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More knowledge causes a focused attention deployment pattern leading to lower creative performances.

ABSTRACT: Previous studies demonstrate that people with less professional knowledge can achieve higher performance than those with more professional knowledge in creative activities. However, the factors related to this phenomenon remain unclear. Based on previous discussions in cognitive science, we hypothesised that people with different amounts of professional knowledge have varying attention deployment patterns, leading to different creative performances. To examine our hypothesis, we analysed two datasets collected from a web-based survey and a popular online shopping website, Amazon.com (United States). We found that during information processing, people with less professional knowledge tended to give their divided attention, which positively affected creative performances. Contrarily, people with more professional knowledge tended to give their concentrated attention, which had a negative effect. Our results shed light on the relation between the amount of professional knowledge and attention deployment patterns, thereby enabling a deeper understanding of the factors underlying the different creative performances of people with varying amounts of professional knowledge.

SUBMITTER: Yang K

PROVIDER: S-EPMC8440603 | biostudies-literature | 2021 Sep

REPOSITORIES: biostudies-literature

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More knowledge causes a focused attention deployment pattern leading to lower creative performances.

Yang Kunhao K Fujisaki Itsuki I Ueda Kazuhiro K

Scientific reports 20210914 1

Previous studies demonstrate that people with less professional knowledge can achieve higher performance than those with more professional knowledge in creative activities. However, the factors related to this phenomenon remain unclear. Based on previous discussions in cognitive science, we hypothesised that people with different amounts of professional knowledge have varying attention deployment patterns, leading to different creative performances. To examine our hypothesis, we analysed two dat ...[more]

PMID: 34521882

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Project description:Previous research on ADHD and ASD has mainly focused on the deficits associated with these conditions, but there is also evidence for strengths. Unfortunately, our understanding of potential strengths in neurodevelopmental conditions is limited. One particular strength, creativity, has been associated with both ADHD and ASD. However, the distinct presentations of both conditions beg the question whether ADHD and ASD associate with the same or different aspects of creativity. Therefore, the current study investigated the links between ADHD and ASD symptoms, creative thinking abilities, and creative achievements. To investigate the spectrum of ADHD and ASD symptoms, self-reported ADHD and ASD symptoms, convergent (Remote Associations Test) and divergent thinking (Alternative Uses Task) and creative achievements (Creative Achievement Questionnaire) were assessed in a self-reportedly healthy sample of adults (n = 470). We performed correlation analysis to investigate the relation between ADHD/ASD symptoms and creativity measures. In a second phase of analysis, data from an adult ADHD case-control study (n = 151) were added to investigate the association between ADHD symptoms and divergent thinking in individuals with and without a diagnosis of ADHD. Our analysis revealed that having more ADHD symptoms in the general population was associated with higher scores on all the outcome measures for divergent thinking (fluency, flexibility, and originality), but not for convergent thinking. Individuals with an ADHD diagnosis in the case-control sample also scored higher on measures of divergent thinking. Combining data of the population based and case-control studies showed that ADHD symptoms predict divergent thinking up to a certain level of symptoms. No significant associations were found between the total number of ASD symptoms and any of the creativity measures. However, explorative analyses showed interesting links between the ASD subdomains of problems with imagination and symptoms that relate to social difficulties. Our findings showed a link between ADHD symptoms and divergent thinking abilities that plateaus in the clinical spectrum of symptoms. For ASD symptoms, no relation was found with creativity measures. Increasing the knowledge about positive phenotypes associated with neurodevelopmental conditions and their symptom dimensions might aid psychoeducation, decrease stigmatization and improve quality of life of individuals living with such conditions.

Project description:ContextChecklists are commonly used in the assessment of procedural competence. However, on most checklists, high scores are often unable to rule out incompetence as the commission of a few serious procedural errors typically results in only a minimal reduction in performance score. We hypothesised that checklists constructed based on procedural errors may be better at identifying incompetence.ObjectivesThis study sought to compare the efficacy of an error-focused checklist and a conventionally constructed checklist in identifying procedural incompetence.MethodsWe constructed a 15-item error-focused checklist for lumbar puncture (LP) based on input from 13 experts in four Canadian academic centres, using a modified Delphi approach, over three rounds of survey. Ratings of 18 video-recorded performances of LP on simulators using the error-focused tool were compared with ratings obtained using a published conventional 21-item checklist. Competence/incompetence decisions were based on global assessment. Diagnostic accuracy was estimated using the area under the curve (AUC) in receiver operating characteristic analyses.ResultsThe accuracy of the conventional checklist in identifying incompetence was low (AUC 0.11, 95% confidence interval [CI] 0.00-0.28) in comparison with that of the error-focused checklist (AUC 0.85, 95% CI 0.67-1.00). The internal consistency of the error-focused checklist was lower than that of the conventional checklist (α = 0.35 and α = 0.79, respectively). The inter-rater reliability of both tools was high (conventional checklist: intraclass correlation coefficient [ICC] 0.99, 95% CI 0.98-1.00; error-focused checklist: ICC 0.92, 95% CI 0.68-0.98).ConclusionsDespite higher internal consistency and inter-rater reliability, the conventional checklist was less accurate at identifying procedural incompetence. For assessments in which it is important to identify procedural incompetence, we recommend the use of an error-focused checklist.

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More knowledge causes a focused attention deployment pattern leading to lower creative performances.

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More knowledge causes a focused attention deployment pattern leading to lower creative performances.

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