The purpose of this study was to determine the effects of a feedback cycle on problemsolving groups. A formal method, Systematic Multiple Level Observation of Groups (SYMLOG), was employed for the analysis of behavior in such groups. The system, which codes on multiple levels of communication, served both as a theoretical and an explanatory approach. Problemsolving groups which included a feedback session on group process were compared with problemsolving groups which were not given feedback. The study used primary data from SYMLOG field diagrams to determine whether group movement, leader movement, self-perceptions, and group satisfaction would be affected by feedback intervention. Quantitative techniques were employed to answer the research questions. Case study techniques involving SYMLOG field diagrams were used to discuss the results in a descriptive manner. The groups were analyzed on multiple levels of space using the bipolar three-dimensional model of SYMLOG: task-orientation vs. emotionally expressive, dominant vs. passive, and positive vs. negative. Findings indicated that the feedback cycle played a central role in both group satisfaction and leadership behavior but had little effect upon group movement over time and did not appear to change self-perceptions in any substantial manner.

京都大学 / 0048 / 新制・課程博士 / 博士(情報学) / 甲第19120号 / 情博第566号 / 新制||情||99(附属図書館) / 32071 / 京都大学大学院情報学研究科社会情報学専攻 / (主査)准教授 松原 繁夫, 教授 田島 敬史, 教授 鹿島 久嗣 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

Creativity is increasing in value worldwide, but the processes underlying various creative abilities remain ambiguous. The most frequently used assessments of creativity (i.e., divergent thinking tasks; creative problem-solving tasks) differ in surface features and are also rarely examined together. These inconsistencies, in addition to mixed findings in the literature, have caused considerable debate among creativity researchers concerning the particular roles of independent or dual processes that lead to success on different creativity tests. The present study expounded upon these mixed findings using a factor analytic method. The results indicated that individual differences in working memory and fluency ability impact performance on divergent thinking and creative problem-solving tasks, but to differing degrees. These results are discussed as supporting a dual-process view of creative thinking.

Suicide is the 10th leading cause of death in the United States, with rates increasing over the past several decades. This study examined whether problem-solving performance differs in those with no suicide ideation or attempts compared to those with only suicide ideation and with those with a history of attempts. Results demonstrated that when accounting for depression, problem-solving accuracy was positively predictive for the suicidal ideation group. Furthermore, the suicidal ideation group solved more problems on average than both those with no history of suicidal thoughts and behaviors and the suicide attempt group. The current study was somewhat underpowered and therefore should be interpreted with caution. Additionally, this is the first study to use the problem-solving task when investigating suicide and the first to use the task in an online manner. The findings suggest some meaningful differences that will lay the groundwork for future investigations.

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