1,721,122 research outputs found
The role of individual creativity levels in the cognitive and emotive evaluation of complex multimedia stimuli. A study on behavioral data and psycho-physiological indexes
No full textThe main aim of this research was to investigate if and how different individual levels of creativity can influence, together with other moderating variables like personality traits and gender, the emotional and cognitive elaboration of complex multimedia stimuli, intended in this study as creative commercials built on narrative association of images and music.
We worked with a sample of 25 individuals, university students (date of birth, Mean = 1985, SD = 9.51), 10 males and 15 females.
We chose 4 commercials that had these characteristics: were not broadcasted in our country, so that participants could not be familiar with them, had a narrative format but were composed only by images and music. The selected videos (Axion, Mc Donalds, Nissan and Vodafone) were pre tested with a sample of 40 students in order to assess that they were able to convey different emotional states, but were equivalent under any other aspect (cognitive complexity, perceived complexity).
While participants’ watched the videos their behavioural indexes were recorded used Eye-tracking technology, while their psycho-physiological activation was recorded by bio-feedback equipment set in order to measure skin conductance level, temperature, blood pressure, blood pulse rate.
After watching the videos, individuals were also asked to rate them on an affective rating scale (assessing their activation with respects to 18 different emotive states), also their incidental memories about details of each commercial was measured.
Individual differences were measured using Torrance TTCT (figural sub-test) and ITAPI-G (Italian Personality Inventory – General form).
Results highlighted how different videos actually elicited different reactions both an emotive and cognitive level. These data, already emerged from the post-test were confirmed by behavioural and psycho-physiological indices.
Creativity levels appear to be a relevant variable to better explain differences in video processing. Less creative individuals are more activated by all videos, while extremely creative individuals appear to be able to anticipate the cognitive structure of the artefact and are less activated during the fruition. It is also interesting to highlight how this difference, well mirrored by both psycho-physiological data and self- report data does not emerge in the behavioural data. So apparently both creative and not creative individuals explore the videos using the same visual strategies, but then process the information differently.
The moderating effects of gender and personality traits on these main effects are also discussed in the chapter
Storie per pensare - volume 2. Il pensiero motivante, flessibile, strategico e focalizzato. Attività e proposte per la scuola primaria
No full textNon disponibil
Storie per pensare - Vol. 3 Il pensiero motivante, flessibile, focalizzato e potenziato. Attività e proposte per la scuola secondaria di secondo grado
No full textStrumenti narrativi per il potenziamento di attenzione, creatività, pensiero critico e autostima in giovani adult
Computer-supported learning tools: a bi-circular bi-directional framework.
No full textRepresentation of medi
Mental imagery and learning.
No full textMental images are often used in the processes of indirect thinking, such as in fantasies (Pope and Singer 1978; Singer and Antrobus 1972). It has been suggested that this mental activity performs a function of anticipation and planning, to help us not to forget the activities not yet completed and to maintain concentration when we are engaged in tedious tasks (Singer 1975). Moreover, the mental visualization plays specific roles in the processes of thought such as direct memory, problem solving, decision-making task, and motor control (Denis 1991).
All these specific features of visual thinking make it a particularly suitable candidate to support learning (both cognitive and motor), and have thus led to the construction of specific imagery training
The Role of Metacognitive Strategies in Learning Music: A Multiple Case Study
No full textThe positive role of metacognition in music learning and practice is well assessed, but the role of musicians' metacognitive skills in such a context is not yet clear. Teachers often state that they apply a metacognitive approach during their lessons, but students fail to acknowledge it and report that they become metacognitive learners thanks to their own practice. In this multiple case observational study the spontaneous metacognitive behaviour of a teacher during four piano lessons with expert and novice students was analysed. Data supported the notion that teachers use metacognitive strategies during their teaching practice, but students are not aware of this because a metacognitive focus on strategies, as well as a strong emphasis on monitoring, appears to be lacking. Teachers are also able to differentiate their teaching behaviour between expert and novice students. Students' age, however, affects teachers' behaviour more deeply than expertise. Implications for music education are discussed, highlighting the main issues that can be derived from the results and how they can be effectively used to enhance professional development and improve practice in music education
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