The contributions of convergent thinking,divergent thinking,and schizotypy to solving insight and non-insight problems

The ability to generate diverse ideas (divergent thinking) is valuable in solving creative problems (e.g., insight problems); yet, however advantageous, this ability is insufficient to solve the problem alone and requires the ability to logically deduce an assessment of correctness of each solution (convergent thinking). Positive schizotypy may help isolate the aspects of divergent thinking prevalent in insight problem solving. Participants were presented with a measure of schizotypy (Oxford-Liverpool Inventory of Feelings and Experiences), divergent and convergent thinking tasks, insight problems, and non-insight problems. We found no evidence for a relationship between schizotypy and insight problem solving. Relationships between divergent thinking and insight problem solving were also surprisingly weak; however, measures of convergent thinking had a stronger relationship with problem solving. These results suggest that convergent thinking is more important than divergent thinking in problem solving.     

Luther,learning, and the liberal arts

The learning goals of a well‐designed course in the liberal arts include not only the imparting of knowledge but also the development of critical thinking and disciplinary expertise. A class on Luther can help students acquire those intellectual skills associated with the discipline of history and the liberal arts more generally as they consider broader questions about institutional religion, spirituality, moral choices, and human agency. Current scholarship on how people learn highlights the importance of adequate mental frameworks for the acquisition, retention, and retrieval of new ideas and information. This scholarship underlies the choice of specific strategies used to teach about Luther and the Reformation. Assignments provide “scaffolding,” which begins with modeling and then moves from simpler to more complex assignments. Students practice the specific intellectual skills of critical reading and textual analysis over the course of the semester.     

情节式未来思考中目标加工研究进展

情节式未来思考是个体将自我投射到未来以预先经历某事件的能力,个人目标加工在情节式未来思考中发挥着重要作用。目前对情节式未来思考中目标加工的行为学研究通常将其划分为目标过程模拟和目标结果模拟两种类型,以探究其对执行意图的影响为主;脑机制神经影像学研究则聚焦于默认网络的内侧前额叶和后扣带的重要作用,以及默认网络、额顶控制网络和奖赏区的协同作用。未来研究应进一步探讨情节式未来思考目标加工的形式、年龄差异及其与时间距离的关系。     

Stray thoughts – seeking home: Henrik Ibsen's Peer Gynt read in light of Wilfred Bion's ideas

Peer Gynt, the main character in Ibsen's dramatic poem from 1867, has fascinated scholars since its publication. After a lifetime of escapades, Peer finds himself lonely, detached and with feelings of deadness. Gradually, the underlying structure of his personality confronts him. With the help of Wilfred Bion's ideas, it is possible to trace a distinct pattern, where unprocessed thoughts seem to play a decisive role in hindering Peer's self‐realization. The main female character, Solveig, spends her life waiting for Peer. Eventually she develops into a container, ready to welcome Peer's stray thoughts. This paper demonstrates how she evolves Bionian capacities like reverie, and eschewing of memory and desire. The interpretation that follows thus challenges a tradition where Solveig is seen as a romantic figure who, like Goethe's Gretchen, is designed to save the male protagonist by unconditional love. This paper argues that Solveig plays a more active role towards Peer in offering significant tools for personal development. The paper concludes that Ibsen and Bion have uncovered elements of basic human conditions that in some significant ways seem to coincide.     

Effects of compassionate thinking on negative emotions

The present study compared the effect of compassionate thinking with other methods traditionally used in cognitive behavioural therapy (cognitive reappraisal, responsibility reattribution, and self-deflection). An instructional manipulation was used, and 207 undergraduate students were randomly assigned to one of these thinking styles or a control condition. The results revealed that participants who engaged in compassionate thinking and cognitive reappraisal reported significantly lower levels of negative emotions compared to those in the responsibility reattribution and control conditions. Furthermore, results of hierarchical regression analyses suggested that habitual use of self-compassion reduced negative emotions in all conditions. These findings suggest that self-compassion and reappraisal reduce negative emotions more than reattribution and self-deflection.     

Accessibility and characteristics of memories of the future

Recent research suggests that some imagined future events are encoded in memory, leading to the formation of “memories of the future”. However, questions remain regarding the exact components of future event simulations that are encoded and the factors that determine their accessibility. To address these questions, the present study investigated memory for previously imagined future events using both free and cued recall tasks. The results showed that most future event simulations were successfully encoded and remained available in memory after a one week delay, but only some of them were readily accessible, whereas others could only be accessed when relevant cues were provided. Persons and locations were particularly well remembered, suggesting that these components are central to the simulation and memorisation of future events. We also found that memory for future event simulations was related to the clarity and familiarity of represented persons, the subjective feelings of pre-experience and mental time travel, the importance of imagined events to personal goals, and their emotional intensity during the initial simulation phase. Taken together, these findings expand our understanding of the formation, accessibility, and characteristics of memories of the future.     

Behaving Optimistically: How the (Un)Desirability of an Outcome Can Bias People's Preparations for It

Past research on the desirability bias and on bracing for bad news has focused on the potential influence of outcome desirability on people's stated expectations. The present studies examined its influence on behavior—that is, what is done in anticipation of, or preparation for, an uncertain outcome. In five studies, the desirability of possible outcomes for an event, which was uncertain and uncontrollable by the participant, was manipulated, and preparation behavior was measured. Study 1 used a hypothetical‐events paradigm. Studies 2 and 3 involved a computer activity in which behavior was tracked on a trial‐by‐trial basis. In Studies 4 and 5, the uncertain event was the ending of a videotaped basketball game. Rather than exhibiting bracing or a reluctance to tempt fate, participants tended to behave in a manner consistent with an optimistic desirability bias. In a subset of studies, predictions and likelihood judgments were also solicited; the differential effects of outcome desirability on these measures are discussed. Copyright © 2015 John Wiley & Sons, Ltd.     

Impact of age-relevant goals on future thinking in younger and older adults

This study investigated how personal goals influence age differences in episodic future thinking. Research suggests that personal goals change with age and like autobiographical memory, future thinking is thought to be organised and impacted by personal goals. It was hypothesised that cueing older adults with age-relevant goals should modulate age differences in episodic details and may also influence phenomenological characteristics of imagined scenarios. Healthy younger and older adults completed the Future Thinking Interview [Addis, D. R., Wong, A. T., & Schacter, D. L. (2008). Age-related changes in the episodic simulation of future events. Psychological Science, 19(1), 33–41. doi:10.1111/j.1467-9280.2008.02043.x] adapted to activate age-appropriate goals. Narratives were scored with an established protocol to obtain objective measures of episodic and semantic details. Subjective features such as emotionality and personal significance showed age differences as a function of goal domain while other features (e.g., vividness) were unaffected. However, consistent with prior reports, older adults produced fewer episodic details than younger adults and this was not modulated by goal domain. The results do not indicate that goal activation affects level of episodic detail. With respect to phenomenological aspects of future thinking, however, younger adults show more sensitivity to goal activation, compared with older adults.     

Psychological Teaching-Learning Contracts: Academic Integrity and Moral Psychology

The psychological teaching–learning contract model of academic integrity, presented herein, features a social contract-based mechanism for moral judgment that is hypothesized to underlie the “belief–behavior incongruity,” that is, the noted frequency with which students who believe cheating is immoral still cheat. High school students (N = 493) from 11 international schools in 9 countries participated in the study. Results suggest that students often regard the cheating they do within a given context to be justifiable, that is, not immoral, implying that such behavior is not incongruous with their moral beliefs.