The Role of Metaphorical Thinking in the Creativity of Scientific Discourse

Sánchez‐Ruiz, María‐José; Santos, Manuela Romo; Jiménez, Juan Jiménez

doi:10.1080/10400419.2013.843316

Cited by 19 publications

(7 citation statements)

References 30 publications

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“…Within the creative cognition framework (Finke, Ward, & Smith, 1992) a range of cognitive processes were identified as potentially leading to creativity, such as divergent and convergent thinking (e.g., Cropley, 1999Cropley, , 2006, metaphorical and analogical thinking (e.g., Runco, 1991;Sanchez-Ruiz, Santos, & Jiménez, 2013), and perspective taking (Davis, 2004).…”

Section: Introductionmentioning

confidence: 99%

Use of Creative Cognition and Positive Affect in Studying: Evidence of a Reciprocal Relationship

Rogaten

Moneta

2015

Creativity Research Journal

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This two-wave study examined the longitudinal relationships between positive affect in studying and the use of creative cognition in studying. Based on the broaden-and-build theory of positive emotions, the mood-as-input model, the control-process model of self-regulation of intentional behavior, and self-determination theory, it was hypothesized that positive affect will be both an antecedent and a consequence of the use of creative cognition. A sample of 130 university students completed the International Positive and Negative Affect Schedule -Short Form (I-PANAS-SF) and the Use of Creative Cognition Scale (UCCS) with reference to their overall studying experience in the first and second semesters of an academic year. A comparison of alternative structural equation models showed clear support for the reciprocal relationship between positive affect in studying and the use of creative cognition in studying. The theoretical and practical implications of these findings are outlined.

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Section: Introductionmentioning

confidence: 99%

Use of Creative Cognition and Positive Affect in Studying: Evidence of a Reciprocal Relationship

Rogaten

Moneta

2015

Creativity Research Journal

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“…Yet creativity is critical for success in scientific domains, such as generating novel hypotheses, flexibly connecting information from diverse sources, and solving ill-defined problems (Daker et al, 2022). Psychologists have studied some aspects of scientific creativity, such as behavioral correlates of scientific productivity (e.g., intelligence, personality; Barron & Harrington, 1981; Sternberg et al, 2020) and cognitive processes relevant for scientific thinking (e.g., analogical reasoning, hypothesis generation; Sak & Ayas, 2013; Sanchez-Ruiz et al, 2013). However, very few neuroimaging studies have examined neural correlates of STEM creativity (cf.…”

Section: Scientific Creativitymentioning

confidence: 99%

Brain networks supporting scientific creative thinking.

Beaty¹,

Cortes²,

Merseal³

et al. 2023

Psychology of Aesthetics, Creativity, and the Arts

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Creative thinking is important for success in the fields of science, technology, engineering, and mathematics (STEM). Yet creativity in STEM is perhaps the most under-researched question in the creativity literature, with little known about the neurocognitive mechanisms supporting scientific creative thinking abilities, such as hypothesis generation. In the present functional magnetic resonance imaging study, undergraduate STEM majors (n = 47) completed a scientific hypothesis generation task (thinking of novel/plausible explanations for hypothetical scenarios) and a control task (thinking of synonyms to replace a word in a hypothetical scenario). Multivariate pattern analysis identified a whole-brain network supporting hypothesis generation, including hubs of the default (posterior cingulate cortex [PCC]), salience (right anterior insula [AI]), and semantic control (left inferior frontal gyrus [IFG]) networks. Using these network hubs as seed regions, we found increased between-network functional connectivity during hypothesis generation, including stronger coupling between semantic control (IFG) and posterior default regions (PCC and bilateral angular gyrus) and stronger coupling between salience (AI) and default regions, alongside weaker within-network functional connectivity. Our results indicate that scientific creative thinking involves increased cooperation among the default, salience, and control networks—similar to creative thinking in other domains—potentially reflecting a coordination of spontaneous/generative and controlled/evaluative processes to construct original explanations for scientific phenomena.

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“…La imaginación, la creatividad y la fantasía forman parte del repertorio de las funciones psicológicas humanas, ocupando en él un lugar primordial. Diferentes estudios abonan esta afirmación y señalan, por ejemplo, que ellas resultan de importancia insoslayable tanto para la resolución de problemas de nivel individual (Maier, 1970) como para un amplio ámbito de actividades humanas sociales, como lo son el avance del conocimiento científico (Kim, 2016;Sánchez-Ruiz, Romo Santos & Jiménez Jiménez, 2013), la innovación organizacional (Amabile, 1988) y la invención técnica y artística (Weisberg, 2006).…”

Section: Imaginación Creatividad Y Fantasía En Vygotskiunclassified

Imaginación, creatividad y fantasía en Lev S. Vygotski: una aproximación a su enfoque sociocultural

Alessandroni

2017

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Este trabajo persigue dos objetivos; en primer lugar, exponer sucintamente algunas de las características de las categorías conceptuales que constituyen el núcleo duro de los enfoques socioculturales, tanto en su formulación vygotskiana (Teoría Histórico-Cultural), como en aquellas postvygotskianas. Ello permitirá sentar bases conceptuales desde las cuales encarar el segundo objetivo, a saber, analizar el texto Imaginación y creatividad en el adolescente [Pedologija podrostka (Pedagogía del Adolescente), 1931] de Lev S. Vygotski. Dicho texto resulta un caso de análisis útil tanto para ilustrar el abordaje sociocultural del autor en relación con la creatividad y su vinculación con otras funciones psicológicas al interior del desarrollo sociogenético del individuo, como su poder de creación de consciencia y control autorregulatorio. las organizaciones y la sociedad en reducir las desigualdades en el lugar de trabajo y apoyar mejores acciones preventivas.

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The Role of Metaphorical Thinking in the Creativity of Scientific Discourse

Cited by 19 publications

References 30 publications

Use of Creative Cognition and Positive Affect in Studying: Evidence of a Reciprocal Relationship

Use of Creative Cognition and Positive Affect in Studying: Evidence of a Reciprocal Relationship

Brain networks supporting scientific creative thinking.

Imaginación, creatividad y fantasía en Lev S. Vygotski: una aproximación a su enfoque sociocultural

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