European Psychologist最新文献_第4页

Intra-Individual Variability in Creativity 创造力的个体内部变异

IF 4.6 3区心理学

European Psychologist Pub Date : 2022-04-05 DOI: 10.1027/1016-9040/a000470

Baptiste Barbot

{"title":"Intra-Individual Variability in Creativity","authors":"Baptiste Barbot","doi":"10.1027/1016-9040/a000470","DOIUrl":"https://doi.org/10.1027/1016-9040/a000470","url":null,"abstract":"Abstract. Individual differences perspectives have dominated the scientific study of creativity since the 1950’s. These perspectives, however, mainly emphasize group-level variations or inter-individual differences, with limited interest in individual-level variations. Yet, (1) group-level findings are often used to make inferences at the person-level, which might not apply consistently across individuals, and (2) a focus on intra-individual variations could supplement knowledge based on inter-individual differences and accurately inform creativity as a dynamic and multifaceted psychological construct. Indeed, when observed at the individual level, creativity can vary from moment to moment, task to task, and even item to item, which is not well reflected in the current understanding of creativity. After introducing the historical context for the study of individual differences in creativity, this article presents and illustrates three fundamental and distinct aspects of intra-individual variability as they apply to creativity, namely (in)consistency (or processing fluctuation), dispersion, and intraindividual change. While doing so, recent developments in apparatus and methods to assess creativity as a more dynamic phenomenon are presented. The article concludes by discussing the promise of accounting for intra-individual variability in creative performance and potential and the new knowledge it may elicit for both creativity research and practice.","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41313954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

The Dynamic Creativity Framework 动态创造力框架

IF 4.6 3区心理学

European Psychologist Pub Date : 2022-04-05 DOI: 10.1027/1016-9040/a000473

G. E. Corazza, Sergio Agnoli, Serena Mastria

{"title":"The Dynamic Creativity Framework","authors":"G. E. Corazza, Sergio Agnoli, Serena Mastria","doi":"10.1027/1016-9040/a000473","DOIUrl":"https://doi.org/10.1027/1016-9040/a000473","url":null,"abstract":"Abstract. The dynamic creativity framework (DCF) represents a new theoretical perspective for studying the creativity construct. This framework is based on the dynamic definition of creativity, and it has both theoretical and empirical implications. From a theoretical point of view, we review the characteristics of the dynamic creative process and its extension into the dynamic universal creative process, encompassing creativity at different layers of complexity. We discuss the key concept of creative potential, considering individual, sociocultural, and material viewpoints, and we show how the DCF is instrumental in clarifying the relationship between creativity and intelligence, between creativity and anticipation, as well as in introducing the concept of ‘organic creativity’. From the empirical perspective, we focus on the dynamic creative process broken down into four phases: i) drive, ii) information, iii) idea generation, iv) idea evaluation. We review results obtained through investigations accounting for the dynamic interplay between emotional and cognitive components defining creative performance for each. Experiments were conducted to measure the role of emotions and attention in driving the dynamic process, considering the processing of apparently irrelevant information and the interaction between idea generation and idea evaluation, always taking into account individual differences as measured through personality traits, performance variables, or lifetime achievement. Neurophysiological evidence is considered in discussing dynamic effects in divergent thinking, such as the serial order effect, as well as the possibility to enhance creative potential through neurofeedback. Finally, we report on the effects of different environments on the creative process, highlighting the dynamics produced by context-embeddedness.","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41582518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Effects of Media Multitasking and Video Gaming on Cognitive Functions and Their Neural Bases in Adolescents and Young Adults 媒体多任务和视频游戏对青少年认知功能及其神经基础的影响

IF 4.6 3区心理学

European Psychologist Pub Date : 2022-04-01 DOI: 10.1027/1016-9040/a000477

K. Alho, M. Moisala, K. Salmela‐Aro

引用次数: 7

Cyberbullying and Cyber Victimization as Online Risks for Children and Adolescents 网络欺凌和网络受害是儿童和青少年面临的网络风险

IF 4.6 3区心理学

European Psychologist Pub Date : 2022-04-01 DOI: 10.1027/1016-9040/a000479

Dagmar Strohmeier, Petra Gradinger

引用次数: 11

Digital Literacy and Online Resilience as Facilitators of Young People’s Well-Being? 数字素养和网络适应力是青少年福祉的推动者?

IF 4.6 3区心理学

European Psychologist Pub Date : 2022-04-01 DOI: 10.1027/1016-9040/a000478

Joyce Vissenberg, L. d’Haenens, S. Livingstone

{"title":"Digital Literacy and Online Resilience as Facilitators of Young People’s Well-Being?","authors":"Joyce Vissenberg, L. d’Haenens, S. Livingstone","doi":"10.1027/1016-9040/a000478","DOIUrl":"https://doi.org/10.1027/1016-9040/a000478","url":null,"abstract":"Abstract. Previous studies suggest that online resilience, which is the capacity to bounce back from adversity by, for instance, coping with online risks in an effective way, and digital literacy serve as potential safeguards for young people against harmful consequences of negative online experiences. However, research on these factors largely resides in separate bodies of literature. By means of a systematic review, we aim to integrate the literature on young people’s online resilience, digital literacy, and well-being in the context of negative online experiences, and we examine the associations among them. The review of 30 empirical articles shows that negative online experiences undermine young people’s well-being but are also essential to developing online resilience. While a limited number of studies have focused on the protective roles of online resilience and digital literacy and on the link between these two factors, the review identified that more research is needed to establish whether this is truly the case. The review enables us to propose guidelines for further empirical research on the relations among young people’s digital literacy, online resilience, and well-being.","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42983736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 12

Digital Engagement and Academic Functioning 数字参与和学术功能

IF 4.6 3区心理学

European Psychologist Pub Date : 2022-04-01 DOI: 10.1027/1016-9040/a000480

L. Hietajärvi, Erika Maksniemi, K. Salmela‐Aro

{"title":"Digital Engagement and Academic Functioning","authors":"L. Hietajärvi, Erika Maksniemi, K. Salmela‐Aro","doi":"10.1027/1016-9040/a000480","DOIUrl":"https://doi.org/10.1027/1016-9040/a000480","url":null,"abstract":"Abstract. Since the turn of the millennium, the digital revolution has opened a new layer of opportunities for adolescents to participate, create and learn. Simultaneously there has been growth in both debate and worries regarding how the intensive engagement with digital media affects students’ academic performance, engagement, and school-related well-being, that is, academic functioning. Students’ continuously evolving digital practices are not always in congruence with the more traditional ways of schoolwork. Students flourish and fulfill their potential when the informal and formal practices of learning reach congruence, but when this is not the case, frictions can emerge. Spending time with digital media can provide new avenues for learning and development, but it can equally well divert young people from their studies or increase the daily demands. In this narrative review, we address these continuities and discontinuities between engagement with digital media and academic functioning for school-aged children and young people, focusing on meta-analyses, reviews, and key studies. Following the examination of the current literature, we conclude that, in general, the field of “digital media effects” needs to move beyond screen time and utilize the research on the students’ multidimensional socio-digital engagement already conducted. Second, we conclude that the average effects of digital engagement on academic functioning are negligibly small but heterogeneous, further corroborating the claim to examine the qualitative differences in students’ digital engagement, the individual differences between students, as well as the contextual interplay.","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44749512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Digital Revolution and Youth 数字革命与青年

IF 4.6 3区心理学

European Psychologist Pub Date : 2022-04-01 DOI: 10.1027/1016-9040/a000483

K. Salmela‐Aro, Frosso Motti-Stefanidi

{"title":"Digital Revolution and Youth","authors":"K. Salmela‐Aro, Frosso Motti-Stefanidi","doi":"10.1027/1016-9040/a000483","DOIUrl":"https://doi.org/10.1027/1016-9040/a000483","url":null,"abstract":"The digital revolution, which started in the latter quarter of the 19th century, refers to the shift from mechanical and analog electronic technology to digital technologies, which mostly use the internet. In contrast to traditional media, digital technologies include social and interactive media and allow users to consume and actively create content. Young people's lives are increasingly mediated by digital technologies used both at home and at school. The use of digital media by young people may be adaptive, but it may place their adaptation at risk. Whether media use is adaptive or maladaptive depends on a number of factors, including, among others, the developmental stage of the individual, the type of media, the type of use, the extent of use, and the characteristics of the individual using the media. The place of digital media in young people's lives has never been more prominent than during the COVID-19 pandemic. During this period, their lives were upended, and they turned to digital media for their education, entertainment, information, and social contact. Thus, the study of the effects of the digital revolution on youths' development and education has never been timelier than it is right now. This article introduces the Special Issue on youth in the digital age. It includes six reviews that focus on the affective, cognitive, and social consequences of the digital revolution for young people. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49382039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Early Intervention in Autism Spectrum Disorder 自闭症谱系障碍的早期干预

IF 4.6 3区心理学

European Psychologist Pub Date : 2022-03-22 DOI: 10.1027/1016-9040/a000475

Marilzete Fernandes Ribeiro, Jorgiana Baú Mena Barreto, Valéria Sousa-Gomes

{"title":"Early Intervention in Autism Spectrum Disorder","authors":"Marilzete Fernandes Ribeiro, Jorgiana Baú Mena Barreto, Valéria Sousa-Gomes","doi":"10.1027/1016-9040/a000475","DOIUrl":"https://doi.org/10.1027/1016-9040/a000475","url":null,"abstract":"Abstract. Early intervention in autism has become possible with the identification of this disorder at earlier ages, but the scientific production on this subject is still very incipient. The present study aimed to characterize scientific production in Brazil regarding early intervention in the Autism Spectrum Disorder (ASD), resorting to the database of the Capes Journal Platform ( Plataforma de Periódicos Capes). The procedure used for the theoretical search was an integrative literature review. The discussion on the analysis of the review occurred with the inclusion of articles published in Portuguese, between 2001 and 2020, with the keywords: “intervention”, “early” and “autism.” As a result, a total of 83 texts were found. Of this total, 65 articles were published in peer-reviewed journals and made available as an online resource on the Capes Journal Platform. In the next phase of data analysis, we decided to categorize the articles included in the search process ( N = 25), based on the following categories: “autism” (19) and “early autism intervention” (6). A very low percentage of publications related to this topic were identified in the search universe, although an increase in studies has been observed in recent years. Nonetheless, we concluded that the six articles on early intervention agree that the sooner the disorder is diagnosed and the child is stimulated, the greater the effectiveness in the development of communication and language, as well as social interaction.","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":" ","pages":""},"PeriodicalIF":4.6,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45874545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School Does Not Kill Creativity 学校不扼杀创造力

IF 4.6 3区心理学

European Psychologist Pub Date : 2021-12-10 DOI: 10.1027/1016-9040/a000449

M. Karwowski

引用次数: 14

Creativity in an Affective Context 情感情境下的创造力

IF 4.6 3区心理学

European Psychologist Pub Date : 2021-12-10 DOI: 10.1027/1016-9040/a000448

C. Perchtold-Stefan, I. Papousek, C. Rominger, A. Fink

引用次数: 3