scholarly journals Embodied Metaphors and Creative “Acts”

2012 ◽  
Vol 23 (5) ◽  
pp. 502-509 ◽  
Author(s):  
Angela K.-y. Leung ◽  
Suntae Kim ◽  
Evan Polman ◽  
Lay See Ong ◽  
Lin Qiu ◽  
...  
Keyword(s):  
Problem Solving ◽  
Embodied Cognition ◽  
Cognitive Processes ◽  
Divergent Thinking ◽  
The Other ◽  
Creative Cognition ◽  
Bodily Experiences ◽  
New Ideas ◽  
Creative Problem ◽  
Prescriptive Advice

Creativity is a highly sought-after skill. Prescriptive advice for inspiring creativity abounds in the form of metaphors: People are encouraged to “think outside the box,” to consider a problem “on one hand, then on the other hand,” and to “put two and two together” to achieve creative breakthroughs. These metaphors suggest a connection between concrete bodily experiences and creative cognition. Inspired by recent advances in the understanding of body-mind linkages in the research on embodied cognition, we explored whether enacting metaphors for creativity enhances creative problem solving. Our findings from five studies revealed that both physical and psychological embodiment of metaphors for creativity promoted convergent thinking and divergent thinking (i.e., fluency, flexibility, or originality) in problem solving. Going beyond prior research, which focused primarily on the kind of embodiment that primes preexisting knowledge, we provide the first evidence that embodiment can also activate cognitive processes that facilitate the generation of new ideas and connections.

scholarly journals Does Exposure to Multicultural Experience Enhance All Individuals’ Creative Problem-Solving Ability?

2017 ◽  
Vol 5 (2) ◽  
pp. 14 ◽  
Author(s):  
Mehrdad Fazeli Falavarjani ◽  
Forozan Irandust
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Interactive Effect ◽  
Openness To Experience ◽  
Interactive Effects ◽  
Creative Problem Solving ◽  
Multicultural Experience ◽  
Diverse Community ◽  
Creative Problem ◽  
Cultural Cues

Today’s diverse community often includes culturally rich environments that contain cues pertaining to more than one culture. These cultural cues can shape cognitive processes, such as creativity. This study aims to investigate the interactive effects of Openness to Experience, Extroversion and Multicultural Experience (including the real and desired experiences) on creative problem-solving ability using the quantitative method on a diverse sample of international students (N= 102). The findings indicate that the interactive effect of extensive multicultural experience and Openness to Experience predict the creative solution. It means the multicultural experience is beneficial for individuals to foster creative ability when they are highly open to experience, whereas, among those who are not open, more extensive multicultural experience do not lead to enhancement of creating the correct solution. Furthermore, this interaction term was not pronounced among the extroverted individuals. Implications of these findings for promoting creativity in learning environments are discussed.

scholarly journals Pengembangan Daya Kreatif (Creative Power) Melalui Dunia Sekolah: Identifikasi Isu

2017 ◽  
Vol 1 (1) ◽  
pp. 131-175
Author(s):  
Fuad Fachruddin
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Creative Problem Solving ◽  
Creative Teaching ◽  
Creative Behavior ◽  
Creative Leadership ◽  
Creative Power ◽  
Creative Problem ◽  
Constructive Behavior

Setiap insan dianugrahi Yang Maha Penyayang daya kreatif (creative power), yang mengandung beberapa dimensi yaitu berfikir kreatif (creative thinking atau divergent thinking),  perilaku kreatif  (creative behavior) atau perilaku konstruktif  (constructive behavior) dan tindakan atau amaliah kreatif.  Sayang tidak semua orang dapat mengembangkan daya tersebut secara optimal. Pola dan pendekatan mendidik di keluarga, sekolah dan masyarakat acap kali tidak mendukung  pengembangan daya kreatif. Tulisan ini membahas beberapa hal seperti tersebut di muka dan pengembangan daya kreatif melalui dunia sekolah. Dalam mengembangkan daya kreatif peserta didik diperlukan hal atau syarat yang mendukung yaitu guru kreatif yang mencakup pembelajaran kreatif (creative teaching), kepala sekolah yang kreatif (creative leadership) dan lingkungan yang kreatif. Pengembangan daya kreatif dalam kontek bangsa untuk  menyiapkan warga bangsa dalam mengadapi kehidupan yang sangat kompetitif (global). Dalam kontek dunia sekolah, pengembangan daya kreatif dimaksudkan sebagai sebagai salah satu upaya peningkatan mutu pendidikan, karena pengembangan daya akan melahirkan superior learning. Pengembangan daya kreatif peserta didik dapat dilakukan melalui pendekatan atau metoda seperti memecahkan masalah secara kreatif (creative  problem solving),  pembelajaran berbasis masalah,  konsep dan  pendekatan  “limit to reach unlimited (dalam keadaan  terbatas dapat melahirkan karya luar biasa).

Performance Incentives, Divergent Thinking Training, and Creative Problem Solving

2020 ◽  
Vol 32 (1) ◽  
pp. 159-176
Author(s):  
Kun Huo
Keyword(s):  
Problem Solving ◽  
Divergent Thinking ◽  
Employee Performance ◽  
Creative Problem Solving ◽  
Convergent Thinking ◽  
Performance Incentives ◽  
Incentive Schemes ◽  
Piece Rate ◽  
Divergent And Convergent Thinking ◽  
Creative Problem

ABSTRACT Creativity theory suggests that effective solutions to creative problems depend on both divergent and convergent thinking (Cropley 2006). Using an experiment in which participants solve insight problems, I investigate the effect of incentive schemes on creative problem-solving performance. I find that both piece-rate pay and a flat wage plus public recognition generate higher performance with divergent thinking training than without. Consistent with the idea that incentives may promote more convergent thinking than divergent thinking, piece-rate pay generates lower creative problem-solving performance than the flat wage in the absence of divergent thinking training (flat wage plus recognition has a neutral effect). The study suggests that when employee performance depends on creative problem solving, firms should implement incentive schemes and/or control systems that promote both divergent and convergent thinking.

scholarly journals ’n Verkennende studie met die oog op die identifisering en kategorisering van leerteorieë met verwysing na die prediking

1994 ◽  
Vol 50 (3) ◽  
Author(s):  
C. M. Van den Berg ◽  
T. F.J. Dreyer
Keyword(s):  
Social Sciences ◽  
Problem Solving ◽  
Learning Process ◽  
Well Being ◽  
The Other ◽  
Creative Problem Solving ◽  
The Social ◽  
Creative Problem ◽  
To Come ◽  
The Church

An introductory study to identify and classify theories of learning with regard to the task of preaching Learning is a lifelong process in which man must be what he can be, namely a being interacting with his world in a creative problem-solving manner for the well-being of himself and others. In a similar sense the church has always seen her task in preaching, supported by all the other domains of churchlife, as that of teaching people to come to terms with the gospel of Jesus Christ in their daily existence. This article proposes to identify, categorize and integrate the acknowledged theories underlying the learning process, as they exist in the social sciences, into an allencompassing model for learning; a model from which conclusions are drawn in the hope that further studies can spell out the implications of these conclusions as they are applicable to the task of preaching within the church.

A Three Dimensional Model for the Classification of Cognitive Processes

1986 ◽  
Vol 6 (1) ◽  
pp. 43-54 ◽  
Author(s):  
Isaac Lewin
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Divergent Thinking ◽  
Three Dimensional ◽  
Dimensional Model ◽  
Three Dimensional Model ◽  
Learning Problem ◽  
Semantic Organization ◽  
Conceptual Network

A model is suggested here which describes the theoretical relationships between different cognitive processes. It is hoped that this model will contribute towards a tightening of the scientific conceptual network, mainly on the “soft” side of cognitive processes theorization. Concepts which are hitherto loosely used will gain clearer, distinctive definition; this applies to concepts like imagery, imagination, fantasy, daydreaming, dreaming, divergent thinking, creativity, etc. In this same model the relationships between these concepts and concepts such as learning, problem solving, information processing, thinking, semantic organization, etc., as well as the relationships among the latter concepts to each other, will also become explicit.

Managerial creative problem solving and the Big Five personality traits

2015 ◽  
Vol 34 (6) ◽  
pp. 674-684 ◽  
Author(s):  
Nils Myszkowski ◽  
Martin Storme ◽  
Andrés Davila ◽  
Todd Lubart
Keyword(s):  
Problem Solving ◽  
Big Five ◽  
Divergent Thinking ◽  
Openness To Experience ◽  
Big Five Personality ◽  
Creative Problem Solving ◽  
Creative Potential ◽  
Content Type ◽  
Managerial Task ◽  
Creative Problem

Purpose – The purpose of this paper is to provide new elements to understand, measure and predict managerial creativity. More specifically, based on new approaches to creative potential (Lubart et al., 2011), this study proposes to distinguish two aspects of managerial creative problem solving: divergent-exploratory thinking, in which managers try to generate several new solutions to a problem; and convergent-integrative thinking, in which managers select and elaborate one creative solution. Design/methodology/approach – In this study, personality is examined as a predictor of managerial creative problem solving: On one hand, based on previous research on general divergent thinking (e.g. Ma, 2009), it is hypothesized that managerial divergent thinking is predicted by high openness to experience and low agreeableness. On the other hand, because efficient people management involves generating satisfying and trustful social interactions, it is hypothesized that convergent-integrative thinking ability is predicted by high agreeableness. In all, 137 adult participants completed two divergent-exploratory thinking managerial tasks and two convergent-integrative thinking managerial task and the Big Five Inventory (John and Srivastava, 1999). Findings – As expected, divergent-exploratory thinking was predicted by openness to experience (r=0.21; p<0.05) and agreeableness (r=−0.22; p<0.05) and the convergent-integrative thinking part of managerial creative problem solving was predicted by agreeableness (r=0.28; p<0.001). Originality/value – Contrary to most research on managerial creativity (e.g. Scratchley and Hakstian, 2001), the study focuses (and provides measure guidelines) on both divergent and convergent thinking dimensions of creative potential. This study replicates and extends previous results regarding the link between personality (especially agreeableness) and managerial creativity.

scholarly journals Threshold Effects of Creative Problem-Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

2017 ◽  
Vol 2017 ◽  
pp. 1-9 ◽  
Author(s):  
Chia-Yi Lin
Keyword(s):  
Problem Solving ◽  
Divergent Thinking ◽  
Sixth Grade ◽  
Threshold Effect ◽  
Creative Problem Solving ◽  
Convergent Thinking ◽  
Ability Test ◽  
Knowledge And Skills ◽  
Balanced Development ◽  
Creative Problem

This study aimed to help determine what the typology of math creative problem-solving is. Different from studies that have discussed the threshold effect between creativity and intelligence, this research investigated the threshold effect between creativity and other attributes. The typology of the math creative problem-solving abilities of 409 fifth- and sixth-grade Taiwanese students was identified and compared in this study. A Creative Problem-Solving Attribute Instrument was devised for this study, with the aim of measuring students’ perceptions on their motivation, knowledge, and skills, both in general and in specific domains. Divergent and convergent thinking were also measured. Cluster analyses yielded three creative problem-solving typologies: High, Medium, and Low. The High Attribute group scored significantly higher in the Math Creative Problem-Solving Ability Test than did the Medium Attribute and Low Attribute groups. The results suggest a threshold effect from several attributes—divergent thinking, convergent thinking, motivation, general knowledge and skills, domain-specific knowledge and skills, and environment—on students’ creative problem-solving abilities. Balanced development of attributes may be an important consideration in nurturing creativity in children.

scholarly journals On Accelerations in Science Driven by Daring Ideas: Good Messages from Fallibilistic Rationalism

2015 ◽  
Vol 40 (1) ◽  
pp. 19-41 ◽  
Author(s):  
Witold Marciszewski
Keyword(s):  
Problem Solving ◽  
Cognitive Science ◽  
Cognitive Processes ◽  
Classical Version ◽  
Conceptual Apparatus ◽  
Processing Information ◽  
New Ideas ◽  
The Senses

Abstract The first good message is to the effect that people possess reason as a source of intellectual insights, not available to the senses, as e.g. axioms of arithmetic. The awareness of this fact is called rationalism. Another good message is that reason can daringly quest for and gain new plausible insights. Those, if suitably checked and confirmed, can entail a revision of former results, also in mathematics, and - due to the greater efficiency of new ideas - accelerate science’s progress. The awareness that no insight is secured against revision, is called fallibilism. This modern fallibilistic rationalism (Peirce, Popper, Gödel, etc. oppose the fundamentalism of the classical version (Plato, Descartes etc.), i.e. the belief in the attainability of inviolable truths of reason which would forever constitute the foundations of knowledge. Fallibilistic rationalism is based on the idea that any problem-solving consists in processing information. Its results vary with respect to informativeness and its reverse - certainty. It is up to science to look for highly informative solutions, in spite of their uncertainty, and then to make them more certain through testing against suitable evidence. To account for such cognitive processes, one resorts to the conceptual apparatus of logic, informatics, and cognitive science.

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