Enhancing social media engagement using AI-modified background music: examining the roles of event relevance, lyric resonance, AI-singer origins, audience interpretation, emotional resonance, and social media engagement

Introduction

Drawing on the S-O-R model, this study aims to investigate the influence of three stimuli from AI-modified music (i.e., event relevance, lyric resonance, and AI-singer origins), two responses from social media content consumers (i.e., audience interpretation and emotional resonance) on the social media engagement of personalized background music modified by artificial intelligence (AI).

Methods

The structural equation modeling analyses of 467 social media content consumers' responses confirmed the role of those three stimuli and the mediating effect of audience interpretation and emotional resonance in shaping social media engagement.

Results

The findings shed light on the underlying mechanisms that drive social media engagement in the context of AI-modified background music created for non-professional content creators.

Discussion

The theoretical and practical implications of this study advance our understanding of social media engagement with AI-singer-originated background music and provide a basis for future investigations into this rapidly evolving phenomenon in the gig economy.

The dual effect of background music on creativity: perspectives of music preference and cognitive interference

Music, an influential environmental factor, significantly shapes cognitive processing and everyday experiences, thus rendering its effects on creativity a dynamic topic within the field of cognitive science. However, debates continue about whether music bolsters, obstructs, or exerts a dual influence on individual creativity. Among the points of contention is the impact of contrasting musical emotions-both positive and negative-on creative tasks. In this study, we focused on traditional Chinese music, drawn from a culture known for its 'preference for sadness,' as our selected emotional stimulus and background music. This choice, underrepresented in previous research, was based on its uniqueness. We examined the effects of differing music genres (including vocal and instrumental), each characterized by a distinct emotional valence (positive or negative), on performance in the Alternative Uses Task (AUT). To conduct this study, we utilized an affective arousal paradigm, with a quiet background serving as a neutral control setting. A total of 114 participants were randomly assigned to three distinct groups after completing a music preference questionnaire: instrumental, vocal, and silent. Our findings showed that when compared to a quiet environment, both instrumental and vocal music as background stimuli significantly affected AUT performance. Notably, music with a negative emotional charge bolstered individual originality in creative performance. These results lend support to the dual role of background music in creativity, with instrumental music appearing to enhance creativity through factors such as emotional arousal, cognitive interference, music preference, and psychological restoration. This study challenges conventional understanding that only positive background music boosts creativity and provides empirical validation for the two-path model (positive and negative) of emotional influence on creativity.

A systematic framework of creative metacognition

Creative cognition does not just involve cognitive processes in direct service of the main task objective (e.g., idea generation), but also metacognitive processes that monitor and regulate cognition adaptively (e.g., evaluation of ideas and task performance, or development and selection of task strategies). Although metacognition is vital for creative performance, relevant work is sparse, which may be partly due to persistent ambiguities in the theoretical conceptualization of creative metacognition. Therefore, this article proposes a systematic framework of creative metacognition (CMC), which builds on recent advancements in metacognition theory and extends them to meet the specifics of creative cognition. The CMC framework consists of two dynamic components-monitoring and control-and a more static component of metacognitive knowledge, each subsuming metacognitive processes applying to the level of task, performance, and responses. We describe the presumed function of these metacognitive components in the creative process, present evidence in support of each, and discuss their association with related constructs, such as creative self-beliefs. We further highlight the dynamic interplay of metacognitive processes across task performance and identify promising avenues for future research.

Moderating Role of Creative Mindset in the Effect of Metacognitive Experience on Insight Problem Solving

Metacognitive experience, measured by processing fluency, contributes to divergent thinking performance; however, whether it exhibits varying effects on insight problem-solving remains unknown. Additionally, as individuals' interpretation of metacognitive experience is influenced by their creative mindset, whether creative mindset plays a role in the relationship between metacognitive experience and insight problem-solving is another issue. In Experiment 1, a Chinese logogriph task was used to investigate insight problem-solving performance. The font style of logogriphs (easy versus difficult) was used to alter the ease of processing. The results showed that individuals had lower performance accuracy for logogriphs presented in difficult font styles, suggesting the negative effect of metacognitive disfluency experience on logogriph solving. In Experiment 2, different creative mindsets (entity versus incremental) were activated in individuals via prime manipulation. Individuals with an incremental creative mindset had a significantly higher performance accuracy and longer reaction time for logogriphs presented in difficult font styles than individuals with an entity creative mindset, suggesting that an incremental creative mindset might counteract the negative effect of metacognitive disfluency experience on logogriphs solving. These findings suggest that metacognitive disfluency experience has a negative effect on insight problem-solving and that a creative mindset moderated this effect.

The influence of music environment on conceptual design creativity

Introduction

Creativity plays an important role in design. However, there have been mixed results about whether music, as an environmental stimulus, improves design creativity performance.

Methods

Participants were 57 design major students who were randomly assigned to one of three groups, with 19 students in each group: no music, pure music, and music with intelligible semantic information (unrelated to the task) playing in the background. Each participant completed a design task (design a tool for storing painting materials), with two phases in it, one that involved idea generation (divergent thinking) and one that involved idea evaluation (convergent thinking). Performance in the two phases was rated based on six indices of creativity (fluency; flexibility; adaptability; feasibility; usefulness; novelty) and overall design creativity (ODC).

Results

The results of one-way ANOVAs with Bonferroni correction showed that neither music environment had a significant influence on divergent thinking in idea generation nor convergent thinking in idea evaluation. However, both music environments had a significantly positive effect on novelty and ODC.

Discussion

We discuss the implications of our current results for fostering designers' creativity performance.

The Effect of Dopaminergic Replacement Therapy on Creative Thinking and Insight Problem-Solving in Parkinson's Disease Patients

Parkinson's disease (PD) patients receiving dopaminergic treatment may experience bursts of creativity. Although this phenomenon is sometimes recognized among patients and their clinicians, the association between dopamine replacement therapy (DRT) in PD patients and creativity remains underexplored. It is unclear, for instance, whether DRT affects creativity through convergent or divergent thinking, idea generation, or a general lack of inhibition. It is also unclear whether DRT only augments pre-existing creative attributes or generates creativity de novo. Here, we tested a group of PD patients when “on” and “off” dopaminergic treatment on a series of tests of creative problem-solving (Alternative Uses Task, Compound Remote Associates, Rebus Puzzles), and related their performance to a group of matched healthy controls as well as to their pre-PD creative skills and measures of inhibition/impulsivity. Results did not provide strong evidence that DRT improved creative thinking in PD patients. Rather, PD patients “on” medication showed less flexibility in divergent thinking, generated fewer ideas via insight, and showed worse performance in convergent thinking overall (by making more errors) than healthy controls. Pre-PD creative skills predicted enhanced flexibility and fluency in divergent thinking when PD patients were “on” medication. However, results on convergent thinking were mixed. Finally, PD patients who exhibited deficits in a measure of inhibitory control showed weaker convergent thinking while “on” medication, supporting previous evidence on the importance of inhibitory control in creative problem-solving. Altogether, results do not support the hypothesis that DRT promotes creative thinking in PD. We speculate that bursts of artistic production in PD are perhaps conflated with creativity due to lay conceptions of creativity (i.e., an art-bias).

Can Eating Make Us More Creative? A Multisensory Perspective

While it is well known how food can make us physically healthy, it remains unclear how the multisensory experience of eating might influence complex cognitive abilities such as creativity. A growing body of literature has demonstrated that all human senses are capable of sparking creativity. It follows then that eating, as one of the most multisensory of all human behaviors, should be a playground for creative thinking. The present review presents an overview of how creativity is defined and measured and what we currently know about creativity as influenced by the senses, both singular and in conjunction. Based on this foundation, we provide an outlook on potential ways in which what we eat, where we eat, and how we eat might positively support creative thinking, with applications in the workplace and home. We present the view that, by offering a rich multisensory experience, eating nourishes not only our bodies but also our mental well-being.

A Systematic Review of Creativity-Related Studies Applying the Remote Associates Test From 2000 to 2019

The study examines how the remote associates test (RAT) has been used to examine theories of creativity through a review of recent studies on creativity. Creativity-related studies published between 2000 and 2019 were retrieved from the SCOPUS database. A total of 172 papers were chosen for further analysis. Content analysis shows that research on creativity using RAT mainly concerns remote association, insight problem-solving, general creative process, test development, individual difference, effect of treatment, clinical case, social interaction effect, and predictor or criterion. The study constructs a theoretical framework based on the 4P (Product–Person–Process–Place) model and demonstrates how empirical studies using the RAT explore the individual differences, internal processes, and external influences of creative thinking. In addition, the most commonly used version of the RAT is the Compound Remote Associates Problems (Bowden and Jung-Beeman, 2003a). Current research shows a trend whereby the creative thinking process has been receiving greater attention. In particular, a growing number of studies in this field have been carried out using cognitive neuroscience technologies. These findings suggest that the RAT provides researchers with a way to deepen their understanding of different levels of creativity.

Effects of Auditory Distraction on Face Memory

Effects of auditory distraction by task-irrelevant background speech on the immediate serial recall of verbal material are well established. Less is known about the influence of background speech on memory for visual configural information. A recent study demonstrated that face learning is disrupted by joyful music relative to soothing violin music and quiet. This pattern is parallel to findings in the serial-recall paradigm showing that auditory distraction is primarily caused by auditory changes. Here we connect these two streams of research by testing whether face learning is impaired by irrelevant speech. Participants learned faces either in quiet or while ignoring auditory changing-state sequences (sentential speech) or steady-state sequences (word repetitions). Face recognition was impaired by irrelevant speech relative to quiet. Furthermore, changing-state speech disrupted performance more than steady-state speech. The results were replicated in a second study using reversed speech, suggesting that the disruptive potential of the background speech does not depend on its semantic content. These findings thus demonstrate robust effects of auditory distraction on face learning. Theoretical explanations and applied implications are discussed.