scholarly journals THE INTERPLAY OF BILINGUALISM, EXECUTIVE FUNCTIONS AND CREATIVITY IN PROBLEM SOLVING AMONG MALE UNIVERSITY STUDENTS

2020 ◽  
Vol 13 (2) ◽  
pp. 308-324
Author(s):  
Mark Leikin ◽  
Esther Tovli ◽  
Anna Woldo
Keyword(s):  
Problem Solving ◽  
University Students ◽  
Executive Functions ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Flanker Task ◽  
Digit Span ◽  
Wisconsin Card Sorting Test ◽  
Remote Associates Test ◽  
Male University Students

The present study explores the interplay among bilingualism, executive functions and creativity in problem solving among adult male university students. In this context, the associations between two factors critical for understanding the topic, i.e. type of bilingualism (i.e. balanced versus non-balanced bilingualism) and type of creative thinking (i.e. convergent versus divergent thinking) are examined, as well. 28 Russian/Hebrew/English trilinguals (balanced Russian/Hebrew bilinguals), and 25 non-balanced Hebrew/English bilinguals participated in the study. All participants performed several standard tasks on executive functions (Wisconsin Card Sorting Test, Eriksen flanker task, digit span test, Corsi block-tapping test) and two tests on creativity: Torrance Tests of Creative Thinking (Figural Form A) and Remote Associates Test (in appropriate languages). The findings showed that the Russian-speaking participants performed better on the Torrance Tests of Creative Thinking, particularly in flexibility and fluency measures. On the Remote Associates Test, balanced bilinguals outperformed non-balanced bilinguals in the English version and exhibited the same results in the Hebrew version of the test. In this case, there were significant correlations between the Remote Associates Test results in all three languages in the Russian group. Thus, balanced bilingualism seems to be also characterized by a well-organized language system in which all of the individual’s languages are interconnected. This appears to be a significant factor in the performance of balanced bilinguals on the Remote Associates Test in the different languages. In addition, the findings seem to confirm the hypothesis that balanced bilingualism positively influences divergent thinking. The hypothesis that performance of bilinguals on creativity tasks is linked to distinctions in the development of their executive functions was not confirmed.

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).

scholarly journals Assessment of executive functions in obese individuals with binge eating disorder

2010 ◽  
Vol 32 (4) ◽  
pp. 381-388 ◽  
Author(s):  
Duchesne Monica ◽  
Mattos Paulo ◽  
José Carlos Appolinário ◽  
Silvia Regina de Freitas ◽  
Gabriel Coutinho ◽  
...  
Keyword(s):  
Eating Disorder ◽  
Binge Eating ◽  
Executive Functions ◽  
Binge Eating Disorder ◽  
Digit Span ◽  
Wisconsin Card Sorting Test ◽  
Card Sorting ◽  
Trail Making ◽  
Program Test ◽  
Sorting Test

OBJECTIVE: The aim of this study was to assess executive functions of obese individuals with binge eating disorder. METHOD: Thirty-eight obese individuals with binge eating disorder were compared to thirty-eight obese controls without binge eating disorder in terms of their executive functions. All individuals were assessed using the following instruments: Digit Span, Trail Making Tests A and B, Stroop Test and the Wisconsin Card Sorting Test. In addition, four subtests from the Behavioral Assessment of the Dysexecutive Syndrome Battery were also used, namely the Zoo Map Test, the Modified Six Elements Test, the Action Program Test and the Rule Shift Cards Test. RESULTS: When compared to obese controls, obese individuals with binge eating disorder presented significant impairment in the following tests: Digit Span backward, Zoo Map Test, Modified Six Elements Test, and Action Program Test. Subjects with binge eating disorder also showed significant more set shifting and perseverative errors in the Wisconsin Card Sorting Test. In other measures such as the Digit Span Forward, the Trail Making Test, the Stroop Test and the Rule Shift Cards Test, obese subjects with binge eating disorder did not differ significantly from obese subjects without binge eating disorder. CONCLUSION: These results suggest that, in the present sample, obese individuals with binge eating disorder presented executive deficits, especially impairments relating to problem-solving, cognitive flexibility and working memory.

Executive functions disorders in high functioning autism and rehabilitation implications

2017 ◽  
Vol 41 (S1) ◽  
pp. S435-S435
Author(s):  
A. Di Santantonio ◽  
M. Manfredini ◽  
N. Varucciu ◽  
M. Fabbri ◽  
M.C. Cutrone ◽  
...  
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Executive Functions ◽  
Cognitive Flexibility ◽  
High Functioning Autism ◽  
Wisconsin Card Sorting Test ◽  
Autism Spectrum ◽  
Cognitive Screening ◽  
Card Sorting ◽  
High Functioning

IntroductionThe term executive functions (EFs) includes a set of cognitive processes such as planning, working memory, attention, problem solving, inhibition, mental flexibility, multi-tasking, and initiation and monitoring of actions. EFs are the higher order control processes to guide behaviour.Some studies on the relationship between EFs and autism spectrum disorder (ASD) showed deficit in the cognitive flexibility and speed processing, particularly with Asperger syndrome. Recently, Merchán-Naranjo et al. [1] supported that children's and adolescents with autism without intellectual disability are insufficient in at least 5 domains: attention, working memory, cognitive flexibility, inhibitory control and problem-solving.AimsOur work is aimed at verifying if the presence of a dysexecutive syndrome significantly impacts on the adaptive functioning of people with high functioning autism.MethodsA group of young adults with ASD were administered traditional neuropsychological assessment, specific assessment, focusing on the planning strategies for solving problems (Test Tower of London), abstraction and categorization (Wisconsin Card Sorting Test), and the Dysexecutive Questionnaires.ResultsThe results showed the presence of a specific deficit in the executive functioning in an average cognitive functioning.ConclusionsIntegrate the standard cognitive screening with a specific EFs assessment resulted to be very useful for the clinician to realize neuropsychological and psychotherapeutic individualized treatment.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Using Theory-Based Research in Supporting Creative Learning Environment for Young Children

2016 ◽  
pp. 589-603
Author(s):  
Amanda J. Muhammad ◽  
Gloysis Mayers ◽  
Deborah G. Wooldridge
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Learning Environment ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Essential Element ◽  
Outdoor Spaces ◽  
Insight Problem Solving ◽  
Child Development Center ◽  
Supportive Learning Environment

A supportive creative environment for young children is viewed as an essential element toward facilitating their creative thinking. Creativity requires imagination, insight, problem solving, divergent thinking, the ability to express emotions and to be able to make choices, thus we created a supportive learning environment to nurture creativity in three to four year olds. In this chapter creativity theory is discussed and how to apply to the early childhood educational setting. The Reggio Approach and creativity-provoking methods are discussed. Application of the theory relates to how children are immersed into activities encourages problem-solving, exploration, creativity and the learning supported by play based experiences for children. Examples are given as to how one child development center has provided curriculum, arranged the indoor and outdoor spaces, and integrated the artist in residence concept into the setting.

Using Theory-Based Research in Supporting Creative Learning Environment for Young Children

2019 ◽  
pp. 295-311
Author(s):  
Amanda J. Muhammad ◽  
Gloysis Mayers ◽  
Deborah G. Wooldridge
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Learning Environment ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Essential Element ◽  
Outdoor Spaces ◽  
Insight Problem Solving ◽  
Child Development Center ◽  
Supportive Learning Environment

A supportive creative environment for young children is viewed as an essential element toward facilitating their creative thinking. Creativity requires imagination, insight, problem solving, divergent thinking, the ability to express emotions and to be able to make choices, thus we created a supportive learning environment to nurture creativity in three to four year olds. In this chapter creativity theory is discussed and how to apply to the early childhood educational setting. The Reggio Approach and creativity-provoking methods are discussed. Application of the theory relates to how children are immersed into activities encourages problem-solving, exploration, creativity and the learning supported by play based experiences for children. Examples are given as to how one child development center has provided curriculum, arranged the indoor and outdoor spaces, and integrated the artist in residence concept into the setting.

scholarly journals Lack of executive function deficits among adult ADHD individuals from a Brazilian clinical sample

2009 ◽  
Vol 3 (1) ◽  
pp. 34-37 ◽  
Author(s):  
Eloisa Saboya ◽  
Gabriel Coutinho ◽  
Daniel Segenreich ◽  
Vanessa Ayrão ◽  
Paulo Mattos
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Adult Adhd ◽  
Clinical Sample ◽  
Digit Span ◽  
Wisconsin Card Sorting Test ◽  
Adhd Group ◽  
Card Sorting ◽  
Control Subjects ◽  
Executive Function Deficits

Abstract Executive function deficits have been previously documented in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Objective: The current study aimed to compare measures of executive functions among a clinical sample of adults with ADHD and normal control subjects, matched for age, gender and education. Methods: Twenty-three self-referred adults diagnosed with ADHD according to DSM-IV criteria, and twenty-five control subjects were assessed using a neuropsychological battery which included the Wisconsin Card Sorting Test, Tower of Hanoi, Digit Span, Trail Making Test (A and B), Stroop Test and Raven's Progressive Matrices. Results: The ADHD group did not differ significantly from the control subjects on any of the measures assessed. Conclusion: Measures of executive functions using this test battery were unable to discriminate between adults with ADHD and control subjects in this clinical sample.

Executive Function Deficits in Patients after Cerebellar Neurosurgery

2015 ◽  
Vol 22 (1) ◽  
pp. 47-57 ◽  
Author(s):  
Monika Mak ◽  
Ernest Tyburski ◽  
Łukasz Madany ◽  
Andrzej Sokołowski ◽  
Agnieszka Samochowiec
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Response Times ◽  
Digit Span ◽  
Wisconsin Card Sorting Test ◽  
Control Group ◽  
Card Sorting ◽  
Mediating Role ◽  
Regulatory Processes ◽  
Perseverative Errors

AbstractThe cerebellum has long been perceived as a structure responsible for the human motor function. According to the contemporary approach, however, it plays a significant role in complex behavior regulatory processes. The aim of this study was to describe executive functions in patients after cerebellar surgery. The study involved 30 patients with cerebellar pathology. The control group comprised 30 neurologically and mentally healthy individuals, matched for sex, age, and number of years of education. Executive functions were measured by the Wisconsin Card Sorting Test (WCST), Stroop Color Word Test (SCWT), Trail Making Test (TMT), and working memory by the Digit Span. Compared to healthy controls, patients made more Errors and Perseverative errors in the WCST, gave more Perseverative responses, and had a lower Number of categories completed. The patients exhibited higher response times in all three parts of the SCWT and TMT A and B. No significant differences between the two groups were reported in their performance of the SCWT and TMT with regard to the measures of absolute or relative interference. The patients had lower score on the backward Digit Span. Patients with cerebellar pathology may exhibit some impairment within problem solving and working memory. Their worse performance on the SCWT and TMT could, in turn, stem from their poor motor–somatosensory control, and not necessarily executive deficits. Our results thus support the hypothesis of the cerebellum’s mediating role in the regulation of the activity of the superordinate cognitive control network in the brain. (JINS, 2016, 22, 47–57)

scholarly journals The Predictive Ability of Emotional Creativity in Creative Performance Among University Students

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110088
Author(s):  
Ahmad Mohammad Ali Alzoubi ◽  
Mohammad Farhan Al. Qudah ◽  
Ismael Salamah Albursan ◽  
Salaheldin Farah Attallah Bakhiet ◽  
Ali. A. Alfnan
Keyword(s):  
University Students ◽  
Creative Thinking ◽  
Predictive Ability ◽  
Thinking Skills ◽  
Female Students ◽  
Three Dimensions ◽  
Creative Performance ◽  
Male And Female ◽  
Remote Associates Test

This study investigated the predictive ability of emotional creativity (EC) in creative performance (CP). The sample consisted of 297 male and female students from literary, educational, and administrative specializations. EC was assessed by Averill’s Emotional Creativity Inventory that includes three dimensions: preparedness, novelty, and effectiveness. Mednick’s Remote Associates Test was used to assess CP. Results revealed that the three dimensions of EC predicted CP. Statistically significant differences in EC were found in favor of female students and students from literary and educational specializations, whereas no significant differences were found by cumulative grade. Nevertheless, statistically significant differences in CP by cumulative grade were found in favor of students with high grades. No statistically significant differences in CP by gender and specialization were found. It was recommended based on the results that the three dimensions of EC be integrated in programs seeking to enhance students’ creative thinking skills.

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