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Cognitive dimensions of creativity: What makes the difference between creative and non-creative university students?

100%
Morais M. d. F., Almeida L. S., Azevedo M. I., Necka E.
Polish Psychological Bulletin
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2009
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vol. 40
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issue 2
55-61
EN
This paper analyses the contribution of specific cognitive functions on creative performance. The main question was which cognitive variables differentiate extreme levels of creative performance and therefore can characterize highly creative college students. A sample of Portuguese university students of Fine Arts and Literature (n=166) took part in this study. A battery of verbal and figural cognitive tasks, as well as two kinds of creative tasks (text and poster production) have been considered. Results showed that there were mostly the same cognitive dimensions (figurative reasoning, divergent thinking, insight problem solving, and problem-finding), which differentiate extreme levels of creative performance in both text and poster productions. These results are discussed considering the relevance of the cognitive approach to explain creativity. Some practical ideas, possible to put into the educational context, are also discussed.
2

EMOTIONAL CREATIVITY ACROSS ADULTHOOD: AGE IS NEGATIVELY ASSOCIATED WITH EMOTIONAL CREATIVITY

88%
Trnka R., Kuška M., Cabelkova I.
Studia Psychologica
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2020
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vol. 62
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issue 2
164 – 177
EN
Previous research has shown that cognitive creativity decreases in older adulthood. However, the impact of age on emotional creativity remains unknown. The main aim of the present study was to explore how emotional creativity differs across adulthood. A total of 407 participants (251 women, 156 men) consisting of older, midlife and younger adults were administrated the Emotional Creativity Inventory (ECI). A hierarchical multiple regressions were used to determine whether emotional creativity differed with age. Age was negatively associated with the ECI total score and two components of the ECI, emotional novelty and emotional preparedness. In contrast, emotional effectiveness/authenticity did not differ significantly across adulthood. The results indicate that the tendency to think about one’s emotions and to evaluate them as novel and unique decreases with age, whereas the ability to respond effectively in situations requiring novel emotional responses remains relatively intact across adulthood.
3

PAYING ATTENTION? AN EXPERIMENT OF COGNITION AND CREATIVE POTENTIAL UNDER THE MERE PRESENCE OF A SMARTPHONE

88%
Petr K., Dostál D.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2023
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vol. 26
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issue 1
-
EN
While smartphones enhance communication and productivity, they may negatively affect mental health and cognitive performance. They can be distractive where the risk can have substantial consequences (e.g., in traffic, while working). Even when not in use, smartphones can be distracting and reduce cognitive capacity. This mere presence of smartphones has been described as having an adverse impact on social interaction and cognitive performance. Since creativity is also an increasingly important skill for finding new and useful ideas, the impact of mere presence on creative thinking should be investigated, as considerable evidence is missing. The first goal of this study is to replicate the reduction effect of the mere presence of one's smartphone on cognitive capacity and test the effect of the dependency relationship on this hypothesized reduction. The second goal is to investigate this effect on divergent thinking.
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