Graduation Year

2025

Document Type

Campus Only Senior Thesis

Degree Name

Bachelor of Arts

Department

Psychology

Reader 1

Lise Abrams

Reader 2

Winston Ou

Abstract

This study investigates the relationship between reflective and brooding rumination styles and creative performance, with a specific focus on the incubation stage of creative cognition. Drawing on theories of attention and cognitive control, the research examines whether adaptive rumination facilitates performance improvements during incubation periods in a creative thinking task. Seventy-one participants completed the Ruminative Responses Scale (RRS) and then performed the Alternate Uses Task (AUT) both before and after a 10-minute incubation period involving a low-demand distraction designed to promote spontaneous mind-wandering, a form of thinking hypothesized to share cognitive qualities with reflective rumination. Contrary to hypotheses, neither brooding nor reflective rumination predicted changes in creative fluency or originality. However, baseline fluency significantly predicted post-incubation improvement, while baseline originality negatively correlated with originality change, suggesting ceiling effects or metric limitations. These findings challenge prior self-report-based links between creativity and rumination, highlighting a gap between perceived and measured creative ability. The results emphasize the importance of grounding creativity research in objective performance metrics and suggest directions for future work, including longer incubation periods, alternative creativity tasks, and the use of rumination induction to better isolate cognitive mechanisms.

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This thesis is restricted to the Claremont Colleges current faculty, students, and staff.

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