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Willentliches Vergessen
(2019)
Dieser Beitrag im Journal Gruppe. Interaktion. Organisation. stellt dar, wie willentliches Vergessen die Anpassung an notwendige Veränderungen für Individuen, Gruppen und Organisationen verbessert und wie willentliches Vergessen bewusst und gezielt gestaltet werden kann.
Damit Verhalten in Folge einer notwendigen Veränderung angepasst wird, reicht es nicht aus, dass Menschen wissen was zu tun ist, willens und in der Lage sind ihr Verhalten zu verändern. Eine Veränderung gelingt nur dann, wenn nur noch das neue Verhalten zur Anwendung kommt und nicht mehr das Alte, wenn das alte Verhalten vergessen wird. Der notwendige Prozess des willentlichen Vergessens ist durch Entfernen von Hinweisreizen, die die Erinnerung des zu Vergessenden und durch Platzierung von Hinweisreizen, die die Aktivierung des Neuen auslösen, gestaltbar.
Der vorliegende Beitrag stellt die förderliche Wirkung von Hinweisreizen auf willentliches Vergessen dar, stellt sie im Rahmen des Berichts einer experimentellen Studie unter Beweis und gibt praktische Implikationen, wie für Individuen, Gruppen und Organisationen willentliches Vergessen gestaltet werden kann.
Intrinsic motivation is widely considered essential to creativity because it facilitates more divergent thinking during problem solving. However, we argue that intrinsic motivation has been theorized too heavily as a unitary construct, overlooking various internal factors of a task that can shape the baseline level of intrinsic motivation people have for working on the task. Drawing on theories of cognitive styles, we develop a new scale that measures individual preferences for three different creative thinking styles that we call divergent thinking, bricoleurgent thinking, and emergent thinking. Through a multi-study approach consisting of exploratory factor analysis, confirmatory factor analysis, and convergent validity, we provide psychometric evidence showing that people can have distinct preferences for each cognitive process when generating ideas. Furthermore, when validating this scale through an experiment, we find that each style becomes more dominant in predicting overall enjoyment, engagement, and creativity based on different underlying structures of a task. Therefore, this paper makes both theoretical and empirical contributions to literature by unpacking intrinsic motivation, showing how the alignment between different creative thinking styles and task can be essential to predicting intrinsic motivation, thus reversing the direction of causality between the motivational and cognitive components of creativity typically assumed in literature.
Creative thinking is an indispensable cognitive skill that is becoming increasingly important. In the present research, we tested the impact of games on creativity and emotions in a between-subject online experiment with four conditions (N = 658). (1) participants played a simple puzzle game that allowed many solutions (priming divergent thinking); (2) participants played a short game that required one fitting solution (priming convergent thinking); (3) participants performed mental arithmetic; (4) passive control condition. Results show that divergent and convergent creativity were higher after playing games and lower after mental arithmetic. Positive emotions did not function as a mediator, even though they were also heightened after playing the games and lower after mental arithmetic. However, contrary to previous research, we found no direct effect of emotions, creative self-efficacy, and growth- vs. fixed on creative performance. We discuss practical implications for digital learning and application settings.
Creative thinking is an indispensable cognitive skill that is becoming increasingly important. In the present research, we tested the impact of games on creativity and emotions in a between-subject online experiment with four conditions (N = 658). (1) participants played a simple puzzle game that allowed many solutions (priming divergent thinking); (2) participants played a short game that required one fitting solution (priming convergent thinking); (3) participants performed mental arithmetic; (4) passive control condition. Results show that divergent and convergent creativity were higher after playing games and lower after mental arithmetic. Positive emotions did not function as a mediator, even though they were also heightened after playing the games and lower after mental arithmetic. However, contrary to previous research, we found no direct effect of emotions, creative self-efficacy, and growth- vs. fixed on creative performance. We discuss practical implications for digital learning and application settings.
Industry 4.0, based on increasingly progressive digitalization, is a global phenomenon that affects every part of our work. The Internet of Things (IoT) is pushing the process of automation, culminating in the total autonomy of cyber-physical systems. This process is accompanied by a massive amount of data, information, and new dimensions of flexibility. As the amount of available data increases, their specific timeliness decreases. Mastering Industry 4.0 requires humans to master the new dimensions of information and to adapt to relevant ongoing changes. Intentional forgetting can make a difference in this context, as it discards nonprevailing information and actions in favor of prevailing ones. Intentional forgetting is the basis of any adaptation to change, as it ensures that nonprevailing memory items are not retrieved while prevailing ones are retained. This study presents a novel experimental approach that was introduced in a learning factory (the Research and Application Center Industry 4.0) to investigate intentional forgetting as it applies to production routines. In the first experiment (N = 18), in which the participants collectively performed 3046 routine related actions (t1 = 1402, t2 = 1644), the results showed that highly proceduralized actions were more difficult to forget than actions that were less well-learned. Additionally, we found that the quality of cues that trigger the execution of routine actions had no effect on the extent of intentional forgetting.