Development and validity of a Dutch version of the Remote Associates Task: An item-response theory approach

Chermahini, Soghra Akbari; Hickendorff, Marian; Hommel, Bernhard

doi:10.1016/j.tsc.2012.02.003

Cited by 124 publications

(107 citation statements)

References 17 publications

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“…Our Dutch version comprised 30 items (Cronbach's alpha = .85; see Akbari Chermahini, Hickendorff, & Hommel, 2012), which were to be responded to within 10 min.…”

Section: Remote Association Task (Convergent Thinking)mentioning

confidence: 99%

Increasing self–other integration through divergent thinking

Colzato

Wildenberg

2013

Psychon Bull Rev

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Increasing evidence suggests that people may cognitively represent themselves and others just like any other, nonsocial event. Here, we provide evidence that the degree of self-other integration (as reflected by the joint Simon effect; JSE) is systematically affected by the control characteristics of temporally overlapping but unrelated and nonsocial creativity tasks. In particular, the JSE was found to be larger in the context of a divergent-thinking task (alternate uses task) than in the context of a convergent-thinking task (remote association task). This suggests that self-other integration and action corepresentation are controlled by domain-general cognitivecontrol parameters that regulate the integrativeness (strong vs. weak top-down control and a resulting narrow vs. broad attentional focus) of information processing irrespective of its social implications.

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“…Our Dutch version comprised 30 items (Cronbach's alpha = .85; see Akbari Chermahini, Hickendorff, & Hommel, 2012), which were to be responded to within 10 min.…”

Section: Remote Association Task (Convergent Thinking)mentioning

confidence: 99%

Increasing self–other integration through divergent thinking

Colzato

Wildenberg

2013

Psychon Bull Rev

Self Cite

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“…Following this task, and for each trial, participants completed an RAT to assess convergent creativity. The RAT [34,35] has demonstrated suggestive evidence of psychometric validity. Similarly, the AUT has been shown not to correlate with RAT, providing a suggestive evidence of discriminate validity [35].…”

Section: Creativity Assessmentsmentioning

confidence: 99%

“…The RAT [34,35] has demonstrated suggestive evidence of psychometric validity. Similarly, the AUT has been shown not to correlate with RAT, providing a suggestive evidence of discriminate validity [35]. Both the AUT and RAT tasks were 3 minutes in duration for each of the trials.…”

Section: Creativity Assessmentsmentioning

confidence: 99%

The Experimental Effects of Acute Walking on Cognitive Creativity Performance

Patterson¹,

Frith²,

Loprinzi³

2018

J Behav Health

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To examine the experimental effects of acute moderate-intensity walking exercise on cognitive creativity, 20 young adults (M age = 21.3 years) completed a within-subject experimental protocol involving three trials on a single laboratory visit. Trials 1 and 2 were control trials involving creativity task performance. Following Trial 2, participants completed a 15-minute acute bout of treadmill walking exercise. After this, participants completed a Trial 3 creativity assessment. For all trials, both convergent (remote associates task) and divergent (alternative uses task) creativities were assessed. There was no statistically significant experimental effect of acute exercise on convergent creativity performance (F = 0.48; P = 0.62; η 2 = 0.05). Results were similar for divergent creativity. Our findings do not provide evidence that acute walking enhances cognitive creativity. ARTICLE HISTORY

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“…This test is also known as Guilford's Alternate Uses Test, and the American psychologist Joy Paul Guilford designed it to test divergent thinking skills in the domains of fluency, flexibility, originality, and elaboration (Chermahini, Hickendorff, & Hommel, 2012). The Alternate Uses test can be administrated as a 12-item, 9-item, or 6-item test and is commonly used to test creative thinking skills.…”

Section: Alternate Uses Testmentioning

confidence: 99%

The Effect of English Language Learning on Creative Thinking Skills: A Mixed Methods Case Study

Sehic¹

2017

ELT

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The purpose of this sequential explanatory mixed-methods case study was to investigate the effects of English language learning on creative thinking skills in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test. Unlike the previous research studies that investigated the links between English language learning and cognitive skills and had large numbers of participants, this research study relied on small group of participants to provide detailed information about the effects of English language learning on their creative thinking skills in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test. This study involved the collection of quantitative data at the pretest and posttest stages and the explanation of the quantitative data using qualitative data. The quantitative findings of this sequential explanatory mixed-method case study indicated that there were no statistically significant differences between the pretest and posttest results in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test.

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Development and validity of a Dutch version of the Remote Associates Task: An item-response theory approach

Cited by 124 publications

References 17 publications

Increasing self–other integration through divergent thinking

Increasing self–other integration through divergent thinking

The Experimental Effects of Acute Walking on Cognitive Creativity Performance

The Effect of English Language Learning on Creative Thinking Skills: A Mixed Methods Case Study

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