Varieties of Inner Speech and Creative Potential

Inner speaking, the covert talking that goes on inside a person's mind, can shape creative thought. How the phenomenological properties and quality of inner speaking correlate with a person's creative potential, however, is an open scientific problem. To explore this, participants ( n = 267) filled in the revised Varieties of Inner Speech Questionnaire and the revised Launay Slade Hallucination Scale (auditory subscale), and performed three tests of creative potential: one divergent (Alternative Uses Test) and two convergent thinking tests (Compound Remote Associates Test, short Hagen Matrices Test). The results showed that a tendency to engage in condensed and evaluative/ critical inner speaking negatively correlated with convergent thinking ability; and the results pointed toward a potential negative correlation of auditory hallucination proneness with divergent and convergent thinking ability. No evidence was found for a correlation of the dialogicality, imagining of others’ voices, or positive/regulatory aspect of the participants day-to-day inner speech, with creative potential. Herewith, the presented study contributes novel insight into the relationship between the varieties of inner speech and creative potential.

Analisis Kemampuan Pemecahan Masalah pada Materi Sistem Koordinat Kartesius Ditinjau dari Perbedaan Pola Pikir Divergen dan Konvergen Siswa Kelas VIII SMP

This study aims to determine how the ability of mathematical problem solving in the Cartesian coordinate system material in terms of differences in divergent and convergent thinking patterns in class VIII students in semester 1 of SMP Negeri 1 Kediri in the 2019/2020 academic year. This research is a descriptive study using a quantitative approach. The instruments used in this study were the thinking character questionnaire instrument and the problem solving ability test instrument. The thinking character questionnaire instrument was used to select research samples that met the criteria for divergent thinking and convergent thinking. In this study, 11 students thought divergent and 12 students thought convergent. The problem-solving ability test instrument was used to determine the problem-solving ability of the research sample as measured by Polya's assessment guidelines, namely (1) understanding the questions, (2) planning solutions, (3) solving problems, and (4) checking. The results showed that there was no difference in the average score of problem-solving abilities between students with divergent and convergent thinking patterns, namely 66.19 and 66.73. The only difference lies in the steps each student takes. This shows that different mindsets do not affect a person's ability to solve a problem.

Pengaruh Model Problem Posing dengan Context-Rich Problem terhadap Kemampuan Berpikir Divergen dan Konvergen Siswa

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Problem Posing dengan Context-Rich Problem terhadap kemampuan berpikir divergen dan kemampuan berpikir konvergen siswa. Penelitian ini merupakan penelitian eksperimen semu (quasy eksperimental) dengan rancangan penelitian posttest-only control group design. Sampel penelitian ini adalah 85 siswa kelas X SMAN 7 Mataram yang dipilih menggunakan teknik purposive sampling yang terbagi dalam 3 kelompok. Kelompok eksperimen I terdiri dari 26 siswa dibelajarkan dengan model pembelajaran Problem Posing dengan Context-Rich Problem, kelompok eksperimen II terdiri dari 29 siswa dibelajarkan dengan model Problem Posing, sedangkan kelompok kontrol terdiri dari 30 siswa dibelajarkan dengan model konvensional dengan Context-Rich Problem. Data dikumpulkan menggunakan lembar observasi keterlaksanaan pembelajaran dan tes kemampuan berpikir divergen dan konvergen. Teknik analisis data menggunakan uji varian dua jalur (two way ANOVA). Hasil penelitian menunjukan bahwa (1) penggunaan model pembelajaran Problem Posing dengan Context-Rich Problem berpengaruh (Fhitung= 4,128 > Ftabel= 3,26) terhadap kemampuan berpikir divergen siswa; (2) skor rata-rata kelompok eksperimen I (mean= 55,38) lebih tinggi dari pada kelompok eksperimen II (mean= 40,91) dan kelompok kontrol (mean= 42,23); (3) penggunaan model pembelajaran Problem Posing dengan Context-Rich Problem tidak berpengaruh (Fhitung= 0,449 < Ftabel= 3,26) terhadap kemampuan berpikir konvergen siswa; (4) skor rata-rata kelompok eksperimen I (mean= 34,5) lebih tinggi dari pada kelompok eksperimen II (mean= 33,25) dan kelompok kontrol (mean= 24,99). Penelitian ini menyimpulkan bahwa model pembelajaran Problem Posing dengan Context-Rich Problem berpengaruh terhadap kemampuan berpikir divergen, namun tidak berpengaruh signifikan terhadap kemampuan berpikir konvergen siswa. The Effect of Problem Posing Model with Context-Rich Problem toward Students’ Divergent and Convergent Thinking Ability Abstract This study aims to determine the effect of the Problem Posing learning model with Context-Rich Problems on students' divergent thinking and convergent thinking abilities. This research is a quasi-experimental research with a posttest-only control group design. The sample of this study was 85 students of class X SMAN 7 Mataram who were selected using a purposive sampling technique which was divided into 3 groups. The experimental group I consisted of 26 students taught with the Problem Posing learning model with Context-Rich Problems, the experimental group II consisted of 29 students taught with the Problem Posing model, while the control group consisted of 30 students taught using the conventional model with the Context-Rich Problem. Data were collected using observation sheets on the implementation of learning and divergent and convergent thinking skills tests. The data analysis technique used a two-way ANOVA test. The results showed that (1) the use of the Problem Posing learning model with Context-Rich Problem had an effect (Fcount = 4.128 > Ftable = 3.26) on students' divergent thinking abilities; (2) the average score of the experimental group I (mean= 55.38) was higher than that of the experimental group II (mean= 40.91) and the control group (mean= 42.23); (3) the use of Problem Posing learning model with Context-Rich Problem has no effect (Fcount = 0.449 < Ftable = 3.26) on students' convergent thinking ability; (4) the average score of the experimental group I (mean= 34.5) was higher than the experimental group II (mean= 33.25) and the control group (mean= 24.99). This study concludes that the Problem Posing learning model with Context-Rich Problems has an effect on divergent thinking skills, but has no significant effect on students' convergent thinking abilities.

Aligning bodies and minds: New insights about synchrony's effects on creative thinking, cohesion and positive affect

<p>Researchers conjecture that rituals have been prevalent in human activities for millennia due to tacit evolutionary functions of solidarity and cooperation. A key element of ritualistic behaviours is synchrony, defined as the matching of actions in time with others. Synchrony has been associated with a range of phenomena, including increased affiliation, connectedness, and cooperation among group members. However, there have been a number of failed replications of key studies. Furthermore, synchrony research has focused mainly on social and affective responses. Synchrony’s effects on cognitive processes remain largely unexamined, even though synchronous actions require social cognition. In this thesis, I investigate the link between synchrony and creative thinking, a basic and distinctively human cognitive process. This thesis reports four empirical studies conducted to investigate two main aims: (1) synthesise existing synchrony literature to determine synchrony’s overall effect on previously studied outcomes; and (2) investigate the relationship between synchrony and creative thinking. The focus on creativity is theoretically relevant because both sociological speculations about synchrony’s role on cultural conformity and real-world observations on reduced decision quality in highly cohesive groups (e.g., groupthink) suggest that synchrony may have detrimental effects on creativity. To address the first aim, a meta-analysis (Study 1) of experimentally manipulated synchrony studies showed that synchrony was positively associated (small to medium effect sizes) with prosocial behaviour, social bonding perceptions, partner cognition, and positive affect. Three experimental studies were conducted to address the second aim. Study 2 investigated the direct association between synchrony and two components of creative thinking – convergent thinking (i.e., synthesis of ideas toward a single creative solution) and divergent thinking (i.e., generation of multiple alternative ideas) – and aimed to replicate shared intentionality (i.e., shared goal/purpose) on positive social and affective responses. Shared intentionality has been argued as one of the main mechanisms amplifying synchrony’s positive social effects. In this study, I found that synchrony impaired convergent thinking when paired with shared intentionality, but I did not find support for a statistically significant effect of synchrony on divergent thinking. Additionally, I replicated synchrony’s positive social and affective effects. Broadening the scope, ritualistic behaviours in real-world contexts often vary in synchronicity and physical intensity simultaneously. Intensity has been shown to increase social bonding, well-being, and certain cognitive processes; therefore, it is important to study the separate effects of synchrony and intensity on these outcomes. To do so, I conducted a naturalistic field study (Study 3) of group exercises varying in synchrony and intensity, and Study 4 examined the same associations with a controlled experiment. I found that synchrony impaired divergent thinking, but high intensity facilitated divergent and convergent thinking. Synchrony paired with shared intentionality as well as high intensity increased cohesion among participants. Moreover, performing movements together regardless of synchronicity may be sufficient to increase positive affect. My thesis offers a novel theoretical and empirical contribution to knowledge by revealing that although synchronised actions may have been evolutionarily adaptive for prosocial behaviours, cohesion, and well-being, synchrony also appears to inhibit cognitive processes such as creative thinking.</p>

Aligning bodies and minds: New insights about synchrony's effects on creative thinking, cohesion and positive affect

<p>Researchers conjecture that rituals have been prevalent in human activities for millennia due to tacit evolutionary functions of solidarity and cooperation. A key element of ritualistic behaviours is synchrony, defined as the matching of actions in time with others. Synchrony has been associated with a range of phenomena, including increased affiliation, connectedness, and cooperation among group members. However, there have been a number of failed replications of key studies. Furthermore, synchrony research has focused mainly on social and affective responses. Synchrony’s effects on cognitive processes remain largely unexamined, even though synchronous actions require social cognition. In this thesis, I investigate the link between synchrony and creative thinking, a basic and distinctively human cognitive process. This thesis reports four empirical studies conducted to investigate two main aims: (1) synthesise existing synchrony literature to determine synchrony’s overall effect on previously studied outcomes; and (2) investigate the relationship between synchrony and creative thinking. The focus on creativity is theoretically relevant because both sociological speculations about synchrony’s role on cultural conformity and real-world observations on reduced decision quality in highly cohesive groups (e.g., groupthink) suggest that synchrony may have detrimental effects on creativity. To address the first aim, a meta-analysis (Study 1) of experimentally manipulated synchrony studies showed that synchrony was positively associated (small to medium effect sizes) with prosocial behaviour, social bonding perceptions, partner cognition, and positive affect. Three experimental studies were conducted to address the second aim. Study 2 investigated the direct association between synchrony and two components of creative thinking – convergent thinking (i.e., synthesis of ideas toward a single creative solution) and divergent thinking (i.e., generation of multiple alternative ideas) – and aimed to replicate shared intentionality (i.e., shared goal/purpose) on positive social and affective responses. Shared intentionality has been argued as one of the main mechanisms amplifying synchrony’s positive social effects. In this study, I found that synchrony impaired convergent thinking when paired with shared intentionality, but I did not find support for a statistically significant effect of synchrony on divergent thinking. Additionally, I replicated synchrony’s positive social and affective effects. Broadening the scope, ritualistic behaviours in real-world contexts often vary in synchronicity and physical intensity simultaneously. Intensity has been shown to increase social bonding, well-being, and certain cognitive processes; therefore, it is important to study the separate effects of synchrony and intensity on these outcomes. To do so, I conducted a naturalistic field study (Study 3) of group exercises varying in synchrony and intensity, and Study 4 examined the same associations with a controlled experiment. I found that synchrony impaired divergent thinking, but high intensity facilitated divergent and convergent thinking. Synchrony paired with shared intentionality as well as high intensity increased cohesion among participants. Moreover, performing movements together regardless of synchronicity may be sufficient to increase positive affect. My thesis offers a novel theoretical and empirical contribution to knowledge by revealing that although synchronised actions may have been evolutionarily adaptive for prosocial behaviours, cohesion, and well-being, synchrony also appears to inhibit cognitive processes such as creative thinking.</p>

Design Training and Creativity: Students Develop Stronger Divergent but Not Convergent Thinking

Design training programs that teach creativity often emphasize divergent thinking (generation of ideas) more than convergent thinking (evaluation of ideas). We hypothesized that training would lead to more both types of creativity, but especially divergent thinking. Three groups of university students (N=120; n=40 in each group) were recruited to participate: senior design students (graduate students with at least 4years of design training as undergraduates); junior design students (undergraduates in their first year of design training); and undergraduate students in majors unrelated to design. The students completed three tasks in a classroom setting to assess divergent thinking (Alternate Uses Task), convergent thinking (Remote Associates Task), and nonverbal abstract reasoning (Raven’s Progressive Matrices Test). The results of one-way ANOVAs showed that as expected, senior design students significantly outperformed junior design students and non-design majors in divergent thinking. However, contrary to expectations, senior design students had significantly lower scores than the non-design group on convergent thinking; the junior design students’ scores fell in the middle but were not significantly different from either of the other groups. There were no group differences in nonverbal abstract reasoning. These findings suggest that design training significantly improves students’ ability to generate ideas but does not improve, or may even hinder, their ability to evaluate whether the ideas are useful for the task at hand. The results have implications for developing a research-based curriculum in design training programs.

The Relation of Cognitive Style (Divergent - Convergent Thinking) on Some Compound Fundamental Skills in First Class Soccer Clubs

The researcher aimed at constructing cognitive style (divergent - convergent) for first-class soccer clubs as well as identifying the relationship between these cognitive styles and some fundamental compound soccer skills. The problem of the research lies in the lack of scale for measuring cognitive style (divergent – convergent) for soccer players as well as the absence of previous studies that tackled this style of thinking directly and its relationship with fundamental soccer skills. The researchers used the descriptive method on (150) soccer players from all clubs distributed as follows; (12) pilot study subjects, (78) construction subjects, and (60) application subjects. The questionnaire included (30) items. The data was collected and treated to conclude that there is a significant correlation between convergent thinking and compound fundamental skills.