A relação do pensamento divergente com a percepção visual de figura ilusória ambígua e não-ambígua

• Autor(a) principal: Borges, Caio Augusto
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/38240
• topic: Pensamento divergente; Divergent thinking; Criatividade; Creativity; Figura ilusória ambígua; Ambiguous illusory figure; Ilusão da máscara côncava; Hollow face illusion; Estados de humor; Mood states; CNPQ::CIENCIAS HUMANAS

Creativity and divergent thinking are broad and complex themes that must be studied. Currently, its importance has increased owing to the daily need to reinvent ourselves and find original and flexible solutions to everyday demands. Several studies have explored the relationship between divergent thinking, visual perception, and mood. The present study aimed to verify the relationship between divergent thinking and the visual perception of ambiguous (Necker's Cube) and non-ambiguous (Concave Mask Illusion) illusory figures, as well as the modulating role of mood states in these processes. Thirty adults (16 women, M = 26.4 years, SD = 8.58) participated in a remote experimental session consisting of three tasks (Necker Cube, Alternative Use Task, and Concave Mask) and completed a self-report instrument about their mood states (DASS-21). The results did not reveal a significant positive correlation between the frequency of perceptual changes during the observation of the ambiguous illusion figure (Necker cube) and divergent thinking fluency, or with the magnitude of the concave mask illusion. No significant correlations were observed between mood states, divergent thinking fluency, the frequency of perceptual changes, and the magnitude of the concave mask illusion. These findings indicate the importance of assessing attention and emotional states in future studies on the subject, as well as the need to evaluate other factors involved in creativity, such as originality, elaboration, and flexibility in the case of the Alternative Use Task, or other measures (e.g., convergent thinking), domains (e.g., verbal and performance), and tasks (e.g., Torrance's Creative Thinking Test).