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Jul. 27-28, 2017
Suzhou, China
Keynote Speakers
The information about the Keynote Speakers of PSYBEHAV2017 is as follows, which will be updated regularly.
Dr. Chi-Chang Chang, Associate Professor
School of Medical Informatics, ChungShan Medical University, Taiwan

Biography: Dr. Chi-Chang Chang is currently an associate professor of medical informatics in the Chung Shan Medical University's College of Health Care and Management, and also a consultant on Biomedical Industry Research Center & Medical Information Center, Chung-Shan Medical University Hospital. Dr. Chang received the Ph.D. degree in Industry Engineering Management from the Yuan-Ze University. He is academic member of the Association for Information Systems and Society for Medical Decision Making. His primary research interests are in the areas of medical decision analysis, reliability engineering, stochastic processes, shared medical decision making, and clinical operational research. He has published in European Journal of Operational Research, Journal of Universal Computer Science, International Journal of Technology Management, Central European Journal of Medicine, Neural Computing and Applications, European Psychiatry etc. To date, he has published more than 100 articles in the forms of journals, book chapters and conference proceedings. Dr. Chang has rich experience in keynote address such as MESS2016, ICMLC2016, ICBP2016, PSYBEHAV2016, ICRE2016, MES2016, MEDLIFE2016, ICMLC2017, and so on.

Topic: Rethinking a Longitudinal Model for Quality of Life Measurement in Cancer Survivors

Abstract: The diagnosis and treatment of cancer can be a traumatic experience with long-lasting psychological effects. Research focused solely on documenting distress and dysfunction, however, may paint an incomplete and potentially misleading picture of adjustment following malignant disease. Although progress has been made in understanding positive outcomes, the literature has been characterized by several methodological limitations. First, research has generally relied on unstandardized interview methods to assess positive outcomes. Second, those studies presenting quantitative information consist largely of descriptions of the relative frequency of different types of positive outcomes. Third, the few studies that have examined variables associated with individual differences in positive outcomes have generally not been guided by theory-driven hypotheses. Fourth, longitudinal prospective studies over varying periods of the survivorship are postulated in many reports. In this speech, I will introduce the structural equation modeling and test the patient latent change. The main objective is to learn an appropriate treatment from the past, with the concern to produce good prognosis for unseen clinical situations.

Dr. Gaoming Zhang, Associate Professor
Department of Teacher Education, School of Education, University of Indianapolis, USA

Biography: Gaoming Zhang is an Associate Professor in the School of Education at the University of Indianapolis. She holds a master’s degree in Literacy Instruction (with specialization in Second Language Acquisition) and the Ph.D. degree in Education Psychology and Education Technology from Michigan State University. Her research interests include technology integration in education settings, teacher preparation, and comparative education. More specifically, she is interested in how people learn in different cultures and how to prepare teachers to promote learning in different cultures. In her recent research, she examined educational reforms in China from historical, cultural, and political perspectives. She has published 8 book chapters. She was also invited to serve as guest editor of On the Horizon, for a special issue on Educational Innovations in China. Her work has appeared in On the Horizon, the Journal of Early Childhood Teacher Education, Asia Pacific Journal of Education, Educause Review, the AILACTE, and the International Encyclopedia of Education. Her recent book is Never Send a Human to Do a Machine’s Job: Correcting the Top 5 EdTech Mistakes.

Topic: Creating a Learning Environment Conducive to Creativity: Applying Context Factors of Creativity in Classrooms

Abstract: For many decades, cross-cultural studies on creativity have focused on a big question: which country/nationality is more creative? A comprehensive literature review of cross-cultural studies on creativity is provided. Those studies administered some type of creativity test or task to participants from different countries and then compared their test results. Abundant literature suggests that those findings are inconclusive and in many cases contradict to each other. In this presentation, the authors propose that to explain these inclusive and contradictory research findings, we have to look at non-cognitive factors in each culture and be more mindful of the impact of cultural factors on creativity. Implications and suggestions of cultural factors on creativity will also be discussed.

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Important Dates
Submission: Apr. 10, 2017 (Extended to Jun. 30, 2017)
Conference: Jul. 27-28, 2017
Notification: 20-40 days after the submission
Publication: 20-50 days after the final edition
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