The Relationship between Creativity and Interpersonal Problem-Solving Skills in Adults

The present study evaluated whether creativity training and interpersonal problem-solving training reflect equivalent or complementary skills in adults. A sample of 74 undergraduates received interpersonal problem-solving training, creativity training, neither, or both. Dependent variables included measures of problem-solving and creative performance, and problem-solving and creative style. The results suggested that creativity and interpersonal problem-solving represent complementary skills, in that each training program specifically affected performance only on related measures of performance. A combination of programs affected both abilities. Creativity training and interpersonal problem-solving training are popular psychoeducational interventions that developed in isolation from each other. Originally thought of as a mysterious process, the empirical analysis of the creative act can be traced to the work of Wallas (1926). Under the assumption that creativity is a desirable trait, a number of scales and training programs have been developed to measure and enhance creative skills. Creativity training has been used primarily in educational and industrial settings (e.g., Basadur, 1981). The principles of interpersonal problem-solving training have emerged more recently, in the work of Spivack and Shure (1974; Spivack, Platt, & Shure, 1976) and D'Zurilla (D'Zurilla & Goldfried, 1971; D'Zurilla & Nezu, 1982). These authors conceptualized interpersonal problem-solving training in the context of behavior therapy, and for this reason the literature on interpersonal problem-solving is more closely associated with therapeutic settings. Creativity and interpersonal problem-solving skills can be conceptually distinguished on the basis of their goals. Interpersonal problem-solving refers to one's skill in determining the means by which to achieve a specific end or overcome a specific problem. Creativity, on the other hand, need not be oriented towards achieving specific ends; it is associated with the capacity for thinking in new and different ways. Koestler (1964) has even argued that these two goals can be inimical, at least in adults, in that the ability to combine information in unique ways may be. hindered when the individual focuses his or her thinking on a specific problem. At the same time, there are clear similarities between the two domains of skills. Guilford (1977) noted that “creative thinking produces novel outcomes, and problem-solving involves producing a new response to a new situation, which is a novel outcome” (p. 161). Edwards and Sproull (1984) saw creativity training as a method for improving the quality of solutions to problems and increasing personal effectiveness. They considered problem-solving synonymous with creativity, since both training programs offer a variety of techniques to help identify useful solutions to problems. Similarly, Noller (1979) and others (e.g., Isaksen, Dorval, & Treffinger, 1994) have discussed the concept of creative problem solving, which attempts to integrate principles in the literature on creativity and on problem solving. Isaksen et al. conceptualized the process of creative problem solving as consisting of six steps which fall within three stages. The first stage involves understanding the problem, consisting of three steps: mess-finding, data-finding, and problem-finding. This is followed by the stage of generating ideas, involving the idea- finding step. Finally, there is planning for action, which involves solution-finding and acceptance-finding. The most important difference between the various creativity training models and the interpersonal problem-solving model lies in their emphasis. Creativity training models focus primarily on enhancing skill at generating solutions. The interpersonal problem-solving model places equal emphasis on the implementation and evaluation of potential solutions. Although many authors have suggested that participation in creativity training will have positive effects on social and interpersonal functioning (e.g., Parnes, 1987), only two studies have been conducted examining the relationship between the interpersonal problem-solving training model and creativity skills. Miller, Serafica, and Clark (1989) and Shondrick, Serafica, Clark, and Miller (1992) found that interpersonal problem-solving training for children also enhanced creativity skills, and that children's creative abilities appear to be predictive of their interpersonal problem-solving skills. The question of whether creativity and interpersonal problem-solving are equivalent, complementary, or even inimical has not been adequately addressed in the existing literature. For one thing, there are no studies examining the relationship between the two constructs in adults. This is an important question, given Koestler's (1964) conclusion that they are potentially inconsistent among adults. Second, there are no studies at all regarding the impact of creativity training on problem-solving skills in adults. The purpose of the present study was to evaluate whether creativity and interpersonal problem-solving skills can be distinguished in an adult sample.     

The Implicit Representation of Characters in Dallas

Current research on the psychological effects of television viewing emphasizes the mediating role played by viewers’ interpretations of the characters and events portrayed. Three studies used multidimensional scaling to discover the main themes by which views represent the characters in Dallas. In Study I, a two-dimensional space captured viewers’ representations of the characters. Study II replicated this space using a different method. Study III tested competing theoretical interpretations of the space derived from implicit personality theory, gender schema theory, and cultural studies. The first and major dimension of the semantic space was morality. This was semantically close to warmth and family values. The properties hard, dominant, active, values power, and business oriented clustered together and were orthogonal to morality. Implications for the role of socio-cognitive and textual determinants of viewers’ representations of television characters are discussed.     

Simone de Beauvoir and the Politics of Privilege

How should socially privileged white feminists (and others) address their privilege? Often, individuals are urged to overcome their own personal racism through a politics of self‐transformation. The paper argues that this strategy may be problematic, since it rests on an over‐autonomous conception of the self. The paper turns to Simone de Beauvoir for an alternative account of the self, as “situated,” and explores what this means for a politics of privilege.     

Predictors of alcohol consumption on dates and sense of intimacy

The drinking culture in Western societies infiltrates many aspects of life, including early romantic relationships. This study investigated factors that predict drinking on dates and the impact of date drinking on feelings of intimacy. Regression analyses of questionnaire data revealed that expectancies, general drinking tendencies, and partner's drinking as well as their interactions with gender and ethnicity contributed to explaining alcohol consumption on dates. Intimacy was significantly predicted by alcohol usage on dates, but the effects of drinking by self and partner varied by gender. Women's own drinking positively predicted their sense of intimacy, but their partner's drinking was linked to decreased intimacy. Men's reports showed significant effects but in the opposite direction. The Discussion section considers implications for dating and future research.     

Art from a Wittgensteinian Perspective: Constitutive Norms in Context

This article offers a detailed textual reexamination of the ‘family resemblance’ passages to reconsider their implications for understanding art. The reassessment takes into account their broader context in the Philosophical Investigations, including the rule following considerations, and draws on a realist interpretive framework associated principally with the work of Cavell, Diamond, McDowell, and Putnam. Wittgensteinian “realism with a human face” helps us discern that the primary issue is not whether certain concepts are definable, posing a stark opposition between essentialism and its denial about kinds such as language or games. What is at issue is keeping uses of language in view in their variety and their broader life contexts. Focus on rules suggests more broadly that norms and values inhere in practices and play a constitutive role in determining the entities integral to those practices. From this perspective, a Wittgensteinian framework explains art as locally overlapping practices, each with their own constitutive norms and values for the works integral to them. What makes something art has normative force specific to a practice. This recognizes the historically contingent nature of art practices in a way that relational definitions or disjunctive ‘cluster’ explanations do not.     

Meat Label Information: Effects of Separate Versus Conjoint Presentation on Product Evaluation1

Consumers want more information about the food they consider buying. One way to provide such information is via food labeling, but not all label information can be used effectively. We tested how information on actual meat labels from a supermarket environment analysis was evaluated against a realistic new label when labels were seen separately vs. in a conjoint (simultaneous) presentation. Participants (M = 24 years; 49% women) evaluated how much money they would pay for identical meat products with different label information. Conjoint presentation of labels led to opposite product rankings compared to separate presentations in some conditions (preference‐reversal effect). We discuss the importance of food labels that provide transparent, evaluable information for supporting informed, responsible meat product decisions.     

Justice and Insider Trading

ABSTRACT While many countries are following the lead of the United States in making insider trading illegal, its moral status is still controversial. I summarise the scholarly debate over the fairness of insider trading and lay bare the assumptions about fairness implicit in that debate. I focus on the question whether those assumptions can be defended independently of a more comprehensive theory of social justice. Current analyses presuppose that we can intelligently discuss what the social rules regarding insider trading should be while ignoring questions about the broader principles of justice that should be adopted and the extent to which existing institutions realise those principles. I argue that such questions must be addressed. I then employ an egalitarian conception of social justice to analyse insider trading. I thereby illustrate how a more systematic approach, grounded in a comprehensive theory of justice, transforms the debate about the fairness of insider trading.