Promotion of creativity (divergent productions) and convergent productions by systematic‐relaxation exercises: empirical evidence from five experimental studies with children, young adults, and elderly
Identifieur interne : 001721 ( Istex/Corpus ); précédent : 001720; suivant : 001722Promotion of creativity (divergent productions) and convergent productions by systematic‐relaxation exercises: empirical evidence from five experimental studies with children, young adults, and elderly
Auteurs : Günter KrampenSource :
- European Journal of Personality [ 0890-2070 ] ; 1997-06.
Abstract
Presented are the results of five experimental studies on the effects of systematic‐relaxation exercises on divergent as well as convergent performance. Subjects were 40 elementary school children, 120 college students, and 52 elderly. In Experiments 1, 2, 4, and 5, subjects were assigned at random to either an experimental group (participating in a short systematic‐relaxation exercise without pre‐experience or exercising autogenic training which subjects had learned at least 6 months before) or to a control group (with unspecific relaxation instructions). In Experiment 3, subjects with against without experience of autogenic training were matched for age, gender, years of study, and creativity pretest scores. Before and after systematic against unsystematic relaxation, subjects were tested for divergent performances (word fluency, associational fluency, expressional fluency, and ideational fluency) and convergent performances (short‐term memory, concentration, and general intelligence). Results of all experiments consistently show significant improvements of divergent and—to a lesser extent—convergent performances in the experimental groups after systematic‐relaxation exercises. These short‐term effects of systematic‐relaxation exercises are discussed with respect to characteristics and problems of divergent problem solving processes in individuals and groups. © 1997 by John Wiley & Sons, Ltd.
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DOI: 10.1002/(SICI)1099-0984(199706)11:2<83::AID-PER280>3.0.CO;2-5
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Subjects were 40 elementary school children, 120 college students, and 52 elderly. In Experiments 1, 2, 4, and 5, subjects were assigned at random to either an experimental group (participating in a short systematic‐relaxation exercise without pre‐experience or exercising autogenic training which subjects had learned at least 6 months before) or to a control group (with unspecific relaxation instructions). In Experiment 3, subjects with against without experience of autogenic training were matched for age, gender, years of study, and creativity pretest scores. Before and after systematic against unsystematic relaxation, subjects were tested for divergent performances (word fluency, associational fluency, expressional fluency, and ideational fluency) and convergent performances (short‐term memory, concentration, and general intelligence). Results of all experiments consistently show significant improvements of divergent and—to a lesser extent—convergent performances in the experimental groups after systematic‐relaxation exercises. These short‐term effects of systematic‐relaxation exercises are discussed with respect to characteristics and problems of divergent problem solving processes in individuals and groups. © 1997 by John Wiley & Sons, Ltd.</div></front></TEI><istex><corpusName>wiley</corpusName><author><json:item><name>Günter Krampen</name><affiliations><json:string>Universität of Trier, Germany</json:string><json:string>University of Trier, Department of Psychology, D‐54286 Trier, Germany.</json:string></affiliations></json:item></author><articleId><json:string>PER280</json:string></articleId><language><json:string>eng</json:string></language><originalGenre><json:string>article</json:string></originalGenre><abstract>Presented are the results of five experimental studies on the effects of systematic‐relaxation exercises on divergent as well as convergent performance. Subjects were 40 elementary school children, 120 college students, and 52 elderly. In Experiments 1, 2, 4, and 5, subjects were assigned at random to either an experimental group (participating in a short systematic‐relaxation exercise without pre‐experience or exercising autogenic training which subjects had learned at least 6 months before) or to a control group (with unspecific relaxation instructions). In Experiment 3, subjects with against without experience of autogenic training were matched for age, gender, years of study, and creativity pretest scores. Before and after systematic against unsystematic relaxation, subjects were tested for divergent performances (word fluency, associational fluency, expressional fluency, and ideational fluency) and convergent performances (short‐term memory, concentration, and general intelligence). Results of all experiments consistently show significant improvements of divergent and—to a lesser extent—convergent performances in the experimental groups after systematic‐relaxation exercises. 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Zelina</name></json:item></author><host><volume>26</volume><pages><last>155</last><first>145</first></pages><author></author><title>Ceskoslovenska Psychologie</title></host><title>Program rozvoja tvorivosti ziakov [Students' creativity development program]</title></json:item></refBibs><genre><json:string>article</json:string></genre><host><volume>11</volume><publisherId><json:string>PER</json:string></publisherId><pages><total>17</total><last>99</last><first>83</first></pages><issn><json:string>0890-2070</json:string></issn><issue>2</issue><subject><json:item><value>Research Article</value></json:item></subject><genre><json:string>journal</json:string></genre><language><json:string>unknown</json:string></language><eissn><json:string>1099-0984</json:string></eissn><title>European Journal of Personality</title><doi><json:string>10.1002/(ISSN)1099-0984</json:string></doi></host><categories><wos><json:string>social science</json:string><json:string>psychology, social</json:string></wos><scienceMetrix><json:string>health sciences</json:string><json:string>psychology & cognitive sciences</json:string><json:string>social psychology</json:string></scienceMetrix></categories><publicationDate>1997</publicationDate><copyrightDate>1997</copyrightDate><doi><json:string>10.1002/(SICI)1099-0984(199706)11:2>83::AID-PER280>3.0.CO;2-5</json:string></doi><id>987156D9358E64841FB2CFA06CAA8F1E185640BB</id><score>1.7913446</score><fulltext><json:item><extension>pdf</extension><original>true</original><mimetype>application/pdf</mimetype><uri>https://api.istex.fr/document/987156D9358E64841FB2CFA06CAA8F1E185640BB/fulltext/pdf</uri></json:item><json:item><extension>zip</extension><original>false</original><mimetype>application/zip</mimetype><uri>https://api.istex.fr/document/987156D9358E64841FB2CFA06CAA8F1E185640BB/fulltext/zip</uri></json:item><istex:fulltextTEI uri="https://api.istex.fr/document/987156D9358E64841FB2CFA06CAA8F1E185640BB/fulltext/tei"><teiHeader><fileDesc><titleStmt><title level="a" type="main" xml:lang="en">Promotion of creativity (divergent productions) and convergent productions by systematic‐relaxation exercises: empirical evidence from five experimental studies with children, young adults, and elderly</title></titleStmt><publicationStmt><authority>ISTEX</authority><publisher>John Wiley & Sons, Ltd.</publisher><pubPlace>Chichester, UK</pubPlace><availability><p>Copyright © 1997 John Wiley & Sons, Ltd.</p></availability><date>1997</date></publicationStmt><sourceDesc><biblStruct type="inbook"><analytic><title level="a" type="main" xml:lang="en">Promotion of creativity (divergent productions) and convergent productions by systematic‐relaxation exercises: empirical evidence from five experimental studies with children, young adults, and elderly</title><author xml:id="author-1"><persName><forename type="first">Günter</forename><surname>Krampen</surname></persName><affiliation>Universität of Trier, Germany</affiliation><affiliation>University of Trier, Department of Psychology, D‐54286 Trier, Germany.</affiliation></author></analytic><monogr><title level="j">European Journal of Personality</title><title level="j" type="abbrev">Eur. J. Pers.</title><idno type="pISSN">0890-2070</idno><idno type="eISSN">1099-0984</idno><idno type="DOI">10.1002/(ISSN)1099-0984</idno><imprint><publisher>John Wiley & Sons, Ltd.</publisher><pubPlace>Chichester, UK</pubPlace><date type="published" when="1997-06"></date><biblScope unit="volume">11</biblScope><biblScope unit="issue">2</biblScope><biblScope unit="page" from="83">83</biblScope><biblScope unit="page" to="99">99</biblScope></imprint></monogr><idno type="istex">987156D9358E64841FB2CFA06CAA8F1E185640BB</idno><idno type="DOI">10.1002/(SICI)1099-0984(199706)11:2<83::AID-PER280>3.0.CO;2-5</idno><idno type="ArticleID">PER280</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>1997</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="en"><p>Presented are the results of five experimental studies on the effects of systematic‐relaxation exercises on divergent as well as convergent performance. Subjects were 40 elementary school children, 120 college students, and 52 elderly. In Experiments 1, 2, 4, and 5, subjects were assigned at random to either an experimental group (participating in a short systematic‐relaxation exercise without pre‐experience or exercising autogenic training which subjects had learned at least 6 months before) or to a control group (with unspecific relaxation instructions). In Experiment 3, subjects with against without experience of autogenic training were matched for age, gender, years of study, and creativity pretest scores. Before and after systematic against unsystematic relaxation, subjects were tested for divergent performances (word fluency, associational fluency, expressional fluency, and ideational fluency) and convergent performances (short‐term memory, concentration, and general intelligence). Results of all experiments consistently show significant improvements of divergent and—to a lesser extent—convergent performances in the experimental groups after systematic‐relaxation exercises. These short‐term effects of systematic‐relaxation exercises are discussed with respect to characteristics and problems of divergent problem solving processes in individuals and groups. © 1997 by John Wiley & Sons, Ltd.</p></abstract><textClass><keywords scheme="Journal Subject"><list><head>article-category</head><item><term>Research Article</term></item></list></keywords></textClass></profileDesc><revisionDesc><change when="1996-05-31">Received</change><change when="1996-12-06">Registration</change><change when="1997-06">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/987156D9358E64841FB2CFA06CAA8F1E185640BB/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="Wiley, elements deleted: body"><istex:xmlDeclaration>version="1.0" encoding="UTF-8" standalone="yes"</istex:xmlDeclaration><istex:document><component version="2.0" type="serialArticle" xml:lang="en"><header><publicationMeta level="product"><publisherInfo><publisherName>John Wiley & Sons, Ltd.</publisherName><publisherLoc>Chichester, UK</publisherLoc></publisherInfo><doi registered="yes">10.1002/(ISSN)1099-0984</doi><issn type="print">0890-2070</issn><issn type="electronic">1099-0984</issn><idGroup><id type="product" value="PER"></id></idGroup><titleGroup><title type="main" xml:lang="en" sort="EUROPEAN JOURNAL OF PERSONALITY">European Journal of Personality</title><title type="short">Eur. 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Subjects were 40 elementary school children, 120 college students, and 52 elderly. In Experiments 1, 2, 4, and 5, subjects were assigned at random to either an experimental group (participating in a short systematic‐relaxation exercise without pre‐experience or exercising autogenic training which subjects had learned at least 6 months before) or to a control group (with unspecific relaxation instructions). In Experiment 3, subjects with against without experience of autogenic training were matched for age, gender, years of study, and creativity pretest scores. Before and after systematic against unsystematic relaxation, subjects were tested for divergent performances (word fluency, associational fluency, expressional fluency, and ideational fluency) and convergent performances (short‐term memory, concentration, and general intelligence). Results of all experiments consistently show significant improvements of divergent and—to a lesser extent—convergent performances in the experimental groups after systematic‐relaxation exercises. These short‐term effects of systematic‐relaxation exercises are discussed with respect to characteristics and problems of divergent problem solving processes in individuals and groups. © 1997 by John Wiley & Sons, Ltd.</p></abstract></abstractGroup></contentMeta></header></component></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Promotion of creativity (divergent productions) and convergent productions by systematic‐relaxation exercises: empirical evidence from five experimental studies with children, young adults, and elderly</title></titleInfo><titleInfo type="abbreviated" lang="en"><title>Creativity and relaxation</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Promotion of creativity (divergent productions) and convergent productions by systematic‐relaxation exercises: empirical evidence from five experimental studies with children, young adults, and elderly</title></titleInfo><name type="personal"><namePart type="given">Günter</namePart><namePart type="family">Krampen</namePart><affiliation>Universität of Trier, Germany</affiliation><affiliation>University of Trier, Department of Psychology, D‐54286 Trier, Germany.</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="article" displayLabel="article"></genre><originInfo><publisher>John Wiley & Sons, Ltd.</publisher><place><placeTerm type="text">Chichester, UK</placeTerm></place><dateIssued encoding="w3cdtf">1997-06</dateIssued><dateCaptured encoding="w3cdtf">1996-05-31</dateCaptured><dateValid encoding="w3cdtf">1996-12-06</dateValid><copyrightDate encoding="w3cdtf">1997</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType><extent unit="tables">5</extent><extent unit="references">28</extent></physicalDescription><abstract lang="en">Presented are the results of five experimental studies on the effects of systematic‐relaxation exercises on divergent as well as convergent performance. Subjects were 40 elementary school children, 120 college students, and 52 elderly. In Experiments 1, 2, 4, and 5, subjects were assigned at random to either an experimental group (participating in a short systematic‐relaxation exercise without pre‐experience or exercising autogenic training which subjects had learned at least 6 months before) or to a control group (with unspecific relaxation instructions). In Experiment 3, subjects with against without experience of autogenic training were matched for age, gender, years of study, and creativity pretest scores. Before and after systematic against unsystematic relaxation, subjects were tested for divergent performances (word fluency, associational fluency, expressional fluency, and ideational fluency) and convergent performances (short‐term memory, concentration, and general intelligence). Results of all experiments consistently show significant improvements of divergent and—to a lesser extent—convergent performances in the experimental groups after systematic‐relaxation exercises. These short‐term effects of systematic‐relaxation exercises are discussed with respect to characteristics and problems of divergent problem solving processes in individuals and groups. © 1997 by John Wiley & Sons, Ltd.</abstract><relatedItem type="host"><titleInfo><title>European Journal of Personality</title></titleInfo><titleInfo type="abbreviated"><title>Eur. J. Pers.</title></titleInfo><genre type="journal">journal</genre><subject><genre>article-category</genre><topic>Research Article</topic></subject><identifier type="ISSN">0890-2070</identifier><identifier type="eISSN">1099-0984</identifier><identifier type="DOI">10.1002/(ISSN)1099-0984</identifier><identifier type="PublisherID">PER</identifier><part><date>1997</date><detail type="volume"><caption>vol.</caption><number>11</number></detail><detail type="issue"><caption>no.</caption><number>2</number></detail><extent unit="pages"><start>83</start><end>99</end><total>17</total></extent></part></relatedItem><identifier type="istex">987156D9358E64841FB2CFA06CAA8F1E185640BB</identifier><identifier type="DOI">10.1002/(SICI)1099-0984(199706)11:2<83::AID-PER280>3.0.CO;2-5</identifier><identifier type="ArticleID">PER280</identifier><accessCondition type="use and reproduction" contentType="copyright">Copyright © 1997 John Wiley & Sons, Ltd.</accessCondition><recordInfo><recordContentSource>WILEY</recordContentSource><recordOrigin>John Wiley & Sons, Ltd.</recordOrigin></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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