Discriminating Divergent/Convergent Phases of Meeting Using Non-Verbal Speech Patterns

Ichino, Junko

doi:10.1007/978-0-85729-913-0_9

Cited by 5 publications

(3 citation statements)

References 14 publications

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“…However, some researchers suggest that divergent thinking and convergent thinking are neither mutually exclusive nor conflicted with each other; rather they are interconnected and interacted with each other (Goldschmidt, 2016;Ichino, 2011;Runco, 1991;Runco & Basadur, 1993;Zhu et al, 2019). In other words, creativity requires not only divergent thinking but also convergent thinking.…”

Section: Research On Shadow Education and Creative Thinkingmentioning

confidence: 99%

“…Sin embargo, algunos investigadores sugieren que el pensamiento divergente y el pensamiento convergente no son mutuamente excluyentes ni entran en conflicto, sino que están vinculados e interactúan uno con otro (Goldschmidt, 2016;Ichino, 2011;Runco, 1991;Runco & Basadur, 1993;Zhu et al, 2019). Dicho de otro modo, la creatividad requiere no solo pensamiento divergente, sino también convergente.…”

Section: La Investigación Sobre La Educación En La Sombra Y El Pensam...unclassified

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Does shadow education discourage or encourage creative thinking? Evidence from South Korea (La educación en la sombra, ¿fomenta o desincentiva el pensamiento creativo? Evidencia de Corea del Sur)

Byun

Jung

Shin

2023

Journal for the Study of Education and Development: Infancia y

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Using longitudinal data for a nationally representative sample of fifth-graders from the Korean Educational Longitudinal Study of 2013, this study examined the effect of shadow educationreferred to as academically oriented extracurricular activities mainly aimed to prepare for examinations -on students' creative thinking. To estimate the effect of shadow education, we used propensity score matching approaches. We found no significant shadow education effect on gains (or losses) in students' creative thinking between the fifth and sixth grades. This finding does not support the arguments that students' participation in shadow education discourages or encourages their creative thinking. Implications, limitations and future research directions are discussed.

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Section: Research On Shadow Education and Creative Thinkingmentioning

confidence: 99%

Section: La Investigación Sobre La Educación En La Sombra Y El Pensam...unclassified

Does shadow education discourage or encourage creative thinking? Evidence from South Korea (La educación en la sombra, ¿fomenta o desincentiva el pensamiento creativo? Evidencia de Corea del Sur)

Byun

Jung

Shin

2023

Journal for the Study of Education and Development: Infancia y

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“…In addition, these studies often assessed the influence of the musical environment on creativity by focusing on one aspect of the creative process (divergent or convergent thinking) or assessing these two aspects with different tasks separately. In reality, the creative process involves both idea generation and idea evaluation process ( Harvey, 2013 ), it includes both convergent and divergent thinking ( Guilford et al, 1967 ; Brophy, 1998 ; Ichino, 2011 ; Goldschmidt, 2016 ; Webb et al, 2017 ). Besides, The AUT and RAT are mainly used to measure the thinking component of creativity, which is abstract and general.…”

Section: Introductionmentioning

confidence: 99%

The influence of music environment on conceptual design creativity

Xia

Sun²,

An³

et al. 2023

Front. Psychol.

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IntroductionCreativity plays an important role in design. However, there have been mixed results about whether music, as an environmental stimulus, improves design creativity performance.MethodsParticipants were 57 design major students who were randomly assigned to one of three groups, with 19 students in each group: no music, pure music, and music with intelligible semantic information (unrelated to the task) playing in the background. Each participant completed a design task (design a tool for storing painting materials), with two phases in it, one that involved idea generation (divergent thinking) and one that involved idea evaluation (convergent thinking). Performance in the two phases was rated based on six indices of creativity (fluency; flexibility; adaptability; feasibility; usefulness; novelty) and overall design creativity (ODC).ResultsThe results of one-way ANOVAs with Bonferroni correction showed that neither music environment had a significant influence on divergent thinking in idea generation nor convergent thinking in idea evaluation. However, both music environments had a significantly positive effect on novelty and ODC.DiscussionWe discuss the implications of our current results for fostering designers’ creativity performance.

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Linkographic Evidence for Concurrent Divergent and Convergent Thinking in Creative Design

Goldschmidt

2016

Creativity Research Journal

143

119

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Discriminating Divergent/Convergent Phases of Meeting Using Non-Verbal Speech Patterns

Cited by 5 publications

References 14 publications

Does shadow education discourage or encourage creative thinking? Evidence from South Korea (La educación en la sombra, ¿fomenta o desincentiva el pensamiento creativo? Evidencia de Corea del Sur)

Does shadow education discourage or encourage creative thinking? Evidence from South Korea (La educación en la sombra, ¿fomenta o desincentiva el pensamiento creativo? Evidencia de Corea del Sur)

The influence of music environment on conceptual design creativity

Linkographic Evidence for Concurrent Divergent and Convergent Thinking in Creative Design

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