Browsing by Author "Preiss, David D."

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    Creativity and the Wandering Mind: Spontaneous and Controlled Cognition
    (Academic Press, 2020) Barnett, Paul Joseph; Kaufman, James C.; Barr, Nathaniel; Beaty, Roger; Seli, Paul; Zedelius, Claire M.; Schooler, Jonathan W.; Palmiero, Massimiliano; Villena González, Mario; Cosmelli, Diego; Prochazkova, Luisa; Hommel, Bernhard; Jay Lynn, Steven; Polizzi, Craig; Miskovic, Vladimir; Aksen, Damla; Woolley, Jacqueline D.; Bunce, Louise; Boerger, Elizabeth A.; Whitebread, David; O’Sullivan, Lisha; Russ, Sandra W.; Beghetto, Ronald A.; Schuh, Kathy L.; Dobson, Charles; Christoff, Kalina; Preiss, David D.; Colm Hogan, Patrick; Preiss Contreras, David Daniel; Cosmelli, Diego; Kaufman, James C.
    Creativity and the Wandering Mind: Spontaneous and Controlled Cognition summarizes research on the impact of mind wandering and cognitive control on creativity, including imagination, fantasy and play. Most coverage in this area has either focused on the negative consequences of mind wandering on focused problem solving or the positive effect of mindfulness, but not on the positive consequences of mind wandering. This volume bridges that gap. Research indicates that most people experience mind wandering during a large percentage of their waking time, and that it is a baseline default mode of brain function during the awake but resting state. This volume explores the different kinds of mind wandering and its positive impact on imagination, play, problem-solving, and creative production.
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    Intelligence in Context: The Cultural and Historical Foundations of Human Intelligence
    (Palgrave Macmillan Cham, 2022) Berry, John W.; Chiu, Chi-yue; Chan, Hiu-sze; Lee, Sau-lai; Tong, Jennifer Yuk-Yue; Kaufman, Alan S.; Choi, Dowon; Kapoor, Hansika; Kaufman, James C.; Gigerenzer, Gerd; Yang, Shih-ying; Chang, Kimberly Y. H.; Huang, Shin-yi; Fontaine, Johnny R. J.; Poortinga, Ype H.; Yee Ng, Kok; Ang, Soon; Rockstuhl, Tomas; Tan, Mei; Grigorenko, Elena L.; Furnham, Adrián; Hambrick, David Z.; Bian, Lin; Suzuki, Lisa; Caso, Taymy Josefa; Yucel, Aysegul; Ceci, Stephen J.; Williams, Wendy M.; Preiss, David D.; Sternberg, Robert J.; Sternberg, Robert J.; Preiss Contreras, David Daniel
    This book reflects on the various ways in which intelligence can manifest itself in the wide range of diverse contexts in which people live. Intelligence is often viewed as being tantamount to a score or set of scores on a decontextualized standardized intelligence test. But intelligence always acts within a sociocultural context. Indeed, early theorists defined intelligence in terms of adaptation to the environment in which one lives. The tradition of decontextualization is old, dating back to the very beginning of the 20th century with the development of the Binet-Simon Intelligence Scales. This tradition is not only old, however, but obsolete. Because people live in different sociocultural as well as physical environments, intelligence can take somewhat different forms in different places and even at different times. The chapters in this edited volume show that intelligence viewed in the abstract is a somewhat vacuous concept - it needs to be contextualized in terms of people’s physical and sociocultural surroundings.
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    Playfulness and the quality of classroom interactions in preschool
    (Elsevier Ltd, 2024) Strasser, Katherine; Balladares, Jaime; Grau, Valeska; Marín, Anneliese; Preiss, David D.; Jadue, Daniela
    © 2024 Elsevier LtdBackground: A high degree of playfulness in learning activities has been claimed to be more developmentally appropriate for young children than high structure and directivity. However, empirical support for this claim is limited. Most studies that analyze interactions associated to playfulness are correlational, which poses a problem for attributing differences to the degree of playfulness of activities. Aims: The present study sought to compare, in a controlled manner, the interactions and behaviors in prekindergarten and kindergarten classrooms during high- and low-playfulness activities. Sample: Participants were teachers, teacher aides, and 377 students in 12 classrooms (six prekindergarten and sic kindergarten) in six public schools from a low-income municipality in the capital city of a middle-income Latin American country. Methods: The behavior of children and teachers during high-playfulness and low-playfulness activities was videorecorded in two visits per classroom per game. High playfulness activities consisted of games designed by our team for this study. Videos were coded for proportion of on-task children, children exhibiting high levels of involvement, and teacher language (teaching, directiveness, warmth, humor). Data were analyzed using multilevel multiple regression to account for nesting in classrooms. Results: Children were more likely to be on-task and show high-involvement during high-playfulness activities than low-playfulness ones. Teaching and directive verbalizations were more likely during two of the low-playfulness activities, but not the rest. Responsivity and warmth were associated only with two of the games and in the opposite direction of our hypothesis. Teachers were more likely to produce humorous remarks during high-playfulness activities.