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Effects of affective expression on divergent thinking production.

Summary The effects of affective expression on divergent thinking performance were studied in 40 male and female graduate education students. Divergent thinking was operationally defined in terms of the ideational fluency and originality dimensions of Guilford's (4) Plot Titles test. Experimental group E1, in which emotional states were related to visual stimuli, produced significantly more original responses than experimental group E2 (p < .025), in which the same visual patterns viewed in terms of their geometrical-technical dimensions, and control group C1 (p < .01), in which no training was administered. Groups E2 and C1 demonstrated no significant differences. The groups did not differ with respect to ideational fluency. Verbal ability was a poor predictor of individual differences in ideational fluency and originality. The results suggest an effective approach toward fostering originality and indicate that nonintellective variables may be significant in the creative process.