Relevant bibliographies by topics / PSYCHOLOGY / Creative Ability

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'PSYCHOLOGY / Creative Ability'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 July 2024

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Journal articles on the topic "PSYCHOLOGY / Creative Ability"

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SARGSYAN, SYUZAN. "MENTAL DISEASE AND CREATIVE ACTIVITY." Main Issues Of Pedagogy And Psychology 15, no. 3 (December 19, 2017): 72–79. http://dx.doi.org/10.24234/miopap.v15i3.204.

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The article deals with issues related to the psychology of creativity, in particular, how pathological changes in the human psychology affect the visual activity. Disease can expand the scope of the artist?s psychological experience, which allows him to perceive the world more acutely. Sometimes mental illnesses have the ability of disclosing the creative potential of a person.
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Stevenson, Claire, Matthijs Baas, and Han van der Maas. "A Minimal Theory of Creative Ability." Journal of Intelligence 9, no. 1 (February 16, 2021): 9. http://dx.doi.org/10.3390/jintelligence9010009.

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Despite decades of extensive research on creativity, the field still combats psychometric problems when measuring individual differences in creative ability and people’s potential to achieve real-world outcomes that are both original and useful. We think these seemingly technical issues have a conceptual origin. We therefore propose a minimal theory of creative ability (MTCA) to create a consistent conceptual theory to guide investigations of individual differences in creative ability. Building on robust theories and findings in creativity and individual differences research, our theory argues that creative ability, at a minimum, must include two facets: intelligence and expertise. So, the MTCA simply claims that whenever we do something creative, we use most of our cognitive abilities combined with relevant expertise to be creative. MTCA has important implications for creativity theory, measurement, and practice. However, the MTCA isn’t necessarily true; it is a minimal theory. We discuss and reject several objections to the MTCA.
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Jauk, Emanuel, Mathias Benedek, and Aljoscha C. Neubauer. "The Road to Creative Achievement: A Latent Variable Model of Ability and Personality Predictors." European Journal of Personality 28, no. 1 (January 2014): 95–105. http://dx.doi.org/10.1002/per.1941.

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This study investigated the significance of different well–established psychometric indicators of creativity for real–life creative outcomes. Specifically, we tested the effects of creative potential, intelligence, and openness to experiences on everyday creative activities and actual creative achievement. Using a heterogeneous sample of 297 adults, we performed latent multiple regression analyses by means of structural equation modelling. We found openness to experiences and two independent indicators of creative potential, ideational originality and ideational fluency, to predict everyday creative activities. Creative activities, in turn, predicted actual creative achievement. Intelligence was found to predict creative achievement, but not creative activities. Moreover, intelligence moderated the effect of creative activities on creative achievement, suggesting that intelligence may play an important role in transforming creative activities into publically acknowledged creative achievements. This study supports the view of creativity as a multifaceted construct and provides an integrative model illustrating the potential interplay between its different facets. © 2013 The Authors. European Journal of Personality published by John Wiley & Sons Ltd on behalf of European Association of Personality Psychology.
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Munisah, Eny. "MULTIMEDIA PEMBELAJARAN UNTUK PENINGKATAN KREATIVITAS MELUKIS DI TAMAN KANAK-KANAK." Edukasi Lingua Sastra 17, no. 1 (April 14, 2019): 72–83. http://dx.doi.org/10.47637/elsa.v17i1.107.

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Multimedia learning is very near with visual communication. The visualization of concept which is given to the learner as the conbination of pictur, diagram,graph, draft, and chart should become one. Creativity is the origin, suitable,and functional. The origin and the suittable painting of kindergarten is periodic,typology, and other.Painting of kindergarden is a pra-chart periode, while typology is visual and non visual type the indication who seldom appear with painting of children is stereotype, tranparant, lying down, perpendicular, and finanity. There are three creatives personality, they are: 1). open with experience, 2). the ability to evaluate situation based on standars of personality, 3). the ability to do experiment to play with concept. The condition above is used as basic toimprove the ability of kindergarten in peinting. They will play computer, painting, make a creative something if every person has three criterias above so he/she has a good psychology that will support to create a creative creation.
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von Stumm, Sophie, Audrey Chung, and Adrian Furnham. "Creative ability, creative ideation and latent classes of creative achievement: What is the role of personality?" Psychology of Aesthetics, Creativity, and the Arts 5, no. 2 (May 2011): 107–14. http://dx.doi.org/10.1037/a0020499.

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Mazilov, Vladimir A., and Yurii N. Slepko. "Creative Person. A.N. Leontiev and Russian Psychology." Moscow University Psychology Bulletin, no. 2 (2023): 46–66. http://dx.doi.org/10.11621/lpj-23-15.

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Background. The study of the contribution of Alexei Nikolaevich Leontiev to the development of Russian psychological science makes it possible to evaluate his outstanding personal qualities, organizational skills, and the talent of a scientist and researcher. Objective. The study is aimed to analyze the role of A.N. Leontiev in the development of Russian psychology as a field of independent scientific knowledge. Methods. The material was obtained in the study of memories on the life and work of A.N. Leontiev. The analysis of theoretical and methodological research on the problems of psychological science was also conducted. Results. The analysis showed that A.N. Leontiev is one of the few psychologists who took responsibility for the development of psychological science in the USSR. This was reflected in the systematic and fundamental organizational activity, in the creation of psychological faculties, scientific journals, training of personnel for psychological institutions. A.N. Leontiev played a significant role in the rapprochement of Soviet and foreign psychology, acquaintance of Soviet psychologists with the research of psychologists abroad. At the same time, A.N. Leontiev managed to make a significant contribution to the solution of theoretical and methodological issues of world psychology. It is asserted that the achievements of A.N. Leontiev in the areas of organizational, scientific, research activities are explained by a combination of personal qualities of a scientist associated with the ability to think strategically, see a systematic solution to problems, and take responsibility. Conclusion. The most significant achievements of A.N. Leontiev are associated with institutionalizing psychology, training psychological personnel, solving fundamental theoretical and methodological problems of Soviet psychology. Despite the vast research on the personality and activity of A.N. Leontiev within Russian psychological science, the task of archival work with sources and materials remains of great importance. There is an urge for broad generalization of the results in the life and creative paths of the scientist, for the spread of materials about A.N. Leontiev among modern young psychologists.
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Lin, Chia-Yi, and Seokhee Cho. "Predicting Creative Problem-Solving in Math From a Dynamic System Model of Creative Problem Solving Ability." Creativity Research Journal 23, no. 3 (July 2011): 255–61. http://dx.doi.org/10.1080/10400419.2011.595986.

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Bollimbala, Ashish, P. S. James, and Shirshendu Ganguli. "The effect of Hatha yoga intervention on students' creative ability." Acta Psychologica 209 (September 2020): 103121. http://dx.doi.org/10.1016/j.actpsy.2020.103121.

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Sutherland, Jennifer A., and Keith J. Topping. "Collaborative Creative Writing in Eight‐Year‐Olds: Comparing Cross‐Ability Fixed Role and Same‐Ability Reciprocal Role Pairing." Journal of Research in Reading 22, no. 2 (June 1999): 154–79. http://dx.doi.org/10.1111/1467-9817.00080.

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Beskrovnaya, Olga V. "Features of performing creative tasks in the discipline “Psychology and Pedagogy” by foreign students." Psychological-Pedagogical Journal GAUDEAMUS, no. 49 (2021): 73–79. http://dx.doi.org/10.20310/1810-231x-2021-20-3(49)-73-79.

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We analyze the experience of performing an integrated creative task in the discipline “Psychology and Pedagogy” by foreign students – future doctors. The psychological and pedagogical issues of interaction with foreign students of the 1st year in the learning process are presented. An algorithm has been developed for them to independently perform a creative task in psychology related to self-examination of personality. In the classroom and in the process of self-training, the primary formation of reproductive organization is the ability to act at a given pace while maintaining the sequence of operations. Further, creative organization is formed, aimed at independent planning and modeling of activities, based on real-life objective and subjective conditions. The forming moral and ideological qualities of future doctors in the process of performing their creative task of preparing a psychological and pedagogical portrait of a person are responsibility, compassion and mercy, organization, self-control, conscientiousness, reflexivity, etc. The interrelation of these personal qualities with the future professional activity of medical students is substantiated. The options for performing this creative task by foreign students are presented.
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Dissertations / Theses on the topic "PSYCHOLOGY / Creative Ability"

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Nelson, Christopher Barnaby. "The Creative process : a phenomenological and psychometric investigation of artistic creativity /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001401.

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Puskas, Marcia L. "Creative play and child development." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/185.

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Chambers, Sara E. "Beyond Ability: Effects of Caffeine and Impulsivity on Academic and Creative Performance." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539626331.

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Vartanian, Oshin. "Cognitive Disinhibition and Creativity." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/VartanianO2002.pdf.

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Liu, Ying. "The effects of implicit theories on motivation and performance in creative tasks." Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37091220.

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Wan, Wing-nga Wendy, and 尹咏雅. "Effects of novel conceptual combination on creativity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31223576.

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Wan, Wing-nga Wendy. "Effects of novel conceptual combination on creativity /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21924004.

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Doares, Lesli Michelle Wilcox. "Sex differences in creative achievement : a cognitive processing approach." Thesis, Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/29824.

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Eastman, Jennifer A. "The effects of expected evaluation and reward on motivation and creativity in Turkish children." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23322.

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Lewandoski, Clare D. "A demonstration of the animus in creative women /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487585645575299.

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Books on the topic "PSYCHOLOGY / Creative Ability"

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Gruber, Howard E. Creativity, psychology, and the history of science. Dordrecht: Springer, 2005.

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Katja, Bödeker, ed. Creativity, psychology, and the history of science. Dordrecht: Springer, 2005.

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John, Houtz, ed. The educational psychology of creativity. Cresskill, N.J: Hampton Press, 2003.

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Homosexuality: The psychology of the creative process. New York: Ninth Street Center, 1986.

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Csikszentmihalyi, Mihaly. Creativity: Flow and the psychology of discovery and invention. New York: HarperCollinsPublishers, 1996.

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Exploring children's creative narratives. London: Routledge, 2011.

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Simonton, Dean Keith. Scientific genius: A psychology of science. Cambridge [Cambridgeshire]: Cambridge University Press, 1988.

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Ophiel, ed. The art & practice of creative visualization. York Beach, Me: Samuel Weiser, 1997.

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Ruch, Hilda. Women create!: A seriously whimsical celebration of the creative feminine. Dallas, Tex: Brown Books Pub. Group, 2008.

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Melrose, Linda. The creative personality and the creative process: A phenomenological perspective. Lanham, MD: University Press of America, 1989.

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Book chapters on the topic "PSYCHOLOGY / Creative Ability"

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Pearson, Kelli R. "Imaginative Leadership: A Conceptual Frame for the Design and Facilitation of Creative Methods and Generative Engagement." In Co-Creativity and Engaged Scholarship, 165–204. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-84248-2_6.

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AbstractIn the field of sustainability science, many scholars and practitioners are embracing a ‘humanistic turn’ that draws from psychology and cognitive sciences and from the arts and humanities. Contributing to a spirit of ‘exuberant experimentation’ in the field, this chapter asks: How can creative methods of engagement be operationalized to support the imaginative capacity of researchers and practitioners in the arena of sustainability? In order to address this question, I (a) propose the concept of imaginative leadership to describe the ability to understand and consciously influence the symbolic/metaphorical dimensions of self and others, and (b) explore the process of designing workshops that employ creative methods rooted in ‘transformative mindsets.’ Transformative mindsets refer to specific conceptual frames identified for their potential to disrupt default unsustainable and anthropocentric worldviews and open new spaces of possibility for action and perception. The broad goal of these workshops was to support imaginative leadership towards regenerative sustainability through collaborative experimentation with unconventional methods. Informed by research on metaphorical thinking, somatics, neurocognitive linguistics, and arts-based environmental education, the methods were designed to activate a set of specific transformative mindsets, which were subsequently refined through the process of experimentation and co-reflection during and after the workshops.
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Gledhill, Adam, and Andreas Ivarsson. "Believe in Your Ability to Create Change." In The Psychology of Sports Injury, 93–106. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429019227-6.

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Simonton, Dean Keith. "Expertise, Competence, and Creative Ability: The Perplexing Complexities." In The Psychology of Abilities, Competencies, and Expertise, 213–39. Cambridge University Press, 2003. http://dx.doi.org/10.1017/cbo9780511615801.010.

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Prakash, Poonam, Rahul Bahri, and S. K. Bhandari. "Maxillofacial Defects: Impact on Psychology and Esthetics." In Beauty - Cosmetic Science, Cultural Issues and Creative Developments. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.95830.

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Maxillofacial defects arising due to developmental anomalies, trauma or ablative cancer surgeries pose a challenge to an individual due to alteration in form, function and esthetics. Face is considered to be a reflection of one’s personality and existence. Any alteration in facial structures or symmetry alters the esthetics of an individual. This may have a deep psychological impact on the patient affecting self-confidence, self-worth and ability to interact among peers. Maxillofacial Prosthodontics is a specialty that deals with rehabilitation of missing or deformed structures of orofacial region to achieve normalcy as much as practically feasible. A multidisciplinary approach is required to evaluate the psychological status, understand the impact of defect altering esthetics and mental make-up of the patient and follow an organized approach to alleviate the impact of maxillofacial defects in overall life of an individual. This chapter highlights the impact of maxillofacial defect on esthetics of an individual and psychological impact of the same.
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Kellogg, Ronald T. "Personality." In The Psychology of Writing, 97–119. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195129083.003.0005.

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Abstract I use the term personality to refer to the personality dimensions that theoretically mediate thinking and writing skills. I seek to understand how these personality dimensions affect the availability, accessibility, and creative application of knowledge in intellectual tasks. Personality, as I use the term here, serves as both a resource for and a constraint on meaning-making activities. Perkins’s (1987) notion of raw intellectual power is certainly one such personal resource, and I will review it here under the heading of componential intelligence. Three other categories seem essential as well: motivation, cognitive style, and anxiety. These factors either facilitate or inhibit a writer’s ability to retrieve and creatively apply knowledge. They differentiate both how writers go about their work and how well they succeed.
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Belova, Elena Gennadevna. "Primenenie tekhnologii kriticheskogo myshleniia pri formirovanii chitatel'skoi gramotnosti u shkol'nikov na urokakh literatury." In Modern educational technologies: psychology and pedagogy, 215–23. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-109256.

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The chapter examines the importance of critical thinking in the modern world and its development among schoolchildren, especially in the context of reading literacy in literature lessons. The author presents the technology of critical thinking as an effective method for analyzing, evaluating and synthesizing information, and provides examples of its use in teaching literature. In today's world, where information surrounds us from all sides, the ability to think critically is becoming a key skill for a successful life and professional activity. It is especially important to develop this skill among schoolchildren, since their ability to learn and adapt in an ever-changing world depends on it. The chapter discusses the application of the Cinquain method in the educational process, its usefulness for the development of creative thinking, critical analysis and communication skills. The advantages of using this method in literature lessons are considered and examples of its implementation in the educational process are offered. The author also presents the practical experience of a teacher in literature lessons at the middle level: a lesson summary, examples of cinquaines compiled by students in the classroom.
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Rodriguez, Humberto Javier. "Inclusive Leadership." In Corporate Psychology and Its Impact on Diversity, Equity, and Inclusion, 75–93. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-9013-6.ch005.

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This approach is eminently humanistic and places the person at the center of all action, because it recognizes that each person is valuable and has talent—therefore, it is necessary to identify and create conditions for it to flourish. Each person must be respected, regardless of their origin, ability, or identity. In consequence, all educational systems and schools must be creative in the face of diversity, responding with quality and equity, and avoiding discrimination and exclusion in schools. That is why there is a need for strong inclusive leadership. This is possible because of an environment of shared purpose and teamwork, so relationships are ascending, descending, and moving laterally due to the collaborative culture. It is also considered as a shared function that exercises collegiality and collaboratively.
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Horng, Ruey-Yun, Ching-Wen Wang, Yun-Chieh Yen, and Ting-Yu Wu. "A Model of Technological Imagination and Creativity: Cognitive Task Analysis." In Psychology and Philosophy of Creativity [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.110020.

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An integrated model of cognitive tasks involved in the process of a technological innovation was proposed based on these theories: 1. CDIO theory of technological innovation, 2. Wallas’s creative thinking processes, 3. Khalr & Simon’s theory of scientific discovery, and 4. the conceptual combination theory of imagination. The central theme of this model is the proposition that three cognitive conditions are necessary for technological imagination and innovation: 1. cross-domain knowledge, 2. simple heuristics, and 3. pattern recognition ability. Although the required domain knowledge and implementation methods are different across domains, heuristics that lead to a breakthrough at each phase of CDIO in a technological innovation are similar, with conceptual combination as the cognitive engine for generating original and imaginative ideas.
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"Individual Creativity." In Advances in Media, Entertainment, and the Arts, 38–71. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7840-7.ch002.

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Creativity is not a well-defined notion; however, research perspectives converge on certain basic definitions. This chapter analyzes the most widely held definitions of creativity. It also highlights the most-cited theories about creativity that have been developed in a bid to answer different core questions related to the perquisites of what is understood as a creative act. In this regard, the relationship between intelligence and creativity is discussed in the light of the most known theories of intelligence. Subsequently, the essential elements of what an individual needs to be creative are outlined, the notion of ‘genius' is explored, and the opinions on genius of some eminent psychologists, such as Marvin Lee Minsky and Richard Langton Gregory, are presented and commented on. Finally, the issue of creative thinking is tackled, with a focus on what aspects can enhance this ability. The discussion of individual creativity is concluded with an introduction of the social influence it has according to cultural psychology.
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Erarslan, Ali, Irina E. Beliakova, and Marina Kecherukova. "Shifting to Online Learning Through Cognitive Flexibility." In Shifting to Online Learning Through Faculty Collaborative Support, 82–102. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6944-3.ch005.

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The chapter presents a review of the approaches to cognitive flexibility as an ability, behaviour, and executive function in psychology and neuroscience. In education, it was used to develop cognitive flexibility theory, which is treated as a pedagogical tool to enhance learners' information processing skills. The chapter also stresses the importance of cognitive flexibility in the context of transformation to distance learning in two universities of Russia and one in Turkey during the coronavirus pandemic in Spring-Fall 2020 when faculty members were forced to use flexible and creative solutions and approaches to resume the discontinued in-person learning online and maintain it.
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Conference papers on the topic "PSYCHOLOGY / Creative Ability"

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Sánchez Estrada, Omar Eduardo, Mario Gerson Urbina Pérez, and Karla Georgina Pérez González. "Reflections on the creative process, analysis of strategic models for the development of creative thinking in the Industrial Designer." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10210.

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The purpose of this article is to analyze the different strategic models to understand and identify the factors that hinder the ability to develop divergent, open thinking free of technical and emotional bias to produce new and valuable things, or to apply solutions in a wide variety of ways. Studies on creators in the field of psychology, the process of development of traditional creativity applied in the degree in industrial design of the University Center UAEM Valle de Chalco in Mexico, and analogical reasoning through the sources of inspiration for creative production were taken into account. The information theory called "Hamming Distance" was used to verify if the real estimated value is congruent with the ideal estimated value, numerical values obtained from the different strategic models for creativity and postures emitted by the teachers of the area. As a result, new parameters were obtained to educate more effectively towards a creative thinking of industrial designers.
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Knyazeva, Elena. "About the role of the content line of ICT in ensuring psychological safety of students in virtual environment." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-21.

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The article shows the importance of creation of content line of the discipline “Information Communication Technologies” to ensure psychological safety of students in virtual environment. Wide development and application of information technologies is an external side of information civilization, the main trend in formation of information society. Like any other process, the process of informatization of the society has both positive and negative sides. To avoid the latter cause irreparable harm to the development of personality and become dangerous for it, they should be studied already now, and possible consequences of digital addiction, leading to desocialization, mechanical way of thinking, inability to cope with creative tasks, problems with psychological and physical health, should be prevented. To ensure psychological safety in the context of student’s future profession, the tasks of the ICT course should be relevant, topical, and consequently interesting to the student in terms of their practical orientation in combination with mandatory elements of independence. The content analysis, carried out as a result of pedagogical experiment, has revealed competence of students in problems, related to the use of network technologies in daily life and in educational environment. Discussions, seminars, brainstorming have revealed information literacy of high school students, their understanding and ability to resist the influence of the worldwide web. The student audience sees Internet as a tool for the development of the society, on the one hand, and a threat to the development of personality, on the other. Their information literacy lies in the ability to solve identified problems. Education of an active, thinking consumer of information is the main credo, one of the main aims of the discipline, which teaches information technologies, its psychological and pedagogical task.
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Tyagi, Pawan, Wondwosen Demisse, Marzieh Savadkoohi, and Takele Gemeda. "Positive Intelligence Training to Develop Self-Awareness for Enhancing Student Learning Potential During Higher Education." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23845.

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Abstract Positive intelligence (PI) training can produce a transformative impact on college students. PI, a branch of human psychology, provides a tool to identify significant compulsive habits that can inhibit students’ learning potential and ability to understand others. This paper discusses the two training methods adopted for teaching graduate and undergraduate students. It is considered that including such training is fundamentally crucial for developing 21st century STEM workforce with a well-rounded personality. However, PI training may consume a significant class time allocated for covering course contents under the degree-specific curriculums. Starting a new course may increase the credit overload beyond the approved BS and graduate credits. This paper discusses introducing different modules in the existing classes to foster PI training. The PI training method for undergraduate students focuses on self-education via online videos and freely available content and self-assessment tests. Undergraduate students were given a set of questions to guide them about the important PI topics and to pay attention while self-learning the PI elements. The PI assignment starts with the familiarization of the Maslow hierarchy of needs governing the motivation behind human actions. This assignment mainly focuses on understanding the “sage” mode in which a human tends to utilize his/her latent and earned skills towards the attainment of goals and living life purposefully. The PI assignment had several questions on self-sabotaging “saboteurs” and judging traits that almost everyone develops as a survival mechanism while facing emotional and physical survival challenges for an extended period. During class discussion, students were exposed to their hidden/invisible saboteurs which could be easily triggered by unrealistic mental threats and thus compromise their learning function and performance. Students were asked to take free online self-assessment saboteur test to find the numerical values of their traits and do self-evaluation and plan to counteract the effect of self-sabotaging habits. PI training fulfills ABET student learning outcomes focusing on developing their life-long learning skills. This paper mainly discusses the PI training for graduate students under the mechanical engineering department. PI training is one of the first and essential modules in the mandatory MECH 500 Research Methods and Technical Communication course. Graduate students enrolled in this course are first introduced to the importance of PI and its potential impact in developing self-efficacy. After the initial introduction, graduate students are asked to do the following (a) Complete the abovementioned assignment given to the undergraduate student, (b) prepare a presentation on PI by including their insights for class discussion. After the PI training, students were asked to reflect on their competence in PI and the ability to apply it. In the survey and direct feedback, students expressed the value and appreciation for the PI training. Students also expressed the need to provide this training to large masses for developing an emotionally mature society of parents, teachers, and students, producing creative, innovative, and emphatic civilization.
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Ustinova, O. A. "Technology of dialogue of forgiveness as strategy of self-regulation is in conflict." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.277.288.

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The article discusses the problem of conflict, highlighted the large role of human self-regulation in resolving the conflict. The approaches to the problem of self-regulation presented in Russian psychology are considered. We took the following approaches as a basis for considering the problem of self-regulation: E. A. Golubeva, A. B., Leonova, V. I. Morosanova et al. Understanding the problem of self-regulation is carried out by us in the context of the humanitarian paradigm (M. M. Bakhtin, N. Ya. Bolshunova, N. I. Nepomnyashchaya, T. A. Florenskaya).The technology is based on the possession of the practical principles of human self-regulation in resolving conflict situations. It is assumed that the technology of selfregulation in a conflict is more effective if it is based on the sociocultural foundations of human life. In the modern world, many conflicts (national, interpersonal, intragroup, intrapersonal, school, etc.) are often resolved destructively with aggression, cruelty, etc. The destructive nature of conflict resolution in many cases is affected by the inability of people to regulate themselves, to perceive the other, his “friend”. A feature of the Russian mentality is peacefulness, the value of achieving peace and harmony. Conflict resolution in the context of Russian mentality is associated with forgiveness. At the same time, forgiveness is understood as a complex spiritual and moral phenomenon associated with a system of values that a person is guided by in his life, in his choices and actions. The ability to forgive is based on the “dominant on the other”, the recognition of the other by the other, the right of the other to “friend”, which actualizes the possibility of a dialogue between the forgiving and the forgiven. It is shown that the dialectic of “interrogation” and “responsiveness” lies at the heart of the dialogue. A dialogue made in the context of sociocultural patterns, updated by means of text (fairy tales, parables, etc.), initiating leading activities (in preschool — games, elementary schools — creative and productive, etc.) determines a person’s readiness for forgiveness. Dialogue — forgiveness contributes to the perception and understanding of another person in a conflict situation, makes it possible to resolve the conflict in a peaceful way. The technology of self-regulation in conflict resolution through a dialogue of forgiveness can reduce the number of conflicts between children, children and parents, teachers, etc. For three years, on the basis of the educational institution, we organized the service of “forgiveness and reconciliation”. This service includes: children, parents, teachers, administration. The technology under consideration for the self-regulation of a person in conflict through a dialogue of forgiveness has shown its effectiveness in building the value of the relationship “I and the Other”.
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SHEVCHENKO, Andriy, and Lyudmyla ROMANYUK. "VALUE OF HEALTH FOR TRUE HAPPINESS IN CORONACRISIS." In Happiness And Contemporary Society : Conference Proceedings Volume. SPOLOM, 2021. http://dx.doi.org/10.31108/7.2021.55.

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The purpose of this research is to find an understanding of the relationship between the values of health and happiness. Authors based on positive psychology in the understanding of happiness as the ability to be happy, which includes: a positive worldview, mastery of the technique of mental stability, active use of the keys to happiness. By managing the keys to happiness that one can create internal preconditions for the becoming of socially attractive interests and values in a human's personality, because by imposing the keys to happiness on certain values of life, he (she) begins to experience happiness from advancing social values or constructing new positive values, which lead to happiness. Key words: positive values, happiness, health.
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Scarponi, Matteo, R. Ajit Shenoi, Stephen R. Turnock, and Paolo Conti. "A Combined Ship Science-Behavioural Science Approach To Create a Winning Yacht-Sailor Combination." In SNAME 18th Chesapeake Sailing Yacht Symposium. SNAME, 2007. http://dx.doi.org/10.5957/csys-2007-001.

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The challenge of racing one-design yachts is to maximize the performance of the yacht within the scope allowed by the relevant regulations. Such tuning of the yacht, for a well-policed rule, should only make possible small gains. The main area of possible performance gain is in how best an individual sailor or crew can fine tune their racing strategy. The ability to model such strategic decisions requires an understanding of both the physical behaviour of the yacht and how an individual sailor makes such decisions. The present study seeks to predict the performances of a yacht-crew system as a whole by deriving numerical models for human behaviour alongside those referring to the physics of yacht motion. The former aspect, a transposition of athletes' psychology within the racing scene, is investigated by means of questionnaires submitted to skilled athletes and structured interviews with sailing coaches. The latter issue, the mechanical side of the problem, is analysed by solving yacht equations of motions in the time domain; crew inputs in terms of yacht steering and sail trim are considered. The paper presents results from simulations in which the yacht-crew system can sail a racecourse in an arbitrary wind pattern, according to strategic and tactical rules derived by common practice and following the decision making schemata obtained above.
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Liu, Shuo-Fang, and Jiahao Cai. "'The feasibility of Salutogenic Theory in product design." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003445.

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With the four industrial revolutions, human social behavior and needs have grown and changed at a high rate. Design also continues to differentiate and evolve with human needs. In terms of product ergonomics, it can be divided into two important research directions: human mental perception of products and the physiological impact of products on people. However, current systems and basic concepts of product design methods lack the role and impact of cognitive processing on human perception and emotion.This paper we are discussing the area of mental cognition of products. From the perspective of cognitive ergonomics, it involves human mental processes such as perception, memory, reasoning, and motor response. For the elements of cognitive human factors engineering. In 1988, Norman proposed three design levels corresponding to cognitive psychology in product de-sign, including instinctive design level, behavioral design level, and reflective design level. The instinctive design level is very much associated with the image of the product itself, the behavioral design level corresponds to the functional use and interaction of the product, and the reflective design level corresponds to the spiritual and psychological needs of human be-ings(Norman, 1988). Human perception has influence on human psychology, and the relationship between psychological perception and health is highly relevant.In 1993, Antonovsky proposed the 6C theory and Salutogenic theory, arguing that human perception has a strong correlation with health, where health is identified as the ability of an individual to adapt physically and mental-ly and self-manage in the face of event stress, maintain dynamic calm and restore personal balance. 6C theory includes complexity, conflict, confusion, sense of coherence (SOC), civility, and coercion. The 6C's describe the different behavioral choices we can make to promote health in the face of stressors in our social system of existence and health. The interaction and use of the product can correspond to the six items of the 6C's theory, whether or not the cognition of the product and the difficulty of using the system create complexity, and complexity can create conflict, and the cognitive behavior of the designer and the cognitive behavior of the user may not always be consistent. The core of Salutogenic is the sense of coherence, and the sense of coherence (SOC) divides the world into three levels at the cognitive level: comprehensible, manageable, and meaningful. By comparing and analyzing the papers, Salutogenic and Norman's psycho-cognitive frameworks are highly relevant. The purpose of this paper is to explore whether people's perceptions of products can contribute to their health. The validity of the questionnaire items was verified by deforming Salutogenic's 29-item SOC Life Questionnaire from assessing individuals' perceptions of different elements of the product, conducting a questionnaire survey, and finally collecting data for testing. The feasibility of applying health promotion theory to product design was assessed to create the concept of healthful product design and the evaluation form of healthful product design.
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Lubāne, Inga, and Sandra Beatrice Sebre. "True, Partly False, and False Testimony of Child Witnesses: An Assessment of Credibility." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.04.

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The credibility of child witness testimonies is an important and controversial issue in forensic psychology. Children from an early age can testify in legal proceedings, while children are able to give false testimony for a variety of reasons. Research to date has focused on examining the differences between true and falsified children’s testimony, but little is known about assessing the credibility of testimony that is partly true but partly falsified. This paper presents a small sample quasi experimental study that explained the differences between true, partly falsified, and completely falsified children’s stories, and clarified the methodology for conducting a broader study. Study questions: what are the differences in credibility scores between true, partly falsified, and falsified children’s stories in this group of children; how do children understand the instruction to create a partly falsified story? Nine children aged 11 years (n = 9) participated in the study, three children in each study group. The children were interviewed about a real, partially falsified or completely contrived event, as well as taking the WISC-4 sub-test “Vocabulary”. The content of the narrative was assessed using the Criteria Based Content Analysis (CBCA). Results: CBCA averages did not differ between true-story and partly falsified story groups, while there were more children with higher CBCA scores in the true-story group than in the partly falsified story group. The CBCA averages were lower in the contrived story group compared to the first two groups. The children had difficulty spontaneously producing a false story during the interview. An association was found between CBCA scores and children’s level of verbal ability. The trends observed in the study group should be tested in a larger study with a larger number of participants.
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Pannone, Michelle. "Agency in the Education of an Architect: Models of Engagement Toward Empowering Students." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335065.

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The disparity between education and practice continues to dominate academic discourse, but oftentimes forgotten is the impact that agency plays in architectural education and, in turn, a student’s presence and contributions within the future of the built environment. Integrating a haptic and tangible process with easily recognizable social implications alongside traditional didactic models in architectural education engenders a sense of empowerment and obligation to a larger social authority. How might agency drive the education of an architect? In addition to teaching technical skills, how might academia address the methods to develop students’ skill sets working with and through local and political actors? Implemented as an experimental design-build course, the intention is to enable students to apply their understanding of the design thinking process and knowledge of architectural principles in their community. The specific course that is the case study engages students across a variety of levels outside their comfort zone through collaborating with departments, administrators, and stakeholders to truly understand the inner workings of a project at the scale of a community. The outcomes, presented through a case study of an experimental course, further exemplify how architecture students employ the concepts of environmental psychology and participatory planning in action, within the context of a semester-long design-build, to create a more integrated user-driven approach to architectural education. Leveraging the next generation of thinkers by empowering them to apply their skills for the betterment of society is critical to the future. In cultivating experiences that empower students, it is imperative to recognize each student’s ability to impact the built environment, further establishing the basis of their responsibility as a designer through developing a sense of collective agency in their design education. Therefore, not only addressing but actively pursuing engagement in the context of their education transforms their academic experience from a passive learner to an active participant.
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Martins, João. "Design of products to honor people post mortem." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3323.

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The cemeterial units, are places of social practices of everyday life and worship and the tomb where nostalgia can be externalized and the memory of the deceased revered. In Western societies we can find a category of artifacts meant to evoke the memory or honor the dead. In this paper we we mention three examples of products that enabled a reflection on the concepts that gave rise to their ways, and that risks to fit them into a new "material culture", in that it may have created a break with the traditional system codes and standards shared by companies, and its manifestations in relation to the physical creation of this category of products. This work offers a reflection on the Design Products.What probably makes it special is the field where it is located: the design of products in one post mortem memory. Usually made of granite rock or marble, have the form of plate or tablet, open book or rolled sheet. On one side have a photograph of the person who intend to honor and inscriptions. The thought of inherent design of this work put on one side the intricate set of emotions that this type of product can generate, and other components more affordable, and concerning the form, function and object interactions with users and with use environments. In the definition of the problem it was regarded as mandatory requirements: differentiation, added value and durability as key objectives.The first two should be manifested in the various components / product attributes. The aesthetic and material/structural durability of product necessarily imply the introduction of qualifying terms and quantitative weights, which positively influence the generation and evaluation of concepts based on the set of 10 principles for the project that originated a matrix as a tool to aid designing products. The concrete definition of a target audience was equally important. At this stage, the collaboration of other experts in the fields of psychology and sociology as disciplines with particular ability to understand individuals and social phenomena respectively was crucial. It was concluded that a product design to honor someone post mortem, should abandon the more traditional habits and customs to focus on identifying new audiences. Although at present it can be considered a niche market, it is believed that in the future may grow as well as their interest in this type of products.DOI: http://dx.doi.org/10.4995/IFDP.2016.3323
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Reports on the topic "PSYCHOLOGY / Creative Ability"

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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