Pauli Laine , Rebekah Rousi , Tiina Parviainen , Tuomo Kujala
{"title":"Converging creativity through semantic processing","authors":"Pauli Laine , Rebekah Rousi , Tiina Parviainen , Tuomo Kujala","doi":"10.1016/j.yjoc.2025.100111","DOIUrl":"10.1016/j.yjoc.2025.100111","url":null,"abstract":"<div><div>Creativity, the ability to engage in abstract thought, novel idea production and concept construction, along with artefacts transcending everyday experience, has long been recognized as a defining feature of human cognition. Creativity has typically been defined as the capacity to generate original, effective, and expressive output. The phenomenon has been examined via diverse theories and methodologies, from psychometric assessments to neurocognitive approaches. We review how semantic processing - the integration and convergence of meaning - has been explored as a mechanism underpinning creative cognition. Research has shown that semantic flexibility and associative richness aid in creative ideation. Recent studies in cognitive neuroscience show that semantic networks and brain regions implicated in memory and language support creative thinking. The paper highlights how converging semantic processes serve to bridge conceptualization and practical measurement. We examine the application of the N400 event-related potential (ERP) method as a neuroscientific measure of semantic integration.</div></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"35 3","pages":"Article 100111"},"PeriodicalIF":0.0,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"An assessment of creativity style inventory: A Rasch model","authors":"Suherman Suherman , Tibor Vidákovich","doi":"10.1016/j.yjoc.2025.100110","DOIUrl":"10.1016/j.yjoc.2025.100110","url":null,"abstract":"<div><div>This study aimed to develop a version of the Creativity Style Inventory (CSI) that is suitable for contexts where participants have limited time. Specifically, it sought to validate an adapted CSI for Indonesia and classify the difficulty levels of its items. The research involved assessing the creativity of 507 secondary school students from Lampung province, Indonesia, comprising 53.3% female and 46.7% male participants, with an average age of 13.72 ± 0.74 years. The Rasch measurement model was utilised and analysed using Winsteps software to evaluate responses from a CSI and personality inventory. The results indicated that the CSI met the content and construct validity, and reliability standards according to Rasch parameters, highlighting its significance in educational settings. A Differential Item Functioning (DIF) analysis revealed that only one item fell into the moderate to large DIF category. Additionally, the findings demonstrated notable demographic trends, with female, suburban, and public school students exhibiting higher levels of creativity style. This study emphasizes the need for culturally relevant assessment tools like the CSI to inform educational strategies and policies designed to enhance creativity. Ultimately, the adapted CSI has been validated as a reliable instrument for assessing creativity among Indonesian students, reaffirming its importance in educational contexts.</div></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"35 3","pages":"Article 100110"},"PeriodicalIF":0.0,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145105106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eleanor R. Palser , Belinda Y. Zhang , Jiwoo Han , Alexis I. Martinez-Arroyo , Amanda K. Gerenza , Christa Watson-Pereira , Zachary A. Miller , Maria Luisa Gorno-Tempini , Virginia E. Sturm
{"title":"Awe proneness links RSA and trait creativity in dyslexia","authors":"Eleanor R. Palser , Belinda Y. Zhang , Jiwoo Han , Alexis I. Martinez-Arroyo , Amanda K. Gerenza , Christa Watson-Pereira , Zachary A. Miller , Maria Luisa Gorno-Tempini , Virginia E. Sturm","doi":"10.1016/j.yjoc.2025.100109","DOIUrl":"10.1016/j.yjoc.2025.100109","url":null,"abstract":"<div><div>The parasympathetic nervous system promotes positive emotions, such as awe, that foster creativity. Resting respiratory sinus arrhythmia, a parasympathetic measure of heart rate variability, is elevated in children with dyslexia, but whether this enhancement is associated with greater trait-level creativity and higher awe proneness is unknown. Here, we measured resting respiratory sinus arrhythmia in 70 children with dyslexia (ages 7 – 16), and parents later reported on the children’s trait creativity and tendency to experience positive emotions (mean interval between measures = 1.5 years). Results indicated that higher resting respiratory sinus arrhythmia was associated with greater trait creativity as well as a greater proclivity for awe and amusement. A greater proclivity for awe and amusement was also related to greater creativity. Mediation analyses confirmed that awe, but not amusement, fully mediated the relationship between resting respiratory sinus arrhythmia and creativity. These findings suggest that elevated parasympathetic nervous system activity in children with dyslexia may relate to greater trait creativity via awe, an emotion that fosters a sense of wonder about the world. By expanding current knowledge of the physiological and emotional foundations of creativity in dyslexia, this study may inspire new interventions that leverage awe to help children with learning differences think in original ways.</div></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"35 3","pages":"Article 100109"},"PeriodicalIF":0.0,"publicationDate":"2025-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144907451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Inspirational Intuition: Unlocking Creative Insight","authors":"Jochem Wilfried Müller","doi":"10.1016/j.yjoc.2025.100104","DOIUrl":"10.1016/j.yjoc.2025.100104","url":null,"abstract":"<div><div>Creative insight is critical to adaptive leadership and innovation in increasingly complex environments. This article introduces Inspirational Intuition as a conceptual framework that integrates intuitive perception and knowledge imagination. Drawing on creativity theory, unconscious cognition, and leadership research, the article outlines four foundational dimensions: Self-Confident Acting, Creative Silence, Emotional Awareness, and Visionary Openness. These form the basis of the IKII-10, a reflective inventory designed for conceptual engagement with intuitive Human Resource Development (HRD) competencies. Rather than an empirical tool, the IKII-10 serves as a scaffold for further theory building, supporting a more holistic understanding of learning, leadership, and organisational development in the face of uncertainty.</div></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"35 3","pages":"Article 100104"},"PeriodicalIF":0.0,"publicationDate":"2025-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144842793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jeana M. Holt , Katelyn Siekman , Murad H. Taani , Margaret Fairbanks , Lilly Carrillo , Mark Fairbanks , Nathaniel Stern
{"title":"Empowering autistic creativity through art and technology","authors":"Jeana M. Holt , Katelyn Siekman , Murad H. Taani , Margaret Fairbanks , Lilly Carrillo , Mark Fairbanks , Nathaniel Stern","doi":"10.1016/j.yjoc.2025.100106","DOIUrl":"10.1016/j.yjoc.2025.100106","url":null,"abstract":"<div><div>The debate continues regarding the creative abilities of individuals with autism. While some argue that cognitive and social communication differences limit creativity, others highlight autistic success in creative fields. This study investigated the impact of a workshop integrating art, storytelling, and technology on the creative self-efficacy of autistic adolescents and young adults (AYAs). Using a convergent mixed-methods design, researchers collected quantitative data through surveys and qualitative data from participant presentations and digital artifacts. A linear mixed-effects model was used to evaluate changes in creative self-efficacy, and a thematic analysis explored qualitative insights. Twenty-four autistic AYAs participated. Although quantitative results were non-significant, qualitative findings revealed that participants saw themselves as creative and confidently expressed this through their work. Themes included <em>Artistic Exploration, Artistic Self-Discovery</em>, and <em>Many Ways to Celebrate Creative Works</em>. Participants consistently demonstrated creative capacity and enjoyment. These findings affirm that autistic individuals possess and value creativity. Future research should investigate whether the creative confidence and self-discovery reflected in participants’ narratives lead to sustained artistic engagement. Insights could inform the development of strengths-based interventions that foster creative curiosity, support identity formation, develop employable skills, and promote lifelong learning for autistic individuals.</div></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"35 3","pages":"Article 100106"},"PeriodicalIF":0.0,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144865206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Transdisciplinary theory of creative intuition","authors":"Marta Gómez-de-Gispert , Javier Peña Andrés","doi":"10.1016/j.yjoc.2025.100107","DOIUrl":"10.1016/j.yjoc.2025.100107","url":null,"abstract":"<div><div>This article develops a transdisciplinary theoretical framework for understanding creative intuition by integrating insights from neuroscience, cognitive psychology, biophysics, and education. Drawing from both scientifically validated and emerging literature, it proposed that intuitive knowledge arose through the interaction between mind, heart, and informational fields—conceived as subtle energetic or physical systems. Based on an integrative literature review and a thematic analysis of 73 selected studies, five key thematic domains were identified. These supported a preliminary theoretical model that enabled the proposal of the origin, mechanism, and a functional definition of creative intuition. Within this framework, creative intuition was conceived as a trainable metacognitive skill that enabled access to patterns of information linked to a global consciousness, under the influence of either conscious or unconscious intention emitted by the individual. The model was presented as a conceptual hypothesis, open to empirical validation in future research.</div></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"35 3","pages":"Article 100107"},"PeriodicalIF":0.0,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145004196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Suellen Cristina Rodrigues Kotz, Asdrúbal Borges Formiga Sobrinho, Gabriel de Oliveira Jorge, Marina Silva Bicalho Rodrigues
{"title":"Creative performance in an educational robotics competition","authors":"Suellen Cristina Rodrigues Kotz, Asdrúbal Borges Formiga Sobrinho, Gabriel de Oliveira Jorge, Marina Silva Bicalho Rodrigues","doi":"10.1016/j.yjoc.2025.100102","DOIUrl":"10.1016/j.yjoc.2025.100102","url":null,"abstract":"<div><div>Educational robotics is an emerging approach to foster creativity and develop scientific and technological skills among students. However, there is a need for evaluations that assess the potential of this technological resource in the learning process. This non-experimental, correlational study aimed to propose an evaluation model to deepen the understanding of the impact of robotics on students' creative productions. The sample consisted of 46 Brazilian teams, divided between Middle School and High School. Specifically, the study sought to analyze creativity using secondary data from evaluations conducted by judges after a robotics competition. The evaluations were used to categorize the items into dependent and independent variables, defined according to the 7 Cs theoretical model. The main variables analyzed were Creators, Collaborations, Creating, and Creations. A multiple linear regression analysis revealed that the variables Creators and Creating had a significantly positive influence (<em>p</em><.005) on creative performance (Creations). Additionally, an interaction analysis indicated that the impact of Creating on Creations varied depending on the levels of Creators. Specifically, at lower levels of Creators, an increase in Creating is associated with a more pronounced growth in Creations. Conversely, at higher levels of Creators, the influence of Creating became more moderate. Additional analyses of the Scientific Merit (SM) and Technology and Engineering (TE) subcategories demonstrated that both positively influenced Creations, with TE showing a slightly stronger correlation. These results suggested that the characteristics of the creators (Creators) and the creation process (Creating) were fundamental to creative performance (Creations) in this competition.</div></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"35 2","pages":"Article 100102"},"PeriodicalIF":0.0,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144750439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Florencio Kabigting (Jun) Jr, Stewart Donaldson, Jeanne Nakamura
{"title":"Improving employee self-rated creativity using paradoxical strengths regulation: A mediated path analysis among personality traits, paradox mindset, and employee self-rated creativity","authors":"Florencio Kabigting (Jun) Jr, Stewart Donaldson, Jeanne Nakamura","doi":"10.1016/j.yjoc.2025.100101","DOIUrl":"10.1016/j.yjoc.2025.100101","url":null,"abstract":"<div><div>To remain competitive in today's globalized and fast-paced world, organizations depend on employees' creativity. In this article, I present a novel concept of Paradoxical Strengths Regulation (PSR), which proposes that combining seemingly contradictory strengths can enhance creativity. PSR utilizes the paradoxical personality traits of <em>Openness to Experience (Openness)</em> and <em>Conscientiousness</em>, examining their relationship to creativity, particularly <em>Employee Self-rated Creativity (ESC)</em>, through a paradox mindset. A sample of 189 US-based working adult participants was used in a cross-sectional survey design, employing various statistical analyses to test hypotheses related to the PSR framework. The findings supported the hypothesis that a paradox mindset mediates the relationship between <em>Openness</em> and <em>ESC.</em> Moreover, the investigation revealed that, on its own, <em>Openness</em> strongly correlated with <em>ESC</em>, but this was not the case for <em>Conscientiousness</em>. Furthermore, the traits showed no significant relationship, indicating that they do not necessarily need to be combined to enhance creativity. Instead, leveraging one's <em>Openness</em> trait and adopting a paradox mindset appears more beneficial. However, the efficacy of the PSR framework could not conclusively be determined at this stage, suggesting that future research could explore facet (sub-trait)-level analysis for further understanding. The research’s implications, applications, strengths, and limitations are also discussed.</div></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"35 2","pages":"Article 100101"},"PeriodicalIF":0.0,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144522917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ethnomathematical test for mathematical creative thinking","authors":"Suherman Suherman , Tibor Vidákovich","doi":"10.1016/j.yjoc.2025.100099","DOIUrl":"10.1016/j.yjoc.2025.100099","url":null,"abstract":"<div><div>Mathematical creative thinking (MCT) is now globally recognized as a vital 21st-century skill for students in all areas of education. However, the absence of robust psychometric properties in MCT assessments, particularly in the context of ethnomathematics, poses a significant obstacle to incorporating MCT into school curricula. This study aimed to evaluate the psychometric properties of the Mathematical Creative Thinking-Ethnomathematics Based Test (MCTBE) using the Rasch model. Specifically, it sought to determine whether the data align with the Rasch model measurement, assess the MCT abilities of a sample of Indonesian secondary school students, and investigate how test items function differently based on gender. A total of 186 secondary school students, with an average age of 13.94 ± 0.89 years, participated in the study. The results indicated that the data fit the Rasch model measurement effectively. Additionally, there was no Differential Item Functioning (DIF) in the test criteria, and MCT ability varied by sex, ethnicity, and grade level. This work broadens the field of MCT evaluation through ethnomathematical test, providing meaningful guidance for educational researchers.</div></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"35 2","pages":"Article 100099"},"PeriodicalIF":0.0,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144306316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
