Intelligence and Creativity in Problem Solving: The Importance of Test Features in Cognition Research

Jaarsveld, Saskia; Lachmann, Thomas

doi:10.3389/fpsyg.2017.00134

Cited by 42 publications

(42 citation statements)

References 101 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Definitions of creativity vary and are not immutable, nor universally accepted. [38][39][40] However, as with other complex constructs, such as personality and intelligence, while this might pose challenges for measurements, it should not be a barrier to research, so we followed well-accepted definitions. Further, despite differences in measurements of creativity, there has to date been a high degree of convergence between the results using different measures.…”

Section: Discussionmentioning

confidence: 99%

Effects of creativity on social and behavioral adjustment in 7‐ to 11‐year‐old children

Fancourt

Steptoe

2018

Annals of the New York Academy of Sciences

View full text Add to dashboard Cite

This study sought to explore whether creativity in undertaking activities such as free writing, telling a story, crafts, painting, drawing, or drama at age 7 is associated with a lower risk of social and behavioral maladjustment in children at the onset of adolescence. Data from 7558 7-year-olds who were socially and behaviorally "stable" at baseline were analyzed from the nationally representative National Child Development Study. Multinomial regression analyses showed associations between teacher-rated creativity at age 7 and a lower relative risk of social and behavioral instability and maladjustment at age 11. Specifically, the associations were found between moderate and marked creativity and a lower risk of symptoms of internalizing behaviors (including depression and withdrawal), externalizing behaviors (such as restlessness) as well as a lower risk of various nervous symptoms of social and behavioral instability and maladjustment. Associations were independent of social, demographic, educational, parental, academic, and personality covariates, and robust to a range of sensitivity analyses. These results suggest that facilitating engagement with creative activities could be explored further as a way of reducing levels of instability and maladjustment at the onset of adolescence.

show abstract

Section: Discussionmentioning

confidence: 99%

Effects of creativity on social and behavioral adjustment in 7‐ to 11‐year‐old children

Fancourt

Steptoe

2018

Annals of the New York Academy of Sciences

View full text Add to dashboard Cite

show abstract

“…Although these may work separately, they interlace in the creative process. The first is divergent thinking, a necessary process for an ill-defined condition (Jaarsveld & Lachmann, 2017). Divergent thinking involves the ability to search broadly for information problems (Sternberg & O'Hara;Ashton-James, & Chartrand, 2009;Lee & Therriault, 2013) and it is aligned with defocused thought, the default mode of a brain network.…”

Section: Divergent-convergent Thinking In Creativitymentioning

confidence: 99%

“…Divergent thinking involves the ability to search broadly for information problems (Sternberg & O'Hara;Ashton-James, & Chartrand, 2009;Lee & Therriault, 2013) and it is aligned with defocused thought, the default mode of a brain network. Therefore, it yields spontaneous and self-generated cognition (Jaarsveld & Lachmann, 2017) with minimum effort (Runco, 2010). Divergent thinking is characterized through flexible (Lewis & Lovatt, 2013), intuitive, fluent, and holistic expressions (De Young, Flanders, & Peterson, 2008).…”

Section: Divergent-convergent Thinking In Creativitymentioning

confidence: 99%

“…The second process is convergent thinking, which is performed for a well-defined problem (De Young et al, 2008). Convergent thinking operates in focused or analytic modes of thought and yields improvement, change, and restriction (Jaarsveld & Lachmann, 2017). The process runs linearly, logically, and systematically, applying rules toward a solution (Lee & Therriault, 2013;De Young et al, 2008).…”

Section: Divergent-convergent Thinking In Creativitymentioning

confidence: 99%

See 1 more Smart Citation

The Impact of Affect and Leadership on Group Creative Design Thinking

Amila¹,

Umemuro²

2019

Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)

View full text Add to dashboard Cite

The relationship between affect and creative performance in a practical group project environment is poorly understood. The role of leadership in creativity is also often neglected. The present study examines how the affective aspects of group members and emergent leadership influence the creative group performance of tasks. This empirical research engaged the participation of 17 graduate students of a graduate course on design thinking in an engineering school of a university. Data were collected over the course of five class meetings during which the participating students accomplished the performance of seven tasks and shared their perceptions with regard to the affect and leadership aspects of the achievement of the assigned work. The results showed coherence between the performance of diverse tasks and the emotions of participants, especially in terms of the psychological state of arousal. Meanwhile, task-oriented leadership was found to be positively correlated with valence in the storytelling task and with performance in most of the convergent tasks. This study accords a deeper understanding of the ways in which creative group work differs from individual creative effort in relation to affects. It also reveals the importance of leadership in creative group work.

show abstract

“…In fact, a creative project possessed complexity, which is evoked by, such as, sequential tasks and group work. Since creative tasks performed in a group might expand the affective experience, and creative task performance often involves interspersing divergent and convergent thinking tasks in a specific order (Jaarsveld & Lachmann, 2017). The combination and order of the divergent and convergent tasks that go into a creative project may evoke positive or negative affect according to the way they intertwine.…”

Section: Introductionmentioning

confidence: 99%

Changes in Affective Experiences in Convergent and Divergent Creative Group Works

Amila¹,

Umemuro²

2019

Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)

View full text Add to dashboard Cite

Background. Divergent and convergent creative tasks have reciprocal relationships with the affective experience of the individuals participating in the tasks. Previous studies have affirmed that divergent thinking tends to increase positive affect and convergent thinking tends to increase negative affect. However, creative projects often involve both divergent and convergent thinking tasks interspersed in a particular. This study is aimed at investigating how the ordering of divergent and convergent tasks during the creative process influences changes in the affective experience. The authors of the current study hypothesized that change in affect is influenced by both the type of task and the order of the task types. Methods. Twenty-two students taking a graduate-level class in "Design Thinking" at an engineering school participated as subjects. Four groups of students were each assigned to classes with different pairings of divergent and convergent tasks: either convergent tasks in a series, a divergent task followed by a convergent task, a convergent task followed by a divergent task, or two divergent tasks performed in a series. The subjects' affective states were measured using the Self-Assessment Manikin technique before and after each task, and valence and arousal levels were compared to derive changes in affect. Results. Generally, after conducting the convergent tasks, affect remained neutral. Affect shifted in a positive direction after divergent tasks and became more negative after two consecutive convergent tasks. The valence became significantly more positive for all divergent tasks. The valence of the tasks became more negative only in the convergent-convergent task combination. Likewise, arousal levels significantly increased after almost all the divergent tasks. Conclusions. The participants' affective states were raised most significantly in the divergent process. However, the convergent task did not necessarily decrease the valence and arousal levels. Only in the case of the class assigned two convergent tasks was the affect made more negative. Thus, the current study revealed that divergent processing strongly influences affect. This illustrates the importance of the order and combination of divergent and convergent tasks in a creative group work and therefore, how to design creative tasks in terms of optimal affective experiences for participants.

show abstract

Intelligence and Creativity in Problem Solving: The Importance of Test Features in Cognition Research

Cited by 42 publications

References 101 publications

Effects of creativity on social and behavioral adjustment in 7‐ to 11‐year‐old children

Effects of creativity on social and behavioral adjustment in 7‐ to 11‐year‐old children

The Impact of Affect and Leadership on Group Creative Design Thinking

Changes in Affective Experiences in Convergent and Divergent Creative Group Works

Contact Info

Product

Resources

About