Percolating Ideas: The Effects of Caffeine on Creative Thinking and Problem Solving

Zabelina, Darya L.; Silvia, Paul J.

doi:10.31234/osf.io/6g9av

Cited by 3 publications

(4 citation statements)

References 11 publications

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“…Motivation was also positively influenced by BXT compared with PL at 180 min and possibly earlier given the trend at 120 min. Caffeine has been shown to positively enhance mood state, energy, creative problem-solving, and motivation 23,24 . Caffeine and capsaicinoids may both suppress appetite through neurotransmitter and catecholamine release (i.e., increased dopamine, norepinephrine, and serotonin levels) 25,26 and inhibition of appetite stimulating signals (i.e., ghrelin) 27 ; however, this investigation observed appetite suppression in both groups similarly.…”

Section: Discussionmentioning

confidence: 99%

Effects of a Single Dose of BURN-XT™ on Resting Metabolic Rate, Substrate Oxidation, and Various Indices of Affect

Monica¹,

Ziegenfuss²,

Lopez³

2022

JEN

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Introduction: Many consumers use dietary supplements in the hopes of increasing energy and burning more calories, which if sustained over time may help accelerate weight loss. The purpose of this clinical trial was to investigate the effects of an over-the-counter thermogenic supplement called Burn-XT™ (BXT) on metabolic rate, substrate oxidation, and various psychometric indices of affect that impact weight management. Methods: Using a double-blind, placebo-controlled, cross-over design, 16 women and 10 men (29.3 ± 7.3 yr, 169.4 ± 8.6 cm, 75.5 ± 14.3 kg) underwent two testing sessions: placebo (PL) and BXT. Seated metabolic rate and substrate oxidation, vital signs, and anchored visual analogue scale (VAS) assessments of energy, mood, motivation, focus, fatigue, concentration, and appetite were made before supplementation and hourly for three hours post-ingestion. Two-factor (2x4) factorial ANOVAs and paired sample t-tests (corrected for multiple comparisons) were used for analyses. Results: Significant increases in metabolic rate (oxygen consumption) were noted at 60 minutes in BXT (+11.9 mL O2/min) vs. PL (-2.5 mL O2/min), p = 0.004, d = -0.74. Only BXT increased metabolic rate compared to baseline at 60 minutes (+11.9 mL O2/min, p = 0.021, d = -0.53) and 120 minutes (+12.1 mL O2/min, p = 0.019, d = -0.54). The AUC for resting energy expenditure increased more in BXT vs. PL (p = 0.007, d = -0.57). VAS detected significant improvements in energy, mood, focus, and concentration for BXT vs. PL at 120 and 180 minutes (all p < 0.05, d = -0.58 to -0.68). In all cases, within-group changes from baseline for these VAS parameters were significant (all p < 0.05, d = -0.76 to -1.38) in BXT but not in PL. No within or between group differences in appetite, substrate oxidation, or heart rate were noted. Small (~3-4 mm Hg), but statistically significant (p < 0.05, d = -0.51 to -0.69) increases in diastolic blood pressure were noted in BXT at 60, 120, and 180 min vs. PL; and in systolic blood pressure at 60 min vs. PL. In all cases, values remained within normal clinical hemodynamic ranges. Conclusions: A single dose of BXT safely increased metabolic rate, energy, mood, focus, and concentration. Given that these factors are known to favorably impact weight management, future studies should determine whether daily supplementation with BXT reduces body weight and improves body composition.

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Section: Discussionmentioning

confidence: 99%

Effects of a Single Dose of BURN-XT™ on Resting Metabolic Rate, Substrate Oxidation, and Various Indices of Affect

Monica¹,

Ziegenfuss²,

Lopez³

2022

JEN

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“…Divergent thinking is currently the most widely used measure to assess creative thinking ability (Marliani, 2015;Wechsler et al, 2018). Convergent thinking is often contrasted with divergent thinking (creative idea formation), where there is no right answer but rather a large series of suitable, new, or interesting responses (Forthmann et al, 2019;Zabelina & Silvia, 2020). Tasks involve divergent thinking, creative imagination, use of metaphors, transformation, and a number of other thinking skills relevant to creativity (Groyecka et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The development of student creativity is the teacher's additional responsibility and task (Hadar & Tirosh, 2019;Soh, 2017). In psychology, the measurement of creativity is one of the most controversial issues (Segundo Marcos et al, 2020;Zabelina & Silvia, 2020). In mathematics, tasks and activities asking students to perform procedures on a regular basis are opportunities for students to think, but this is not creative thinking (Hadar & Tirosh, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Differences in Students' Creative Problem-Solving Ability with and without Realistic Methematics Comic Video

Sipayung

Imelda

Siswono

et al. 2021

International j.of Elementary Education

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Mathematics achievement of students in Indonesia is still lower than students in other countries. It is because the creative ability of students is still low. This study aimed to analyze students' creative problem-solving abilities after using realistic math comics videos. This type of research is quantitative research. A quasi-experimental study with a pretest-posttest comparison design was conducted in this study. The population of this study were all seventh-grade students of SMP, which consisted of four parallel classes. The sample was selected using a random sampling technique so that there were two classes of research samples, namely the control class sample and the experimental class sample. This study used a pretest and posttest instrument for creative problem-solving abilities. In this study, the pretest and posttest score data were normally distributed and homogeneous. Based on the research data analysis using the independent sample t-test, it was concluded that there were differences in the creative problem-solving abilities of students who were taught using real math comics videos with groups of students who were taught not to use fundamental math comics videos. So, it can be concluded that the creative problem-solving abilities of students who are taught using real math comic videos are better than those who are not taught using real math comic videos.

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“…SMA level students are currently generation Z students with births around 1995 -2010 (Bencsik et al, 2016;Sa'pang & Purbojo, 2020). Generation Z prefers to use smartphones to access the internet rather than using computers or laptops (Seemiller, Corey, 2019;Zabelina & Silvia, 2020). Generation Z's mainstay is the internet, which is an abundant source of support for decision making (Maulina et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning with STEM Approach in Physics Learning

Asmiliyah

Khaerudin

Solihatin

2021

JERE

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Most of the physics done in schools is more about learning on knowledge and understanding of the material, without developing problem-solving skills and applying concepts in real-life contexts. Students still often use the plug & chug and memory-based approach in solving physical problems. It causes students to be able to solve simple quantitative issues but cannot solve more complex issues. This study aims to produce mobile learning with a feasible and practical STEM approach for physics lessons. This research is a Research and Development (R&D) using the Alessi and Trollip model. The model consists of three stages of development, namely planning, design, and development. The methods used to collect data are interviews and questionnaires. The instrument used to collect data is a questionnaire. The technique used to analyze the information is descriptive qualitative and quantitative analysis. Based on trials conducted by learning design experts, media experts, and materials experts and direct effectiveness tests using products with tangible goals. It was found that mobile learning applications with a STEM approach were feasible and effective in physical learning. Combining STEM approaches and problem-based learning models with mobile learning can be one of the suitable lessons for making. This study indicates that the development of cross-platform mobile learning applications with a STEM approach is feasible and effective in learning physics.

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Percolating Ideas: The Effects of Caffeine on Creative Thinking and Problem Solving

Cited by 3 publications

References 11 publications

Effects of a Single Dose of BURN-XT™ on Resting Metabolic Rate, Substrate Oxidation, and Various Indices of Affect

Effects of a Single Dose of BURN-XT™ on Resting Metabolic Rate, Substrate Oxidation, and Various Indices of Affect

The Differences in Students' Creative Problem-Solving Ability with and without Realistic Methematics Comic Video

Mobile Learning with STEM Approach in Physics Learning

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