Visual Thinking Styles and Idea Generation Strategies Employed in Visual Brainstorming Sessions

2016 ◽  
Author(s):  
Naz A.G.Z. Börekci ◽  
Keyword(s):  
Idea Generation ◽  
Thinking Styles ◽  
Visual Thinking

Self-Report Imagery Questionnaire Scores and Subtypes of Social-Desirable Responding

2008 ◽  
Vol 29 (4) ◽  
pp. 181-188 ◽  
Author(s):  
John Allbutt ◽  
Jonathan Ling ◽  
Thomas M. Heffernan ◽  
Mohammed Shafiullah
Keyword(s):  
Visual Imagery ◽  
Correlational Analysis ◽  
Self Report ◽  
Auditory Imagery ◽  
Auditory Modality ◽  
Visual Thinking ◽  
Thinking Style ◽  
Social Desirable Responding

Allbutt, Ling, and Shafiullah (2006) and Allbutt, Shafiullah, and Ling (2006) found that scores on self-report measures of visual imagery experience correlate primarily with the egoistic form of social-desirable responding. Here, three studies are reported which investigated whether this pattern of findings generalized to the ratings of imagery vividness in the auditory modality, a new version of the Vividness of Visual Imagery Questionnaire ( Marks, 1995 ), and reports of visual thinking style. The measure of social-desirable responding used was the Balanced Inventory of Desirable Responding (BIDR; Paulhus, 2002 ). Correlational analysis replicated the pattern seen in our earlier work and of the correlations with the egoistic bias, the correlation with vividness of visual imagery was largest and significant, the correlation with visual thinking style next largest and approached significance, and the correlation with vividness of auditory imagery was the smallest and not significant. The size of these correlations mirrored the extent to which the three aspects of imagery were valued by participants.

Dreamlike and Playful Virtual Environments to Inspire Children’s Divergent Thinking

2020 ◽  
pp. 1-11
Author(s):  
Jérôme Guegan ◽  
Claire Brechet ◽  
Julien Nelson
Keyword(s):  
Virtual Environments ◽  
Divergent Thinking ◽  
Idea Generation ◽  
Combined Processes ◽  
Office Environment ◽  
School Aged Children

Abstract. Computers have long been seen as possible tools to foster creativity in children. In this respect, virtual environments present an interesting potential to support idea generation but also to steer it in relevant directions. A total of 96 school-aged children completed a standard divergent thinking task while being exposed to one of three virtual environments: a replica of the headmistress’s office, a replica of their schoolyard, and a dreamlike environment. Results showed that participants produced more original ideas in the dreamlike and playful environments than in the headmistress’s office environment. Additionally, the contents of the environment influenced the selective exploration of idea categories. We discuss these results in terms of two combined processes: explicit references to sources of inspiration in the environment, and the implicit priming of specific idea categories.

Thinking Styles Inventory--Mandarin Version

2009 ◽  
Author(s):  
Ying-Yao Cheng ◽  
Wen-Chung Wang ◽  
Yi-Hui Ho
Keyword(s):  
Thinking Styles

Thinking Styles Inventory

1991 ◽  
Author(s):  
R. J. Sternberg ◽  
R. K. Wagner
Keyword(s):  
Thinking Styles

The Impact of Visual Thinking Approach to Promote Elementary Students’ Problem Solving Skill in Mathemathics

2018 ◽  
Vol 1 (2) ◽  
pp. 98
Author(s):  
Muhammad Fendrik ◽  
Elvina Elvina
Keyword(s):  
Elementary Schools ◽  
Problem Solving ◽  
Elementary Students ◽  
Visual Learning ◽  
Control Group ◽  
Visual Thinking ◽  
Quasi Experimental ◽  
Student Skill ◽  
Mathematical Skill ◽  
The Impact

This study aims to examine the influence of visual thinking learning to problemsolving skill. Quasi experiments with the design of this non-equivalent controlgroup involved Grade V students in one of the Elementary Schools. The design ofthis study was quasi experimental nonequivalent control group, the researchbullet used the existing class. The results of research are: 1) improvement ofproblem soving skill. The learning did not differ significantly between studentswho received conventional learning. 2) there is no interaction between learning(visual thinking and traditional) with students' mathematical skill (upper, middleand lower) on the improvement of skill. 3) there is a difference in the skill oflanguage learning that is being constructed with visual learning of thought interms of student skill (top, middle and bottom).

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