The feeling of insight in problem solving is typically associated with the sudden realization of a solution that appears obviously correct (Kounios et al., 2006). Salvi et al. (2016) found that a solution accompanied with sudden insight is more likely to be correct than a problem solved through conscious and incremental steps. However, Metcalfe (1986) indicated that participants would often present an inelegant but plausible (wrong) answer as correct with a high feeling of warmth (a subjective measure of closeness to solution). This discrepancy may be due to the use of different tasks or due to different methods in the measurement of insight (i.e., using a binary vs. continuous scale). In three experiments, we investigated both findings, using many different problem tasks (e.g., Compound Remote Associates, so-called classic insight problems, and non-insight problems). Participants rated insight-related affect (feelings of Aha-experience, confidence, surprise, impasse, and pleasure) on continuous scales. As expected we found that, for problems designed to elicit insight, correct solutions elicited higher proportions of reported insight in the solution compared to non-insight solutions; further, correct solutions elicited stronger feelings of insight compared to incorrect solutions.

Our aim was to characterise the chromatic mechanisms that yield the four unique hues: red, green, yellow and blue. We measured the null planes for all four unique hues and report the following two main results. (1) We confirm that three chromatic mechanisms are required to account for the four unique hues. These three chromatic mechanisms do not coincide with the chromatic tuning found in parvocellular LGN neurones, i.e., neurones tuned to L-M and S-(L+M); these subcortical chromatic mechanisms are hence not the neural substrate of the perceptual unique hues and further higher-order colour mechanisms need to be postulated. Our results are consistent with the idea that the two higher-order colour mechanisms that yield unique red and unique green respectively combine the incremental and decremental responses of the subcortical chromatic mechanisms with different weights. In contrast, unique yellow and unique blue can be explained by postulating a single higher-order chromatic mechanism that combines the incremental and decremental subcortical chromatic responses with similar weights. (2) The variability between observers is small when expressed in terms of perceptual errors, which is consistent with the hypothesis that the colour vision system in adult humans is able to recalibrate itself based on prior visual experience.

Wikis are widely promoted as collaborative writing tools and are gaining in popularity in educational settings. However, while wikis include features that are designed to facilitate collaboration, it does not necessarily follow that their use will ensure or even encourage collaborative learning behaviour. The few empirical studies that have considered this issue report equivocal findings. We assessed students collaborative behaviour based on their contributions to a wiki-based shared writing task using a variety of text and time based metrics. We found little evidence of collaboration despite adopting a learning design that was intended to support it. While overall participation was high, a relatively small proportion of students did the bulk of the work and many students' contributions were superficial. Students made little use of the wiki's commenting feature -a critical tool for contextualising and coordinating their contributions for and with others, and the majority of contributions were made very late in the task, making the possibility of extensive collaboration unlikely. These findings are discussed in relation to factors that may lead to the more successful integration of innovative, technology based learning activities into broader undergraduate curricula.

Several theories posit that creative people are able to generate more divergent ideas. If this is correct, simply naming unrelated words and then measuring the semantic distance between them could serve as an objective measure of divergent thinking. To test this hypothesis, we asked 8,914 participants to name 10 words that are as different from each other as possible. A computational algorithm then estimated the average semantic distance between the words; related words (e.g., cat and dog) have shorter distances than unrelated ones (e.g., cat and thimble). We predicted that people producing greater semantic distances would also score higher on traditional creativity measures. In Study 1, we found moderate to strong correlations between semantic distance and two widely used creativity measures (the Alternative Uses Task and the Bridge-the-Associative-Gap Task). In Study 2, with participants from 98 countries, semantic distances varied only slightly by basic demographic variables. There was also a positive correlation between semantic distance and performance on a range of problems known to predict creativity. Overall, semantic distance correlated at least as strongly with established creativity measures as those measures did with each other. Naming unrelated words in what we call the Divergent Association Task can thus serve as a brief, reliable, and objective measure of divergent thinking.

Everyone has their own unique version of the visual world and there has been growing interest in understanding the way that personality shapes one’s perception. Here, we investigated meaningful visual experiences in relation to the personality dimension of schizotypy. In a novel approach to this issue, a non-clinical sample of subjects (total n = 197) were presented with calibrated images of scenes, cartoons and faces of varying visibility embedded in noise; the spatial properties of the images were constructed to mimic the natural statistics of the environment. In two experiments, subjects were required to indicate what they saw in a large number of unique images, both with and without actual meaningful structure. The first experiment employed an open-ended response paradigm and used a variety of different images in noise; the second experiment only presented a series of faces embedded in noise, and required a forced-choice response from the subjects. The results in all conditions indicated that a high positive schizotypy score was associated with an increased tendency to perceive complex meaning in images comprised purely of random visual noise. Individuals high in positive schizotypy seemed to be employing a looser criterion (response bias) to determine what constituted a ‘meaningful’ image, while also being significantly less sensitive at the task than those low in positive schizotypy. Our results suggest that differences in perceptual performance for individuals high in positive schizotypy are not related to increased suggestibility or susceptibility to instruction, as had previously been suggested. Instead, the observed reductions in sensitivity along with increased response bias toward seeing something that is not there, indirectly implicated subtle neurophysiological differences associated with the personality dimension of schizotypy, that are theoretically pertinent to the continuum of schizophrenia and hallucination-proneness.