Multicultural experience enhances creativity: the when and how

Many practices aimed at cultivating multicultural competence in educational and organizational settings (e.g., exchange programs, diversity education in college, diversity management at work) assume that multicultural experience fosters creativity. In line with this assumption, the research reported in this article is the first to empirically demonstrate that exposure to multiple cultures in and of itself can enhance creativity. Overall, the authors found that extensiveness of multicultural experiences was positively related to both creative performance (insight learning, remote association, and idea generation) and creativity-supporting cognitive processes (retrieval of unconventional knowledge, recruitment of ideas from unfamiliar cultures for creative idea expansion). Furthermore, their studies showed that the serendipitous creative benefits resulting from multicultural experiences may depend on the extent to which individuals open themselves to foreign cultures, and that creativity is facilitated in contexts that deemphasize the need for firm answers or existential concerns. The authors discuss the implications of their findings for promoting creativity in increasingly global learning and work environments.     

Necessity is the mother of invention: avoidance motivation stimulates creativity through cognitive effort

Compared with approach motivation, avoidance motivation has often been related to reduced creativity because it evokes a relatively inflexible processing style. This finding seems inconsistent with the dual pathway to creativity model, which poses that both flexible and persistent processing styles can result in creative output. Reconciling these inconsistencies, the authors hypothesized that avoidance-motivated individuals are not unable to be creative, but they have to compensate for their inflexible processing style by effortful and controlled processing. Results of 5 experiments revealed that when individuals are avoidance motivated, they can be as creative as when they are approach motivated, but only when creativity is functional for goal achievement, motivating them to exert the extra effort (Experiments 1-4). The authors found that approach motivation was associated with cognitive flexibility and avoidance motivation with cognitive persistence (Experiment 1), that creative tasks are perceived to be more difficult by avoidance- than by approach-motivated individuals, and that avoidance-motivated individuals felt more depleted after creative performance (Experiment 2a, 2b, and 3). Finally, creative performance of avoidance-motivated individuals suffered more from a load on working memory (Study 4). The present results suggest that for people focusing on avoiding negative outcomes, creative performance is difficult and depleting, and they only pay these high cognitive costs when creativity helps achieving their goals.     

Between paranoia and creativity: candidates' experience of psychoanalytic training

There is widespread concern regarding various aspects of psychoanalytic education. A recent paper by Patrick Casement, drawn widely from his long experience as a supervisor both in the U.K. and abroad, implied that the British Psychoanalytical Society is not exempt from these concerns. To investigate this, a semistructured, anonymous questionnaire was devised and sent to all candidates and all recently qualified analysts at the society. Overall there was a 58% response rate, with 77% of candidates and 39% of recently qualified analysts responding. Concerns were expressed about aspects of the training, but on the whole these were balanced by appreciation. Although strong criticism was expressed by a minority, it seems that when something goes wrong for a candidate, this experience is felt keenly by the peer group as well. The results are discussed in the context of the current training and ethos of the British Society, as well as in relation to a more widespread move toward "competency-based" education. The maturational tasks facing both candidates and trainers are also addressed.     

Regression and reparation in religious experience and creativity

The purpose of this article is to examine regressive processes that take place in religious experience, and, by comparing its stages to similar stages in creativity, demonstrate how the experience can be reparative rather than pathological.He has written numerous articles in the area of psychology and religion, and his bookThe Recovery of Self has been recently published by Paulist Press.     

The AHA! experience: creativity through emergent binding in neural networks

Many kinds of creativity result from combination of mental representations. This paper provides a computational account of how creative thinking can arise from combining neural patterns into ones that are potentially novel and useful. We defend the hypothesis that such combinations arise from mechanisms that bind together neural activity by a process of convolution, a mathematical operation that interweaves structures. We describe computer simulations that show the feasibility of using convolution to produce emergent patterns of neural activity that can support cognitive and emotional processes underlying human creativity.     

Studies in Occupational Analysis: II. Originality

Validation is defined as a general scientific procedure for investigating the nature of reality, encompassing all scientific disciplines, regardless of the utilitarian value of the information. When the process is employed in the context of a discipline such as psychology, certain subcategories emerge whose interrelations, if viewed in the light of possible or intended uses of the collected information, demonstrate the interdependence of a variety of validation procedures some of which have been viewed in the past as separate entities. A hierarchical representation of purposes and procedures is presented to facilitate an understanding of their interrelations and interdependence.     

Setting limits on children's behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity

The imposition of external constraints on an activity has frequently been shown to undermine intrinsic motivation. Given that limits must often be set upon peoples' activities, especially in parenting and education, the present study addressed the question of whether limits can be set without undermining intrinsic motivation for the activity being limited. Using cognitive evaluation theory, contrasting limit setting styles of either a controlling or informational nature, or no limits, were placed upon forty-four first- and second-grade children engaged in a painting activity. The intrinsic motivation, enjoyment, creativity, and quality of artistic production were expected to be decreased by controlling limits relative to informational and no-limits, which were not expected to differ from each other. The results provided substantial support for these predictions, suggesting that limits can be set without undermining intrinsic motivation if they are informational in nature. Support was also found for the consensual assessment of creativity method recently developed by Amabile (1982a). Results of the study are discussed along with the general relation between creativity and intrinsic motivation.     

On the role of experience versus motivation in predicting the own-race effect

The other-race effect (ORE) is a longstanding phenomenon in experimental psychology, where recognition for same-race faces is superior than for other-race faces. The present research pits two competing theories of perceptual expertise and social motivation against each other to see which is the more robust predictor of the ORE. In Study 1, we measured Black and White participants' prior contact with individuals from the other-race (i.e. expertise) as well as their expected level of future interaction with other-race individuals (i.e. motivation). Of the two theories, anticipated interaction (i.e. motivation) emerged as a significant predictor of the ORE. Study 2 followed the same design, measuring motivation with a self-report assessment of how much participants are willing to have cross-race friendships. Here, neither experience nor motivation predicted the ORE, though an ORE was established. Differences in measures that assess motivation and the experience versus motivation debate are discussed.     

Emotion and motivation II: sex differences in picture processing

Adhering to the view that emotional reactivity is organized in part by underlying motivational states--defensive and appetitive--we investigated sex differences in motivational activation. Men's and women's affective reactions were measured while participants viewed pictures with varied emotional and neutral content. As expected, highly arousing contents of threat, mutilation, and erotica prompted the largest affective reactions in both men and women. Nonetheless, women showed a broad disposition to respond with greater defensive reactivity to aversive pictures, regardless of specific content, whereas increased appetitive activation was apparent for men only when viewing erotica. Biological and sociocultural factors in shaping sex differences in emotional reactivity are considered as possible mediators of sex differences in emotional response.     

Studies of the Startle Pattern: II. Bodily Pattern

The effects of two different faking instructions on Orientation Inventory scores were investigated in five groups of university students. The faking sets tended to produce increased scores on task orientation and decreased scores on self orientation. Changes in interaction orientation scores were inconsistent. Results were compared with those obtained earlier by Bass.     

Time flies: investigating the connection between intrinsic motivation and the experience of time

The present study investigated the relationship between intrinsic motivation and the subjective experience of time passing. The Work Preference Inventory, which measures trait intrinsic and extrinsic motivation, was administered to 75 undergraduate participants. Measures of time awareness, time estimation, checking of time, and perceived speed of time were collected using the experience sampling method. Participants carried electronic schedulers for five days and completed questionnaires each time the scheduler sounded (eight times per day). Results showed that higher intrinsic motivation was associated with checking and thinking about time less often, a subjective experience of time passing more quickly, and more of a tendency to lose track of time. The experience of time awareness was accompanied by a subjective sense of time moving slowly, a tendency to overestimate the time, and a more negative affective experience. These findings suggest that time perception is an important dimension of motivational experience.     

The curvilinear relation between experienced creative time pressure and creativity: moderating effects of openness to experience and support for creativity

This study examined the possibility of a curvilinear relation between the creative time pressure employees experience at work and their creativity. The authors also examined whether this curvilinear relation was moderated by employees' scores on the openness to experience personality dimension and by the support for creativity employees received from supervisors and coworkers. Data were obtained from 170 employees and 10 supervisors of a manufacturing organization. Results showed an inverted U-shaped creative time pressure-creativity relation for employees who scored high on openness to experience while simultaneously receiving support for creativity. The authors discussed the implications of these results for future research and practice.     

Opportunity for creativity in the job as a moderator of the relation between trait intrinsic motivation and flow in work

Drawing from the social psychology approach to creativity, it was hypothesized that trait intrinsic motivation would be associated with the probability of experiencing flow in work, and that the extent to which a job provides opportunity for creativity would moderate the association. A sample of 367 workers completed the Flow Questionnaire and the Work Preference Inventory, and described their job. Multinomial logistic regression of ??flow in work?? versus ??no flow?? and ??flow in leisure?? revealed motivation by opportunity interactions such that intrinsic motivation is associated with flow in work for high opportunity, and is either not associated or negatively associated for low opportunity. The findings support the hypotheses and indicate that person-environment matching fosters flow in work.