On Being Found: How Habitual Patterns of Thought Influence Creative Interest,Behavior, and Ability

This study on 138 undergraduate students used path analysis to investigate the relationship between creativity (interest, measured by a creative activities survey; and ability: fluency, originality, and elaboration) and different aspects of thought patterns presumed to influence the preparation and illumination phase of the creative process: habitual patterns of thought (ruminative brooding, ruminative self-reflection), thought suppression, thought intrusion, mind wandering, and associative ability. Such relationship was hinted at in Wallas’s classical model of the creative sequence, but is rarely investigated. We found that creative behavior/interest was driven by self-reflection, thought intrusion, and the lack of a need for thought suppression; creative ability was fueled mainly by associative ability. The only variable that influenced both aspects of creativity was the lack of resistance to thought suppression; this distinguished the creativity variables from dysphoria, which was associated with a desire for thought suppression. The results suggest that what drives the need to create is not creative ability per se, but rather self-focused attention, as well as the feeling or experience of being found by thought, rather than finding it. That is, the need to create is associated with having thoughts that interrupt one’s ordinary stream of consciousness and that are seen as welcome rather than interfering.     

Motion-induced blindness does not affect the formation of negative afterimages

Aftereffects induced by invisible stimuli constitute a powerful tool to investigate what type of neural information processing can occur in the absence of visual awareness. This approach has been successfully used to demonstrate that awareness of oriented gratings or translating stimuli is not necessary to obtain a robust orientation-specific or motion-specific aftereffect. We exploit motion-induced blindness (MIB, Bonneh, Cooperman, & Sagi, 2001) to investigate the related question of the influence of visual awareness on the formation of negative afterimages. Our results show that MIB does not affect the persistence and intensity of afterimages. Thus, there is no significant contribution to the formation of afterimages beyond the sites mediating MIB.     

Playing on the typewriter, typing on the piano: manipulation knowledge of objects

Two experiments investigated sensory/motor-based functional knowledge of man-made objects: manipulation features associated with the actual usage of objects. In Experiment 1, a series of prime-target pairs was presented auditorily, and participants were asked to make a lexical decision on the target word. Participants made a significantly faster decision about the target word (e.g. ‘typewriter’) following a related prime that shared manipulation features with the target (e.g. ‘piano’) than an unrelated prime (e.g. ‘blanket’). In Experiment 2, participants' eye movements were monitored when they viewed a visual display on a computer screen while listening to a concurrent auditory input. Participants were instructed to simply identify the auditory input and touch the corresponding object on the computer display. Participants fixated an object picture (e.g. “typewriter”) related to a target word (e.g. ‘piano’) significantly more often than an unrelated object picture (e.g. “bucket”) as well as a visually matched control (e.g. “couch”). Results of the two experiments suggest that manipulation knowledge of words is retrieved without conscious effort and that manipulation knowledge constitutes a part of the lexical-semantic representation of objects.     

The interplay between perceptual organization and categorization in the representation of complex visual patterns by young infants

The relation between perceptual organization and categorization processes in 3- and 4-month-olds was explored. The question was whether an invariant part abstracted during category learning could interfere with Gestalt organizational processes. A 2003 study by Quinn and Schyns had reported that an initial category familiarization experience in which infants were presented with visual patterns consisting of a pacman shape and a complex polygon could interfere with infants' subsequent good continuation-based parsing of a circle from visual patterns consisting of a circle and a complex polygon. However, an alternative noninterference explanation for the results was possible because the pacman had been presented with greater frequency and duration than had the circle. The current study repeated Quinn and Schyns's procedure but provided an equivalent number of familiarization trials and duration of study time for the infants to process the pacman during initial familiarization and the circle during subsequent familiarization. The results replicated the previous findings of Quinn and Schyns. The data are consistent with the interference account and suggest that a cognitive system of adaptable feature creation can take precedence over organizational principles with which a perceptual system comes pre-equipped.     

How to suppress obsessive thoughts

Thought suppression (i.e. consciously trying to avoid certain thoughts from entering consciousness) has been argued to be an inadequate strategy in case of unwanted intrusions. That is, thought suppression seems to result in more rather than less intrusions. Although this experimental finding has been explained in terms of failing attempts to distract oneself from the target thought, the White Bear Suppression Inventory (WBSI; a scale that measures chronic thought suppression tendencies) does not address the means by which respondents try to suppress unwanted thoughts. To examine which strategies of mental control people use to suppress unwanted thoughts, obsessive-compulsive disorder patients (N=47) completed the WBSI, the Thought Control Questionnaire, and two measures of psychopathology. Results suggest that the crucial mechanism in thought suppression may not be distraction, but self-punishment.     

Developmental changes in the processing of hierarchical shapes continue into adolescence

The present study was designed to trace the normal development of local and global processing of hierarchical visual forms. We presented pairs of hierarchical shapes to children and adults and asked them to indicate whether the two shapes were the same or different at either the global or the local level. In Experiments 1 (6-year-olds, 10-year-olds, adults) and 2 (10-year-olds, 14-year-olds, adults), we presented stimuli centrally. All age groups responded faster on global trials than local trials (global precedence effect), but the bias was stronger in children and diminished to the adult level between 10 and 14 years of age. In Experiment 3 (10-year-olds, 14-year-olds, adults), we presented stimuli in the left or right visual field so that they were transmitted first to the contralateral hemisphere. All age groups responded faster on local trials when stimuli were presented in the right visual field (left hemisphere); reaction times on global trials were independent of visual field. The results of Experiment 3 suggest that by 10 years of age the hemispheres have adult-like specialization for the processing of hierarchical shapes, at least when attention is directed to the global versus local level. Nevertheless, their greater bias in Experiments 1 and 2 suggests that 10-year-olds are less able than adults to modulate attention to the output from local versus global channels-perhaps because they are less able to ignore distractors and perhaps because the cerebral hemispheres are less able to engage in parallel processing.     

Developmental changes in face processing skills

Expertise in processing differences among faces in the spacing among facial features (second-order relations) is slower to develop than expertise in processing the shape of individual features or the shape of the external contour. To determine the impact of the slow development of sensitivity to second-order relations on various face-processing skills, we developed five computerized tasks that require matching faces on the basis of identity (with changed facial expression or head orientation), facial expression, gaze direction, and sound being spoken. In Experiment 1, we evaluated the influence of second-order relations on performance on each task by presenting them to adults (N=48) who viewed the faces either upright or inverted. Previous studies have shown that inversion has a larger effect on tasks that require processing the spacing among features than it does on tasks that can be solved by processing the shape of individual features. Adults showed an inversion effect for only one task: matching facial identity when there was a change in head orientation. In Experiment 2, we administered the same tasks to children aged 6, 8, and 10 years (N=72). Compared to adults, 6-year-olds made more errors on every task and 8-year-olds made more errors on three of the five tasks: matching direction of gaze and the two facial identity tasks. Ten-year-olds made more errors than adults on only one task: matching facial identity when there was a change in head orientation (e.g., from frontal to tilted up). Together, the results indicate that the slow development of sensitivity to second-order relations causes children to be especially poor at recognizing the identity of a face when it is seen in a new orientation.     

Motion sickness preceded by unstable displacements of the center of pressure

We exposed standing participants to optic flow in a moving room. Motion sickness was induced by motion that simulated the amplitude and frequency of standing sway. We identified instabilities in displacements of the center of pressure among participants who became sick; these instabilities occurred before the onset of subjective motion sickness symptoms. Postural differences between Sick and Well participants were observed before exposure to the nauseogenic stimulus. During exposure to the nauseogenic stimulus, sway increased for participants who became sick but also for those who did not. However, at every point during exposure sway was greater for participants who became motion sick. The results reveal that motion sickness is preceded by instabilities in displacements of the center of pressure.     

Color categories: evidence for the cultural relativity hypothesis

The question of whether language affects our categorization of perceptual continua is of particular interest for the domain of color where constraints on categorization have been proposed both within the visual system and in the visual environment. Recent research (Roberson, Davies, & Davidoff, 2000; Roberson et al., in press) found substantial evidence of cognitive color differences between different language communities, but concerns remained as to how representative might be a tiny, extremely remote community. The present study replicates and extends previous findings using additional paradigms among a larger community in a different visual environment. Adult semi-nomadic tribesmen in Southern Africa carried out similarity judgments, short-term memory and long-term learning tasks. They showed different cognitive organization of color to both English and another language with the five color terms. Moreover, Categorical Perception effects were found to differ even between languages with broadly similar color categories. The results provide further evidence of the tight relationship between language and cognition.     

Perceptual learning for speech: Is there a return to normal?

Recent work on perceptual learning shows that listeners' phonemic representations dynamically adjust to reflect the speech they hear (Norris, McQueen, & Cutler, 2003). We investigate how the perceptual system makes such adjustments, and what (if anything) causes the representations to return to their pre-perceptual learning settings. Listeners are exposed to a speaker whose pronunciation of a particular sound (either /s/ or /integral/) is ambiguous (e.g., halfway between /s/ and /integral/). After exposure, participants are tested for perceptual learning on two continua that range from /s/ to /integral/, one in the Same voice they heard during exposure, and one in a Different voice. To assess how representations revert to their prior settings, half of Experiment 1's participants were tested immediately after exposure; the other half performed a 25-min silent intervening task. The perceptual learning effect was actually larger after such a delay, indicating that simply allowing time to pass does not cause learning to fade. The remaining experiments investigate different ways that the system might unlearn a person's pronunciations: listeners hear the Same or a Different speaker for 25 min with either: no relevant (i.e., 'good') /s/ or /integral/ input (Experiment 2), one of the relevant inputs (Experiment 3), or both relevant inputs (Experiment 4). The results support a view of phonemic representations as dynamic and flexible, and suggest that they interact with both higher- (e.g., lexical) and lower-level (e.g., acoustic) information in important ways.