The production of novel behavioral sequences that gives rise to animal innovation and creativity is one of the most intriguing aspects of behavioral evolution. Numerous studies have recently documented the abundance a...The production of novel behavioral sequences that gives rise to animal innovation and creativity is one of the most intriguing aspects of behavioral evolution. Numerous studies have recently documented the abundance and diversity of innova- tive and creative behaviors between and within species, yet the ability to innovate or to act creatively has mainly been described and quantified as a measure of animals＇ cognitive ability without explicit reference to cognitive mechanisms that may account for these behaviors. Here we discuss the creative process from a computational point of view and suggest such a mechanistic frame- work. In light of recent research on human creativity, animal learning, and animal problem solving, we suggest that animal crea- tivity is best understood as the production of context-appropriate novel behavioral sequences, which may be facilitated by the ability to learn the regularities in the environment and to represent them hierarchically, allowing for generalization. We present a cognitive framework that we recently developed, which employs domain-general mechanisms and has been used in the modeling of a range of sequential behaviors, from animal foraging to language acquisition, and apply it to behavioral innovation. In a series of simulations, we show how innovation and creative behavior can be produced by this learning mechanism, as it constructs a network representing the statistical regularities of the environment. We use the simulations to demonstrate the role of particular cognitive parameters in this process and to highlight the effects of the learning dynamics and individual experience on creativity展开更多
Studies on creativity have identified critical individual and contextual variables that contribute to individuals’creative performance.Ceative self-efficacy has also served as a critical mediating mechanism linking a...Studies on creativity have identified critical individual and contextual variables that contribute to individuals’creative performance.Ceative self-efficacy has also served as a critical mediating mechanism linking a variety of individual and contexual factors to people’s creative performance.However,the factors influence the relationship between creative selfefficacy and creativity have not yet been systematically investigated.In this study,the author explores potential processes that motivation moderate the relationship between creative self-efficacy and university students creativity under the effects of three dominant predictors like openness to experience,learning goal orientation and team learning behavior.展开更多
组织为了提升创造力,不断吸纳高资质员工从而产生了组织内的资质过剩现象,但是员工的资质过剩感与其创造力之间的关系尚无定论。存在争议的原因可能在于员工的资质过剩感存在不同层次。团队资质过剩感反映了团队成员普遍感到资质过剩,...组织为了提升创造力,不断吸纳高资质员工从而产生了组织内的资质过剩现象,但是员工的资质过剩感与其创造力之间的关系尚无定论。存在争议的原因可能在于员工的资质过剩感存在不同层次。团队资质过剩感反映了团队成员普遍感到资质过剩,高资质的团队能够产出诸多积极结果,但能否带来创造力的提升,现有研究尚未回答;个体相对资质过剩感则反映了个体的资质过剩感高于团队其他成员,但是这种相对资质过剩感的后效尚不明晰。以不同层次跨界行为作为研究视角切入,基于相对剥夺理论和资源保存理论,探索团队和个体相对资质过剩感通过不同层次跨界行为影响创造力的多层作用路径,以及团队精熟动机氛围的调节作用。利用72个团队和327名成员的嵌套数据,借助MSEM和Monte Carlo Bootstrap验证假设,结果表明:团队资质过剩感正向影响团队创造力,领导和团队跨界行为在团队资质过剩感与团队创造力的关系间起正向中介作用,团队精熟动机氛围正向调节团队资质过剩感与领导、团队跨界行为之间的正向关系并进一步正向调节领导、团队跨界行为在团队资质过剩感与团队创造力关系间的正向中介作用;个体相对资质过剩感负向影响个体创造力,个体跨界行为在个体相对资质过剩感与个体创造力的关系间起负向中介作用,团队精熟动机氛围负向调节个体相对资质过剩感与个体跨界行为之间的负向关系并进一步负向调节个体跨界行为在个体相对资质过剩感与个体创造力关系间的负向中介作用。此外,模糊集定性分析(fsQCA)的结果再次验证上述观点。展开更多
The purpose of this study was to determine if the Drums Alive Kids Beats intervention could improve behavior in children with developmental delays (DD). The original pilot study that this study on behavior is linked t...The purpose of this study was to determine if the Drums Alive Kids Beats intervention could improve behavior in children with developmental delays (DD). The original pilot study that this study on behavior is linked to is titled, “The Effects of a Drums Alive<sup> </sup>Kids Beats Intervention on the Physical Performance and Motor Skills of Children with Developmental Delays,” which was published in the December edition of the Open Journal of Pediatrics (OJPED, Vol.11 No.4 2021). During the facilitation of said intervention on physical and motor skills, the facilitators noticed unanticipated improvements in behavior, both individually and as a community through better awareness, self-control, self-efficacy, social interaction, and positive energy. Therefore, while maintaining the integrity of the MOT 4 - 6 testing protocols and Drums Alive intervention, a parallel study was conducted to objectively measure six behavioral domains, namely, motivation, impulse control, coordination, concentration, implementation of tasks, and creativity using a self-designed measurement tool with three elements for each domain that was approved by Dr. Heiner Lagenkamp, Department of Sports and Physical Activities, Teaching and Research, Ruhr University, Germany. The 20 participants were German students between 5.10 and 10.2 years of age with no inclusion or exclusion characteristics who were divided into two intervention groups, IG Kindergarten (IG Kinder) and IG Elementary (IG Elem), with varied DD, i.e., transgressive behavior, ADHD, ADD, autism, anger management, visual acuity, self-control, and self-esteem. During the MOT 4 - 6 study and Drums Alive Kids Beats intervention, the facilitators monitored and assessed each participant for pre- and post-performance vis a vis behavior concurrently with physical and motoric skills. As the original study provided statistically significant improvements of between 14% - 24% in physical and motor skill performance with regards to overall scoring and 7 subdivisions of tasks, the results of this parallel study on behavior, with its 6 domains and 18 elements of between 24% - 28%, were even more compelling. The evidence indicated that the Drums Alive Kids Beats intervention with its multidisciplinary approach of music, movement, and drumming, could be used as an effective tool and therapeutic approach to improve behavior in children with developmental delays.展开更多
基金We would like to thank Corina Logan and an anonymous reviewer for their comments, which helped improve this manuscript. OK was partially supported by a Dean＇s scholarship from the Faculty of Life Sciences at Tel- Aviv University and by a Wolf Foundation award. AL and OK were partially supported by the Israel Science Foundation grant no. 1312/11.
文摘The production of novel behavioral sequences that gives rise to animal innovation and creativity is one of the most intriguing aspects of behavioral evolution. Numerous studies have recently documented the abundance and diversity of innova- tive and creative behaviors between and within species, yet the ability to innovate or to act creatively has mainly been described and quantified as a measure of animals＇ cognitive ability without explicit reference to cognitive mechanisms that may account for these behaviors. Here we discuss the creative process from a computational point of view and suggest such a mechanistic frame- work. In light of recent research on human creativity, animal learning, and animal problem solving, we suggest that animal crea- tivity is best understood as the production of context-appropriate novel behavioral sequences, which may be facilitated by the ability to learn the regularities in the environment and to represent them hierarchically, allowing for generalization. We present a cognitive framework that we recently developed, which employs domain-general mechanisms and has been used in the modeling of a range of sequential behaviors, from animal foraging to language acquisition, and apply it to behavioral innovation. In a series of simulations, we show how innovation and creative behavior can be produced by this learning mechanism, as it constructs a network representing the statistical regularities of the environment. We use the simulations to demonstrate the role of particular cognitive parameters in this process and to highlight the effects of the learning dynamics and individual experience on creativity
文摘Studies on creativity have identified critical individual and contextual variables that contribute to individuals’creative performance.Ceative self-efficacy has also served as a critical mediating mechanism linking a variety of individual and contexual factors to people’s creative performance.However,the factors influence the relationship between creative selfefficacy and creativity have not yet been systematically investigated.In this study,the author explores potential processes that motivation moderate the relationship between creative self-efficacy and university students creativity under the effects of three dominant predictors like openness to experience,learning goal orientation and team learning behavior.
文摘组织为了提升创造力,不断吸纳高资质员工从而产生了组织内的资质过剩现象,但是员工的资质过剩感与其创造力之间的关系尚无定论。存在争议的原因可能在于员工的资质过剩感存在不同层次。团队资质过剩感反映了团队成员普遍感到资质过剩,高资质的团队能够产出诸多积极结果,但能否带来创造力的提升,现有研究尚未回答;个体相对资质过剩感则反映了个体的资质过剩感高于团队其他成员,但是这种相对资质过剩感的后效尚不明晰。以不同层次跨界行为作为研究视角切入,基于相对剥夺理论和资源保存理论,探索团队和个体相对资质过剩感通过不同层次跨界行为影响创造力的多层作用路径,以及团队精熟动机氛围的调节作用。利用72个团队和327名成员的嵌套数据,借助MSEM和Monte Carlo Bootstrap验证假设,结果表明:团队资质过剩感正向影响团队创造力,领导和团队跨界行为在团队资质过剩感与团队创造力的关系间起正向中介作用,团队精熟动机氛围正向调节团队资质过剩感与领导、团队跨界行为之间的正向关系并进一步正向调节领导、团队跨界行为在团队资质过剩感与团队创造力关系间的正向中介作用;个体相对资质过剩感负向影响个体创造力,个体跨界行为在个体相对资质过剩感与个体创造力的关系间起负向中介作用,团队精熟动机氛围负向调节个体相对资质过剩感与个体跨界行为之间的负向关系并进一步负向调节个体跨界行为在个体相对资质过剩感与个体创造力关系间的负向中介作用。此外,模糊集定性分析(fsQCA)的结果再次验证上述观点。
文摘The purpose of this study was to determine if the Drums Alive Kids Beats intervention could improve behavior in children with developmental delays (DD). The original pilot study that this study on behavior is linked to is titled, “The Effects of a Drums Alive<sup> </sup>Kids Beats Intervention on the Physical Performance and Motor Skills of Children with Developmental Delays,” which was published in the December edition of the Open Journal of Pediatrics (OJPED, Vol.11 No.4 2021). During the facilitation of said intervention on physical and motor skills, the facilitators noticed unanticipated improvements in behavior, both individually and as a community through better awareness, self-control, self-efficacy, social interaction, and positive energy. Therefore, while maintaining the integrity of the MOT 4 - 6 testing protocols and Drums Alive intervention, a parallel study was conducted to objectively measure six behavioral domains, namely, motivation, impulse control, coordination, concentration, implementation of tasks, and creativity using a self-designed measurement tool with three elements for each domain that was approved by Dr. Heiner Lagenkamp, Department of Sports and Physical Activities, Teaching and Research, Ruhr University, Germany. The 20 participants were German students between 5.10 and 10.2 years of age with no inclusion or exclusion characteristics who were divided into two intervention groups, IG Kindergarten (IG Kinder) and IG Elementary (IG Elem), with varied DD, i.e., transgressive behavior, ADHD, ADD, autism, anger management, visual acuity, self-control, and self-esteem. During the MOT 4 - 6 study and Drums Alive Kids Beats intervention, the facilitators monitored and assessed each participant for pre- and post-performance vis a vis behavior concurrently with physical and motoric skills. As the original study provided statistically significant improvements of between 14% - 24% in physical and motor skill performance with regards to overall scoring and 7 subdivisions of tasks, the results of this parallel study on behavior, with its 6 domains and 18 elements of between 24% - 28%, were even more compelling. The evidence indicated that the Drums Alive Kids Beats intervention with its multidisciplinary approach of music, movement, and drumming, could be used as an effective tool and therapeutic approach to improve behavior in children with developmental delays.
