國立虎尾科技大學 |

The Relationship among Creativity, Priming, Cognitive Control, and Interpersonal Intelligence Expression.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Relationship among Creativity, Priming, Cognitive Control, and Interpersonal Intelligence Expression./
作者:	Tessier, Ryan.
面頁冊數:	1 online resource (196 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
標題:	Cognitive psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355870961

The Relationship among Creativity, Priming, Cognitive Control, and Interpersonal Intelligence Expression.
Tessier, Ryan.

The Relationship among Creativity, Priming, Cognitive Control, and Interpersonal Intelligence Expression. - 1 online resource (196 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.

Thesis (Psy.D.)--Hofstra University, 2018.

Includes bibliographical references

Adolescence and emerging adulthood are key maturation phases beginning around puberty and age eighteen respectively (Arnett, 2000). Both phases are marked with many important milestones. One development consistent across both phases is the acquisition of cognitive control (Yurgelun-Todd, 2007), the ability to maintain focus and filter irrelevant material (Zabelina & Robinson, 2010). Cognitive control is associated with academic success, developing goal-directed behavior, and the acquisition and enhancement of non-traditional but significantly adaptive aspects of intelligences including emotional intelligence, social intelligence, and cultural intelligence. Because adolescents who fail to develop cognitive control are more prone to engage in risky and often fatal behaviors before adulthood (Casey, Getz, & Galman, 2008), an efficient way of assisting cognitive control development during adolescence and emerging adulthood is crucial. One such method can involve creativity, the process of solving problems using novel but feasible responses (Runco, 2012). The generation of creative ideas and creative flexibility show significant development during adolescence (Stevenson, Kleibeuker, de Dreu, & Crone, 2014) and, unsurprisingly, high levels of creativity are associated with greater cognitive control (Zabelina & Robinson, 2010). Through the process of priming, the act of preparing for specific stimuli by using other stimuli (Chermahini & Hommel, 2012), creativity offers easy to administer processes to influence cognitive control capacities. This study used an experimental design to explore the effects of this creativity priming. One hundred and sixty-five participants between the ages of 13--25 were primed with convergent thinking, divergent thinking, or simple recognition tasks. Participants then completed several Stroop tests, all measures of cognitive control, and then generated solutions to situations requiring utilization of interpersonal intelligences. In general, the results of participants primed by creativity tasks lacked statistical significance despite evidence of faster reaction time and more common and unique interpersonal intelligence expressions. An individual's measure of total creativity however significantly predicted cognitive control and interpersonal intelligence expressions among all three types of priming however and both recommendations for future research and current implementation of creativity priming, total creativity, and the validity of 'creativity groups' were discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355870961Subjects--Topical Terms:

556029
Cognitive psychology.
Index Terms--Genre/Form:

554714
Electronic books.

The Relationship among Creativity, Priming, Cognitive Control, and Interpersonal Intelligence Expression.
LDR:03750ntm a2200337K 4500 001 914829
005 20180724121430.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355870961
035 $a (MiAaPQ)AAI10809793
035 $a (MiAaPQ)hofstra:10658
035 $a AAI10809793
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Tessier, Ryan. $3 1188198
245 1 4 $a The Relationship among Creativity, Priming, Cognitive Control, and Interpersonal Intelligence Expression.
264 0 $c 2018
300 $a 1 online resource (196 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: B.
500 $a Adviser: Sergei V. Tsytsarev.
502 $a Thesis (Psy.D.)--Hofstra University, 2018.
504 $a Includes bibliographical references
520 $a Adolescence and emerging adulthood are key maturation phases beginning around puberty and age eighteen respectively (Arnett, 2000). Both phases are marked with many important milestones. One development consistent across both phases is the acquisition of cognitive control (Yurgelun-Todd, 2007), the ability to maintain focus and filter irrelevant material (Zabelina & Robinson, 2010). Cognitive control is associated with academic success, developing goal-directed behavior, and the acquisition and enhancement of non-traditional but significantly adaptive aspects of intelligences including emotional intelligence, social intelligence, and cultural intelligence. Because adolescents who fail to develop cognitive control are more prone to engage in risky and often fatal behaviors before adulthood (Casey, Getz, & Galman, 2008), an efficient way of assisting cognitive control development during adolescence and emerging adulthood is crucial. One such method can involve creativity, the process of solving problems using novel but feasible responses (Runco, 2012). The generation of creative ideas and creative flexibility show significant development during adolescence (Stevenson, Kleibeuker, de Dreu, & Crone, 2014) and, unsurprisingly, high levels of creativity are associated with greater cognitive control (Zabelina & Robinson, 2010). Through the process of priming, the act of preparing for specific stimuli by using other stimuli (Chermahini & Hommel, 2012), creativity offers easy to administer processes to influence cognitive control capacities. This study used an experimental design to explore the effects of this creativity priming. One hundred and sixty-five participants between the ages of 13--25 were primed with convergent thinking, divergent thinking, or simple recognition tasks. Participants then completed several Stroop tests, all measures of cognitive control, and then generated solutions to situations requiring utilization of interpersonal intelligences. In general, the results of participants primed by creativity tasks lacked statistical significance despite evidence of faster reaction time and more common and unique interpersonal intelligence expressions. An individual's measure of total creativity however significantly predicted cognitive control and interpersonal intelligence expressions among all three types of priming however and both recommendations for future research and current implementation of creativity priming, total creativity, and the validity of 'creativity groups' were discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Cognitive psychology. $3 556029
650 4 $a Educational psychology. $3 555103
650 4 $a Developmental psychology. $3 557458
655 7 $a Electronic books. $2 local $3 554714
690 $a 0633
690 $a 0525
690 $a 0620
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Hofstra University. $b School-Community Psychology. $3 1188199
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10809793 $z click for full text (PQDT)