The impact of spontaneous and induced mood states on problem solving and memory

Abstract

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Acute Stress Shapes Creative Cognition in Trait Anxiety

“…Besides, the problem solution for RAT could involve analytical strategies and insight strategies (Kounios and Beeman, 2014). In negative affect state, people are inclined to use analytical strategies and perform higher accuracy in high negative affect compared to relatively low negative emotions (Shen et al, 2019). Stress is usually accompanied by a relatively higher negative affect which prompts individuals to apply more analytical strategies to facilitate convergent thinking.…”

Peer Review #2 of "The relationships between bilingual learning, willingness to study abroad and convergent creativity (v0.1)"

“…Of the participants in this experiment who spoke Chinese as their first language, 66 (86.8%) participants spoke one foreign language (English), 8 (10.5%) participants spoke two foreign languages, 2 (2.6%) participants spoke three foreign languages, and all participants spoke English as a second language. Eight of the 76 participants were excluded from the data analysis (10.53%) for the following reasons: One participant did not provide thoughtful responses to the RAT problems, and the other participants required longer than 20 s to answer one of the RAT problems (Shen et al, 2016a;Shen et al, 2019). A final sample of 68 (32 male; age M =20.37 years, age SD =2.18 years) participants was used in this study, including 28 students who planned to study abroad and 40 students who did not.…”

“…A typical RAT contains three unrelated words (e.g., rat/blue/cottage), and participants are asked to find a fourth word (e.g., cheese) that serves as an associative link to the stimulus test (Alici et al, 2019;Benedek & Neubauer, 2013). In this study, 53 Chinese RAT problems (Ding, et al, 2014;Shen et al, 2016a;Shen et al, 2019;Shen, Hommel, Yuan, Chang, & Zhang, 2018) were used as the experimental materials, including five problems (two difficult and three simple problems) used during the practice session. Forty-eight problems, including 24 difficult and 24 simple problems, were used in the formal experiment.…”

“…Third, this study showed that the intention to study abroad was related to performance in convergent creativity; in future research, the causes of this result could be explored by measuring other relevant variables, such as openness to experience. Furthermore, a considerable number of studies from diverse groups has validated the effectiveness of such a tool to measure the convergent creativity of Chinese people (Ding, et al, 2014;Shen et al, 2016a;Shen, et al, 2018;Shen et al, 2019;Wu, Chang, & Chen, 2017). With the deepening of research on creativity worldwide, an increasing number of people may be interested in the creativity of Chinese people, so this tool must be further promoted and verified.…”

Peer Review #2 of "The relationships between bilingual learning, willingness to study abroad and convergent creativity (v0.2)"

“…Of the participants in this experiment who spoke Chinese as their first language, 66 183 (86.8%) participants spoke one foreign language (English), 8 (10.5%) participants spoke two 184 foreign languages, 2 (2.6%) participants spoke three foreign languages, and all participants spoke 185 English as a second language. Eight of the 76 participants were excluded from the data analysis 186 (10.53%) for the following reasons: One participant did not provide thoughtful responses to the 187 RAT problems, and the other participants required longer than 20 s to answer one of the RAT 188 problems (Shen et al, 2016a; Shen et al, 2019). A final sample of 68 (32 male; age M =20.37 years, 189 age SD =2.18 years) participants was used in this study, including 28 students who planned to study 190 abroad and 40 students who did not.…”