It has been suggested that modifications of a person's cognitive style may be instrumental in facilitating creative behaviour. From this, it was hypothesized that effective creativity training programs, as well as improving abilities associated with creativity should necessarily influence particular aspects of an individual's cognitive style; in this case, stimulus preferences. 36 Ss participated: E Ss completed a creativity training program; controls were students who had enrolled for the creativity training program but not yet commenced it (C1), and students who had completed a developmental reading program (C2). The Alternate Uses Test was used to measure the effects of the training on fluency and flexibility; the Revised Art Scale was used to measure stimulus preferences of Ss. Description of the data by simple analyses of variance and Duncan's multiple-range test supported the hypothesis. The discussion presents suggestions for development of future creativity training programs.
Four-person groups and single individuals solved a moderately difficult concept-formation problem while working under one of 4 levels of shock-threat induced stress. It was hypothesized that ( 1 ) performance, for borh individuals and groups, would be related in a curvilinear manner to level of stress, and ( 2 ) that groups would have a higher stressor rolerance which would enable them to perform effectively under levels of shock which would prove debilitating for individual ?erformances. Both hypotheses were supported with the qualification for hyporhesis 1 that group performance showed no significant variation over stress levels.
This study extended previous findings with respect to distance and group dispersion as determinants of opinion change. Change in the direction advocated by a group increased as discrepancy between S's opinion and the group norm increased. Change increased as homogeneity of group opinions increased.
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