Spontaneous Flexibility Research Articles

THE MEASUREMENT AND PROPERTIES OF DIVERGENT THINKING ABILITY AS A SINGLE COMPOUND ENTITY

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Evidence for contractile flexing of the gliding bacterium Flexibacter FS-1.

Flexing movements have been described in a variety of gliding bacteria and cyanobacteria (blue-green algae)1–7. Flexing of trichomes (chains of cells) of the genera Oscillatoria and Beggiatoa was attributed8 to a “certain degree of elasticity”; it was concluded that there is no spontaneous flexibility. In contrast, observations of active flexing of free ends of otherwise immobilized Oscillatoria trichomes suggested9 that active contractions are involved. It has been proposed that flexing and gliding motility are powered by the same mechanism10. No organelles have been demonstrated irrefutably to be responsible for these movements, although several mechanistic hypotheses have been proposed11. I demonstrate here that flexing movements by the bacterium Flexibacter FS-1 require no more than one point of attachment by the cell to its substratum, which suggests that flexing may result from a unilateral, longitudinal contraction. As the same motility mechanism is thought to operate for both flexing and gliding, the latter may be powered by a contractile apparatus, at least in this species.

The Effect of Glasserian Open‐Ended Classroom Meetings on Ideational Fluency and Spontaneous Flexibility of Third‐Grade Children

The Effect of Glasserian Open‐Ended Classroom Meetings on Ideational Fluency and Spontaneous Flexibility of Third‐Grade Children

Analysis of variances and covariances is misleading as a guide to a common factor model

The “factor” analyses published by Schultz, Kaye, and Hoyer (1980) confused component and factor analysis and led in this case as in many others to unwarranted conclusions. They used component analysis to develop factor models that were subjected to restricted (confirmatory) maximum likelihood analysis, but the final models for which good fits with the observed correlations were obtained were not common factor models. They were, however, discussed as such and conclusions drawn accordingly. When their correlation matrices are analyzed by the principal factors method, two factors are sufficient to account for the intercorrelations. These two factors generally support the a priori expectation of a difference between intelligence tasks and spontaneous flexibility tasks. They are also quite similar in younger and older subjects, when similarity is judged in terms of factor pattern. Factor loadings for the younger subjects, however, are much smaller than expectations based on the respective ranges of talent in the two groups of subjects or on past experience with similar tests in undergraduate student populations.

Intelligence and spontaneous flexibility in adulthood and old age

Interrelationships among measures of intelligence and spontaneous flexibility were examined at two age levels using a multitrait-multimethod matrix design and other multivariate procedures. Measures of intelligence were Ravens Matrices and WAIS Vocabulary, WAIS Digit Symbol, and WAIS Similarities. Blots, Hidden Pictures, Brick Uses, and Impossibilities were used as measures of spontaneous flexibility. Subjects were 100 younger (X¯= 19.54,S.D.= 1.23) and 100 older (X¯= 63.99,S.D.= 2.94) men and women tested at two occasions. Adult age differences in factor structure were explored using a maximum likelihood analysis; common variances among the measures were greater for the elderly compared to the younger adults. Findings supported a dedifferentiation hypothesis with regard to both intelligence and spontaneous flexibility.

Psychopathy and structure of primary mental abilities

The Comprehensive Ability Battery (CAB) was used to assess 18 primary mental abilities in 53 white, male prison inmates for whom highly reliable ratings of psychopathy were available. None of the correlations between ratings of psychopathy and scores on the CAB tests was significant, and the overall pattern or structure of abilities was the same for inmates with low and high ratings of psychopathy. The possibility is raised that the personality characteristics of psychopaths make them appear to be brighter and more creative than they actually are. Compared with norms for male high school students, the inmates as a group generally performed well, falling near the 50th percentile on 11 of the tests. The inmates performed significantly better than the normative sample on tests of verbal ability, esthetic judgment, aiming, and representational drawing, and significantly worse on tests of ideational fluency, spontaneous flexibility, and word fluency.

Trait anxiety, spontaneous flexibility, and intelligence in young and elderly adults.

Trait anxiety, spontaneous flexibility, and intelligence in young and elderly adults.

Trait anxiety, spontaneous flexibility, and intelligence in young and elderly adults.

Trait anxiety, spontaneous flexibility, and intelligence in young and elderly adults.

Extent of Psychological Differentiation and Creativity

Among the extensive array of studies relating Witkin's construct of psychological differentiation to many psychological functions and variables, none seem to have adequately tested its relationship to creativity, although these two variables have personality traits and development characteristics in common and require similar skills for effective performance. Eighty-five male high school students were separated according to Embedded Figures Test, and the extreme groups tested for creativity by eight factorially pure tests developed by Guilford, and by Schaefer and Anastasi's Biographical Inventory. Statistical procedures included analysis of covariance, analysis of variance, and a matrix of intercorrelations. With intelligence controlled, field-independent persons performed significantly better than field-dependent persons on measures of visualization, spontaneous flexibility, adaptive flexibility, and creativity in mathematics and science but not significantly better on the other six creativity tests.

The Effect of Experimentally Induced Activation on Creativity

Summary The hypothesis that a U-shaped function exists between creativity and activation was tested by means of several one-way analyses of variance. Thirty male undergraduates at the University of Mainz were randomly assigned to three conditions of low (relaxed, friendly atmosphere), middle (test-like situation, time limit, 40 db “white noise”), and high (like middle but with 78 db white noise) levels of activation. Instruments measuring creative abilities were the AC Test by Harris and Simberg and a German version of the Remote Associates Test (RAT). Dependent variables were “ideational fluency,” “spontaneous flexibility,” “originality,” and RAT scores. Results confirmed the hypothesis for ideational fluency only and were interpreted on the basis of two distinct processes which may determine creative thinking of the fluency type in activational states and can be associated with different kinds of attention deployment.

Cross-national comparisons of Catholic-Protestant creativity differences.

It has been argued that personality factors associated with authoritarianism‐dogmatism are antithetical to creativity. This study attempts to determine if these findings can be demonstrated in real or naturally occurring groups and if they are affected by socio‐political contexts. The groups compared are matched samples of Roman Catholic and Protestant students from the United States, Northern Ireland, Eire and Scotland. Psychological evidence of relatively high authoritarianism in Roman Catholics and sociological indications of relatively low creative production by Roman Catholics lead to the general hypothesis that Catholic students will perform less well on mental ability tests of creativity factors.A two‐way analysis of variance design (country v. religion) is employed to test the hypotheses. The results indicate that there are large and statistically significant differences between Catholic and Protestant students in the U.S. and Northern Ireland. Catholic students in these countries evidenced less originality, ideational fluency and spontaneous flexibility than Protestants. There were generally no differences between the groups in Eire and Scotland. It is concluded that the antithesis of dogmatism‐authoritarianism to creativity can be demonstrated in naturally occurring groups and that these differences are affected by the socio‐political contexts in which the groups exist.

The Relative Effects of Various Testing Atmospheres on Spontaneous Flexibility, a Factor of Divergent Thinking*

The Relative Effects of Various Testing Atmospheres on Spontaneous Flexibility, a Factor of Divergent Thinking*

A Study of the Relation of General Semantics and Creativity

THIS STUDY was designed to investigate the hy pothesis that the teaching of certain principles of general semantics would result in superior per formance on tests of two factors of creative ability, ideational fluency and spontaneous flexibility, in a selected sample of sixth grade children in Madison, Wisconsin. General semantics refers to the study of the na ture and problems of communication. Creative ability herein refers toacomplex of abilities which are not considered to be latent intel lectual powers or faculties nor taken to be essences in the Aristotelian sense of being predetermined. Rather, the position taken is that every person is born merely with certain generalized tendencies to wards activity, towards experimentation, inventive ness, and initiative. As these generalized activi ties are expressed, there is interaction with the en vironment. To the extent that the expression of these native activities has the consequence of bring ing about further activities such as increasing ex perimentation, initiative, and inventiveness, they may be said to become primary abilities which may be called creative. Ideational fluency refers to the rate at w hic h a person can think of ideas. Spontaneous flexibility refers to the ability to shift one's thinking rapidly.

FORMULATING HYPOTHESES: FACTOR STRUCTURE AND VALIDITY DATA

ABSTRACTIt was hypothesized that performance on the Formulating Hypotheses Test is related to the Induction, Sensitivity to Problems, Ideational Fluency, Spontaneous Flexibility, and Originality factors identified in previous research and to measures of creative achievement in the sciences. A factor analysis of reference tests for the above‐named factors failed to identify any but Induction. Scores on Formulating Hypotheses had loadings of borderline significance on fluency and general information factors. No relationship was demonstrated between Formulating Hypotheses scores and grades of mechanical engineering students for courses stressing creative design.

Group Influence on Creativity in Mathematics*

(1963). Group Influence on Creativity in Mathematics* The Journal of Experimental Education: Vol. 31, No. 3, pp. 257-263.

A factor-analytic study of creative-thinking abilities

Fifty-three tests designed to measure aspects of creative thinking were administered to 410 air cadets and student officers. The scores were intercorrelated and 16 factors were extracted. Orthogonal rotations resulted in 14 identifiable factors, a doublet, and a residual. Nine previously identified factors were:verbal comprehension, numerical facility, perceptual speed, visualization, general reasoning, word fluency, associational fluency, ideational fluency, and a factor combining Thurstone'sclosure I andII. Five new factors were identified asoriginality, redefinition, adaptive flexibility, spontaneous flexibility, andsensitivity to problems.