasuredusingRavensProgressiveMatrices.ThestudentsscoresinArchitectureDesignStudio(ADS)coursesfromfirstgrade(ADS-1)tofifthgrade(ADS-5)andthemeanscoresofthedesigncourseswereusedindeterminingthestudentsdesignability.Inferentialstatistics,aswellascorrelationanalysisandmeancompariso
4、ntestforindependentsampleswithSPSS,werealsoemployedtoanalyzetheresearchdata.ResultsindicatedthatthestudentsIQ,ADS-1toADS-4scores,andthemeanscoresofthestudentsdesigncourseswerenotsignificantlycorrelated.Bycontrast,thestudentsIQandADS-5scoresweresignificantlycorrelated.Asthecomplexityofthedesignproble
5、manddesignersexperienceincreased,theeffectofIQondesignseeminglyintensified.1 KeywordsArchitecturaldesignstudioIntelligencequotient(IQ)HumanfactorsDesignthinkingDesignstudioisconsideredthecoreofthedesigncurriculum(DemirbaandDemirkan,2003).Researchershavedescribeddesignstudioasthecenterofarchitecturee
6、ducation(Schn,1985,Ochsner,2000andVyasetal.,2013).Startingfromanill-definedproblem(Schn,1983),thedevelopmentofideasandsolutionsisevaluatedthroughdifferenttypesofcritique(Ohetal.,2013).Theseproceduresarecommoninalldesignstudios.Socialinteractionandinterpersonalinteractionsamongdesignstudioparticipant
7、s,includingstudentstudentandstudenttutor,aresignificant.Theimportanceofcollaboration(Vyasetal.,2013),teamwork,anddecisionmakingindesignstudiohasbeenstudiedaswell(Yang,2010).Asetofproblemsolvingskillsisamongtheabilitiesthatdesignstudiostudentsrequiredtomanageagrowingspectrumofnewcomplexrangesofproble
8、msandsituationscausedbysocietalchangesinstudentsfuturecareers.Learningtheoriesindesignstudiohavealsobeendiscussed(DemirbaandDemirkan,2007).Consideringtheimportanceofdesignthinkinginthedesignprocess(Dorst,2011)andindesignstudio(Oxman,2004),researchershaveemphasizedthenecessitytounderstandthecognitive
9、processesofthehumanmindtoenhancetheunderstandingofdesignthinking(Oxman,1996andNguyenandZeng,2012)andtoviewdesignasahigh-levelcognitiveability.Designcognitionstudiesareconductedviaexperimentalandempiricalmethods(Alexiouetal.,2009).AccordingtoGregoryandZangwill(1987),“Designgenerallyimpliestheactionof
10、intentionalintelligence”.Meanwhile,Cross(1999)introducedthenaturalintelligenceconceptindesignwiththeassumptionthatdesignitselfisaspecialtypeofintelligence.PapamichaelandProtzen(1993)discussedthelimitsofintelligenceindesign.Otherstudiesemphasizedthesignificanceofspatialabilityasatypeofintelligenceing
11、raphic-basedcourses(PotterandvanderMerwe,2001,Sorby,2005andSuttonandWilliams,2010a).Furthermore,Allison(2008)concludedthatspatialabilityiscrucialinlearningandproblemsolving.Consideringtheimportanceofdesignthinkinginthedesignprocess(Dorst,2011)andindesignstudio(Oxman,2004),researchershaveemphasizedth
12、enecessitytounderstandthecognitiveprocessesofthehumanmindtoenhancetheunderstandingofdesignthinking(Oxman,1996andNguyenandZeng,2012)andtoviewdesignasahigh-levelcognitiveability.Designcognitionstudiesareconductedviaexperimentalandempiricalmethods(Alexiouetal.,2009).AccordingtoGregoryandZangwill(1987),
13、“Designimpliestheactionofintentionalintelligence”.Meanwhile,Cross(1999)introducedthenaturalintelligenceconceptindesignwiththeassumptionthatdesignitselfisaspecialtypeofintelligence.PapamichaelandProtzen(1993)discussedthelimitsofintelligenceindesign.Furthermore,Allison(2008)concludedthatspatialability
14、iscrucialinlearningandproblemsolving.However,effectiveandmeasurablepredictivementalfactors,andtoolsthatcaninfluencethedesignprocessindesignstudioarestudied.RavensMatricestestsareoriginallydevelopedtomeasurethe“eduction”(fromtheLatinwordeducere,whichmeans“todrawout”)ofrelations(MackintoshandBennett,2
15、005);moreover,thesetestsaresomeofthebestindicatorsofthegfactor(Snowetal.,1984andKundaetal.,2013).Thegfactorassessesthepositivecorrelationsamongvariouscognitiveabilitiesandimpliesthatindividualperformancesonacertaintypeofcognitivetaskcouldbecomparedwiththoseonothertypesofcognitivetasks(Kamphausetal.,
16、1997).Raventestsmeasuretwomajorelementsofthegeneralcognitiveability(g),namely,(1)“eductiveability”,whichisthecapacityto“makemeaningoutofconfusion”,easingthemannerofdealingwithcomplexity;andrecreateexplicitinformation,andthosewhocommunicateinterpersonally(Raven,2000).Raventestshavebeenextensivelyappl
17、iedinresearchandinpractice,andavast“poolofdata”hasbeenaccumulatedthussofar(Raven,2000).GiventheindependenceoflanguageskillsinRaventests,thethreeversionsofthesetests(Advanced,Colored,andStandardProgressiveMatrices)havebeenamongthemostwidelyappliedintelligencetests(Brouwersetal.,2009).Thecurrentstudyr
18、eflectsahypothesisofthecorrelationbetweenstudentsintelligencequotient(IQ)anddesignabilitiesinarchitecturaldesignstudio.ThearchitecturedesignskillindicatorisobtainedaccordingtoscoresduringthefirstyearofArchitectureDesignStudio(ADS-1)tothefinalyear(ADS-5).Thisstudyconsidersatheoreticalframeworkthatinc
19、ludessixcomponents,namely,(1)adesignstudioinarchitectureeducation;(2)designthinkingindesignstudio;(3)acognitiveapproachindesign;(4)spatialabilityanddesignstudio;(5)design,problemsolvingandIQ;and(6)creativity,design,andIQ.Subsequently,hypothesesareformed.Descriptiveandinferentialstatisticsareemployed
20、totestthehypothesesusingtheSPSSsoftware.2 Theoretical framework2.1 Design studio in architecture educationAccording to the “learning by doing” philosophy(Schn, 1983), design studio is widely recognized as an indispensable component of the design curriculum(Shih et al., 2006) and as the heart of arch
21、itectural education(Oh et al., 2013).Demirba and Demirkan (2007)regarded design studio as the core of the design curriculum, and noted that all other courses in the curriculum should be related to design studio.Demirba and Demirkan (2003)contended that design studio is related to design problems soc
22、iologically and to design education relations with other disciplines epistemologically.By bridging mental and social abilities,Redi (1996)viewed design as a “mediator” between invention (mental activity) and realization (social activity). Design is an open-ended problem-solving process, and the func
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