Priming of spatial distance enhances children’s creative performance

Liberman, Nira; Polack, Orli; Hameiri, Boaz; Blumenfeld, Maayan

doi:10.1016/j.jecp.2011.09.007

Cited by 34 publications

(21 citation statements)

References 30 publications

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“…Empirically, decades of work have shown that both abstract thinking and creativity are consistently linked to right-hemispheric activation in the brain (e.g., Fink et al, 1996;Mihov, Denzler, & Förster, 2010). More importantly, abstract thinking also mediates the effect of various forms of psychological distance on creativity (e.g., Henderson & Wakslak, 2010;Jia, Hirt, & Karpen, 2009;Krüger, Fiedler, Koch, & Alves, 2013;Liberman, Polack, Hameiri, & Blumenfeld, 2012). Theoretically, abstract thinking can increase creativity in two ways.…”

Section: Sarcasm: a Catalyst For Creativitymentioning

confidence: 99%

The highest form of intelligence: Sarcasm increases creativity for both expressers and recipients

Huang

Gino

Galinsky

2015

Organizational Behavior and Human Decision Processes

102

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Section: Sarcasm: a Catalyst For Creativitymentioning

confidence: 99%

The highest form of intelligence: Sarcasm increases creativity for both expressers and recipients

Huang

Gino

Galinsky

2015

Organizational Behavior and Human Decision Processes

102

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“…However, only two studies tested children as young as 4 years (Dziedziewicz et al ., ; Subbotsky et al ., ), and none have tested younger children, likely because no DT measures existed for younger children until recently. While effective, these strategies would be unsuitable for 2‐year‐olds because they involved verbal skills (Cartledge & Krauser, ; Cliatt et al ., ; Lee et al ., ; Subbotsky et al ., ), creating pictures (Dziedziewicz et al ., ; Khatena, ), or advanced conceptual knowledge (Liberman et al ., ).…”

Section: Introductionmentioning

confidence: 97%

“…There have been several effective divergent thinking interventions in younger children (Cartledge & Krauser, ; Cliatt, Shaw, & Sherwood, ; Dziedziewicz, Oledzka, & Karwowski, ; Khatena, ; Lee, Bain, & McCallum, ; Liberman, Polack, Hameiri, & Blumenfeld, ; Subbotsky, Hysted, & Jones, ). These interventions involved various methods, such as giving children extensive practice in thinking divergently, for example, asking them many divergent thinking questions (Cliatt et al ., ; Dziedziewicz et al ., ; Khatena, ); giving explicit instructions on how to think divergently (Cartledge & Krauser, ; Lee et al ., ); priming spatial distance (Liberman et al ., ); and watching magical videos, such as Harry Potter (Subbotsky et al ., ). However, only two studies tested children as young as 4 years (Dziedziewicz et al ., ; Subbotsky et al ., ), and none have tested younger children, likely because no DT measures existed for younger children until recently.…”

Section: Introductionmentioning

confidence: 99%

Two‐year‐olds can socially learn to think divergently

Hoicka

Powell

Knight

et al. 2017

British J of Dev Psycho

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This study aimed to discover whether 2-year-olds can socially learn to think divergently. Two-year-olds (N = 22) who saw an experimenter model a high level of divergent thinking on the Unusual Box Test (modelling 25 different actions, once each) went on to demonstrate a higher level of divergent thinking themselves than (N = 22) children who saw a low level of modelling (five different actions, once each), where divergent thinking was measured by the number of different actions children produced that had not been modelled by the experimenter. Additionally, all children in both High and Low Divergence conditions had higher divergent thinking than imitation scores, where imitation involved copying the experimenter's previous actions. This is the first experiment to show that 2-year-olds' divergent thinking can be increased, and that 2-year-olds do so by socially learning to think more divergently.

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“…Förster, Friedman, and Liberman (2004) found that priming individuals into a far temporal distance, a dimension of psychological distance, lead to more creative ideas than those primed with near temporal distance. Similar results were found when using a spatial distance manipulation of psychological distance (Jia, Hirt, and Karpen 2009;Liberman et al 2012). 3 In addition, Friedman et al (2003) provided evidence that the association between mindset and creativity is not limited to the construct of psychological distance, but more generally related to an abstract mindset/broad processing focus.…”

Section: Hypothesis Developmentmentioning

confidence: 52%

“…) Can Capital Constraints Restrain Creativity? The Spillover Effect of Budget Constraints on Employee Creativity 4 et al 2004;Jia et al 2009;Liberman et al 2012). In light of this prior work, we expect budgets with greater resource constraints to decrease employees' conceptual focus over their budgeted tasks, inducing a more concrete mindset and impairing their ability to think creatively.…”

Section: Can Capital Constraints Restrain Creativity? the Spillover Ementioning

confidence: 93%

Can Capital Constraints Restrain Creativity? The Spillover Effect of Budget Constraints on Employee Creativity

Véricourt¹,

Hales

Hilary

et al. 2017

SSRN Journal

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Can capital constraints restrain creativity? The spillover effect of budget constraints on employee creativity ESMT Working Paper, No. 17 All rights reserved. This document may be distributed for free -electronically or in print -in the same formats as it is available on the website of the ESMT (www.esmt.org) for non-commercial purposes. It is not allowed to produce any derivates of it without the written permission of ESMT.Find more ESMT working papers at ESMT faculty publications, SSRN, RePEc, and EconStor.July 10, 2017 ESMT Working Paper 17-03Can capital constraints restrain creativity? The spillover effect of budget constraints on employee creativity The Spillover Effect of Budget Constraints on Employee Creativity Francis de Vericourt European School of Management and Technology Jeffrey Hales Georgia Institute of Technology Gilles Hilary Georgetown University Jordan Samet Georgia Institute of TechnologyJune 30, 2017We would like to thank workshop participants at Georgia Institute of Technology, INSEAD, and the 2017 AAA/Deloitte Foundation/J. Michael Cook Doctoral Consortium for their helpful comments. In addition, we are grateful to Jeff Hawley for his excellent and attentive programming skills, and we would also like to thank Deborah Abrams and Peter Simasek for their coding assistance. Can Capital Constraints Restrain Creativity? The Spillover Effect of Budget Constraints on Employee Creativity 1 AbstractWhen setting budgets, managers may place constraints on how resources can be used in an effort to mitigate opportunistic behavior by subordinates. These restrictions can affect the ability of the subordinate to succeed in the budgeted task, but may also have an unintended spillover effect on the ability to innovate. Using an experiment, we find that individuals working under higher budgetary constraints are more efficient in their use of budgeted resources, but are less successful in the budgeted tasks, than their counterparts working under lower budgetary constraints. Importantly, we find that imposing budgetary constraints also causes employees to subsequently generate fewer highly original and creative ideas in an unrelated activity. These findings suggest that budget structures can have unintended consequences on the innovative capabilities of organizations. This paper contributes to the expansive budgeting literature by showing budgetary control design has organizational performance implications beyond the specified budgeted activity.

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Priming of spatial distance enhances children’s creative performance

Cited by 34 publications

References 30 publications

The highest form of intelligence: Sarcasm increases creativity for both expressers and recipients

The highest form of intelligence: Sarcasm increases creativity for both expressers and recipients

Two‐year‐olds can socially learn to think divergently

Can Capital Constraints Restrain Creativity? The Spillover Effect of Budget Constraints on Employee Creativity

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