Recognizing creative leadership: Can creative idea expression negatively relate to perceptions of leadership potential?

Drawing on and extending prototype theories of creativity and leadership, we theorize that the expression of creative ideas may diminish judgments of leadership potential unless the charismatic leadership prototype is activated in the minds of social perceivers. Study 1 shows that creative idea expression is negatively related to perceptions of leadership potential in a sample of employees working in jobs that required creative problem solving. Study 2 shows that participants randomly instructed to express creative solutions during an interaction are viewed as having lower leadership potential. A third scenario study replicated this finding showing that participants attributed less leadership potential to targets expressing creative ideas, except when the “charismatic” leader prototype was activated. In sum, we show that the negative association between expressing creative ideas and leadership potential is robust and underscores an important but previously unidentified bias against selecting effective leaders.     

Cognitive consequences of individual differences in arousal asymmetry

Prior research has demonstrated that semantic organization in the right hemisphere (RH) is more diffuse and specialized for distant semantic associates than is semantic organization in the left hemisphere (LH). The present research explored individual differences in this regard. If the RH is more specialized for distant semantic associates, then individuals with a more active RH should display greater activation of distant semantic associations. Two experiments were conducted to examine this issue. In both studies a line bisection task was used to assess arousal asymmetry. In Experiment 1, greater RH activation was associated with the ability to generate remote associates to three word stimuli. In Experiment 2, relatively greater RH activation was associated with enhanced priming of distant semantic associates. Taken together, these experiments demonstrate that arousal asymmetry is an individual difference variable that is related to variability in semantic organization and retrieval.     

Conversations with My Father

ABSTRACT

This article provides a brief review of the literature describing successful aging life tasks, such as reminiscence, meaning-making, and forming substantive connections. Using Relational-Cultural Theory as a base, the article addresses the need for connection and ways that connections can be developed and sustained in later life. Through a personal account, the authors also illustrate how grown children can use music to connect with their parents. Finally, the authors adapt A Musical Chronology and the Emerging Life Song, an intervention that uses music and memories, for use with older adults.     

Processing speed, intelligence, creativity, and school performance: Testing of causal hypotheses using structural equation models

According to mental speed theory of intelligence, the speed of information processing constitutes an important basis for cognitive abilities. However, the question, how mental speed relates to real world criteria, like school, academic, or job performance, is still unanswered. The aim of the study is to test an indirect speed-factor model in comparison to rivaling models explaining the relationships between different mental abilities and performance. In this speed-factor model, basic cognitive processing is assumed to influence higher mental abilities (IQ and creativity). Intelligence and creativity themselves should be valid predictors of school performance. We computed bivariate correlations and structural equation models to test this hypothesis, using indicators of processing speed [Zahlen-Verbindungs-Test (ZVT) and Coding Test], psychometric intelligence [Kognitiver Fähigkeits-Test (KFT) and Raven's Advanced Progressive Matrices (APM)], creativity [Verbaler Kreativitäts-Test (VKT) and Verwendungs-Test (VWT)] and school performance (grades). In a sample of 271 students from German gymnasiums (Class Levels 9 to 11) the speed-factor model can reproduce at best the empirical relationships between processing speed, intelligence, creativity, and school performance: It assumes that processing speed influences higher mental abilities (intelligence and creativity), which, in the sequel, influence school performance. Therefore, processing speed seems to have no direct effect on school performance; the effect is indirect as it operates via mediation through higher cognitive abilities.     

Happy people thrive on adversity: Pre-existing mood moderates the effect of emotion inductions on creative thinking

Past research on the relationship between affect and creativity has yielded contradictory results. Most of the evidence has tended to show that brief positive emotions as well as more enduring positive moods enhance creativity. No study to date, however, has attempted to determine whether the influence of momentary emotions on creativity depends on pre-existing moods. In the present study, 96 undergraduates completed one of two creative tasks (generating or evaluating captions for photographs) on three occasions, after watching videos designed to induce positive, neutral, or negative emotions. Participants also completed a questionnaire assessing depressed mood. Results confirmed that the effect of emotion inductions on creativity depended on pre-existing mood. Participants low in depression wrote more creative captions and rated captions more accurately with induced negative emotion than with induced positive emotion. In contrast, participants high in depression appeared impervious to the effect of emotion inductions.     

Are intelligence and creativity really so different? : Fluid intelligence, executive processes, and strategy use in divergent thinking

Contemporary creativity research views intelligence and creativity as essentially unrelated abilities, and many studies have found only modest correlations between them. The present research, based on improved approaches to creativity assessment and latent variable modeling, proposes that fluid and executive cognition is in fact central to creative thought. In Study 1, the substantial effect of fluid intelligence (Gf) on creativity was mediated by executive switching, the number of times people switched idea categories during the divergent thinking tasks. In Study 2, half the sample was given an effective strategy for an unusual uses task. The strategy condition interacted with Gf: people high in Gf did better when given the strategy, consistent with their higher ability to maintain access to it and use it despite interference. Taken together, the findings suggest that divergent thinking is more convergent than modern creativity theories presume.     

Convergent, but not divergent, thinking predicts susceptibility to associative memory illusions

The relationship between creativity and susceptibility to associative memory illusions in the Deese/Roediger-McDermott procedure was investigated using a multiple regression analysis. Susceptibility to false recognition was significantly predicted by performance on a measure of convergent thinking (the Remote Associates Task) but not by performance on a measure of divergent thinking (the Alternative Uses Task). These findings suggest that the ability to engage in convergent (but not divergent) thinking underlies some of the individual variation in susceptibility to associative memory illusions by influencing the automaticity with which critical lures are activated at encoding.     

Cantankerous creativity: Honesty-Humility, Agreeableness, and the HEXACO structure of creative achievement

Creativity research has suggested that creative people are low in agreeableness. To explore this issue, we applied the HEXACO model of personality structure, which offers an expanded representation of interpersonal traits, particularly a distinction between Honesty-Humility and Agreeableness. A sample of 1304 adults completed the HEXACO-60 and several measures of creative achievement and activities. Latent variable models found that Agreeableness had no relationship with creativity, but Honesty-Humility did: people lower in Honesty-Humility had higher creativity scores, consistent with past work on arrogance and pretentiousness among creative people.     

The neural, evolutionary, developmental, and bodily basis of metaphor

We propose that there are four fundamental kinds of metaphor that are uniquely mapped onto specific brain “networks” and present preliterate (i.e., evolutionary, including before the appearance of written language in the historical record), prelinguistic (i.e., developmental, before the appearance of speech in human development), and extralinguistic (i.e., neuropsychological, cognitive) evidence supportive of this view. We contend that these basic metaphors are largely nonconceptual and entail (a) perceptual-perceptual, (b) cross-modal, (c) movement-movement, and (d) perceptual-affective mappings that, at least, in the initial stages of processing may operate largely outside of conscious awareness. In opposition to our basic metaphor theory (B_mT), the standard theory (S_mT) maintains that metaphor is a conceptual mapping from some base domain to some target domain and/or represents class-inclusion (categorical) assertions. The S_mT captures aspects of secondary or conceptual metaphoric relations but not primary or basic metaphoric relations in our view. We believe our theory (B_mT) explains more about how people actually recognize or create metaphoric associations across disparate domains of experience partly because they are “pre-wired” to make these links.