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Instructions Moderate the Relationship between Creative Performance in Figural Divergent Thinking and Reasoning Capacity
Author(s) -
Wilken Andrea,
Forthmann Boris,
Holling Heinz
Publication year - 2020
Publication title -
the journal of creative behavior
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.896
H-Index - 55
eISSN - 2162-6057
pISSN - 0022-0175
DOI - 10.1002/jocb.392
Subject(s) - fluency , psychology , creative thinking , task (project management) , divergent thinking , creativity , ideation , creative writing , convergent thinking , creative problem solving , reading (process) , cognitive psychology , mathematics education , social psychology , cognitive science , linguistics , art , philosophy , management , economics , visual arts
In this study with within‐subject design, the “be‐creative effect” was investigated using three instructions in figural divergent‐thinking tasks: Besides a be‐fluent instruction, a be‐creative instruction, and a be‐creative instruction combined with strategies were applied. In addition, reasoning ability as part of fluid intelligence, self‐reported creative ideation, current motivation after reading the instructions, and task‐related interest were assessed. Multilevel analysis applying random‐intercept‐constant‐slope models found significant main effects of the instructions on creative performance and fluency. Both be‐creative instructions yielded a rise in creative performance in divergent thinking tasks with additional improvement due to supporting strategies. The be‐fluent instruction enhanced the quantity of ideas but decreased creative performance. Task‐related interest turned out to be a better predictor of creative performance than the self‐estimated expected interest prior to working on the task. Moreover, the relationship of creative performance and reasoning ability was moderated by instruction, with no relationship with a be‐fluent instruction and small to moderate positive effects with both instructions emphasizing creative ideas.