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Meet-the-Expert Lectures


Outstanding Research Award by ​ National  Science and Technology Council

Hsueh-Chih Chen, Ph.D.

Professor Chen's research expertise encompasses cognitive psychology, humor psychology, cognition and emotion, Chinese character learning theories, creative teaching and assessment. Professor Chen has received outstanding research awards by National Science and Technology Council and the Ministry of Science and Technology, as well as the Teacher's Medal Award from the Ministry of Education in 2023. In addition, he leads numerous projects funded by the National Science and Technology Council, and currently serves as the Dean of the College of Education at National Taiwan Normal University.


Cultivating Talented People in the Era of Rapid Change: A Brief Discussion on Mechanisms, Assessment, and Development of Creativity 


Creativity is the highest cognitive goal of education and the driving force behind human civilization's progress. The selection, diagnosis, cultivation, and discovery of creative talent have become urgent issues. Through big data corpus analysis, our research team first establishes a large-scale Chinese associative database, based on which we develop a multi-level "Chinese Remote Association Test" (CRAT) with the characteristic of Mandarin Chinese in terms of "components," "characters," and "vocabulary," covering young children to adults. Furthermore, cognitive neuroscience techniques are used to dissect the key processes of creative thinking. For instance, using eye-tracking technology, it is discovered that the CRAT answering process requires both representational transformation and divergent thinking. Functional magnetic resonance imaging (fMRI) is employed to uncover the brain regions involved in remote associations and representational transformations, as well as the relationship between remote associations and the brain's default mode network.


Moreover, we propose a "Multicultural Interaction Model Promoting Creativity," predicting and confirming that new immigrant children show higher creativity performance. Additionally, attention-deficit/hyperactivity disorder (ADHD) students exhibit advantages in divergent thinking. Finally, the "Creativity-Matching Teaching Model" is suggested, advocating for the deployment of different strategies and techniques based on the subject's attributes. Digital escape room games emphasizing representational transformations are designed to enhance natural science creativity. Story and image-associated creative teaching is created to boost subject memory and creativity. Divergent thinking-oriented creative curriculum is incorporated into humanities and social sciences to enhance learning performance and creativity.


Our research team aims to achieve four objectives: innovative assessment tools development through big data, analysis of the cognitive neural mechanisms underlying creativity, creation of suitable creativity enhancement courses, and discovery of group creative advantages. Together, these efforts aim to achieve the goal of selecting, diagnosing, cultivating, and discovering future talents that are irreplaceable by AI in the rapidly changing era.


Ta-You Wu Memorial Award by National Science and Technology Council

Niall W. Duncan, Ph.D.

Professor Duncan's research expertise includes cognitive neuroscience, self, consciousness, psychiatric disorders, and the biology of brain function. Professor Duncan has led multiple National Science and Technology Council projects and currently serves as an associate professor at the Graduate Institute of Mind Brain and Consciousness at Taipei Medical University.

Prof. Duncan

Hypothesising about intrinsic brain activity


The brain is always busy, even when one appears from a behavioural perspective to not be doing much at all. This intrinsic brain activity plays a role in many different functions and is related to dysfunctional states, such as psychiatric disorders. What, though, are the processes that organise this activity in the brain? And how should we view this activity in relation to that induced by external stimuli? I will discuss these questions before presenting some speculation about the relevance of them to issues of theory.

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