Research On The Effects Of Cognitive Inhibition And Reward On Creativity

In today’s society,creativity is of great significance not only for the development of a country,but also for the growth of individuals.Therefore,the study of creativity is one of the important topics concerned by scholars at home and abroad.However,in real life,it is not difficult to find that low creativity is very common,and how to cultivate,improve and give play to creativity is the goal of countless researchers.To answer the questions raised by the former,we first need to know what factors affect creativity and how they affect it.The relationship between cognitive inhibition and creativity has become a hot topic in the field of creativity research.But at present the results of the study has not been unified,current research can be integrated into two hypothesis: cognitive inhibition hypothesis and cognitive inhibition hypothesis,although the two hypothesis each have a large number of experimental results show that each institute research paradigm and experimental materials is different,so far failed to get a unified conclusion,therefore,research in this field is still active.The formation and development of creativity are not only influenced by internal cognition,but also by external factors.The role of external incentives,especially rewards,on creativity has always been a controversial issue in the field of creativity research.Different psychological schools have different theoretical perspectives on the impact of rewards on creativity.According to behaviorism,rewards can increase the frequency of individual creative behaviors and improve them.The cognitive school,as opposed to the behaviorist theory,argues that the increase in rewards hampers the development of individual creativity.Both of these two views have a lot of research evidence,but their results are also controversial because of the shortcomings of some research designs.As for the influencing factors of creativity,there are some differences between cognitive inhibition and reward factors in both theoretical and empirical studies.Therefore,this study hopes to explore the relationship between individual cognitive factors,cognitive inhibition and external factor reward,and the impact of cognitive inhibition and reward on students’ creativity,so as to clarify the inconsistent conclusions of previous studies.There are three studies in this paper.Study 1 explores the relationship between cognitive inhibition and creativity.The classical Stroop color word task was used to distinguish the subjects with high and low levels of cognitive inhibition,and the three dimensional scores of applicability,novelty and fluency in the AUT task were combined with the subject variables among the subjects to explore the differences in creativity between the subjects with high and low levels of cognitive inhibition,as well as arts and science students.Study 2 explores the relationship between reward and creativity.The participants were randomly assigned to four experimental groups: 1)reward(with/without)and 1)informational cues(with/without),and the differences in creativity performance of yes,no,and yes and no informational cues were explored using three dimensions of suitability,novelty,and fluency scores for the AUT task.Research based on the study of 1,2,and reward and creativity cognitive inhibition performance,the relationship between the use of experiment 1 is high,the low level of cognitive inhibition were grouped,combined with the experimental design of experiment 2,again in a group of AUT task,first to explore the relationship between cognitive inhibition and rewards,and secondly to investigate the relationship between the performance in cognitive inhibition and creativity will be rewarded in the influence of the external conditions.Based on the results of the three studies,the following conclusions can be drawn:(1)cognitive inhibition can improve individual creativity in terms of applicability and novelty.(2)rewards can improve individual creativity in novelty and fluency.(3)information prompt can improve individual creativity performance in novelty and fluency.(4)compared with students with high cognitive inhibition,rewards and information prompts have better effects on students with low cognitive inhibition.