Effects of Reward on Creativity in College Students of Two Levels of Ability

1982 ◽  
Vol 54 (1) ◽  
pp. 43-48 ◽  
Author(s):  
James D. Moran ◽  
Ellen Y. Y. Liou
Keyword(s):  
College Students ◽  
Cognitive Ability ◽  
Creative Thinking ◽  
Detrimental Effect ◽  
High Ability ◽  
Completion Task ◽  
Picture Completion ◽  
Subject Variables ◽  
Better Than

This study investigated the effects of reward on the creativity of 80 college students. Subjects at two levels of cognitive ability were assigned to either a rewarded or nonrewarded condition for group administration of two subtests of the Torrance Tests of Creative Thinking (Figural Form B). Differences were obtained as a function of reward, task, and subject variables. On the Picture Completion task, the nonrewarded group performed better than the rewarded group, especially on the flexibility measure. On the Circles task, reward led to a decrement in performance for students of high ability but facilitated the performance of students low in ability. The findings suggest that tangible incentives may have a detrimental effect on creativity in certain contexts.

Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences

2019 ◽  
Vol 9 (4) ◽  
pp. 43-52
Author(s):  
Ryzal Perdana ◽  
◽  
◽  
Keyword(s):  
Gender Differences ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Essay Question ◽  
Chemical Material ◽  
Better Than ◽  
Critical And Creative Thinking

Abstract Critical and creative thinking skills are an essential attribute for success in the 21st century. This study aimed to determine the students’ critical and creative thinking skills in the Islamic senior high schools of Surakarta City so that teachers can pay attention to the strength and weakness of each student based on gender differences. This study used descriptive qualitative analysis. The subject of this study amounted to 180 students consisting of 80 male and 100 female students. The measurement of critical-thinking skills used a 6-essay-question instrument of the chemical material of electrolyte and non-electrolyte solutions that measures the aspects based on Facione theory, namely: analysis, inference, explanation, interpretation, evaluation, and self-regulation. Then, to measure creative-thinking skills, a 4-essay-question test instrument of the chemical material that includes 4 aspects according to Torrance, fluency, flexibility, original and elaboration, was used. The results showed that the creative-thinking skills of male students are better than those of female students and the critical-thinking skills of female students are better than those of male students.

Does Objectification on Social Media Cost Young Men?

2018 ◽  
Vol 8 (3) ◽  
pp. 226-236
Author(s):  
Elizabeth A. Daniels
Keyword(s):  
College Students ◽  
Social Media ◽  
Young Men ◽  
Experimental Methodology ◽  
Male Peer ◽  
Physically Attractive ◽  
Dating Relationship ◽  
Better Than

Using an experimental methodology, the present study assessed college students’ perceptions of a male peer who presented himself on Facebook in either an objectified or nonobjectified manner. One hundred eighty-nine college students ( n = 111 women, n = 78 men) viewed a Facebook profile with either an objectified or a nonobjectified profile photo of the same young man and then evaluated the profile owner. They also reported on the desirability of dating the profile owner. Results indicated that the objectified profile owner was considered less competent but not less socially appealing or physically attractive. Participants liked the nonobjectified profile and profile photo better than the objectified profile and profile photo. There was also more interest in a committed dating relationship with the nonobjectified profile owner than the objectified profile owner. Findings suggest that using an objectified profile photo on Facebook may come with some costs for young men.

scholarly journals Individual Differences in Prospective Memory Offloading in Laboratory and Naturalistic Settings

2021 ◽  
Author(s):  
Hunter Ball ◽  
Philip Peper ◽  
Durna Alakbarova ◽  
Sam Gilbert ◽  
Gene Arnold Brewer
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Cognitive Ability ◽  
Prospective Memory ◽  
High Ability ◽  
Memory Ability ◽  
Multiple Measures ◽  
Good Working

The current study examined whether offloading prospective memory (PM) demands onto the environment through the use of reminders eliminates PM differences typically seen between individuals that have poor or good working memory ability. Over two laboratory sessions scheduled one week apart, participants completed three versions of a PM offloading task with and without the use of reminders, along with multiple measures of working memory. Participants also generated a list of naturalistic intentions to fulfill between sessions and were given an intention to email the experimenter every day. They later indicated which intentions were completed with and without the use of reminders. Consistent with prior research, high working memory participants did better in both laboratory and naturalistic settings when having to rely on their own memory. Critically, however, working memory ability was no longer predictive of performance with the use of reminders. Participants with lower working memory also offloaded more often that high ability participants, but this was not optimally calibrated to actual PM performance. These findings suggest that offloading may be particularly beneficial for those with poor cognitive ability. The theoretical and applied ramifications of these findings are discussed.

scholarly journals Effectiveness of Simulation Training on Transfer of Statistical Concepts

2000 ◽  
Vol 22 (4) ◽  
pp. 383-396 ◽  
Author(s):  
David M. Lane ◽  
Zhihua Tang
Keyword(s):  
College Students ◽  
Simulation Training ◽  
Sampling Procedure ◽  
Specific Question ◽  
Treatment Control ◽  
The Difference ◽  
Everyday Problems ◽  
And Training ◽  
Variable Medium ◽  
Better Than

The effectiveness of simulations for teaching statistical concepts was compared to the effectiveness of a textbook. The variable Medium (simulation versus textbook) and Question specificity (Specific versus Non-specific), were manipulated factorially. Question specificity was defined as follows: Subjects were presented with a scenario in which gumballs were sampled from an urn. Subjects in the “Specific” condition were given a specific question about the outcome of the sampling procedure to consider; subjects in the “Non-specific” condition were asked generally to consider what would happen. A no-treatment control was included. The subjects consisted of 115 college students. The dependent variable was performance on problems requiring subjects to apply what they learned to ill defined everyday problems. Subjects trained by simulation performed significantly better than those trained with a textbook. Subjects in the “Specific” condition performed better than those in the “Non-specific” condition, although the difference did not reach conventional levels of significance. These results support the increasing use of simulation in education and training.

The S-Shaped Performance Curve Prevails in Practicing Juggling

2021 ◽  
pp. 1-17
Author(s):  
Mu Qiao
Keyword(s):  
College Students ◽  
Linear Group ◽  
Motor Skill ◽  
Learning Performance ◽  
Practical Relevance ◽  
Performance Curve ◽  
Performance Curves ◽  
Better Than ◽  
A Performance

The development of performance, such as learning a new motor skill, can be represented in a performance curve. The shape of the performance curve is both of theoretical and practical relevance. Here, the author studied the interday performance of juggling over a period of 17 days in 112 college students. The results showed that 60% of participants followed an S-shaped performance curve with the inflection date on the 11th day, followed by a decelerated (20%), accelerated (14%), and linear curve (6%). As expected, except on Day 1, male participants performed at least 33% better than female participants on each practice day. Also as expected, learning performance was found to depend on the type of performance curve with the best learning performance exhibited by the linear group. The results further revealed that pooling all participants’ performance together without considering the percentage of each underlying type of performance curve would lead to biased, nonrepresentative results. Given the variety of the observed performance curves and the dominance of the S-shaped performance curve among them, coaches should continuously monitor the shape of an individual’s performance curve.

Cognitive Differences between the Sexes in Memory for Names and Faces

1977 ◽  
Vol 45 (1) ◽  
pp. 317-318 ◽  
Author(s):  
Marilyn A. Borges ◽  
Linda S. Vaughn
Keyword(s):  
College Students ◽  
Female College Students ◽  
Cognitive Differences ◽  
Male And Female ◽  
Female College ◽  
Face Matching ◽  
Matching Test ◽  
Test Female ◽  
Better Than ◽  
Female Subjects

22 male and 22 female college students were shown 30 pairs of faces and names to learn. Subsequent tests indicated that all students recognized more female stimuli than male stimuli and more names than faces. On the name-face matching test, female subjects performed better than did males, and male and female stimuli were matched equivalently.

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