The Effects of Reasoning Instructions for Creative Tasks: A Study Using Functional Near-Infrared Spectroscopy (fNIRS)

• In Event: Mind, Brain, and Education in Theory and Practice

Abstract

We compared the effects of three major reasoning norms on creative cognition, performance, and self-reported cognitive consonance. In Study 1, we hypothesized not only that (1) abduction would indeed be most conducive to creativity, but also that (2) deduction would outperform induction. The reasoning norms were tightly defined, and there was a moderately high performance pressure to emulate organizational dynamics. The first hypothesis was supported by both neural and behavioral data and the second by only behavioral data. Study 2 compared loose forms of the reasoning norms along with less pressure than Study 1. Data from Study 2 suggest that induction conceptualized as analogical reasoning may be a comparable approach to creativity as deduction and abduction.

Authors

• Paul Hangsan Ahn, Hope College
  Presenting Author

• Xin Zhou, The Chinese University of Hong Kong
  Presenting Author

• Sewon Oh, University of South Carolina
  Presenting Author

• Lyn M. Van Swol, University of Wisconsin - Madison
  Presenting Author

• Christopher N. Cascio, University of Wisconsin - Madison
  Presenting Author

• Hyelin Park, University of Wisconsin - Madison
  Presenting Author

• Matt Minich, University of Wisconsin - Madison
  Presenting Author