Psychology › Experimental and Cognitive Psychology

Creativity in Education and Neuroscience

Works Count: 76372

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Description

This cluster of papers encompasses a wide range of topics related to creativity, including cognitive processes, neuroscience, psychology, education, problem solving, personality traits, cultural influence, and brain activity. The papers explore the nature of creativity, its relationship to intelligence and personality, the impact of cultural experiences on creativity, and the cognitive processes underlying creative thinking.

Keywords

Creativity; Innovation; Cognitive Processes; Neuroscience; Psychology; Education; Problem Solving; Personality Traits; Cultural Influence; Brain Activity

Creative cognition: theory, research, and applications

1993-06-01

Ronald A. Finke , Thomas Ward , Steven M. Smith

Part 1 Introduction to creative cognition: overview the goals of creative cognition demystification of creativity previous approaches to creativity scope of creative cognition. Part 2 Theoretical and methodological considerations: a … Part 1 Introduction to creative cognition: overview the goals of creative cognition demystification of creativity previous approaches to creativity scope of creative cognition. Part 2 Theoretical and methodological considerations: a general model structuring creative opportunities experimental procedures and controls motivational factors evaluating creative products general issues in creativity assessment. Part 3 Creative visualization: mental synthesis and transformation emergent features in mental images creative visual discoveries externalizing the creative process. Part 4 Creative invention: a paradigm for invention preinventive forms creative refinement.

Handbook of cognition and emotion

1999-01-01

Tim Dalgleish , Mick Power

Partial table of contents: GENERAL ASPECTS. The Philosophy of Cognition and Emotion (W. Lyons). Basic Emotions (P. Ekman). Research Methods in Cognition and Emotion (W. Parrott & P. Hertel). COGNITIVE … Partial table of contents: GENERAL ASPECTS. The Philosophy of Cognition and Emotion (W. Lyons). Basic Emotions (P. Ekman). Research Methods in Cognition and Emotion (W. Parrott & P. Hertel). COGNITIVE PROCESSES. Selective Attention and Anxiety: A Cognitive-Motivational Perspective (K. Mogg & B. Bradley). The Cognitive Science of Attention and Emotion (G. Matthews & A. Wells). Mood and Memory (H. Ellis & B. Moore). Autobiographical Memory (H. Healy & J. Williams). Inhibition Processes in Cognition and Emotion: A Special Case (T. Dalgleish, et al.). EMOTIONS. Anger (L. Berkowitz). Disgust: The Body and Soul Emotion (P. Rozin, et al.). Panic and Phobias (R. McNally). Sadness and its Disorders (M. Power). Jealousy and Envy (M. East & F. Watts). THEORIES IN COGNITION AND EMOTION. Network Theories and Beyond (J. Forgas). Appraisal Theory (K. Scherer). Multi-Level Theories of Cognition-Emotion Relations (J. Teasdale). APPLIED ISSUES. Creativity in the Domain of Emotion (J. Averill). Forensic Applications of Theories of Cognition and Emotion (D. Bekerian & S. Goodrich). Cognition and Emotion: Future Directions (T. Dalgleish & M. Power). Indexes.

Guiding creative talent.

1962-01-01

E. Paul Torrance

Building organisational culture that stimulates creativity and innovation

2003-01-23

E.C. Martins , Fransie Terblanche

The purpose of this article is to present, by means of a model, the determinants of organisational culture which influence creativity and innovation. A literature study showed that a model, … The purpose of this article is to present, by means of a model, the determinants of organisational culture which influence creativity and innovation. A literature study showed that a model, based on the open systems theory and the work of Schein, can offer a holistic approach in describing organisational culture. The relationship between creativity, innovation and culture is discussed in this context. Against the background of this model, the determinants of organisational culture were identified. The determinants are strategy, structure, support mechanisms, behaviour that encourages innovation, and open communication. The influence of each determinant on creativity and innovation is discussed. Values, norms and beliefs that play a role in creativity and innovation can either support or inhibit creativity and innovation depending on how they influence individual and group behaviour. This is also explained in the article.

Creativity syndrome: Integration, application, and innovation.

1988-01-01

Michael D. Mumford , Sigrid B. Gustafson

Apres une definition du concept de creativite est effectuee une revue de la litterature consacree au developpement de l'innovation dans la reussite professionnelle, mettant l'accent sur l'integration et la reorganisation … Apres une definition du concept de creativite est effectuee une revue de la litterature consacree au developpement de l'innovation dans la reussite professionnelle, mettant l'accent sur l'integration et la reorganisation des structures cognitives

Motivating Creativity in Organizations: On Doing What You Love and Loving What You Do

1997-10-01

Teresa M. Amabile

Creativity in all fields, including business, flourishes under intrinsic motivation—the drive to do something because it is interesting, involving, exciting, satisfying, or personally challenging. This article presents the Componential Theory … Creativity in all fields, including business, flourishes under intrinsic motivation—the drive to do something because it is interesting, involving, exciting, satisfying, or personally challenging. This article presents the Componential Theory of Organizational Creativity and Innovation, which defines the factors—including intrinsic motivation—that determine a person's creativity. This article also shows how the work environment can influence individual creativity.

Design: Cultural probes

1999-01-01

William Gaver , T. C. Dunne , Elena Pacenti

article Free Access Share on Design: Cultural probes Authors: Bill Gaver Royal College of Art, London, U.K. Royal College of Art, London, U.K.View Profile , Tony Dunne Royal College of … article Free Access Share on Design: Cultural probes Authors: Bill Gaver Royal College of Art, London, U.K. Royal College of Art, London, U.K.View Profile , Tony Dunne Royal College of Art, London, U.K. Royal College of Art, London, U.K.View Profile , Elena Pacenti Domus Academy, Milan, Italy Domus Academy, Milan, ItalyView Profile Authors Info & Claims InteractionsVolume 6Issue 1Jan./Feb. 1999 pp 21–29https://doi.org/10.1145/291224.291235Published:01 January 1999Publication History 1,328citation38,432DownloadsMetricsTotal Citations1,328Total Downloads38,432Last 12 Months4,520Last 6 weeks604 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteView all FormatsPDF

Habituation: A dual-process theory.

1970-09-01

Philip M. Groves , Richard F. Thompson

Positive affect facilitates creative problem solving.

1987-01-01

Alice M. Isen , Kimberly A. Daubman , Gary P. Nowicki

Four experiments indicated that positive affect, induced by means of seeing a few minutes of a comedy film or by means of receiving a small bag of candy, improved performance … Four experiments indicated that positive affect, induced by means of seeing a few minutes of a comedy film or by means of receiving a small bag of candy, improved performance on two tasks that are generally regarded as requiring creative ingenuity: Duncker's (1945) candle task and M. T. Mednick, S. A. Mednick, and E. V. Mednick's (1964) Remote Associates Test. One condition in which negative affect was induced and two in which subjects engaged in physical exercise (intended to represent affectless arousal) failed to produce comparable improvements in creative performance. The influence of positive affect on creativity was discussed in terms of a broader theory of the impact of positive affect on cognitive organization.

Creativity, divergent thinking, and openness to experience.

1987-06-01

Robert R. McCrae

Test scores of divergent thinking obtained between 1959 and 1972 were correlated with a variety of personality measures administered since 1980.In this sample of 268 men, divergent thinking was consistently … Test scores of divergent thinking obtained between 1959 and 1972 were correlated with a variety of personality measures administered since 1980.In this sample of 268 men, divergent thinking was consistently associated with self-reports and ratings of openness to experience, but not with neuroticism, extraversion, agreeableness, or conscientiousness.Both divergent thinking and openness were also modestly correlated with Cough's (1979) empirically derived Creative Personality Scale.Several other personality variables mentioned in the literature were also examined; those that were associated with divergent thinking were also generally correlated with openness.These data suggest that creativity is particularly related to the personality domain of openness to experience.Although some object that the distinction is artificial (Heim, 1970), cognition and personality have traditionally been seen as distinct domains.Intelligence is construed as a set of aptitudes and abilities; personality is viewed, at least by psychometricians, as a collection of characteristic dispositions.Empirically, there is some justification for the separation.Measures of personality traits typically show very modest correlations with tests of general intelligence (e.g., Eysenck & Eysenck, 1975), and joint factor analyses of personality and cognitive ability variables show that the latter form a distinct factor (McCrae & Costa, 1985b, 1985c).Creativity, however, seems to hold an intermediate position.The novelty and originality of creative productions imply both an ability to think fluently and flexibly and an inclination to do so.A voluminous literature has documented the importance of both these aspects of creativity (Barren & Harrington, 1981).In this article, I attempt to organize the findings on personality characteristics associated with creativity by reference to a wellestablished taxonomy of personality traits.Specifically, I am testing the hypothesis that creativity is uniquely associated with the personality domain of openness to experience. Creativity, Intelligence, and Divergent ThinkingWhether creativity should be considered part of general intelligence or a correlate of it or an entirely independent ability is still disputed.Steinberg (1985), for example, studied implicit theories of intelligence, creativity, and wisdom and concluded that "implicit theories are clearly inconsistent with views such as Guilford's (1967), according to which creativity is an aspect of intelligence" (p.612).Measures of creativity and of intelligence are largely independent within specialized groups (e.g.,

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Leading creative people: Orchestrating expertise and relationships

2002-11-12

Michael D. Mumford , Ginamarie Scott , Blaine Gaddis +1 more

Innovativeness, Novelty Seeking, and Consumer Creativity

1980-12-01

Elizabeth C. Hirschman

Journal Article Innovativeness, Novelty Seeking, and Consumer Creativity Get access Elizabeth C. Hirschman Elizabeth C. Hirschman Search for other works by this author on: Oxford Academic PubMed Google Scholar Journal … Journal Article Innovativeness, Novelty Seeking, and Consumer Creativity Get access Elizabeth C. Hirschman Elizabeth C. Hirschman Search for other works by this author on: Oxford Academic PubMed Google Scholar Journal of Consumer Research, Volume 7, Issue 3, December 1980, Pages 283–295, https://doi.org/10.1086/208816 Published: 01 December 1980 Article history Received: 01 July 1979 Revision received: 01 June 1980 Published: 01 December 1980

A neuropsychological theory of positive affect and its influence on cognition.

1999-01-01

F. Gregory Ashby , Alice M. Isen , And U. Turken

Positive affect systematically influences performance on many cognitive tasks. A new neuropsychological theory is proposed that accounts for many of these effects by assuming that positive affect is associated with … Positive affect systematically influences performance on many cognitive tasks. A new neuropsychological theory is proposed that accounts for many of these effects by assuming that positive affect is associated with increased brain dopamine levels. The theory predicts or accounts for influences of positive affect on olfaction, the consolidation of long-term (i.e., episodic) memories, working memory, and creative problem solving. For example, the theory assumes that creative problem solving is improved, in part, because increased dopamine release in the anterior cingulate improves cognitive flexibility and facilitates the selection of cognitive perspective.

The Role of Involvement in Attention and Comprehension Processes

1988-09-01

Richard L. Celsi , Jerry C. Olson

We present the results of a study designed to test several hypotheses concerning the effects of intrinsic and situational sources of personal relevance on felt involvement and on the amount … We present the results of a study designed to test several hypotheses concerning the effects of intrinsic and situational sources of personal relevance on felt involvement and on the amount of attention and comprehension effort, the focus of attention and comprehension processes, and the extent of cognitive elaboration during comprehension. Felt involvement is a motivational state that affects the extent and focus of consumers' attention and comprehension processes, and thus the specific meanings that are produced. The results of the study provide strong evidence that felt involvement plays a motivational role in consumers' attention and comprehension processes.

Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.

1984-07-01

John G. Nicholls

Achievement behavior is denned as behavior directed at developing or demonstrating high rather than low ability. It is shown that ability can be conceived in two ways. First, ability can … Achievement behavior is denned as behavior directed at developing or demonstrating high rather than low ability. It is shown that ability can be conceived in two ways. First, ability can be judged high or low with reference to the individual's own past performance or knowledge. In this context, gains in mastery indicate competence. Second, ability can be judged as capacity relative to that of others. In this context, a gain in mastery alone does not indicate high ability. To demonstrate high capacity, one must achieve more with equal effort or use less effort than do others for an equal performance. The conditions under which these different conceptions of ability function as individuals' goals and the nature of subjective experience in each case are specified. Different predictions of task choice and performance are derived and tested for each case. In this article, predictions of task choice, performance, and subjective experience in experimental achievement settings are derived, and relevant evidence is examined. An intentional view of behavior (Dennett, 1978) is adopted. In this, action is construed as a rational attempt to attain goals or incentives. In commonsense terms, individuals' actions serve to achieve purposes efficiently or economically. In the terms of games theory, action maximizes

The Psychology of Written Composition

1989-01-01

Alister Cumming , Carl Bereiter , Marlene Scardamalia

The subject of this book is the mental activities that go into composing written texts. For brevity we will often refer to the subject simply as writing, but the term … The subject of this book is the mental activities that go into composing written texts. For brevity we will often refer to the subject simply as writing, but the term should not be taken too literally. In this book we are not concerned with the physical act of writing, except insofar as it influences other processes. The mental activities of writing considered in our research are the same kinds of higher mental processes that figure in cognitive research on all aspects of human intelligence. They include goal setting, planning, memory search, problem solving, evaluation, and diagnosis. Writing is, of course, easily recognized as an activity in which a good deal of human intelligence is put to use. Its neglect, until very recently, by cognitive scientists is, however, easy to understand. Cognitive research has been gradually working its way from well-defined to ill-defined problems, from tasks that draw on limited knowledge to tasks that draw on large bodies of knowledge, and from tasks that are easily constrained experimentally to ones that are more susceptible to intentions of the participants. On all of these counts, writing lies far out on the yet-to-be-reached end of the continuum.

WHEN JOB DISSATISFACTION LEADS TO CREATIVITY: ENCOURAGING THE EXPRESSION OF VOICE.

2001-08-01

Jing Zhou , Jennifer M. George

This study focused on the conditions under which job dissatisfaction will lead to creativity as an expression of voice. We theorized that useful feedback from coworkers, coworker helping and support, … This study focused on the conditions under which job dissatisfaction will lead to creativity as an expression of voice. We theorized that useful feedback from coworkers, coworker helping and support, and perceived organizational support for creativity would each interact with job dissatisfaction and continuance commitment (commitment motivated by necessity) to result in creativity. In a sample of 149 employees, as hypothesized, employees with high job dissatisfaction exhibited the highest creativity when continuance commitment was high and when (1) useful feedback from coworkers, or (2) coworker helping and support, or (3) perceived organizational support for creativity was high.

Social psychology of creativity: A consensual assessment technique.

1982-11-01

Teresa M. Amabile

DETERMINANTS OF INNOVATIVE BEHAVIOR: A PATH MODEL OF INDIVIDUAL INNOVATION IN THE WORKPLACE.

1994-06-01

Steven Scott , Reginald A. Bruce

The present study integrated a number of streams of research on the antecedents of innovation to develop and test a model of individual innovative behavior. Hypothesizing that leadership, individual problem-solving … The present study integrated a number of streams of research on the antecedents of innovation to develop and test a model of individual innovative behavior. Hypothesizing that leadership, individual problem-solving style, and work group relations affect innovative behavior directly and indirectly through their influence on perceptions of the climate for innovation, we used structural equation analysis to test the parameters of the proposed model simultaneously and also explored the moderating effect of task characteristics. The model explained approximately 37 percent of the variance in innovative behavior. Task type moderated the relationship between leader role expectations and innovative behavior.

CREATIVE SELF-EFFICACY: ITS POTENTIAL ANTECEDENTS AND RELATIONSHIP TO CREATIVE PERFORMANCE.

2002-12-01

Pamela Tierney , Steven M. Farmer

Using data from two different firms, this study tested a new construct, creative self-efficacy, tapping employees' belief) that they can be creative in their work roles. Results support the discriminant … Using data from two different firms, this study tested a new construct, creative self-efficacy, tapping employees' belief) that they can be creative in their work roles. Results support the discriminant validity of the construct and indicate that job tenure, job self-efficacy, supervisor behavior, and job complexity contribute to creative efficacy beliefs. Creative self-efficacy also predicted creative performance beyond the predictive effects of job self-efficacy. Differences in results between white-collar and blue-collar samples suggest considerations for both theory and practice.

Employee Learning Orientation, Transformational Leadership, and Employee Creativity: The Mediating Role of Employee Creative Self-Efficacy

2009-08-01

Yaping Gong , Jia‐Chi Huang , Jiing‐Lih Farh

We examined the relationship between employee creativity and job performance. Furthermore, we identified two learning-related personal and situational variables—employee learning orientation and transformational leadership—and examined their effects on employee creativity … We examined the relationship between employee creativity and job performance. Furthermore, we identified two learning-related personal and situational variables—employee learning orientation and transformational leadership—and examined their effects on employee creativity through employee creative self-efficacy. We found that employee creativity was positively related to employee sales and to supervisor-rated employee job performance. Employee learning orientation and transformational leadership were positively related to employee creativity, and these relationships were mediated by employee creative self-efficacy. We discuss the implications of these findings for creativity theory and research, as well as for management practice.

ASSESSING THE WORK ENVIRONMENT FOR CREATIVITY.

1996-10-01

Teresa M. Amabile , Riccardo Conti , Heather M. Coon +2 more

We describe the development and validation of a new instrument, KEYS: Assessing the Climate for Creativity, designed to assess perceived stimulants and obstacles to creativity in organizational work environments. The … We describe the development and validation of a new instrument, KEYS: Assessing the Climate for Creativity, designed to assess perceived stimulants and obstacles to creativity in organizational work environments. The KEYS scales have acceptable factor structures, internal consistencies, test-retest reliabilities, and preliminary convergent and discriminant validity. A construct validity study shows that perceived work environments, as assessed by the KEYS scales, discriminate between high-creativity projects and low-creativity projects; certain scales discriminate more strongly and consistently than others. We discuss the utility of this tool for research and practice.

A meta-analysis of 25 years of mood-creativity research: Hedonic tone, activation, or regulatory focus?

2008-10-27

Matthijs Baas , Carsten K. W. De Dreu , Bernard A. Nijstad

This meta-analysis synthesized 102 effect sizes reflecting the relation between specific moods and creativity. Effect sizes overall revealed that positive moods produce more creativity than mood-neutral controls (r= .15), but … This meta-analysis synthesized 102 effect sizes reflecting the relation between specific moods and creativity. Effect sizes overall revealed that positive moods produce more creativity than mood-neutral controls (r= .15), but no significant differences between negative moods and mood-neutral controls (r= -.03) or between positive and negative moods (r= .04) were observed. Creativity is enhanced most by positive mood states that are activating and associated with an approach motivation and promotion focus (e.g., happiness), rather than those that are deactivating and associated with an avoidance motivation and prevention focus (e.g., relaxed). Negative, deactivating moods with an approach motivation and a promotion focus (e.g., sadness) were not associated with creativity, but negative, activating moods with an avoidance motivation and a prevention focus (fear, anxiety) were associated with lower creativity, especially when assessed as cognitive flexibility. With a few exceptions, these results generalized across experimental and correlational designs, populations (students vs. general adult population), and facet of creativity (e.g., fluency, flexibility, originality, eureka/insight). The authors discuss theoretical implications and highlight avenues for future research on specific moods, creativity, and their relationships.

What leaders need to know: A review of social and contextual factors that can foster or hinder creativity

2004-02-01

Christina E. Shalley , Lucy L. Gilson

The associative basis of the creative process.

1962-01-01

Sarnoff A. Mednick

Resumen.Las técnicas de generación de ideas son herramientas orientadas a la resolución de problemas de diversa índole, siendo instrumentos que impulsan el potencial creativo de las personas con el objetivo … Resumen.Las técnicas de generación de ideas son herramientas orientadas a la resolución de problemas de diversa índole, siendo instrumentos que impulsan el potencial creativo de las personas con el objetivo de generar muchas ideas en poco tiempo.En este trabajo se realiza una revisión de las principales técnicas de generación de ideas con aplicación en el ámbito de la publicidad y se analiza su grado de conocimiento y uso por parte de los profesionales de las agencias publicitarias españolas.Para ello, se revisaron 15 técnicas y se realizaron 22 entrevistas.La inmensa mayoría de los entrevistados conocen varias

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Attention and Effort

1975-06-01

Howard E. Egeth , Daniel Kahneman

Why Isn't Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research

2004-05-12

Jonathan A. Plucker , Ronald A. Beghetto , Gayle T. Dow

Abstract The construct of creativity has a great deal to offer educational psychology. Creativity appears to be an important component of problem-solving and other cognitive abilities, healthy social and emotional … Abstract The construct of creativity has a great deal to offer educational psychology. Creativity appears to be an important component of problem-solving and other cognitive abilities, healthy social and emotional well-being, and scholastic and adult success. Yet the study of creativity is not nearly as robust as one would expect, due in part to the preponderance of myths and stereotypes about creativity that collectively strangle most research efforts in this area. The root cause of these stereotypes is the lack of adequate precision in the definition of creativity. The body of the article is devoted to specific suggestions for conceptualizing and defining creativity to maximize its potential contributions to educational psychology.

Innovation and Creativity in Organizations

2014-03-17

Neil Anderson , Kristina Potočnik , Jing Zhou

Creativity and innovation in any organization are vital to its successful performance. The authors review the rapidly growing body of research in this area with particular attention to the period … Creativity and innovation in any organization are vital to its successful performance. The authors review the rapidly growing body of research in this area with particular attention to the period 2002 to 2013, inclusive. Conceiving of both creativity and innovation as being integral parts of essentially the same process, we propose a new, integrative definition. We note that research into creativity has typically examined the stage of idea generation, whereas innovation studies have commonly also included the latter phase of idea implementation. The authors discuss several seminal theories of creativity and innovation and then apply a comprehensive levels-of-analysis framework to review extant research into individual, team, organizational, and multilevel innovation. Key measurement characteristics of the reviewed studies are then noted. In conclusion, we propose a guiding framework for future research comprising 11 major themes and 60 specific questions for future studies.

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The social psychology of creativity: A componential conceptualization.

1983-08-01

Teresa M. Amabile

Despite the clear importance of social and environmental' influences on creative performance, a social psychology of creativity is yet to be developed. Theory and research have focused almost exclusively on … Despite the clear importance of social and environmental' influences on creative performance, a social psychology of creativity is yet to be developed. Theory and research have focused almost exclusively on a personality approach to creativity and, to a lesser extent, a cognitive-abilities approach. Following a consideration of the definition and assessment of creativity, a componential framework for conceptualizing creativity is presented here. Including domain-relevant skills, creativity-relevant skills, and task motivation as a set of necessary and sufficient components of creativity, the framework describes the way in which cognitive abilities, personality characteristics, and social factors might contribute to different stages of the creative process. The discussion emphasizes the previously neglected social factors and highlights the contributions that a social psychology of creativity can make to a comprehensive view of creative performance. A striking feature of many phenomenological accounts of creativity is the degree to which outstandingly creative individuals feel influenced by social and environmental factors. In many cases, these factors are quite ordinary, mundane events; it appears that even seemingly insignificant features of the environment can be detrimental or conducive to creativity in some individuals. For example, in a letter to a friend, Tchaikovsky (1906) described the devastating effect that

A Meta-Analysis of Personality in Scientific and Artistic Creativity

1998-11-01

Gregory J. Feist

Theory and research in both personality psychology and creativity share an essential commonality: emphasis on the uniqueness of the individual. Both disciplines also share an emphasis on temporal consistency and … Theory and research in both personality psychology and creativity share an essential commonality: emphasis on the uniqueness of the individual. Both disciplines also share an emphasis on temporal consistency and have a 50-year history, and yet no quantitative review of the literature on the creative personality has been conducted. The 3 major goals of this article are to present the results of the first meta-analytic review of the literature on personality and creative achievement, to present a conceptual integration of underlying potential psychological mechanisms that personality and creativity have in common, and to show how the topic of creativity has been important to personality psychologists and can be to social psychologists. A common system of personality description was obtained by classifying trait terms or scales onto one of the Five-Factor Model (or Big Five) dimensions: neuroticism, extraversion, openness, agreeableness, and conscientiousness. Effect size was measured using Cohen's d (Cohen, 1988). Comparisons on personality traits were made on 3 sets of samples: scientists versus nonscientists, more creative versus less creative scientists, and artists versus nonartists. In general, creative people are more open to new experiences, less conventional and less conscientious, more self-confident, self-accepting, driven, ambitious, dominant, hostile, and impulsive. Out of these, the largest effect sizes were on openness, conscientiousness, self-acceptance, hostility, and impulsivity. Further, there appears to be temporal stability of these distinguishing personality dimensions of creative people. Dispositions important to creative behavior are parsed into social, cognitive, motivational, and affective dimensions. Creativity like most complex behaviors requires an intra- as well as interdisciplinary view and thereby mitigates the historically disciplinocentric attitudes of personality and social psychologists.

Beyond Big and Little: The Four C Model of Creativity

2009-03-01

James C. Kaufman , Ronald A. Beghetto

Most investigations of creativity tend to take one of two directions: everyday creativity (also called “little-c”), which can be found in nearly all people, and eminent creativity (also called “Big-C”), … Most investigations of creativity tend to take one of two directions: everyday creativity (also called “little-c”), which can be found in nearly all people, and eminent creativity (also called “Big-C”), which is reserved for the great. In this paper, the authors propose a Four C model of creativity that expands this dichotomy. Specifically, the authors add the idea of “mini-c,” creativity inherent in the learning process, and Pro-c, the developmental and effortful progression beyond little-c that represents professional-level expertise in any creative area. The authors include different transitions and gradations of these four dimensions of creativity, and then discuss advantages and examples of the Four C Model.

The role of deliberate practice in the acquisition of expert performance.

1993-07-01

K. Anders Ericsson , Ralf Krampe , Clemens Tesch‐Römer

because observed behavior is the result of interactions between environmental factors and genes during the extended period of development. Therefore, to better understand expert and exceptional performance, we must require … because observed behavior is the result of interactions between environmental factors and genes during the extended period of development. Therefore, to better understand expert and exceptional performance, we must require that the account specify the different environmental factors that could selectively promote and facilitate the achievement of such performance. In addition, recent research on expert performance and expertise (Chi, Glaser, & Farr, 1988; Ericsson & Smith, 1991a) has shown that important characteristics of experts' superior performance are acquired through experience and that the effect of practice on performance is larger than earlier believed possible. For this reason, an account of exceptional performance must specify the environmental circumstances, such as the duration and structure of activities, and necessary minimal biological attributes that lead to the acquisition of such characteristics and a corresponding level of performance. An account that explains how a majority of individuals can attain a given level of expert performance might seem inherently unable to explain the exceptional performance of only a small number of individuals. However, if such an empirical account could be empirically supported, then the extreme characteristics of experts could be viewed as having been acquired through learning and adaptation, and studies of expert performance could provide unique insights into the possibilities and limits of change in cognitive capacities and bodily functions. In this article we propose a theoretical framework that explains expert performance in terms of acquired characteristics resulting from extended deliberate practice and that limits the role of innate (inherited) characteristics to general levels of activity and emotionality. We provide empirical support from two new studies and from already published evidence on expert performance in many different domains.

Toward a Theory of Organizational Creativity

1993-04-01

Richard W. Woodman , John E. Sawyer , Ricky W. Griffin

In this article we develop a theoretical framework for understanding creativity in complex social settings. We define organizational creativity as the creation of a valuable, useful new product, service, idea, … In this article we develop a theoretical framework for understanding creativity in complex social settings. We define organizational creativity as the creation of a valuable, useful new product, service, idea, procedure, or process by individuals working together in a complex social system. The starting point for our theoretical development is provided by the interactionist model of creative behavior developed by Woodman and Schoenfeldt (1989). This model and supporting literature on creative behavior and organizational innovation are used to develop an interactional framework for organizational creativity. The theoretical framework is summarized by three propositions that can effectively guide the development of testable hypotheses.

The Creative Mind

2004-02-24

Margaret A. Boden

How is it possible to think new thoughts? What is creativity and can science explain it? And just how did Coleridge dream up the creatures of The Ancient Mariner? When … How is it possible to think new thoughts? What is creativity and can science explain it? And just how did Coleridge dream up the creatures of The Ancient Mariner? When The Creative Mind: Myths and Mechanisms was first published, Margaret A. Boden's bold and provocative exploration of creativity broke new ground. Boden uses examples such as jazz improvisation, chess, story writing, physics, and the music of Mozart, together with computing models from the field of artificial intelligence to uncover the nature of human creativity in the arts. The second edition of The Creative Mind has been updated to include recent developments in artificial intelligence, with a new preface, introduction and conclusion by the author. It is an essential work for anyone interested in the creativity of the human mind.

EMPLOYEE CREATIVITY: PERSONAL AND CONTEXTUAL FACTORS AT WORK.

1996-06-01

Greg R. Oldham , Anne Cummings

This study examined the independent and joint contributions of employees' creativity-relevant personal characteristics and three characteristics of the organizational context—job complexity, suppor... This study examined the independent and joint contributions of employees' creativity-relevant personal characteristics and three characteristics of the organizational context—job complexity, suppor...

The Effects of Personal and Contextual Characteristics on Creativity: Where Should We Go from Here?

2004-07-16

Christina E. Shalley , Jing Zhou , Greg R. Oldham

This article systematically reviews and integrates empirical research that has examined the personal and contextual characteristics that enhance or stifle employee creativity in the workplace. Based on our review, we … This article systematically reviews and integrates empirical research that has examined the personal and contextual characteristics that enhance or stifle employee creativity in the workplace. Based on our review, we discuss possible determinants of employee creativity that have received little research attention, describe several areas where substantial challenges and unanswered questions remain, present a number of new research directions for theory building, and identify methodological improvements needed in future studies of creativity in organizations.

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Affect and Creativity at Work

2005-09-01

Teresa M. Amabile , Sigal G. Barsade , Jennifer Mueller +1 more

This study explored how affect relates to creativity at work. Using both quantitative and qualitative longitudinal data from the daily diaries of 222 employees in seven companies, we examined the … This study explored how affect relates to creativity at work. Using both quantitative and qualitative longitudinal data from the daily diaries of 222 employees in seven companies, we examined the nature, form, and temporal dynamics of the affect-creativity relationship. The results indicate that positive affect relates positively to creativity in organizations and that the relationship is a simple linear one. Time-lagged analyses identify positive affect as an antecedent of creative thought, with incubation periods of up to two days. Qualitative analyses identify positive affect as a consequence of creative thought events, as well as a concomitant of the creative process. A preliminary theory of the affect-creativity cycle in organizations includes each of these links and proposes mechanisms by which they may operate.

The Standard Definition of Creativity

2012-01-01

Mark A. Runco , Garrett Jaeger

This Correction focuses on issues surrounding definitions of creativity. No topic is more central to research on creativity. There is a clear need to “correct” at least one all-too-common oversight... This Correction focuses on issues surrounding definitions of creativity. No topic is more central to research on creativity. There is a clear need to “correct” at least one all-too-common oversight...

Creativity, Intelligence, and Personality

1981-01-01

Frank Barron , Deirdre M. Harrington

ivergent thinking; creativity in women; hemispheric specialization opposing right brain to left as the source of intuition, metaphor, and imagery; the contribution of altered states of consciousness to creative thinking; … ivergent thinking; creativity in women; hemispheric specialization opposing right brain to left as the source of intuition, metaphor, and imagery; the contribution of altered states of consciousness to creative thinking; an organismic interpretation of the relationship of creativity to personality and intelligence; new methods of analysis of biographical material and a new emphasis on psychohistory; the relationship of thought disorder to originality; the inheritance of intellectual and personal traits important to creativity; the enhancement of creativity by training; these have been the main themes emerging in research on creativity since the last major reviews of the field (Stein 1968; Dellas & Gaier 1970; Freeman, Butcher & Christie 1971; Gilchrist 1972). Much indeed has happened in the field of creativity research since 1950, when J. P. Guilford in his parting address as president of the American Psychological Association pointed out that up to that time only 186 out of 121,000 entries in Psychological Abstracts dealt with creative imagination. By 1956, when the first national research conference on creativity was organized by C. W. Taylor at the University of Utah (under the sponsorship of the National Science Foundation), this number had doubled. By 1962, when Scientific Creativity (compiled by C. W. Taylor and F. Barron) went to press with a summary of the

The Concept of Creativity: Prospects and Paradigms

1998-10-28

Robert J. Sternberg , Todd Lubart

If one wanted to select the best novelist, artist, entrepreneur, or even chief executive officer, one would most likely want someone who is creative. Indeed, today many CEOs are selected … If one wanted to select the best novelist, artist, entrepreneur, or even chief executive officer, one would most likely want someone who is creative. Indeed, today many CEOs are selected not for their pleasant personalities (it's hard to be perceived as pleasant when you may have to fire 20% of the company) or their learning and memory skills (they use computers or subordinates to remember the details for them), but for their creative vision of how to turn a company around.

Attention and Performance VI

1978-09-01

Bruce O. Bergum , Stanislav Dornič

Attention and Performance IX

1982-01-01

Bruce O. Bergum , John Long , Alan Baddeley

Handbook of Creativity

1998-10-28

Robert J. Sternberg

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content. A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.

The Social Psychology of Creativity

1983-01-01

Teresa M. Amabile

Toward a Theory of Organizational Creativity

1993-04-01

Richard W. Woodman , John E. Sawyer , Ricky W. Griffin

Creativity.

1950-01-01

J. P. Guilford

Methods to Improve the Reading Level of Literary Works for New Liberal Arts

2025-06-25

Xiaobin Zhao | International Journal of Web-Based Learning and Teaching Technologies

With the development of teaching theory, teaching workers gradually realize the importance of reading ability. Based on the development of new literature, this paper analyzes the relationship between students' reading … With the development of teaching theory, teaching workers gradually realize the importance of reading ability. Based on the development of new literature, this paper analyzes the relationship between students' reading ability and curriculum training through models. Combined with teaching cases, this paper integrates network-based learning strategies and methods into different styles of teaching. This paper analyzes the best mode of cultivating students' reading ability, and the model verifies that this teaching method can comprehensively improve students' Chinese literacy. This study can provide reference for schools to cultivate students' reading level and improve students' Chinese literacy, as well as having practical guiding significance for literature promotion strategies.

Reflections on creative writing by teachers

2025-06-25

Alan Maley , Sharoon Sunny | Routledge eBooks

Supporting psychological safety in teamwork – in which ways do engineering students feel safe doing creativity–focused interventions in a PBL environment?

2025-06-24

Søren Hansen , Juebei Chen , Niels Erik Ruan Lyngdorf +2 more | European Journal of Engineering Education

HOW NEUROSCIENCE IS REDEFINING ADVERTISEMENTS: MEASURING EMOTIONAL TRIGGERS IN AD CAMPAIGNS

2025-06-24

P Uttara , Prof. Pooja Takalkar | EPRA International Journal of Multidisciplinary Research (IJMR)

In the evolving landscape of digital marketing, traditional advertising methods are increasingly being complemented and at times, challenged by insights from neuroscience. This study investigates the neural and emotional underpinnings … In the evolving landscape of digital marketing, traditional advertising methods are increasingly being complemented and at times, challenged by insights from neuroscience. This study investigates the neural and emotional underpinnings of consumer engagement with emotionally charged advertisements, particularly in the context of digital and social media platforms. By examining emotional triggers such as storytelling, visuals, and music, and their influence on consumer behaviour, the research integrates self-reported data with theoretical neurophysiological frameworks. A sample of 237 respondents participated in a structured survey, with data analysed using ANOVA and SPSS to assess the predictive strength of emotional engagement on ad effectiveness. Results confirmed that emotional triggers significantly impact brand recall and purchase intent, with heightened effects observed among individuals high in extraversion. While neuroscientific methods hold promise, self-reported data proved comparably effective for gauging emotional engagement. Cultural diversity emerged as a moderating factor, weakening the mediating influence of emotional engagement in diverse audiences. These findings underscore the necessity for emotionally intelligent advertising strategies that are both psychologically attuned and culturally adaptive. The study contributes to the growing discourse on neuromarketing and highlights practical pathways for crafting emotionally resonant, data-driven ad campaigns in a globalized digital marketplace. Keywords: Emotional Triggers, Emotional Engagement, Ad Effectiveness, Extraversion, Purchase

The Box Interaction Game: Action-Based Divergent Thinking Tests for Chinese Preschoolers

2025-06-24

Ying Du , Yilan Xiao , H. Yang +5 more | Journal of Intelligence

The current methodologies for assessing divergent thinking in children are predominantly based on verbal response, which limits their applicability for evaluating the creative potential of preschoolers and toddlers. This study … The current methodologies for assessing divergent thinking in children are predominantly based on verbal response, which limits their applicability for evaluating the creative potential of preschoolers and toddlers. This study introduces the Box Interaction Game (BIG), which is an adaptation of the Unusual Box Test (UBT) to make it more suitable for Chinese children. By simplifying, reorganizing, and expanding the actions in the UBT, the BIG employs action-based assessments that are relevant to the Chinese context and evaluate validity and test-retest reliability in preschoolers. The results revealed statistically significant but modest correlations between the verbal Unusual Uses Task (UUT) and the BIG test. Specifically, total scores (τ = 0.24, p = 0.02), fluency scores (τ = 0.23, p = 0.029), and originality scores (τ = 0.21, p = 0.04) showed low-to-moderate associations, indicating preliminary support for convergent validity, although further refinement is needed to strengthen these relationships. Additionally, the BIG demonstrates strong internal consistency (Cronbach’s alpha = 0.83 for both fluency and originality) and moderate test-retest reliability (ICC for fluency = 0.67, for originality = 0.74). These findings suggest that BIG is a promising and developmentally appropriate tool for assessing divergent thinking in Chinese preschoolers, offering a foundation for future work on early creative thinking in China.

From Brain to Shopping Cart: Neural Signals of Willingness to Buy Innovative Products

2025-06-24

Ziyi Li , Lulu Liu , Ying Hu +3 more | Neuroscience Bulletin

The role of the default mode network in creativity

2025-06-24

Simone Luchini , Emmanuelle Volle , Roger E. Beaty | Current Opinion in Behavioral Sciences

O modelo Cultura-Conhecimento- Inteligência para diminuir a fuga de talentos: um estudo comparativo entre Brasil e Alemanha

2025-06-24

Cristiano Trindade De Angelis | Revista Perspectiva Empresarial

Objetivo. Analisar a importância de criar conhecimento e experiência relevantes por meio do desenvolvimento da inteligência cultural. Metodologia. Este trabalho realiza uma revisão integrativa da literatura sobre gestão do conhecimento, … Objetivo. Analisar a importância de criar conhecimento e experiência relevantes por meio do desenvolvimento da inteligência cultural. Metodologia. Este trabalho realiza uma revisão integrativa da literatura sobre gestão do conhecimento, inteligência organizacional e inteligência cultural. Resultados. O modelo de cultura-conhecimento-inteligência mostra a importância de aprender com outras culturas para rever crenças, valores e suposições e então organizar uma vida inteira com novo propósito, o que concede não apenas significado como também inspiração e motivação para aprendizagem continua e realização. Conclusões. A principal conclusão é que a inteligência é mais importante do que o conhecimento parapromover o desenvolvimento. Portanto, a barreira de acesso ao conhecimento relevante no Brasil e sua aplicação pode ser superada por um modelo de inteligência cultural baseado em um programa de intercâmbio semelhante ao Erasmus e parceria entre empresas e universidades.

Art and science talk different. The effect of language abstractness-concreteness on liking of artistic and scientific products

2025-06-24

Gaetano Miceli , Ernesto Cardamone , Maria Antonietta Raimondo | Journal of Business Research

Supplemental Material for Can Young Children Control Their Creativity? Examining the Role of Executive Function in Modifying Children’s Creative Processes

2025-06-23

| Psychology of Aesthetics Creativity and the Arts

A ‘Sweet Spot’ for Creative Ideation: Non‐Linear Associations Between Semantic Distance and Creativity

2025-06-23

William Orwig , Simone Luchini , Roger E. Beaty +1 more | The Journal of Creative Behavior

ABSTRACT Creativity researchers have recently sought to standardize idea assessment via computational measures of semantic distance: the degree of conceptual dissimilarity between words. The relationship between semantic distance and creativity … ABSTRACT Creativity researchers have recently sought to standardize idea assessment via computational measures of semantic distance: the degree of conceptual dissimilarity between words. The relationship between semantic distance and creativity has traditionally been described using linear models, with the embedded assumption that as semantic distance increases, so does the creative quality of ideas. However, informal observations would suggest that distant associations may sometimes become too incoherent or nonsensical to be considered creative. Using generalized additive models (GAMs), we explored the non‐linear nature of this relationship across three divergent thinking tasks: alternate uses, question asking, and metaphor generation. Our results revealed a consistent pattern: human ratings of creativity increased with semantic distance up to a certain threshold (between 0.9 and 1), after which point, additional semantic distance did not translate into more subjectively creative ideas. These findings provide a more nuanced understanding of the interplay between semantic distance and creativity than previously available, suggesting that the relationship is best characterized as curvilinear rather than linear. This work highlights a potential “sweet spot” for semantic distance in creative ideation and holds important implications for models of creativity.

When does design thinking promote radical and incremental innovation? The moderating role of the innovation stage

2025-06-23

Ying Cai , Jun Lin , Ruxin Zhang +2 more | Technovation

The (Long and Winding) Road to Transformational Giftedness

2025-06-23

Robert J. Sternberg | Roeper Review

Social Change Creativity: Proposing a New Domain for Equity, Social Justice, and Human Rights

2025-06-23

Sarah R. Luria , James C. Kaufman | The Journal of Creative Behavior

ABSTRACT This paper extends the growing conversations around creativity's metamorphic capacities for good to propose and explore Social Change Creativity (SCC) as a distinct creative domain in which individuals and … ABSTRACT This paper extends the growing conversations around creativity's metamorphic capacities for good to propose and explore Social Change Creativity (SCC) as a distinct creative domain in which individuals and communities engage in the creative process to combat social injustice and manifest equitable social outcomes. SCC involves the use of creative strengths and imagination to promote social equity and justice. Drawing on the Amusement Park Theoretical Model of Creativity, the authors position SCC as a domain of creativity within a broader prosocial area. They then outline microdomains, evaluation strategies, applications, and a field agenda.

Discovering the meaning of creativity in instructional design. A co-creation and concept mapping approach

2025-06-23

Carolina Cuesta-Hincapié | International Journal of Technology and Design Education

КРЕАТИВНОСТЬ КАК ФАКТОР УСПЕШНОГО РЕШЕНИЯ ПРОБЛЕМНЫХ ЗАДАЧ В УСЛОВИЯХ НЕОПРЕДЕЛЕННОСТИ

2025-06-22

Akif Gasimov , Елена Ткаченко | Человеческий капитал.

В рамках данной статьи проведен теоретический анализ основных подходов и определений понятия «креативность», определены сходства и различия креативности и творческого мышления, представлено авторское определение креативности. Методы исследования: теоретический анализ литературы, … В рамках данной статьи проведен теоретический анализ основных подходов и определений понятия «креативность», определены сходства и различия креативности и творческого мышления, представлено авторское определение креативности. Методы исследования: теоретический анализ литературы, сравнение, сопоставление. Выявлена проблема исследования креативности как фактора эффективного решения проблемных задач в условиях неопределенности. Также сделан вывод, что креативность в условиях неопределенности является комплексным явлением, обусловленным взаимодействием когнитивных способностей (включая дивергентное мышление и знания), личностных факторов (таких как настойчивость, открытость новому опыту, и, особенно, терпимость к неопределенности) и факторов окружающей среды. Также определено, что креативность, подпитываемая терпимостью к неопределенности и когнитивной мотивацией, представляет собой эффективную стратегию преодоления трудностей и адаптации к сложным, противоречивым и непредсказуемым условиям, а также реализации интеллектуального потенциала личности. This article provides a theoretical analysis of the main approaches and definitions of the concept of “creativity,” identifies the similarities and differences between creativity and creative thinking, and presents the author's definition of creativity. Research methods: theoretical analysis of literature, comparison, contrast. The problem of studying creativity as a factor in the effective solution of problematic tasks in conditions of uncertainty is identified. It is also concluded that creativity in conditions of uncertainty is a complex phenomenon caused by the interaction of cognitive abilities (including divergent thinking and knowledge), personal factors (such as persistence, openness to new experiences, and, especially, tolerance for uncertainty), and environmental factors. It was also determined that creativity, fueled by tolerance for uncertainty and cognitive motivation, is an effective strategy for overcoming difficulties and adapting to complex, contradictory, and unpredictable conditions, as well as for realizing an individual's intellectual potential.

From Pen to Prompt: How Creative Writers Integrate AI into their Writing Practice

2025-06-22

Alicia Guo , Shreya Sathyanarayanan , Leijie Wang +2 more

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Competitive Experiences: Lessons from the Tourism Industry

2025-06-21

Nicola Bellini , Serena Rovai | Symphonya Emerging Issues in Management

Designing and producing a memorable experience is increasingly seen as a competitive advantage in many industries. This paper suggests some lessons that may be derived from the experiential approach realized … Designing and producing a memorable experience is increasingly seen as a competitive advantage in many industries. This paper suggests some lessons that may be derived from the experiential approach realized in the tourism industry. Three aspects are discussed. Firstly, we discuss the path dependency of experiences and its implications. Secondly, we analyze the ambiguities of the concept of authenticity. Thirdly, we stress the need to maintain a multi-actor approach in designing and performing experiences by pursuing experience bundling and experience co-creation.

Give me Support and Hope, and I Can Be Creative: Evidence for a Mediation Model from Five Countries

2025-06-21

Chee‐Seng Tan , Jonathan E. Ramsay , Sanju George +6 more | Applied Research in Quality of Life

Abstract Social support has been found to facilitate creativity. However, the underlying mechanism remains unclear. Guided by the broadened-and-build theory, this correlational study addressed the question of how perceived social … Abstract Social support has been found to facilitate creativity. However, the underlying mechanism remains unclear. Guided by the broadened-and-build theory, this correlational study addressed the question of how perceived social support (PSS) influences self-rated creativity through the mediating role of hope. Study 1 included a community sample of 1204 individuals aged 18 to 64 from Australia, India, Malaysia, the Philippines, and Singapore. Correlation analysis showed the three variables were positively correlated with each other across five countries. Moreover, mediation analysis indicated that PSS had an indirect relationship with creativity through hope when creative self-efficacy and age were controlled. Study 2 replicated these findings in a sample of 210 working adults in Malaysia. The consistency supports the robustness of the results across different age and cultural contexts. These findings confirm that social support and hope should be considered in creativity studies. Although further research would be useful, it appears that creativity could be improved with social support and hope. Altogether, policy, program development, and interventions aimed at fostering supportive communities may be able to enhance creativity by leveraging both social support and hope.

Creative Engagement for Well‐Being: Implications for Growth and Learning

2025-06-20

Danah Henriksen , R. Keith Sawyer | The Journal of Creative Behavior

ABSTRACT Creativity is increasingly recognized not only as a cognitive asset but also as a contributor to emotional and psychological well‐being. This paper explores the relationship between creativity and well‐being … ABSTRACT Creativity is increasingly recognized not only as a cognitive asset but also as a contributor to emotional and psychological well‐being. This paper explores the relationship between creativity and well‐being across everyday, artistic, and educational contexts, highlighting how creative engagement supports resilience, stress reduction, and personal fulfillment. Drawing from research in psychology, neuroscience, and education, we examine mechanisms such as flow states, mindfulness, and expressive practices that link creativity to improved mental health. We also consider how creativity fosters adaptability and emotional regulation, both of which are critical in navigating personal challenges and uncertain futures. In educational settings, creative engagement offers promising avenues to support holistic student development, yet systemic barriers (such as limited funding and emphasis on standardized testing) can constrain its implementation. The paper concludes by calling for more longitudinal and culturally inclusive research to deepen our understanding of creativity's role in well‐being and inform practices that foster both emotional and intellectual growth.

Irrationality in humans and creativity in AI

2025-06-20

Olha Sobetska | Frontiers in Artificial Intelligence

This manuscript explores how human irrationality in decision-making can contribute to artificial intelligence (AI) development, particularly in the domain of creativity. While irrational behavior is typically seen as a cognitive … This manuscript explores how human irrationality in decision-making can contribute to artificial intelligence (AI) development, particularly in the domain of creativity. While irrational behavior is typically seen as a cognitive flaw, we argue that certain forms of irrationality, such as those demonstrated by the conjunction fallacy (CF), may represent context-sensitive reasoning that reveals creative problem-solving. Traditional AI research has primarily focused on rational, logic-driven models, overlooking the productive role of non-linear and seemingly illogical human thinking in generating novel insights. Drawing on interdisciplinary insights and recent neuroscientific findings, particularly the interaction of the Default Mode, Executive Control, and Salience Networks, we propose a model that integrates both rational and irrational cognitive dynamics. This framework may inform the design of AI systems that are more adaptive, context-aware, and capable of emulating human-like creativity.

Thinking creatively in two languages: Effects of mental imagery vividness, foreign language proficiency and hand gestures on bilingual creativity

2025-06-20

Gyulten Hyusein , Tilbe Göksun | Bilingualism Language and Cognition

Abstract This study investigated the influence of language context on creative thinking, mental imagery vividness and the use of representational hand gestures among Turkish-English bilinguals. Participants solved verbal divergent and … Abstract This study investigated the influence of language context on creative thinking, mental imagery vividness and the use of representational hand gestures among Turkish-English bilinguals. Participants solved verbal divergent and convergent thinking tasks in both their native (L1) and second languages (L2) and self-reported their mental imagery vividness during each task. Results revealed that participants were more creative and experienced more vivid mental imagery in L1 compared to L2. Surprisingly, L2 proficiency was not associated with L2 imagery. Gestures in L1 had a positive association, while gestures in L2 had a negative association with divergent thinking. Higher gesture rates were related to lower convergent thinking performance in both languages, especially when imagery vividness was high. These findings suggest that creativity and mental imagery vividness might depend on the language context. The role of gestures for verbal creativity might also differ according to the language used.

Have Primary School Teachers Built Students’ Creativity? Theoritical and Empirical Approaches

2025-06-20

Cucun Sutinah , Ryan Dwi Puspita | KnE Social Sciences

Teachers’ perceptions of creativity and their behavior are key points in developing student creativity. This study aims to identify teachers’ perceptions of teacher creativity and behavior in building creativity, and … Teachers’ perceptions of creativity and their behavior are key points in developing student creativity. This study aims to identify teachers’ perceptions of teacher creativity and behavior in building creativity, and the correlation between the two. The method used is descriptive quantitative and correlational with online survey techniques. The participants were elementary school teachers in Indonesia who volunteered to fill out a questionnaire. consisting of two parts: the Teacher Implicit Creativity Beliefs Scale (TICBS) and the Creativity Fostering Teacher Index (CFTI). The first questionnaire was used to identify teachers’ perceptions of creativity with a Likert scale of 1-5, while the second instrument was used to identify teacher behavior in building creativity with a semantic differential scale of 1-6. Data were processed using descriptive quantitative analysis by calculating the mean and percentage of each item. The results of the study will provide an overview of teachers’ perceptions of creativity and teacher behavior index in building creativity.

Is RADEC the Key to Unlocking Higher Levels of Creative Thinking Among Students? The Impact of Investigation

2025-06-20

Diana Susanti , Ernawulan Syaodih , Atep Sujana | KnE Social Sciences

Creative thinking is a critical skill that drives innovation and problem-solving in various fields. This study aims to investigate the impact of the read, answer, discuss, explain, and create (RADEC) … Creative thinking is a critical skill that drives innovation and problem-solving in various fields. This study aims to investigate the impact of the read, answer, discuss, explain, and create (RADEC) learning model on enhancing students’ creative thinking abilities. Utilizing a quasi-experimental design, the research involved the application of RADEC in classroom settings to assess its effectiveness. Data collection was conducted using tests and observation sheets, with subsequent analysis performed through descriptive quantitative methods, difference tests, and n-gain calculations. The results indicate a significant improvement in students’ creative thinking across all indicators. Specifically, students demonstrated enhanced abilities in idea generation, problem-solving, and critical analysis. These findings suggest that the RADEC model is effective in fostering creative skills among students. The implications of this research highlight the potential of RADEC as a valuable instructional strategy in education, suggesting that its integration could lead to more innovative and adaptable learners.

What Is Special About the “Create” Activity on RADEC? Student Creative Product Description

2025-06-20

Cucun Sutinah , Siti Ruqoyyah , Fransiska Astri Kusumastuti | KnE Social Sciences

In teacher education, especially in the artistic fields like dance, developing creativity is essential. This study explore the impact of the read, answer, discuss, explain, and create (RADEC) learning model … In teacher education, especially in the artistic fields like dance, developing creativity is essential. This study explore the impact of the read, answer, discuss, explain, and create (RADEC) learning model on the creativity of prospective elementary school teachers in creating dance. Using an explanatory mixed-methods approach, the study examined how the RADEC model influenced students’ creativity and the creative dance produced. Seventy-three students from the Primary School Teacher Education program at IKIP Siliwangi participated. Data were collected through a creative thinking test, observation sheets, and a creativity assessment rubric, and were then analyzed descriptively. The results showed that the RADEC model significantly enhanced students’ creativity, with the “create” phase being particularly effective. The students’ dance products met the expected creativity criteria. This study highlights the importance of applying the RADEC model in teacher education to better prepare students for teaching and creating innovative art.

Time-on-task and instructions help humans to keep up with AI: replication and extension of a comparison of creative performances

2025-06-20

Astrid Carolus , Martin J. Koch , F. Shi | Scientific Reports

Abstract A growing number of studies have compared human and AI creative performance. These studies differ in AI chatbots, human populations, creativity tasks, and creativity indicators (e.g., originality, usefulness, elaboration). … Abstract A growing number of studies have compared human and AI creative performance. These studies differ in AI chatbots, human populations, creativity tasks, and creativity indicators (e.g., originality, usefulness, elaboration). They mostly neglect psychological research on determinants of creative performance such as instructions or processing time. The present study contributes to the theoretical foundation and replicates a study comparing humans’ and AI’s creative output in the Alternate Uses Task. Building on established knowledge of creativity determinants, we modified the Alternate Uses Task’s instructions (call for quality AND quantity), provided more time for the human participants, and added a second task (Remote Associates Task). The Alternate Uses Task output was scored in two ways: the mean and maximum scores of each Alternate Uses Task item, both in terms of semantic distances and in terms of human rating scores. The result shows that AI’s mean scores were significantly higher in the original and modified Alternate Uses Task condition, maximum scores in the original Alternate Uses Task condition, and in the Remote Associates Task. No significant differences between humans and AI were found for the maximum scores in the modified Alternate Uses Task. We mainly replicated the original studies’ findings. Our study provides initial clues that the evaluation of creative performances depends on creativity indicators and approaches (instructions and time).

Serial mediation effects of reflective practice and creative expression on artistic skills development: a cross-cultural analysis in university art education

2025-06-20

Mengdie Li , Alekseeva Galina Vasilyevna | Frontiers in Psychology

Introduction Numerous research efforts have explored the antecedents of artistic skills development among painting students. However, the role of cultural exposure in fostering this development has been largely overlooked. The … Introduction Numerous research efforts have explored the antecedents of artistic skills development among painting students. However, the role of cultural exposure in fostering this development has been largely overlooked. The study aims to address this gap by examining cultural exposure as a prelude to artistic skills development. The study also explores the intermediary pathways through which cultural exposure might stimulate artistic skills development. Methods We employed the experiential learning theory to conceptualize the proposed model and collected data from 300 painting majors using a stratified random sampling technique to ensure cultural diversity. Using the Structural Equation Modeling technique, we analyzed the measurement and structural models. Results Results indicate that cultural exposure is significantly linked to artistic skills development. Furthermore, reflective practice and creative expression significantly mediate this phenomenon. The study also finds significant serial mediation effects of cultural exposure on reflective practice and then creative expression, leading to enhanced artistic skills development. Discussion Our findings offer substantial policy implications that emphasize the need for curricula to encapsulate both cultural immersion and self-reflection practices as a mean to foster artistic skills development in university art education.

Relating creativity to aesthetics through learning and development: an Interactivist-Constructivist framework

2025-06-20

Ioannis Xenakis , Argyris Arnellos | Phenomenology and the Cognitive Sciences

Meta‐Analysis of <scp>PISA</scp> Creative Thinking Assessment Data: A Guide for Creativity Researchers

2025-06-20

Sameh Said‐Metwaly , Belén Fernández‐Castilla , Wim Van Den Noortgate | The Journal of Creative Behavior

ABSTRACT Interest in understanding creativity through Programme for International Student Assessment (PISA) data is on the rise, yet researchers face methodological challenges in synthesizing findings across various constructs, measures, and … ABSTRACT Interest in understanding creativity through Programme for International Student Assessment (PISA) data is on the rise, yet researchers face methodological challenges in synthesizing findings across various constructs, measures, and datasets. Meta‐analysis—a valuable methodology for synthesizing quantitative data—remains underutilized in creativity research involving large‐scale assessments like PISA. This paper provides guidelines for applying meta‐analytic techniques to PISA creative thinking assessment data to help researchers address these challenges. It introduces meta‐analysis by outlining its definition and advantages, followed by key steps and methodological considerations for synthesizing bivariate and multivariate relationships within PISA. Finally, the paper discusses techniques for managing the computational complexity of meta‐analyzing PISA data. Ultimately, these guidelines aim to support researchers in effectively synthesizing PISA data to advance the study of creativity.

Paradox: experience and cognition - Do men and women differ?

2025-06-20

Soumanti Sinha , M.K. Rao | Current Psychology

Online Game Use and Creativity: The Moderating Effect of Self‐Worth

2025-06-19

Jinqi Ding , Quanlei Yu , Suping Sun +3 more | The Journal of Creative Behavior

ABSTRACT The relationship between online game use and creativity remains contentious. Self‐worth orientation theory suggests that online gaming can fulfill individual self‐worth needs, implying that self‐worth may moderate this relationship. … ABSTRACT The relationship between online game use and creativity remains contentious. Self‐worth orientation theory suggests that online gaming can fulfill individual self‐worth needs, implying that self‐worth may moderate this relationship. Study 1 assessed online game use, self‐worth, and creativity among 184 college students through a cross‐sectional survey. Results indicated that self‐worth moderated the relationship between online game use and creativity; for high self‐worth action/shooter gamers, game use positively correlated with fluency but marginally negatively correlated with usefulness. Conversely, for low self‐worth action/shooter gamers, game use negatively correlated with fluency. Additionally, low self‐worth casual/puzzle gamers showed a marginal negative correlation with originality, while high self‐worth casual/puzzle gamers exhibited a positive correlation with originality. To enhance the internal validity of this study, Study 2 involved 55 participants in a pre‐/post‐test experimental design with a nongaming group and two gaming groups. Results showed that, in the pre‐test higher creativity group rather than the pre‐test lower creativity group, self‐worth moderated the effects of action/shooter game use on fluency and originality. Although the main effect of online game use and moderating effects of self‐worth were generally weak, these findings contribute to addressing the controversy surrounding the relationship between online game use and creativity identified in prior research and offer theoretical insights to enhance overall creativity.

From Perceived School Climate to Creativity Performance: The Serial Multiple Mediation of Creative Self‐Efficacy and Creativity Motivation

2025-06-19

Wu‐jing He , Kai Zhang | The Journal of Creative Behavior

ABSTRACT Building on social cognitive theory and the multimethod of assessing creativity, we examined the joint mediating effect of creative self‐efficacy and creativity motivation on the association between perceived school … ABSTRACT Building on social cognitive theory and the multimethod of assessing creativity, we examined the joint mediating effect of creative self‐efficacy and creativity motivation on the association between perceived school climate and three dimensions of creativity performance (i.e., idea generation, combinatory ability, and restructuring ability). A total of 687 Chinese schoolchildren (51.2% girls; mean age = 14.8 years) attending secondary schools in Hong Kong completed the study. Perceived school climate, creative self‐efficacy, and creativity motivation were assessed via the Perceived School Climate Scale, the Creative Self‐Efficacy Scale, and the Creativity Motivation Scale, respectively. The three dimensions of creativity performance were assessed via their corresponding creativity tests (i.e., a divergent thinking test, a gestalt combinatory test, and a creative problem‐solving test). Mediation analyses revealed that creative self‐efficacy and creativity motivation partially and significantly mediated the link between perceived school climate and the three dimensions of creativity performance as single and serial mediators. The results further illustrated that, in general, the first mediator (creative self‐efficacy) tends to have a slightly stronger effect than the second mediator (creativity motivation) in the mediation pathway across the three dimensions of creativity performance. These findings have important theoretical and practical implications.

Perception of Innovative Organizational Identity and Cognitive Flexibility: The Mediating Role of Creative Self‐Efficacy

2025-06-19

Na Yoon Kim | The Journal of Creative Behavior

ABSTRACT Expanding the social identity view of creativity from the situated cognition perspective, this research examined how the perception of an innovative organizational identity influences cognitive flexibility, one of the … ABSTRACT Expanding the social identity view of creativity from the situated cognition perspective, this research examined how the perception of an innovative organizational identity influences cognitive flexibility, one of the pathways to creativity, through the mechanism of creative self‐efficacy. The results from experimental Study 1 (128 respondents) demonstrated that the perception of an innovative organizational identity is more likely to foster one's belief in their creative abilities (i.e., creative self‐efficacy) than the perception of a conventional organizational identity. Experimental Study 2 (163 participants) provided evidence of the positive relationship between creative self‐efficacy and cognitive flexibility and the mediating effect of creative self‐efficacy in linking innovative organizational identity to cognitive flexibility. Finally, in Study 3 (202 respondents), a survey was conducted at an actual organization to rule out the impact of organizational identification on the proposed mechanism. The results showed that the mediating effect of creative self‐efficacy remained significant even when controlling for organizational identification. This work enriches the existing literature on the social identity approach to creativity by proposing that innovative organizational identity is a determinant of creative self‐efficacy and cognitive flexibility.

Unraveling the nature of design thinking disposition: Contributions of trait cognitive flexibility and trait empathy on design thinking potential

2025-06-19

On‐Ting Lo , Sun‐pui Ng , Sally Ng +2 more | Design Studies