Measures Of Creativity Research Articles

Validation and Network Structure of the Kaufman Domains of Creativity Scale: A Psychometric Investigation in an Arabic Context

The Kaufman Domains of Creativity Scale (K-DOCS), a self-report measure designed to capture creative behaviors across various domains, has been utilized and validated across different cultural contexts. The present study sought to assess the psychometric properties of an Arabic version of the K-DOCS. Using exploratory graph analysis followed by confirmatory factor analysis and item response theory analysis, the factor structure of the K-DOCS was assessed. Additionally, the criterion validity of the K-DOCS was assessed in relation to measures of openness and emotional intelligence. Beyond validation, the study examined the network structure of the K-DOCS domains to understand their interconnections and investigated potential domain network differences based on gender, age, and academic major. Data were collected among 2,594 Egyptian university students. The results suggest that the K-DOCS has a five-factor structure broadly consistent with the theoretical factor structure and demonstrates acceptable criterion validity. The results further reveal that the K-DOCS domains cluster together into a single interconnected community, with significant differences in domain connectivity based on gender and age, but not on academic major. The implications of these results for the conceptualization and measurement of creativity are discussed.

Creativity and Motor Skill Learning Among Kindergarten Children: Investigating Predictive Correlations and Performance Differences

Creativity, often linked to enhanced problem-solving and adaptive thinking, may play a considerable role in how children acquire and retain motor skills. This study investigates the effect of creativity on motor learning in kindergarten children. Using a sample of 120 Arab Israeli kindergarten children (60 girls and 60 boys, aged 5-6 years), we measured creativity through Torrance's Thinking Creatively in Action and Movement (TCAM) and assessed motor learning through invented letter task (ILT), in terms of speed and accuracy, administered at multiple time points: beginning and end of training, 24 hours post-training, and 4-5 weeks post-training. Our results indicate a significant correlation between the creativity measures and skill acquisition, consolidation, and long-term retention. Additionally, the results show that the creativity tests predict, skill acquisition and learning. Moreover, children with higher creativity scores exhibited significantly better performance in both speed and accuracy throughout the motor learning phases. Specifically, these children showed superior acquisition of skills, enhanced consolidation 24 hours post-training, and better retention. While the TCAM test focuses on creative thinking within physical activities, the observed association between creativity and motor learning suggests that creative activities may foster adaptive learning strategies and enhanced motor development. The study's findings underline the importance of incorporating creative activities into motor learning interventions. Such integration could, potentially, optimize developmental outcomes by fostering cognitive and motor skill development. This study deepens our understanding of the relationship between creativity and motor development, providing valuable insights for designing educational methods that support child development.

Finding cool spaces in Frankfurt/Main–a heat protection measure for the population of a major city

Abstract With the European continent heating up faster than ever, cities are facing major challenges protecting their population from the effects of climate change. Heat can have devastating effects on people’s physical and mental health with particular significance for the known vulnerable groups - the elderly and young children, people with pre-existing conditions, those who are pregnant and those who cannot protect themselves sufficiently for various reasons plus of course people working outdoors. Following the 2003 heat wave, the city of Frankfurt/Main registered a significant rise in mortality and morbidity, leading the Health Protection Authority to be increasingly concerned with heat-related health problems in the Frankfurt metropolitan area. The city has since developed various systems to protect the population from extreme heat and developed an all-encompassing climate change action plan (CCAP). Part of the CCAP is the provision of cool spaces to provide refuge from the heat for the public and implementation of this project started in the summer of 2022. However, with no legislative basis on which to build such a platform, some creative measures were required to ensure its success. Here, we will not only present the challenges we faced but the solutions we found - and the results of our currently ongoing evaluation of the actual use of our cool spaces to help other cities make their journey to similar measures easier. Starting with a brief overview of the CCAP, we will show the cool spaces’ place within the strategy, followed by our original plan of action and what happened when this plan came into contact with the reality of life in a large and diverse city. We will touch on climate injustice and the difficulties in reaching those parts of the population who actually need protection the most. Finally, we present our evaluation strategy and results together with the adjustments we are considering in moving forward with this climate change protection measure. Key messages • (Establishment of) climate change adaptation measures should urgently be enshrined in law. • Health inequality corresponds to climate inequality and continiously challenges adaptation measures.

Board Games and Creativity: Playfulness as a Mediator

Background Games, and board games in particular, have shown themselves to be a promising avenue to help improve creative potential. However, these findings do not explain the reason as to why board games would be linked to or improve creativity. This paper focuses on one particular variable that could mediate the links between board game play habits and creativity: playfulness. Method This quantitative study first examined whether board game play habits are positively related to two creativity measures: creative self-concept and creativity in the workplace. Furthermore, it was hypothesized that playfulness would have a mediating effect between board game play habits and creativity outcomes. Data was collected from 327 French workers using online recruitment through social networks, by means of a questionnaire-based survey. Results Results show that board game play habits are positively correlated with both creativity in the workplace and creative self-concept. Furthermore, the adult playfulness dimension of fun-seeking motivation mediate the relationship between board game play habits and both creativity in the workplace and creative self-concept. Discussion Playing more board games is associated with higher playfulness, which in turn is associated with more creativity in the workplace and higher creative self-concept. These findings suggest that encouraging board game play, notably playing a broad range of board games, could help foster playfulness and thus improve creativity.

Connector hubs in semantic network contribute to creative thinking.

Semantic memory offers a rich repository of raw materials (e.g., various concepts and connections between concepts) for creative thinking, represented as a semantic network. Similar to other networks, the semantic network exhibits a modular structure characterized by modules with dense internal connections and sparse connections between them. This organizational principle facilitates the routine storage and retrieval of information but may impede creativity. The present study investigated the effect of hub concepts with varying connection patterns on creative thinking from the perspective of a modular structured semantic network. By analyzing a large-scale semantic network, connector hubs (C-hubs) and provincial hubs (P-hubs) were identified based on their intra- and intermodule connections. These hubs were used as cue words in the alternative uses task, a widely used measure of creative thinking. Across four experiments, behavioral and neural evidence indicated that C-hubs facilitate the generation of more novel and remote ideas compared to P-hubs. However, this effect is predominantly observed in the early stage of the creative thinking process, involving changes in brain activation and functional connectivity in core regions of the default mode network and the frontoparietal network, including the dorsolateral prefrontal cortex, angular gyrus, and precuneus. Neural findings suggest that the superior performance of C-hubs relies on stronger interactions between automatic spreading activation, controlled semantic retrieval, and attentional regulation of salient information. These results provide insight into how concepts with varying semantic connection patterns facilitate and constrain different stages of the creative thinking process through the modular structure of semantic network. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Why We Need Diverse Methods for Assessing Cultural Identity: Introduction to the Special Issue

In this introduction to the special issue on diverse methods for cultural identity, we begin by addressing the evolving complexities of defining oneself amidst modern globalization and immigration. We then preview the current collection of papers, which collectively showcase the complexity of cultural identity by exploring how people, especially adolescents and young adults, navigate a plethora of cultural influences—whether through direct migration or the pervasive impact of global cultures—as they psychologically manage diverse and sometimes conflicting allegiances and worldviews. The studies featured in this issue employ a range of methodologies, from qualitative analyses to mixed-methods approaches, to expand our knowledge of the constitution of contemporary cultural identities beyond common quantitative metrics of self-categorization and group belongingness. For instance, research on Jamaican American adolescents highlights how cultural identity is formed through reciprocal socialization processes and systemic factors such as racism. Similarly, studies involving Hmong American youth and Guatemalan adolescents reveal tensions and creative harmonizations in identity management, challenging notions of a homogenized global culture. We conclude by underscoring the need for future research to take a nuanced, intersectional approach to the study of cultural identity, to explore creative measurement tools that are sensitive to local meaning-making among diverse groups around the world, and to attend to the impact of power dynamics in shaping one’s sense of self in relation to their cultural group(s).

Interactive art: fueling creative development

The aim of the research is to analyse the impact of interactive art projects on the development of creative abilities of future artists and musicians. The research employed testing methods (Torrance Tests of Creative Thinking (TTCT), Creative Skills Assessment, Divergent Thinking Test). The reliability of the methods was tested by using Cronbach’s alpha. The results were tested using standard statistical methods, namely chi-square, mean deviation, t-test. The experimental group (EG) demonstrated statistically significant better idea generation (p = 0.04, d = 0.23) and flexibility (p = 0.02, d = 0.43) compared to the control group (CG). The study found a statistically significant difference between the EG and the CG on some measures of creativity and divergent thinking. The EG demonstrated better idea generation and flexibility compared to the CG. The obtained results confirm the research hypothesis and testify to the positive impact of virtual art projects on the students’ creative development. Studies with larger numbers of participants and better control for extraneous factors are needed to definitively confirm and better understand the reasons for these discrepancies.

창의성 교육의 새로운 방향: 긍정 창의성을 중심으로

Positive creativity is a novel idea or product that has the potential for positive influences on individuals, related fields, and the broader world. As such, it is wholly beneficial for the common good. Human creativity has the potential to be used in malicious or detrimental ways. However, research on positive creativity is severely insufficient. Additionally, while schools have often focused on education that fosters students' creativity, they should shift to a curriculum that utilizes positive creativity for personal growth and the benefit of the world. Positive creativity education should equip students with knowledge, skills, and attitudes regarding the curriculum about this topic. To this end, teachers can utilize discussions, case analysis, and project and problem-based learning. In order for positive creativity education to become active, research on the psychological characteristics and environment related to positive creativity, positive creativity measurement tools, and empirical research that can verify the effectiveness of learning-instruction models or programs are needed.

Development of the Japanese version of the inventory of creative activities and achievements

Measurement of real-life creativity across various countries serves as the foundation for the cultural psychology of creativity. Although studies have suggested differences in creativity between Western and East Asian countries, the underlying factors remain insufficiently understood. This study focused on Japan, an East Asian country, that was perceived to have high creativity yet exhibited negative self-perceptions of creativity. We translated the Inventory of Creative Activities and Achievements (ICAA), a comprehensive measure of real-life creativity from activities and achievements. Data were collected from various participants, who included creative activity experts and non-experts and spanned from university students to general adults (pro-c: n = 489 and little-c: n = 1485). Validity and reliability of the Japanese version of the ICAA was confirmed. However, the Japanese version revealed that Japanese individuals' mean score of creative activities and achievements, even among professionals, was only approximately half of that reported among Western or Chinese university students. Reasons for lower creativity and achievements among the Japanese population have been discussed.

Creativity outcomes of physical activity interventions for children and adolescents: A systematic review

The objective of this systematic review was to evaluate the evidence on Physical Activity (PA) interventions to foster thinking domain of creativity in children and adolescents, and to investigate the acute and chronic PA interventions variables that moderate creativity outcomes. This review was conducted using the PRISMA framework. A total of 14 studies were identified using WOS and SCOPUS (12 chronic PA and two acute PA intervention), which matched the following criteria: (i) peer-reviewed, longitudinal experimental studies; (ii) studies that included a sample of children or adolescents aged 3–18 years of age; incorporated a PA intervention as the independent variable; (iii) studies with at least one measure of creativity. The total number of participants in the included studies combined was 1539. The results of this review indicate that chronic PA can enhance creativity in school children and adolescents, but the effects varied considerably depending on the qualitative characteristics of the PA and the characteristics of participants. The results of this review suggest that the type of PA, the volume and the intensity of PA may be crucial factors for improving creativity. Regarding the type of PA, games, motor skills, sports and drama activities seem to be the most appropriate, while balancing and walking do not report positive effects. An important finding to emerge from the synthesis was that volume is a key factor, while how they achieve that volume does not have critical implications, as various frequencies of PA were associated with improved creativity. Furthermore, this review identified various moderator variables such as the age of the participants, their creativity level at baseline and whether they were active or inactive.

Exploring team creativity: The nexus between freshness and experience

Scientific collaborations are widely acknowledged as a key factor in advancing contemporary science. Using the absence of prior collaboration relationships among all team members of a focal paper to assess team freshness, previous studies demonstrated strong associations between team freshness and the ability to generate original and multidisciplinary papers. However, the intricate interplay between team freshness and the experiences of new members remains less explored. For example, individuals can be classified based on their experiences or ages, distinguishing between newcomers with limited experience and incumbents with a track record of publications. Using the existing definition of team freshness, we focus on categorizing fresh teams into two distinct types: those consisting of fresh incumbents and those with fresh newcomers. Utilizing a comprehensive dataset comprising over 5 million articles, we systematically investigate the relationship between team freshness, the freshness of incumbents, and the freshness of newcomers on various creativity measurements. Our analysis yields several key findings. Firstly, both team freshness and the freshness of newcomers display a declining trend over time, whereas the freshness of incumbents remains stable. Secondly, we observe strong positive associations between team freshness, the freshness of incumbents, and the freshness of newcomers with regard to various creativity indicators. Strikingly, we emphasize substantial promotional powers of the freshness of incumbents on creativity, even after adjusting for overall team freshness. Our results have important policy implications related to the formation of creative teams.

Uncovering an emerging policy direction for Australian energy and future fuels using a “participatory decision-making” framework

IntroductionAn online deliberative engagement process was undertaken with members of the general public to understand what they value or would like to change about the energy system, within the broader context of decarbonizing Australia's energy networks, identifying a role for future fuels (hydrogen and biogas). Citizens developed a set of principles that could guide Australia's path toward a low-carbon energy future, reflecting on expectations they place upon energy transition. Next, citizens' principles were shared with policy-makers in government and policy-influencers from the energy industry using an online interactive workshop.MethodsThis study analyses policy-makers and -influencers response to citizens' guiding principles using the 'diamond of participatory decision-making' framework for analysis. Convergence and divergence in diverse, complex and rich views across cohorts and implications thereupon energy policy were identified.ResultsAlthough considerable alignment between multi-stakeholders' views was noted, key areas of divergence, or what is called the “groan zone” were easily identified in relation to social and environmental justice issues. This groan zone highlights the struggles that energy policy-makers face -the need to listen and respond to citizens' voices, vs. the need for practical and workable policies that also support overarching government or industry objectives.DiscussionPolicy making when the views of different stakeholders align is relatively straightforward. However, this is not the case where the expectations diverge. More creative measures will be needed to address divergent views and expectations whilst maintaining procedural fairness, in this case, using democratic deliberative engagement processes. While the use of deliberative processes is gaining momentum worldwide, particularly concerning climate change and energy transition policies, this paper also highlights the benefits of conducting a robust post facto analysis of the content of the processes. Areas of alignment, where policy can be made and implemented relatively easily without contention are identified. Other areas (such as making electrification mandatory) might be more complex or have unwanted negative social and environmental justice effects. Overall, this paper bridges an analytical gap between “expectation studies” and participatory research. By borrowing terminology from a participatory research framework we sharpen the concepts in “expectation studies” from a consensus, inclusion and diversity standpoint.

Open and closed-ended problem solving in humans and AI: The influence of question asking complexity

Question-asking, an underexplored aspect of creativity, is integral to creative problem-solving and information-seeking. Previous research reveals that lower creativity correlates with asking simpler, closed questions, while higher creativity correlates with complex, open-ended inquiries. The present study explores the relation between question asking complexity and problem-solving tasks involving open- and close-ended thinking and how these abilities generalize and compare to AI. In Study 1, participants (N = 89) completed the alternative questions task (AQT), a close-ended riddles task (Stumpers), and the alternate uses task (AUT), a creativity measure. Our results show AQT question complexity wasn't correlated with stumpers performance, although it correlated with AUT originality (r = .3). In Study 2, participants (N = 100) completed the AQT, AUT, and open-ended creative problem-solving (CPS) task. CPS responses were evaluated for originality and quality. A positive correlation was observed between CPS quality and AQT complexity (r = .29) and originality (r = .34). In study 3, AI agents (N = 100) completed the AQT, AUT, stumpers, and CPS tasks. Like humans, AI's AQT originality and complexity were related with open, but not closed problem-solving. AI questions were also significantly more creative and complex, it solved more stumpers and gave higher quality CPS solutions. Surprisingly, human and AI CPS originality didn't differ. We find significant links between question complexity and open—but not closed-ended—problem-solving in humans, which generalize to AI. Our results highlight the significance of complex and creative question-asking in everyday life and as an integral part of our problem-solving toolkit.

Development of a Choreography-Based Learning Model Focused on Independent Learning

This study aims to develop a choreography-based learning model focused on independent learning to enhance students' creativity. The learning model is designed to provide students with the freedom to explore their own dance ideas and concepts with minimal intervention from instructors. The research employs a Research and Development (R&D) method with a mixed-methods approach, combining both qualitative and quantitative methods. The model development process involves several stages, including needs analysis, model design, validity testing, model revision, and implementation. The research findings indicate that this learning model is effective in enhancing students' creativity. Creativity measurement is conducted using the Torrance Creativity Test, which reveals a significant increase in creativity scores among students who use this model compared to the control group. Furthermore, feedback from students and instructors suggests that this model can increase student motivation and engagement in the learning process. It is hoped that these findings will contribute positively to the development of learning methods in the field of dance and can be adapted for other disciplines that require creative approaches in their learning processes.

Effect of Teaching with Six-Dimensional Strategy in Mathematics to Developing Creative Thinking among Sixth Grade Students

The research aimed to identify the effect of teaching with the six-dimensional strategy (PDEODE) in mathematics in developing creative thinking among a sample of sixth-grade students in the city of Damascus for the academic year (2022-2023 AD). The researcher used the quasi-experimental approach through an experimental design with two experimental and control groups, and tested Students on Torrance’s formal creative thinking scale in the two stages before and after the lessons. The sample of students in its final form consisted of (72) male and female students, who were divided into (36) male and female students for the control group who studied according to the followed teaching methods, and (36) male and female students for the experimental group who taught according to the dimensional strategy. Hexagram. After analyzing the results, it was found that there was a statistically significant difference between the scores of the answers of the students of the experimental and control groups on the post-application of the creative thinking scale, and the presence of a different effect size according to its components (fluency, originality, flexibility, and details), which indicates the positive impact of teaching according to the six-dimensional strategy in developing creative thinking. The researcher recommended using the six-dimensional strategy in the basic education stage in various academic subjects, introducing the strategy into teachers’ manuals, and suggested conducting studies on the six-dimensional strategy and building a measure of creative thinking. Keywords: Basic learning, Constructivist Teaching, Fluency, Flexibility, Authenticity, Detail.

The development of an analytical model for science classroom creativity in China

ABSTRACT Background Fostering students’ creativity is a key feature of education. While Chinese students score well on international measures of science attainment, their performance on measures of science creativity is less impressive. Purpose To develop an analytical model for science classroom creativity in China and examine its likely applicability, given Chinese culture and other factors. With suitable modifications, our model may apply elsewhere, too. Design and methods We critically evaluated three established creativity models and developed a new analytical model for science classroom creativity in China by synthesising components from the three models and additional development in light of a literature review on science education practices. Results Our model for science classroom creativity in China has four components: ‘creative students’ (who possess or are developing creative characteristics, including scientific knowledge, divergent thinking, and intrinsic motivation); the ‘creative process’ (students’ engagement in scientific inquiry activities within classrooms, facilitated by the guidance of science teachers); ‘teachers’ attitudes to creativity’ (teachers’ perceptions of creative students and teachers’ feedback on creative ideas); a ‘creative environment’ (the physical and the socio-cultural environments within which teaching and learning take place). Conclusion In Chinese science classrooms, some students typically have adequate but not challenging scientific knowledge and a lack of divergent thinking and intrinsic motivation. Additionally, the inappropriate understanding and practice of scientific inquiry among some Chinese science teachers, coupled with their limited pedagogical content knowledge, can impede the creative process. This challenge might be further compounded by teachers’ partial understanding of creative students and negative feedback towards creative ideas. Moreover, the lack of a suitable physical environment and sufficient time prevent students from engaging in authentic scientific inquiry. Finally, the socio-cultural environment in which harmony, encouraged by collectivism and Confucianism, may not encourage difference, and cultural factors concerning ‘Face’ may discourage students from developing their creativity.

Association of Prenatal Exposure to Antiseizure Medications With Creative and Executive Function at Age 4.5 Years.

Neurodevelopmental effects of fetal antiseizure medication (ASM) exposure on creativity and executive functions are poorly understood. We previously found fetal valproate exposure to adversely affect measures of creativity and executive functions. In this study, we examine fetal exposure of newer ASMs on these functions in children of women with epilepsy (WWE) compared with children of healthy women (HW). The Maternal Outcomes and Neurodevelopmental Effects of Antiepileptic Drugs study is a multicenter NIH-funded prospective observational cohort study of WWE and HW enrolled in pregnancy and their offsprings. This report examines blindly assessed creativity and executive functions in 4.5-year-old children of WWE vs HW. In addition, exposure-dependent ASM effects during the third trimester were examined in children of WWE, using a ratio of maximum observed ASM concentrations and ratio of defined daily dose (ratio DDD). For polytherapy, ratios were summed across ASMs. Linear regression models adjusted for multiple potential confounding factors were conducted for all analyses. The primary outcome for 4.5-year-old children was the Torrance Test of Creative Thinking-Figural Creativity Index. Secondary outcomes included the Global Executive Composite Score from the Behavior Rating Inventory of Executive Function-Preschool Version and subscales and other indexes of both measures. The primary analysis included 251 children of WWE and 73 of HW. No differences in creativity or executive function were found between children of WWE vs HW. No ASM exposure-dependent effects were found for the creativity measures, but exposure-dependent effects for executive function were present for ratio ASM concentration and ratio DDD. Our findings at 4.5 years show no differences in creative thinking between children of WWE vs HW (-3.2 [-9.0 to 2.7], p = 0.286) or associations with fetal exposure to ASMs (-2.6 [-11.0 to 5.7], p = 0.530). Secondary analyses revealed fetal exposure-dependent effects for executive function in children of WWE (7.0 [2.9-11.2], p = 0.001), which are most marked for levetiracetam (12.9 [4.2-21.6], p = 0.004). Our findings suggest that even for relatively safe ASMs, dosing needs to be adjusted to concentrations that prevent seizures, but balance risks to the fetus that high concentrations may pose. The study is registered at ClinicalTrials.gov as NCT01730170.

Creating Core Cultural Values for Building Excellent Schools: Current Situation and Solutions for Schools in Vietnam

In the world, building excellent schools often relies on a certain school model. For example, models such as “Happy School”, “Amazing School”, “Cultural School”, “BrandSchool”, and “Student-Centered Schools” have been implemented quite successfully. Thecommon purpose of these models is to create an excellent school; the core of these models is the core cultural values. Through studying the models, the article draws out the corecultural values to create an excellent school. Community culture, religious doctrines, laws, state management policies, and knowledge management are factors that influence school culture and are also mentioned. Based on that, a survey was conducted with 1,517 subjects including school managers, teachers, and parents of students at preschool, primary, lower secondary, and upper secondary levels representing four different regions of Vietnam. Theresults show that school managers can express very well the school's vision and missionbut have a vague perception of the essence of school culture and the specific approachtobuilding school culture. In management, school principals lack creative measures in bothapproaching general culture and in creating core cultural values for the school; theinfluence of the impacting factors has not been effectively utilized; therefore, the results of building excellent schools are very limited. Solutions to build excellent schools bycreating core cultural values are proposed in the context of Vietnam and can be referencedfor countries with similar conditions.

An improved taxonomy of creativity measures based on salient task attributes.

An improved taxonomy of creativity measures based on salient task attributes.

Ubisoft’s Notre-Dame

<p>In 2019, the Notre-Dame de Paris was devastated by a fire. The importance of the Notre-Dame as world heritage was underlined by the countless contributions, donations and solidarity all around the world that pledged to help to rebuild the cathedral. Among all contributions Ubisoft’s idea to offer its game Assassin's Creed: Unity for free to the public was arguably most celebrated as innovative and creative measure to secure heritage in case of its destruction. This case opens up new perspectives and roles of heritage management as also the development and distribution of video games in the twenty first century. The case of Ubisoft’s Notre-Dame is discussed in this paper under a comparative analysis to the game Never Alone and a critical inquiry towards the benefits, consequences and repercussions of the growing importance of synchronising heritage protection with video game production. Also, the perceptive aspect of connecting to heritage as player through a game and its spatial aspects will be explained under Chapman’s concept of narrative gardens.</p>