Category Representation and Use
This research can take several forms. I have examined the effects of recently encountered examples on performance in a generation task. I have also examined the influenceof existing category knowledge in a generation task. Similarly, I have examined the manner in which the alignability of categories affects how people learn use-relevant categories .
Ward, T.B., Patterson, M.J., & Sifonis, C.M. (2004). The role of specificity and abstraction in creative idea generation. Creativity Research Journal, 16, 1-9.
Sifonis, C.M. & Ross, B.H. (2002). Alignment effects on learning use-relevant classification systems. Memory & Cognition, 30, 1148-1158.
Ward, T.B., Patterson, M.J., Sifonis, C.M., Dodds, R. & Saunders, K.(2002). The role of graded category structure in imaginative thought. Memory & Cognition, 30, 199-216.
Smith, S. M., Ward, T. B., Tindell, D. R., Sifonis, C. M., & Wilkenfeld, M. J. (2000). Category structure and created memories. Memory & Cognition, 28, 386-395.
Ward, T.B., Dodds, R., Saunders, K., & Sifonis, C.M. (2000) Attribute centrality and imaginative thought. Memory & Cognition, 28,1387-1397.
Ward, T.B. & Sifonis, C.M. (1997). Task demands and generative thinking: What changes and what remains the same? Journal of Creative Behavior, 31, 245-259.
Includes conceptual expansion (include schema), concept learning (just describe. No page), environmental priming