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Abstract

Spoken and written presentations can differ on a variety of dimensions. While spoken presentation may promote intuitive thought processes, it can also increase cognitive load. Given that creative problem-solving tasks are known to be aided by intuitive thinking, varying the modality of the presentation could impact creative problem-solving ability. We designed a study to evaluate the way in which modality impacts creative problem-solving ability by altering the presentation modality of a creative problem-solving task between subjects. 192 Native English speakers completed the Remote Associate Task (RAT) in either written or spoken form, subsequently completing a surprise recall task and the Cognitive Reflection Task (CRT). Participants did not differ in accuracy on the RAT based on condition, but participants in the spoken condition performed significantly better on the recall task, while participants in the written condition performed significantly better on the CRT. Our results suggest that modality may still impact performance, but only in certain dimensions.

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