Innovation ist Veränderung. Veränderung ist lernen, etwas anders zu machen. Das Verständnis über den Einfluss von Emotionen auf das Lernen erlebte einen Paradigmenwechsel: Die neurowissenschaftliche Forschung der letzten zwei Jahrzehnte revidierte die bisherige Ansicht, dass Emotionen das Lernen beeinträchtigen.
Balder Onarheim and Morten Friis-Olivarius
This article investigates how neuroscience in general, and neuroscience of creativity in particular, can be used in teaching “applied creativity” and the usefulness of this approach to creativity training. The article is based on empirical data and our experiences from the Applied NeuroCreativity (ANC) program, taught at business schools in Denmark and Canada.
Authors: Paul T. Sowden and Leah Dawson
Research has found mixed effects of mood on creative problem solving. Here we examined the effects of mood on two components of creative problem solving; ideation and evaluation. After induction of positive, negative or neutral mood participants completed ideation and evaluation tasks. Results showed that a positive mood facilitates ideation whereas a negative mood facilitated evaluation.
Authors: Simone M. Ritter, Nel Mostert
Creative thinking skills can be considered one of the key competencies for the twenty-first century—they allow us to remain flexible and provide us with the capacity to deal with the opportunities and challenges that are part of our complex and fast-changing world.
Authors: Jennifer Politis and John C. Houtz
The goal of this study was to examine the role of positive mood on generative and evaluative thinking in creative problem solving. Participants included 89 middle school students who watched either a positive or neutral mood video program. After students watched the video, they completed the Positive and Negative Affect Schedule (PANAS) scale to determine their current mood.