Schizotypy and affective temperament: Relationships with divergent thinking and creativity styles

Schizotypy and affective temperament have both been linked to creativity using measures such as divergent thinking (DT) but not in terms of creativity styles. The relationship between schizotypy and affective temperament has also not been examined directly in a creativity paradigm. Seventy-eight (44 female, 34 male) university students completed two DT tasks and measures of schizotypy, affective temperament, and creativity styles. Positive schizotypy was correlated with creativity styles, and affective temperament was correlated with both creativity styles and DT scores. Furthermore, schizotypy and affective temperament differentially predicted DT scores and creativity styles. Finally, the relationship between schizotypy and affective temperament gave evidence towards a unitary psychosis theory. Results are discussed in terms of current theories about psychosis and psychoticism and their association to creativity.     

Intelligence,divergent thinking,and creativity

Guilford's Alternate Uses, Plot Titles, and Consequences tests were given to 94 university students along with the Concept Mastery Test, a traditional measure of verbal intelligence. These measures were correlated with an inventory of creative activities and accomplishments. A composite index of ideational fluency correlated with four creativity indices: Crafts, Performing Arts, Math-Science, and Total Creativity, while the Concept Mastery Test correlated with three indices: Art, Literature, and Total Creativity. With the exception that verbal intelligence was a better predictor of creativity in literature, no statistical difference between the predictive accuracies of ideational fluency and verbal intelligence were found. The need to re-examine the widely accepted association of divergent thinking with creativity was discussed.     

Fantasy proneness,creative capacity,and styles of creativity

The Creativity Styles Questionnaire-Revised was used to measure graduate psychology students' (N=173) self-perceptions of creative capacity and styles of creativity (beliefs about and strategies for going about being creative). Participants also completed the Inventory of Childhood Memories and Imaginings, a self-report measure of Fantasy Proneness. The Self-perceived Creative Capacity and Fantasy Proneness scores were significantly correlated (r=.36, p<.001), and these scores were positively correlated with the styles subscale scores of Belief in Unconscious Processes. Use of Techniques, Use of Senses, and negatively correlated with Final Product Orientation. Also, the Fantasy Proneness scores were positively correlated with the Superstition scores and the Environmental Control and Behavioral Self-regulation scores.     

Long-term meditation: the relationship between cognitive processes,thinking styles and mindfulness

The aim of this study is to examine the relationship between meditation and cognitive functions. More in depth the purpose is to demonstrate that long-term meditation practice improves attention skills and cognitive flexibility. Eighteen long-term meditation practitioners were compared to a matched control group, who never practiced meditation. Each subject was tested, using computerized software (Presentation Software 9.90), which measured: attention, visual search abilities, working memory and Stroop’s interference tasks. Furthermore, we examined the relationship between long-term meditation practice, mindfulness skills and thinking styles, namely styles of processing information. The results showed significant differences between the two groups, demonstrating that long-term meditation is linked to improvements of attentional functions, working memory and cognitive flexibility.     

Relationship between coping styles and perceptual asymmetry

This study examined the relationship between coping styles and hemispheric asymmetry, on the basis of prior evidence of reduced posterior right hemisphere (RH) activity in depression, and the relationship between ruminative coping and depression. Two samples of undergraduates (N = 170) completed chimeric faces tasks and 2 measures of coping styles, the self-report Responses Styles Questionnaire and a behavioral choice task. In women but not in men, self-reported rumination was associated with a decreased RH bias on the emotion-based chimeric task. In both genders, choosing to engage in an emotional task was associated with increased RH involvement. Results indicate that although brooding and dwelling on the negative may be associated with decreased RH involvement, openness to emotion may be associated with increased RH involvement.     

Control deprivation and styles of thinking

Westerners habitually think in analytical ways, whereas East Asians tend to favor holistic styles of thinking. We replicated this difference but showed that it disappeared after control deprivation (Experiment 1). Brief experiences of control deprivation, which stimulate increased desire for control, caused Chinese participants to shift toward Western-style analytical thinking in multiple ways (Experiments 2-5). Western Caucasian participants also increased their use of analytical thinking after control deprivation (Experiment 6). Manipulations that required Chinese participants to think in Western, analytical ways caused their sense of personal control to increase (Experiments 7-9). Prolonged experiences of control deprivation, which past work suggested foster an attitude more akin to learned helplessness than striving for control, had the opposite effect of causing Chinese participants to shift back toward a strongly holistic style of thinking (Experiments 10-12). Taken together, the results support the reality of cultural differences in cognition but also the cross-cultural similarity of using analytical thinking when seeking to enhance personal control.     

Gelotophobia and thinking styles in Sternberg's theory'

A hypothesis was examined, that gelotophobia (the fear of being laughed at) was negatively related to Type I thinking styles and positively related to Type II thinking styles as defined in Sternberg's theory of mental self-government. 431 university students (250 women, 181 men; M age = 20.4 yr., SD = 1.2) completed self-report measures of gelotophobia (GELOPH <15>) and thinking styles (Thinking Styles Inventory-Revised). Correlation and regression analyses were conducted. The results indicated that gelotophobia was negatively and significantly related to four Type I thinking styles (legislative, judicial, liberal, and hierarchical thinking styles) and a Type III thinking style (external), while it was positively and significantly related to a Type II thinking style (conservative). Thinking styles uniquely explained 18% of the total variance in gelotophobia scores. Possible interventions from the perspective of thinking styles in the treatment of gelotophobia were discussed.     

Approaches and thinking styles in teaching.

In this study, the author examined the relationship between teaching approaches and thinking styles in teaching. The study parallels previous investigations (Zhang, 2000a, 2000b; Zhang & Sternberg, 2000) of students' learning approaches and thinking styles in learning. Seventy-six in-service teachers from Hong Kong responded to the Approaches to Teaching Inventory (K. Trigwell & M. Prosser, 1996) and the Thinking Styles Inventory in Teaching (E. L. Grigorenko & R. J. Sternberg, 1993) as well as to a range of questions designed to assess the participants' perceptions about their work environment. It was concluded that approach and style are two overlapping constructs with different labels. The differences between approach and style are in degree, but not in kind.     

Relationship between exercise professionals' behavioral styles and clients' adherence to exercise

Exercise professionals (n = 15) were tested to assess whether specific personal traits or behavioral styles were associated with their clients' adherence to exercise. Assessments with the Personal Profile and the Personal Strengths Profile yielded one trait, "Controlling," that showed a mean difference (z = 2.99, p < .01) between the high and low adherence groups of professionals. Controlling was also significantly correlated (rs = .66, p < .01) with clients' adherence. This trait may be consistent with the interpersonal delivery requirements of interventions known to support adherence to exercise. Limitations and practical implications across exercise venues and types of participants were discussed.     

The emerging self: the convergence of mind,personality and thinking styles

This paper aims to integrate research and theorizing about problem solving, self and personality into a comprehensive theory. With this purpose, the paper attempts to answer three questions: how do humans become aware of themselves and how do the products of self-awareness interrelate to produce an integrated self-system, which includes the domains of cognition and personality? How do persons know and influence each other? How do these processes change with development? The answers given to these questions by self, personality and cognitive developmental psychology are critically examined. It is concluded that an overarching model would have to assume a multilevel and multidimensional architecture. This would involve three main levels: the first includes general-purpose processes and functions, such as processing efficiency and working memory, which define current cognitive potentials; the second includes several domain-specific systems directed to different aspects of the environment; the third includes self-oriented processes that register, represent and regulate processes at the other two levels. Each person’s self-concepts result from the application of the third level on the other two and they differentially reflect their condition. Personality reflects the interaction between these self-concepts and dispositions to act in particular ways. Because humans share this architecture they can negotiate and affect each other’s self- and reflected representations. Thus, the formation of mind, self and personality results from a continuous flow of interactions between the levels and domains of mind within and across persons. The article summarizes a series of studies lending support to this general model.     

Accountability and ideology: When left looks right and right looks left

Managers face hard choices between process and outcome systems of accountability in evaluating employees, but little is known about how managers resolve them. Building on the premise that political ideologies serve as uncertainty-reducing heuristics, two studies of working managers show that: (1) conservatives prefer outcome accountability and liberals prefer process accountability in an unspecified policy domain; (2) this split becomes more pronounced in a controversial domain (public schools) in which the foreground value is educational efficiency but reverses direction in a controversial domain (affirmative action) in which the foreground value is demographic equality; (3) managers who discover employees have subverted their preferred system favor tinkering over switching to an alternative system; (4) but bipartisan consensus arises when managers have clear evidence about employee trustworthiness and the tightness of the causal links between employee effort and success. These findings shed light on ideological and contextual factors that shape preferences for accountability systems.     

Coding left and right

The present study compared the processing of direction for up and down arrows and for left and right arrows in visual displays. Experiment 1 demonstrated that it is more difficult to deal with left and right than with up and down when the two directions must be discriminated but not when they must simply be oriented to. Experiments 2 and 3 showed that telling left from right is harder regardless of whether the responses are manual or verbal. Experiment 4 showed that left-right discriminations take longer than up-down discriminations for judgments of position as well as direction. In Experiment 5 it was found that position information can intrude on direction judgments both within a dimension (e.g., a left arrow to the left of fixation is judged faster than a left arrow to the right of fixation) and across dimensions (e.g., judging vertically positioned left and right arrows is more difficult than judging horizontally positioned left and right arrows). There was indirect evidence in these experiments that although the spatial codes for up and down are symmetrical, the codes for left and right may be less so; this in turn could account for the greater difficulty of discriminating left from right.     

情绪创造性的影响因素及其与应对方式的关系

探讨情绪创造性的影响因素以及情绪创造性与应对方式的关系及其途径。研究1对150名高中生施测父母教养觉知量表、简式人格问卷、情绪创造性问卷;研究2对152名高中生施测情绪创造性问卷、成就动机量表、应对方式问卷。结果表明,大五人格和父母教养方式均可显著预测情绪创造性;情绪创造性通过成就动机间接影响应对方式,其中有效性通过追求成功动机而促进问题中心应对,准备性通过避免失败动机而促进情绪中心应对。     

Relationship between driving styles and biological behavior of drivers in negative emotional state

ObjectiveThis paper explores the links between driving style and the biological behavior of people while driving with dangerous negative emotions (such as anger, anxiety, and fear).BackgroundIt is highly important to study the behavior of humans from varying aspects to discover the factors affecting it. Driving style, as one of the critical aspects of the human factor, and biological behavior, as a factor influencing the performance of individuals, motivate us to examine the relationship between the two.MethodFor this purpose, a test was designed to record the biological signal data, namely, the Electrocardiogram (ECG), Electroencephalogram (EEG), Electromyogram (EMG), and Electrodermal activity (EDA), in a driving simulator with driving events prompting negative emotions. The Multidimensional Driving Style Inventory (MDSI) was employed to determine the driving style of participants.ResultsCorrelation analysis was engaged for data analysis. The results showed, firstly, a significant relationship between the participants’ driving style and their biological behavior and, secondly, the highest correlation between the EEG signal and driving style. Moreover, participants with a nervous and anxious style showed maximum change in biological behavior, while those with a reckless style displayed minimum alterations in biological behavior at the time of unpleasant events during driving.ConclusionConduction of such research can help better understand the behavior of different people while facing unpleasant driving events.     

Postformal thinking and creativity among late adolescents: a post-Piagetian approach

This study investigated the relationship between cognitive development levels and creative performance among late adolescents from a post-Piagetian perspective. Participants were 386 college students, ranging in age from 19 to 26 years. The Social Paradigm Belief Scale was employed to measure the three cognitive styles of late adolescence: formal, relativistic, and dialectical thinking. The Divergent Thinking Test (DTT) was used to measure creative performance. Dialectical and relativistic thinking were positively correlated with creative performance, whereas formal thinking was negatively correlated. Planned contrasts revealed that postformal thinkers scored higher than formal thinkers in all dimensions of creativity, and additional MANOVA analysis exhibited a similar pattern. Multiple discriminant analysis showed that the linear combination of the six dimensions of creativity recognized in the DTT discriminated between formal and postformal thinkers, which supported our findings about the relationship between postformal thinking and creativity. Future research directions and implications for creativity pedagogy are discussed.     

Relationships among defensive styles, cognitive styles, processing styles, and attentional styles of normal adolescents

Cognitive and psychodynamic theorists agree that an individual's personality and behavior are determined by both cognitive and dynamic processes. This study examined the relationship among three cognitive approaches--cognitive style, attentional style, and processing style--and examined their relations to defensive style. Adolescents from Grades 11 and 12 (146 boys, 164 girls) were examined in groups for cognitive style (Group Embedded Figures Test), attentional style (Test of Attentional and Interpersonal Style), processing style (a sequential/simultaneous processing test battery), and defensive style (Defense Mechanism Inventory). Least squares completely randomized two-way analyses of variance (or analyses of covariance where applicable) were employed to assess the relations among the three cognitive measures and/or between the cognitive measures and defensive style. While most comparisons were nonsignificant, a significant relationship was observed between sequential processing and field-dependence and between simultaneous processing and field-independence. Also, a trend was noted between field-independence and ideational defenses and between field-dependence and repression-based defenses.