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©1992 Academic Press Ltd
VNMENU
, PSYCHOLOGY
CREATIVITY E N H A N C E M E N T THROUGH FLOTATION ISOLATION
Abstract
Research over the last 25 years on the contribution of aloneness to creativity enhancement has had mixed
results. Early studies of sensory deprivation generally found negative effects while more recent research on
flotation isolation has reported positive influence. Sports performance, for example, has been improved
by means of directed imagery and flotation aloneness. However, there has been only one study which has
attempted to enhance creativity through the flotation method and while this study reported positive results, it
lacked several control features and was based on a very small sample of highly selected subjects.
The present study was designed to evaluate directly the potential contribution of floating to creativity
enhancement as measured by the Guilford fluency test and other measures. Subjects were male and female
university students, half of whom spent one hour in a float environment and the other half in a darkened
room. Each was tested before and after experimental trial on the Guilford and other creativity measures and
on two personality/affect scales. Float subjects showed significant increases on the Guilford test from the
pre- to post-float and meaningful increases on other thinking measures as compared to non-floating control
subjects. Floating was associated with a decrease in anxiety/tension, depression, hostility, and fatigue, but
with an increase in vigor and a maintenance of curiosity scores, and it is speculated that the creativity
benefits may be a result of these state changes.
that the float subjects learned the material better after floating was judged to be more creative than
than the controls, especially if visual imagery was that obtained during the office sessions. The Profile
used and if the material was more conceptually of Mood States (POMS) (McNair et al., 1971) was
oriented. Bruno et al. (1985) also studied under- completed by all seven subjects after each session.
graduate student floaters who reported consider- Mood ratings indicated that floating was associated
ably more insight experience than the control with increased Vigor and reduced Tension, Anger,
group. Depression, Fatigue, and Confusion. Interview
The float experience has been used to aid sports information obtained from these subjects suggested
performance, usually through the enhancement of that floating induced a 'twilight state' and that this
directed imagery, which, in itself, has been associ- state facilitated high-level creative behavior and
ated with the creative process. Hutchison (1984) positive affects.
provides much anecdotal evidence on the benefits of These results are highly suggestive b u t the study
flotation to increased performance of professional was flawed in several ways. First of all, the room
sports team members. Lee and Hewitt (1987) and float conditions were not comparable. In the
studied the influence of directed visual imagery in room situation, the subject dictated throughout the
flotation isolation in non-professional b u t competi- trial while in the float situation, dictation occurred
tive gymnasts. These researchers report that judges after the float, shower, and POMS testing. Counter-
ratings of performance were higher for the float/ balancing was incomplete since subjects completed
imagery subjects than for an imagery group only or from eight to 12 sessions, and alternation of float/
a control group. The float/imagery group also self- room trials was not carried out. Because of these
reported fewer physical problems than the other difficulties, these researchers used only part of the
two groups. Suedfeld and Bruno (1990) compared data collected to make final comparisons. The
the influence of multisensory imagery, related to POMS scores were not significantly different for the
basketball foul shooting, with imagery training two environments but the authors refer to more
coupled with the use of two isolation environments, positive trends for the float sessions. The authors
one of them being flotation. In the 30 university are well aware of the shortcomings of their study
students studied, they found that the later free- and they call for additional and more definitive
throw shooting of these previously inexperienced research.
subjects was significantly better for the float group In a pilot study in our laboratory designed to
over the other two groups. McAleney et al. (1990) study the efficacy of the float technique as a clinical
used flotation isolation with imagery message to intervention procedure, we collected abbreviated
benefit the competitive performance of inter- data based on the Guilford fluency measures of
collegiate tennis players, with significant positive creativity (Christensen & Guilford, 1958). We found
effects. Wagaman et al. (1991) found that imagery a large difference in favor of the float condition over
training combined with flotation isolation signifi- a waiting room control group. This finding led us to
cantly benefited collegiate basketball players. These undertake the present study, whose purpose was to
studies, then, are consistent in suggesting that evaluate under controlled conditions the potential
imagery aspects of the creative process can be contribution of floating to creativity enhancement,
modified in flotation isolation to benefit later as measured by the Guilford fluency test and other
performance. indices. We also wished to study emotion/affect
The most direct examination of the potential con- changes associated with the environmental manipu-
tribution of flotation isolation to creativity enhance- lations.
ment has been provided by Suedfeld et al. (1987). In
this study, there were only seven subjects, including
two of the authors of the report, and all were psy- Method
chology faculty members. The 'isolation' experiences
included six 1.5-h periods of aloneness in their own Subjects
individual offices and six one-hour floats, in a
counter-balanced design. During the office trials Subjects were 20 female and 20 male students en-
and for 30 min after each float, each subject dictated rolled in the Introductory Psychology course at the
material related to her/his own research into a tape University of Vermont during the spring semester
recorder. Later, each subject, not including the two 1990. They were recruited by poster sign-up on the
authors, rated the goodness of the ideas contained course's bulletin board and they received course
in her/his taped material. The material obtained points for participation in this research. The study
Creativity and Flotation 331
was described as an investigation of the influence of subject showered and entered the tank room;
environmental characteristics on cognitive function- control subjects spent an equivalent amount
ing. Ten subjects of each gender were assigned to of time reading available magazines while sitting
the float condition and ten each to the room control on the couch. Float subjects entered the t a n k and
condition. Ten subjects, seven males and three the experimenter turned off all lights, signaling
females were lost to the study, largely due to incom- the beginning of the float. For control subjects, the
plete data provision. Thus, the float condition experimenter entered the 'waiting room' at the
finally contained 15 subjects, eight males and seven appropriate time, told the subject t h a t the trial
females, while the room control condition contained was to begin, lowered the lights, and left. For all
15 subjects, five males and ten females. The mean subjects, just before the isolation trial began, the
age of these subjects was 19.3 years; they were experimenter asked each to think of an important
mainly first year students at the university and personal problem they now had and continue to
most had not yet declared a major field of study. think about it during the trial. The experimenter
Other characteristics of this student group have also provided each subject with a brain teaser which
been described elsewhere (Forgays & Forgays, s/he should try to solve during the t r i a l J
1991). When 60 min had elapsed, the experimenter
reappeared in each condition and indicated t h a t the
Apparatus and procedure trial was over, put on the full lights, and directed
the float subject to take another shower and the
The flotation unit used was purchased from the control subject to sit up and read the magazines
Samadhi Tank Co., Inc. of Los Angeles, California. again for about the same period as the shower dura-
The closed t a n k measured 1.22 × 2-39 m and held tion, usually ten minutes. No subject terminated in
approximately 380 1 of water. Filtering of the water less t h a n 60 min.
solution was done automatically and the internal After showering or readjusting to the well-lighted
heating system was set to m a i n t a i n the solution at laboratory, each subject again completed the
34°C. The water was saturated with 350 kg of Guilford Creativity Scale (the alternate form to the
magnesium sulfate and this solution permitted one completed earlier), the SPI, and the POMS
subjects of various sizes and weight to float easily in scales, and responded to a brief experimenter-
the 0.28-m water depth, with nearly one-third of administered interview. The latter inquired into the
the body and most of the face above water. This subjects' reaction to the experimental procedures,
apparatus was located in a quiet room which was whether or not the subject thought about the per-
part of an isolation laboratory. The t a n k and room sonal problem and had made progress with it, the
were completely dark when the subject floated. The solution to the brainteaser was requested, and a
subject also wore ear plugs. brief Numbers Game was playedJ
Details of the procedure were explained to each
float subject who then signed a consent form. These
subjects made one float of 60-min m a x i m u m dura- Results
tion, and it had been made clear t h a t s/he could
terminate the float, or any procedure, at any time Means and standard deviations for the Guilford
for any reason. Creativity Scale, the SPI and the POMS scales for
Each subject in the control group signed a pre-trial and for post-trial by isolation technique
consent form after details of the procedure were are given in Table 1. Gender differences were small
explained. They spent the m a x i m u m of 60 min rest- and largely non-significant; because of the small
ing on a couch in a dimly lighted room adjacent n u m b e r of subjects, data are combined across
to the tank room. They were told to relax and to gender. The Guilford Creativity Scale consisted of
remain prone on the couch during the trial. They three fluency subtests. Only the combined score is
were also told t h a t they could terminate the experi- presented here.
ment at any time for any reason. Examining the pre-trial pattern, it can be seen
Before floating or resting, the subject completed t h a t the creativity scores are almost identical for
the Guilford Creativity Scale (half of the subjects the two isolation groups. However, float subjects
responded to Form A and the other half to Form B), score somewhat higher t h a n controls on the Anger,
the State Personality Inventory (SPI), 3 and the Anxiety and Curiosity subscales of the SPI and on
POMS. These latter two measures were used to the Tension subscale of the POMS. This may reflect
assess emotion/affect states. After this, each float their anticipation of a largely novel float experience.
332 D.G. Forgays and Deborah K. Forgays
Float condition by Creativity level (p = <0.05) and Significant gender results were scant. This finding
Gender by Creativity level (p = <0.03). In the first is consistent with previous studies and reviews of
case, high creative floaters decrease Hostility the college student populations (Nolen-Hoeksema,
most, while in the latter, high creative males 1987). However, results reflecting the isolation
decreased Hostility the most. Finally, the Gender by main effect were robust and consistent. Floaters
Creativity level interaction was significant (p = increased their post- over their pre-scores on cre-
<0.002) for the Fatigue scale. High creative females ativity and vigor, and maintain their curiosity level
decreased their scores more than the other three while they decreased anxiety, tension, depression,
groups. and fatigue scores, as compared with controls. It
Only descriptive data will be provided for the appears, then, that float subjects are alert but
rather informal thinking measures described above relaxed and that these conditions may conduce to
as personal problem solution, brain teaser, and the creativity benefits obtained.
Numbers Game. These data were obtained during Creativity score results as a main effect were
the pest-trial interview. After formal testing was interesting. Subjects higher in creativity at pre-
completed, the researcher asked the subject: 'Did measure decrease anxiety, tension, confusion and
the session help you find a solution of the problem fatigue after the isolation experience over the lower
you identified before the trial? Did you think about creative subjects, while the latter decreased their
it in a different way'? Nine of the 15 floaters curiosity score more. These results suggest that
responded with a 'yes' (60%), while five of the 15 higher creative persons respond to isolation more
controls said 'yes' (33%). Next, the interviewer positively and that such a response pattern m a y aid
requested the solution of the brain teaser provided their creative process. More definitive research is
earlier. Seven of the 15 floaters provided the correct required to evaluate these possibilities.
solution (47%), and four of the 15 controls had Interaction effects are more difficult to interpret
solved the problem correctly (27%). For the Num- here, and this is not unusual in a great deal of
bers Game, there were 90 possible correct solutions research. One effect is consistent with the interpre-
for each group of subjects (six problems × 15 sub- tation above: high creative floaters decrease their
jects). The floaters provided 41 correct solutions depression and hostility scores more than the other
(46%) and the controls 34 (38%). three comparison groups (low creative floaters and
high and low creative controls). On the other hand,
low creative controls decrease their anger scores
Discussion more than the other three groups. Is it possible that
this change is associated with a decrease in respon-
We set out to evaluate the efficacy of the flotation sivity which in turn may influence post-isolation
method as an enhancer of creativity. Using the cognitive functioning? Highly creative females de-
Guilford fluency indices as our creativity measure, creased their depression and fatigue scores while
it is clear that the float subjects increased these highly creative males decreased their hostility
scores significantly post- over pre-trial while control scores as compared with the other three comparison
subjects remain at the same level. Floaters also groups, respectively. We would wish to see such
report more help on the personal problem and show results replicated before attempting to offer possible
higher scores on the brain teaser and number game explanations.
tasks. And these effects occur after only one hour in We used the Guilford measure as our principal
flotation. index of creativity because it is a standardized
The pre-isolation scores on the Guilford scales measure with adequate psychometric properties.
were almost identical for the two subject groups. It does satisfy the requirement of novelty for any
However, scores on the SPI and POMS measures measure of creativity and of response appropriate-
were somewhat different for the two groups. The ness by its scoring standards. However, it is clearly
float group displayed more anxiety, curiosity, anger an index of divergent thinking, an important aspect
and vigor but less depression, confusion, hostility of creativity (Sternberg & Lubart, 1992), but does
and fatigue than controls. Since these measures not tap other parts of creativity. Perhaps, our less
were obtained before subjects were exposed to their formal measures involve components of convergent
respective isolation conditions but after each had thinking, and results based on these measures
been informed of group assignment, it is reasonable were consistent with those based on the Guilford
that anticipation of the isolation experiences scale.
influenced responses to the two measures. There are now two pieces of research attempting
334 D . G . F o r g a y s a n d D e b o r a h K. F o r g a y s
Taylor, T. (1985). The effects of flotation restricted environment Wagaman, J., Barabasz, A. & Barabasz, M. (1991). Floation rest
stimulation therapy on learning: Subjective evaluation and and imagery in the improvement of collegiate basketball
EEG measurements. In T. H. Fine & J. W. Turner, Eds., performance. Perceptual and Motor Skills, 72, 119-122.
Proceedings of the First International Conference on REST
and Self-regulation. Toledo, OH: Medical College of Ohio, Manuscript received 20 March 1992
pp. 76-85. Revised manuscript received 2 September 1992