scholarly journals Distant Temporal Distance and Creative Thinking: The Mediating Role of Promotion Motivation

2020 ◽  
Vol 11 ◽  
Author(s):  
Peipei Chen ◽  
Jinghuan Zhang ◽  
Yiliang Qi
Keyword(s):  
Creative Thinking ◽  
Temporal Distance ◽  
Mediating Role

Creativity Similarity? The Mediating Role of Climate for Creativity at Home Environment on the Relationship between Mother’s and Child’s Creative Thinking

2020 ◽  
Author(s):  
Dorota Maria Jankowska ◽  
Joanna Maria Kwaśniewska ◽  
Izabela Lebuda ◽  
Eliza Maria Witkowska
Keyword(s):  
Home Environment ◽  
Creative Thinking ◽  
Future Research ◽  
Parent Child Relationship ◽  
Creative Potential ◽  
Four Dimensions ◽  
Mediating Role ◽  
Parent Child ◽  
At Home

This study investigates the link between mother’s and children’s (8 to 9 years of age) creative thinking, focusing in particular on how mothers’ creativity interacts with climate for creativity in the parent-child relationship in predicting the offspring’s creative potential assessed by the Test for Creative Thinking-Drawing Production (TCT-DP). The moderating role of the children’s gender in this relationship was also assessed. In a sample of parent-child dyads (N = 66), it was demonstrated that (a) mother’s and child’s creative thinking was related within dyads, (b) four dimensions of climate for creativity at home environment, namely Encouragement to Experience Novelty and Variety, Encouragement of Nonconformism, Support of Perseverance in Creative Efforts, and Encouragement to Fantasize partially mediated this relationship, and (c) child’s gender did not moderate the investigated relationship. Moreover, there were no differences in climate for creativity between girls and boys, except for the fact that mothers support nonconformism more strongly in their sons than in daughters. Results were discussed in light of potential family transmission mechanisms of creative potential. It was also indicated the study’s implications for practice and directions for future research that stem from this project.

scholarly journals The More Fertile, the More Creative: Changes in Women’s Creative Potential across the Ovulatory Cycle

2021 ◽  
Vol 18 (10) ◽  
pp. 5390
Author(s):  
Katarzyna Galasinska ◽  
Aleksandra Szymkow
Keyword(s):  
Sexual Selection ◽  
Creative Thinking ◽  
Signaling Theory ◽  
Ovulatory Cycle ◽  
Creative Potential ◽  
Fertile Phase ◽  
Mediating Role ◽  
Human Feature ◽  
The Relationship

Creative thinking is a defining human feature. It provides novel solutions and as such undoubtedly has contributed to our survival. However, according to signaling theory, creativity could also have evolved through sexual selection as a potential fitness indicator. In our study, we tested one implication of this theory. Specifically, we hypothesized that if creativity can serve as a signal of women’s fitness, then we should observe an increase in creative thinking in the fertile phase of the ovulatory cycle compared to other non-fertile phases. In our study (N = 751), we tested creative potential throughout the ovulatory cycle. We found a positive correlation between the probability of conception and both creative originality and flexibility. Importantly, we also tested the mediating role of arousal in the relationship between the probability of conception and creative thinking. The results of our study are discussed in terms of signaling theory, through which women advertise their fitness with their creativity.

scholarly journals Audiovisual Riddles to Stimulate Children’s Creative Thinking

Comunicar ◽  
2011 ◽  
Vol 18 (36) ◽  
pp. 123-130 ◽  
Author(s):  
Jorge Montalvo-Castro
Keyword(s):  
Creative Thinking ◽  
Digital Natives ◽  
Mediating Role ◽  
Sensory Experiences ◽  
Digital Era ◽  
Literary Forms ◽  
Educación Primaria ◽  
Nativos Digitales ◽  
Aprendizaje Colaborativo

Solving riddles involves association of ideas, analysis of metaphors, and discovery of analogies. Therefore, promoting this type of children’s entertainment is a way to develop creative thinking. However, there is a problem: traditional riddles are literary forms that correspond to a pre-digital era. How can we increase its acceptance among the digital natives? One way might be creating audiovisual riddles specially designed for YouTube. In this research we made five prototypes of audiovisual riddles with different creative characteristics and validated them among 8-12 years old students. The validation results helped us to identify the attitudes, reactions, interpretations and ways of thinking of children when they try to solve such riddles. We also identified the resources of language and creative formats that fit best in audio-visual riddles. The outcome of this research emphasizes the need to correctly formulate the audiovisual riddle statements and their «clues» for children; this way we assure an intellectual and emotional satisfaction when solving them. It also concludes that reading or listening to traditional riddles are cognitive and sensory experiences that are very different from interacting with the same riddle in a multimedia language. Finally, we discuss and analyze the mediating role of the teacher and the importance of collaborative learning in educational projects using digital technologies.Para resolver una adivinanza hay que asociar ideas, analizar metáforas, descubrir analogías. Por eso, impulsar esta forma de entretenimiento infantil es un modo de ejercitar el pensamiento creativo. Sin embargo, existe un problema: las adivinanzas tradicionales son formas literarias que corresponden a una época pre-digital. ¿Cómo lograr, entonces, que tengan mayor aceptación entre los nativos digitales? Una posible solución sería crear adivinanzas audiovisuales diseñadas especialmente para YouTube. En esta investigación se realizaron cinco prototipos de adivinanzas audiovisuales con características creativas diferentes y se validaron con estudiantes de tercero a sexto grado de educación primaria. Los resultados de la validación permitieron identificar las actitudes, reacciones, interpretaciones y modos de razonamiento de los niños y niñas cuando intentan resolver este tipo de adivinanzas. También se identificaron los recursos de lenguaje y formatos creativos que funcionan mejor en una adivinanza audiovisual. En las conclusiones se destaca la necesidad de formular correctamente los enunciados de las adivinanzas audiovisuales y sus respectivas «pistas» para que los niños y niñas tengan la satisfacción intelectual y emocional de resolverlas. Se precisa, además, que leer o escuchar una adivinanza tradicional representa una experiencia cognitiva y sensorial muy distinta que interactuar con esa misma adivinanza en un lenguaje multimedia. Finalmente, se discute y analiza el rol mediador del docente y la importancia del aprendizaje colaborativo en los proyectos educativos que emplean tecnologías digitales.

The More You Say, the Less They Hear

2015 ◽  
Vol 27 (4) ◽  
pp. 159-169 ◽  
Author(s):  
Elsbeth D. Asbeek Brusse ◽  
Marieke L. Fransen ◽  
Edith G. Smit
Keyword(s):  
Hearing Protection ◽  
Entertainment Education ◽  
Mediating Role ◽  
Attitude Measures ◽  
Underlying Mechanisms

Abstract. This study examined the effects of disclosure messages in entertainment-education (E-E) on attitudes toward hearing protection and attitude toward the source. In addition, the (mediating) role of the underlying mechanisms (i.e., transportation, identification, and counterarguing) was studied. In an experiment (N = 336), three different disclosure messages were compared with a no-disclosure condition. The results show that more explicit disclosure messages negatively affect transportation and identification and stimulate the generation of counterarguments. In addition, the more explicit disclosure messages affect both attitude measures via two of these processes (i.e., transportation and counterarguing). Less explicit disclosure messages do not have this effect. Implications of the findings are discussed.

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

Commentaries and Rejoinder on

2014 ◽  
Vol 45 (4) ◽  
pp. 327-334 ◽  
Author(s):  
Han Gong ◽  
Douglas L. Medin ◽  
Tal Eyal ◽  
Nira Liberman ◽  
Yaacov Trope ◽  
...  
Keyword(s):  
Moral Judgment ◽  
Psychological Distance ◽  
Temporal Distance ◽  
Moral Cognition ◽  
Cultural Systems ◽  
Moral Condemnation ◽  
Construal Levels

In the hope to resolve the two sets of opposing results concerning the effects of psychological distance and construal levels on moral judgment, Žeželj and Jokić (2014) conducted a series of four direct replications, which yielded divergent patterns of results. In our commentary, we first revisit the consistent findings that lower-level construals induced by How/Why manipulation lead to harsher moral condemnation than higher-level construals. We then speculate on the puzzling patterns of results regarding the role of temporal distance in shaping moral judgment. And we conclude by discussing the complexity of morality and propose that it may be important to incorporate cultural systems into the study of moral cognition.

Sign in / Sign up

Export Citation Format

Share Document