Role of Memory in Divergent Thinking

Pollert, Leslie H.; Feldhusen, John F.; Mondfrans, Adrian P. Van; Treffinger, Donald J.

doi:10.2466/pr0.1969.25.1.151

Cited by 17 publications

(5 citation statements)

References 7 publications

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“…In such cases, participants may adopt alternative strategies for generating responses, such as deriving words associated with episodic memories evoked by the cue. This episodic memory strategy, we predicted, would be most effective when the cue words are imageable (i.e., high in imagery) and can evoke recollections or other episodic‐like processes more easily than words that are not as imageable (Paivio et al,1968; Richardson,1992; Moulton and Kosslyn,2009). Control participants could take advantage of the evoked episodic memory by quickly accessing a memory or simulated scene and produce a word associated with it.…”

Section: Discussionmentioning

confidence: 92%

Medial temporal lobe amnesia impairs performance on a free association task

Romero

Moscovitch

2013

Hippocampus

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A growing body of evidence suggests that the hippocampus contributes to performance (or is implicated) in non-memory domains from perception to problem solving. In a previous study we found that hippocampal contribution to exemplar generation in a fluency task was determined jointly by the open-endedness of the task and its ability to elicit episodic memories (Sheldon and Moscovitch (2012) Hippocampus 22:1451-1466). In the current study, we extend these observations by exploring the role of the hippocampus in generative, goal-directed open-ended thought in patients with medial temporal lobe (MTL) amnesia on a free association task (think of words as they come to mind). Patients and control participants were asked to associate freely for one minute to cue words that varied in the open-endedness of the responses they elicited (greater for low- than high-frequency words), and in the ease with which episodic memories were evoked (greater for high imageable than low imageable words). As predicted, MTL amnesia patients generated fewer words than control participants when cues were highly imageable and low in frequency, but performed equivalently to them in the other conditions. These results support our prediction that the hippocampus contributes to free association, and possibly more generally to other generative tasks that are open-ended, creative, or that elicit the use of contextual and likely episodic memories in order to derive relevant information.

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Section: Discussionmentioning

confidence: 92%

Medial temporal lobe amnesia impairs performance on a free association task

Romero

Moscovitch

2013

Hippocampus

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“…One examination of the relationships between intelligence, cre ativity, and memory was carried out by Pollert,(1969)o He hypothesized that memory was importanc to creativityJ and his results supported this hypotheSiS, with one predictable exception: two rote memory tasks showed no relation to non-verbal creativity and only a very small rela tion to verbal creativity and intelligence. Rote memory is known to b9 quite independent of intelligence tests (Cronbach, 1910).…”

Section: Memory and Setsmentioning

confidence: 71%

“…Some indivi.duals seem to be significantly more efficient than others at non :rote memory (learning and 'recall of meaningful infonr..ation), and this variable efficiency is constantly fotmd to be correlated tQ intelli gence-te~rt; scores (Matarazzo, 1972;Pollert, 1969). The source of indiv idual differences in non-rote memory is difficult to ascertain.…”

Section: The Problem Of Higher Mental Processesmentioning

confidence: 99%

A theory of the creativity-intelligence interaction: an environmental suppressor variable

McDonald¹

2000

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“…Moreover, teaching activities have been found to boost students' creative thinking (e.g., Neethling, 2000;Torrance, 1988). Generally, studies on creativity have identified the various factors that should be encouraged and improved by teachers; these include cognitive factors (Cropley, 1992;Pollert, Feldhusen, Van Mondfrans, & Treffinger, 1969), motivation factors (Beghetto, 2005;Cropley, 1997;Torrance, 1992), personality factors (Amabile, 1996;Beghetto, 2005;Cannatella, 2004;Gardner, 1988;Von Eschenbach & Noland, 1981), and social factors (Cropley, 1992, Torrance, 1992.…”

Section: On the Factors That Enhance Creativitymentioning

confidence: 99%

Bridging theory and practice: How creative ideas flourish through personal and academic literacy practices

Ketabi¹,

Zabihi²,

Ghadiri³

2012

IJRSP

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One of the key life skills advocated by the World Health Organization (1999) to be incorporated into any curriculum is 'creativity'. With the advent of the notion of Applied ELT (Pishghadam, 2011), which considers ELT as an independent discipline now able to contribute to and enrich other domains of knowledge, the idea of life skills education was soon imported into the field of English language teaching. In this connection, it seems that figuring out ways to improve life skills, say, creativity in language learners should be given well-deserved attention. Be that as it may, this paper explores whether and to what extent reading and writing activities can provide abundant opportunities for creative ideas to flourish.Specifically, this study explored the extent to which extensive practice in academic and personal reading and/or writing would be related to high creative thinking. For this purpose, a sample of 300 intermediate EFL learners in Iran participated in this study by filling out a self-report questionnaire and completing the Abbreviated Torrance Test for Adults (ATTA). The questionnaire inquires about the total courses taken in reading and writing as well as the total hours spent on reading and writing in both L1 and L2. The results revealed that learners who spent more time on reading and writing had a significantly better performance on the creativity test. That is, creative thinking scores (fluency, originality, elaboration, flexibility, and the Creativity Index) showed significant correlations with the amount of time spent on reading and writing.

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Role of Memory in Divergent Thinking

Cited by 17 publications

References 7 publications

Medial temporal lobe amnesia impairs performance on a free association task

Medial temporal lobe amnesia impairs performance on a free association task

A theory of the creativity-intelligence interaction: an environmental suppressor variable

Bridging theory and practice: How creative ideas flourish through personal and academic literacy practices

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