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10

The first Google hit for "creativity training psychology" (Chamorro-Premuzic, 2013) seems to answer your question pretty thoroughly. Prof. Chamorro-Premuzic is a pretty formidable psychologist, so it's no surprise coming from him! To quote the post: In short, creativity is not 100% malleable, but it can be affected by deliberate interventions. People's ...


9

I'm afraid I have to disagree with Mozibur Ullah's answer. Instead of talking about Plato, Socrates and Picasso I'll mention one, incredibly creative and intelligent person: John Cleese. Telling people how to be creative is easy, it's only being it what's difficult. Creativity is not a talent. It is a way of operating. Creativity is not an ability ...


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Principles of optimal practice duration from the expertise literature The expertise literature and its discussion of deliberate practice provides substantial guidance on the question of optimal practice duration. As Ericsson et al (2006) summarised: elite performers search continuously for optimal training activities, with the most effective duration ...


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General pedagogical ideas around optimal difficulty Many theories of instruction suggest that learning is optimal when an appropriate level of challenge is maintained. If a task is too easy, there's little to learn. If a task is too difficult, the learner can be overwhelmed. The implication for practice is that task difficulty should increase in conjunction ...


6

The paper claims that training on updating (based on the influential view of executive function proposed by Miyake et al., 2000) tasks, which require maintaining and manipulating information in WM in response to new input or feedback, transfers to other memory tasks such as letter-memory and n-back, and that this transfer is associated with changes in phasic ...


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The article by Ranganathan et al (2004) provides some relevant information. The authors discuss how it can be increased by two main factors, neural adaptation and muscle growth. They note how the motor skill acquisition literature supports the use of visualisation as an adjunct to actual practice as a means of improving performance: Research on motor ...


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Experimental psychologists have really grappled with this question, because boundary conditions make a huge difference. One valiant effort is found in a recent paper by Rawson and Dunlosky at Kent State University, who put forth a "3 x 3" recommendation: Practice to your desired criterion three times, then repeat practice at 3 regularly spaced intervals. ...


4

For applied purposes, gamification can be captured within a self-determination theoretical framework. Self-Determination Theory (SDT) is an influential theory of motivation which grew out of research on intrinsic/extrinsic rewards in the 1970's, and which has been applied to virtually every learning setting. The main proponents of SDT include Edward Deci and ...


3

The first thing that comes to mind when reading this is diffusion of responsibility. Because responsibility has not been explicitly assigned, as it would be in a one-on-one meeting, people tend to feel like they do not need to do anything.


2

The game mechanics playdeck from tech startup SCVNGR gives 50 great starting points. Perhaps more directly relevant to the SE CogSci audience is the Mental Notes project, which aims to "bring a little psychology to Web design [...] each card describes one insight into human behavior and suggests ways to apply this to the design of Web sites, Web apps, and ...


2

For starters, I think it's a good idea to provide rewards for both students and mentors. As an example: Mentors could receive rewards for answering questions by students, while students receive rewards for solving exercises. Furthermore, the mentor should be able to give rewards for good questions etc. Actually, it's quite a bit like Stack Exchange, if you ...


1

Within the research community the generally accepted view today is that aspects of cognitive performance such as what are commonly called "intelligence", "creativity" or "emotional intelligence" are mostly inborn and can be modified both positively and negatively by nutrition, health, a stimulating environment and other factors only to a certain degree. ...


1

I just realised that I could share something more helpful and so another answer. This is again scientific and I have learnt it from a jain saint teacher in india. Again its scope is far more greater than creativity, but I will stick to it in this answer. There are a lot of studies that talk about the left brain being the creative one and right one being the ...


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Well as such there is no definite set of rules that one can follow and achieve creativity. At the most they might inspire creativity in certain predefined situations after a lot of effort. BUT after all there is a method that can make a person creative. yes , make a person creative and not induce creativity. The methods I am talking about are taught under a ...


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This is more of a comment than an answer. In fact it's more of an advice. Higher-order thinking and inductive reasoning have rather vague definitions, in my mind. They seem to also come from different backgrounds. If you don't mind, I think it's easier to approach your situation rather than your question. You might find it refreshing to think of ...



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