Active or Inert? An Experimental Comparison of Creative Ideation across Incubation Periods

Autor/inn/en	Frith, Emily; Ponce, Pamela; Loprinzi, Paul D.
Titel	Active or Inert? An Experimental Comparison of Creative Ideation across Incubation Periods
Quelle	In: Journal of Creative Behavior, 55 (2021) 1, S.5-14 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0175
DOI	10.1002/jocb.429
Schlagwörter	Creative Thinking; Creativity; Concept Formation; Abstract Reasoning; Exercise; Scores; Recall (Psychology); Time + Suchen Sie Ihr Suchwort? Kreatives Denken; Kreativität; Concept learning; Begriffsbildung; Abstraktes Denken; Denken; Übung; Abberufung; Zeit
Abstract	The primary objective of this study was to contribute to the growing research discipline investigating the effects of physical exercise on divergent thinking creativity performance. Thirty-two students participated in this two-visit, within-subject intervention. Individuals consented to participate in two randomized, and counterbalanced, experimental conditions, consisting of 15 min of active treadmill walking and an inert, seated control incubation period. Creativity was assessed at baseline and post-exercise (and control) via the Instances Creativity Task (ICT). Creativity scores for changes in "fluency" (F(1, 31) = 2.90, p = 0.10) were not statistically significant across the experimental conditions. "Originality" scores were higher at baseline and follow-up when compared to the exercise condition (F(1, 31) = 6.82, p = 0.01). However, there was no statistically significant condition × time interaction effect (F(1, 31) = 1.78, p = 0.19). Further analyses demonstrated that there was no statistically significant difference between the experimental conditions on "recall" score (F(1, 31) = 1.04, p = 0.32). All models indicated statistically significant main effects for time: "fluency" (F(1, 31) = 131.17, p < 0.001); "originality" (F(1, 31) = 36.54, p < 0.001); and "recall" (F(1, 31) = 51.75, p < 0.001). These findings suggest that both active and inert creative incubation periods may similarly enhance subsequent divergent thinking performance. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01