1
|
Lefebvre S, Camarda A. Creative ideas generation and personality: evidence from process communication model. Front Psychol 2024; 15:1403714. [PMID: 38939227 PMCID: PMC11210600 DOI: 10.3389/fpsyg.2024.1403714] [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: 03/19/2024] [Accepted: 05/13/2024] [Indexed: 06/29/2024] Open
Abstract
The present study investigated the relation between personality and ideas generation abilities. Ideas generation was assessed by the "egg task" in which participants had to generate as many solutions as possible to design ways to drop a hen's egg from a height of 10 m so that it does not break. The 102 participants were also presented with the standard Process Communication Model (PCM) questionnaire. Results suggest that idea generation varied according to PCM Base Type of participants. Even if five out of six Base Types (Thinker, Persister, Harmonizer, Promoter and Rebel) presented similar fluency and categorical flexibility, Imaginer Base presented higher scores than other Base Types. These results, discussed according to cognitive control abilities, reinforce the view that PCM can highlight an individual's creative performance considering interindividual differences.
Collapse
Affiliation(s)
| | - Anaëlle Camarda
- Paris-Cité University, LaPEA, Boulogne Billancourt, France
- Institut Supérieur Maria Montessori, Paris, France
| |
Collapse
|
2
|
Kruse JA, Martin CS, Hamlin N, Slattery E, Moriarty EM, Horne LK, Ozkalp-Poincloux B, Camarda A, White SF, Oleson J, Cassotti M, Doucet GE. Changes of creative ability and underlying brain network connectivity throughout the lifespan. Brain Cogn 2023; 168:105975. [PMID: 37031635 PMCID: PMC10175225 DOI: 10.1016/j.bandc.2023.105975] [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: 02/13/2023] [Revised: 03/30/2023] [Accepted: 03/31/2023] [Indexed: 04/11/2023]
Abstract
Creativity, or divergent thinking, is essential to and supported by cognitive functions necessary for everyday tasks. The current study investigates divergent thinking and its neural mechanisms from adolescence to late adulthood. To do this, 180 healthy participants completed a creativity task called the egg task including 86 adolescents (mean age (SD) = 13.62 (1.98)), 52 young adults (24.92 (3.60), and 42 older adults (62.84 (7.02)). Additionally, a subsample of 111 participants completed a resting-state fMRI scan. After investigating the impact of age on different divergent thinking metrics, we investigated the impact of age on the association between divergent thinking and resting-state functional connectivity within and between major resting-state brain networks associated with creative thinking: the DMN, ECN, and SN. Adolescents tended to be less creative than both young and older adults in divergent thinking scores related to expansion creativity, and not in persistent creativity, while young and older adults performed relatively similar. We found that adolescents' functional integrity of the executive control network (ECN) was positively associated with expansion creativity, which was significantly different from the negative association in both the young and older adults. These results suggest that creative performance and supporting brain networks change throughout the lifespan.
Collapse
Affiliation(s)
- Jordanna A Kruse
- Institute for Human Neuroscience, Boys Town National Research Hospital, Omaha, NE, USA
| | - Casey S Martin
- Institute for Human Neuroscience, Boys Town National Research Hospital, Omaha, NE, USA
| | - Noah Hamlin
- Institute for Human Neuroscience, Boys Town National Research Hospital, Omaha, NE, USA
| | - Emma Slattery
- Institute for Human Neuroscience, Boys Town National Research Hospital, Omaha, NE, USA
| | - Eibhlis M Moriarty
- Institute for Human Neuroscience, Boys Town National Research Hospital, Omaha, NE, USA
| | - Lucy K Horne
- Institute for Human Neuroscience, Boys Town National Research Hospital, Omaha, NE, USA
| | | | - Anaelle Camarda
- Institut Supérieur Maria Montessori, France; Université Paris Cité and Université Gustave Eiffel, LaPEA, Boulogne-Billancourt, France
| | - Stuart F White
- Institute for Human Neuroscience, Boys Town National Research Hospital, Omaha, NE, USA; Department of Pharmacology and Neuroscience, Creighton University School of Medicine, Omaha, NE, USA
| | | | | | - Gaelle E Doucet
- Institute for Human Neuroscience, Boys Town National Research Hospital, Omaha, NE, USA; Department of Pharmacology and Neuroscience, Creighton University School of Medicine, Omaha, NE, USA.
| |
Collapse
|
3
|
Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education. J Intell 2023; 11:jintelligence11030054. [PMID: 36976147 PMCID: PMC10054602 DOI: 10.3390/jintelligence11030054] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2022] [Revised: 02/16/2023] [Accepted: 02/23/2023] [Indexed: 03/18/2023] Open
Abstract
This article addresses educational challenges posed by the future of work, examining “21st century skills”, their conception, assessment, and valorization. It focuses in particular on key soft skill competencies known as the “4Cs”: creativity, critical thinking, collaboration, and communication. In a section on each C, we provide an overview of assessment at the level of individual performance, before focusing on the less common assessment of systemic support for the development of the 4Cs that can be measured at the institutional level (i.e., in schools, universities, professional training programs, etc.). We then present the process of official assessment and certification known as “labelization”, suggesting it as a solution both for establishing a publicly trusted assessment of the 4Cs and for promoting their cultural valorization. Next, two variations of the “International Institute for Competency Development’s 21st Century Skills Framework” are presented. The first of these comprehensive systems allows for the assessment and labelization of the extent to which development of the 4Cs is supported by a formal educational program or institution. The second assesses informal educational or training experiences, such as playing a game. We discuss the overlap between the 4Cs and the challenges of teaching and institutionalizing them, both of which may be assisted by adopting a dynamic interactionist model of the 4Cs—playfully entitled “Crea-Critical-Collab-ication”—for pedagogical and policy-promotion purposes. We conclude by briefly discussing opportunities presented by future research and new technologies such as artificial intelligence and virtual reality.
Collapse
|