Exploring the Effects of Creativity Training on Creative Performance and Creative Self‐Efficacy: Evidence from a Longitudinal Study

In organizations and educational institutions, creativity trainings are the preferred approach to enhancing individual creative abilities. However, three issues regarding these trainings still remain largely unsolved. First, the question of how long‐lasting creativity training effects are has not been sufficiently answered so far. Second, the question arises whether all participants benefit from such trainings equally in terms of their creative performance (CP). Third, an increasing number of studies have shown that creativity trainings may also be able to increase participants' creative self‐efficacy (CSE), that is, the confidence in one's own creativity. Other studies, however, did not find evidence for this effect. Therefore, this article aims to address these issues by analyzing data from three measurement waves. Results reveal that participants' CP increased during the training and decreased only slightly 4 weeks after the training. Additionally, we found an effect of diminishing training returns in that the higher a participant's CP before the training the lower the training effect was. In contrast to most prior literature, we found no support for an effect of creativity training on participants' CSE. We discuss these findings and offer implications for both theory and practice. Finally, we state this study's limitations and derive avenues for further research.     

What Is Too Much or Too Little? The Curvilinear Effects of Job Tension on Turnover Intent,Value Attainment,and Job Satisfaction

This study addressed 2 relatively unexplored issues in the current job stress literature. First, a significant body of research has substantiated a curvilinear relationship between job tension and performance without examining the potential impact of work stress on other important outcomes. Second, past research has failed to control for the influence of role stressors and other important variables that might alter the job-tension/work-outcomes relationship. We hypothesized that experienced job tension would predict turnover intent, value attainment, and job satisfaction, and that this relationship would be nonlinear. Data gathered from 270 hotel managers confirmed our hypotheses. Notably, tension predicted turnover intent (U shape), value attainment (inverted-U shape), and job satisfaction (inverted-U shape) in the expected manner, while explaining additional variance beyond that contributed by demographic factors, role stressors, and linear tension terms. Implications of these findings for theory and practice, as well as avenues for future research are provided.     

The Impact of Childcare and Parent-Child Interactions on School Readiness and Social Skills Development for Low-Income African American Children

Low-income and African American children are at increased risk for school readiness deficits in terms of both cognitive and social development. This study examined the roles of childcare involvement and parent-child interaction quality on the development of school readiness and social skills among a low-income, minority sample of kindergarten children. Findings provide mixed evidence on the role of childcare exposure, with early entry into childcare predicting higher levels of social skills ratings and increased time per week in such settings predicting lower levels of social skills development. Childcare exposure had positive, although trend-level, relationships with other readiness-related outcomes after accounting for demographic characteristics of children and their families. Parent-child interactions characterized as structured and responsive to the child's needs and emotions were positively related to school readiness, social skills, and receptive communication skills development after accounting for demographic characteristics and childcare exposure. Implications for preventive intervention program development and the role of school psychologists in the areas of consultation and intervention are discussed.     

The functional domain specificity of self-esteem and the differential prediction of aggression

On the basis of an evolutionary theory of self-esteem (SE), it was hypothesized that the SE-aggression relationship differs across functionally distinct domains of SE and across contexts. In 2 experiments, participants had the opportunity to aggress against the evaluator of an essay they had written. In Study 1, self-perceived superiority was positively related to aggression, whereas social inclusion was inversely related to aggression. In Study 2, in which the context was altered to simulate a mating competition, only a measure of self-perceived mate value emerged as a (positive) predictor of aggression. Global SE failed to contribute to the prediction of aggression in either experiment. Statistically controlling for narcissism did not eliminate either set of findings. Implications for the conceptualization and measurement of SE and narcissism are discussed.     

Social norms and the expression and suppression of prejudice: the struggle for internalization

The authors studied social norms and prejudice using M. Sherif and C. W. Sherif's (1953) group norm theory of attitudes. In 7 studies (N = 1,504), social norms were measured and manipulated to examine their effects on prejudice; both normatively proscribed and normatively prescribed forms of prejudice were included. The public expression of prejudice toward 105 social groups was very highly correlated with social approval of that expression. Participants closely adhere to social norms when expressing prejudice, evaluating scenarios of discrimination, and reacting to hostile jokes. The authors reconceptualized the source of motivation to suppress prejudice in terms of identifying with new reference groups and adapting oneself to fit new norms. Suppression scales seem to measure patterns of concern about group norms rather than personal commitments to reducing prejudice; high suppressors are strong norm followers. Compared with low suppressors, high suppressors follow normative rules more closely and are more strongly influenced by shifts in local social norms. There is much value in continuing the study of normative influence and self-adaptation to social norms, particularly in terms of the group norm theory of attitudes.     

Learned suppression of photopositive tendencies in Drosophila melanogaster

A task was designed to teach individual flies to avoid a lighted area after they had displayed an initial preference for it. The flies walked in a T-maze and chose between a lighted and a darkened alley leading, respectively, to a lighted and a darkened vial. Flies that were photopositive on a first trial were subjected to an aversive stimulus (a filter paper inserted into the lighted vial and wetted with a quinine solution), and they performed 16 training trials; they learned to avoid the lighted vial. The flies trained with water instead of quinine in the lighted vial still display avoidance of the lighted vial, but to a lesser extent. The flies trained with a dry filter paper in the lighted vial did not show any increase in avoidance during training. Like the flies trained with no quinine at all, those trained to avoid the lighted vial under a partial reinforcement condition (one half of the trials with quinine, the other half with a dry vial) did not master the task. Finally, removal of the quinine after an avoidance acquisition criterion was reached resulted in an extinction process.     

The ideomotor principle and motor sequence acquisition: Tone effects facilitate movement chunking

Participants practiced short sequences of key presses; sequence length and response-effect mapping were the independent variables. Contingent, distinct key-effect relations were contrasted with either contingent but uniform or no response effects. In Experiment 1, tone effects were relevant as response-specific stimuli and also as effects. The sequence length effect for the tones group was reduced. In Experiment 2, participants were informed about the sequences to be executed and then given varying amounts of preparation time before the start signal. A reduction in the sequence length effect was observed, and initiation times and mean interresponse time (IRTs) were generally reduced in the tone group. Preparation time could compensate for some but not all of the latency reducing influence of the tone effects. The results are discussed with reference to ideomotor approaches to motor control, i.e., the notion that actions are represented in sensory format.     

The relevance of the nature of learned associations for the differentiation of human memory systems

In a previous functional magnetic resonance imaging (fMRI) study we demonstrated an involvement of the medial temporal lobe (MTL) during an implicit learning task. We concluded that the MTL was engaged because of the complex contingencies that were implicitly learned. In addition, the basal ganglia demonstrated effects of a paralleled proceduralization of fixed stimulus-response associations. In the present study we directly tested the hypothesis that the MTL activation depends upon implementing the complex regularity in task material, whereas activation of basal ganglia does not. Therefore, we rearranged task material such that it did not contain any complex regularity. The statistical comparison of behavioral and fMRI data between the materials allowed for isolating effects that were directly related to the implicit learning process regarding the complex regularity. The results showed a reliable difference of fMRI signal limited to the MTL, indicating a specific functional role of the MTL in implicit learning of complex contingencies. Furthermore, no difference of BOLD (Blood-Oxygenation Level Dependent) signal in the basal ganglia and cerebellum were detected, supporting the assumption of a functional involvement of the structures in proceduralization of simple stimulus-response associations but not in implicitly learning complex relations. We therefore conclude that the nature of the learned associations is relevant for determining the neuronal focus of learning, rather than the accompanying awareness.