Thought Patterns for Organizing Experience: Some Creative Possibilities

The confusion into which so many lives have fallen today gives special importance to patterns by which human experience has been or can be organized. These patterns often produce significant forms of creative behavior.     

Integrating Hume's Accounts of Belief and Justification

Hume's claim that a state is a belief is often intertwined—though without his remarking on this fact—with epistemic approval of the state. This requires explanation. Beliefs, in Hume's view, are steady dispositions (not lively ideas), nature's provision for a steady influence on the will and action. Hume's epistemic distinctions call attention to circumstances in which the presence of conflicting beliefs undermine a belief's influence and thereby its natural function. On one version of this interpretation, to say that a belief is justified, ceteris paribus , is to say that for all that has been shown the belief would be steady in its influence under suitable reflection. On a second version, it is to say that prima facie justification is an intrinsic property of the state, in virtue of its steadiness. These versions generate different understandings of the relationship between Parts iii and iv of Book I of the Treatise .     

Norm-Referenced Testing and Low-Income Blacks

The purpose of this article is to highlight biases, that is, learning styles and test bias, involved in testing low-income Blacks with norm-referenced, achievement tests and to offer suggestions to assist counselors in improving their students' test performance.     

The Excitation-Adaptation Model of Pediatric Chronic Illness

This article examines the value of the psychosomatic family model for the study of chronically ill children. Four conceptual problems arise in the discussion of this model: the unidirectional causality of the model; the function of the sick child for the family system; the pathology of the family characteristics; and the disease type. In the present study, we propose (a) that a distinction be made between uncontrolled and controlled forms of disease, and (b) that the family characteristics of "cohesion" and "adaptation" be examined in relation to the parental capacity for problem solving and the acceptance or rejection of the child by the parents. This is shown by means of empirical research. In this empirical study, 20 families with a child suffering from controlled asthma are compared with 20 families with a child suffering from uncontrolled asthma. Contrary to the assumptions derived from the psychosomatic family model, the results show significantly more cohesion and structure in the group with a child suffering from controlled asthma. The findings from this study are integrated in a new model for the study of chronic childhood illness —"the excitation-adaptation model." In this model, two circular processes are emphasized involving (a) the progress of the illness and the way in which parents and child deal with medication and medical advice (therapy compliance), and (b) the factors influencing the therapy compliance on the part of the parents, the family, and the child. By studying these factors in connection with the management of the illness, it should become clear whether family characteristics are adaptive or pathological.     

Creativity as a Matter of Choice: Prior Experience and Task Instruction as Boundary Conditions for the Positive Effect of Choice on Creativity

This study investigates the effects of prior experience, task instruction, and choice on creative performance. Although extant research suggests that giving people choice in how they approach a task could enhance creative performance, we propose that this view needs to be circumscribed. Specifically, we argue that when choice is administered during problem solving by varying the number of available resources, the high combinatorial flexibility conferred by a large choice set of resources can be overwhelming. Through two experiments, we found that only individuals with high prior experience in the task domain and given explicit instruction to be creative produced more creative outcomes when given more choice. When either of these two conditions is not met (i.e., low prior experience or given non‐creativity instruction), more choice did not lead to more creative performance. Theoretical and practical implications of these findings are discussed.