Abstract
This study focuses on latent inhibition, a mechanism behind selective attention, as the biological basis of creativity in schoolchildren. The main objective of this study is to know if low levels of attention positively affect the levels of creativity manifested in students between the ages of nine and 12. The design of this study is non-experimental with an explanatory-correlational cross-sectional quantitative approach. In order to achieve the objective suggested, several education centers located in Murcia were selected, in which 476 students took part in a creativity test (PIC-N), an attention test (D2), and another test about intelligence depending on the educational level (BADYG/E2r or BADYG/E3r). The results obtained showed that selective attention was negatively correlated with graphic creativity, understanding that behind it lies the latent inhibition, and that when certain levels of intelligence are present, this negative correlation increases. In this way, the simultaneous existence of creative and inattentive subjects is demonstrated.
Highlights
Today’s society is fully aware that creativity is one of those qualities most valued in humans
Three types of creativity were analyzed in connection with the first objective: two of them measure as creativity as a specific value, while the third one is general
General creativity (M = 70.37; SD = 26.02) is the addition of the other two, higher levels are reached in a group
Summary
Today’s society is fully aware that creativity is one of those qualities most valued in humans. In all areas in which knowledge is applied, including work, an innovative individual has a place, since their divergent thinking pushes them to leave their comfort zone, allowing those individuals to live out of it. Schools should be at the forefront of promoting creative thinking. Authors like Chávez et al (2020) state that in school, children face situations that they should address and solve in different ways, helping them understand that ideas different than their own are still valuable. In a majority of schools, creativity is not something that is given proper attention (Pérez, 2018). It is even necessary to mention that limits are imposed on divergent thinking, with creative thinking being seen as a bad habit (Sternberg, 2007)
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