Creative Failure: Why Can't People Solve Creative Problems

Although people attempt many creative problem solutions, in general, most creative problem-solving efforts, at least real-world efforts, fail. In the present effort, we examine the reasons creative problem-solving efforts typically fail. We argue that creative problem-solving efforts fail, in part, due to the fundamental nature of the kinds of problems that call for creative thought. However, the nature of people's creative problem-solving skills and the context in which they attempt to develop and implement creative problem solutions also results in failed attempts to solve creative problems. Based on these observations, we discuss how one might seek to develop people to encourage more success in creative problem-solving efforts.     

The Impact of Social Media on Body Image Perceptions and Bodily Practices among Gay,Bisexual, and Other Men Who Have Sex with Men: A Critical Review of the Literature and Extension of Theory

Sex Roles - Recent evidence indicates that interactive media-based web technologies, such as social networking sites, have an appreciable effect on users’ perceptions of and attitudes toward...     

Police officers ability to detect deception in high stakes situations and in repeated lie detection tests

Thirty‐seven police officers, not identified in previous research as belonging to groups that are superior in lie detection, attempted to detect truths and lies told by suspects during their videotaped police interviews. In order to measure consistency in their ability, the officers each participated in four different tests, each of which was on a different day. They were asked to indicate their confidence in being able to distinguish between truths and lies prior to the first test and after completing all four tests. We predicted that accuracy rates would be higher than those typically found in research with police officers; that good or poor performances on an individual test would be partly caused by luck, and, consequently, participants' accuracy scores were likely to progress towards the mean if their performance on all four tests was to be combined; and that officers would underestimate their own performance. These hypotheses were supported. Copyright © 2006 John Wiley & Sons, Ltd.     

Detecting lies in young children,adolescents and adults

The ability of teachers, social workers, police officers and laypersons (undergraduate and postgraduate students) to detect truths and lies told by 5–6 year‐olds, adolescents and adults was tested in the present experiment. Lie detectors judged the veracity of statements from 18 liars and 18 truth tellers belonging to these three age groups. Accuracy scores were around 60% for each of these three age groups, both for detecting truths and for detecting lies. No occupational differences emerged. Moreover, judgements made by teachers, social workers and police officers showed an overlap, suggesting that an erroneous decision made by a member of one group may not easily be detected by a member of the other groups. The lie detectors were inclined to judge cues of nervousness, cognitive demand and attempted behavioural control as cues to deceit, even when truth tellers were displaying these cues. Copyright © 2006 John Wiley & Sons, Ltd.     

Prospective factors contribute little to within-session changes in responding

Five rats pressed levers for food delivered by a multiple variable interval 1-min variable interval 1-min schedule. In theunpredictable conditions, sessions were 20, 40, 60, 80, or 100 min long, determined randomly at the beginning of each session. In thepredictable conditions, each of these session durations was presented for 15 consecutive sessions. Rate of responding changed systematically within the session even when the end of the session was unpredictable. This implies that prospective factors related to anticipation of the end of the session are not necessary for producing withinsession changes in responding. Within-session patterns of responding were also similar for the predictable and unpredictable conditions. This suggests that prospective factors contributed little to the form of the within-session patterns under the present conditions.     

Facilitating memory‐based lie detection in immediate and delayed interviewing: The role of mnemonics

We experimentally investigated how different mnemonic techniques employed in an interview conducted immediately after an event affected truth tellers' and liars' responses when they were interviewed again after a 2‐week delay. We also compared how verbal accounts changed over time within truth tellers and liars, and how consistent both groups were. Participants (n = 143) were shown a mock intelligence operation video and instructed either to tell the truth or lie about its contents in two interviews, one of which was immediately after watching the video and the other after a 2‐week delay. In the immediate interview, they were asked to provide a free recall and then asked to provide further information via one of three mnemonics: context reinstatement, sketch, or event‐line. In the delayed interview, they were asked to provide only a free recall. Truth tellers reported more visual, spatial, temporal, and action details than did liars both immediately and after a delay. Truth tellers experienced more of a decline in reporting details after a delay than did liars, and this decline was affected by the mnemonic used. Truth tellers thus showed, more than liars, patterns of reporting indicative of genuine memory decay. Liars produced patterns of a “stability bias” instead. Truth tellers and liars were equally consistent between their immediate and delayed statements.     

A Feasibility Trial of Mental Health First Aid First Nations: Acceptability,Cultural Adaptation,and Preliminary Outcomes

The Mental Health First Aid First Nations course was adapted from Mental Health First Aid Basic to create a community‐based, culturally safe and relevant approach to promoting mental health literacy in First Nations contexts. Over 2.5 days, the course aims to build community capacity by teaching individuals to recognize and respond to mental health crises. This feasibility trial utilized mixed methods to evaluate the acceptability, cultural adaptation, and preliminary effectiveness of MHFAFN. Our approach was grounded in community‐based participatory research principles, emphasizing relationship‐driven procedures to collecting data and choice for how participants shared their voices. Data included participant interviews (n = 89), and surveys (n = 91) from 10 groups in four provinces. Surveys contained open‐ended questions, retrospective pre‐post ratings, and a scenario. We utilized data from nine facilitator interviews and 24 facilitator implementation surveys. The different lines of evidence converged to highlight strong acceptability, mixed reactions to the cultural adaptation, and gains in participants’ knowledge, mental health first aid skill application, awareness, and self‐efficacy, and reductions in stigma beliefs. Beyond promoting individual gains, the course served as a community‐wide prevention approach by situating mental health in a colonial context and highlighting local resources and cultural strengths for promoting mental well‐being.