Search

Designers' work processes are shaped by a four-phase 'discover, define, develop, and deliver' model that alternates between divergent and convergent thinking. We suggest consideration of this conceptual scaffold in 'design sprint' workshops for graduate students in the life sciences and in design to promote creativity, interdisciplinary collaboration, and knowledge cocreation. Designers' work processes are shaped by a four-phase 'discover, define, develop, and deliver' model that transitions between divergent and convergent thinking. We suggest consideration of this conceptual scaffold in 'design sprint' workshops for graduate students in the life sciences and in design to promote creativity, interdisciplinary collaboration, and knowledge cocreation. [ABSTRACT FROM AUTHOR]

• Creative scams generation engaged the right frontopolar cortex. • Creativity and morality regions involved the generation of creative scams. • Right frontopolar cortex less coupled with right precentral gyrus in harmful scams. • Efficient neural coupling might be crucial for generating high-creativity scams. Deception is a complex social behavior that manifests in various forms, including scams. To successfully deceive victims, liars have to continually devise novel scams. This ability to create novel scams represents one kind of malevolent creativity, referred to as lying. This study aimed to explore different neural substrates involved in the generation of high and low creative scams. A total of 40 participants were required to design several creative scams, and their cortical activity was recorded by functional near-infrared spectroscopy. The results revealed that the right frontopolar cortex (FPC) was significantly active in scam generation. This region associated with theory of mind may be a key region for creating novel and complex scams. Moreover, creativity-related regions were positively involved in creative scams, while morality-related areas showed negative involvement. This suggests that individuals might attempt to use malevolent creativity while simultaneously minimizing the influence of moral considerations. The right FPC exhibited increased coupling with the right precentral gyrus during the design of high-harmfulness scams, suggesting a diminished control over immoral thoughts in the generation of harmful scams. Additionally, the perception of the victim's emotions (related to right pre-motor cortex) might diminish the quality of highly original scams. Furthermore, an efficient and cohesive neural coupling state appears to be a key factor in generating high-creativity scams. These findings suggest that the right FPC was crucial in scam creation, highlighting a neural basis for balancing malevolent creativity against moral considerations in high-creativity deception. [ABSTRACT FROM AUTHOR]

Après une dynamique à bas bruit, la phénoménologie prend de nouveau son essor en psychiatrie, tout comme en psychopathologie clinique. Elle devient particulièrement pertinente dans ces domaines où l'observation de phénomènes et la recherche de structures pour les organiser s'imposent comme outil clinique de compréhension du sujet. Il s'agit, d'une part, de parcourir le développement de la phénoménologie structurale dans les sciences humaines et médicales, d'autre part, d'explorer ses liens avec les processus de création afin de soutenir une réflexion pragmatique autour de la prise en charge des patients. Elle s'étaye sur le cas clinique d'un adolescent âgé de 14 ans présentant un syndrome de Williams et Beuren. Au terme de six années de prise en charge institutionnelle, il bénéficie d'un dispositif de huit séances d'art-thérapie visant à mettre son parcours en historicité pour accéder à une préprofessionnalisation. L'exploration repose sur une clinique évaluative en test/retest avec l'outil projectif Rorschach et les Grilles d'Analyse de Contenu basées sur l'Approche Phénoméno-Structurale (GACAPS) développées par L. Schiltz. Nous notons une amélioration de ses capacités d'attention et de socialisation ainsi qu'une augmentation de ses capacités à mobiliser son imaginaire et à accéder à l'élaboration de sa pensée. Toutefois, l'analyse phénoméno-structurale, par-delà des réponses créatives en nombre croissant, permet de repérer des angoisses envahissantes laissant craindre un basculement dans un fonctionnement psychotique en cette étape existentielle d'un rite de passage. La phénoménologie, au sens d'une méthode sensible, n'a de sens que si on la pratique dans le monde de la vraie vie en laquelle le « être dans le même paysage » devient autant outil diagnostique que processus de soin. Le Test de Rorschach avec les grilles d'analyse GACAPS, tout autant que la méthode IPSE (Processus inductif d'analyse de la structure de l'expérience vécue), en sont des outils pragmatiques apportant des résultats pertinents pour une clinique de la modernité. After a period of low-key development, phenomenology is once again gaining ground in psychiatry, as well as in clinical psychology and psychopathology. It is becoming particularly relevant in these fields, where the observation of phenomena and the quest for structures to organize them are very appropriate clinical tools for understanding the subject. The aims of this article are, on the one hand, to review the development of structural phenomenology in the human and medical sciences, and on the other hand, to explore its relationship to creative processes in order to support pragmatic reflection on patient care. This study is based on the clinical case of a 14-year-old adolescent with Williams & Beuren syndrome. After six years of institutional care, he participated in a program of eight sessions of art therapy designed to retrace his pathway for access to pre-professionalization. Our evaluation is based on a test/retest evaluative clinic using the Rorschach projective test and the Content Analysis Grids centered on the Phenomeno-structural Approach (GACAPS) developed by L. Schiltz. We noted an improvement in the adolescent's attention and social skills, as well as an increase in his ability to mobilize his imagination and to access the elaboration of his thoughts. However, the phenomeno-structural analysis, aside from the increasing number of creative responses, enabled us to detect invasive anxieties, which make us fear that, with him, this existential stage of a rite of passage represents a risk that could lead to psychotic problems. Phenomenology, given that it is a subtle method, only makes sense if practiced in the world of real life, where "being in the same landscape" becomes as much a diagnostic tool as it is a treatment process. The Rorschach Test with its GACAPS analysis grids, as well as the IPSE method (Processus inductif d'analyse de la structure de l'expérience vécue - Inductive Process for the Analysis of the Structure of Lived Experience), are pragmatic tools providing relevant results in a context of a clinic of modernity. [ABSTRACT FROM AUTHOR]

Nous allons essayer d'identifier ce qui œuvre derrière la création de deux artistes nés dans deux pays du Nord, Fiodor Dostoïevski (1821–1881) en Russie, et Anna-Eva Bergman (1909–1987) en Norvège. Parmi leurs œuvres, nous allons nous appesantir sur Les frères Karamazov , une œuvre qui résume toutes les interrogations de leur auteur, et sur l'évolution des peintures de Bergman. Ils font appel chacun à un désir instinctuel pour se constituer une bibliothèque de souvenirs, écrits pour l'un, peints pour l'autre. De quoi se soutient ce désir instinctuel ? Nous faisons l'hypothèse que c'est la forme que prend leur jouissance. Cette jouissance est développée différemment dans leur œuvre, circonscrite dans un personnage chez Dostoïevski, diffuse dans les tableaux de Bergman. Elle apparaît genrée dans le produit de leur création, mais pas dans leur processus de création. Des hypothèses mises au travail dans cet article. We will try to identify what lies behind the creation of two artists, born in two northern countries, Fiodor Dostoyevsky (1821–1881) in Russia, and Anna-Eva Bergman (1909–1987) in Norway. Among their works, we will focus on The Brothers Karamazov , a work that summarizes all the questions of its author, and on the evolution of Bergman's paintings. They each appeal to an instinctual desire to create a library of memories, written for one, painted for the other. What underpins this instinctual desire? We hypothesize that this is the form that their pleasure takes. This enjoyment is developed differently in their work, circumscribed in a character for Dostoyevsky, diffused in Bergman's paintings. It appears gendered in the product of their creation but not in their creative process. These are the hypotheses applied in this article. [ABSTRACT FROM AUTHOR]

This study aimed to determine the effect of digital games on the creativity of adolescents. This study was designed as a cross-sectional study using simple random sampling following the STROBE checklist. It was conducted with 384 adolescents between January and June 2022. Data were collected using the Digital Game Addiction Scale for Children and the Creative Personality Traits Scale. The adolescents were at risk for digital game addiction and had moderate creativity levels. The adolescents who had a male sex, had mothers who received primary education, started playing digital games before the age of 6 years, were using the internet for >5 h a day, had no activity other than playing digital games, and preferred action, adventure, and fighting games had higher digital game addiction levels than the other adolescents. In addition, the male adolescents had higher creativity levels than the female adolescents. There was a significant negative relationship between digital game addiction and creative personality traits among the adolescents. Digital game addiction had a negative effect on creativity. Adolescents are at risk for digital game addiction and have moderate creativity levels. Digital game addiction negatively affects the development of creative personality traits. Interventions should be planned to prevent digital game addiction among adolescents, and adolescents should be guided to increase awareness of the effects of digital games on their creativity. • Adolescents are at risk for digital game addiction. • The creativity level of adolescents is moderate. • Digital game addiction is negatively correlated with creative personality traits. • Digital game addiction is a negative predictor of creative personality traits. [ABSTRACT FROM AUTHOR]

Creativity often entails gaining a novel perspective, yet it remains uncertain how this is accomplished. Atypical salience processing may foster creative thinking by prioritizing putatively irrelevant information, thereby broadening the material accessible for idea generation and inhibiting attentional fixedness; in essence, motivating creative individuals to incorporate information that others overlook. [ABSTRACT FROM AUTHOR]

TED (acronym for technology, entertainment and design) conferences are an astonishingly successful modern-day platform for "ideas worth spreading". These continue to engage, enlighten and entertain an ever-expanding audience base. TED speakers highlight simple yet relevant ideas, often challenging entrenched perspectives and proposing hitherto unexplored solutions. In this perspective, the authors propose modeling some aspects of Radiology didactics along certain fundamental principles of TED and outline techniques to accomplish this. We overview how this shift can engage diverse learners and enhance retention of key information. We include evidence on such pedagogical techniques boosting learners' working memory and providing strategies for creative problem solving. Finally, we caution educators against criticisms of the TED format, including prioritizing style over content, "dumbing down" information to make it fit a prescribed format and sometimes offering insufficient scientific rigor. [ABSTRACT FROM AUTHOR]

• Creative activities support the development of relational dementia care, i.e., care that is trusting, reciprocal and mutually beneficial, for those with dementia and care staff. • Socialisation and independence in people living with dementia can be fostered using engaging and interactive creative activities. • Remote and hybrid delivery of creative activities benefits people with dementia and staff in care homes, reaching a much larger population than is normally possible with face-to-face delivery. Culture Box was a creative project that responded to deprivation and distress experienced by those with dementia in care homes during the COVID-19 pandemic. Remote and digital creative activities were designed and delivered as 'Culture Boxes' to care homes, aiming to alleviate social isolation and loneliness for people with dementia. Eighty-eight people with dementia and 33 care staff from 33 care homes across England were recruited to the study, with 68 people with dementia and 28 staff completing the study 12 months later. Participatory Action Research combining mixed methods was used to evaluate the project. Baseline and follow-up surveys and dialogic interviews at 3 time points during the study collected quantitative and qualitative data and were analysed descriptively and via inductive thematic analysis respectively. Qualitative findings indicated that the project activities facilitated relational care through creative experiences characterised by sharing, building relationships, and developing a sense of community. Social health was promoted via participation in social activities and fostering independence. Future studies should further explore the utility of creative practices to develop relational care, to support care staff, and to maximise wellbeing benefits for those living with dementia. [ABSTRACT FROM AUTHOR]

This paper outlines an example of Special Collections materials being used to support master's-level students' data and digital skills development. It evidences positive student learning outcomes through an unconventional interdepartmental collaboration between a digital media teaching team and Special Collections staff, which combined digital practices and tangible Special Collections material. This paper outlines the readings used for the course under review, the assignments used to evaluate students, student experiences of those assignments, and staff observations of student success and the logistics of course delivery. Findings show that in completing their assignments students (a) negotiated uncertainty; (b) increased understandings of data and digital methods; (c) embraced the lifeworlds of data; and (d) blurred the boundaries of analog and digital. More generally, this work finds that Special Collections material can be effectively used to support data and digital skills development, as well as help students gain broader understandings of digital contexts and media. Value is, however, dependent upon embracing uncertainty: something that universities tend to avoid. But, as is shown, staff and students alike can thrive in states of bewilderment. [ABSTRACT FROM AUTHOR]

Creative cognition does not just involve cognitive processes in direct service of the main task objective (e.g., idea generation), but also metacognitive processes that monitor and regulate cognition adaptively (e.g., evaluation of ideas and task performance, or development and selection of task strategies). Although metacognition is vital for creative performance, relevant work is sparse, which may be partly due to persistent ambiguities in the theoretical conceptualization of creative metacognition. Therefore, this article proposes a systematic framework of creative metacognition (CMC), which builds on recent advancements in metacognition theory and extends them to meet the specifics of creative cognition. The CMC framework consists of two dynamic components—monitoring and control—and a more static component of metacognitive knowledge, each subsuming metacognitive processes applying to the level of task, performance, and responses. We describe the presumed function of these metacognitive components in the creative process, present evidence in support of each, and discuss their association with related constructs, such as creative self-beliefs. We further highlight the dynamic interplay of metacognitive processes across task performance and identify promising avenues for future research. • A systematic framework of metacognitive processes in creative thinking is presented. • It distinguishes between core and metacognitive processes. • Three components of metacognitive monitoring, control, and knowledge are identified. • Each component distinguishes processes at task, performance and response level. • Time dynamics in terms of pre-, during, and post-task processes are specified. [ABSTRACT FROM AUTHOR]

There hasn't been much recent research on leaders' authentic leadership, knowledge sharing within the team, and faculty members' creativity. This study examined the perceived variables and predictors of academic nursing leaders' authentic leadership by their nursing faculty members, knowledge sharing within the team, and nursing faculty members' own creativity. A cross-sectional design using a survey instrument was employed to answer the research questions. A convenience snowball sample of 105 academic nursing faculty members who worked at various universities in Jordan was recruited. Academic nursing leaders' authentic leadership, knowledge sharing within the team, and nursing faculty members' creativity were perceived high by nursing faculty members. The highest and lowest means of the three concepts were reported. As evidenced by correlations, knowledge sharing within the team related to nursing faculty members' creativity without affecting academic nursing leaders' authentic leadership. The perceived academic nursing leaders' authentic leadership didn't predict knowledge sharing within the team or faculty members' creativity. The current research fills critical voids in the reviewed literature. The results augment nursing leadership knowledge in academic settings. Academic nursing leaders' authentic leadership didn't predict knowledge sharing within the team or faculty members' creativity. These findings raise the flag; authentic nursing leadership should be synergized in conducive academic environments with other factors that may promote nursing faculty members' creativity, such as psychological safety and team environment. • Academic nursing leaders' authentic leadership didn't predict knowledge sharing within the team or faculty members' creativity. • Conducive academic environments would synergize authentic nursing leadership in academic settings and, in turn, the faculty members' creativity. • In the long term, authentic nursing leadership in academic settings would enhance psychological safety and a team environment. • Training programs are required to improve academic nursing leaders' authentic leadership through scholarships and fellowships while preserving creativity and knowledge sharing. [ABSTRACT FROM AUTHOR]

In this paper we show how simple text-driven variations of given statements in mathematics can lead to interesting new problems and push forward a whole theory around simple initial questions. We exemplify this in two cases. Case 1 deals with problem-posing activities suitable for pupils and case 2 is a rational reconstruction of the organisation of mathematical knowledge within problems of graph colorings. Mathematicians learn to systematically look for subsequent problems around a given problem. We argue that this toy-model captures a nontrivial part of professional mathematical research within the pure fields and conjecture that it even grasps high level developments in mathematics. By doing this, we implicitly encourage a very simplistic view on criteria, so to speak a "cowpath" approach to progress in mathematics. The term "cowpath" is borrowed from architecture and software design, where it is commonly used. While we can contemplate which pathways are ideal, we may also just plant grass and see where people choose to walk. Those pathways are also self-enforcing, since we are less hesitant to walk on those rather than criss-cross the landscape. [ABSTRACT FROM AUTHOR]

This paper introduces a novel controlled adaptive mental causal network model addressing how dreams overnight can influence creativity in waking life. The network model depicts in a causal, dynamic, and generic manner which adaptive mental processes underlie the connection between dreams and creativity and is shown to be validated with the existing cognitive neuroscience literature. [ABSTRACT FROM AUTHOR]

Creativity involves associative thinking: linking concepts from memory. Computational models of semantic memory allow researchers to quantify associative thinking as movement through a semantic space of concepts. Associative thinking reflects a search process operating on a semantic memory network structure. Highly creative people travel further in semantic space, switch between more semantic subcategories, and make larger leaps between associations. Creativity involves both free associations, in which concepts are spontaneously connected, and goal-directed associations, in which concepts are strategically combined. Free association is relevant for artistic creativity, implicating domain-general cognitive abilities in domain-specific creative expertise. Neuroscience evidence indicates associative thinking engages brain regions involved in both semantic and episodic memory. Creativity has long been thought to involve associative processes in memory: connecting concepts to form ideas, inventions, and artworks. However, associative thinking has been difficult to study due to limitations in modeling memory structure and retrieval processes. Recent advances in computational models of semantic memory allow researchers to examine how people navigate a semantic space of concepts when forming associations, revealing key search strategies associated with creativity. Here, we synthesize cognitive, computational, and neuroscience research on creativity and associative thinking. This Review highlights distinctions between free- and goal-directed association, illustrates the role of associative thinking in the arts, and links associative thinking to brain systems supporting both semantic and episodic memory – offering a new perspective on a longstanding creativity theory. [ABSTRACT FROM AUTHOR]

This article discusses some network mechanisms that may facilitate involvement in artistic production. More specifically, it explores the nature of the collaborative networks in which musicians are embedded, and looks for the structural configurations that are most conducive to individual creativity. Drawing upon a dataset consisting of 253 music teachers in the Italian region of Trentino, and focusing in particular on record production, the article shows productivity and artistic vitality to be highest among musicians with a balanced combination of ties to other musicians in the local music schools system, and ties to musicians with different territorial locations. These findings contribute to established lines of research on the network determinants of individual productivity and creativity in various domains. • Dense networks of collaborators, if restricted to musicians from the same local milieu, do not facilitate record production. • Neither do huge but dispersed networks of collaborators if located in places afar from music teachers' locality. • Music teachers are more active in record production if their collaboration networks combine homophily and heterophily. • Female music teachers are less likely to engage in record production than their male colleagues. [ABSTRACT FROM AUTHOR]

• CNAs want to partner on research to improve direct care work. • Knowledgeable nursing assistants as creative caregivers (KNACC) development is described. • KNACC provides guidelines to facilitate CNA use of creative caregiving techniques. Certified nursing assistants (CNAs) provide 80% of direct care in long-term care settings and are critical to maintaining resident well-being. Arts-based approaches to enhancing meaningful engagement have the potential to empower CNA ownership in the process of improving patient-centered care. We held a series of focus groups with CNAs (n = 14) to adapt arts-based creative caregiving (CCG) techniques for use in long-term care. Iterative revisions focused on CCG techniques, factors influencing implementation, and usability. The Knowledgeable Nursing Assistants as Creative Caregivers (KNACC) manual developed from the adapted CCG describes training guidelines and instructions to facilitate CNA use of creative caregiving techniques in direct care. [ABSTRACT FROM AUTHOR]

• CNAs are interested in incorporating creativity within practice • It is feasible to implement creative caregiving within long term care • Creativity has the potential of enhancing CNA empowerment and job satisfaction Knowledgeable Nursing Assistants as Creative Caregivers (KNACC) was developed to train certified nursing assistants (CNAs) to apply arts-based techniques to enhance care and support to older adults in long-term care (LTC) settings. We piloted (n=8) KNACC techniques for use in LTC and assessed its potential for influence on the CNA outcomes of structural empowerment and job satisfaction. During preliminary implementation, CNAs working in memory care units were more open to applying all techniques. The techniques in KNACC have the potential to improve CNA skills in working with long-term care residents. [ABSTRACT FROM AUTHOR]

Dans cette étude, on montrera que les répercussions d'événements graves (accidents, catastrophes, violences terroristes, guerres...) sur des personnes qui n'ont pas assisté directement à ces faits (victimes collatérales) dépendent des histoires de vie et des fragilités antérieures de ces personnes. À la lumière d'un nouvel outil qu'on appellera « Méta-entretien » associé à une analyse structurale de discours, on examinera le cas de Michèle L. en suggérant que l'activité créatrice pourrait constituer une possibilité de réparation des blessures provoquées par ces événements graves. In this study, it will be shown that the repercussions of serious events (accidents, disasters, terrorist violence, wars...) on people who have not directly witnessed these facts (collateral victims) depend on the life stories and previous fragilities of these people. In the light of a new tool called "Meta-interview" associated with a structural analysis of discourse, we will examine the case of Michèle L. by suggesting that creative activity could constitute a possibility of repairing the wounds caused by these serious events. [ABSTRACT FROM AUTHOR]

The skills and abilities that Engineering Graphics and Design (EGD) has to offer is critical to support creation of product design in various fields such as architecture, mechanical, electrical, civil etc. To date, the knowledge of EGD in the product design process has not been fully harnessed by design experts in the field. Thus, this study aims to investigate the applications of EGD and provide its prospects in various technical fields to enhance future product design process. In this study, a systematic literature review using articles from various academic research data bases were used. The results of the study revealed that application of EGD in product design originates back from the creation traditional drawing to more sophisticated three dimensional methods of drafting such as computer aided design (CAD). A review of pedagogical techniques in EGD revealed that several teaching strategies may be employed to improve teaching and encourage students to take a more in-depth approach to learning. Furthermore, the results showed that the knowledge of EGD and its related tools enhance creativity in design of innovative products. The study provides prospect on the application of EGD in practice with the view to improve product design. [ABSTRACT FROM AUTHOR]

The first milestone and the foundation in every architect's life is architectural education. As creativity is the core of successful architecture, focusing on its development in the pedagogical years would enhance every architect's future career. Architectural education tends to give a one-size-fits-all approach to educating architects and helping with their creative potential, which neglects the students' different levels of creativity along with their personalities' individuality. This study aims to enhance each architect's architectural pedagogical experience by acknowledging the student's personality and creativity level which would help tailor a customized experience that would develop their full potential. This will be achieved by examining the relationship between personality types and creativity through the Myers-Briggs Personality Type Indicator (MBTI) and the Consensual Assessment Technique (CAT). The study is employed in the Architecture Department, Alexandria University - Egypt, where questionnaires were distributed to first- and second-year students along with design projects to be assessed by Architectural Department professors. Responses were analyzed using Pearson's Chi-square analysis with Fisher's exact test. The results indicated a strong connection between Intuition / Sensing and the creativity of students. [ABSTRACT FROM AUTHOR]

This study experimentally captures the effects of reforming intellectual property (IP) and measures whether abolishing IP after a vote can reduce the creativity of the most talented innovators. The subjects start in a baseline setting with IP and then move to a second unannounced phase in which IP has or has not been abolished. First, we manipulate exogenously the presence or absence of the possibility to vote for or against IP. Second, we manipulate the information given to the subjects after the first phase. In the information treatment, we inform the subjects right before the vote that a previous experiment that used the same design (Brüggemann et al., 2016) showed that the no IP regime significantly increased players' gains. Contrary to preregistered expectations, the results show that undergoing a vote does not reduce overall creativity. Actually, the most talented innovators do not vote in favor of IP. Rather, the subjects who vote in favor of IP are those who benefit relatively more from royalties. Surprisingly, no correlation is found between these two populations: the IP in our experiment seems to not reward the best players, but the players who choose an 'IP-driven' strategy of focusing on more extensible words while simultaneously relying on their own creations forego cross-fertilization with other players. These are relatively low-skilled players who choose a rent-seeking strategy that maximizes gains from the IP system itself. There are plausible arguments that this result is at least partly valid in the real world, especially for complex and highly sequential innovations where it has been proven that patent trolls and anti-competitive strategies are important. [ABSTRACT FROM AUTHOR]

How do new ideas come about? The central hypothesis presented here states that insights might happen during mental navigation and correspond to rapid plasticity at the cellular level. We highlight the differences between neocortical and hippocampal mechanisms of insight. We argue that the suddenness of insight can be related to the sudden emergence of place fields in the hippocampus. According to our hypothesis, insights are supported by a state of mind-wandering that can be tied to the process of combining knowledge pieces during sharp-wave ripples (SWRs). Our framework connects the dots between research on creativity, mental navigation, and specific synaptic plasticity mechanisms in the hippocampus. Creative solutions often appear to emerge suddenly, as so-called 'aha moments'. The suddenness of insight might help constrain the search for neural mechanisms underlying creativity. Problem-solving behavior can be conceptualized as mental navigation. Insight can be seen as a specific event of finding a mental shortcut during mental navigation. Mental navigation relies, in part, on the same neural machinery as spatial navigation. Recent work has discovered specific cellular mechanisms underlying the sudden emergence of CA1 place fields, which might also contribute to the emergence of sudden insights during mental navigation. Insight is supported by a state of mind-wandering, during which the hippocampus generates novel combinations of concepts, memories, and knowledge pieces. [ABSTRACT FROM AUTHOR]

The discussion of enhancing entrepreneurial competence in Higher Education Institution (HEI), especially in engineering and computing major, has increased for the recent years. This study aims to propose and test a structural model of relationship of Indonesian HEI entrepreneurship education with entrepreneurship competence to assess student entrepreneurship competences especially in undergraduate level. Thus, this study provides the contribution in this stream by creating a subject specialized that fit with specific study program to enhance entrepreneurial competence for freshmen student called Integrative Survival Experience especially in engineering and computing major. We measure its output by using EntreComp questionnaires framework from European Commission. A combination of Structural Equation Modelling (SEM) and neural network was implemented as analytic approach in this study. The results show that the freshmen engineering and computing students develop entrepreneurial competence by enhancing the specific sets of ideas and opportunities as well as the capability to manage resources for taking the action afterwards. Apparently, the entrepreneurial competence development process of engineering and computing students differs with that of business and management students. [ABSTRACT FROM AUTHOR]

In recent years, creativity has become a major focus in organizations competing to develop new products and offer new solutions to the community. Since then, the achitectural firms' workplace have been extensively studied as well as modified to support user creativity, productivity, and satisfaction by offering unique environments that create a social space which encourages collaboration, inspiration, and motivation. These changes are a response to the new connection employees have with their surroundings and how the spatial design facilitates the users' work performance and process. This new focus has played a major role in insuring the organizations' creative success and attracting selective employees. Investigation into the development of the office workplace designs reveals that certain spatial design features have been documented to have different effects on users. Spatial designs features such as colors, light, layout, furniture, plants, etc. become specific components that designers use to construct the workplace. By studying the layout qualities, tangible an intangible elements that compose the spatial environment in three architecture firms, this paper aims to investigate how the spatial design affects the users and how designers can improve the users' workplace experience through observations, interviews and questionnaires. A Post occupancy evaluation reveals that there are certain key features that designers and organizations must consider when designing new workplace environments for creative users. [ABSTRACT FROM AUTHOR]

Creative problem solving (CPS) in real-world contexts often relies on reorganization of existing knowledge to serve new, problem-relevant functions. However, classic creativity paradigms that minimize knowledge content are generally used to investigate creativity, including CPS. We argue that CPS research should expand consideration of knowledge-rich problem contexts, both in novices and experts within specific domains. In particular, paradigms focusing on creative analogical transfer of knowledge may reflect CPS skills that are applicable to real-world problem solving. Such paradigms have begun to provide process-level insights into cognitive and neural characteristics of knowledge-rich CPS and point to multiple avenues for fruitfully expanding inquiry into the role of crystalized knowledge in creativity. Creative problem solving (CPS) relies on the reorganization of existing knowledge to serve new, problem-relevant functions. Extant creativity research, especially brain-based research, largely does not reflect the knowledge-rich contexts in which the application of previously-acquired knowledge is critical, as is frequently the case in real-world CPS. Knowledge-rich CPS frequently involves expertise, and can be fruitfully studied in expert participants. It can also be studied in novices when content knowledge is available as a component of the experimental paradigm. Behavioral and neuroimaging CPS paradigms based on analogical transfer can provide process-level insights into knowledge-rich CPS in nonexperts. The transfer-based heuristic prototype paradigm has the potential to be flexibly applied across diverse domains of knowledge. Better understanding of CPS as a process, especially via analogical transfer, has timely potential to inform education and creativity training. [ABSTRACT FROM AUTHOR]

In the process of creative sentence or phrase utilization, novel and appropriate evaluations cause the different brain responses observed in event-related potentials: the N400 reflects the novelty evaluation, whereas a late negative component marks appropriate processing. Do we have similar brain reactions in image perception when we rapidly browse pictures of objects with different novelty, functional/appropriate, and hedonic value? To explore this question, participants were presented with four novel object images with high or low functional and hedonic properties, as well as the ordinary product images, with the instruction to attentively observe and understand each image. We found a clear dissociation between processing of novelty and functional value: novelty objects produced negative deflections in the N2–N400 time window relative to the ordinary object images, whereas images with high functional value elicited a larger N2 and late negative waves (LNC) resembling the late component found for the appropriate phrases. Object images with high hedonic value, however, were associated with earlier aesthetic preference reflected in smaller N1 amplitudes, but failed to elicit a LNC effect. We therefore conclude that the processing of novelty, functional, and hedonic value are dissociation, and the perception of hedonic value is earlier (N1) than the novelty processing (N400) and the verification of functional value (LNC). [ABSTRACT FROM AUTHOR]

Intelligence and creativity among school-going students are buzzwords. The exponential growth of studies has spurred on the influence of intelligence on creativity; however, the center of the debate is on the effect of the former on the latter. Surprisingly, very few studies have attempted to investigate the confounding effect which connects intelligence with creativity. Based on the notions of multi-theory, this study explores the impact of intelligence on creativity through the mechanism of a mediator and a moderator. The present study collected 307 cross-sectional data using the convenience sampling method. The collected data were analyzed using partial least square based structural equation modeling with the deduction reasoning method. The results reveal that students' efficacious belief mediates the influence of intelligence on creativity; however, the moderating effect of creative identity is not demonstrated justified. Practical implications and directions for future research are presented in the final section. [ABSTRACT FROM AUTHOR]

An 86-year-old woman was managed for a non-ST-segment elevation myocardial infarction. Coronary angiography revealed significant stenoses at the left anterior descending, left ostial circumflex (LCX), obtuse first marginal, and a Medina 1.0.1 bifurcation lesion at the middle LCX/ second obtuse marginal (OM2). During percutaneous coronary intervention, the rupture of the pre-dilatation balloon was complicated by a type III coronary perforation at the level of the LCX/OM2 bifurcation, leading to cardiac tamponade. Hemodynamics were stabilized by percutaneous pericardial drainage. The placement of a covered stent (BeGraft, Bentley InnoMed), to seal the coronary perforation, was not possible due to its great rigidity and the angulation towards the OM2, even with the use of a guiding catheter extension (Guidezilla, Boston Scientific). To further increase support, we decided to use the flexibility of a regular drug-eluting stent which we implanted from the LCX to the OM2, thereby creating a rail-like path in which the covered stent could then be positioned and deployed successfully, allowing the perforation to be sealed with a good final result. This is what we called the "buddy stent technique". [ABSTRACT FROM AUTHOR]

This study aims to examine the relationship between supervisor autonomy support, creativity, and service performance of chefs in Michelin restaurants. In this context, data was collected from haute cuisine restaurants in Türkiye. Data was obtained from 322 chefs in 26 restaurants on the Michelin list. The data obtained was tested through PROCESS Macro (Model 4). According to the findings, creativity partially mediates the relationship between manager autonomy support and service performance. [ABSTRACT FROM AUTHOR]

• Design-Based learning (DBL) is a valuable resource for educators and researchers, as it offers insights into fostering the creative performance of students within the field of art and design education. • DBL mainly includes four main steps, such as presenting challenges, setting criteria, solving challenges, and testing results. • The experimental group (the DBL treatment) significantly outperformed the control group (with traditional instruction). • No significant difference was observed between sexes in the treatment of DBL. • Achievement motivation was found to significantly influence creative performance and design skills. In art and design education, the roles of motivation and creative performance in design skills hold immense significance for design students. As such, the teachers' instructional strategies are crucial. Among these strategies, design-based learning (DBL) is one of the important instructional processes that integrates design principles, problem-solving skills, and creative thinking to engage students in hands-on, authentic learning experiences. This study aimed to investigate the effects of DBL on the motivation, creativity, and design skills of students in art and design education. Pre- and post-test experimental research was conducted on 207 participants who specialize in art and design education at Kazan Federal University and the Kazan State Institute of Culture. Employing non-probability sampling, they were assigned to an experimental (treatment using DBL; 105 students) and a control (traditional instruction; 102 students) group. The findings demonstrated that the experimental group significantly outperformed the control group, while no significant interaction was observed between groups and sexes in the development of motivation, creativity, and design skills. Moreover, achievement motivation was found to significantly influence creative performance and design skills. This research serves as a valuable resource for educators and researchers, as it offers insights into fostering the creative performance of students within the field of art and design education. [ABSTRACT FROM AUTHOR]

• Teachers demonstrate creativity in five dimensions: motivation, originality, brainstorming, fluency, adaptability, and materials. • DI teachers proved their creativity in the subset of the person by optimizing pre-teaching sessions. • Teachers used creative tasks to spark students' original, novel ideas. • Questioning and guessing help teachers brainstorm students' learning needs and interests. • Proficient and adaptable teachers boosted student productivity through project-based activities. The emergence of social, technological, and other aspects of life leads to increasing complexity in EFL instruction, requiring teachers to modify their instructions and accommodate students' learning needs through differentiated instruction (DI). DI requires that teachers diversify their instruction to optimize it. However, many teachers regard DI as challenging, requiring advanced teaching skills and creative thinking. Thus, this qualitative study aimed to investigate how teachers express their creativity in DI education and which areas of creativity need to be addressed. The data was collected by observing teaching performances and interviews with six Indonesian EFL secondary school instructors. The DI-Quest instrument was used for observation, and the English Language Teaching Creativity Scale (ELT-CS) was used to build the interview guide. The findings revealed diverse types of creativity in five dimensions: motivation, originality and elaboration, brainstorming, fluency and flexibility, and press and materials. However, teachers experienced difficulties articulating the creative aspect of autonomy in DI classrooms. Some pedagogical implications are addressed, particularly in teacher professional development programs. [ABSTRACT FROM AUTHOR]

• Gamification along with PBL has a positive impact on the educational experience of mathematics students compared to traditional instruction. • Most students consider games make the learning environment more appealing and motivating, encouraging them to attend classes with greater enthusiasm. • Findings suggest that students perceive gamification as a valuable learning tool, finding it exciting, motivating, and useful for enhancing their educational experience. • The results demonstrate that the combination of PBL with gamification significantly increases students' average grades, indicating an improvement in academic performance. • The combination of learning techniques is effective in stimulating creativity and enhancing mathematics learning. This study aims to determine whether the combination of techniques such as gamification along with problem-based learning (PBL) can significantly enhance the problem-solving abilities of university students and their academic performance compared to those who do not receive this educational approach. An experimental design was employed, incorporating the administration of tests, data collection, non-participant observation directed at teachers, and a survey administered to students. The study was conducted with 42 students in the treatment group and 37 students in the control group. As a result of the analysis, it was identified that the combination of gamification and PBL significantly improves the problem-solving capabilities of the treatment group, as well as the average grades. This suggests that these techniques can increase the engagement, motivation, and academic performance of university students in the context of mathematics. This holds significant implications for the design of educational programs and underscores the importance of integrating innovative approaches in teaching to foster holistic student development. It is recommended that educational programs and teachers consider the implementation of techniques that promote active student participation and the integration of technological resources to enhance the teaching and learning process of mathematics in university students. [ABSTRACT FROM AUTHOR]

• 47,278 Chinese adolescents were examined for daily creative behavior and their environmental resources (ER), grit, and motivation. • ER and grit were found to have robust and positive relationships with creativity across all school years. • For students in early primary school (grades 1-3), controlled orientation influences creativity through autonomy orientation. • Controlled orientation contributes to creativity in primary schools, while autonomy orientation becomes more important with age. This study aims to explore the pivotal roles of environmental resources (ER) and grit in fostering creativity, while meticulously examining the diverse effects of motivation on creativity across various educational stages, ranging from primary school to university. A large random sample of 47,278 Chinese students was examined for ER, grit, motivation, and daily creative behavior using questionnaires. The findings revealed that ER and grit positively predicted creativity among students. ER, and grit among high school and university students predicted creativity through autonomy orientation, whereas those among upper primary schools were predicted through controlled orientation. Additionally, the creativity of lower primary schools is predicted through controlled-autonomy orientation. The current research reveals that the impact of autonomy and controlled orientation on creativity varies among students of different grades. These findings enrich current models of motivation on creativity and provide a reference for the application of external rewards in teaching and learning among different grade students. [ABSTRACT FROM AUTHOR]

· Self-perceived creativity appears to relate to well-being in a two-factor structure: short-term and long-term. · The belief that one's creativity can increase well-being is moderately related to creative self-efficacy. · The belief that one's creativity can increase well-being is modestly related to subjective happiness and life-satisfaction. The purpose of this investigation was to develop an instrument that measures the extent to which people believe that creativity leads to well-being. The instrument was designed to have two factors: belief that creativity leads to well-being in the short-term and belief that creativity leads to well-being in the long-term. The factors reflected a bipartite conceptualization of well-being as hedonia (short-term) and eudaimonia (long-term). Study 1 provided a basis for reliability and the hypothesized factor structure, offering evidence that there is indeed a distinction between seeing the connection between creativity and well-being more beneficially in the short-term versus the long-term. In Study 2, a confirmatory factor analysis provided further evidence for the two-factor structure. We also found a weak but significant relationship to two related measures: the Subjective Happiness Scale (SHS; Lyubomirsky & Lepper, 1999) and the Satisfaction with Life Scale (SWLS; Diener et al., 1985), and with creative self-efficacy. [ABSTRACT FROM AUTHOR]

• Digital coding devices enhance young children's creative thinking processes. • Multimodal affordances support creativity in verbal, visual, and tactile modes. • Study shows interplay between digital tools and various communication modes. • Video analysis reveals importance of speech, gestures, and space in creative play. • Findings guide educators in using digital tech to foster creativity in early years. Digital technologies are increasingly acknowledged for their potential to enrich early childhood learning experiences, particularly in the area of creativity. However, research has tended to focus upon end products and skill development, and little is known about creative development processes. This study sought to explore young children's creative processes as they engaged with three digital coding devices over an eight-week period as part of a Digital Discovery Program. It employed a microethnography to provide nuanced observations of five young children's (aged 4–5 years) interactions and behaviours. Data was collected through approximately 40 hours of video recordings, capturing the dynamic and multimodal aspects of the childrenʼs play and learning experiences. A multimodal interaction analysis was used to examine the multimodal design affordances of each device as mapped against Murcia et al.'s (2020) A-E of Creativity Framework. The findings revealed a clear interplay between digital technologies and various modes of communication, with children demonstrating creativity through their verbal expressions, manipulation of the devices, and spatial understanding of their physical environment. By understanding the multimodal affordances of digital devices aligned with educational frameworks and embracing child-specific definitions of creativity, educators, curriculum designers, policymakers, and researchers can collectively promote creativity and enrich digital learning and play for young children. [ABSTRACT FROM AUTHOR]

• Few studies take the intersection of media and design literacies into consideration. • Fewer investigate the role it plays in absorbing complex topics, like propaganda. • Media design rhetoric is a bridging concept between media and design literacies. • Media design rhetoric helps learners absorb complexity in history education context. • Media design rhetoric helps learners adopt strategies and communicate new ideas. This paper investigates the intersection of media and design literacies in learners becoming more competent in developing complex ideas within a history classroom. Drawing from multiliteracies, design literacy, and media literacy, this paper conceptualizes media design rhetoric as a process. It utilizes a virtual exhibition as a facilitator to deepen the understanding of propaganda. We accumulate qualitative data from artifacts created by 10th and 11th graders (age range: 15–17) in a history classroom within a suburban high school in Western Canada, with written reflections on their artifacts. artefact analysis is followed by thematic and subject analysis in NVivo 12. Results show that media design rhetoric supports learners in deepening their understanding of propaganda, critically reading media, and creatively communicating messages. Results suggest that virtual exhibitions can be pivotal in creating new artifacts with complex but interest-driven topics. This research introduces media design rhetoric as a bridging concept (between multiliteracies, design literacy, and media literacy) and situates virtual exhibitions as a facilitator for developing complex ideas. This research highlights the significance of critical thinking and creativity in the media design rhetoric, as students critically engaged with historical content and creatively adapted it to modern contexts. [ABSTRACT FROM AUTHOR]

• Question creativity and complexity are significantly positively related with open-ended problem-solving. • Question creativity and complexity are not significantly related to close-ended problem-solving. • AI surpasses humans in terms of close-ended problem solving, question complexity and creativity and open-ended problem-solving quality, but not in open-ended problem-solving originality. • AI exhibits some similarities to human participants in terms of relations between its problem-solving and question complexity performance. Question-asking, an underexplored aspect of creativity, is integral to creative problem-solving and information-seeking. Previous research reveals that lower creativity correlates with asking simpler, closed questions, while higher creativity correlates with complex, open-ended inquiries. The present study explores the relation between question asking complexity and problem-solving tasks involving open- and close-ended thinking and how these abilities generalize and compare to AI. In Study 1, participants (N = 89) completed the alternative questions task (AQT), a close-ended riddles task (Stumpers), and the alternate uses task (AUT), a creativity measure. Our results show AQT question complexity wasn't correlated with stumpers performance, although it correlated with AUT originality (r =.3). In Study 2, participants (N = 100) completed the AQT, AUT, and open-ended creative problem-solving (CPS) task. CPS responses were evaluated for originality and quality. A positive correlation was observed between CPS quality and AQT complexity (r =.29) and originality (r =.34). In study 3, AI agents (N = 100) completed the AQT, AUT, stumpers, and CPS tasks. Like humans, AI's AQT originality and complexity were related with open, but not closed problem-solving. AI questions were also significantly more creative and complex, it solved more stumpers and gave higher quality CPS solutions. Surprisingly, human and AI CPS originality didn't differ. We find significant links between question complexity and open—but not closed-ended—problem-solving in humans, which generalize to AI. Our results highlight the significance of complex and creative question-asking in everyday life and as an integral part of our problem-solving toolkit. [ABSTRACT FROM AUTHOR]

• Education plays a significant role in developing creativity. • We compared between students (aged 10–18) who received the Scientific Creativity in Practice (SCIP) program training (intervention) and those who did not (control). • Both groups completed creative thinking and verbal fluency tests. • SCIP program boosted an aspect of students' scientific creativity and enhanced the interconnectedness of their memory networks, especially in chemistry. • Changes in semantic memory networks suggest that successful creativity interventions in education may work by reorganizing how students connect and recall information. Fostering creativity is vital for tackling 21st-century challenges, and education plays a key role in nurturing this skill. According to the associative theory, creativity involves connecting distant concepts in semantic memory. Here, we explore how semantic memory changes following an educational intervention intended to promote creativity. Specifically, we examine how a scientific education curriculum—Scientific Creativity in Practice (SCIP) program—impacts the semantic memory networks of 10–18-year-old students in a chemistry class (n = 176). Students in an Intervention group who received the SCIP intervention, and a Control group who did not, completed creative thinking tests, as well as verbal fluency tasks to estimate semantic networks in science-specific (chemistry) and domain-general (animal) categories. Results showed that the SCIP intervention enhanced performance on one test of scientific creative thinking but showed no significant difference on another. Using network science methods, we observed increased interconnectedness in both science-specific and domain-general categories, with lower path distances between concepts and reduced modularity. These traits define a 'small-world' network, balancing connections between closely related and remote concepts. Notably, the chemistry semantic network showed substantially more reorganization, consistent with the chemistry contents of the SCIP intervention. The findings suggest that semantic memory reorganization may be a cognitive mechanism underlying successful creativity interventions in science education. [ABSTRACT FROM AUTHOR]

• The extended L2MSS questionnaire was validated in the business English context among Chinese higher vocational colleges. • This study explored the link among motivation, critical thinking, and creativity in business English learners from Chinese higher vocational colleges in the context of AI, using cognitive flexibility theory. • Using structural equation modelling, a significant direct effect of motivation on critical thinking was evidenced, but not on creativity. • A positive and significant direct effect of critical thinking on creativity was also observed. • No direct mediation effect was established between motivation and creativity. With the advancement and promotion of AI in the education domain, learning motivation (MO), critical thinking (CT) and creativity (CR) have drawn immense attention both at home and abroad. To ensure that these skills permeate the education sector in the age of artificial intelligence (AI), the Chinese government proposed the sustainability of multi-disciplinary subjects in higher vocational education to upgrade its industries. Nonetheless, despite this emphasis, the association among MO, CT and CR—deemed essential sustainable skills in the age of AI—remains unclear. This research was aimed at investigating the structural relationship among MO, CT and CR in business English learners from higher vocational colleges in Shanxi in the age of AI. This research was designed as a non-experimental correlational study. Data were collected from 153 business English learners from higher vocational colleges. Furthermore, structural equation modelling was employed to test the validity and reliability of the motivation model and the path relationships among MO, CT and CR. The findings indicated that the instruments utilized were valid and reliable in this research context. In addition, the structural model revealed the significant direct effect of MO on CT and the positive and significant direct effect of CT on CR. Regarding the mediating effect, the total effect of MO on CR and the indirect effect were significant. However, the direct effect of MO on CR was non-significant. Therefore, CT plays a complete mediating role between MO and CR. The findings are expected to contribute domestically and also have key implications for international research. [ABSTRACT FROM AUTHOR]

• Two manifestations of divergent thinking were examined: indirect and direct. Both forms mediate the role that wellbeing plays in literacy achievements. • Play setting provides children with an opportunity to practice flexible thinking, a critical mechanism that connects wellbeing with literacy skills. • The indirect divergent thinking prompted by object substitution during play contributes to direct divergent thinking activation, which is required in structure tasks. • The mechanism supporting literacy achievements involves a positive emotional state and the practice of high-order mental operation generated in a playful manner. • Attunement to children's emotional state is an essential step in designing intervention programs to enhance cognitive capabilities. In this study, we focused on children's well-being and dual manifestations of divergent thinking (DT), both direct and indirect, to investigate how these constructs correlate with children's literacy achievements. For this purpose, 107 children (52 % boys, mean age: 5.5 years, standard deviation (SD = 0.47 years) were recruited. Children's well-being was studied by counting their negative and positive affects expressed during solitary play and indicated by the positivity ratio, an index commonly used in adult studies but not previously employed in child samples. The same play episodes were used to examine indirect DT through object substitution generation (e.g., using a banana as a telephone), whereas direct manifestations of DT were examined using an alternate uses task that provided an indication of DT's triadic dimensions: fluency, flexibility, and originality. Vocabulary, morphology, and letter recognition tests were used to measure children's literacy achievements. Structural equation modeling analysis indicated that well-being is related to literacy achievements through indirect DT manifestation, which drives the flexible thinking dimension when DT is induced directly. We concluded that allocating multiple representations of objects in a play setting provides children with an opportunity to practice flexible thinking, a critical mechanism that connects well-being with literacy skills. This study is significant in revealing the possible mechanisms that explain how well-being affects children's cognitive and academic development. Practically, it provides educational practitioners with insights into monitoring children's mental states and promoting flexible thinking, both implicitly through play activities and explicitly through structure tasks. [ABSTRACT FROM AUTHOR]

• We aimed to identify potentially distinct developmental trajectories of creativity during early adolescence and their predictors using group-based trajectory modeling. • The developmental trajectories of creativity during early adolescence were classifiable into three groups: low, moderate, and high. • Adolescents with higher perceived autonomy support or lower perceived psychological control were more likely to be grouped into the moderate-creativity group compared to the low-creativity group. This study aimed to determine the developmental trajectories of creativity during early adolescence and identify parental factors that predict the differences between these developmental trajectories. We examined the development of creativity in early adolescence using a group-based trajectory modeling. Data were collected from seventh-grade Japanese junior high school students. In this prospective longitudinal study, participants' creativity was assessed using the verbal Torrance Tests of Creative Thinking at three time points (every six months). They also reported on perceived parental autonomy support and psychological control at the first phase of the study. Results of the analysis (N = 331) suggested that the developmental trajectories of creativity during early adolescence could be classified into three groups: low, moderate, and high. In addition, multinomial regression analyses (N = 293) showed that adolescents with higher perceived autonomy support or lower perceived psychological control were more likely to be grouped into the moderate-creativity group compared to the low-creativity group. These findings provide insights into the relationship between creativity in early adolescence and parental attitudes from the perspective of heterogeneous developmental trajectories. [ABSTRACT FROM AUTHOR]

• Positive influence role of spiritual leadership among university teachers on creativity of university students. • Positive psychological capital has a positive effect on the level of creativity of university students. • Self-esteem has a positive effect on the level of creativity of university students. • Spiritual leadership of university teachers is manifested in various aspects of students. • Positive psychological capital and self-esteem are important components of the university students' mental health. Creativity is considered a key competency in contemporary society and is crucial for college students' personal growth and future career development. There are many internal and external factors affecting college students' creativity, among which teacher leadership, an external factor, is substantial. In light of this, this study introduces a new, more detailed theoretical framework that considers the mechanism of influence of teachers' spiritual leadership on college students' creativity. Moreover, among the intrinsic influences on college students' creativity, psychological resources are particularly important; thus, this study selected two variables, positive psychological capital and sense of self-respect, to explore their dual mediating effects in the relationship between spiritual leadership and college students' creativity. With 697 Chinese college students as the research object, this study collected relevant data through a questionnaire-based survey and statistically analyzed it using SPSS and AMOS. The results show that college teachers' spiritual leadership has a positive effect on college students' creativity, and positive psychological capital and sense of self-respect mediate this relationship. Complementing the currently insufficient literature on the factors influencing the development of college students' creativity, this study provides a perspective that allows for a deeper understanding of the formation process of college students' creativity by exploring the interrelatedness of several factors and elucidating the influence mechanism between them. The results can help optimize programs and strategies to improve college students' creativity. Specifically, they suggest that by cultivating and enhancing college teachers' spiritual leadership, educational institutions and organizations can promote the development of college students' creativity and provide support for students' comprehensive quality improvement. Simultaneously, paying attention to the establishment of college students' psychological resources can enhance the level of college students' creativity. [ABSTRACT FROM AUTHOR]

• Zero-order correlations demonstrated positive relationships between fluid intelligence and divergent and convergent thinking. • Level of education and socioeconomic status moderated the relationship between creative thinking components and fluid intelligence. • No moderation effects of age, sex, and multilingualism on the fluid intelligence-creative thinking relationship. • Results highlight the need to consider the role of contextual variables in cognitive testing. The nature of the relationship between creativity and intelligence is a matter of ongoing debate. It has been investigated in various ways using a range of methods, participants, and measures, leading to conflicting empirical findings and theoretical models. Research suggests that fluid intelligence, convergent and divergent thinking are fundamental to both creativity and intelligence. To contribute towards the creativity-intelligence debate, we investigated the relationships between these constructs in an under-researched sample of older adults (aged 64 years +). Furthermore, associations between these constructs may be influenced by demographic qualities, such as age, sex, and number of languages spoken, as well as contextual factors, such as socioeconomic status (SES) and level of education. Thus, we explored whether fluid intelligence is separately related to convergent and divergent thinking and whether the abovementioned demographic and contextual qualities moderate these relationships. Our findings suggest that both years of education and SES are important in fluid intelligence, divergent and convergent thinking, and, therefore, are likely to be influential in creative thinking. Number of languages spoken had some (negative) association with fluid intelligence but was not significantly related to either convergent or divergent thinking. Further, neither age nor sex were significantly associated with fluid intelligence, divergent thinking, or convergent thinking. [ABSTRACT FROM AUTHOR]

• A global descriptive framework for Design Futures practice cases was proposed & validated. • A tagging system that fosters creativity is quantified. • 3 heuristic design modes, confirmatory, constructive, and open-ended, are suggested. • Research findings may influence AI to be more responsible and professional. There has been a growing trend to extend the domain of futures studies into practical realms by integrating materials, methodologies, and perspectives from design and the arts. Design Futures" is an emerging field that arises from the interaction between design and foresight, holding great potential for expansion and development. However, there is still a lack of heuristic design tools to empower the creation of practice cases in design futures. Due to the intricacies of the sub-genres of Design Futures practice cases, our prior work included the development of a universal case description framework with a quantitative tagging system to place the different genres of cases on a common ground for study. Firstly, the study established a global descriptive framework and tagging system (4 segments, 7 primary labels, and 36 secondary labels) around 5 Design Futures sub-types through a qualitative approach. Secondly, the study invited 109 participants from five different subjects areas to conduct an empirical study to validate the proposed framework and quantify the tagging system. The results show that the rationality of the framework is preliminarily confirmed; the strength of the correlation between genres and labels is weak; in terms of the quantification of labels, the study produces 62 valid secondary labels (positive 29, negative 33), accompanied by quantitative data as the basis for recommendation, forming a creativity-enabling, content-rich labeling system that can reflect the characteristics and differences between the many genres of Design Futures. Finally, the study proposes three modes of heuristic design (confirmatory, constructive and open-ended), which provide rules to guide the use and collocation of the tagging system. The results of this research have deepened the understanding of the concepts and structures of knowledge in the field of Design Futures, which will play a more extensive role in design pedagogy and creative inspiration contexts. [ABSTRACT FROM AUTHOR]

This study investigates the relationship between empathy, problem construction, and creative problem solving. It is suggested that empathy may enhance creativity by encouraging individuals to consider others' perspectives when defining ambiguous and ill-defined problems. The study presents a real-world problem scenario to 220 participants across two surveys via an online platform. Participants were asked to generate problem restatements and one solution, which were evaluated on originality and quality by trained raters. Participant empathy was measured in a follow-up survey one week later. The results showed that empathy had a significant positive relationship with problem construction quality and originality. Moreover, problem construction quality and originality were found to mediate the relationship between empathy and solution quality and originality, respectively. The study contributes to the creativity literature by illuminating the role of empathy in the problem construction process and providing further evidence of the importance of personality to creative problem solving. This study examined the influence of empathy on problem construction and creative problem solving via the presentation of a real-world problem scenario. The results revealed that empathy had a significant positive relationship with problem construction quality and originality. Problem construction quality and originality were each shown to mediate the relationship between empathy and solution quality and originality, respectively. The results of this study contribute to creativity literature by providing a deeper understanding of the individual difference characteristics that affect the problem construction process and creative problem solving as a whole. An important implication from this study is that educators, parents, and organizational leaders should be aware of the importance of empathy in defining and constructing the problem and encourage approaching problems from multiple perspectives. • Empathy is significantly positively related to problem construction quality. • Empathy is significantly positively related to problem construction originality. • Problem construction quality mediates the relationship between empathy and solution quality. • Problem construction originality mediates empathy and solution originality link. [ABSTRACT FROM AUTHOR]

This article aims to explore a way of thinking based on chiastic structure (X-shaped structure), chiastic thinking. Characterized by its juxtaposition of opposite structure, chiastic thinking has an intriguing connection to Janusian thinking. This is because Janusian thinking is deemed a creative process wherein two opposite concepts or images are conceived simultaneously. At the beginning of the article, conceptual combination and Janusian thinking are presented, along with empirical research data to support the effectiveness of Janusian thinking. The paper then shifts to a discussion of chiastic thinking, which occupies a unique place in human culture and civilization but does not receive due attention. In the last part of this article, the examples of chiastic thinking in literature, science, and art are provided. Across diverse disciplines, the combination of opposites manifests in various ways, often adopting different technical terms that give rise to different theories. These terms and theories may share fundamental commonalities but differ in certain aspects. The main purpose of this review article is to examine the close relation between Chiastic and Janusian thinking. Hopefully, this review article can rekindle the academic interest in these two thinking processes and give them new meaning. • Chiastic thinking is a special type of thinking based on chiastic structure (X-shaped structure). • Given that chiastic thinking involves the juxtaposition of opposing forms, it is reasonable to consider chiastic thinking overlapping with Janusian thinking. • The traces of chiastic thinking can be found in diverse fields of human endeavor. • Chiastic thinking has a great potential to foster creativity. [ABSTRACT FROM AUTHOR]

The extent to which teacher assessments reflect students' abilities in creative problem solving, i.e., the ability to produce original, complete, and practical ideas, was examined. 610 Dutch students from 4th to 6th grade were assessed with two tasks. The alignment between teachers (N = 26) and trained raters (N = 2) was studied for both absolute assessments and the relative ordering of students' scores. The main finding of this study was that elementary school teachers were able to assess creative problem solving in a relative way. Teachers' creative problem solving assessments were not affected by students' gender or academic achievement. • Elementary school teachers' absolute ('norm based') and relative assessments of creative problem solving were studied. • Applying an absolute assessment norm appeared to be only feasible for the originality indicator. • Teachers were able to assess creative problem solving in a relative way for all indicators. • Teachers were not notably biased by students' gender or academic achievement. • Teachers can assess CPS when they can focus on comparing students within a class. [ABSTRACT FROM AUTHOR]