Specificity and Abstraction of Examples: Opposite Effects on Fixation for Creative Ideation

Fixation is one of the major obstacles that individuals face in creative idea generation contexts. Several studies have shown that individuals unintentionally tend to fixate to the examples they are shown in a creative ideation task, even when instructed to avoid them. Most of these studies used examples formulated with high level of specificity. However, no study has examined individuals’ creative performance under an instruction to diverge from given examples, when these examples are formulated with a high level of abstraction. In the present study, we show that (a) instructing participants to avoid using common examples when formulated with a high level of specificity increases fixation; whereas (b) instructing participants to avoid such examples while using a more abstract level for stating these common examples—such as a categorization of these examples—mitigates fixation and doubles the number of creative ideas generated. These findings give new insights on the key role of categorization in creative ideation contexts.     

Mellow Monday and furious Friday: The approach-related link between anger and time representation

Time can be represented spatially in two prevalent metaphors; ego-moving has the self moving “forward” towards the future while time-moving has the future moving “forward” towards the self. Anger also is represented spatially by an approach-related motivation. Because time and anger share an approach-related spatial representation, we hypothesised a link between anger and the ego-moving time perspective. In Study 1, participants naturally adopting an ego-moving representation of time had higher trait anger than those adopting a time-moving representation. Study 2 showed that processing an angry event (vs. an emotionally neutral event) predicted more ego-moving spatial interpretations of time. In Study 3, a scheduling task priming ego-moving (vs. time-moving) time representation prompted higher state anger. Our results reveal a novel bi-directional link between the seemingly unrelated but similarly embodied abstract domains of anger and time.     

THE SEXUAL DOUBLE STANDARD

To explore the operation of the sexual double standard, 111 men and 143 women evaluated either a male or female target, described in a fictitious interview as involved in either monogamous or multiple heterosexual relationships and depicted as engaged in either above average, average, or below average levels of sexual activity. Targets described as involved in multiple relationships or depicted as engaged in above average levels of sexual activity were evaluated less positively than targets in other conditions. Women presented as more sexually active were seen as more liberal and more assertive than other female targets. In this study the sexual double standard was not operating in the formation of overall evaluations of individuals, but it did exert influence on other judgments that people make about men and women.     

Speed of processing and reading disability: a cross-linguistic investigation of dyslexia and borderline intellectual functioning

English and Italian children with dyslexia were compared with children with reading difficulties associated with low-IQ on tests of simple and choice RT, and in number and symbol scanning tasks. On all four speed-of-processing tasks, children with low-IQ responded more slowly than children with dyslexia and age-controls. In the choice RT task, the performance of children with low-IQ was also less accurate than that of children of normal IQ, consistent with theories linking processing speed limitations with low-IQ. These findings support the hypothesis that dyslexia is a specific cognitive deficit that can arise in the context of normal IQ and normal speed of processing. The same cognitive phenotype was observed in readers of a deep (English) and a shallow (Italian) orthography.     

Children's cognitive ability from 4 to 9 years old as a function of prenatal cocaine exposure, environmental risk, and maternal verbal intelligence

This study examined the effects of prenatal cocaine exposure, environmental risk, and maternal verbal intelligence on children's cognitive ability. Gender and age were examined as moderators of potential cocaine exposure effects. The Stanford-Binet IV intelligence test was administered to 231 children (91 cocaine exposed, 140 unexposed) at ages 4, 6, and 9 years. Neonatal medical risk and other prenatal exposures (alcohol, cigarettes, and marijuana) were also examined for their unique effects on child IQ. Mixed models analysis indicated that prenatal cocaine exposure interacted with gender, as cocaine-exposed boys had lower composite IQ scores. Age at assessment did not moderate this relation, indicating that cocaine-exposed boys had lower IQs across this age period. A stimulating home environment and high maternal verbal IQ also predicted higher composite IQ scores. Cocaine-exposed boys had lower scores on the Abstract/Visual Reasoning subscale, with trends for lower scores on the Short-Term Memory and Verbal Reasoning subscales, as exposure effects were observed across domains. The findings indicate that cocaine exposure continues to place children at risk for mild cognitive deficits into preadolescence. Possible mechanisms for the Exposure x Gender interaction are discussed.