Thinking Skills and Creativity最新文献

{"title":"Release from (creative) proactive inhibition: Can we manipulate divergent thinking the same as memory?","authors":"Yue Huang ,&nbsp;Zhiyuan Zhang ,&nbsp;Guikang Cao ,&nbsp;Yoed N. Kenett ,&nbsp;Zhan Xu","doi":"10.1016/j.tsc.2025.101821","DOIUrl":"10.1016/j.tsc.2025.101821","url":null,"abstract":"<div><div>Creative ideation is influenced by spontaneous associative processes and cognitive fixation. Within generating ideas from a similar conceptual (semantic) category, memory retrieval can cause fixation through output interference, leading to fewer novel ideas. However, an incubation interval or new context can facilitate such a memory retrieval process, thus leading to the generation of more novel ideas. Proactive inhibition (PI), a phenomenon rooted in memory research, disrupts the retrieval of new learning due to prior experiences. Release from Proactive Inhibition (RPI) involves a memory rebound when switching between semantic categories, leading to an increase in the semantic distance between responses and the release of semantic inhibitory. While PI has been well-studied in memory research, it has rarely been examined in creativity research. Two experiments were conducted to investigate how PI and RPI influence creative ideation. Experiment 1 explored whether the RPI effect occurs in the Alternate Use Task (AUT), with a control group using the same semantic categories and an experiment group using different semantic categories when generating AUT responses. The results showed that PI inhibited the generation of creative ideas in the control group, while RPI in the experimental group led to an increase in generating original and unique ideas, influencing indicators such as repetitive rate, originality, and uniqueness. Additionally, larger semantic distances of responses from the cue resulted in greater RPI and more original ideas. Experiment 2 manipulated semantic distance across three levels (baseline, close, and remote distance groups) to explore whether the degree of semantic distance influences the amount of RPI in creative ideation. The results indicated that in the remote distance group, RPI affected repetitive rate, originality, and uniqueness, but the magnitude of RPI did not significantly differ between the close and remote distance groups. These findings suggest that the occurrence of RPI offers new insights into the process and theoretical explanation of creative ideation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101821"},"PeriodicalIF":3.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Canvas and quill: Improving students' creativity and writing composition through creative painting diary","authors":"Estelle Linjun Wu ,&nbsp;Zhengyi Du ,&nbsp;Chu-Yang Chang ,&nbsp;Hsu-Chan Kuo ,&nbsp;I-Hsuan Chen ,&nbsp;Li-Chih Wang ,&nbsp;Tzu-Yin Shen","doi":"10.1016/j.tsc.2025.101820","DOIUrl":"10.1016/j.tsc.2025.101820","url":null,"abstract":"<div><div>This study developed a “Creative Painting Diary (CPD)” to systematically integrate visual and diary-based elements, aiming to enhance students’ creative thinking and writing abilities. A quasi-experimental design was adopted, in which 48 fifth-grade students were assigned to the experimental (N = 24) and comparison groups (N = 24). To ensure consistency in the instructional approach, all students were taught by the same teacher. Over 16 weeks, students completed 80 diaries on topics aligned with the Ministry of Education's Curriculum Guidelines. The key difference was that the experimental group focused on both writing and painting through CPD, whereas the comparison group focused solely on writing composition.</div><div>Grounded in Amabile's Componential Theory of Creativity, the CPD approach offers essential scaffolding to enhance students’ domain-relevant knowledge, creativity-relevant skills, and intrinsic motivation. The research employed a mixed-methods design, incorporating quantitative assessment of creative thinking and writing tests alongside qualitative interviews. The findings demonstrated that students in the experimental group achieved significant improvements across different creative thinking dimensions (i.e. fluency, flexibility, originality, and elaboration) and writing composition (i.e. materials, organisation, sentence structure, wording, and creativity), unlike the comparison group. Although the two groups had very similar baselines with no significant differences across all aspects, the experimental group significantly outperformed the comparison group in writing ability (sentence structure and creativity) and creativity (fluency, flexibility, originality, and elaboration). Qualitative findings substantiated these results, highlighting three essential features of the CPD that contributed to students’ development: regular writing practice, free space and ethos, and scaffoldings for creative thinking strategies and material selection. Compelling evidence supports the integration of visual and diary elements in curriculum design, which can significantly enhance students’ cognitive and creative capabilities. This research offers a practical and innovative framework for future studies and educational practices.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101820"},"PeriodicalIF":3.7,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143686254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stalemate? The complex relationship between educational chess and students’ skills","authors":"Álvaro Choi ,&nbsp;Marta Hurtado ,&nbsp;Daniel Santín ,&nbsp;Gabriela Sicilia ,&nbsp;Rosa Simancas","doi":"10.1016/j.tsc.2025.101819","DOIUrl":"10.1016/j.tsc.2025.101819","url":null,"abstract":"<div><div>Over the last decade, an increasing number of countries have integrated chess as a pedagogical tool and even as core content of their academic curricula. Nonetheless, the evidence regarding the causal effects of chess on a range of skills remains inconclusive. We report new evidence of the impact of learning chess in school on a set of cognitive and non-cognitive skills of 12-year-old students to shed light on this matter. To do this, we take advantage of the implementation of a phase-in program introducing chess into a set of schools in Catalonia (Spain). This experimental setting enables us to estimate the causal effects of practicing educational chess at school on critical thinking, attention, patience, and risk aversion. Results show that, after one academic year, the differences between the treated and control group are not statistically significant for any of these outcomes. Students who took part in the chess program significantly outperformed the students in the control group only in terms of their chess-playing knowledge and proficiency.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101819"},"PeriodicalIF":3.7,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143686252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creative spark or overthinking? The synergistic effects of free and controlled associations on creativity","authors":"Ling Liu ,&nbsp;Xintong Zheng ,&nbsp;Qifan Zhang ,&nbsp;Tianchen Yang","doi":"10.1016/j.tsc.2025.101818","DOIUrl":"10.1016/j.tsc.2025.101818","url":null,"abstract":"<div><div>This study examines the dual-process role of associative thinking in creative cognition, focusing on the effects of free and controlled associations on divergent thinking (DT), creative self-concept, openness, and creative behavior. A multi-timepoint design collected data from 384 participants at Time 1 (T1) for free and controlled association tasks and DT, and from 267 participants at Time 2 (T2) for creative self-concept, openness, and creative behavior assessments. Structural equation modeling revealed that both associations positively predicted DT originality and switch distance, but controlled association negatively impacted DT fluency. Regression analyses showed that associative abilities did not directly predict creative behaviors and controlled association negatively impacted creative self-efficacy. Instead, these traits were primarily predicted by the quantity of DT responses. Exploratory analyses revealed that the quantity of DT responses mediated the negative impact of T1 controlled association on T2 creative self-efficacy, self-identity, openness, and behavior. On the other hand, the quality of DT responses mediated the positive effect of controlled association on T2 creative behavior. These findings support the dual-process perspective of associative theory and highlight the greater influence of associative processes in the early stages of creative thinking.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101818"},"PeriodicalIF":3.7,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143686278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creativity and teacher education curricula in Argentina","authors":"Romina Cecilia Elisondo","doi":"10.1016/j.tsc.2025.101811","DOIUrl":"10.1016/j.tsc.2025.101811","url":null,"abstract":"<div><div>Creativity is a valued competence in educational institutions and teacher education. However, previous research indicates that general definitions and few methodological guidelines on how to promote creative processes in educational contexts predominate in curricular documents. The objective of this study is to analyse the curricular documents of teacher education programs in Argentina, considering the place given to creativity in the objectives, content and pedagogical guidelines. The study integrates quantitative (JAMOVI2.5.6) and qualitative (MAXQDA24) analyses of secondary sources of information. Specifically, the corpus consists of eleven curricular documents available on the official website of the National Institute of Teacher Training of Argentina and twenty-three teacher training programs published by the Department of Higher Education of Córdoba (Argentina). The results show that creativity is mainly associated with artistic disciplines. Terms related to creativity appear most frequently in the curricula of visual arts, music, dance and theatre. The analysis reveals four general purposes related to creativity: subjective expression, interdisciplinary integration, problem solving and knowledge production. In general, curricular documents do not present clear and theoretically grounded definitions of creativity; the potential of this construct as a transversal competence is unknown. It is essential that curricular policies recover current developments in the field of creativity research, recognizing the importance of creative processes in the different fields of knowledge. It is also necessary to establish creativity as a space for thinking about new teaching practices in higher education and other levels of education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101811"},"PeriodicalIF":3.7,"publicationDate":"2025-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relationship between creative thinking and outcomes in a digital STEM-based learning environment: A mixed methods case study","authors":"Najmeh Behnamnia ,&nbsp;Amirrudin Kamsin ,&nbsp;Maizatul Akmar Binti Ismail ,&nbsp;Siavash A. Hayati","doi":"10.1016/j.tsc.2025.101816","DOIUrl":"10.1016/j.tsc.2025.101816","url":null,"abstract":"<div><div>Over the past few years, technology and digital methods have been increasingly integrated into education, offering new forms of learning. However, it remains unclear and difficult to assess how this integration of technology may impact children's intellectual capacities and their motivation for learning. The purpose of this research is to assess and evaluate the effect of key indicators for creative thinking skills on increased achievement and motivation in learning Science, Technology, Engineering, and Mathematics (STEM). In this study, the authors aim to determine whether children aged between 3 and 6 can provide creative solutions for learning difficulties in a digital environment. Moreover, the authors have identified and assessed children's behaviors that enhance their learning achievement and motivation. To achieve this, a mixed-methods case study approach was employed, combining quantitative and qualitative analysis techniques. The \"Analyzing Children's Creative Thinking\" (ACCT) framework was used to investigate and identify the impact of key creative thinking skills indicators. Additionally, Motivational Strategies for Learning Questionnaires (MSLQ) were used to evaluate children's perceptions and motivation in the digital STEM-based learning environment. The findings indicate that digital STEM-based learning has the potential to influence students' ability to develop creative skills and critical thinking, as well as foster positive attitudes toward learning, which may lead to deep and meaningful learning experiences. The results of psychomotor testing of children before and after playing in the STEM-based learning environment demonstrate the typical developmental profile of fine motor skills during learning for the participating children. This research may provide parents, teachers, and researchers with valuable insights, recommendations, and suggestions on how to enhance creative skills and improve learning outcomes in the digital environment.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101816"},"PeriodicalIF":3.7,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trainee translators’ reflective thinking across assessment as learning activities: An epistemic network analysis approach","authors":"Guangjiao Chen,&nbsp;Xiangling Wang","doi":"10.1016/j.tsc.2025.101817","DOIUrl":"10.1016/j.tsc.2025.101817","url":null,"abstract":"<div><div>Although assessment as learning (AaL) has been recognised as an effective approach for cultivating students’ reflective thinking, few studies have explored the concurrent and continuous processes of individual reflection across various AaL activities. In the context of 21 master-level trainee translators participating in self-assessments (SA) and peer assessments (PA) as AaL activities, this study uncovered trainees’ reflections and their association with translation revision quality through epistemic network analysis. The results showed that trainees worked to primarily maintain reflection throughout the AaL activity. The group with high revision quality had significantly higher proportions of reflection and critical reflection, along with stronger connections between reflection/critical reflection and other reflection elements. In comparison, the group with low revision quality displayed significantly higher proportions of non-reflection and understanding, with greater connectivity between them. Concerning the sub-stages of the activity, the two groups showed significant differences in reflection patterns during the SA sub-stage but not during the PA sub-stage, possibly due to the mediating influence of peer interactions. Moreover, a fine-grained centroid analysis on each task revealed that both groups demonstrated enhanced reflective behaviours during the second SA and PA tasks.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101817"},"PeriodicalIF":3.7,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143592126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting group creative performance by enhancing motivation to cooperate: Mechanisms at the behavioral and neural levels","authors":"Xinru Zhang ,&nbsp;Zhongling Pi ,&nbsp;Yuanjing Lv ,&nbsp;Weiping Hu","doi":"10.1016/j.tsc.2025.101815","DOIUrl":"10.1016/j.tsc.2025.101815","url":null,"abstract":"<div><div>Close collaboration is widely acknowledged to be imperative for fostering excellent creative performance and ensuring group success. However, limited research has been conducted on motivating group members to collaborate closely in creative tasks. This study aimed to examine whether enhancing motivation to cooperate could effectively facilitate collaboration and enhance performance in creative groups, while simultaneously exploring the underlying mechanisms associated with these effects. A total of 108 participants were randomly assigned to dyads to work together on an open ended idea generation task. Following previous studies, motivation to cooperate was manipulated using group-(high motivation to cooperate) or individual-based (low motivation to cooperate) reward structures. Ratings of creative performance, indicators of collaboration quality at the behavioral level, and hemodynamic interbrain synchrony (IBS) were compared between the two experimental conditions, and the mediating effect of the members’ characteristics was tested. The results showed that groups with high motivation to cooperate exhibited significantly higher originality, higher flexibility, higher willingness to cooperate, lower perceived competition, and a significant increase in interbrain synchrony in the prefrontal cortex than groups with low motivation to cooperate. The results demonstrated that when promised a group-based reward, group members engaged in closer collaboration and exhibited higher levels of originality and flexibility in their work. The implementation of motivation to cooperate is particularly effective for groups comprising individuals with low or medium openness. Furthermore, cognitive control appeared to play a crucial role in augmenting the quality of cooperation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101815"},"PeriodicalIF":3.7,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143686253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Why do you think you are creative? An analysis of sources and correlates of creative self-concept judgements","authors":"Mathias Benedek ,&nbsp;Janika Saretzki ,&nbsp;Izabela Lebuda","doi":"10.1016/j.tsc.2025.101813","DOIUrl":"10.1016/j.tsc.2025.101813","url":null,"abstract":"<div><div>Judging one's creativity compared to others is a complex task, which raises the question of what information people rely on when making these judgements. We studied a sample of 400 people who assessed their creativity on a percentile-type scale (0–100) relative to others (i.e., global creative self-concept; CSC), justified their judgements openly, and completed several other measures of CSC, real-life creativity, Big-5 personality as well as traits that are known to influence self-assessments (e.g., self-esteem, narcissism, and tendency for social comparison). The global CSC self-assessment was highly related to other domain-general CSC measures but still was associated more strongly with CSC in some domains (e.g., visual arts) compared to others (e.g., scientific creativity). Justifications of CSC self-assessments were analyzed in the context of Bandura's four sources of information, which revealed that mastery experience was the most salient source for these judgements. In fact, higher CSC was related to recalling more mastery experiences and mentioning fewer (often negative) vicarious experiences. Results further showed that CSC was correlated more to creative activities than to creative achievements, and was related to higher openness, self-esteem, self-concept clarity, narcissism and lower tendency for social comparisons. In sum, findings offer insights into how personal experiences, besides broader personality traits, contribute to viewing oneself as more versus less creative.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101813"},"PeriodicalIF":3.7,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143600938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing primary students’ language creativity through reading book-length fairy tale fiction in a computer-enriched environment","authors":"Juan Wu ,&nbsp;Meng Li ,&nbsp;Zhiying Wang ,&nbsp;Xiang Hu","doi":"10.1016/j.tsc.2025.101814","DOIUrl":"10.1016/j.tsc.2025.101814","url":null,"abstract":"<div><div>Creativity is a core competency for students to adapt to the needs of society and to promote social progress in the 21st century. Reading has been suggested as a potential way to cultivate and enhance students’ language creativity. However, few studies have explored effective methods to improve students’ creativity through book-length fiction in computer-assisted environments. The objective of this study was to develop a generative reading method for reading book-length fairy tale fiction in a computer-enriched classroom setting and to investigate its impact on primary school children's creativity. Two intact classes in the second grade of a Chinese primary school were recruited and randomly assigned to two groups: the experimental group (<em>n</em> = 34) and the control group (<em>n</em> = 32). The experimental group engaged in creativity promotion-based generative reading of book-length fairy tale fiction in a computer-enriched classroom setting, whereas the control group read the fiction through a conventional technology-supported reading approach in the computer classroom. The results indicated that generative reading can enhance creative performance, especially in terms of flexibility and originality. Conversely, conventional technology-supported reading can better increase students’ scores on Chinese knowledge tests. This study expands the theoretical framework of “creativity-enhanced by generative-reading” and presents a book-length fiction reading instruction method to promote language creativity through book-reading.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101814"},"PeriodicalIF":3.7,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143621441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}