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Mather KA, Weston SJ, Condon DM. Scaling a common assessment of associative ability: Development and validation of a multiple-choice compound remote associates task. Behav Res Methods 2024; 56:1-29. [PMID: 38839705 DOI: 10.3758/s13428-024-02422-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/07/2024] [Indexed: 06/07/2024]
Abstract
The assessment of creativity as an individual difference has historically focused on divergent thinking, which is increasingly viewed as involving the associative processes that are also understood to be a key component of creative potential. Research on associative processes has proliferated in many sub-fields, often using Compound Remote Associates (CRA) tasks with an open response format and relatively small participant samples. In the present work, we introduce a new format that is more amenable to large-scale data collection in survey designs, and present evidence for the reliability and validity of CRA measures in general using multiple large samples. Study 1 uses a large, representative dataset (N = 1,323,480) to demonstrate strong unidimensionality and internal consistency (α = .97; ωt = .87), as well as links to individual differences in temperament, cognitive ability, occupation, and job characteristics. Study 2 uses an undergraduate sample (N = 685) to validate the use of a multiple-choice format relative to the traditional approach. Study 3 uses a crowdsourced sample (N = 357) to demonstrate high test-retest reliability of the items (r =.74). Finally, Study 4 uses a sample that overlaps with Study 1 (N = 1,502,922) to provide item response theory (IRT) parameters for a large set of high-quality CRA items that use a multiple-choice response mode, thus facilitating their use in future research on creativity, insight, and related topics.
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Affiliation(s)
- Kendall A Mather
- Department of Psychology, University of Oregon, 1451 Onyx Street, Eugene, Oregon, 97403, USA.
| | - Sara J Weston
- Department of Psychology, University of Oregon, 1451 Onyx Street, Eugene, Oregon, 97403, USA
| | - David M Condon
- Department of Psychology, University of Oregon, 1451 Onyx Street, Eugene, Oregon, 97403, USA
- Midjourney, Inc., San Francisco, CA, USA
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Kevin R, Todd L, Rebecca S, Hélène H. Differential effects of digital mindfulness-based interventions on creative potential and responsibility among middle school students. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:919-946. [PMID: 38825666 DOI: 10.1111/bjep.12694] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2023] [Revised: 05/13/2024] [Accepted: 05/16/2024] [Indexed: 06/04/2024]
Abstract
BACKGROUND Creativity and responsibility are enhanced by meditation among adults, but such effects have not been studied in adolescents. Moreover, the determinants of the ethical effect (such as responsibility) of meditation are unclear. AIMS To address this gap by investigating the impact of digital in-class meditation programmes in middle school, focusing on intentions (self-centred vs. responsibility-centred), on adolescents' creative potential and sense of responsibility. These intentions are operationalized by different purpose-based meditations. METHODS We conducted a cluster randomized controlled trial involving 107 year 7 adolescents from six classes, assigning them to two experimental groups and an active control group. Pre- and post-intervention assessments were conducted over an 11-week period, including a creativity (EPoC) test comprising four exercises (graphic and verbal, divergent and convergent thinking), a responsibility and a mindfulness scale. RESULTS Our findings revealed no discernible effects on divergent thinking or self-reported mindfulness. However, we observed significant differences in graphic and verbal convergent creative thinking, as well as impacting responsibility scores, between a responsibility-centred meditation group and a self-centred meditation group. Moreover, distinctions were noted between control and self-centred meditation groups and between some classes. Effect sizes indicated that the interventions had a moderate but significant impact on the variables measured. CONCLUSION Our study reveals the effectiveness of digital meditation interventions in enhancing convergent creative thinking and responsibility among middle-school students. Notably, it shed new light on the importance of meditation intentions, which may be as significant as the form of meditation itself.
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Affiliation(s)
- Rebecchi Kevin
- Department of Psychology of Development, Education and Vulnerabilities, Laboratoire DIPHE (Développement, Individu, Processus, Handicap, Education), University Lumière Lyon 2, Lyon, France
| | - Lubart Todd
- Université Paris Cité & Univ Gustave Eiffel, LaPEA, Boulogne-Billancourt, France
| | - Shankland Rebecca
- Department of Psychology of Development, Education and Vulnerabilities, Laboratoire DIPHE (Développement, Individu, Processus, Handicap, Education), University Lumière Lyon 2, Lyon, France
- Institut Universitaire de France, Paris, France
| | - Hagège Hélène
- Unité de Recherche CeReS, UR 14922, University of Limoges, Limoges, France
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Sternberg RJ. Do Not Worry That Generative AI May Compromise Human Creativity or Intelligence in the Future: It Already Has. J Intell 2024; 12:69. [PMID: 39057189 PMCID: PMC11278271 DOI: 10.3390/jintelligence12070069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2024] [Revised: 07/13/2024] [Accepted: 07/17/2024] [Indexed: 07/28/2024] Open
Abstract
Technology alters both perceptions of human intelligence and creativity and the actual processes of intelligence and creativity. Skills that were once important for human intelligence, for example, computational ones, no longer hold anywhere near the same importance they did before the age of computers. The advantage of computers is that they may lead us to focus on what we believe to be more important things than what they have replaced. In the case of penmanship, spelling, or arithmetic computation, such an argument could bear fruit. But in the case of human creativity, the loss of creative skills and attitudes may be a long-term loss to humanity. Generative AI is replicative. It can recombine and re-sort ideas, but it is not clear that it will generate the kinds of paradigm-breaking ideas the world needs right now to solve the serious problems that confront it, such as global climate change, pollution, violence, increasing income disparities, and creeping autocracy.
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Cham KM, Polster A, Morrow G. Learning professionalism using creativity and diversity concepts. Clin Exp Optom 2024:1-7. [PMID: 38964377 DOI: 10.1080/08164622.2024.2361762] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2023] [Accepted: 05/20/2024] [Indexed: 07/06/2024] Open
Abstract
CLINICAL RELEVANCE Professionalism is a multidimensional sociocultural construct that is abstract, evolving and context-dependent in nature. This has made the teaching and assessment of professionalism in healthcare complex and challenging. A lack of professionalism can increase patient risk and litigation. BACKGROUND This article examines group creativity and diversity across healthcare and non-healthcare disciplines and how they can assist students in constructing their own understandings and knowledge of professionalism. It is proposed that linking professionalism to creativity will improve understanding on how to help students studying healthcare learn about professionalism better. METHODS A total of 30 students from different tertiary levels and across disciplines participated in the study. They explored either a gallery or museum and examined an artefact relating to professionalism. Learning experiences were evaluated via survey results and thematic analyses of their reflective essays and semi-structured interviews. RESULTS Participants reported increased understanding of professionalism and appreciation of perspectives and skills of others. The creative aspect of the task was fun and engaging, and group diversity enabled different opinions and perspectives to be heard and shared. This is analogous to a professional working environment. Themes generated from the essays were: (a) intrinsic motivation, (b) diversity, (c) learnings of professionalism, and (d) challenge encountered. CONCLUSION The results of this research make a meaningful contribution to existing literature by empirically demonstrating that students from different disciplines could better construct their own understandings of professionalism when their learning activities were performed in an authentically creative and diverse setting. This educational concept is underpinned by diverse types of creativities that are not mutually exclusive. It is hoped that this first piece of evidence will stimulate more studies on utilising group creativity and diversity in healthcare education.
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Affiliation(s)
- Kwang Meng Cham
- Department of Optometry and Vision Sciences, The University of Melbourne, Melbourne, Australia
| | - Anu Polster
- Melbourne Dental School, The University of Melbourne, Melbourne, Australia
| | - Guy Morrow
- School of Culture and Communication, The University of Melbourne, Melbourne, Australia
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Mutter Y, Hübner R. The effect of expertise on the creation and evaluation of visual compositions in terms of creativity and beauty. Sci Rep 2024; 14:13675. [PMID: 38871857 DOI: 10.1038/s41598-024-64494-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2023] [Accepted: 06/09/2024] [Indexed: 06/15/2024] Open
Abstract
The identification of artistically creative individuals is an important matter in the fields of art, design, and psychology. One promising approach involves assessing a person's products rather than his or her personality or cognitive processes. However, the necessity of expert involvement in such evaluations is still debated. To investigate this issue, two experiments were conducted, each consisting of a production phase and an evaluation phase. In Experiment 1, participants were asked to compose a most beautiful picture, which was subsequently assessed in terms of beauty. Experiment 2 was analogous, but participants were asked to compose a most creative picture, which was then assessed in terms of creativity and beauty. The results revealed that expertise did not play a crucial role in the creation or evaluation of beauty. Both experts and non-experts largely agreed on what constitutes beauty. However, when it came to the production and assessment of creative pictures, experts had an advantage. They were the only group that was able to predict a person's creativity based on the evaluation of his or her product.
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Affiliation(s)
- Yejeong Mutter
- Department of Psychology, University of Konstanz, 78464, Konstanz, Germany
| | - Ronald Hübner
- Department of Psychology, University of Konstanz, 78464, Konstanz, Germany.
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Pesce C, Tocci N. Creativity and consciousness in motion: The roundtrip of "mindful" and "mindless" processes in embodied creativity. PROGRESS IN BRAIN RESEARCH 2024; 287:123-151. [PMID: 39097351 DOI: 10.1016/bs.pbr.2024.05.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/05/2024]
Abstract
In this opinion paper, we make a journey across different accounts of creativity that emphasize either the mindful, conscious and cognitive expression of creativity, or its mindless, unconscious and sensorimotor expression. We try to go beyond dichotomy, putting creativity in motion and outlining its embodied and enactive features. Based on the assumption that no creative act is purely conscious or purely unconscious, our discussion on creativity relies on the distinction of three types of creativity that complementarily contribute to the creative process through shifts in the activation of their substrates in the brain: the deliberate, spontaneous and flow types of creativity. The latter is a hybrid and embodied type, in which movement and physical activity meet creativity. We then focus on the most fascinating contribution of unconscious processes and mind wandering to spontaneous and flow modes of creativity, exploring what happens when the individual apparently takes a break from a deliberate and effortful search for solutions and the creative process progresses through an incubation phase. This phase and the overall creative process can be facilitated by physical activity which, depending on its features and context, can disengage the cognitive control network and free the mind from filters that constrain cognitive processes or, conversely, can engage attentional control on sensorimotor and cognitive task components in a mindful way. Lastly, we focus on the unique features of the outer natural environment of physical activity and of the inner environment during mindful movements that can restore capacities and boost creativity.
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Affiliation(s)
- Caterina Pesce
- University of Rome "Foro Italico", Department of Movement, Human and Health Sciences, Rome, Italy.
| | - Nicoletta Tocci
- University of Rome "Foro Italico", Department of Movement, Human and Health Sciences, Rome, Italy
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Yin Y, Han J, Childs PRN. An EEG study on artistic and engineering mindsets in students in creative processes. Sci Rep 2024; 14:13364. [PMID: 38862597 PMCID: PMC11166918 DOI: 10.1038/s41598-024-63324-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Accepted: 05/28/2024] [Indexed: 06/13/2024] Open
Abstract
This study aims to take higher-education students as examples to understand and compare artistic and engineering mindsets in creative processes using EEG. Fifteen Master of Fine Arts (MFA) visual arts and fifteen Master of Engineering (MEng) design engineering students were recruited and asked to complete alternative uses tasks wearing an EEG headset. The results revealed that (1) the engineering-mindset students responded to creative ideas faster than artistic-mindset students. (2) Although in creative processes both artistic- and engineering-mindset students showed Theta, Alpha, and Beta wave activity, the active brain areas are slightly different. The active brain areas of artistic-mindset students in creative processes are mainly in the frontal and occipital lobes; while the whole brain (frontal, oriental, temporal, and occipital lobes) was active in creative processes of engineering-mindset students. (3) During the whole creative process, the brain active level of artistic-mindset students was higher than that of engineering-mindset students. The results of this study fills gaps in existing research where only active brain areas and band waves were compared between artistic- and engineering-mindset students in creative processes. For quick thinking in terms of fluency of generating creative ideas, engineering students have an advantage in comparison to those from the visual arts. Also, the study provided more evidence that mindset can affect the active levels of the brain areas. Finally, this study provides educators with more insights on how to stimulate students' creative ability.
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Affiliation(s)
- Yuan Yin
- Dyson School of Design Engineering, Imperial College London, London, UK.
| | - Ji Han
- Department of Innovation, Technology, and Entrepreneurship, University of Exeter, Exeter, UK
| | - Peter R N Childs
- Dyson School of Design Engineering, Imperial College London, London, UK
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Kimmel M, Groth C. What affords being creative? Opportunities for novelty in light of perception, embodied activity, and imaginative skill. ADAPTIVE BEHAVIOR 2024; 32:225-242. [PMID: 38736469 PMCID: PMC11081856 DOI: 10.1177/10597123231179488] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/14/2024]
Abstract
An affordance perspective highlights how resourceful the ecology is for creative actions of all sorts; it captures how creativity is grounded in materiality. In contrast to "canonical affordances" (i.e., "ready-to-hand," mundane instances), creative affordances point to unconventional or surprising action opportunities that are nonetheless valued. Our initial aim is to discuss how to frame the affordance concept to make it attractive for the study of creativity. We propose a dialectic position that reconciles aspects of the realism of ecological psychology with the constructivist view more typical of creativity scholars. We stress that novel options frequently depend on constructive actions; novelty cannot always simply be "found" or just waits to be used. Many creative opportunities only emerge from how person actively engages with the ecology. Our second aim is to explore specific ways that creativity is mediated through affordances, based on illustrations from crafts and dance. These suggest that affordances span various timescales and mediate in multiple ways, from noticing existing potentials, via active affordance shaping, to background activities that indirectly invite or enable novelty. In conclusion we discuss how a person's creative "vision," imagination and combinatoric ability, all fundamental creativity mechanisms, relate to affordances and how fruitful creative directions may be perceptually hinted at.
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Affiliation(s)
| | - Camilla Groth
- Department of Visual and Performing Arts Education, University of South-Eastern Norway, Notodden, Norway
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Stoeger H, Luo L, Ziegler A. Attracting and developing STEMM talent toward excellence and innovation. Ann N Y Acad Sci 2024; 1533:89-98. [PMID: 38334379 DOI: 10.1111/nyas.15108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/10/2024]
Abstract
This article provides an overview of science, technology, engineering, mathematics, and medical sciences (STEMM) talent development from first exposure to a STEMM domain to achieving eminence and innovation. To this end, a resource-oriented model of STEMM talent development is proposed as a framework. It includes a three-stage phase model based on Bloom (1985), with the main focus on interest development in the first stage, skill acquisition toward expertise and excellence in the second stage, and style formation toward eminence and innovation in the final stage. A literature review shows that from an educational perspective, each phase is mainly characterized by the focus that Bloom postulated. However, it is important that all three stages (i.e., interest development, skill acquisition, and style formation) occur in a stage-typical manner. To explain how these primary objectives of STEMM development can be supported through STEMM talent education, Ziegler and Stoeger's (2011) educational and learning capital framework is used in the proposed resource-based model. A literature review shows that consistent provisioning of the resources specified in the model is necessary for individuals to complete a learning pathway to STEMM eminence and innovation.
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Affiliation(s)
- Heidrun Stoeger
- Department of School Research, Development, and Evaluation, University of Regensburg, Regensburg, Germany
| | - Linlin Luo
- Department of Teaching, Learning, and Culture, Texas A&M University, College Station, Texas, USA
| | - Albert Ziegler
- Department of Educational Psychology, University of Erlangen Nuremberg, Erlangen, Germany
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Yang CJ, Yu HY, Hong TY, Cheng LK, Li WC, Yeh TC, Chen LF, Hsieh JC. Embodied metacognition as strengthened functional connection between neural correlates of metacognition and dance in dancers: exploring creativity implications. Front Hum Neurosci 2024; 18:1347386. [PMID: 38425447 PMCID: PMC10902139 DOI: 10.3389/fnhum.2024.1347386] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Accepted: 01/10/2024] [Indexed: 03/02/2024] Open
Abstract
Introduction Dance education fosters embodied metacognition, enhancing student's creativity. This study examines the crucial role of functional connectivity (FC) between the neural correlates of metacognition (NCM) and dance (NCD) as the neurological foundation for dancers' embodied metacognition. The investigation also explores whether these consolidated FCs inform the general creativity in dancers. Methods The research involved 29 dancers and 28 non-dancer controls. The study examined resting-state connections of the NCM through seed-based FC analysis. Correlation analyses were employed to investigate the connections between the targeted NCM-NCD FCs, initiated from the a priori NCM seed, and general creativity. Results Dancers demonstrated heightened FC between NCM and NCD compared to non-dancer controls. The targeted regions included the putamen, globus pallidus, posterior cerebellum, and anterior insula of NCD. The dancers exhibited higher originality scores. In dancers, the enhanced FC showed a negative correlation with originality and a positive correlation with flexibility. Conversely, the controls exhibited no significant correlations. Discussion Extended dance training enhances the NCM-NCD connection signifying embodied metacognition. This interconnectedness may serve as the neural predisposition for fostering general creativity performance in dancers. Dancers with heightened levels of originality could leverage the relatively weaker NCM-NCD FCs to facilitate better integration and coordination of creative cognitive processes. Our findings suggest that the consolidated functional connections as sculpted by domain-specific training may inform general creativity.
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Affiliation(s)
- Ching-Ju Yang
- Institute of Brain Science, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan
- Integrated Brain Research Unit, Division of Clinical Research, Department of Medical Research, Taipei Veterans General Hospital, Taipei, Taiwan
| | - Hsin-Yen Yu
- Graduate Institute of Arts and Humanities Education, Taipei National University of the Arts, Taipei, Taiwan
| | - Tzu-Yi Hong
- Institute of Brain Science, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan
- Integrated Brain Research Unit, Division of Clinical Research, Department of Medical Research, Taipei Veterans General Hospital, Taipei, Taiwan
- Center for Intelligent Drug Systems and Smart Bio-devices (IDSB), National Yang Ming Chiao Tung University, Hsinchu, Taiwan
| | - Li-Kai Cheng
- Institute of Brain Science, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan
- Integrated Brain Research Unit, Division of Clinical Research, Department of Medical Research, Taipei Veterans General Hospital, Taipei, Taiwan
| | - Wei-Chi Li
- Institute of Brain Science, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan
- Integrated Brain Research Unit, Division of Clinical Research, Department of Medical Research, Taipei Veterans General Hospital, Taipei, Taiwan
- Department of Biological Science and Technology, College of Biological Science and Technology, National Yang Ming Chiao Tung University, Hsinchu, Taiwan
| | - Tzu-Chen Yeh
- Institute of Brain Science, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan
- Department of Radiology, Taipei Veterans General Hospital, Taipei, Taiwan
| | - Li-Fen Chen
- Institute of Brain Science, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan
- Integrated Brain Research Unit, Division of Clinical Research, Department of Medical Research, Taipei Veterans General Hospital, Taipei, Taiwan
- Institute of Biomedical Informatics, College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan
- Brain Research Center, National Yang Ming Chiao Tung University, Taipei, Taiwan
| | - Jen-Chuen Hsieh
- Integrated Brain Research Unit, Division of Clinical Research, Department of Medical Research, Taipei Veterans General Hospital, Taipei, Taiwan
- Center for Intelligent Drug Systems and Smart Bio-devices (IDSB), National Yang Ming Chiao Tung University, Hsinchu, Taiwan
- Department of Biological Science and Technology, College of Biological Science and Technology, National Yang Ming Chiao Tung University, Hsinchu, Taiwan
- Brain Research Center, National Yang Ming Chiao Tung University, Taipei, Taiwan
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Kumar V, Pavitra KS, Bhattacharya R. Creative pursuits for mental health and well-being. Indian J Psychiatry 2024; 66:S283-S303. [PMID: 38445283 PMCID: PMC10911317 DOI: 10.4103/indianjpsychiatry.indianjpsychiatry_781_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Revised: 11/11/2023] [Accepted: 01/05/2024] [Indexed: 03/07/2024] Open
Abstract
This clinical practice guide traces the role of art and creativity in mental health and well-being. This is a difficult task since the evidence from research spans a wide variety of fine art forms and different aspects of creativity. Hence, we have tried to combine both evidence-based research as well as our clinical experience and practice in the field of arts in utilizing creative pursuits as a life skill and a well-being initiative. The focus of the guidelines is preventive and promotional with relevance to mental health. We also hope that this should be a beginning in encouraging psychiatrists in India to use art-based therapies in their clinical practice. This will further our knowledge of how arts can be a therapeutic intervention as well as a well-being tool. It will also build on the evidence base on how art impacts our mental health. Creativity is undeniably one of humanity's most valued traits; the capacity to produce new ideas, innovations, and art is perhaps the most striking characteristic of the human brain. "Art" has evolved, and what is art, has been redefined over human history. The domain of "art" refers to the diverse range of activities that often use imagination to express ideas and feelings. Whilst the boundaries of what constitutes art or creativity may sometimes appear esoteric, we still can identify a range of creative pursuits: visual, musical, verbal, literary, dance, or creative pursuits related to our body movements and a range of forms of newer integrated forms and those that use technology are recognized as art forms. As in most ancient traditions, in India, we have a plethora of fine art traditions many of which have a highly systematic practice around their learning. We believe this is an asset that we need to nurture and celebrate. We begin by tracing the footsteps of Indian fine arts being a mental health promotional tool in ancient India. We then proceed to describe the scope of creative pursuits for different populations and its relevance in school and child mental health. We offer suggestions as to how creative art forms can be utilized in a practical way in daily life, schools, and care of the elderly. It is to be noted that the entire focus here is the process of creativity and not the completed product or the achievement related to the same. Hence, it is relevant to each one of us and to anyone who wishes to be healthy.
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Affiliation(s)
- Vinay Kumar
- Consultant Psychiatrist, Manoved Mind Hospital and Research Centre, Patna, Bihar, India
| | - KS Pavitra
- Department of Psychiatry, BMCH, Chitradurga, Karnataka, India
| | - Rahul Bhattacharya
- Consultant Psychiatrist and Associate Clinical Director, East London NHS Foundation Trust, Honorary Senior Clinical Lecturer at Barts and the London School of Medicine and Dentistry, London, UK
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An Z, Ge J, Xu Y, Liang X, Zhang J, Oubibi M. Exploring the mediating effect of creativity on the relationship between family capital and academic achievement in geography. Sci Rep 2023; 13:21467. [PMID: 38052944 PMCID: PMC10698048 DOI: 10.1038/s41598-023-48833-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2023] [Accepted: 11/30/2023] [Indexed: 12/07/2023] Open
Abstract
This study examined the relationship between family capital (FC) and academic achievement in geography along with the mediating role of creativity. The main objective was to determine if FC is a positive predictor of creativity and geographic achievement, and whether creativity completely or partially mediates the relationship between FC and geographic achievement. 1268 high school students participated in this study using the Family Capital Questionnaire (FCQ), the Innovative Behavior Scale (IBS), and students' class geography scores. SPSS 26 and Amos software were used to analyze the descriptive statistics and the correlation between the main variables. The mediating role of creativity was tested using PROCESS version 4. The correlation analyses showed that FC positively affected academic achievement in geography (β = 0.382, SE = 0.019). Creativity also demonstrated a positive effect on geography academic achievement (β = 0.376, SE = 0.022). The mediation analysis showed that creativity mediated and buffered the relationship between FC and academic achievement in geography. Thus, FC directly affected students' academic achievement in geography and indirectly affected their creativity. This clearly demonstrates that student characteristics and the external environment should be emphasized in geography education, while placing a strong focus on cultivating individual creativity.
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Affiliation(s)
- Zhenni An
- College of Teacher Education, College of Education and Human Development, Zhejiang Normal University, Jinhua, 321004, China
| | - Jiahao Ge
- College of Teacher Education, College of Education and Human Development, Zhejiang Normal University, Jinhua, 321004, China
| | - Yanhua Xu
- School of Geography and Environment, Jiangxi Normal University, Nanchang, 330022, China
| | - Xiaoyu Liang
- College of Geography and Environmental Sciences, Zhejiang Normal University, Jinhua, 321004, China
| | - Jianzhen Zhang
- College of Geography and Environmental Sciences, Zhejiang Normal University, Jinhua, 321004, China.
| | - Mohamed Oubibi
- Smart Learning Institute of Beijing Normal University, Beijing, 100082, China
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Beghetto RA, Mangion M. Beyond 'cold' creative metacognition: Toward a more integrated framework. Phys Life Rev 2023; 47:200-202. [PMID: 37926024 DOI: 10.1016/j.plrev.2023.10.021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2023] [Accepted: 10/18/2023] [Indexed: 11/07/2023]
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Kaufman JC. Yes, And: Comment on "A systematic framework of creative metacognition" by I. Lebuda & M. Benedek. Phys Life Rev 2023; 47:82-83. [PMID: 37742436 DOI: 10.1016/j.plrev.2023.09.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2023] [Accepted: 09/05/2023] [Indexed: 09/26/2023]
Affiliation(s)
- James C Kaufman
- Neag School of Education, University of Connecticut, United States.
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Cai Q, Zhang H, Cai L. The Role of the Art of Chinese Calligraphy and Music in Developing Creative Thinking Skills in Preschoolers Using Flipped Technology. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2023; 52:1973-1987. [PMID: 37349665 DOI: 10.1007/s10936-023-09980-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/30/2023] [Indexed: 06/24/2023]
Abstract
The article aims to study the influence of music and music-calligraphy practice on the development of creative thinking among preschool children. The study used the general screening model of the Torrance Thinking Creatively in Action and Movement test (TCAMt) to assess the level of motor creativity in children. The study participants were 120 4-5 year-old children. The results of the calculations demonstrate an increase in the values of the four factors after the interventions. Fluency increased on average: for group A, which practiced musical intervention, by 28%; for group B, which practiced musical-calligraphic intervention, by 29%. The imagination factor increased for group A by 23.5% and for group B by 45.5%. This study has shown that the use of musical-calligraphic practice provides higher creative thinking skills in the categories of "imagination" and "originality", while "fluency" and "flexibility" are not different from the use of a single musical practice. This study has practical and scientific value, as it proves the influence of music and music-calligraphy practices on creativity development in children. The study results can be applied in preschool educational institutions, which are interested in increasing students' creativity.
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Affiliation(s)
- Qi Cai
- School of Art and Design, Shanghai University of Engineering Science, Shanghai, China
| | - Hao Zhang
- School of Education, Kharkiv State Pedagogical University, Kharkiv, Ukraine.
| | - Lin Cai
- College of Humanities, Shanghai Jiao Tong University, Shanghai, China
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Kumar V. Mental health dividends of creative pursuits. Indian J Psychiatry 2023; 65:1087-1095. [PMID: 38249151 PMCID: PMC10795671 DOI: 10.4103/indianjpsychiatry.indianjpsychiatry_681_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/04/2023] [Revised: 09/20/2023] [Accepted: 09/22/2023] [Indexed: 01/23/2024] Open
Affiliation(s)
- Vinay Kumar
- President, Indian Psychiatric Society, Patna, Bihar, India
- Consultant Psychiatrist, Manoved Mind Hospital and Research Centre, Patna, Bihar, India E-mail:
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Liu Z, Yu H, Feng M, Hou Y. Thinking Styles and Creativity: The Mediating Role of Psychological Adjustment in College Students. Behav Sci (Basel) 2023; 13:875. [PMID: 37887525 PMCID: PMC10604613 DOI: 10.3390/bs13100875] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Revised: 09/30/2023] [Accepted: 10/13/2023] [Indexed: 10/28/2023] Open
Abstract
The observation and cultivation of university students' creativity have always been of enormous concern to the Chinese government. The present research delved into the influence of three dimensions of the Chinese thinking style (Interconnection, Change, and Contradiction) on creativity and the mediating role of psychological adjustment in college students. Specifically, Study 1 investigated the relationship between university students' thinking styles and creativity through self-reported questionnaires. The results revealed that the thinking style of interconnections had a significant positive effect on creativity among university student groups, while the change dimension significantly negatively affected creativity. The relationship between the dimension of contradiction and creativity did not show significance. Study 2 manipulated thinking style by priming techniques, priming university students' thinking styles of interconnections (Study 2a) and change (Study 2b), and verified the mediating role of psychological adjustment between thinking styles and creativity. Aside from replicating the findings of Study 1, the results showed that university students' psychological adjustment mediated the positive effect of interconnections on fluency and the negative effect of change on fluency. These results and findings can provide a theoretical and practical reference for our government to cultivate university students' creativity.
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Affiliation(s)
| | | | | | - Yubo Hou
- School of Psychological and Cognitive Sciences, Peking University, Beijing 100871, China; (Z.L.); (H.Y.); (M.F.)
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Ojo KS, Volkova NV. Modelling Innovation competence profiles: the empowering roles of self-monitoring and resilience. BMC Psychol 2023; 11:293. [PMID: 37759263 PMCID: PMC10523637 DOI: 10.1186/s40359-023-01340-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Accepted: 09/21/2023] [Indexed: 09/29/2023] Open
Abstract
BACKGROUND Innovation competence has been found to constitute distinct innovative abilities that must be analyzed together to get a more comprehensive picture of their effectiveness in various targeted groups. Drawn from the componential theory of creativity, such personal traits as individual resilience and self-monitoring play a critical role in developing innovation competence across students. This research aims to investigate the innovation competence profiles of students from various educational levels and study the role of individual resilience and self-monitoring in predicting the memberships of these profiles. METHODS A cross-sectional survey was conducted among university and college students, studying in a metropolitan area of the North-West region. The sampling scheme was stratified by the level of education and age. The questionnaire included items on the participants' demographics, including gender, age, and level of education, measures of innovative abilities, individual resilience, and self-monitoring. This study sought to create innovation competence profiles in the student population using latent profile analysis. Multinomial logistic regression was employed to identify the impact of individual resilience and self-monitoring on innovation competence profile membership. RESULTS A sample of 638 university and college students was analyzed. The latent profile analysis classified students into three different innovation competence profiles - strong, moderate, and weak - with college and female students being identified as the typical members of the weak profile. Individual resilience increases the odds of membership into the strong profile than to moderate and weak profiles. High self-monitors have higher chances of being profiled into the strong profile than the weak and moderate profiles compared to the low self-monitors. CONCLUSIONS Training investment aimed at boosting the innovative abilities of employees should consider the innovation competence profile of the beneficiaries to inform decisions about the appropriate level of intervention required. Likewise, educators could enrich their courses devoted to improving the innovative abilities of students with content that aims to improve their level of resilience accompanied by social support. Theoretical and practical implications are also discussed.
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Affiliation(s)
- Kolawole Shola Ojo
- Department of Management, HSE University, Kantemirovskaya Str., 3, Bd., St. Petersburg, 1194100, Russia
| | - Natalia V Volkova
- Department of Management, HSE University, Kantemirovskaya Str., 3, Bd., St. Petersburg, 1194100, Russia.
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Lebuda I, Benedek M. A systematic framework of creative metacognition. Phys Life Rev 2023; 46:161-181. [PMID: 37478624 DOI: 10.1016/j.plrev.2023.07.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Accepted: 07/03/2023] [Indexed: 07/23/2023]
Abstract
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.
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Affiliation(s)
- Izabela Lebuda
- University of Graz, Austria; University of Wrocław, Poland.
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20
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Ivancovsky T, Baror S, Bar M. A shared novelty-seeking basis for creativity and curiosity. Behav Brain Sci 2023; 47:e89. [PMID: 37547934 DOI: 10.1017/s0140525x23002807] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/08/2023]
Abstract
Curiosity and creativity are central pillars of human growth and invention. Although they have been studied extensively in isolation, the relationship between them has not yet been established. We propose that both curiosity and creativity emanate from the same mechanism of novelty seeking. We first present a synthesis showing that curiosity and creativity are affected similarly by a number of key cognitive faculties such as memory, cognitive control, attention, and reward. We then review empirical evidence from neuroscience research, indicating that the same brain regions are involved in both curiosity and creativity, focusing on the interplay between three major brain networks: the default mode network, the salience network, and the executive control network. After substantiating the link between curiosity and creativity, we propose a novelty-seeking model (NSM) that underlies them and suggests that the manifestation of the NSM is governed by one's state of mind.
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Affiliation(s)
- Tal Ivancovsky
- The Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan,
- Department of Clinical and Health Psychology, Universitat Autònoma de Barcelona, Catalunya, Spain
| | - Shira Baror
- The Edmond and Lily Safra Center for Brain Sciences, The Hebrew University, Jerusalem, Israel.
| | - Moshe Bar
- The Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan,
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21
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Kucwaj H, Gajewski Z, Chuderski A. Schizophrenia patients perform as well as healthy controls on creative problem solving when fluid intelligence is accounted for. Cogn Neuropsychiatry 2023; 28:253-268. [PMID: 37212543 DOI: 10.1080/13546805.2023.2215921] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/18/2022] [Accepted: 05/12/2023] [Indexed: 05/23/2023]
Abstract
INTRODUCTION This study examined creative problem solving in schizophrenia. We aimed to verify three hypotheses: (H1) schizophrenia patients differ from healthy controls in the accuracy of creative problem solving; (H2) schizophrenia patients are less effective at evaluating and rejecting incorrect associations and (H3) have a more idiosyncratic way of searching for semantic associations compared to controls. METHODS Six Remote Associates Test (RAT) items and three insight problems were applied to schizophrenia patients and healthy controls. We compared groups on the overall accuracy in the tasks to verify H1 and developed a novel method of comparing the patterns of errors in the RAT to verify H2 and H3. We controlled for fluid intelligence to eliminate this significant source of variation, as typically creativity and intelligence are significantly related. RESULTS Bayesian factor analysis did not support the group differences in either insight problems and RAT accuracy or the patterns of RAT errors. CONCLUSIONS The patients performed as well as the controls on both tasks. Analysis of RAT errors suggested that the process of searching for remote associations is comparable in both groups. It is highly improbable that individuals with schizophrenia benefit from their diagnosis during creative problem solving.
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Affiliation(s)
- Hanna Kucwaj
- Cognitive Science Department, Institute of Philosophy, Jagiellonian University, Kraków, Poland
| | | | - Adam Chuderski
- Cognitive Science Department, Institute of Philosophy, Jagiellonian University, Kraków, Poland
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22
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Forthmann B, Kaczykowski K, Benedek M, Holling H. The Manic Idea Creator? A Review and Meta-Analysis of the Relationship between Bipolar Disorder and Creative Cognitive Potential. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6264. [PMID: 37444111 PMCID: PMC10341485 DOI: 10.3390/ijerph20136264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Revised: 06/12/2023] [Accepted: 06/27/2023] [Indexed: 07/15/2023]
Abstract
Even though a relationship between psychopathology and creativity has been postulated since the time of ancient Greece, systematic meta-analyses on this topic are still scarce. Thus, the meta-analysis described here can be considered the first to date that specifically focuses on the relationship between creative potential, as measured by divergent thinking, and bipolar disorder, as opposed to psychopathology in general. An extensive literature search of 4670 screened hits identified 13 suitable studies, including a total of 42 effect sizes and 1857 participants. The random-effects model showed an overall significant, positive, yet diminutively small effect (d = 0.11, 95% CI: [0.002, 0.209], p = 0.045) between divergent thinking and bipolar disorder. A handful of moderators were examined, which revealed a significant moderating effect for bipolar status, as either euthymic (d = 0.14, p = 0.043), subclinical (d = 0.17, p = 0.001), manic (d = 0.25, p = 0.097), or depressed (d = -0.51, p < 0.001). However, moderator analyses should be treated with caution because of the observed confounding of moderators. Finally, none of the employed methods for publication-bias detection revealed any evidence for publication bias. We discuss further results, especially regarding the differences between subclinical and clinical samples.
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Affiliation(s)
- Boris Forthmann
- Institute of Psychology, University of Münster, 48149 Münster, Germany
| | - Karin Kaczykowski
- Institute of Psychology, University of Münster, 48149 Münster, Germany
| | - Mathias Benedek
- Institute of Psychology, University of Graz, 8010 Graz, Austria
| | - Heinz Holling
- Institute of Psychology, University of Münster, 48149 Münster, Germany
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23
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Liu F, Qu S, Fan Y, Chen F, He B. Scientific creativity and innovation ability and its determinants among medical postgraduate students in Fujian province of China: a cross sectional study. BMC MEDICAL EDUCATION 2023; 23:444. [PMID: 37328847 DOI: 10.1186/s12909-023-04408-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/29/2022] [Accepted: 05/27/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Graduate education is the main approach to training high-level innovative elites. With the expansion of the scale of graduate education in China, it has gradually emerged that the lack of innovation ability of graduate students is recognized as the primary problem in graduate education. How to comprehensively improve the quality of postgraduate teaching has become the core task of educational reform and development. However, data about the current cultivation and development of the innovative ability of graduate students in China is limited. METHODS A questionnaire survey was conducted among medical postgraduate students. Descriptive statistics and multiple regression analysis methods were used to analyze the data to describe the current innovation ability in advanced medical education and potential influence factors. RESULTS A total of 1241 medical students were surveyed, according to the results of questionnaire data analysis. The proportion of subjects who participated in the College Student's Entrepreneurship and Innovation program or any other scientific research programs are fairly high which are 46.82% and 29.20% respectively. Most of the participants are observed with high levels of self-motivation and active learning and have good performance in creative thinking. However, only a small number of participants (16.6%) reported academic achievements such as publications. Most of the students are satisfied with the current scientific research environment and think that the current postgraduate training system is qualified for the cultivation of innovation ability, and expects the inclusion of course specialized in systemic medicine and medical informatics in the curricula. Multiple logistic regression results showed that among the factors studied, gender, medical specialties, and types of master's degrees are associated with cognition & skills, academic performance, and creativity. CONCLUSIONS It will be important to incorporate more techniques for creating and improving creativity in the curricula of the current postgraduate education, especially for courses such as systemic medicine and informatics. Guidance in earlier school life can stimulate creativity and an early introduction to scientific research work will facilitate innovative thinking and behavior. Scientific research programs such as the National Innovation and Entrepreneurship Training for the universities of PRC have been widely implemented in the undergraduate education system throughout the country. However, the training effectiveness of the current scientific research programs is worth improving.
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Affiliation(s)
- Fengqiong Liu
- Department of Epidemiology and Health Statistics, School of Public Health, Fujian Medical University, Fuzhou, China
| | - Shuming Qu
- Department of Health Management, School of Health Management, Fujian Medical University, Fuzhou, China
| | - Yi Fan
- Department of Epidemiology and Health Statistics, School of Public Health, Fujian Medical University, Fuzhou, China
| | - Fa Chen
- Department of Epidemiology and Health Statistics, School of Public Health, Fujian Medical University, Fuzhou, China
| | - Baochang He
- Department of Epidemiology and Health Statistics, School of Public Health, Fujian Medical University, Fuzhou, China.
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Maoulida H, Madhukar M, Celume MP. A Case Study of 21st Century Cognitive, Social and Emotional Competencies Using Online-Learning. J Intell 2023; 11:116. [PMID: 37367518 DOI: 10.3390/jintelligence11060116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Revised: 05/24/2023] [Accepted: 06/06/2023] [Indexed: 06/28/2023] Open
Abstract
Based on the conceptualisation of the 21st Century Competencies Framework from the Center for Curriculum Redesign (CCR) we developed an online program to enable school-age students to increase their level on several social-emotional competencies. BE organized is a program that aims to help students to better organize themselves to be more efficient in today's and tomorrow's world. To do so, 12 individual sessions were designed to develop 4 out of the twelve 21st century competencies: Critical Thinking, Mindfulness, Resilience and Metacognition; collective sessions (action lab) to develop others such as Creativity. We used a mixed methodology, i.e., quantitative (two questionnaires) and qualitative (reflective questions) evaluation to test whether the targeted competencies have been developed during this program. Preliminary results (since it involves only a small number of participants, n = 27) partially confirm our hypotheses. Both qualitative and quantitative data show a development of critical thinking; the cross-sectional results are more mixed for the other three targeted competencies. Moreover, some other competencies, such as Creativity and Growth Mindset, seem to be developed during this program. However, it is difficult to determine whether it is the group and/or individual sessions that are responsible for these non-targeted competencies development. These results will be discussed in relation to the youth literature on 21st century competency and the broader literature on socio-emotional learning (SEL) and/or emotional intelligence (EI).
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Affiliation(s)
- Haïfat Maoulida
- Laboratoire de Psychologie et d'Ergonomie Appliquées (LaPEA, UMR 7708T), Institut de Psychologie, Université de Paris Cité, 92100 Boulogne-Billancourt, France
- Beyond Education, Learning Planet Institute (LPI, ex CRI), 75004 Paris, France
| | - Manisha Madhukar
- Beyond Education, Learning Planet Institute (LPI, ex CRI), 75004 Paris, France
| | - Macarena-Paz Celume
- Centre de Recherche en Psychologie de la Connaissance, du Langage et de l'Émotion (Centre PsyCLE, EA 3273), Institut Créativité et Innovations, Université Aix-Marseille, 13385 Marseille, France
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25
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von Thienen JPA, Weinstein TJ, Meinel C. Creative metacognition in design thinking: exploring theories, educational practices, and their implications for measurement. Front Psychol 2023; 14:1157001. [PMID: 37228346 PMCID: PMC10203176 DOI: 10.3389/fpsyg.2023.1157001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2023] [Accepted: 04/10/2023] [Indexed: 05/27/2023] Open
Abstract
Design thinking is a well-established practical and educational approach to fostering high-level creativity and innovation, which has been refined since the 1950s with the participation of experts like Joy Paul Guilford and Abraham Maslow. Through real-world projects, trainees learn to optimize their creative outcomes by developing and practicing creative cognition and metacognition. This paper provides a holistic perspective on creativity, enabling the formulation of a comprehensive theoretical framework of creative metacognition. It focuses on the design thinking approach to creativity and explores the role of metacognition in four areas of creativity expertise: Products, Processes, People, and Places. The analysis includes task-outcome relationships (product metacognition), the monitoring of strategy effectiveness (process metacognition), an understanding of individual or group strengths and weaknesses (people metacognition), and an examination of the mutual impact between environments and creativity (place metacognition). It also reviews measures taken in design thinking education, including a distribution of cognition and metacognition, to support students in their development of creative mastery. On these grounds, we propose extended methods for measuring creative metacognition with the goal of enhancing comprehensive assessments of the phenomenon. Proposed methodological advancements include accuracy sub-scales, experimental tasks where examinees explore problem and solution spaces, combinations of naturalistic observations with capability testing, as well as physiological assessments as indirect measures of creative metacognition.
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26
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Vuichard A, Botella M, Capron Puozzo I. Creative Process and Multivariate Factors through a Creative Course "Keep Calm and Be Creative". J Intell 2023; 11:jintelligence11050083. [PMID: 37233331 DOI: 10.3390/jintelligence11050083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Revised: 04/11/2023] [Accepted: 04/14/2023] [Indexed: 05/27/2023] Open
Abstract
Creativity has been studied for a long time and it has become a more significant topic of research in educational fields in recent decades. The present paper outlines a multivariate approach to creativity and substantiates this approach by investigating the creative process and multivariate factors through a creative course for master's students at the University of Teacher Education in Switzerland. Our goal is to examine more specifically the stages of the creative process and the emerging multivariate factors in different creative activities. The article reports findings from the analysis of students' creative report process diaries as well as semi-structured interviews. Drawing on experiential learning, this pilot study was conducted in collaboration with master's student teachers (n = 10). The results show that the different microlevels of the creative process are the subject of variations from one creative experience to another. Most factors of the multivariate approach emerge from this kind of creative training. The discussion will allow for a review of the research results and also a better understanding of the creative process in the pedagogy of creativity.
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Affiliation(s)
- Aleksandra Vuichard
- Education and Research Art and Technology Unit, Haute école pédagogique du canton de Vaud (HEP Vaud), 1014 Lausanne, Switzerland
| | - Marion Botella
- Laboratoire de Psychologie et Ergonomie Apliquées, Université Paris Cité, 92100 Boulogne Billancourt, France
| | - Isabelle Capron Puozzo
- Domaine Recherche & Développement, Haute école pédagogique du Valais (HEP-VS), 1890 Saint-Maurice, Switzerland
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McGregor D, Frodsham S. Scientific Intelligence: Recognising It to Nurture It. J Intell 2023; 11:jintelligence11040060. [PMID: 37103245 PMCID: PMC10146590 DOI: 10.3390/jintelligence11040060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2023] [Revised: 03/10/2023] [Accepted: 03/18/2023] [Indexed: 03/30/2023] Open
Abstract
Successful scientists need to think carefully about the particular aspect of the world around them they are investigating. They build on what is known in their area of science to identify how they might examine the issue or problem they are concerned with to offer further insights. Through investigating natural phenomena, they can solve problems and communicate new ways of looking at the world. Their work serves to address global and societal challenges and often offers improved ways of living. The ways that scientists’ work can have implications for educational processes designed to prepare would-be scientists or scientifically aware citizens of the future. Eliciting reflections from experienced scientists recounting how they came to develop their scientific intellect, expertise and problem-solving know-how is useful to inform science education. This article reports on an aspect of a larger project involving 24 scientists specialising in biological or physical science research from Higher Education Institutions, located in either Manchester, Oxford or London. The study adopts a retrospective phenomenographical methodology and applies two fresh theoretical perspectives to eight in-depth interviews with professional scientists working in university departments involved in ground-breaking research. Conversations with the scientists were framed to explore the nature and extent of formal and informal learning influences affecting the development of their inventiveness and expertise in becoming scientists. The reified perspectives collated here show how a range of experiences have afforded expert scientists the opportunity to apply their intellectual capabilities. These kinds of demonstrable abilities have enabled them to scientifically contribute to being able to solve real-world problems. Additionally, a cross-case analysis of scientists’ reported learning experiences could inform science education policy and practice.
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Mangion M, Riebel JA. Young Creators: Perceptions of Creativity by Primary School Students in Malta. J Intell 2023; 11:jintelligence11030053. [PMID: 36976146 PMCID: PMC10053983 DOI: 10.3390/jintelligence11030053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Revised: 02/24/2023] [Accepted: 03/10/2023] [Indexed: 03/15/2023] Open
Abstract
Policymakers and employers insist that educational institutions prepare workforce-ready candidates fluent in the application of 21st Century Skills such as creativity. So far, only a few studies have explored the self-perceived creativity of students. This paper addresses this gap in literature by providing an understanding of how young students in upper primary feel about themselves as creative beings. Data for the present study was collected through an anonymous online survey that 561 students, aged 9–11 years and residing in Malta (EU), completed. In-depth responses were collected from a subset of the original sample made up of 101 students through an anonymous online form containing a set of questions. Data was analysed using regression analysis for the quantitative component and through thematic analysis for the qualitative part. Results indicate that, overall, students in Year 6 felt less creative than students in Year 5. Furthermore, findings show that the type of school attended impacted the students’ perception of creativity. From a qualitative perspective, findings led to insights into (i) the interpretation of the term creativity and (ii) the impact of the school environment and how timetabling impacted students’ creativity. The findings suggest that the student’s perceived creative personal identity and the concrete manifestations that they engage in are influenced by environmental factors.
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Alexander G. Smile! It's Only Covid: Analyzing Covid-19 Internet Memes. JOURNAL OF CREATIVITY 2023. [PMCID: PMC9977695 DOI: 10.1016/j.yjoc.2023.100049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
Abstract
This article describes the special attributes of social media memes and their viral distribution during the Covid-19 pandemic and explores how they can challenge some of our conventional conceptions of creativity and humor. The internet memes turned to be very popular during the lockdown and this has raised questions about the possible relationship between a private creation its mass distribution and its possible assessment. A reasonable hypothesis is that the wide accessibility to the internet has strengthened the resilience and ability to cope with the pandemic and allowed nearly everyone to become a meme creator or receiver. The article lists some of the common themes and artistic devices that were used by meme creators and examines the power and limitations of traditional creativity and humor theories to explain this viral phenomenon.
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Guo Y, Lin S, Williams ZJ, Zeng Y, Clark LQC. Evaluative Skill in the Creative Process: A Cross-cultural Study. THINKING SKILLS AND CREATIVITY 2023; 47:101240. [PMID: 36876226 PMCID: PMC9979839 DOI: 10.1016/j.tsc.2023.101240] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Evaluative skill is the ability to accurately judge ideas on creativity (or originality), which is a critical component of creativity. Various aspects of creativity have been examined cross-culturally, but little research has focused on evaluative skill. The first goal of this study was to examine the measurement invariance of evaluative skill assessments, which were based on two types of divergent thinking tests (Line Meanings and Uses), between American (n = 341) and Chinese (n = 345) college students. Multi-group confirmatory factor analyses supported a two-factor model based on two types of evaluation tasks, and this model satisfied configural and weak invariance. However, partial strong invariance was satisfied only for the Uses evaluation task. Based on this evidence, our second goal was to explore the differences in evaluative skill between these two groups. Via latent mean comparisons, we found that American participants had better performance on evaluative skill based on the Uses evaluation task than their Chinese counterparts. Taken together, this study is one of the first to examine the cross-cultural differences in evaluative skill between American and Chinese adults. This study offered preliminary results showing some invariance in evaluative skill assessments across cultures and indicating cross-cultural differences in this ability.
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Affiliation(s)
- Yawei Guo
- BNU-HKBU United International College
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31
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Manji I, Cepalo T, Ledesma S, Fallavollita P. Personhood, QOL, and Well-being in People with Dementia undergoing Creative Arts-based Therapies: A Scoping Review. CREATIVITY RESEARCH JOURNAL 2023. [DOI: 10.1080/10400419.2023.2168895] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/22/2023]
Affiliation(s)
- Irfan Manji
- Interdisciplinary School of Health Sciences, Faculty of Health Sciences, University of Ottawa, Ottawa, Ontario, Canada
| | - Tanita Cepalo
- Interdisciplinary School of Health Sciences, Faculty of Health Sciences, University of Ottawa, Ottawa, Ontario, Canada
| | - Sergio Ledesma
- Interdisciplinary School of Health Sciences, Faculty of Health Sciences, University of Ottawa, Ottawa, Ontario, Canada
- School of Engineering, University of Guanajuato, Salamanca, Mexico
| | - Pascal Fallavollita
- Interdisciplinary School of Health Sciences, Faculty of Health Sciences, University of Ottawa, Ottawa, Ontario, Canada
- School of Electrical Engineering and Computer Science, Faculty of Engineering, University of Ottawa, Ottawa, Ontario, Canada
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32
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Taylor S. Creativity: Celebrations and tensions. SOCIAL AND PERSONALITY PSYCHOLOGY COMPASS 2023. [DOI: 10.1111/spc3.12737] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/22/2023]
Affiliation(s)
- Stephanie Taylor
- The Open University, School of Psychology and Counselling Buckinghamshire UK
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33
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McVeigh M, Valquaresma A, Karwowski M. Fostering Creative Agency through Screenwriting: An Intervention. CREATIVITY RESEARCH JOURNAL 2023. [DOI: 10.1080/10400419.2023.2168341] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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34
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Navigating the Spectrum of Conventionality: Toward a New Model of Creative Thinking. J Intell 2023; 11:jintelligence11020021. [PMID: 36826919 PMCID: PMC9964343 DOI: 10.3390/jintelligence11020021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 01/06/2023] [Accepted: 01/14/2023] [Indexed: 01/20/2023] Open
Abstract
Current conceptualizations of creative thinking focus primarily on the measurement of creative thinking for the purpose of identifying creative thinking proficiency. We propose a conceptualization that includes a framework and assessments that focus on the measurement and learning of creative thinking and innovation skills. Our conceptualization involves an understanding that innovation is a critical application of creative thinking and that the process of creative thinking that leads to innovation can be performed intentionally and explicitly. In this paper, we put forth a process model for creative thinking and innovation that focuses on an expanded set of cognitive and social skills and processes that facilitate the navigation of the spectrum of conventionality. The process model includes the conventional thinking skill, which serves as not only a foundational skill for understanding and navigating the spectrum of conventionality, but also facilitates the reliable measurement of creative thinking and innovation by supporting the generation of a response pool that represents the full spectrum of conventionality for use in scoring. We explore the advantages of this model and how it addresses some of the challenges presented by current creative thinking conceptualizations and assessments. Finally, we explore the implications of implementing this process model for education.
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35
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Ross W, Groves M. Let's Just See What Happens: A Qualitative Case Study of Risk and Uncertainty in the Creative Process. JOURNAL OF CREATIVE BEHAVIOR 2023. [DOI: 10.1002/jocb.578] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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36
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Rahimi S, Walker JT, Lin-Lipsmeyer L, Shin J. Toward Defining and Assessing Creativity in Sandbox Games. CREATIVITY RESEARCH JOURNAL 2023. [DOI: 10.1080/10400419.2022.2156477] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Affiliation(s)
- Seyedahmad Rahimi
- School of Teaching and Learning, University of Florida, Gainesville, FL, USA
| | - Justice T. Walker
- College of Education, the University of Texas, Teacher Education, El Paso, TX, USA
| | - Lin Lin-Lipsmeyer
- Department of Teaching and Learning, Southern Methodist University,Dallas, TX, USA
| | - Jinnie Shin
- School of Human Development and Organizational Studies in Education, University of Florida, Gainesville, FL, USA
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37
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Hu L, Boggess M, Shepley MM. Comparing Expert, Quasi-Expert, and Novice Evaluations of Award-Winning Design Products Using the Consensual Assessment Technique. CREATIVITY RESEARCH JOURNAL 2022. [DOI: 10.1080/10400419.2022.2157591] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Affiliation(s)
- Linna Hu
- Department of Human Centered Design, Cornell University, Ithaca, New York, USA
| | - May Boggess
- Cornell Statistical Consulting Unit, Cornell University, Ithaca, New York, USA
| | - Mardelle M. Shepley
- Department of Human Centered Design, Cornell University, Ithaca, New York, USA
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38
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Su H, Zhang J, Xie M, Zhao M. The relationship between teachers' emotional intelligence and teaching for creativity: The mediating role of working engagement. Front Psychol 2022; 13:1014905. [PMID: 36619066 PMCID: PMC9813491 DOI: 10.3389/fpsyg.2022.1014905] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Accepted: 12/02/2022] [Indexed: 12/24/2022] Open
Abstract
Teaching for creativity (TfC) has received increasing attention as an important way to cultivate students' creative thinking and behaviors. The purpose of this study is to examine the mediating role of teachers' work engagement (WE) on the relationship between their emotional intelligence (EI) and teaching for creativity. The study is a cross-sectional design. The sample of the study is 3,307 secondary school English teachers working in Jilin Province, China. The findings show that the teachers' perceptions of emotional intelligence, work engagement and teaching for creativity are relatively high. The findings confirm the hypotheses. The results of structural equation modeling and bootstrapping show that teachers' emotional intelligence is positively correlated with work engagement and teaching for creativity, and teachers' work engagement mediates the relationship between emotional intelligence and teaching for creativity.
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Affiliation(s)
- Huili Su
- Faculty of Education, Northeast Normal University, Changchun, China
| | - Jingwei Zhang
- Faculty of Education, Northeast Normal University, Changchun, China,*Correspondence: Jingwei Zhang,
| | - Mingyue Xie
- Faculty of Education, Northeast Normal University, Changchun, China
| | - Ming Zhao
- Ideological and Political Education Research Center, Northeast Normal University, Changchun, China
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39
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Yörük S, Sen S. A Reliability Generalization Meta-Analysis of the Creative Achievement Questionnaire. CREATIVITY RESEARCH JOURNAL 2022. [DOI: 10.1080/10400419.2022.2148073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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40
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He R, Zhuang K, Liu L, Ding K, Wang X, Fu L, Qiu J, Chen Q. The impact of knowledge on poetry composition: An fMRI investigation. BRAIN AND LANGUAGE 2022; 235:105202. [PMID: 36399814 DOI: 10.1016/j.bandl.2022.105202] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/07/2022] [Revised: 10/30/2022] [Accepted: 11/02/2022] [Indexed: 06/16/2023]
Abstract
Poetry composition is an ecologically valid approach for investigating creative processes. However, little is known about how the brain creates poetry and about the role of knowledge during poetry composition. Here, we identified patterns of task-based functional connectivity during poetry composition by experts and novices under two experimental conditions (familiar vs unfamiliar themes) and one control condition. Poetry composition was related to large-scale network connectivity between the language network (LN) and the right executive control network (RECN), precuneus, and higher visual network. Under familiar themes, poetry composition recruited more functional connections between the RECN and default mode network, whereas using unfamiliar themes elicited more functional connections between sensorimotor and visual networks. Moreover, the strength of LN-RECN is positively correlated with originality in the familiar condition, while negatively correlated with originality in the unfamiliar condition. These results reveal the brain connectivity patterns and highlight the importance of knowledge underlying poetry composition.
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Affiliation(s)
- Ruizhi He
- Key Laboratory of Cognition and Personality (Southwest University), Ministry of Education, Chongqing, China; Faculty of Psychology, Southwest University, Chongqing, China
| | - Kaixiang Zhuang
- Key Laboratory of Cognition and Personality (Southwest University), Ministry of Education, Chongqing, China; Faculty of Psychology, Southwest University, Chongqing, China
| | - Lijun Liu
- Key Laboratory of Cognition and Personality (Southwest University), Ministry of Education, Chongqing, China; Faculty of Psychology, Southwest University, Chongqing, China
| | - Ke Ding
- Key Laboratory of Cognition and Personality (Southwest University), Ministry of Education, Chongqing, China; Faculty of Psychology, Southwest University, Chongqing, China
| | - Xi Wang
- Key Laboratory of Cognition and Personality (Southwest University), Ministry of Education, Chongqing, China; Faculty of Psychology, Southwest University, Chongqing, China
| | - Lei Fu
- Key Laboratory of Cognition and Personality (Southwest University), Ministry of Education, Chongqing, China; Faculty of Psychology, Southwest University, Chongqing, China
| | - Jiang Qiu
- Key Laboratory of Cognition and Personality (Southwest University), Ministry of Education, Chongqing, China; Faculty of Psychology, Southwest University, Chongqing, China; Southwest University Branch, Collaborative Innovation Center of Assessment Toward Basic Education Quality at Beijing Normal University, China; Key Laboratory Of Child Cognition & Behavior Development Of Hainan Province, Qiongtai Normal University, Haikou 571127, China.
| | - Qunlin Chen
- Key Laboratory of Cognition and Personality (Southwest University), Ministry of Education, Chongqing, China; Faculty of Psychology, Southwest University, Chongqing, China.
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41
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Kaufman JC, Beghetto RA. Where is the When of Creativity?: Specifying the Temporal Dimension of the Four Cs of Creativity. REVIEW OF GENERAL PSYCHOLOGY 2022. [DOI: 10.1177/10892680221142803] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022]
Abstract
Creativity researchers typically focus on the who, what, why, where, and how of creativity. A noticeable omission is when. The when is not completely ignored in the field; it surfaces in developmental and evolutionary perspectives, the study of eminent creators, and other avenues of scholarship. In this paper, we assert that for the concept of when to be fully addressed researchers need to more actively consider the past, present, and future and how they interact. More specifically, we propose an expanded way of thinking about the when of creativity by introducing a temporal dimension to the definition of creativity. Our definition offers a broader lens for researchers to consider the temporal dimensions of originality, meaningfulness, and impact of creativity. After introducing our definition and describing its unique features, we discuss how researchers can use our definition to trace creative phenomena across a full temporal trajectory and thereby provide more nuanced and dynamic representation of how the features of creativity change across time and contexts. Finally, we apply this temporal definition to the Four Cs Model of Creativity to illustrate how considering the when can help resolve lingering questions about this perspective.
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Affiliation(s)
- James C. Kaufman
- Neag School of Education, University of Connecticut, Storrs, CT, USA
| | - Ronald A. Beghetto
- Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ, USA
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42
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Tan C. Daoism, Novelty, and Usefulness: A Philosophical Exploration of Creativity. JOURNAL OF CREATIVE BEHAVIOR 2022. [DOI: 10.1002/jocb.572] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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43
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Zhang LF, Xie Z. Research agendas and organizational commitment among academics in mainland China. HIGHER EDUCATION 2022; 86:1-20. [PMID: 36310613 PMCID: PMC9589851 DOI: 10.1007/s10734-022-00941-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/04/2022] [Indexed: 06/16/2023]
Abstract
This research pioneered the investigation of the statistically predictive power of academics' research agendas for their organizational commitment-beyond age, gender, academic rank, and academic discipline. Three hundred and thirty-two academics from nine research-oriented comprehensive universities in Zhejiang province and Shanghai, mainland China, responded to the Multi-Dimensional Research Agendas Inventory-12 Items (MDRAI-12) and the Organizational Commitment Inventory. Three main findings were obtained. First, the MDRAI-12 was confirmed to be a valid and reliable instrument for assessing the research agendas of academics in mainland China. Second, both academics' research agendas and their organizational commitment varied as a function of demographics. Third and most importantly, when age, gender, academic rank, and academic discipline were put under control, three of the four trailblazing research agendas (scientific ambition, collaboration, and discovery) predicted the three adaptive organizational commitments (affective, normative, and ideal), whereas the two cohesive research agendas (convergence and conservative) chiefly contributed to the two maladaptive organizational commitments (economic and choice). These findings have shed new light on the literature concerning research agendas and that on organizational commitment. At the same time, the findings have practical implications for university academics and senior managers in their respective efforts to promote innovative research and adaptive organizational commitment among academics.
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Affiliation(s)
- Li-fang Zhang
- Faculty of Education, The University of Hong Kong, Hong Kong Special Administrative Region, Hong Kong, People’s Republic of China
| | - Zhengli Xie
- Faculty of Education, The University of Hong Kong, Hong Kong Special Administrative Region, Hong Kong, People’s Republic of China
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44
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Sternberg RJ, Lubart T. Beyond Defiance: An Augmented Investment Perspective on Creativity. JOURNAL OF CREATIVE BEHAVIOR 2022. [DOI: 10.1002/jocb.567] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | - Todd Lubart
- Université Paris Cité and Univ. Gustave Eiffel, LaPEA
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45
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Ishiguro C, Sato Y, Takahashi A, Abe Y, Kato E, Takagishi H. Relationships among creativity indices: Creative potential, production, achievement, and beliefs about own creative personality. PLoS One 2022; 17:e0273303. [PMID: 36170253 PMCID: PMC9518913 DOI: 10.1371/journal.pone.0273303] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Accepted: 08/07/2022] [Indexed: 11/18/2022] Open
Abstract
Although creativity has been measured in various ways (ideas, products, achievements, and personality), the relationships between these measurements remain unclear. The current study examines whether divergent thinking predicts creative behavior (i.e., creative production and achievement) and whether beliefs about own creative personality influences the link between divergent thinking and creative behavior. Eighty-eight undergraduate students were assessed via a divergent thinking test, a creative production test, and a creative achievement questionnaire. The results showed that divergent thinking was positively associated with both creative behaviors (i.e., creative production in fine arts and achievement). In addition, beliefs about own creative personality moderated the relationship between divergent thinking and creative achievements, in that this relationship was stronger when Creative Personality Scale scores were higher. The current findings suggest some associations among creativity indices: divergent thinking promotes creative achievements, and this relation is moderated by beliefs about own creative personality. Further investigation is required to specify the causal relationships among creativity indices.
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Affiliation(s)
- Chiaki Ishiguro
- College of Informatics and Human Communication, Kanazawa Institute of Technology, Ishikawa, Japan
| | - Yuki Sato
- College of Liberal and Sciences, Tamagawa University, Tokyo, Japan
- Graduate School of Brain Sciences, Tamagawa University, Tokyo, Japan
| | - Ai Takahashi
- College of Arts, Tamagawa University, Tokyo, Japan
| | - Yuko Abe
- College of Arts, Tamagawa University, Tokyo, Japan
| | - Etsuko Kato
- College of Arts, Tamagawa University, Tokyo, Japan
| | - Haruto Takagishi
- Graduate School of Brain Sciences, Tamagawa University, Tokyo, Japan
- Brain Science Institute, Tamagawa University, Tokyo, Japan
- * E-mail:
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46
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Gustafsson E. How Can Contextual Variables Influence Creative Thinking? Contributions from the Optimal‐Level of Arousal Model. JOURNAL OF CREATIVE BEHAVIOR 2022. [DOI: 10.1002/jocb.565] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
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47
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Childs P, Han J, Chen L, Jiang P, Wang P, Park D, Yin Y, Dieckmann E, Vilanova I. The Creativity Diamond—A Framework to Aid Creativity. J Intell 2022; 10:jintelligence10040073. [PMID: 36278595 PMCID: PMC9590016 DOI: 10.3390/jintelligence10040073] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Revised: 09/06/2022] [Accepted: 09/14/2022] [Indexed: 11/16/2022] Open
Abstract
There are many facets to creativity, and the topic has a profound impact on society. Substantial and sustained study on creativity has been undertaken, and much is now known about the fundamentals and how creativity can be augmented. To draw these elements together, a framework was developed called the creativity diamond, formulated on the basis of reviews of prior work, as well as the consideration of 20 PhD studies on the topics of creativity, design, innovation, and product development. The framework embodies the principles that quantity of ideas breeds quality through selection, and that a range of creativity tools can provoke additional ideas to augment our innate creativity. The creativity diamond proposed is a tool consisting of a divergent phase associated with the development of many distinctive ideas and a convergent phase associated with the refinement of ideas. The creativity diamond framework can be used to prompt and help select which tool or approach to use in a creative environment for innovative tasks. The framework has now been used by many students and professionals in diverse contexts.
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Affiliation(s)
- Peter Childs
- Dyson School of Design Engineering, Imperial College London, London SW7 2AZ, UK
- Correspondence:
| | - Ji Han
- Department of Management, Business School, University of Exeter, Exeter EX4 4PU, UK
| | - Liuqing Chen
- College of Computer Science and Technology, Zhejiang University, Hangzhou 310027, China
| | - Pingfei Jiang
- School of Engineering and the Environment, Kingston University, London SW15 3DW, UK
| | - Pan Wang
- School of Design, Hong Kong Polytechnic University, Hong Kong, China
| | - Dongmyung Park
- Division of Design, Incheon National University, Incheon 22012, Korea
| | - Yuan Yin
- Dyson School of Design Engineering, Imperial College London, London SW7 2AZ, UK
| | - Elena Dieckmann
- Dyson School of Design Engineering, Imperial College London, London SW7 2AZ, UK
| | - Ignacio Vilanova
- Dyson School of Design Engineering, Imperial College London, London SW7 2AZ, UK
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48
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Smith K, Pickering A, Bhattacharya J. The Creative Life: A Daily Diary Study of Creativity, Affect, and Well-Being in Creative Individuals. CREATIVITY RESEARCH JOURNAL 2022. [DOI: 10.1080/10400419.2022.2122371] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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49
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Rominger C, Fink A, Benedek M, Weber B, Perchtold-Stefan CM, Schwerdtfeger AR. The ambulatory battery of creativity: Additional evidence for reliability and validity. Front Psychol 2022; 13:964206. [PMID: 36186395 PMCID: PMC9524250 DOI: 10.3389/fpsyg.2022.964206] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Accepted: 08/16/2022] [Indexed: 11/13/2022] Open
Abstract
Psychometrically sound instruments that assess temporal dynamics of creative abilities are limited. The Ambulatory Battery of Creativity (ABC) is designed to assess creative ideation performance multiple times in everyday life and was proven to capture the intra-individual dynamic of creative abilities reliably and validly. The present ambulatory study aimed to replicate and extend the psychometric evidence of the novel ABC. Sixty-nine participants worked on the ABC during a 5-day ambulatory assessment protocol. Each day, participants completed six randomly presented items of the verbal and the figural ABC. Matching previous psychometric analyses, the results indicated good between-person (≥0.80) and good within-person (≥0.72) reliability. Furthermore, evidence for between-person and within-person validity of the ABC was obtained. Performance in the verbal and the figural ABC were interrelated and correlated with an independent measure of creative potential. The verbal ABC was further associated with openness, self-reported creative behavior, creative activities, and creative achievements, thus providing additional evidence of construct validity, especially for the verbal ABC. Finally, the verbal and the figural ABC yielded convincing within-person validity: Longer response times and higher subjective originality ratings were associated with more original ideas. This replication and extension of the ABC’s psychometric properties indicates that it enables a reliable and valid assessment of moment-to-moment fluctuations of creative ideation abilities in everyday life, which may facilitate the investigation of exciting new research questions related to dynamic aspects of creative ability.
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50
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Metacognition, Mind Wandering, and Cognitive Flexibility: Understanding Creativity. J Intell 2022; 10:jintelligence10030069. [PMID: 36135610 PMCID: PMC9500634 DOI: 10.3390/jintelligence10030069] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/17/2022] [Revised: 08/31/2022] [Accepted: 09/02/2022] [Indexed: 11/17/2022] Open
Abstract
The goal of this article is to review work on mind wandering, metacognition and creativity in order to consider their relationship with cognitive flexibility. I introduce a model of the role that mind wandering and metacognition have in the generation and exploration of novel ideas and products in the creative process. I argue that managing the interaction between metacognition and mind wandering is the main role of cognitive flexibility in creativity. Furthermore, I claim that balancing the influence of metacognition during the generation and exploration of pre-inventive structures is a quintessential part of creativity, probably in almost any domain. Thus, I advance a general framework that can be applied to understanding how creators monitor and think about their own cognition when they engage in the generation and exploration of ideas. Additionally, I discuss the evolution of controlled and spontaneous cognition and metacognitive judgements during the development of a creative person.
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