Thinking Skills and Creativity最新文献

{"title":"Revisiting the Thinking Creatively with Sounds and Words test 50 years later: Sound stimuli for assessing creative potential in childhood","authors":"María-Pino Díaz-Pereira,&nbsp;Ana Estévez-González,&nbsp;María-Carmen Ricoy,&nbsp;Joseba Delgado-Parada","doi":"10.1016/j.tsc.2025.101822","DOIUrl":"10.1016/j.tsc.2025.101822","url":null,"abstract":"<div><div>The assessment of children's creativity is dominated by instruments that use stimuli and tasks of a visual or linguistic nature. Fifty years later, we revisited the Thinking Creatively with Sounds and Words (TCSW) test, Sounds and Images subtest, to analyse the originality of the mental images evoked by sound stimuli in children and to know their topography, compared with the visual-figurative creative potential through the ‘Test de Creatividad Infantil’ [Children's Creativity Test] (TCI). The study involved 310 Spanish schoolchildren (4–12 years old). Using a mixed methodology, the results of both instruments (TCSW and TCI tests) were correlated and analysed according to gender and educational stage. The impact on originality of novelty/complexity and a progressive warm-up was also examined. Finally, 3720 mental images evoked from the sound stimuli were characterised. The results show weak but significant positive correlations between the scores obtained in both instruments. Gender showed no relationship with the level of creative potential. According to the educational stage, mean scores were significantly higher in younger students. Considering gender and educational stage, overlapping typologies were identified in the most frequent images and specific profiles in the most original responses. The novelty/complexity of the sound stimuli influenced the originality of the images, whereas the effect of the progressive warm-up depended on the nature of the stimulus. The analysis of the responses showed that means of transportation was the most recurrent category. Significant differences in the responses according to gender (e.g., war sounds) and educational stage (e.g., animals) were identified.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101822"},"PeriodicalIF":3.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143814926","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":"Computer-based interactive training in nature-based environmental education: Impact on conservation behaviours, social behaviours, and lower and higher order thinking skills","authors":"Qiancheng Dong","doi":"10.1016/j.tsc.2025.101825","DOIUrl":"10.1016/j.tsc.2025.101825","url":null,"abstract":"<div><div>This study aimed to compare the impact of a conservation project on conservation behaviours, social behaviours, and lower and higher order thinking skills with and without the additional use of computer technology (videos, online discussion). Participants in the study were first-year students at Hainan Normal University in Haikou. The sample included 273 people from non-environmental disciplines. Over the course of nearly four months, participants explored local biodiversity and conservation activities, engaging in seminars, training sessions, and quests. Additionally, the group that used technology (Group A) had 10 video sessions and 10 online discussions. The project significantly improved the technology use group (Group A) and the control group (Group B) students’ higher-order thinking skills, conservation behaviours, and social behaviours. However, no significant differences were found between the two project participation approaches: with additional video viewing/online discussion (Group A) and without them (Group B).</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101825"},"PeriodicalIF":3.7,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143769118","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":"Factors influencing scientific reasoning ability in junior secondary students: Examining gender and grade-level predictive differences","authors":"Ma Luo ,&nbsp;Daner Sun ,&nbsp;Gaoxia Zhu ,&nbsp;Liying Zhu ,&nbsp;Fenglin Jia","doi":"10.1016/j.tsc.2025.101824","DOIUrl":"10.1016/j.tsc.2025.101824","url":null,"abstract":"<div><div>Scientific reasoning ability (SRA) plays a critical role in advancing science education and cultivating analytical skills among junior secondary students. This study investigates the extent to which five key factors—science achievement, mathematics achievement, spatial ability, reading comprehension skills, and interest in science—predict students' SRA. A sample of 2261 junior secondary students was assessed, and multiple regression analyses revealed that all variables, except mathematics achievement, were significant predictiors of SRA. The strength of these predictive relationships varied across grade levels and gender groups. Stepwise regression analysis further indicated that gender and grade level interactively impacted the predictive strength of these factors. Across the overall sample and subgroup analyses, science achievement consistently emerged as the strongest predictor, followed by spatial ability. Our findings are discussed within the broader literature and offer important implications for science education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101824"},"PeriodicalIF":3.7,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143769119","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":"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}