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1.
Neuroelectric and imaging studies of meditation are reviewed. Electroencephalographic measures indicate an overall slowing subsequent to meditation, with theta and alpha activation related to proficiency of practice. Sensory evoked potential assessment of concentrative meditation yields amplitude and latency changes for some components and practices. Cognitive event-related potential evaluation of meditation implies that practice changes attentional allocation. Neuroimaging studies indicate increased regional cerebral blood flow measures during meditation. Taken together, meditation appears to reflect changes in anterior cingulate cortex and dorsolateral prefrontal areas. Neurophysiological meditative state and trait effects are variable but are beginning to demonstrate consistent outcomes for research and clinical applications. Psychological and clinical effects of meditation are summarized, integrated, and discussed with respect to neuroimaging data. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

2.
Commentary on an article by P. J. Silvia et al. (see record 2008-05954-001) which discusses the topic of divergent thinking. In Study 1, Silvia et al. (2008) criticized the uniqueness scoring of Wallach and Kogan (1965). The uniqueness scoring has a virtue that single rater may be enough to rate, and it is characterized by the assignment of points to uncommon responses in a pool of sample's responses. The first criticism for uniqueness scoring is that uniqueness scores increase as a subject produces more responses, resulting in confounding of uniqueness and fluency. The second criticism relates to the ambiguity of statistical rarity pursued by uniqueness scoring in that uniqueness does not guarantee creativity. When a mundane unique response is misperceived as creative, reliability is threatened. Some bizarre, grotesque, or inappropriate responses in the pool of responses may be assigned a point, causing the validity to be threatened. The third criticism raised by the authors is that the uniqueness scoring system penalizes large samples in that it is less probable for a response in a larger sample of people to appear unique. However, the subjective scoring system has other deficits and is never free from the first two criticisms. The third criticism is, however unfounded; rather, the uniqueness scoring system is in a better position to capture the construct of creativity through better accessibility to large samples. The authors' (Silvia et al., 2008) three criticisms will be discussed one by one. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

3.
Divergent thinking is central to the study of individual differences in creativity, but the traditional scoring systems (assigning points for infrequent responses and summing the points) face well-known problems. After critically reviewing past scoring methods, this article describes a new approach to assessing divergent thinking and appraises its reliability and validity. In our new Top 2 scoring method, participants complete a divergent thinking task and then circle the 2 responses that they think are their most creative responses. Raters then evaluate the responses on a 5-point scale. Regarding reliability, a generalizability analysis showed that subjective ratings of unusual-uses tasks and instances tasks yield dependable scores with only 2 or 3 raters. Regarding validity, a latent-variable study (n=226) predicted divergent thinking from the Big Five factors and their higher-order traits (Plasticity and Stability). Over half of the variance in divergent thinking could be explained by dimensions of personality. The article presents instructions for measuring divergent thinking with the new method. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

4.
In this article, I express my appreciation for the Korean teacher who recognized my potential and my American mentors who helped me identify the creative energy in myself. I discuss how living a “wonderful” Korean life smothered the essence of my being. Next, the overview of my research in creativity is discussed in 3 categories: measurement of creativity, causes of creativity, and effects of creativity. One effect of creativity summarizes how creativity can manifest itself as either a gift or a curse. The article ends with affirming that individualism promotes creativity and a discussion of the direction of my future research, which centers on helping students and adults identify the creative energy in themselves. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

5.
Continual word association was studied as a function of Remote Associates Test (RAT) performance, form class, associative hierarchy, and Thorndike-Lorge word frequency. Ss were selected as high creative (HC), low creative (LC), and medium creative (MC) on the basis of their RAT scores. It was found that HC Ss give the greatest number of associations and maintain a relatively higher speed of association throughout a 2-min. period. More responses were elicited by nouns than adjectives, flat hierarchy words than steep, and high frequency words than low. The S and stimulus variable did not interact. Relevance to an associative theory of creative thinking is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

6.
Reviews the book, Evolutionary and neurocognitive approaches to aesthetics, creativity and the arts, edited by Colin Martindate, Paul Locher, and Vladimir M. Petrov (see record 2007-00414-000). This book follows in the line of Jungian, Humanistic, and Existential theories in proclaiming that the arts are essentially connected to human nature in a meaningful way. Like May, many of the chapter authors agree that the arts have a purpose beyond mere amusement, entertainment, or stress relief. With Freud, they also agree that the arts emerged through the evolutionary process, but they disagree that this was merely a useful by-product of natural selection. Rather, the arts are innately connected to human survival and development. The approach in this book is very distinct from the methods of Freud, Jung, and May. The chapter authors use quantitative research, genetic research, and electroencephalographic (EEG) studies to examine the purpose of the arts, aesthetics, and creativity. Although their results often feel much blander than the mythical interpretations of Jung and May, they continue to provide important empirical support for the utility and need for the arts using more contemporary methods. Many of the chapters in this book provide important insights into the creativity process. Some chapters provide more understanding than utility, which is a major weakness of the book. It would have been helpful to have some of the chapters make more direct connections to the practical utility and meaning of the research presented or reviewed. However, in the end, this book provides a wealth of information from many different perspectives and, as a whole, provides a significant contribution to the psychological and scientific literature on creativity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

7.
Psychologists have primarily investigated scientific creativity from 2 contrasting in vitro perspectives: correlational studies of the creative person and experimental studies of the creative process. Here the same phenomenon is scrutinized using a 3rd, in vivo perspective, namely, the actual creative products that emerge from individual scientific careers and communities of creative scientists. This behavioral analysis supports the inference that scientific creativity constitutes a form of constrained stochastic behavior. That is, it can be accurately modeled as a quasi-random combinatorial process. Key findings from both correlational and experimental research traditions corroborate this conclusion. The author closes the article by arguing that all 3 perspectives--regarding the product, person, and process--must be integrated into a unified view of scientific creativity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

8.
Otto Selz has been hailed as one of the most important precursors of the cognitive revolution, yet surprisingly few studies of his work exist. He is often mentioned in the context of the Würzburg School of the psychology of thinking and sometimes in the context of Gestalt psychology. In this paper, it is argued that Selz’s emphasis on the role of problems and schemas in the direction of thought processes and creativity sets him apart from the program of the Würzburg School. On the other hand, by developing a theory of thinking that is exclusively at the intentional level, Selz also differs from psychologists that take physics as a model for psychology, such as the Gestalt psychology of Wolfgang K?hler. Special emphasis is given in this paper to Selz’s use of the concept of problem or task and the concept of the schema. It is further argued that the concept of the schema is the result of Selz’s adaptation of the theory of relations as developed by the philosopher Meinong. The paper begins with a sketch of Selz’s life that ended so tragically. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

9.
This article presents data and theory concerning the fundamental question of how the brain achieves a balance between integrating and separating perceptual information over time. This theory was tested in the domain of word reading by examining brain responses to briefly presented words that were either new or immediate repetitions. Critically, the prime that immediately preceded the target was presented either for 150 ms or 2,000 ms, thus examining a situation of perceptual integration versus one of perceptual separation. Electrophysiological responses during the first 200 ms following presentation of the target word were assessed using electroencephalography (EEG) and magnetoencephalography (MEG) recordings. As predicted by a dynamic neural network model with habituation, repeated words produced less of a perceptual response, and this effect diminished with increased prime duration. Using dynamics that best accounted for the behavioral transition from positive to negative priming with increasing prime duration, the model correctly predicted the time course of the event-related potential (ERP) repetition effects under the assumption that letter processing is the source of observed P100 repetition effects and word processing is the source of observed N170 repetition effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

10.
Many associative learning theories assert that the predictive accuracy of events affects the allocation of attention to them. More reliable predictors of future events are usually more likely to control action based on past learning, but less reliable predictors are often more likely to capture attention when new information is acquired. Previous studies showed that a circuit including the amygdala central nucleus (CEA) and the cholinergic substantia innominata/nucleus basalis magnocellularis (SI/nBM) is important for both sustained attention guiding action in a five-choice serial reaction time (5CSRT) task and for enhanced new learning about less predictive cues in a serial conditioning task. In this study, the authors found that lesions of the cholinergic afferents of the medial prefrontal cortex interfered with 5CSRT performance but not with surprise-induced enhancement of learning, whereas lesions of cholinergic afferents of posterior parietal cortex impaired the latter effects but did not affect 5CSRT performance. CEA lesions impaired performance in both tasks. These results are consistent with the view that CEA affects these distinct aspects of attention by influencing the activity of separate, specialized cortical regions via modulation of SI/nBM. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

11.
Reviews the book, Human cognitive abilities: A survey of factor-analytic studies by J. B. Carroll (see record 1993-97611-000). Carroll divides his book into three parts. The first is a historical and conceptual review of psychometric theory. Carroll begins by clearly defining and differentiating key concepts such as ability, aptitude, achievement, latent trait, and intervening variable, although recognizing that in practice it is often difficult to make absolute distinctions. The second part, and the bulk of the book, is a detailed analysis and synthesis of a myriad of findings in the area of cognitive abilities. In the third part of his book, Carroll summarizes his undertaking and addresses traditional concerns and controversies. He compares and contrasts his model of cognitive abilities with that of others. Although Carroll's book does not and indeed cannot resolve the issues and controversies concerning the nature of human cognitive abilities, it does represent a notable contribution to our ongoing endeavours. It undoubtedly is a book that anyone interested in cognitive abilities would wish to explore because of its encyclopedic, in-depth coverage of the topic. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   

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