Exploring modality switching effects in negated sentences: further evidence for grounded representations

Theories of embodied cognition (e.g., Perceptual Symbol Systems Theory; Barsalou, 1999, 2009) suggest that modality specific simulations underlie the representation of concepts. Supporting evidence comes from modality switch costs: participants are slower to verify a property in one modality (e.g., auditory, BLENDER-loud) after verifying a property in a different modality (e.g., gustatory, CRANBERRIES-tart) compared to the same modality (e.g., LEAVES-rustling, Pecher et al., 2003). Similarly, modality switching costs lead to a modulation of the N400 effect in event-related potentials (ERPs; Collins et al., 2011; Hald et al., 2011). This effect of modality switching has also been shown to interact with the veracity of the sentence (Hald et al., 2011). The current ERP study further explores the role of modality match/mismatch on the processing of veracity as well as negation (sentences containing “not”). Our results indicate a modulation in the ERP based on modality and veracity, plus an interaction. The evidence supports the idea that modality specific simulations occur during language processing, and furthermore suggest that these simulations alter the processing of negation

A bridge too far: conceptual distance and creative ideation

Previous research has shown changing perspectives to be important in problem finding, with viewpoint-based techniques like the 'six thinking hats' and the 'six honest serving men' im- proving performance (e.g. Vernon & Hocking, 2014). To date, however, evidence for similar techniques based on conceptu- ally 'near' and 'far' cues, where conceptual distance is defined topologically in a semantic space, has shown mixed results. In a sample of 171 participants, we used two standard verbal problem scenarios together with a novel technique comprising six concepts that were either conceptually near or far from the problem scenario. Participants in the experimental group used the concepts when generating solutions; controls were given empty placeholders instead of concepts. Performance was measured for fluency, quality, originality and flexibility. Apart from flexibility, participants did worse when using con- cepts of either type in comparison to controls. For flexibility, a borderline boost for far concepts was observed (η2 = .03, p = .06). We conclude that the cognitive load overhead intro- duced by our concept-cueing technique, or any other similar technique that attempts to shape the creative process, needs to be minimised through a variety of methods before we can better determine its usefulness and, thus, the role of concep- tual distance in creative problem solving

The golden path: first steps in establishing order for two creative problem solving techniques

Creative problem solving (CPS) can be enhanced through training programmes and coaching on individual techniques (e.g. Scott, Leritz & Mumford, 2004). Vernon and Hocking (2014) recently investigated the 'six hats' technique of Edward de Bono (where each hat represents a perspective; the red hat indicates 'feelings') as well as a technique called the 'six men' (the open-ended question words 'who, what, why, when, where and how'). Both techniques showed an improvement in creative fluency and originality for a verbal problem finding scenario. This was followed up with evidence that each technique boosts creative performance relative to a placebo group (Vernon & Hocking, 2016). So far, the data are consistent with the importance of structure and perspective taking in CPS (Kuhn & Dean, 2004), but we can't yet be sure what it is about each technique that boosts performance. As a first step, we looked at the order of elements: is there a 'golden path' leading to optimum performance? In a mixed design (N = 128), we tested three independent groups of 'technique' (six hats, six men and control) and two repeated groups manipulating 'order' (forward and reversed elements), looking at problem solutions in two problem scenarios taken from Paletz and Peng (2009; e.g. 'You are a scientist who is studying monkey behaviour in Africa. You see some of the monkeys eating dirt. Usually they just eat leaves and fruit'). Our creativity measures were fluency, quality, flexibility and originality (the latter three rated by independent judges). Initial analysis indicates that the six men technique boosted fluency relative to the six hats and controls, but this was not influenced by order. Further analyses on the other creativity measures are ongoing

Thinking hats and good men: structured techniques in a problem construction task

Problem construction as a sub-component of problem finding is often one of the initial steps in problem solving and research has suggested that actively engaging in problem construction can lead to a more beneficial outcome and facilitate creativity. Here, we examine two techniques that may be used to help ‘scaffold’ problem construction ability: the six thinking hats and the six good men. These techniques can require the participant to either adopt multiple perspectives, incorporating a range of specific questions, or utilise a range of simple open ended questions. We had 100 participants take part in an on-line study that involved presenting them with a problem and requiring them to restate the problem in as many different ways as they could within a 3-min time frame. Participants were randomly allocated to groups comprising the six hats technique, the six men, or a no-intervention control group, and performance was measured in terms of the fluency, quality and originality of the responses. Results showed that both six hats and six men techniques produced greater fluency relative to controls, with a more robust effect for those using the six men. In terms of originality, both techniques proved beneficial relative to controls, with a more robust effect from those using the six hats. Hence, both techniques benefited performance, though in distinct ways. These results are discussed in terms of the potential benefits obtained by explicitly scaffolding thinking

Either here or there: exploring conceptual distance using a novel clock face paradigm in a creative problem solving task

Compared conceptually near vs. far cues on a creative problem solving task. Group of 171 randomly allocated to 3 groups, 2 experimental groups used near and far cues (counterbalanced), 1 control group. Given 2 problems and asked to come up with solutions in set time. Measured fluency, quality, flexibility and originality. Overall, controls performed better than those given cues. Does giving cues constrain the idea generation process

The right tool for the right task: structured techniques prove less effective on an ill-defined problem finding task

Problem finding represents an essential skill, with research showing that training using structured thinking techniques can benefit performance. We examined whether such benefits would remain when addressing a more ambiguous type of problem. 118 participants were recruited and randomly allocated to one of three groups (six men, six hats, control) and, after reading a synopsis of their allocated technique, restated a problem in as many ways as they could. Performance was measured in terms of the fluency, quality, flexibility and originality of responses. Results showed those using the six men technique exhibited greater fluency and flexibility in their responses. However, their restatements were also classified as lower quality compared to either the six hats or placebo control. The reduced impact of the six men technique might, we argue, be due to the ambiguity of the problem, exacerbated by inadequate training

Agricultural extension policy in Australia: public funding and market failure

Trends in public expenditure on agricultural extension are examined for Agriculture Departments in four States. There is little evidence that the share of public resources going to extension has declined. However, new demands have meant that the nature of extension has changed. A strategic approach to examining issues, such as land degradation, for the source of market failure may better guide the use of scarce public resources than the traditional focus on the public goods characteristics of research and extension. The case for evaluating broad functions such as research and extension is becoming more questionable as these functions become more diverse.Teaching/Communication/Extension/Profession,

Enhancing creative problem solving and creative self-efficacy: a preliminary study

The ability to improve creative problem solving (CPS) is considered to be an important resource in a variety of fields such as education (see Murdock, 2003) and business (see Thompson, 2003). Previous research suggests that interventions aimed at training people to improve their CPS skills can be effective, however it is not always clear what tools are being used and it is sometimes difficult to untangle the effect the different tools are having (see Vernon, Hocking, & Tyler, 2016, for a review). This study therefore aimed to utilise an empirically- based creativity toolkit in an 8 week training program aimed at enhancing students' CPS skills. The intervention group was comprised of 33 psychology students who signed up to undertake 8 weeks of CPS training and the control group (n = 9) were matched for contact time, undertaking 8 weeks of cognitive psychology lectures instead. In week 1 (Time 1) and week 8 (Time 2) all participants were assessed using two Unusual Uses Tasks (UUT) and a Creative Problem Solving (CPS) task and were also asked to fill out measures of creative self-efficacy. Analyses revealed that whilst the control group showed no improvement on any of the measures from Time 1 to Time 2, the intervention group showed a significant increase in both their creative self-efficacy and also their levels of creativity on both the UUT and CPS tasks. Whilst a follow- up study utilising a larger control group is ideally needed, these preliminary findings nonetheless support the use of this empirically based creativity toolkit for enhancing creativity problem solving skills