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  1. Schizotypy and Performance on an Insight Problem-Solving Task: The Contribution of Persecutory Ideation.Jan Cosgrave, Ross Haines, Stuart Golodetz, Gordon Claridge, Katharina Wulff & Dalena van Heugten – van der Kloet - 2018 - Frontiers in Psychology 9:340880.
    Insight problem solving is thought to underpin creative thought as it incorporates both divergent (generating multiple ideas and solutions) and convergent (arriving at the optimal solution) thinking approaches. The current literature on schizotypy and creativity is mixed and requires clarification. An alternate approach was employed by designing an exploratory web-based study using only correlates of schizotypal traits (paranoia, dissociation, cognitive failures, fantasy proneness, and unusual sleep experiences) and examining which (if any) predicted optimal performance on an insight problem-solving task. One (...)
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  • “Aha!” is stronger when preceded by a “huh?”: presentation of a solution affects ratings of aha experience conditional on accuracy.Margaret E. Webb, Simon J. Cropper & Daniel R. Little - 2019 - Thinking and Reasoning 25 (3):324-364.
    Insight has been investigated under the assumption that participants solve insight problems with insight processes and/or experiences. A recent trend has involved presenting participants with the solution and analysing the resultant experience as if insight has taken place. We examined self-reports of the aha experience, a defining aspect of insight, before and after feedback, along with additional affective components of insight (e.g., pleasure, surprise, impasse). Classic insight problems, compound remote associates, and non-insight problems were randomly interleaved and presented to participants. (...)
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  • Teaching scientific creativity through philosophy of science.Rasmus Jaksland - 2021 - European Journal for Philosophy of Science 11 (4):1-17.
    There is a demand to nurture scientific creativity in science education. This paper proposes that the relevant conceptual infrastructure with which to teach scientific creativity is often already included in philosophy of science courses, even those that do not cover scientific creativity explicitly. More precisely, it is shown how paradigm theory can serve as a framework with which to introduce the differences between combinational, exploratory, and transformational creativity in science. Moreover, the types of components given in Kuhn’s disciplinary matrix are (...)
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  • Gender Differences in the Distribution of Creativity Scores: Domain-Specific Patterns in Divergent Thinking and Creative Problem Solving.Wu-Jing He & Wan-chi Wong - 2021 - Frontiers in Psychology 12.
    The present study examined gender differences in the distribution of creative abilities through the lens of the greater male variability hypothesis, which postulated that men showed greater interindividual variability than women in both physical and psychological attributes. Two hundred and six undergraduate students in Hong Kong completed two creativity measures that evaluated different aspects of creativity, including: a divergent thinking test that aimed to assess idea generation and a creative problem-solving test that aimed to assess restructuring ability. The present findings (...)
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