A novel coding scheme for assessing responses in divergent thinking: An embodied approach.

Matheson, Heath E.; Kenett, Yoed N.

doi:10.1037/aca0000297

Cited by 14 publications

(3 citation statements)

References 79 publications

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“…Future research should take these possible qualitative differences in underlying processes into account. As a starting point, the recently developed coding scheme of Matheson and Kenett ( 2020 ) could be useful, which defines six dimensions (i.e., analogy vs. action, whole vs. parts, same vs. different, concrete vs. abstract, novel vs. familiar, and towards vs. away) to characterise the strategies used by participants to generate divergent thinking responses.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Situational Cues on Children’s Creativity in an Alternative Uses Task and the Moderating Effect of Selective Attention

et al. 2020

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Taking a perception-action perspective, we investigated how the presence of different real objects in children’s immediate situation affected their creativity and whether this effect was moderated by their selective attention. Seventy children between ages 9 and 12 years old participated. Verbal responses on a visual Alternative Uses Task with a low stimulus and high stimulus condition were coded on fluency, flexibility, and originality. Selective attention was measured with a visual search task. Results showed that fluency was not affected by stimulus condition and was unrelated to selective attention. Flexibility was positively associated with selective attention. Originality, net of fluency and flexibility, showed a main effect of stimulus condition in an unexpected direction, as children gave more original responses in the low stimulus condition compared to the high stimulus condition. A significant moderation effect revealed that children with better selective attention skills benefitted from a low stimulus environment, whereas children with weaker selective attention performed better in a high stimulus environment. The findings demonstrate differential effects of the immediate situation and selective attention, and support the hypothesis that creativity is impacted by immediate situation and selective attention, yet in unexpected ways.

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Section: Discussionmentioning

confidence: 99%

The Influence of Situational Cues on Children’s Creativity in an Alternative Uses Task and the Moderating Effect of Selective Attention

et al. 2020

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“…We suspect that this is only the tip of the iceberg and that there are more cues involved in creative processes still to be exposed. For example, Matheson and Kenett (2021) demonstrated how different motion-related strategies impact AUT responses (see also Gilhooly et al 2007). In a recent study of theirs, Sargent et al (2023) empirically demonstrated how environmental context and body posture impact performance on the AUT.…”

Section: Discussionmentioning

confidence: 99%

The Role of Semantic Associations as a Metacognitive Cue in Creative Idea Generation

2023

Self Cite

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Is my idea creative? This question directs investing in companies and choosing a research agenda. Following previous research, we focus on the originality of ideas and consider their association with self-assessments of idea generators regarding their own originality. We operationalize the originality score as the frequency (%) of each idea within a sample of participants and originality judgment as the self-assessment of this frequency. Initial evidence suggests that originality scores and originality judgments are produced by separate processes. As a result, originality judgments are prone to biases. So far, heuristic cues that lead to such biases are hardly known. We used methods from computational linguistics to examine the semantic distance as a potential heuristic cue underlying originality judgments. We examined the extent to which the semantic distance would contribute additional explanatory value in predicting originality scores and originality judgments, above and beyond cues known from previous research. In Experiment 1, we re-analyzed previous data that compared originality scores and originality judgments after adding the semantic distance of the generated ideas from the stimuli. We found that the semantic distance contributed to the gap between originality scores and originality judgments. In Experiment 2, we manipulated the examples given in task instructions to prime participants with two levels of idea originality and two levels of semantic distance. We replicated Experiment 1 in finding the semantic distance as a biasing factor for originality judgments. In addition, we found differences among the conditions in the extent of the bias. This study highlights the semantic distance as an unacknowledged metacognitive cue and demonstrates its biasing power for originality judgments.

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“…This data is in line with studies of episodic future thinking (Schacter et al, 2017; see also Schacter et al, 2012), which stress the role of an individual's ability to recollect past personal experiences. The authors suggested that sensorimotor re-enactment and mental exploration of outcomes of such actions (Matheson and Kenett, 2021; see also Jeannerod, 2001;Witt and Proffitt, 2008) may be an effective strategy to come up with novel alternative uses.…”

Section: The Alternative Interpretations Of the Autmentioning

confidence: 99%

Alternative Object Use in Adults and Children: Embodied Cognitive Bases of Creativity

Gubenko

Houssemand

2022

Front. Psychol.

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Why does one need creativity? On a personal level, improvisation with available resources is needed for online coping with unforeseen environmental stimuli when existing knowledge and apparent action strategies do not work. On a cultural level, the exploitation of existing cultural means and norms for the deliberate production of novel and valuable artifacts is a basis for cultural and technological development and extension of human action possibilities across various domains. It is less clear, however, how creativity develops and how exactly one arrives at generating new action possibilities and producing multiple alternative action strategies using familiar objects. In this theoretical paper, we first consider existing accounts of the creative process in the Alternative Uses Task and then present an alternative interpretation, drawing on sociocultural views and an embodied cognition approach. We explore similarities between the psychological processes underlying the generation of new uses in the Alternative Uses Task and children’s pretend play. We discuss possible cognitive mechanisms and speculate how the generation of new action possibilities for common objects in pretend play can be related to adults’ ability to generate new action strategies associated with object use. Implications for creativity development in humans and embodied artificial agents are discussed.

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A novel coding scheme for assessing responses in divergent thinking: An embodied approach.

Cited by 14 publications

References 79 publications

The Influence of Situational Cues on Children’s Creativity in an Alternative Uses Task and the Moderating Effect of Selective Attention

The Influence of Situational Cues on Children’s Creativity in an Alternative Uses Task and the Moderating Effect of Selective Attention

The Role of Semantic Associations as a Metacognitive Cue in Creative Idea Generation

Alternative Object Use in Adults and Children: Embodied Cognitive Bases of Creativity

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