Associative and attentional processes in creative performance1

Mendelsohn, Gerald A.

doi:10.1111/j.1467-6494.1976.tb00127.x

Cited by 246 publications

(126 citation statements)

References 43 publications

(56 reference statements)

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“…On the contrary to the prevalent ideas that creative people generally possess low or broad attentiveness (Eysenck, 1993;Mendelsohn, 1976), the findings suggested a different interpretation on how creativity occurs. In this research the degree of student creativity varied in a positive and linear relationship with attentiveness in science class.…”

Section: Discussioncontrasting

confidence: 50%

“…Learners with a higher degree of creative potential are also likely to control their attentiveness (Vartanian, 2009). Attentiveness in various subject areas is correlated to student performance in creative activities (Kasof, 1997;Mendelsohn, 1976).…”

Section: Discussionmentioning

confidence: 99%

“…Individual and environmental factors, such as the size of right premotor cortex (Zhu et al, 2016), selective concentration (Eysenck, 1993;Kasof, 1997;Mendelsohn, 1976;Tarver, Buss, & Maggiore, 1979), family income, art achievement and mathematics achievement (Sung & Kim, 2011), scope of focused attention (Vartanian, 2009), academic achievement (Getzels & Jackson, 1962;Park & Yoon, 2004) have been reported as being positively correlated to student creativity. Also, students' reflection influenced their creativity (Hao et al, 2016).…”

Section: Cognitive Factorsmentioning

confidence: 99%

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Analysis of Factors Influencing Creative Personality of Elementary School Students

Park

Kim

Jang

2017

IES

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This quantitative research examined factors that affect elementary students' creativity and how those factors correlate. Aiming to identify significant factors that affect creativity and to clarify the relationship between these factors by path analysis, this research was designed to be a stepping stone for creativity enhancement studies. Data were gathered from 208 students in 3 fifth-grade classes and 3 sixth-grade classes in 5 different schools located in Seoul, Korea. Survey questions, asked through five-score Likert-scale items, focused on attentiveness in science class, creativity and scientific attitude, which has been shown by the literature to have positive influences on one another. The findings include that their scientific attitude, attentiveness, and creativity correlated with significance, where gender did not have an effect on the relationship. Gender and age of the students have shown no significant effect on their scientific attitude, attentiveness or creativity. Scientific attitude, attentiveness and creativity have demonstrated positive effects to each other, the effect being stronger from scientific attitude to creativity (0.659) than the other two, attentiveness & scientific attitude (0.32) and attentiveness & creativity (0.368). Scientific attitude affects creativity most directly (0.659), and attentiveness would affect creativity more as a cofactor next to the scientific attitude (0.213) rather than when it's by itself (0.154). That is, if a teacher devises a certain way to enhance attentiveness of students during their science class, their scientific attitude and attentiveness would increase, giving them a solid chance to enhance their creativity consequently.

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Section: Discussioncontrasting

confidence: 50%

Section: Discussionmentioning

confidence: 99%

Section: Cognitive Factorsmentioning

confidence: 99%

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Analysis of Factors Influencing Creative Personality of Elementary School Students

Park

Kim

Jang

2017

IES

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“…Martindale (1999) has identified a cluster of such attributes, including defocused attention (Dewing and Battye 1971, Dykes and McGhie 1976, Mendelsohn 1976, and high sensitivity Armstrong 1974, Martindale 1977), including sensitivity to subliminal impressions; that is, stimuli that are perceived but of which we are not conscious of having perceived (Smith and Van de Meer 1994).…”

Section: Creativity and Flat Associative Hierarchiesmentioning

confidence: 99%

Cognitive mechanisms underlying the creative process

Gabora¹

2002

Proceedings of the Fourth Conference on Creativity &Amp; Cognition - C&C '02

103

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We outline the rationale and preliminary results of using the State Context Property (SCOP) formalism, originally developed as a generalization of quantum mechanics, to describe the contextual manner in which concepts are evoked, used, and combined to generate meaning. The quantum formalism was developed to cope with problems arising in the description of (1) the measurement process, and (2) the generation of new states with new properties when particles become entangled. Similar problems arising with concepts motivated the formal treatment introduced here. Concepts are viewed not as fixed representations, but entities existing in states of potentiality that require interaction with a context-a stimulus or another concept-to 'collapse' to an instantiated form (e.g. exemplar, prototype, or other possibly imaginary instance). The stimulus situation plays the role of the measurement in physics, acting as context that induces a change of the cognitive state from superposition state to collapsed state. The collapsed state is more likely to consist of a conjunction of concepts for associative than analytic thought because more stimulus or concept properties take part in the collapse. We provide two contextual measures of conceptual distance-one using collapse probabilities and the other weighted properties-and show how they can be applied to conjunctions using the pet fish problem.

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“…So vereinigte z. B. Martindale [63] das Konzept der flachen Assoziationshierarchien von Mednick [68] mit der Idee defokussierter Aufmerksamkeit von Mendelsohn [70] in seiner Low-Arousal-Hypothese, nach der eine schwache Aktivierung mehrerer unterschiedlicher Hirnregionen die Verknüpfung weit auseinanderliegender Assoziationen im Sinne divergenten Denkens ermöglicht. Dies führte er unter anderem auf seine Beobachtungen zurück, dass hoch kreative Probanden bei der Ausführung von Kreativitätsaufga-ben durch eine vergleichsweise geringe kortikale Aktivität charakterisiert waren [65].…”

Section: Neurobiologie Der Kreativitätunclassified