1. How minimal executive feedback influences creative idea generation
- Author
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Hicham Ezzat, Mathieu Cassotti, Pascal Le Masson, Anaëlle Camarda, Olivier Houdé, Marine Agogué, Benoit Weil, Centre de Gestion Scientifique i3 (CGS i3), MINES ParisTech - École nationale supérieure des mines de Paris-PSL Research University (PSL)-Centre National de la Recherche Scientifique (CNRS), Laboratoire de psychologie du développement et de l'éducation de l'enfant (LaPsyDÉ - UMR 8240), Université de Caen Normandie (UNICAEN), Normandie Université (NU)-Normandie Université (NU)-Université Paris Descartes - Paris 5 (UPD5)-Centre National de la Recherche Scientifique (CNRS), Institut Universitaire de France (IUF), Ministère de l'Education nationale, de l’Enseignement supérieur et de la Recherche (M.E.N.E.S.R.), MINES ParisTech - École nationale supérieure des mines de Paris, Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Centre National de la Recherche Scientifique (CNRS), Laboratoire de psychologie du développement et de l'éducation de l'enfant (LaPsyDE - UMR 8240), Normandie Université (NU) - Normandie Université (NU) - Université Paris Descartes - Paris 5 (UPD5) - Centre National de la Recherche Scientifique (CNRS), MINES ParisTech - École nationale supérieure des mines de Paris - PSL Research University (PSL) - Centre National de la Recherche Scientifique (CNRS), Centre de Gestion Scientifique i3 ( CGS i3 ), MINES ParisTech - École nationale supérieure des mines de Paris-PSL Research University ( PSL ) -Centre National de la Recherche Scientifique ( CNRS ), Laboratoire de psychologie du développement et de l'éducation de l'enfant ( LaPsyDÉ - UMR 8240 ), Université de Caen Normandie ( UNICAEN ), Normandie Université ( NU ) -Normandie Université ( NU ) -Université Paris Descartes - Paris 5 ( UPD5 ) -Centre National de la Recherche Scientifique ( CNRS ), and Institut Universitaire de France, 103, Boulevard Saint-Michel, 75005 Paris, France
- Subjects
Male ,lcsh:Medicine ,Social Sciences ,[ SCCO.PSYC ] Cognitive science/Psychology ,Feedback regulation ,Systems Science ,Creativity ,Mathematical and Statistical Techniques ,Cognition ,Learning and Memory ,Inhibitory control ,Psychology ,lcsh:Science ,ComputingMilieux_MISCELLANEOUS ,media_common ,Cognitive science ,Multidisciplinary ,05 social sciences ,Mechanisms of Signal Transduction ,Ideation ,Cognitive bias ,[SCCO.PSYC]Cognitive science/Psychology ,Physical Sciences ,Engineering and Technology ,[SHS.GESTION] Humanities and Social Sciences/Business administration ,Statistics (Mathematics) ,Research Article ,Signal Transduction ,Adult ,Computer and Information Sciences ,Feedback Regulation ,media_common.quotation_subject ,Research and Analysis Methods ,050105 experimental psychology ,Feedback ,[SHS.PSY] Humanities and Social Sciences/Psychology ,Young Adult ,0502 economics and business ,Learning ,Humans ,0501 psychology and cognitive sciences ,Control Theory ,Statistical Methods ,Creative Leadership ,Analysis of Variance ,lcsh:R ,Cognitive Psychology ,Biology and Life Sciences ,Reasoning ,Cell Biology ,Fixation (psychology) ,Control Engineering ,Cognitive Science ,lcsh:Q ,050203 business & management ,Mathematics ,Neuroscience - Abstract
The fixation effect is known as one of the most dominant of the cognitive biases against creativity and limits individuals' creative capacities in contexts of idea generation. Numerous techniques and tools have been established to help overcome these cognitive biases in various disciplines ranging from neuroscience to design sciences. Several works in the developmental cognitive sciences have discussed the importance of inhibitory control and have argued that individuals must first inhibit the spontaneous ideas that come to their mind so that they can generate creative solutions to problems. In line with the above discussions, in the present study, we performed an experiment on one hundred undergraduates from the Faculty of Psychology at Paris Descartes University, in which we investigated a minimal executive feedback-based learning process that helps individuals inhibit intuitive paths to solutions and then gradually drive their ideation paths toward creativity. Our results provide new insights into novel forms of creative leadership for idea generation.
- Published
- 2017