This monograph is aimed at graduate students and researchers who have a basic knowledge of analytic function theory. Score: 5. Divergent and Philosophy begins by examining the personal struggles that all people face at some time: What sort of person should I be?
What if I find out my life is a lie? What do I owe my parents? Am I normal? Part three takes a step takes a step back, in order to question Chicago's ordering of society.
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Veronica Roth's second 1 New York Times bestseller continues the dystopian thrill ride. As war surges in the factions all around her, Tris attempts to save those she loves—and herself—while grappling with haunting questions of grief and forgiveness, identity and loyalty, politics and love. Allegiant: The explosive conclusion to Veronica Roth's 1 New York Times bestselling Divergent trilogy reveals the secrets of the dystopian world that has captivated millions of readers.
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Four: A Divergent Collection: A companion volume to the worldwide bestselling Divergent series, told from the perspective of Tobias. The four pieces included—"The Transfer," "The Initiate," "The Son," and "The Traitor"—plus three additional exclusive scenes, give readers a fascinating glimpse into the history and heart of Tobias, and set the stage for the epic saga of the Divergent trilogy.
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Your Rating:. Your Comment:. Home Downloads Free Downloads Divergent pdf. Read Online Download. Great book, Divergent pdf is enough to raise the goose bumps alone. Eight majors were represented as follows: 23 Regarding previous exposure to creativity, 63 Often there are alternative uses for the same objects.
For example, a newspaper could be used as a hat or a blanket, and many other things. For the following items, list as many alternative uses as you can. The more uses you think of, the better. Do not worry about spelling. What do you see? This is NOT a test. Think of this as a game and have fun with it! The more ideas you list, the better. The DT tests were presented to a sample of Arab students who were given the option to choose the language they feel comfortable to complete the tasks.
All of the study tasks including latency data were collected by the online survey. For accuracy, time was calculated in seconds and milliseconds. Data analysis The present study followed the statistical model used in Acar and Runco for the verbal DT.
They used a three-level multilevel model, in which latency was the dependent variable and category switch was a predictor at Level 1. This model is appropriate for the present data because analyses are conducted at the response level, which are nested in DT tasks because DT tasks allow multiple responses. Likewise, DT tasks are also nested in individuals because each individual responds to multiple DT tasks.
Therefore, there were two-levels: responses Level 1 and participants Level 2. In the present study, originality was used as the dependent variable and latency was the predictor. In order to explain variation in Yijk i. Level 1 represents responses and Level 2 represents study participants. Results The following analyses used same statistical model as Acar and Runco In both analyses, there were three predictors: Character count of the responses, response order, and latency were predictors at Level 1.
There was no Level 2 or Level 3 predictors. Analyses with verbal DT The analyses used ideas generated by 83 people. First, using outlier detection technique Tukey, , the cases with extreme latency i. Second, because originality had a non-normal distribution, values were converted to z-scores. Unconditional model Model 1 that had no predictors was presented in Table 1. Because Level 3 variance was 0, this three-level model allowed intraclass correlations ICC between Level 1 and Level 2, which was.
This value represents the correlation among the responses that were generated for the same DT item. Model building continued by adding predictors. Model parameters were estimated via maximum likelihood ML unless two nested models were compared.
Total latency between two adjacent responses included time spent for typing a response. To control for the time spent for typing, in Model 2, we added the number of characters in responses i.
Then, following the guidelines by Snijders and Bosker , we explored if random slope of character count improves the model.
When added to Level 2 and Level 3, random slope of character count did not improve the model, thus, they were dropped from the model. The random slope for response order also improved the model and was retained in Model 4. The next model Model 5 included latency, which improved the model but its random slope did not. Hence random slope was dropped from the model. The latency by sequence and sequence by character count interactions did not improve the model and were dropped. Model 7 was the best model that had the fewest parameters Table 2.
Spending more time for response seems to be a predictor of its originality. The values present in brackets indicate model summary results based on restricted maximum likelihood estimation REML. Analyses used responses from 83 participants the same participant group as the verbal analyses. Similar to the verbal analyses, originality values were converted to z-scores, and the extreme values of latency were removed through outlier analysis Tukey, A two-level unconditional model Model 1 had 0 Level 2 variance.
Therefore, intraclass correlation could not be calculated. Model building continued with adding predictors See Table 2. First, character count was added, and it improved the model Model 2. However, its random slope did not. Next, sequence was added to the model, but it did not improve the model.
Then, random slope for latency was added to the model but it did not improve the model. Addition of the other interaction terms sequence by character count and sequence by latency did not improve the model. This model provides very similar result to these from the verbal items. Also, originality was higher when more time was taken for responses with shorter typing time.
Discussion The present study extended previous work by Acar and Runco Importantly, originality was operationalized herein with SBA. The semantic distance between responses and the stimulus provided an index of originality as remote associations tend to yield more original ideas. Making remote associations and generating unexpected ideas and solutions take more time than simply generating known, expected, common, tried, and experienced ideas and solutions.
Quickly generated responses are more likely to come from experiences and they can be generated fast because they are easy to retrieve from memory. As a result, latency between adjacent responses will be shorted when a response is semantically related, which often makes it less original.
Decrease in productivity over time may be related to less reliance on memory search and greater need for strategy use, which is more deliberate, controlled, and thus, time consuming. However, this seems to increase the originality of ideas.
This is also parallel to the notion of changing sources of ideation during the DT process. Early ideas often come from experiences and observations, and as they run out, people tend to resort to their imagination and more deliberate and complex thinking processes, such as idea combination or assumption checking Runco et al.
This observation follows Gilhooly et al. There is further evidence on this in a recent work. Kaya and Acar found that experienced responses tend to come earlier than inexperienced responses when participants were instructed to generate as many responses as possible.
This pattern was compromised when they were told to generate original responses. In additional associative theories, the role of executive functions in DT has been supported by recent research. Executive functions control, monitor, and regulate thought processes. This explanation does not negate the role of associative processes in DT where distant associations are more likely to lead to original solutions.
However, executive functions may guide the nature of associations made in DT. It could be argued that instead of a random search of possible connections, original solutions are the results of controlled search for alternatives Benedek et al. Therefore, regardless of moment that an idea is generated, ideas with higher originality take longer than those with lower originality.
Ideas preceded by longer think time TT are likely to be more original and may signal category switch. There are limitations to the present research, including the particular sample of examinees and the two particular DT tests used.
Still, there are implications for practice. First, people need and use more time for more original ideas and time restrictions may hurt their originality. Second, time taken for ideational productivity may be considered an additional indicator of creative potential and could be incorporated into creativity testing. Given the recent advancements in DT assessment such as SBA, technology may support creativity assessment by incorporating think time or latency.
Therefore, the order of the idea may determine its originality to some degree. This may be because visual stimuli may be more open to subjective interpretation than the verbal ones. As a result, original responses may be more scattered across the early and late phases compared to the verbal DT. Originality was higher when more time was spent for responses with lower character counts.
This may be because some original responses were found as a result of longer think time which yielded a simple but original response that is concisely stated. It would also be interesting to see if average latency i. The present study had some limitations. Second, this study used a sample from Bahrain and future studies should replicate with other populations. We underline the fact that the study participants were asked to respond to the survey in English or Arabic, whichever they felt more comfortable while completing the tasks.
Those who felt comfortable in expressing themselves in English responded in English and others who responded in Arabic were dropped from the dataset. Third, the present study included one type of verbal item Uses and one type of Figural item. References Acar, S. Assessing associative distance among ideas elicited by tests of divergent thinking. Creativity Research Journal, 26, — Acar, S. Latency predicts category switch in divergent thinking. Psychology of Aesthetics, Creativity, and the Arts, 11, 43— Ingredients of creativity: Originality and more.
Creativity Research Journal, 29, — Balota, D. Barbot, B. The dynamics of creative ideation: Introducing a new assessment paradigm.
Frontiers in Psychology. Beaty, R. Why do ideas get more creative across time? Psychology of Aesthetics, Creativity, and the Arts, 6 4 , — Beketayev, K. Scoring divergent thinking tests by computer with a semantics-based algorithm. Benedek, M. Psychology of Aesthetics, Creativity, and the Arts, 7, — Intelligence, 46, 73— Bloom, B.
Developing talent in young people. Cai, D. REM, not incubation, improves creativity by priming associative networks. Proceedings of the National Academy of Sciences, , — Charles, R.
Developmental trends in the evaluative and divergent thinking of children.
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