| dc.description.abstract | The current study aimed to examine the effects of a short thinking style training in concrete thinking (CT) versus abstract thinking (AT) on level of problem-solving and imagery in a non-clinical student sample, from a prevention perspective. The experiment consisted of two conditions, in which participants received an online training in either AT or CT. Problem-solving abilities and imagery were measured: at baseline, after the thinking style training, and after applying the thinking style to a stress-induction text. The level of problem-solving and level of imagery were expected to increase in the CT condition compared to the AT condition after a training in thinking style and after applying the thinking style. Furthermore, it was hypothesized that the level of problem-solving and imagery would decrease in the AT condition, and increase in the CT condition, after a training in thinking style and after applying the thinking style. Results showed that the short thinking style training in CT did not have a significantly different effect on problem-solving abilities compared to AT. The level of imagery decreased significantly in the AT condition, however, no significant changes were found in levels of abstract thinking. There were no significant changes over time in imagery in the CT. The current results point to the possibility that the manipulations partially failed or might only be beneficial in a (sub-) clinical sample. | |
