Literaturnachweis - Detailanzeige
| Autor/inn/en | Stanko-Kaczmarek, Maja; Kaczmarek, Lukasz D. |
|---|---|
| Titel | Effects of Tactile Sensations during Finger Painting on Mindfulness, Emotions, and Scope of Attention |
| Quelle | In: Creativity Research Journal, 28 (2016) 3, S.283-288 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1040-0419 |
| DOI | 10.1080/10400419.2016.1189769 |
| Schlagwörter | Tactual Perception; Art Activities; Emotional Response; Metacognition; Attention; Painting (Visual Arts); Nonverbal Communication; College Students; Foreign Countries; Rating Scales; Poland |
| Abstract | Research has shown that creative performance, such as painting, influences affective and cognitive processes. Yet little is known about how tactile sensations experienced during painting determine what individuals feel and how they think while they create. Based on prior research, finger painting (compared to brush painting) was expected to generate more tactile sensations, enhance state mindfulness, and broaden the scope of attention. An effect of painting on emotional processing was also expected. Volunteers (N = 54) were randomly assigned to finger painting or brush painting sessions. The global-local test was used to measure scope of attention. Participants reported state mindfulness with a cued-recall rating dial method. Automated facial expression analysis provided a continuous index of emotions. In support of the hypotheses, finger painting was related to more tactile sensations, more state mindfulness, and a broader attentional focus. These results suggest that assigning finger painting to individuals is a viable method for improving state mindfulness and enhancing scope of attention. The effects for affective processes, however, are mixed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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