Negro Responses to Certain Intelligence Test Items

Fifty-eight female undergraduate students were administered the Torrance Tests of Creative Thinking (TTCT), Figural form B, and the Washington Sentence Completion Test in order to investigate the hypothesis of a positive relationship between creativity and ego development. A Spearman rank order correlation coefficient was computed for ego development and each TTCT creativity factor (fluency, flexibility, originality, and elaboration), as well as a total composite creativity score. All creativity scores correlated with ego development at the .01 level, except for originality, which correlated at the .05 level. Results were discussed in terms of Maslow's theories concerning highly developed persons, and possible preconscious aspects of the creative process. Conclusions were drawn, and recommendations for further research were made.     

The Analysis of Preconscious Phenomena and Its Communication

Thoughts and feelings of both patients and analysis may be influenced by perceptions that remain outside of conscious awareness. A preconscious communication exists between patient and analyst. Appreciation of the preconscious elements of communication may enable a better understanding of what may be otherwise experienced as a mysterious occurrence. Transference-countertransference interactions create a place to observe the manifestation of preconscious phenomena. This paper addresses how the analytic method enables the discovery of consciously unrecognized stimuli or selective attention to certain phenomena which have created a sense of the uncanny or surprising. Both intersubjective reflection and more formal, systematic methods, which include logic and reasoning, serve to illuminate these events. The paper discusses and illustrates the role of preconscious communication in the analytic situation and its relation to the analytic process.     

Human capital and the Matthew effect: Description does not imply prescription

This article presents a philosophical perspective on creativity as described in the writings of George Sudarshan, a highly accomplished theoretical physicist and natural philosopher whose vision of creativity was influenced by “the direct experience of transcendence.” The article reviews his conceptualization of the various mental states modeling the mind as a superfluid and as a collection of harmonic oscillators, which include feelings, consciousness, and altered states. Based on Sudarshan's experiences of discovering knowledge and expressing creativity, this article examines several philosophical assertions about the sources of creative impulse and the nature of the creative process. In addition, the significance of philosophical issues, such as the role of experienced and transcendent time, “critical opalescence,” intuition, grace, ideal states of being and awareness, joy, and illumined perception are also reviewed. The significance of witnessing pure awareness (distinct from individuated ego awareness) in the emergence of the creative self is described and a philosophical framework relating to reconciliation of diverse conforming and creative modes of awareness is outlined. Borrowing from science and philosophy, the article discusses the role of wisdom, use of analogies, metaphors, and moral responsibility in creative functioning. A philosophical conceptualization underlying the rishi model of a creative scientist is presented. The article concludes that transcendence is the key to becoming a fulfilled, actualized, creative being.     

Examining effects of preconscious mere exposure: An inattentional blindness approach

An increase in affective preference for stimuli, which a person has been repeatedly exposed to, is known as mere exposure effect. This effect has been shown for stimuli that are processed subliminally, that is, below the threshold of awareness. This study fills a current research gap by investigating mere exposure effects under processing that is preconscious, which follows from a high stimulus strength but absence of top-down amplification. In three experiments (N = 240 in total) preconscious processing was evoked using an inattentional blindness paradigm, which allowed the processing of stimuli (nonwords or Chinese symbols) under complete inattention. Contrary to our hypothesis, we did not find a mere exposure effect in our experiments. We expand the current state of knowledge by discussing the distractor devaluation effect and the attentional set of participants as possible reasons for the absence of the mere exposure effect. Directions for future investigations are outlined.     

Readiness potentials driven by non-motoric processes

An increase in brain activity known as the “readiness potential” (RP) can be seen over central scalp locations in the seconds leading up to a volitionally timed movement. This activity precedes awareness of the ensuing movement by as much as two seconds and has been hypothesized to reflect preconscious planning and/or preparation of the movement. Using a novel experimental design, we teased apart the relative contribution of motor-related and non-motor-related processes to the RP. The results of our experiment reveal that robust RPs occured in the absence of movement and that motor-related processes did not significantly modulate the RP. This suggests that the RP measured here is unlikely to reflect preconscious motor planning or preparation of an ensuing movement, and instead may reflect decision-related or anticipatory processes that are non-motoric in nature.     

Understanding negative hallucination: toward a developmental classification of disturbances in reality awareness

Negative hallucinations are explored from a psychodynamic viewpoint in four cases of neurosis. Next, shifting to the level of clinical theory, negative hallucinations are contrasted with five better-studied disturbances in reality awareness. It is noted that all six function as screen phenomena, and all occur in everyday contexts. These and other phenomenological issues lead to an assertion that negative hallucinations are regressive perceptual phenomena, similar in form to both preconscious perceptions and infantile amnesia. Finally, developmental considerations are used to derive a coherent hierarchy of disturbances in reality awareness.     

A shadow concept

The author focuses on the signifi cance of preconscious thinking, and its relationship to what we think of as unconscious fantasies. He reopens Freud's forgotten struggle with preconscious thinking, while he explores preconscious thinking as the basis for thinking about psychoanalytic treatment. This includes our goals in bringing an idea to the analysand's attention, and the role of transitional space where thoughts and feelings can be played with.     

Can Creativity Beat Death? A Review and Evidence on the Existential Anxiety Buffering Functions of Creative Achievement

The relationship between creativity and symbolic immortality had been long acknowledged by scholars. In a review of the literature, we found 12 papers that empirically examined the relationship between creativity and mortality awareness using a Terror Management Theory paradigm, overall supporting the notion that creativity plays an important role in the management of existential concerns. Also, a mini meta‐analysis of the impact of death awareness on creativity resulted in a small‐medium weighted mean effect. We examined the existential anxiety buffering functions of creative achievement as assessed by the Creative Achievement Questionnaire in a sample of 108 students. It was found that at high, but not low, levels of creative goals, creative achievement was associated with lower death‐thought accessibility under mortality salience in comparison to controls. To our knowledge, this is the first empirical report of the anxiety buffering functions of creative achievement among people for whom creativity constitutes a central part of their cultural worldview. The current findings support the notion that creative achievement may be an avenue for symbolic immortality, particularly among individuals who value creativity. Implications for understanding death‐related creativity motivations and their impact on individuals and society and for the promotion of creative achievement and creative motivation are discussed.     

Intuition: a bridge to the coenesthetic world of experience

The concept of intuition is relatively unestablished in psychoanalysis, where it is often associated with narcissistic meanings and vagueness. But intuition, as an integrated mode of archaic coenesthetic thinking, should be kept conceptually free of those connotations. Its capacity of undifferentiated delineation supplies an instinctive general means of dealing immediately with various rationally indistinct phenomena, such as forms, shades, and multidimensionality, regardless of the boundaries between sensory modalities. It may be impossible to translate intuitive experiences into lexical form; these languages are incommensurable. Intuition as a preconscious nondiscursive thinking process is needed in creativity, as well as less conspicuously in countless everyday activities. In speech communication, intuition rapidly specifies subtle shades of meaning in linguistic content and all the prosody. In psychoanalytic work intuition is like radar, creating preliminary contacts with the inner world of the analysand. The observations gained require, however, rational consideration to be confirmed. Intuition is an essential instrument of the psychoanalyst, and also functions in the service of tact to create working space and adequate forms of interpretations. Clinical vignettes reflecting some problematic fates of special intuitiveness in creativity are presented from psychoanalytic work with artists.     

Bilingualism and Creativity: Towards a Situated Cognition Approach

In this paper, the association between bilingualism and creativity is investigated. In the first part, the results of a literature review are reported. Previous research predominantly found that bilinguals outperform monolinguals on creativity tasks, which was explained by bilinguals’ enhanced executive functioning compared to monolinguals, and their experience with multiple cultures. Most previous research has examined the relationship between bilingualism and creativity within a psychological trait framework, which does not take into account that cognitive processes are regarded to be situated‐embodied, meaning that they are influenced by environmental factors, and by a person's perceptions of and actions towards these environmental factors. In the second part, we discuss an alternative approach, in which creativity can be defined as the emerging skill of an individual to discover affordances, to come up with creative ideas and products. Recommendations for future research are discussed as well.     

Polite Girls and Creative Boys? Students' Gender Moderates Accuracy of Teachers' Ratings of Creativity

The aim of this study was to examine whether, and to what extent, teachers are able to recognize the creativity of their students. The study measured the creative abilities, creative attitude, creative activity, as well as intrinsic motivation, intelligence, and school functioning of 589 Polish high school students, while their teachers (N = 178) rated students' creativity. The structural equation model (SEM) demonstrated that the accuracy of teachers' ratings of students' creativity is generally low—the latent factor of students' creativity reliably, however weakly, predicted teachers' ratings. The accuracy of teachers' ratings was moderated by gender: Only in the case of male students did the latent creativity factor reliably predict teachers' ratings. Students' school functioning emerged as a key factor positively associated with the perception of students as creative.     

Teaching Creative Writing Skills to Primary School Children in Hong Kong: Discordance Between the Views and Practices of Language Teachers

Although creativity has been valued in ancient and contemporary Chinese literature, the degree to which creativity is valued and incorporated into teaching by Chinese language teachers is not known. This information is important given that creativity has been increasingly recognized in the education literature as a component of effective writing. The purpose of this study was to compare the views of Chinese language teachers in Hong Kong about creativity and the acquisition of creative writing skills by primary school children, and their teaching practices. A total of 449 Chinese language teachers, employed at primary schools throughout Hong Kong completed a survey questionnaire. The 14‐item questionnaire focused on teachers' views of creativity, their perceptions of how to develop students' creativity, their awareness of creative writing strategies, and teaching practices related to creative writing. With respect to the definition of creativity, teachers identified imagination foremost, followed by inspiration, and original ideas. Teachers identified developing students' confidence, and providing an open atmosphere as essential means of fostering creativity. Despite the apparent value of creativity expressed by the teachers and their familiarity with methods for enhancing creativity, the majority reported using traditional methods of teaching writing. Strategies are recommended for reconciling this discrepancy, and promoting creative writing skills by primary school teachers in Hong Kong and other Chinese speaking societies.     

On refusal

Traditionally, all efforts to counter psychotherapeutic work have been captured under the umbrella term, "resistance." However, it is useful to distinguish a concept of refusal. Resistance entails therapeutically a gradual elaboration of unconscious, preconscious, and partially conscious experience. Refusal manifests as a willful nonparticipation in offering or responding to material that can be symbolized. All communication has an element of refusal, which occurs at various levels of persistence, intensity, and legitimacy. Clinical examples are provided to discriminate refusal from resistance proper, and to describe three categories of mental and group experience, (a) refusal to perceive external experience; (b) refusal to think about what one knows, and (c) refusal to think about what one does not know. Therapeutic impasses may relate to limitations of the therapist's creativity and flexibility in thinking about and dealing with refusals, including one's own.     

Conscious and Preconscious Uses of Memory in Patients with Depressive and Somatoform Disorders

This study investigated whether conscious and preconscious memory features contribute to discrimination between depressive and somatoform disorders. Thirty-one participants fulfilling the diagnostic criteria for a somatoform disorder and 28 participants fulfilling the criteria for depression were examined within the framework of the process–dissociation paradigm using neutral, health-threatening, and general threatening words in a lexical decision task. Parameters of conscious memory, preconscious memory, and chance were used to compare memory features of both the groups. There was an inverse relationship between conscious and preconscious memory effects for health-threatening stimuli in the group of patients with somatoform disorders but not in the group of depressive patients. Patients with somatoform disorders showed a significantly lower level of conscious memory for health-threatening stimuli than depressive participants. Compared to depressive patients, a more dynamic relationship between decreased conscious and increased preconscious memory for health-related stimuli seems to be characteristic for patients with somatoform disorders.     

Illustration of Multilevel Explanatory IRT Model DIF Testing with the Creative Thinking Scale

Creativity has been well studied in the past several decades, and numerous measures have been developed to assess creativity. However, validity evidence associated with each measure is often mixed. In particular, the social consequence aspect of validity has received little attention. This is partly due to the difficulty of testing for differential item functioning (DIF) within the traditional classical test theory framework, which still remains the most popular approach to assessing creativity. Hence, this study provides an example of examining differential item functioning using multilevel explanatory item response theory models. The Creative Thinking Scale was tested for DIF in a sample of 1043 10th–12th graders. Results revealed significant uniform and non-uniform DIF for some items. Differentially functioning items are able to produce measurement bias and should be either deleted or modeled. The detailed implications for researchers and practitioners are discussed.     

Proactive Vitality Management and Creative Work Performance: The Role of Self-Insight and Social Support

Integrating proactivity and creativity literatures, we argue that people can perform more creatively at work when they proactively manage their levels of vitality. Proactive vitality management is defined as individual, goal-oriented behavior aimed at managing physical and mental energy to promote optimal functioning at work. We hypothesize that this process may be facilitated by being aware of one's own state and by support from others. A total of 242 employees participated in a weekly diary study for three consecutive weeks, yielding 610 observations. Results of multilevel analyses show that participants reported more creative work performance during weeks in which they had proactively used vitality management. In addition, in line with our predictions, self-insight and social support for creativity in the workplace acted as cross-level moderators and strengthened the relationship between proactive vitality management and creativity. We conclude that a proactive approach regarding physical and mental energy is an important bottom-up strategy that may foster creativity in work settings.     

The significance of reflective supervision for infant mental health work

Parent–infant work is inherently relational and occurs in the intersubjective space between parent, infant, and worker. This space can be charged with primitive, unmet needs of both parent and infant, and this in turn can trigger these same states in the worker. The challenge for workers is to remain open to being affected by and responsive to these feeling states when their own early and possibly preconscious responses and coping strategies are being stirred. If these remain out of awareness, they can manifest as avoidance and denial, and this can be reflected in the system and result in limited service delivery. This article emphasizes the significance of reflective supervision for parent–infant work and suggests that it needs to be an integral part of the system of service delivery. I am grateful to the infant mental health workers who allowed me to use examples of their work in this article, and thank Dr Jon Jureidini for his encouragement and support.     

Recent advances in the psychology of creativity / Avances recientes en psicología de la creatividad

Abstract

This introduction to Studies in Psychology presents a collection of theoretical and empirical works covering various areas of research into the psychology of creativity. This issue contains five articles that present theories or review evidence regarding various approaches to creativity and three articles that are empirical reports. The articles cover a broad range of topics related to the psychology of creativity. Thus, this collection of articles highlights the fact that research into creativity expands our basic understanding of the functioning of the mind, has an impact on other related areas of psychological research and has an increasing number of applications.     

ART AS A THERAPEUTIC MODALITY FOR INDIVIDUALS WITH ALCOHOL-RELATED PROBLEMS IN A MILIEU SETTING

Alcoholism is a biopsychosocial illness that requires treatment on nearly every level of life. Disordained brain functioning, reflected in maladaptations in thinking, feeling, relating and producing, diminish spontaneity and creativity. The authors have utilized a series of art and awareness experiential exercises that challenge the person's creative, analytic and integrative abilities. These exercises were modified from other sources or created by the authors with emphasis placed on reducing anxiety and resistances so frequently encountered in alcoholism treatment. A typical art experience session, along with theoretical assumptions, client characteristics, and specific exercises are described.     

When paying attention pays off: the mindfulness skill act with awareness promotes creative idea generation in groups

ABSTRACT

Past work has linked mindfulness to improved individual-level creativity, but remained silent about group-level creativity. Of all mindfulness skills, the ability to observe and attend to various stimuli (Observation) is the most powerful predictor of individual-level creativity. Studies examining effects of specific mindfulness skills on factors pertinent to group creativity suggest that for group-level creativity, the ability to focus attention with full awareness (Act with awareness), may be equally, or even more, important. We tested the relation between mindfulness and group-level creative idea generation using two brainstorming studies: one exploratory and one confirmatory. Mindfulness skills were either measured (Study 1; N = 88 groups) or the Act with awareness skill was targeted with a short, incidental guided meditation session (Study 2; N = 68 groups). Results from both studies showed differential relations between mindfulness and group creative idea generation: Only Act with awareness positively predicted the originality of ideas (Study 1 and 2) and the number of creative ideas in groups (Study 2). How mindfulness skills relate to creativity thus depends on the particular mindfulness skill involved and whether creativity happens at the individual or group level.