The Effect of Amusement and Task-Framing on Convergent and Divergent Thinking
Claire Tulloch Dissertation March 2010.pdf (526.8Kb)
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This study investigated the effect of amusement and task-framing on measures of divergent (fluency, average creativity and creativity x usefulness) and convergent thinking (insight). To expand existing literature on the mood-creativity paradigm, the effect of a discrete positive emotion (amusement) on the remote associates (RAT) and alternative uses tasks (AUT) was investigated in comparison to a neutral control group. The effect of task-framing on creative performance was also examined. Amusement was induced with the use of comedy film clips and a cartoon judgement task and participants were presented with the AUT and RAT. Participants experienced either a positive or neutral task-framing condition in which they were encouraged to enjoy a ‘fun task’ (positive task-framing) or were given neutrally toned instructions. There was a main effect of positive amusement emotion condition on overall creativity and a main effect of task-framing on both divergent and convergent measures of creativity (Fluency, Overall creativity, Creativity x Usefulness and Insight). A significant interaction between amusement and task-framing was evident for fluency and overall creativity. Correlations between personality and creativity measures revealed that intellect (openness to experience) was significantly correlated with fluency, overall creativity and insight. Fluency scores also showed a marginally significant correlation with extraversion and a negative relationship with emotional stability (low Neuroticism). These results suggest that amusement facilitates overall creativity and task-framing enhances both divergent and convergent thinking. These findings have possible implications for organizational and educational settings.