Figural Creativity Research Articles

“Our earth, it's like it's in a toaster”: Creative, figurative and narrative interactions in interviews with lower secondary school students about climate activism

Previous studies have identified the use of metaphor and metonymy in contexts of youth-led climate protests and social media activism. In this study, we conducted semi-structured interviews to investigate how secondary school students in England make sense of different creative uses of metaphor and metonymy in a sample of slogans shared on social media for the Global Climate Strikes and #FridaysForFuture. For analysing students' responses, we produced a coding scheme to unpack the relationship between figurative interpretation and narrative. The findings suggest that different creative uses (e.g. twice-true, juxtaposition and personification) prompted different kinds of thinking about climate change and its relevance to students’ personal lives. The study has implications for research on figurative creativity, narrative, and climate change education.

Creativity and the linguistic features of argumentative and narrative written task performance

This study investigated the relationship between creativity and the linguistic quality of the output in L2 written argumentative and narrative essays produced by 95 Hungarian secondary school students at intermediate to advanced level of proficiency. Participants also completed a figural creativity test which was standardized and validated for the target sample. The creativity test assessed creative fluency and elaboration, the abstractness of title and resistance to premature closure of the figurative representations. The lexical sophistication and diversity, syntactic complexity and elaboration, and cohesion and coherence of the students’ writing was analyzed with automated natural language processing tools. The interrelationship of creativity and the linguistic features of the argumentative and narrative texts was examined using correlational analyses. The results reveal a complex interplay of the role of different facets of creativity in L2 written task performance that varies across the two types of tasks.

Enhancing Gifted Students' Creative Thinking Through Science Laboratory

ABSTRACTThe aim of this study was to examine the impact of the Predict‐Explain‐Observe‐Discuss‐Explain (PEODE)‐based laboratory on enhancing the verbal and figural creativity of gifted students. The quasi‐experimental research design utilised a pre‐ and post‐test approach with a non‐equivalent control group, consisting of 60 sixth‐grade gifted students. The participants were randomly assigned into two groups: the experimental group (EG; n = 30) and the control group (CG; n = 30). During the study, the control group underwent traditional laboratory tasks, whereas the experimental group participated in PEODE‐based laboratory tasks. Both groups engaged in laboratory work for a total of 16 h. Data were collected using the Torrance Test of Creative Thinking (TTCT) scale, and statistical analysis methods were applied. The results revealed significant differences in favour of the EG regarding both verbal and figural creativity. These findings suggest that the PEODE‐based laboratory approach can effectively enhance the creative abilities of gifted students.

Neurodivergent students. A continuum of skills with an emphasis on creativity and executive functions

This study analyses Executive Functions (EF) and Creativity among neurodivergent students -including students with Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, Intellectual Disability (ID), Giftedness-, and a group with Neurotypical development. A sample of 181 secondary school students participated in the study. Creativity was assessed by using the PIC-J test, focusing on verbal and figural components of divergent thinking, while EF were evaluated through Nesplora Ice-Cream, a virtual reality tool assessing flexibility, working memory, and inhibition. Results showed statistically significant differences in Verbal Creativity, especially in Originality: students with ADHD outperformed their Neurotypical peers, while those with ID showed the lowest scores. Although no statistically significant differences emerged in Figural Creativity, students with ADHD showed the lowest scores in Elaboration or Figural details, whereas those with Dyslexia exhibited high levels of Figural Originality, similar to their Neurotypical peers. Concerning EF, students with ID had the highest scores in Interference and Perseveration, indicating poorer Flexibility. In contrast, Gifted students performed better than the other groups in Working Memory, while students with ADHD did not exhibit special difficulties in EF. These findings emphasize the importance of personalized interventions for Neurodivergent students, that recognize and capitalize on their unique strengths while addressing specific challenges.

Collaborative AI-enhanced digital mind-mapping as a tool for stimulating creative thinking in inclusive education for students with neurodevelopmental disorders

BackgroundNowadays, inclusive education is becoming an increasingly important method in the education of people with various types of disabilities. This study is aimed at investigating the effectiveness of utilizing collaborative digital mind-mapping techniques in the practical work of students in inclusive educational groups, as well as examining how the use of AI-provided prompts influences the development of creative skills.MethodsThe study involved 163 participants, among whom 28 had neurodevelopmental disorders. The application of the proposed methodology resulted in an improvement in the indicators of creative thinking as measured by the Torrance Figural Creativity Test, specifically in terms of Fluency, Originality, Elaboration, and overall creativity score; the observed increase was statistically significant according to the Wilcoxon signed-rank test (p = 0.05).ResultsThis increase in indicators was observed both in students with neurodevelopmental disorders and in students without developmental disorders, with a notably stronger impact observed on students with neurodevelopmental disorders. Furthermore, a slightly higher effectiveness of the applied methodology was recorded when AI prompts were used for both categories of students. Students with neurodevelopmental disorders largely perceived the usefulness of the prompts they received subjectively.ConclusionsThe present research may contribute to further study of various creativity development methodologies in inclusive education, as well as regarding the influence of AI utilization on creative skills. The obtained results can be utilized in the development of educational programs for students in higher education institutions that support inclusive forms of learning.

New Evidence on the Influence of Coloured Lighting on Students’ Cognitive Processes

Although there is a large amount of scientific literature on the impact of colour on learning, there is considerably less research on the impact of coloured lighting on learning. Numerous studies have explored this traditional approach, but their results are inconsistent and lack systematic rigour. However, the logical technological evolution towards coloured lighting remains a nascent field, with most research focusing on colour temperature (CCT) rather than coloured lighting per se. Studies such as this one highlight the benefits of coloured LED lighting on students’ cognitive processes, as it is a technology which can overcome the limitations of traditional colour applications by introducing the concept of “dynamic colour” as a key component of smart classrooms that can be integrated into artificial intelligence (AI)-based decision making. This study, conducted in a primary school classroom, employed a quasi-experimental design with a pre-test and a control group, and had a duration of three months. The effect of coloured lighting on students’ cognitive processes, such as attention, impulsivity control and figurative creativity, divided into four dimensions, was investigated. Descriptive, variance-based and comparative analyses of the overall results reveal that coloured light significantly influences cognitive processes, and some results are even generalisable across the variables analysed.

Menggali Potensi Pembelajaran Dalam Pendidikan Non Formal: Alat-Alat Pendidikan Untuk Mendukung Kreativitas Peserta Didik

Non-formal education has an important role in improving the quality of human resources. However, to achieve this goal, educational tools are needed that can support the creativity of students. This article discusses educational tools that can be used to support the creativity of students in non-formal education. Some of the educational tools covered include verbal and figural creativity tests, non-formal education programs that focus on the needs and interests of learners, practical exercises, effective learning methods, and information technology. Not only that, the use of educational tools needs to pay attention to steps that are appropriate for their purpose. By paying attention to this, educators can support the creativity of students and help them develop skills and knowledge necessary for everyday life. This article is expected to contribute to the development of non-formal education in Indonesia.

Step-by-step to more creativity: The number of steps in everyday life is related to creative ideation performance.

Research indicated an association of acute and chronic physical activity with creative ideation performance. However, no study to date applied ecologically valid ambulatory methods with the potential to generalize these positive relationships to everyday life contexts. This study assessed acute and chronic physical activity (i.e., number of steps assessed via acceleration sensors) as well as creative ideation performance (in the verbal and figural domain) with an ecological momentary assessment approach in a sample of 157 young adults. We found that both single bouts of walking and walking regularly were associated with more original verbal ideas. Positive affect did not mediate this association; however, for figural creativity, the indirect path of acute physical activity via acute positive affect was significant. Although the relationship between walking and creativity seems to be domain-specific, the study findings suggest that the positive effects of physical activity on creativity transfer to everyday life contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Associations between Computational Thinking and Figural, Verbal Creativity

Creativity and Computational Thinking (CT) have been pointed out as two important skills that would promote students in the digital age as contributing members of society. Therefore, these two constructs have been extensively researched in recent years, but the associations between them are yet to be fully understood. This study takes another step towards bridging this gap by examining the association between CT and three types of creativity, i.e., Figural Creative Thinking, Verbal Creative Thinking, and Computational Creativity. Data was collected from 119 ninth-grade students (14–15 years old) from Israel. Students took two commonly used creativity tests (Torrance's Test of Creative Thinking, and the Alternative Uses Test). They also used Kodetu—an online learning environment for CT—and we used the system log files to measure their CT acquirement and their computational creativity. Findings suggest some nuanced associations between the four sets of variables. Specifically, we point out the limited associations between verbal and figural creativities, some of which are negative; also, we found that the associations between creative thinking and CT, as well as between creative thinking and computational creativity, differ by gender.

Figural creativity of dyslexic and non-dyslexic in indonesia children sample

Figural creativity of dyslexic and non-dyslexic in indonesia children sample

Divergent Motor Learning Programs Improve Motor and Figural Creativity in University Sports Students

ABSTRACTBased on studies reporting a link between creative thinking and motor creativity, we investigate whether training motor creativity also positively influences creative thinking. In a longitudinal study design spanning two‐and‐a‐half years, we analyzed the relationships between the development of motor and figural creativity based on two distinct programs: a convergent‐oriented sport study program (COSP) and a divergent‐oriented study program (DOSP). Thirty‐three COSP and 31 DOSP students participated in a comprehensive creativity assessment at the beginning and end of their sport studies. A modified version of the BAST® movement analysis was developed to assess motor creativity. Figural creativity was tested via the TTCT. Although both groups were matched for motor and figural creativity, by the end of their sport studies, the DOSP students outperformed the COSP students in all analyzed motor creativity measures (fluency, elaboration, originality). Furthermore, DOSP students also developed significantly in aspects of figural creativity compared to COSP students. Nonlinear structure and teaching methods in the divergent‐oriented learning environment significantly enhance creativity in sports students by broadening not only their movement repertoire but also transferring these new bodily experiences into the figural domain. These findings support the concept of an underlying supramodal base for motor and figural creativity.

To Nap or to Rest? The Influence of a Sixty-Minute Intervention on Verbal and Figural Convergent and Divergent Thinking

Background: The relationship between sleep and creativity is a topic of much controversy. General benefits of napping have been described not only in sleep-deprived individuals and in shift workers, but also in people with sufficient night sleep. However, only few studies have investigated the relationship between nap and creativity. Methods: Forty-two native German speakers (29 females, mean age = 24 years, SD = 3.3 years) took part in two experimental sessions (i.e., baseline and intervention). In both sessions, divergent and convergent verbal and figural creativity tasks were administered at the same time of the day. While the baseline session was identical for all the participants, in the second session participants were randomized into either a sixty-minute nap or a sixty-minute rest group. Results: No significant group differences were found for neither divergent nor convergent creativity thinking tasks, suggesting that the interventions had similar effects in both groups. Interestingly, the analysis of the pooled data (i.e., pooled nap and rest groups) indicated differential effects of figural versus verbal creativity tasks, such that significant post-intervention improvements were found for the figural, but not for the verbal divergent and convergent thinking tasks. Conclusions: While further studies are needed to confirm these findings, to the best of our knowledge, such a dissociation between performance of verbal and figural creativity tasks after nap/rest interventions has not been described to date.

Promoting primary school students’ creativity via reverse engineering pedagogy in robotics education

Creativity is an essential basic skill for students. In this study, the reverse engineering pedagogy (REP) was applied to primary school students’ robotics education course, with the aim of investigating the influence of REP and project-based pedagogy (PBP) on the cultivation of students' creativity. A quasi-experimental study that utilized a non-equivalent groups design was conducted with 91 fifth-grade students, comprising a control group (n = 46) who received the PBP intervention, and an intervention group (n = 45) who received the REP intervention. Creative self-efficacy, Torrance Tests of Creative Thinking Figural (TTCT-Figural), and assessment of the students’ robotic creative products were conducted to evaluate students’ creativity. In addition, t tests, ANCOVA, and ANOVA were used to analyze the data to determine whether REP could improve students’ creativity better than PBP. The results showed that REP could enhance students’ creative self-efficacy and their robotic creative products score more than PBP could, but not the TTCT-Figural score after the confounding effect of fluency was controlled for. In the intervention group, creative self-efficacy and creative thinking were improved after intervention. Overall, REP has more advantages than PBP for promoting primary school students' creativity. The findings of this study provide a reference and teaching strategies guidance for the cultivation of K-12 students' creativity in robotics education.

Examining the Relationship between Mother-Child Attachment Styles and Creativity

This study was conducted to determine the relationship between attachment styles and creativity. The relational survey model, one of the general survey models, was used in the study. The sample of the study consists of a total of 301 children, 153 girls, and 148 boys, between the ages of 7-11, studying in four different primary schools in Konya province Selcuklu district. The Torrance Creativity Test was used to determine children's creativity and the Experiences in Close Relationships -II- Middle Childhood Scale was used to determine their attachment styles. The scales were administered to the children individually. The scores the children got from the scales were converted into standard scores. Correlation (Pearson) and Regression analysis was conducted with the obtained data using SPSS 21 package program. According to the findings, a significant negative relationship was found between Figural creativity and anxious and avoidant attachment styles, but no significant relationship was found with verbal creativity. As a result of the regression analysis, while avoidant attachment style significantly predicted the sub-scale of formal creativity, it did not significantly predict anxious attachment style.

Development of Inquiry-Based Teaching Materials to Improve the Creativity of Prospective Physics Teachers

This research is part of development research at the development stage. Inquiry-based teaching materials developed to increase the creativity of physics teacher candidates have been validated by experts and declared fit for use. At this stage, the aim is to determine the effectiveness of the developed teaching materials in increasing the creativity of prospective physics teachers. The effectiveness of teaching materials developed by researchers can be known by increasing students' creativity based on the results of the N-Gain test after being given a pretest and posttest. The creativity instrument used is a description test which is divided into verbal and figural creativity tests. The pretest average score for the verbal and figural creativity instruments was 62.71 and the posttest average score for creativity was 93.50 both verbal and visual. This value was then analyzed using the N-Gain test with a calculation result of 82.07%, which means that this value is classified into the high increase category. So it can be concluded that the development of inquiry-based teaching materials to increase the creativity of prospective physics teachers is valid and effective

Heredity and Creativity: Mother-Child Sample

The aim of this study is to examine the creativity relationship between children aged 8-10 and their mothers. With this relationship between mother and child, it is aimed to provide information to the literature on creativity and transfer.290 children, 155 girls and 145 boys, and their mothers participated in the study. Torrence Creativity Test Verbal and Formal Form was used to measure the creativity of children and mothers. Tests were administered to children and mothers separately. Data were evaluated by correlation and regression analysis. As a result of the evaluations, a significant correlation was found with the creativity total scores of the mothers and the creativity total score of the children, the abstractness of the titles and the originality sub-dimensions. It was determined that maternal creativity total score predicted child creativity total score, abstractness of child titles and child originality sub-dimensions positively and significantly. A significant correlation was found between mothers' figurative creativity, abstractness of titles sub-dimension scores and children's figural creativity originality sub-dimension scores. A positive and significant correlation was determined between the mothers' figural fluency sub-dimension scores and the abstractness of children's titles, child fluency, child originality and child figural creativity total scores. It was observed that the formal fluency sub-dimension scores of the mothers positively predicted the total scores of the children's formal creativity. No significant correlation was found between the verbal creativity total score and sub-dimension scores of the mothers and the verbal creativity total and sub-dimension scores of the children.

Creativity Profiles and the Role of Interpersonal Relationships in Primary School Pupils: A Person‐Centered Approach

ABSTRACTThis study aimed to investigate the heterogeneity of creativity and the role of interpersonal relationships for creativity subgroups among primary school students. We used latent profile analysis to identify subgroups of creativity among pupils. We then used logistic regression analysis to investigate the role of teacher‐student and peer relationships in these subgroups. A total of 1,047 primary school students (Mage = 10.97, SD = 0.91; 47.80% girls) completed the Chinese version of the Torrance Test of Creative Thinking Figural Form A, the Teacher‐Student Relationship Scale, and peer nominations. First, the results revealed five creativity profiles for pupils in primary school: high‐creativity individuals, innovators, medium‐creativity individuals, adaptors, and low‐creativity individuals. Heterogeneity across the five subgroups was reflected in the differing creativity levels and differences in creativity dimensions. Second, students who had better teacher‐student relationships were more likely to be high‐creativity individuals and innovators than low‐creativity individuals. In addition, students who had higher perceived popularity tended to be high‐creativity individuals, innovators, adaptors, and medium‐creativity individuals than low‐creativity individuals. The results of this study provide a theoretical basis and empirical support for the targeted cultivation of creativity in primary schools.

Hyperzographia in Neglect Exposing a Spatial Dissociation between Painting and Writing—A Case Study

The paper depicts and describes the observation of a remarkable post-stroke production of paintings made by a 54-year-old, right-handed man who suffered an acute right hemispheric stroke. The patient’s post-stroke productivity and the spatial distribution of text and drawings were assessed by means of structural analysis of the paintings, as well as neuropsychological and creativity testing. Compared to the age-matched healthy control group, the patient did not only produce more valid answers in the verbal creativity task, but he also drew more images in the figural creativity task. Most strikingly, the painted images were located on the right side in 70% of the paintings, while the text was aligned to the left side in 42% of the paintings. This dissociation between writing and painting behavior was further mirrored in the patient’s neuropsychological performance in a reading test and in a design fluency task. This observation of an increased post-stroke production of paintings may coin a new term, i.e., “hyperzographia”, in analogy to hypergraphia. Additionally, the puzzling dissociation of the writing and painting behavior highlights an important new clinical aspect concerning a differential influence of hemispatial neglect on writing and painting.

Age-Related Changes and Reorganization of Creativity and Intelligence Indices in Schoolchildren and University Students

Despite the lasting interest towards the relationship between intelligence and creativity, comparably less attention is paid to its age-related changes. Our paper considers the organization of fluid intelligence and psychometric indicators of creativity and is based on the experimental data obtained for children aged 11 (n = 99) and for young adults (n = 77). We used two figural and verbal tasks with and without time limit. We found that the age-related differences in creativity are dependent on the context and the type of testing. The young adults were different from the children, having higher indicators of verbal and figurative creativity, except for the originality of the drawings created within the Incomplete Figures test, and having considerably higher test results for fluid intelligence. These age-related differences, together with the discovered closer relationship between the creativity indicators in the young adults group compared to the children, might suggest insufficient contribution of the components of the executive control of information selection (inhibition, shifting, and updating), which had not fully formed in eleven-year-olds. The comparison of the various indicators of creativity suggests that the most complex task for the children was the composition of an original sentence by joining nouns from various semantic categories.

Automated scoring of figural creativity using a convolutional neural network.

Automated scoring of figural creativity using a convolutional neural network.