The contributions of convergent thinking, divergent thinking, and schizotypy to solving insight and non-insight problems

Webb, Margaret E.; Little, Daniel R.; Cropper, Simon J.; Roze, Kayla

doi:10.1080/13546783.2017.1295105

Cited by 60 publications

(45 citation statements)

References 57 publications

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“…Before beginning the study, participants were provided with consent forms detailing the proposed study. We advertised for participants with English as a first language, as a number of problems required high English proficiency and we have previously shown this to be important (Webb, Little, Cropper, & Roze, 2017).…”

Section: General Methodsmentioning

confidence: 99%

“…In three additional experiments (Webb et al, 2016b;Webb, Little, Cropper, & Roze, 2017), each with large sample sizes (N > 100), we used a subset of the problems that we test here using near identical procedures. This allowed us to investigate the reliability of aha ratings conditional on accuracy across all four experiments.…”

Section: Reliability Of Insight: Methodsmentioning

confidence: 99%

“…These included the Oxford-Liverpool Inventory of Feelings and Experiences (O-LIFE; Mason & Claridge, 2006), Raven's (1985) Advanced Progressive Matrices, a verbal fluency measure adapted from Lezak (2004), and an adaptation of the alternative-uses task (AUT: Guildford, Christensen, Merrifield, & Wilson, 1978). These measures are reported elsewhere in a follow-up study of the same sample (Webb, Little, Cropper, & Roze, 2017).…”

Section: Methodsmentioning

confidence: 99%

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Once more with feeling: Normative data for the aha experience in insight and noninsight problems

2017

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Despite the presumed ability of insight problems to elicit the subjective feeling of insight, as well as the use of so-called insight problems to investigate this phenomenon for over 100 years, no research has collected normative data regarding the ability of insight problems to actually elicit the feeling of insight in a given individual. The work described in this article provides an overview of both classic and contemporary problems used to examine the construct of insight and presents normative data on the success rate, mean time to solution, and mean rating of aha experience for each problem and task type. We suggest using these data in future work as a reference for selecting problems on the basis of their ability to elicit an aha experience.

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Section: General Methodsmentioning

confidence: 99%

Section: Reliability Of Insight: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Once more with feeling: Normative data for the aha experience in insight and noninsight problems

2017

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“…However, the results of the research show that the divergent-thinking behavior has not been fully emphasized by teachers because of the difficulties faced to condition the students (Zabelina & Ganis, 2018). Another research also produces data that students have not been able to optimize divergent-thinking skills because the teachers still emphasize the importance of convergent thinking and ignore divergent thinking (Webb et al, 2017). In addition, there are many comments about the elementary school graduates who have not yet reached the development of creativethinking skills (Sitorus & Masrayati, 2016).…”

mentioning

confidence: 99%

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Fauziah¹,

Mahfud²,

Murwaningsih³

et al. 2020

EUROPEAN J ED RES

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This research aims to find out: (1) the more effective learning model on students' divergent-thinking skills; (2) the better adversity quotient on students' divergent-thinking skills; (3) the better adversity quotient to improve students' divergent-thinking skills in each learning model; and (4) the better learning model to improve students' divergent-thinking skills in each adversity quotient. This research uses a quantitative approach with a quasi-experimental type. The fifth-grade students were selected as the research subjects. This research was carried out at the public elementary schools in Laweyan District, Surakarta, Indonesia. Test and questionnaire techniques were used to collect data. The data analysis was performed with the analysis prerequisite, hypothesis, and multiple-comparison tests. The results showed that the learning model and adversity quotient have an influence on divergentthinking skills; for each adversity quotient, the thinking actively in a social context learning model is better than the creative problem solving and direct instruction learning model; the creative problem solving learning model is better than the direct instruction learning model; and adversity quotient of the climbers is better than that of the campers and the adversity quotient of the campers is better than that of the quitters in each learning model.

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“…Problem solving performance on RATs and CRATs has been found to correlate with performance on other creative tasks such as rebus puzzles (MacGregor & Cunningham, ; see Threadgold, Marsh, & Ball, , for further discussion) and classic insight tasks (Schooler & Melcher, ; but see Webb, Little, Cropper, & Ruze, ). Such patterns of association suggest that RATs and CRATs represent effective tests of creativity.…”

mentioning

confidence: 99%

Background music stints creativity: Evidence from compound remote associate tasks

Threadgold

Marsh

McLatchie

et al. 2019

Applied Cognitive Psychology

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Background music has been claimed to enhance people's creativity. In three experiments, we investigated the impact of background music on performance of Compound Remote Associate Tasks (CRATs), which are widely thought to tap creativity.Background music with foreign (unfamiliar) lyrics (Experiment 1), instrumental music without lyrics (Experiment 2), and music with familiar lyrics (Experiment 3) all significantly impaired CRAT performance in comparison with quiet background conditions. Furthermore, Experiment 3 demonstrated that background music impaired CRAT performance regardless of whether the music induced a positive mood or whether participants typically studied in the presence of music. The findings challenge the view that background music enhances creativity and are discussed in terms of an auditory distraction account (interference-by-process) and the processing disfluency account.

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The contributions of convergent thinking, divergent thinking, and schizotypy to solving insight and non-insight problems

Cited by 60 publications

References 57 publications

Once more with feeling: Normative data for the aha experience in insight and noninsight problems

Once more with feeling: Normative data for the aha experience in insight and noninsight problems

The Effect of Thinking Actively in a Social Context and Creative Problem-Solving Learning Models on Divergent-Thinking Skills Viewed from Adversity Quotient

Background music stints creativity: Evidence from compound remote associate tasks

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