Effects of Social Reinforcement Contingent on Conventional or Unconventional Responses on Generalized Creativity by Older Adults in Residential Care

Autor/inn/en	Polenick, Courtney Allyn; Flora, Stephen Ray
Titel	Effects of Social Reinforcement Contingent on Conventional or Unconventional Responses on Generalized Creativity by Older Adults in Residential Care
Quelle	In: Psychological Record, 62 (2012) 4, S.631-644 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-2933
Schlagwörter	Creativity; Social Reinforcement; Residential Care; Data Collection; Positive Reinforcement; Older Adults; Task Analysis; Nursing Homes; Correlation; Responses + Suchen Sie Ihr Suchwort? Kreativität; Data capture; Datensammlung; Älterer Erwachsener; Aufgabenanalyse; Sonderheim; Korrelation
Abstract	The effects of social praise contingent on either usual (conventional) or unusual (unconventional) responses during an object uses task were assessed on measures of generalized creativity in two novel, unrelated tasks. Participants were 20 older adults, ages 63 to 89 years (M = 80.90), who were recruited from a joint skilled nursing and assisted living facility. In a counterbalanced within-subjects design, participants completed both experimental conditions across two sessions separated by 6 to 10 days. Consistent with learned industriousness theory, social praise contingent on unconventional responses during the initial task was associated with increases in both objective and subjective measures of creativity in subsequent tasks. These findings indicate that social praise contingent on creative responses functioned as reinforcement and can increase generalized creativity in older adults living in a residential care setting. (Contains 8 figures.) (As Provided).
Anmerkungen	Southern Illinois University Carbondale. Mailcode 4609, Rehabilitation Institute, Carbondale, IL 62901-4609. Tel: 618-536-7704; e-mail: psychrec@siu.edu; Web site: http://www.siuc.edu/~ThePsychologicalRecord/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10