Journal of Creative Behavior最新文献

{"title":"Correction to “The Machines Take over: A Comparison of Various Supervised Learning Approaches for Automated Scoring of Divergent Thinking Tasks”","authors":"","doi":"10.1002/jocb.627","DOIUrl":"10.1002/jocb.627","url":null,"abstract":"<p>Buczak, P., Huang, H., Forthmann, B., & Doebler, P. (2023). The machines take over: A comparison of various supervised learning approaches for automated scoring of divergent thinking tasks. <i>The Journal of Creative Behavior</i>, <i>57</i>, 17–36. https://doi.org/10.1002/jocb.559\u0000 </p><p>Due to an error in our code for the data preprocessing, we only utilized the word embeddings (WEs) of the last word in sentences instead of aggregating all WEs. This affected the use of WEs as model features and resulted in incomplete data usage. Our program code has been fixed and we have rerun our simulations.</p><p>We apologize for this error.</p><p>To highlight the most important differences between the findings reported in Buczak et al. (2023) and the corrected findings, Figure 1 shows the changes in terms of RMSE for the three learners on the Hofelich-Mohr et al. (2016) data set when applied in the setting of our first simulation study using two different semantic spaces. Overall, support vector regression (SVR), extreme gradient boosting (XGB), and random forest (RF) models profited greatly from the updated WEs whenever these were directly included as features. As the “Meta” feature set did not contain WEs in any form, the corresponding models and their results remained unaffected by the change. For the “Meta- + WE-based” feature set, however, the model's performance declined slightly. Regarding the learners, the updated WEs mostly led to a noticeable jump in performance for SVR when using a low-dimensional semantic space (i.e., 50 or 100 dimensions). In these cases, SVR even outperformed XGB and RF. However, SVR suffered when using high-dimensional semantic spaces. Apart from SVR, only subtle differences emerged regarding the choice of semantic space for XGB and RF.</p><p>Similar patterns of change were observed in the results for the Silvia et al. (2008) data, and when looking at correlations instead of the prediction RMSE for both data sets (figures were excluded for the sake of brevity). For the cross-sample prediction setup in our second simulation study, this mostly held up as well. However, when training on Hofelich-Mohr et al. (2016) and predicting Silvia et al. (2008), the performance of SVR increased with increasing semantic space dimensionality when studying the RMSE. For correlation scores, SVR's performance, again, suffered when a semantic space of high dimensionality was used.</p><p>As for the models using the WEs directly, the improved performance was to be expected since the aggregated WEs of all words capture more information about the answer than the WEs of a single word. However, the reasons behind the performance decrease for the models using WE-based features seem less clear-cut. Perhaps, WE-based features such as cosine similarity, WE norm, and the number of high-loading WEs degraded slightly in quality because we added word vectors from single words, including words almost unrelated to the idea described.</p><p>Alt","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"58 3","pages":"530-532"},"PeriodicalIF":2.8,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.627","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138567220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Associations among Challenge Stress, Hindrance Stress, and Employees' Innovative Work Behavior: Mediation Effects of Thriving at Work and Emotional Exhaustion","authors":"Jinyan Xie,&nbsp;Zhonglin Wen,&nbsp;Yiming Ma,&nbsp;Baozhen Cai,&nbsp;Xiqin Liu","doi":"10.1002/jocb.624","DOIUrl":"https://doi.org/10.1002/jocb.624","url":null,"abstract":"<div>\u0000 \u0000 <p>Employees' innovative work behavior (IWB) is one of the key factors in improving organizational competitiveness. Previous studies show that challenge and hindrance stress can impact employees' IWB, but our understanding of the exact mechanism underlying the impact is still limited. The present study employed four scales (Challenge and Hindrance Stress Scale, Thriving at Work Scale, Chinese Emotional Exhaustion Scale, and Employee Innovative Behavior Scale) to collect questionnaire data from 789 employees in diverse organizations via an online platform. A two-path mediation model was constructed. The results show that: (a) challenge stress positively predicted thriving at work and IWB; (b) thriving at work played a partial mediation effect between challenge stress and IWB; (c) hindrance stress negatively predicted thriving at work and positively predicted emotional exhaustion; and (4) hindrance stress did not directly impact IWB while thriving at work and emotional exhaustion were main mediators in the relationship between hindrance stress and IWB. These findings suggest that employees should sensibly cope with different work stresses, while managers should plan work tasks scientifically and give employees adequate opportunities to learn and rest in order to keep them in a positive state to solve problems and work creatively.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"58 1","pages":"66-81"},"PeriodicalIF":3.9,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140343116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Don't Let it be! Creative Co-regulation and Socially Shared Regulation in a Case Study of the Beatles: Get Back","authors":"Kamila Urban,&nbsp;Marek Urban","doi":"10.1002/jocb.626","DOIUrl":"10.1002/jocb.626","url":null,"abstract":"<div>\u0000 \u0000 <p>Criticism has been raised about creativity researchers narrowing their focus solely to the cognitive processes within individuals. To address these concerns, this case study seeks to expand the scope of creativity research by delving into metacognitive, motivational, and emotional processes involved in collaborative creative problem-solving. The present study applies the concepts of self-regulation, co-regulation, and socially shared regulation to a real-world case study: the documentary <i>The Beatles: Get Back</i>. Observational footage of the band rehearsing and creating new songs for their live show is analyzed within a socially shared regulation of learning (SSRL) framework. Theory-driven coding identified individual facets of self-regulation, co-regulation, and socially shared regulation during collaborative creative problem-solving. The analysis revealed initial problems with self-regulation, especially motivation and emotion regulation, inhibiting collaboration. However, co-regulatory prompts between group members facilitated a shift toward more productive socially shared regulation where the band collectively negotiated goals, plans and ideas. An examination of spontaneous interactions highlighted the interplay between individual self-regulation and socially constructed regulation shaping real-world creative collaboration. Individual metacognitive skills, motivation, and emotions, as well as socially shared group dynamics enabled the members to regulate uncertainty and obstacles in collaborative creative problem-solving.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mechanisms for Affect Communication from Dance: A Mixed Methods Study","authors":"Megan G. Stutesman,&nbsp;Thalia R. Goldstein","doi":"10.1002/jocb.622","DOIUrl":"10.1002/jocb.622","url":null,"abstract":"<p>Dance is a multifaceted creative act that has been used to communicate emotions throughout human evolution. Despite this history, there has been no empirical exploration of components of dance that allow it to communicate emotion. We address this with a mixed methods study in which a quantitative study with dance viewers builds upon qualitative findings with dance artists. Qualitative analysis revealed proposed components of dance responsible for emotion communication are <i>narrative content, social interaction, emotion portrayal intent</i>, and <i>textural quality of movement.</i> These elements were then manipulated using dance video stimuli to quantitatively test viewers' emotion perception accuracy. Results revealed <i>emotion portrayal intent</i> (i.e., expression intent in dance creation) is an important factor for viewers to accurately perceive emotion, regardless of <i>narrative content</i>. While prior studies have focused on the perceiver's role in emotion perception from dance, this is the first study to demonstrate emotions are perceived from dance based on <i>intent</i> during dance creation. Findings highlight the nuanced structure of emotion communication in dance, for which we pose a theoretical framework. Together, dance holds possibilities for studying distinct mechanisms for creative communication that may be important for the study of generalized affect communication outside of creative arts contexts.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"58 1","pages":"28-46"},"PeriodicalIF":3.9,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.622","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nothing But Stereotypes? Negligible Sex Differences Across Creativity Measures in Science, Arts, and Sports Adolescent High Achievers","authors":"Vlada Repeykova,&nbsp;Teemu Toivainen,&nbsp;Maxim Likhanov,&nbsp;Kim van Broekhoven,&nbsp;Yulia Kovas","doi":"10.1002/jocb.623","DOIUrl":"10.1002/jocb.623","url":null,"abstract":"<p>Previous research has focused on understanding when, why, and how sex differences in creativity occur, as results vary across samples, measures, and methodologies. In the current study we investigated sex differences in creativity among 984 high achieving adolescents in three expertise areas: Sciences, Arts, and Sports. Eight creativity indicators were analyzed: Alternative uses task (AUT) fluency; creative self-efficacy (CSE); intraindividual strengths (difference between CSE and AUT Fluency); five self-reported creativity scales: Self/everyday, scholarly, performance, mechanical/scientific, artistic. The results showed negligible sex differences (<span></span><math>\u0000 <mrow>\u0000 <msubsup>\u0000 <mi>n</mi>\u0000 <mi>p</mi>\u0000 <mn>2</mn>\u0000 </msubsup>\u0000 </mrow></math> = .01), with females performing better in AUT Fluency and males self-rating their CSE higher. No sex differences were found in self/everyday, scholarly and performance creativity. Males self-rated their mechanical/scientific creativity (<span></span><math>\u0000 <mrow>\u0000 <msubsup>\u0000 <mi>n</mi>\u0000 <mi>p</mi>\u0000 <mn>2</mn>\u0000 </msubsup>\u0000 </mrow></math> = .06) higher than females; while females self-rated their artistic creativity (<span></span><math>\u0000 <mrow>\u0000 <msubsup>\u0000 <mi>n</mi>\u0000 <mi>p</mi>\u0000 <mn>2</mn>\u0000 </msubsup>\u0000 </mrow></math> = .02) higher in comparison to males. Our results extend the existing literature by finding negligible sex differences in adolescent expert groups. However, some stereotypical differences emerged, for example, females with Sciences expertise rated their mechanical/scientific creativity lower than males with and even without Sciences expertise. Results call for further investigation into the links between sex differences, expertise, and specific creativity domains.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"58 1","pages":"47-65"},"PeriodicalIF":3.9,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.623","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Reliability Generalization Meta-Analysis of the Kaufman Domains of Creativity Scale","authors":"Sedat Sen,&nbsp;Süreyya Yörük","doi":"10.1002/jocb.620","DOIUrl":"10.1002/jocb.620","url":null,"abstract":"<p>The Kaufman Domains of Creativity Scale (K-DOCS) is a self-reported rating scale that measures creative behaviors in five areas. Despite the vast amount of research on the scale, the internal consistency reliability of K-DOCS scores have not been examined. Specifically, there is no study on the overall reliability coefficients, the variation in the reliability of scores, and reliability induction. In the present study, reliability generalization meta-analyses were conducted to address these issues. The sample consisted of 56 studies that produced 60 Cronbach's alpha coefficients in total. The pooled alpha values were estimated to be .904 (total scale), .825 (Self/Everyday subscale), .858 (Scholarly subscale), .887 (Performance subscale), .867 (Scientific subscale), and .861 (Artistic subscale). The moderator analyses showed that the reliability estimates of K-DOCS total scores and Self/Everyday subscale scores did not differ with respect to any of the moderator variables. On the other hand, certain variables affected the alpha coefficients for Scholarly (educational level, <i>SD</i> of the age, and mean age), Performance (continent, educational level, ethnicity, Caucasian percentage, <i>SD</i> of the age, and mean age), Scientific (language, test version, continent, country, ethnicity, <i>SD</i> of the age, and mean age), and Artistic (continent, language, country, mean age, and total mean score) subscale scores. Finally, the reliability induction rate was 39.62%, and there were no statistically significant differences between the inducing and reporting studies with respect to the continuous variables (mean of the total score, means and <i>SD</i>s of the sample age, and percentages of female and Caucasian). Our findings indicate that the K-DOCS provides highly reliable scores. However, certain variables contribute to systematic errors in Scholarly, Performance, Scientific, and Artistic subscale scores. Hence, scores on these subscales should be interpreted with caution. Due to a high amount of variation in the reliability coefficients, reliability induction is not advised for the K-DOCS.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"57 4","pages":"812-837"},"PeriodicalIF":2.8,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.620","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creativity and the Cyber Shock: The Ultimate Paradox","authors":"David Cropley,&nbsp;Arthur Cropley","doi":"10.1002/jocb.625","DOIUrl":"10.1002/jocb.625","url":null,"abstract":"<p>The “Sputnik Shock” of 1957 led to acceptance of the <i>usefulness</i> of creativity, while the still developing “Cyber Shock” derives from emergence of the apparent production of creativity by CPSs and AI. The ultimate paradox of creativity, which draws on both these shocks, has given rise to the idea of algorithmic creativity. However, the rise of “Society 5.0” means that it is increasingly necessary to understand creativity in terms of <i>disruptive</i> solutions. Although generative AI is a major tool it risks blocking the pathway to disruptive creativity because it produces only incremental novelty based on the already known. What is required is a strong focus on <i>genesis</i>.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"57 4","pages":"485-487"},"PeriodicalIF":2.8,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Makes an Idea Risky? The Relations between Perceptions of Idea Novelty, Usefulness, and Risk","authors":"Melissa G. Keith,&nbsp;Lindsey M. Freier,&nbsp;Marie Childers,&nbsp;Isabelle Ponce-Pore,&nbsp;Seth Brooks","doi":"10.1002/jocb.621","DOIUrl":"10.1002/jocb.621","url":null,"abstract":"<p>Individuals and organizations frequently tout creative ideas as a desirable goal, and yet, creative ideas are frequently rejected. Creativity researchers have often suggested that creative ideas are rejected because they are perceived as riskier due to their inherent novelty or originality. Although this assumption is prevalent, we are unaware of any empirical research directly examining the relations between perceptions of novelty and risk. We provide an empirical test of this assumption in two studies in which participants rate the novelty, usefulness, and riskiness of ideas. Across both studies, we find consistent support for the idea that usefulness, rather than novelty, has the strongest relation with risk perceptions. We also find some evidence that novelty and usefulness interact to predict perceptions of risk. Additionally, in Study 2, we find that usefulness has the strongest relation with willingness to invest and buy a product. The findings of this study suggest that the bias against creativity may be driven by the perceived usefulness of an idea, rather than its novelty, such that ideas with lower usefulness are perceived to be riskier.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"58 1","pages":"6-27"},"PeriodicalIF":3.9,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.621","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultivating Creative Problem-Solving Skills in a Strategic Communication Class: Student Perceptions of a Collaborative Assignment","authors":"Heather J. Hether","doi":"10.1002/jocb.617","DOIUrl":"10.1002/jocb.617","url":null,"abstract":"<p>Problem-solving is an essential undergraduate learning outcome that also supports students' professional success. The creative problem-solving model (CPS) (Isaksen et al., 2011) facilitates the development of these skills and aligns well with the scope of public relations (PR). The current study investigates student perceptions of an assignment anchored in the CPS model, designed to support their problem-solving skills in a collaborative context. Survey findings of students enrolled in an upper division PR course (<i>N</i> = 42) indicate students enjoyed generating ideas and developing solutions and found these stages also supported their learning the most. However, not all students benefitted similarly from the assignment. There were differences associated with gender and race/ethnicity. Student enjoyment, comfort, and team dynamics were also important predictors of perceived learning. Findings from this study have implications for future research and development of undergraduate learning opportunities.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"57 4","pages":"495-502"},"PeriodicalIF":2.8,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.617","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Re-Creating Higher Education Pedagogy by Making Materiality and Spatiality Matter","authors":"Kerry Chappell,&nbsp;Sharon Witt,&nbsp;Heather Wren,&nbsp;Leonie Hampton,&nbsp;Pam Woods,&nbsp;Lizzie Swinford,&nbsp;Martin Hampton","doi":"10.1002/jocb.619","DOIUrl":"10.1002/jocb.619","url":null,"abstract":"<p>This study marks a resting point within ongoing explorations of creativity, transdisciplinarity, materiality, and spatiality in Higher Education (HE) pedagogy. It interrogates how different materialities and spatialities shape learning to re-create practices to better respond to societal challenges. This is situated within an imperative to move away from Western-dominated approaches to pedagogy and research, where “Western” is characterized as onto-epistemological rather than place-based. The study draws on postqualitative enquiry into two creative, transdisciplinary HE courses, which entwined the arts, sciences, and entrepreneurship to facilitate responses to societal problems. Framed using posthumanizing creativity, the research aims to decenter the human and posit creativity as a dialogic, intra-active process with the capacity to change education from within. A postqualitative approach works through three data diffractions. The first two involve glow moments used for collaging, cut through with theory. The third diffraction involves glow moments from which a short dance film was created. The study aims to stir readers/engagers to action their creativity as feeding forward into their own work in HE pedagogies, to consider how to move beyond the word, and the influences all of this can have on reimagining practices and changing structures.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.619","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}