Culturally conditioned visual communication in creative expression
Abstract
The human body and its consciousness interacts with a number of external and internal factors, including, among others, the surrounding environment, experienced emotions, those things seen, things that are possessed and touched, and affection that is experienced, all of which accumulates over time as personal experience. In the aforementioned process memory plays the most significant role and predetermines the extent to which an individual remembers (and perceives) their own experience, and how they identify and are conscious of their own self-esteem, etc. The aim of this research is to record an idea and its transformations by reference to its associations, implementation and interpretations. Thus, transformations require personal experience, memory, knowledge, verbal and nonverbal abilities, as well as psychical phenomena that occur during research through the interaction of the participants. In our research task we presented 5 squares in which fragments of abstract pictures were placed. The participants were asked to freely interpret the fragments and complete the pictures. The results allowed us to conclude that associations and the process(es) of interpretation are inconstant and independent of each other. Associations usually visualise views of our physical environment, whereas intellectual creations are most frequently found in interpretations.
Article in English.
Kultūriškai formuojama vizualinė komunikacija kūrybinėje ekspresijoje
Santrauka
Žmogaus kūnas ir sąmonė sąveikauja su daugybe išorinių ir vidinių veiksnių, įskaitant, be kitų, supančią aplinką, išgyventas emocijas, išvystus dalykus, dalykus, kurie yra turimi ir liečiami, bei juntamą prisirišimą – visa tai kaupiasi kaip asmeninė patirtis. Minėtame procese atmintis atlieka patį svarbiausią vaidmenį ir iš anksto nulemia tai, kiek individas prisimena (ir suvokia) savo paties patirtį, bei tai, kaip jis identifikuoja ir supranta savo paties savigarbą ir t. t. Šio tyrimo tikslas – užfiksuoti idėją ir jos transformacijas, atsižvelgiant į asociacijas, realizavimą ir interpretacijas, susijusias su ja. Tad transformacijos reikalauja asmeninės patirties, atminties, žinių, verbalinių ir neverbalinių gebėjimų, taip pat psichinių reiškinių, įvykstančių tyrimo metu sąveikaujant jo dalyviams. Mūsų tyrimo užduotyje pristatėme penkis ketvirtainius, kuriuose buvo pateikti abstrakčių paveikslėlių fragmentai. Dalyvių buvo paprašyta laisvai interpretuoti fragmentus ir užbaigti paveikslėlius piešti. Gauti rezultatai leido padaryti išvadą, kad asociacijos ir interpretacijos procesas(-ai) nuolat kinta ir nepriklauso vienas nuo kito. Paprastai asociacijos vizualizuoja požiūrius į mūsų fizinę aplinką, o intelektinė kūryba dažniausiai reiškiasi interpretacijose.
Reikšminiai žodžiai: vizualinė komunikacija, asociacijos, kūrybiškumas, divergentinis mąstymas, interpretacijos.
Keyword : visual communication, associations, creativity, divergent thinking, interpretations
How to Cite
Valantinaitė, I., Sederevičiūtė-Pačiauskienė, Živilė, & Žilinskaitė-Vytė, V. (2020). Culturally conditioned visual communication in creative expression. Creativity Studies, 13(1), 216-245. https://doi.org/10.3846/cs.2020.12004
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: an introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
Smeekens, B. A., & Kane, M. J. (2016). Working memory capacity, mind wandering, and creative cognition: an individual-differences investigation into the benefits of controlled versus spontaneous thought. Psychology of Aesthetics, Creativity, and the Arts, 10(4), 389–415. https://doi.org/10.1037/aca0000046
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Sun, M., Wang, M., & Wegerif, R. (2019). Using computer‐based cognitive mapping to improve students’ divergent thinking for creativity development. British Journal of Educational Technology, 50(5), 2217–2233. https://doi.org/10.1111/bjet.12825
Süß, H.-M., Oberauer, K., Wittmann, W. W., Wilhelm, O., & Schulze, R. (2002). Working-memory capacity explains reasoning ability – and a little bit more. Intelligence, 30(3), 261–288. https://doi.org/10.1016/S0160-2896(01)00100-3
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Torrance, E. P. (1974). Torrance Tests of creative thinking: norms-technical manual. Scholastic Testing Service.
Torrance, E. P. (1995). Why fly? A philosophy of creativity. Ablex Publishing Corporation.
Vartanian, O., Jobidon, M.-E., Bouak, F., Nakashima, A., Smith, I., Lam, Q., & Cheung, B. (2013). Working memory training is associated with lower prefrontal cortex activation in a divergent thinking task. Neuroscience, 236, 186–194. https://doi.org/10.1016/j.neuroscience.2012.12.060
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Zmigrod, Sh., Colzato, L. S., & Hommel, B. (2015). Stimulating creativity: modulation of convergent and divergent thinking by transcranial Direct Current Stimulation (tDCS). Creativity Research Journal, 27(4), 353–360. https://doi.org/10.1080/10400419.2015.1087280
Adler, A. (2011). The science of living. Routledge.
Basadur, M., & Hausdorf, P. A. (1996). Measuring divergent thinking attitudes related to creative problem solving and innovation management. Creativity Research Journal, 9(1), 21–32. https://doi.org/10.1207/s15326934crj0901_3
Beaty, R. E., Christensen, A. P., Benedek, M., Silvia, P. J., & Schacter, D. L. (2017). Creative constraints: brain activity and network dynamics underlying semantic interference during idea production. NeuroImage, 148, 189–196. https://doi.org/10.1016/j.neuroimage.2017.01.012
Clapham, M. M. (2004). The convergent validity of the torrance tests of creative thinking and creativity interest inventories. Educational and Psychological Measurement, 64(5), 828–841. https://doi.org/10.1177/0013164404263883
Cramond, B., Matthews-Morgan, J., Bandalos, D., & Zuo, L. (2005). A Report on the 40-Year follow-up of the torrance tests of creative thinking: alive and well in the new millennium. Gifted Child Quarterly, 49(4), 283–291. https://doi.org/10.1177/001698620504900402
Cropley, A. J. (2000). Defining and measuring creativity: are creativity tests worth using? Roeper Review, 23(2), 72–79. https://doi.org/10.1080/02783190009554069
Crozier, W. E., Strange, D., & Loftus, E. F. (2017). Memory errors in alibi generation: how an alibi can turn against us. Behavioral Sciences and the Law, 35(1), 6–17. https://doi.org/10.1002/bsl.2273
Davachi, L. (2004). The ensemble that plays together, stays together. Hipocampus, 14(1), 1–3. https://doi.org/10.1002/hipo.20004
Davachi, L., Mitchell, J. P., & Wagner, A. D. (2003). Multiple routes to memory: distinct medial temporal lobe processes build item and source memories. Proceedings of the National Academy of Sciences of the United States of America, 100(4), 2157–2162. https://doi.org/10.1073/pnas.0337195100
Davachi, L., & Wagner, A. D. (2002). Hippocampal contributions to episodic encoding: insights from relational and item-based learning. Journal of Neurophysiology, 88(2), 982–990. https://doi.org/10.1152/jn.2002.88.2.982
Diener, E., Pressman, S. D., Hunter, J., & Delgadillo-Chase, D. (2017). If, why, and when subjective well-being influences health, and future needed research. Applied Psychology: Health and Well-Being, 9(2), 133–167. https://doi.org/10.1111/aphw.12090
Frenda, S. J., Patihis, L., Loftus, E. F., Lewis, H. C., & Fenn, K. M. (2014). Sleep deprivation and false memories. Psychological Science, 25(9), 1674–1681. https://doi.org/10.1177/0956797614534694
Furley, Ph., & Memmert, D. (2015). Creativity and working memory capacity in sports: working memory capacity is not a limiting factor in creative decision making amongst skilled performers. Frontiers in Psychology, 6. https://www.frontiersin.org/articles/10.3389/fpsyg.2015.00115/full
Gilhooly, K. J., Fioratou, E., Anthony, S. H., & Wynn, V. (2007). Divergent thinking: strategies and executive involvement in generating novel uses for familiar objects. British Journal of Psychology, 98(4), 611–625. https://doi.org/10.1111/j.2044-8295.2007.tb00467.x
Green, D. M., Strange, D., Lindsay, D. S., & Takarangi, M. K. T. (2016). Trauma-related versus positive involuntary thoughts with and without meta-awareness. Consciousness and Cognition, 46, 163–172. https://doi.org/10.1016/j.concog.2016.09.019
Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444–454. https://doi.org/10.1037/h0063487
Guilford, J. P. (1968). Creativity, intelligence, and their educational implications. EDITS/Robert Knapp.
Kim, K. H. (2006). Can we trust creativity tests? A review of the Torrance Tests of Creative Thinking (TTCT). Creativity Research Journal, 18(1), 3–14. https://doi.org/10.1207/s15326934crj1801_2
Kim, K. H. (2011). The APA 2009 division 10 debate: are the torrance tests of creative thinking still relevant in the 21st century? Psychology of Aesthetics, Creativity, and the Arts, 5(4), 302–308. https://doi.org/10.1037/a0021917
Kuykendall, L., Tay, L., & Ng, V. (2015). Leisure engagement and subjective well-being: a meta-analysis. Psychological Bulletin, 141(2), 364–403. https://doi.org/10.1037/a0038508
Leclerc, R. (2017). Play, think, design: play as a means to acquire and enhance design thinking skills. In K. W. M. Siu, & G. J. Contreras (Eds.), Design education for fostering creativity and innovation in China (pp. 179–211). Series: Premier Reference Source. IGI Global. https://doi.org/10.4018/978-1-5225-0911-0.ch008
Loftus, E. F. (1997). Creating false memories. Scientific American, 277(3), 70–75. https://doi.org/10.1038/scientificamerican0997-70
Loftus, E. F., & Pickrell, J. E. (1995). The formation of false memories. Psychiatric Annals, 25(12), 720–725. https://doi.org/10.3928/0048-5713-19951201-07
Mednick, S. (1962). The associative basis of the creative process. Psychological Review, 69(3), 220–232. https://doi.org/10.1037/h0048850
New World Encyclopedia. (2018). J. P. Guilford. https://www.newworldencyclopedia.org/entry/J._P._Guilford
Oberauer, K., Süß, H.-M., Wilhelm, O., & Wittmann, W. W. (2008). Which working memory functions predict intelligence? Intelligence, 36(6), 641–652. https://doi.org/10.1016/j.intell.2008.01.007
Paulus, P. B., & Brown, V. R. (2007). Toward more creative and innovative group idea generation: a cognitive–social–motivational perspective of brainstorming. Social and Personality Psychology Compass, 1(1), 248–265. https://doi.org/10.1111/j.1751-9004.2007.00006.x
Piaget, J. (2001). The psychology of intelligence. Routledge.
Piaget, J., & Inhelder, B. (1996). The psychology of the child. Basic Books, Inc.
Puryear, J. S., Kettler, T., & Rinn, A. N. (2017). Relationships of personality to differential conceptions of creativity: a systematic review. Psychology of Aesthetics, Creativity, and the Arts, 11(1), 59–68. https://doi.org/10.1037/aca0000079
Runco, M. A. (2008). Commentary: divergent thinking is not synonymous with creativity. Psychology of Aesthetics, Creativity, and the Arts, 2(2), 93–96. https://doi.org/10.1037/1931-3896.2.2.93
Russ, S. W., & Dillon, J. A. (2011). Associative theory. In M. A. Runco & S. R. Pritzker (Eds.-in-Chief). Encyclopedia of creativity (pp. 66–71). Elsevier Inc. https://doi.org/10.1016/B978-0-12-375038-9.00014-5
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: an introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
Smeekens, B. A., & Kane, M. J. (2016). Working memory capacity, mind wandering, and creative cognition: an individual-differences investigation into the benefits of controlled versus spontaneous thought. Psychology of Aesthetics, Creativity, and the Arts, 10(4), 389–415. https://doi.org/10.1037/aca0000046
Spartano, N. L., Himali, J. J., Beiser, A. S., Lewis, G. D., DeCarli, Ch., Vasan, R. S., & Seshadri, S. (2016). Midlife exercise blood pressure, heart rate, and fitness relate to brain volume 2 decades later. Neurology, 86(14), 1313–1319. https://doi.org/10.1212/WNL.0000000000002415
Sun, M., Wang, M., & Wegerif, R. (2019). Using computer‐based cognitive mapping to improve students’ divergent thinking for creativity development. British Journal of Educational Technology, 50(5), 2217–2233. https://doi.org/10.1111/bjet.12825
Süß, H.-M., Oberauer, K., Wittmann, W. W., Wilhelm, O., & Schulze, R. (2002). Working-memory capacity explains reasoning ability – and a little bit more. Intelligence, 30(3), 261–288. https://doi.org/10.1016/S0160-2896(01)00100-3
TestingMom.com. (2020). Sample Torrance Questions. https://www.testingmom.com/tests/torrance-test/sample-torrance-practice-questions/
Tharp, T., & Reiter, M. (2006). The creative habit: learn it and use it for life. A practical guide. Simon & Schuster Paperbacks.
Torrance, E. P. (1974). Torrance Tests of creative thinking: norms-technical manual. Scholastic Testing Service.
Torrance, E. P. (1995). Why fly? A philosophy of creativity. Ablex Publishing Corporation.
Vartanian, O., Jobidon, M.-E., Bouak, F., Nakashima, A., Smith, I., Lam, Q., & Cheung, B. (2013). Working memory training is associated with lower prefrontal cortex activation in a divergent thinking task. Neuroscience, 236, 186–194. https://doi.org/10.1016/j.neuroscience.2012.12.060
Vygotsky, L. S. (1979). Mind in society: the development of higher psychological processes. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Zmigrod, Sh., Colzato, L. S., & Hommel, B. (2015). Stimulating creativity: modulation of convergent and divergent thinking by transcranial Direct Current Stimulation (tDCS). Creativity Research Journal, 27(4), 353–360. https://doi.org/10.1080/10400419.2015.1087280