The Influence of Creative Expertise on the Sensitivity and Selectivity of Analogical Reasoning

Autor/inn/en	Dumas, Denis; Dong, Yixiao; Doherty, Michael
Titel	The Influence of Creative Expertise on the Sensitivity and Selectivity of Analogical Reasoning
Quelle	In: Mind, Brain, and Education, 15 (2021) 3, S.239-249 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dumas, Denis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12287
Schlagwörter	Expertise; Creative Thinking; Logical Thinking; Undergraduate Students; Acting; Majors (Students); Cues + Suchen Sie Ihr Suchwort? Expert appraisal; Kreatives Denken; Aktionstheater; Stichwort
Abstract	This study compared the analogical reasoning of three groups that differed in their creative expertise: professional actors, undergraduate acting majors, and nonactors. Using an Analogy Finding Task, in which participants identified valid and nonvalid verbal analogies, three aspects of participants' analogical reasoning were measured: the number of analogies participants selected as valid (Quantity), the rate of true-positive analogical identification (Sensitivity), and the rate of true-negative identification of nonvalid analogies (Selectivity). The Analogy Finding Task was administered under both a baseline and a "think creatively" prompt. Results showed that actors (professional or student) were significantly more Sensitive to valid analogies than nonactors, and these creative experts were significantly more influenced by the "think creatively" prompt, which increased the Quantity, and decreased the Selectivity, of actors' analogical reasoning. To explain these results, we forward the general hypothesis that creative experts may be more flexible in response to creativity-relevant contextual cues than nonexperts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01