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Journal articles on the topic 'Divergent thinking'

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Published: 4 June 2021
Last updated: 10 March 2023

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1

Kogan, Nathan. "Diverging From Divergent Thinking." Contemporary Psychology: A Journal of Reviews 39, no. 3 (March 1994): 291–92. http://dx.doi.org/10.1037/034001.

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2

Eysenck, H. J. "Divergent thinking." Personality and Individual Differences 15, no. 1 (July 1993): 116. http://dx.doi.org/10.1016/0191-8869(93)90056-9.

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3

Mayer, Richard E. "Creativity = Divergent Thinking + Evaluative Thinking." Contemporary Psychology 49, no. 3 (June 2004): 368–69. http://dx.doi.org/10.1037/004365.

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4

DEMETRULIAS, DIANA MAYER, and REBECCA J. SHAW. "ENCOURAGING DIVERGENT THINKING." Nurse Educator 10, no. 6 (November 1985): 12–17. http://dx.doi.org/10.1097/00006223-198511000-00007.

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5

Man, Na, Kechao Wang, and Lin Liu. "Using Computer Cognitive Atlas to Improve Students' Divergent Thinking Ability." Journal of Organizational and End User Computing 33, no. 6 (November 2021): 1–16. http://dx.doi.org/10.4018/joeuc.20211101.oa25.

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Human society has entered the era of intelligence. Social development in the era of intelligence has spawned a large number of intelligent applications. Intelligent applications have put forward unprecedented requirements on the level of cognitive intelligence of machines, and the realization of machine cognitive intelligence depends on knowledge map technology. Divergent thinking is an important part of thinking and an important indicator for measuring innovative thinking. The research in this article found that after the experiment, the associated probabilities of the F values of fluency, flexibility, uniqueness, semantic divergence, graphical divergence, and problem divergence were 0.389, 0.442, 0.594, 0.267, 0.319, and 0.478, which were all greater than the significance level of 0.05, That is, the divergent thinking ability of the experimental group has been significantly improved. The results of this study show that the use of computer cognitive maps can improve students' divergent thinking ability.
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6

NURSA’BAN, EVA. "STUDI KORELASI KECENDRUNGAN BERPIKIR DIVERGEN DAN KONVERGEN DENGAN HASIL BELAJAR KIMIA SISWA KELAS X MAN 2 MATARAM TAHUN PELAJARAN 2012/2013." Lensa : Jurnal Kependidikan Fisika 1, no. 1 (June 22, 2013): 50. http://dx.doi.org/10.33394/j-lkf.v1i1.73.

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Chemical material contains concepts of formulas that must be completed by the students. The purpose of this research is to know: (1) correlation of divergent thinking character with achievement of chemistry learning of class X MAN 2 Mataram academic year 2012/2013; (2) correlation of convergent thinking characters with chemistry learning outcomes. This type of research is correlational. The subjects of the study were 166 students of class X. Data thinking characters are collected using questionnaires of divergent / convergent thinking characters. Learning result data is obtained at the end of semester. Data analysis used is Pearson product moment correlation. The results show that there is a negative correlation between diverging thinking characters and learning outcomes. This means that the higher the tendency of divergent thinking of the students, the lower the learning result, this is proved by the value of r-test (-0.121) <-r-tabel (-0,044). In addition, convergent thinking characters are positively correlated between convergent thinking characters and learning outcomes. This means that the higher the tendency of convergent students thinking, then the learning result will be high, this is proved by the value of r-test (0.048)> r-table (0.044). We conclude that: (1) the divergent thinking character of the students is negatively correlated with the learning outcomes; (2) the convergent thinking characters in the students are positively correlated with the learning outcomes.
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7

Fahad Javaid, Syed, and James Paul Pandarakalam. "THE ASSOCIATION OF CREATIVITY WITH DIVERGENT AND CONVERGENT THINKING." Psychiatria Danubina 33, no. 2 (June 25, 2021): 133–39. http://dx.doi.org/10.24869/psyd.2021.133.

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8

Booton, Sophie A., Elena Hoicka, Aneyn M. O'Grady, Hiu Ying Nicole Chan, and Victoria A. Murphy. "Children's divergent thinking and bilingualism." Thinking Skills and Creativity 41 (September 2021): 100918. http://dx.doi.org/10.1016/j.tsc.2021.100918.

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9

Abbasi, Kamran. "A riot of divergent thinking." Journal of the Royal Society of Medicine 104, no. 10 (October 2011): 391. http://dx.doi.org/10.1258/jrsm.2011.11k038.

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10

Runco, Mark A. "Divergent Thinking, Creativity, and Giftedness." Gifted Child Quarterly 37, no. 1 (January 1993): 16–22. http://dx.doi.org/10.1177/001698629303700103.

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11

Runco, Mark A., and Michael D. Bahleda. "Birth-Order and Divergent Thinking." Journal of Genetic Psychology 148, no. 1 (March 1987): 119–25. http://dx.doi.org/10.1080/00221325.1987.9914542.

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12

Batey, Mark, Richard Rawles, and Adrian Furnham. "Divergent Thinking and Interview Ratings." Journal of Psychoeducational Assessment 27, no. 1 (August 25, 2008): 57–67. http://dx.doi.org/10.1177/0734282908322584.

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13

Kuypers, K. P. C., J. Riba, M. De la Fuente Revenga, S. Barker, E. L. Theunissen, and J. G. Ramaekers. "Ayahuasca enhances creative divergent thinking." European Neuropsychopharmacology 26 (October 2016): S705—S706. http://dx.doi.org/10.1016/s0924-977x(16)31842-9.

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14

Sanchez-Ruiz, Maria-Jose, Juan Carlos Pérez-González, Manuela Romo, and Gerald Matthews. "Divergent thinking and stress dimensions." Thinking Skills and Creativity 17 (September 2015): 102–16. http://dx.doi.org/10.1016/j.tsc.2015.06.005.

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15

Runco, Mark A., and Sureyya Yoruk. "The Neuroscience of Divergent Thinking." Activitas Nervosa Superior 56, no. 1-2 (March 2014): 1–16. http://dx.doi.org/10.1007/bf03379602.

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16

Hass, Richard W. "Semantic search during divergent thinking." Cognition 166 (September 2017): 344–57. http://dx.doi.org/10.1016/j.cognition.2017.05.039.

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17

Engelmann, Peter D., and Charles F. Gettys. "Divergent thinking in act generation." Acta Psychologica 60, no. 1 (September 1985): 39–56. http://dx.doi.org/10.1016/0001-6918(85)90012-5.

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18

Sukmaangara, Bayu, and Sri Tirto Madawistama. "Divergent Thinking and Convergent Thinking in the Mathematical Creative Thinking Process in terms of Student Brain Dominance." Southeast Asian Mathematics Education Journal 11, no. 1 (September 8, 2021): 53–66. http://dx.doi.org/10.46517/seamej.v11i1.115.

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Divergent thinking and convergent thinking play a very important role in a person's creative thinking process to solve problems and these two types of thinking are related to hemispheric functions that will affect the way a person perceives information processing. This makes research important. The purpose of this study was to obtain a picture of divergent thinking and convergent thinking in the mathematical creative thinking process in terms of brain dominance. The research method used is qualitative with a descriptive exploratory approach. The instruments used were mathematical creative thinking questions, brain dominance tests, and unstructured interviews. The result of this research is that students who dominate the left brain in the creative thinking process are more dominant in convergent thinking, students who dominate the balanced brain in the creative thinking process are balanced in divergent thinking and convergent thinking, while student who dominate the right brain in the creative thinking process are more dominant in divergent thinking.
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19

Sukmaangara, Bayu, and Sri Tirto Madawistama. "Divergent Thinking and Convergent Thinking in the Mathematical Creative Thinking Process in terms of Student Brain Dominance." Southeast Asian Mathematics Education Journal 11, no. 1 (September 8, 2021): 53–66. http://dx.doi.org/10.46517/seamej.v11i1.115.

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Divergent thinking and convergent thinking play a very important role in a person's creative thinking process to solve problems and these two types of thinking are related to hemispheric functions that will affect the way a person perceives information processing. This makes research important. The purpose of this study was to obtain a picture of divergent thinking and convergent thinking in the mathematical creative thinking process in terms of brain dominance. The research method used is qualitative with a descriptive exploratory approach. The instruments used were mathematical creative thinking questions, brain dominance tests, and unstructured interviews. The result of this research is that students who dominate the left brain in the creative thinking process are more dominant in convergent thinking, students who dominate the balanced brain in the creative thinking process are balanced in divergent thinking and convergent thinking, while student who dominate the right brain in the creative thinking process are more dominant in divergent thinking.
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20

Altarriba, Jeanette, and Mary C. Avery. "Divergent Thinking in Survival Processing: Did Our Ancestors Benefit From Creative Thinking?" Evolutionary Psychology 19, no. 1 (January 1, 2021): 147470492199402. http://dx.doi.org/10.1177/1474704921994028.

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The survival processing advantage is a robust mnemonic device in which information processed for its relevance to one’s survival is subsequently better remembered. Research indicates that elaborative processing may be a key component underlying this memory effect, and that this mechanism resembles divergent thinking, whereby words with a greater number of creative uses in a given scenario are better remembered. If this particular function underpins adaptive memory, then individual differences in creativity may play a part in the degree to which people benefit from this advantage. We expected that highly creative individuals who engage more in divergent thinking would not necessarily benefit to a greater degree than less creative individuals, due to potential redundant processing. In this between-subjects experiment, participants rated words according to their relevance to the typical grasslands survival scenario or according to their pleasantness (a control common to the survival paradigm and known to enhance memory). While we did find a main effect of both condition (survival v. pleasantness) and creativity (high v. low), there was no interaction. This set of findings suggests that creative individuals may not benefit to a greater degree in survival processing, despite their ability to think divergently.
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21

Acar, Selcuk, and Mark A. Runco. "Thinking in multiple directions: Hyperspace categories in divergent thinking." Psychology of Aesthetics, Creativity, and the Arts 9, no. 1 (February 2015): 41–53. http://dx.doi.org/10.1037/a0038501.

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22

Russ, Sandra W. "Primary Process Thinking, Divergent Thinking, and Coping in Children." Journal of Personality Assessment 52, no. 3 (September 1988): 539–48. http://dx.doi.org/10.1207/s15327752jpa5203_17.

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23

FUKUDA, Shuichi. "1402 Divergent Thinking Based Design Education." Proceedings of Design & Systems Conference 2015.25 (2015): _1402–1_—_1402–6_. http://dx.doi.org/10.1299/jsmedsd.2015.25._1402-1_.

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24

Yumashina, Yuliana Y. "Development of intellectual and creative abilities as a pedagogical phenomenon." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 18, no. 4 (December 29, 2021): 115–28. http://dx.doi.org/10.17673/vsgtu-pps.2021.4.9.

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The paper is devoted to the study of divergent thinking as one of the structures of intellectual and creative development of primary school children with speech disorders. The methodological foundations of the research problem are analyzed. The tools for the study of divergent thinking for primary school children are selected. The main components of divergent thinking of young schoolchildren in the context of their general intellectual and creative development are highlighted. The concepts of intellectual and creative development, divergent thinking, typology of primary school children with speech disorders are specified. In the course of the study, objective indicators of the development of divergent thinking were obtained, as well as the features of this type of thinking in younger schoolchildren with speech disorders. The author shows the features of divergent thinking of younger students. The results obtained can help teachers in the development and selection of adequate methods and techniques in correctional and developmental work with younger students with speech disorders.
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25

Hidayati, R., Y. Supriyati, and A. S. Budi. "The effect of learning models and divergent thinking on higher-order thinking skills." Journal of Physics: Conference Series 2019, no. 1 (October 1, 2021): 012010. http://dx.doi.org/10.1088/1742-6596/2019/1/012010.

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Abstract This study aims to determine the effect of interaction between Problem Based Learning models, Creative Problem-Solving models, and divergent thinking on high order thinking skills. The method used in this study is a quasi-experimental design with treatment by level 2x2. The sample number of this study is as many as 120 students of grade X high school. The sample was divided into two, namely the control class and the experimental class. The control class was given learning using the Problem Based Learning model while the experimental class used the Creative Problem Solving model by having high and low divergent thinking skills. Data about students’ high order thinking skills were obtained using a test in the form of an essay consisting of 5 questions and analyzed using the two-way ANOVA statistical test and the Tukey test as a follow-up test. The results showed that 1) there is a difference in high order thinking students who use the creative problem-solving model with students who use the problem-based learning model, 2) there is a difference in high order thinking skills between students with high divergent thinking ability with low divergent ability students and 3) there is an influence of interaction between learning model and divergent thinking ability to high order thinking skill.
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26

Plumlee, R. David, Brett A. Rixom, and Andrew J. Rosman. "Training Auditors to Perform Analytical Procedures Using Metacognitive Skills." Accounting Review 90, no. 1 (July 1, 2014): 351–69. http://dx.doi.org/10.2308/accr-50856.

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ABSTRACT Although lower-level auditors increasingly carry out mandatory analytical procedures (APs) in audits, they do not perform as well as partners and managers. In order to improve performance in APs by lower-level auditors, we investigated tasks requiring creativity, where training in metacognition—consciously thinking about one's thought process—improves task performance. As a result, we train lower-level auditors to use a sequential thought process comprised of two metacognitive skills: divergent thinking, where they generate explanations for unusual evidence, followed by convergent thinking, where they evaluate explanations generated and eliminate those judged infeasible. To test the efficacy of our training, we conducted an experiment with three conditions: both divergent and convergent thinking, divergent thinking only, and a control. We found that training auditors in only divergent thinking increases both the number and quality of explanations generated for an unusual situation. However, the combination of divergent and convergent thinking training leads to improved explanation generation over divergent thinking alone and, more importantly, leads to a greater likelihood of generating and choosing the correct explanation.
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27

Syahrin, Alfi. "DIVERGENT THINKING CHARACTERISTICS IN WRITING PAPERS." ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture 3, no. 1 (May 26, 2019): 11–18. http://dx.doi.org/10.17977/um006v3i12019p011.

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28

Loudon, Gareth H., and Gina M. Deininger. "The Physiological Response during Divergent Thinking." Journal of Behavioral and Brain Science 06, no. 01 (2016): 28–37. http://dx.doi.org/10.4236/jbbs.2016.61004.

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29

Horne, J. A. "Sleep Loss and “Divergent” Thinking Ability." Sleep 11, no. 6 (September 1988): 528–36. http://dx.doi.org/10.1093/sleep/11.6.528.

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30

Holliday, Karen N. "Modeling divergent thinking through picture books." Roeper Review 21, no. 1 (September 1998): A5—A6. http://dx.doi.org/10.1080/02783199809553927.

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31

Palmiero, Massimiliano, Dina Di Giacomo, and Domenico Passafiume. "Divergent Thinking and Age-Related Changes." Creativity Research Journal 26, no. 4 (October 2, 2014): 456–60. http://dx.doi.org/10.1080/10400419.2014.961786.

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32

Chiang, Noelle C., and Meng-Liang Chen. "Benefits of Incubation on Divergent Thinking." Creativity Research Journal 29, no. 3 (July 3, 2017): 282–91. http://dx.doi.org/10.1080/10400419.2017.1360058.

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33

Rejskind, F. Gillian, Socrates O. Rapagna, and Dolores Gold. "Gender differences in children's divergent thinking." Creativity Research Journal 5, no. 2 (January 1992): 165–74. http://dx.doi.org/10.1080/10400419209534430.

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34

Kagan, Dona M. "Measurements of Divergent and Complex Thinking." Educational and Psychological Measurement 48, no. 4 (December 1988): 873–84. http://dx.doi.org/10.1177/0013164488484002.

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35

Runco, Mark A. "Children's divergent thinking and creative ideation." Developmental Review 12, no. 3 (September 1992): 233–64. http://dx.doi.org/10.1016/0273-2297(92)90010-y.

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36

Hass, Richard W. "Feasibility of online divergent thinking assessment." Computers in Human Behavior 46 (May 2015): 85–93. http://dx.doi.org/10.1016/j.chb.2014.12.056.

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37

阮, 倩男. "Situational Factors That Influence Divergent Thinking." Advances in Psychology 10, no. 04 (2020): 497–506. http://dx.doi.org/10.12677/ap.2020.104062.

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38

Addis, Donna Rose, Ling Pan, Regina Musicaro, and Daniel L. Schacter. "Divergent thinking and constructing episodic simulations." Memory 24, no. 1 (December 6, 2014): 89–97. http://dx.doi.org/10.1080/09658211.2014.985591.

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39

Howard, J. "IMMUNOLOGY: Divergent Thinking About Self-Defense." Science 293, no. 5528 (July 13, 2001): 219–20. http://dx.doi.org/10.1126/science.1055066.

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40

Alfonso-Benlliure, Vicente, and Juan Carlos Meléndez Moral. "Creativity as a "vaccine" for depressed mood: coping and divergent thinking in young adults." Anales de Psicología 38, no. 2 (April 19, 2022): 209–18. http://dx.doi.org/10.6018/analesps.481761.

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The depressed mood has more and more presence in our current society. It is urgent to explore ways not only to deal with depressed mood but also to prevent it. Divergent thinking could be useful in such prevention. Certain coping strategies could mediate the relationship between divergent thinking and depressed mood. Two are the most feasible ways of connection: active problem-focused coping (like problem-solving or positive reappraisal strategies) and decreasing the odds of emotion-focused coping (like negative self-focused coping strategies). The objective of this study is to test a theoretical model that establishes the indirect relationship of divergent thinking on depressed mood. Participants were 135 subjects with ages ranging between 18 and 25 years old. The statistical analysis included structural equations modeling. The initial model led to a final model endorsed by the goodness of fit. Comparative Fit Indices for this model were: CFI = .951, GFI = .960, RMSEA = .067. This model supports a positive relationship between divergent thinking and positive reappraisal and a negative link between this kind of thinking and negative self-focused coping. Both coping strategies are connected to depressed mood. Divergent thinking can facilitate a positive reappraisal that helps to widen youngers’ repertoire of options. It can also reduce the probability of focusing on immediate and uncontrolled emotional expression, feelings of helplessness, and resignation. In one form or another, divergent thinking can promote coping strategies that can serve as a prophylaxis for hopelessness in young adults that is generally related to depressed mood. El estado de ánimo deprimido es cada vez más frecuente en nuestra sociedad. Es urgente no solo explorar cómo tratar este problema sino, sobre todo, cómo prevenirlo. El pensamiento divergente puede ser útil para esa prevención. La relación entre el pensamiento divergente y el estado de ánimo depresivo en adultos jóvenes podría estar mediada por las estrategias de afrontamiento. Dos podrían ser las formas más factibles de conexión: un afrontamiento activo centrado en el problema (como la resolución de problemas o estrategias de reevaluación positivas) y la erradicación de un afrontamiento centrado en las emociones (como las estrategias de afrontamiento negativas centradas en uno mismo). El objetivo de este estudio es probar un modelo teórico que establece una relación indirecta del pensamiento divergente sobre el estado de ánimo depresivo. Los participantes fueron 135 sujetos con edades comprendidas entre los 18 y los 25 años. El análisis estadístico incluyó un modelo de ecuaciones estructurales. Los índices de ajuste para este modelo fueron: CFI = .951, GFI = .960, RMSEA = .067. El modelo inicial condujo a uno final avalado por su bondad del ajuste. Este modelo confirma una relación positiva entre pensamiento divergente y reevaluación positiva y un vínculo negativo entre este tipo de pensamiento y la autofocalización negativa. Ambas estrategias de afrontamiento están relacionadas con el estado de ánimo deprimido. El pensamiento divergente puede facilitar una reevaluación positiva que ayude a ampliar el repertorio de opciones en los jóvenes. También puede reducir la probabilidad de centrarse en la expresión emocional inmediata y descontrolada, los sentimientos de impotencia y resignación. De una forma u otra, el pensamiento divergente puede promover estrategias de afrontamiento que pueden servir como profilaxis para la desesperanza en adultos jóvenes que generalmente está relacionada con el estado de ánimo depresivo.
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41

Upu, Hamzah, N. Nasrullah, and Alim Alqadri Amir. "Pengaruh Tipe Kepribadian, Berpikir Divergen, Iklim Keluarga, dan Motivasi Terhadap Prestasi Belajar Matematika Siswa Kelas XI MIPA SMA." Issues in Mathematics Education (IMED) 4, no. 2 (November 20, 2020): 169. http://dx.doi.org/10.35580/imed15328.

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Penelitian ini adalah penelitian ex-post facto yang bertujuan untuk mengetahui adanya pengaruh antara tipe kepribadian, berpikir divergen, iklim keluarga, dan motivasi terhadap prestasi belajar matematika siswa SMA Negeri di Kabupaten Sinjai. Populasi penelitian adalah siswa kelas XI MIA di salah satu SMA Negeri di Kabupaten Sinjai. Dengan teknik cluster random sampling diperoleh sampel penelitian sebanyak 60 siswa kelas XI SMA Negeri di Kabupaten Sinjai. Data dikumpulkan dengan menggunakan instrumen angket dan tes, kemudian dianalisis dengan menggunakan statistika deskriptif dan inferensial. Hasil penelitian diperoleh bahwa tidak terdapat pengaruh langsung dan tidak langsung tipe kepribadian terhadap prestasi belajar matematika siswa. Selain itu, terdapat pengaruh langsung masing-masing antara motivasi, iklim keluarga dan berpikir divergen terhadap prestasi belajar matematika siswa. Sehingga iklim keluarga dan berpikir divergen masing-masing memiliki pengaruh tidak langsung terhadap prestasi belajar matematika melalui variabel motivasi. Kata Kunci: Tipe Kepribadian, Berpikir Divergen, Iklim Keluarga, Motivasi, Prestasi Belajar Matematika This study was ex-post facto research which purposed to know the influence of personality type, divergent thinking, family climate, and motivation toward student’s mathematics learning achievement on grade XI of Senior High School in Sinjai. The population of this study is student grade 11th MIA Senior High School in Sinjai. The sampling technique in this study was cluster random sampling, so the sample is 60 student grade 11th MIA in Senior High School in Sinjai. The data was collected using a questionnaire and test, then analyzed using descriptive statistics and inferential statistics. The results showed that there was no direct and indirect influence of personality types on students' mathematics learning achievement. In addition, there is a direct influence of each of the motivation, family climate and divergent thinking on the mathematics learning achievement of students. So that the family climate and divergent thinking each have an indirect effect on mathematics learning achievement through motivational variables. Keywords: Personality Type, Divergent Thinking, Family Climate, Motivation, Mathematics Learning Achievement
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42

Huo, Kun. "Performance Incentives, Divergent Thinking Training, and Creative Problem Solving." Journal of Management Accounting Research 32, no. 1 (March 1, 2020): 159–76. http://dx.doi.org/10.2308/jmar-52479.

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ABSTRACT Creativity theory suggests that effective solutions to creative problems depend on both divergent and convergent thinking (Cropley 2006). Using an experiment in which participants solve insight problems, I investigate the effect of incentive schemes on creative problem-solving performance. I find that both piece-rate pay and a flat wage plus public recognition generate higher performance with divergent thinking training than without. Consistent with the idea that incentives may promote more convergent thinking than divergent thinking, piece-rate pay generates lower creative problem-solving performance than the flat wage in the absence of divergent thinking training (flat wage plus recognition has a neutral effect). The study suggests that when employee performance depends on creative problem solving, firms should implement incentive schemes and/or control systems that promote both divergent and convergent thinking.
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43

Ishiguro, Chiaki, Yuki Sato, Ai Takahashi, Yuko Abe, Etsuko Kato, and Haruto Takagishi. "Relationships among creativity indices: Creative potential, production, achievement, and beliefs about own creative personality." PLOS ONE 17, no. 9 (September 28, 2022): e0273303. http://dx.doi.org/10.1371/journal.pone.0273303.

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Although creativity has been measured in various ways (ideas, products, achievements, and personality), the relationships between these measurements remain unclear. The current study examines whether divergent thinking predicts creative behavior (i.e., creative production and achievement) and whether beliefs about own creative personality influences the link between divergent thinking and creative behavior. Eighty-eight undergraduate students were assessed via a divergent thinking test, a creative production test, and a creative achievement questionnaire. The results showed that divergent thinking was positively associated with both creative behaviors (i.e., creative production in fine arts and achievement). In addition, beliefs about own creative personality moderated the relationship between divergent thinking and creative achievements, in that this relationship was stronger when Creative Personality Scale scores were higher. The current findings suggest some associations among creativity indices: divergent thinking promotes creative achievements, and this relation is moderated by beliefs about own creative personality. Further investigation is required to specify the causal relationships among creativity indices.
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44

Rauf, Jumardi, Siti Nur Humaira Halim, and Randy Saputra Mahmud. "Pengaruh Kemampuan Berpikir Divergen dan Kemandirian Belajar terhadap Hasil Belajar Matematika Siswa." MANDALIKA Mathematics and Educations Journal 2, no. 1 (June 19, 2020): 1. http://dx.doi.org/10.29303/jm.v2i1.1776.

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The aim of this study to know the influence of divergent thinking ability and self reliance learning towards students learning results. This is an ex-post facto research, the samples was 102 students from ninth class SMPN 24 Makassar. The instruments was divergent thinking skills test, koesioner self reliance learning, and test of student’s mathematical learning results. The results of a descriptive analysis showed that the ability to think divergent students in middle category with average score 55.91, standard deviation 10.623 of the 100 ideal score with percentage 42.42%. The self reliance of learning students in the high category with average score 60.03, standard deviation 6.528 of the 80 ideal score with percentage 74.2%. The results of students learning in the good categorized with average score 80.77, standard deviation 6.416 of the 100 ideal score with percentage 53%. The result of inferential analysis shows that the divergent thinking ability positively and significantly affects the learning results of 0.183. Self reliance learning also positively and significantly affect the learning results of 0.101. The results of inferential show that divergent thinking ability and self reliance learning simultaneously influence the results of mathematics learning students with regression equation Y=70,119+0,009X1+0,181X2. AbstrakTujuan dari penelitian ini yaitu untuk mengetahui ada tidaknya pengaruh kemampuan berpikir divergen dan kemandirian belajar terhadap hasil belajar matematika siswa. Jenis penelitian yang digunakan dalam penelitian ini adalah jenis penelitian ex-post facto, dengan mengambil sampel dari siswa kelas IX SMPN 24 Makassar sebanyak 102 orang. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan berpikir divergen, kuesioner kemandirian belajar dan tes hasil belajar matematika. Hasil analisis statistik deskriptif menunjukan bahwa kemampuan berpikir divergen siswa dikategorikan sedang dengan skor rata-rata 55,91 dan standar deviasi 10,623 dari skor ideal 100 dengan persentase 42,42%. Kemandirian belajar siswa berada pada kategori tinggi dengan rata-rata 60,03 dan standar deviasi 6,528 dari skor ideal 80 dengan persentase 74,2%. Sedangkan hasil belajar siswa dikategorikan baik dengan skor rata-rata 80,77 dan standar deviasi 6,416 dari skor ideal 100 dengan persentase 53%. Hasil analisis inferensial menunjukkan bahwa terdapat pengaruh positif dan signifikan antara kemampuan berpikir divergen terhadap hasil belajar matematika sebesar 0,183, terdapat pengaruh positif dan signifikan antara kemandirian belajar terhadap hasil belajar matematika sebesar 0,101, serta terdapat pengaruh positif dan signifikan secara simultan antara kemampuan berpikir divergen dan kemandirian belajar terhadap hasil belajar matematika persamaan regresi Y = 70,119 + 0,009X1 + 0,181X2
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45

Yang, Chao-Chin, Chin-Shen Wan, and Wen-Bin Chiou. "Dialectical Thinking and Creativity among Young Adults: A Postformal Operations Perspective." Psychological Reports 106, no. 1 (February 2010): 79–92. http://dx.doi.org/10.2466/pr0.106.1.79-92.

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This study used a post-Piagetian perspective to investigate the relation of dialectical thinking and creative performance in early adulthood. The modified version of the Social Paradigm Belief Scale was employed to measure the development of formal and dialectical thinking among 454 young adults, ages 23 to 40 years ( M = 32.1, SD = 4.8). The Divergent Thinking Test estimated their creative performance. Scores on dialectical thinking were positively correlated and scores on formal thinking were negatively correlated with Divergent Thinking Test scores. Planned contrasts indicated that participants in the dialectical thinking group scored higher than did those in the formal thinking group on the six dimensions of the Divergent Thinking Test, i.e., Fluency, Openness, Flexibility, Originality, Elaboration, and Naming. Multiple discriminant analysis with a cross-validation examination showed the linear combination of scores on the six dimensions of creativity included in the Divergent Thinking Test discriminated between formal and dialectical thinking groups; this supported predictions about the relation between postformal thinking and creativity among young adults.
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46

Zebehazy, Kim T., Rachel C. Weber, Meagan Murphy, and Aisha Ghani. "Divergent Thinking: The Performance of Students with Visual Impairments on Abstract and Scenario-Based Tasks and Their Correlates." Journal of Visual Impairment & Blindness 114, no. 4 (July 2020): 301–14. http://dx.doi.org/10.1177/0145482x20940101.

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Introduction: Divergent thinking is a crucial component of effective problem-solving. This study investigated the divergent thinking of students with visual impairments (i.e., blindness or low vision) in three countries and explored the correlates of their performance on two tasks. Methods: A sample of 52 students with visual impairments completed two divergent thinking tasks, one traditional Alternate Uses task, and one scenario-based task created for this study. Each student’s teacher of students with visual impairments completed a questionnaire containing demographic, curriculum, and student characteristics. Results: Of the correlates examined, teacher-rated academic independence, working on grade level, number of expanded core curriculum (ECC) areas of instruction currently received, and ongoing receipt of assistive technology instruction were significantly related to task performance. Discussion: Findings demonstrate the strong relationship between real-life problem-solving, divergent thinking, and academic functioning in students with visual impairments. Further investigation is needed about the relationship between aspects of problem-solving instruction and student outcomes as they relate to divergent thinking. Implications for practitioners: Given the connection of divergent thinking to overall problem-solving ability, teachers should assess these skills in students. Using similar scenario-based real-life tasks, they can also incorporate practice opportunities for divergent thinking within ECC instruction.
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47

Jia, Xiaoyu, Tianwei Xu, and Yuchi Zhang. "The Role of Metacognitive Strategy Monitoring and Control in the Relationship between Creative Mindsets and Divergent Thinking Performance." Journal of Intelligence 10, no. 2 (June 16, 2022): 35. http://dx.doi.org/10.3390/jintelligence10020035.

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Previous research has shown that creative mindsets influence creativity. Compared with people with a fixed creative mindset, those with a growth creative mindset performed better in creative tasks. The underlying mechanism, however, is not completely understood. The present study has extended previous works to explore whether metacognitive strategy monitoring and control influence the relationship between creative mindsets and divergent thinking performance. The thinking aloud method was used to summarize four strategies in a divergent thinking task (an alternative uses task, AUT) in a pilot study: memory retrieval, splitting, property-based, and general use strategies. In the formal study, the creative mindsets scale, AUT, self-strategic utility judgment (i.e., an index of metacognitive strategy monitoring), and frequency of strategies usage (i.e., an index of metacognitive strategy control) were used to explore the relationships among creative mindsets, divergent thinking, and metacognitive strategy monitoring and control. The results indicated a positive correlation between a growth creative mindset and divergent thinking but a negative correlation between a fixed creative mindset and divergent thinking. More importantly, there were identified mediating roles of metacognitive monitoring and control of splitting and property-based strategies in the relationship between creative mindsets and divergent thinking. The findings reveal that creative mindsets are a critical predictor of divergent thinking, and metacognitive monitoring and control of abstract strategies mediate this association.
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Kuypers, K. P. C., J. Riba, M. de la Fuente Revenga, S. Barker, E. L. Theunissen, and J. G. Ramaekers. "Ayahuasca enhances creative divergent thinking while decreasing conventional convergent thinking." Psychopharmacology 233, no. 18 (July 19, 2016): 3395–403. http://dx.doi.org/10.1007/s00213-016-4377-8.

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49

Thakral, Preston P., Kevin P. Madore, Sarah E. Kalinowski, and Daniel L. Schacter. "Modulation of hippocampal brain networks produces changes in episodic simulation and divergent thinking." Proceedings of the National Academy of Sciences 117, no. 23 (May 26, 2020): 12729–40. http://dx.doi.org/10.1073/pnas.2003535117.

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Prior functional magnetic resonance imaging (fMRI) studies indicate that a core network of brain regions, including the hippocampus, is jointly recruited during episodic memory, episodic simulation, and divergent creative thinking. Because fMRI data are correlational, it is unknown whether activity increases in the hippocampus, and the core network more broadly, play a causal role in episodic simulation and divergent thinking. Here we employed fMRI-guided transcranial magnetic stimulation (TMS) to assess whether temporary disruption of hippocampal brain networks impairs both episodic simulation and divergent thinking. For each of two TMS sessions, continuous θ-burst stimulation (cTBS) was applied to either a control site (vertex) or to a left angular gyrus target region. The target region was identified on the basis of a participant-specific resting-state functional connectivity analysis with a hippocampal seed region previously associated with memory, simulation, and divergent thinking. Following cTBS, participants underwent fMRI and performed a simulation, divergent thinking, and nonepisodic control task. cTBS to the target region reduced the number of episodic details produced for the simulation task and reduced idea production on divergent thinking. Performance in the control task did not statistically differ as a function of cTBS site. fMRI analyses revealed a selective and simultaneous reduction in hippocampal activity during episodic simulation and divergent thinking following cTBS to the angular gyrus versus vertex but not during the nonepisodic control task. Our findings provide evidence that hippocampal-targeted TMS can specifically modulate episodic simulation and divergent thinking, and suggest that the hippocampus is critical for these cognitive functions.
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Hongdizi, Jianati, Yu-Xin Cui, Xiang Zhou, and Hong-Kun Zhai. "Influence of Analytic Processing on Divergent and Convergent Thinking Tasks: The Role of Rational and Experiential Thinking Styles." Journal of Intelligence 11, no. 2 (January 21, 2023): 23. http://dx.doi.org/10.3390/jintelligence11020023.

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Scientific interest in the relationship between analytic processing and creativity has increased in recent years. However, there is conflicting evidence on whether analytic processing reduces or enhances creativity. We hypothesize that differences in creativity measurement paradigms (divergent or convergent thinking tasks) and the research orientation of analytic processing (dispositional or situational) may explain the conflicting findings. The present study aims to investigate how priming analytic processing affects individuals’ performance on divergent and convergent thinking tasks and the moderating role of thinking styles. In Study 1 (N = 155), participants were assigned to either an analytic processing group or a control group and performed convergent thinking (Remote Associates Task) and divergent thinking (Alternative Uses Test) tasks after priming. In Study 2 (N = 119), we conducted a priming paradigm of analytic processing that differed from Study 1, and a personal experiential-rational thinking style was introduced as a moderator. Results showed that priming analytic processing promoted convergent thinking performance but decreased fluency and flexibility scores on the divergent thinking task (Study 1). Notably, the effect of priming analytic processing on divergent thinking performance was significant only for participants with higher levels of rational thinking style (Study 2). These results suggest that thinking styles and dimensions of creativity should be considered in the relationship between analytic processing and creativity.
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