Exploring the Landscape of Cognitive Load in Creative Thinking: a Systematic Literature Review

IF 10.1 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Educational Psychology Review Pub Date : 2024-02-24 DOI:10.1007/s10648-024-09866-1

Ingrid P. Hernandez Sibo, David A. Gomez Celis, Shyhnan Liou

{"title":"Exploring the Landscape of Cognitive Load in Creative Thinking: a Systematic Literature Review","authors":"Ingrid P. Hernandez Sibo, David A. Gomez Celis, Shyhnan Liou","doi":"10.1007/s10648-024-09866-1","DOIUrl":null,"url":null,"abstract":"<p>Creative thinking, recognized as a fundamental life skill, is a complex process influenced by cognitive load. While literature has addressed the integration of cognitive load theory into creative thinking research, a comprehensive synthesis is lacking. To address this gap, we conducted a systematic review and deductive thematic analysis, drawing from 33 eligible articles sourced from Web of Science (WoS), the Educational Resources Information Center (ERIC), and Scopus electronic databases. Thematic analysis identified diverse roles of cognitive load within creativity studies, including mediator, moderator, independent variable, dependent variable, and as a component of the theoretical framework. Management strategies for cognitive load in creativity research involve the use of external resources, environmental interventions, and self-regulation. Methodological considerations regarding internal and external validity are also discussed. This review offers implications for researchers and practitioners, informing future research directions and contributing to the effective management of cognitive load in creative thinking practices.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1000,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychology Review","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10648-024-09866-1","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}

引用次数: 0

Abstract

Creative thinking, recognized as a fundamental life skill, is a complex process influenced by cognitive load. While literature has addressed the integration of cognitive load theory into creative thinking research, a comprehensive synthesis is lacking. To address this gap, we conducted a systematic review and deductive thematic analysis, drawing from 33 eligible articles sourced from Web of Science (WoS), the Educational Resources Information Center (ERIC), and Scopus electronic databases. Thematic analysis identified diverse roles of cognitive load within creativity studies, including mediator, moderator, independent variable, dependent variable, and as a component of the theoretical framework. Management strategies for cognitive load in creativity research involve the use of external resources, environmental interventions, and self-regulation. Methodological considerations regarding internal and external validity are also discussed. This review offers implications for researchers and practitioners, informing future research directions and contributing to the effective management of cognitive load in creative thinking practices.

Abstract Image

查看原文本刊更多论文

探索创造性思维中的认知负荷：系统性文献综述

创造性思维被认为是一种基本的生活技能，是一个受认知负荷影响的复杂过程。虽然已有文献探讨了将认知负荷理论纳入创造性思维研究的问题，但还缺乏全面的综述。为了填补这一空白，我们从科学网（WoS）、教育资源信息中心（ERIC）和 Scopus 电子数据库中选取了 33 篇符合条件的文章，进行了系统综述和演绎主题分析。主题分析确定了认知负荷在创造力研究中的不同作用，包括中介、调节、自变量、因变量以及作为理论框架的一个组成部分。创造力研究中认知负荷的管理策略包括利用外部资源、环境干预和自我调节。此外，还讨论了有关内部和外部有效性的方法论考虑因素。这篇综述为研究人员和从业人员提供了启示，指明了未来的研究方向，有助于在创造性思维实践中对认知负荷进行有效管理。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Educational Psychology Review PSYCHOLOGY, EDUCATIONAL-

CiteScore

15.70

自引率

3.00%

发文量

期刊介绍： Educational Psychology Review aims to disseminate knowledge and promote dialogue within the field of educational psychology. It serves as a platform for the publication of various types of articles, including peer-reviewed integrative reviews, special thematic issues, reflections on previous research or new research directions, interviews, and research-based advice for practitioners. The journal caters to a diverse readership, ranging from generalists in educational psychology to experts in specific areas of the discipline. The content offers a comprehensive coverage of topics and provides in-depth information to meet the needs of both specialized researchers and practitioners.