Search

Stereotyping others in a creative process may negatively affect creative output, yet there is currently scant empirical evidence of a link between stereotyping and creativity; here, we explore this link in marketing communications. In a quasi-experiment, we introduced a novel intervention to disrupt marketeers' dependency on stereotypes and boost their creativity. The intervention decreased marketeers' use of stereotypes when selecting consumer labels—descriptive labels of a typical consumer based on consumer information—while enhancing the creativity of ideas. In another set of online experiments, we asked British residents to rate the creativity of advertisements and purchase intentions toward advertising products with different levels of stereotypical depictions of people. We found a linear relationship between the stereotypical depictions of people in advertisements and perceived creativity. We also observed a potential U-shaped relationship between stereotypical representations of people in advertisements and purchase intention, such that advertisements with low and high stereotypical representations induced greater purchase intention than did those with medium stereotypical representations. Finally, we discuss the psychological mechanisms that potentially link stereotyping and creativity and the implications for marketing communications. [ABSTRACT FROM AUTHOR]

Who should evaluate the originality and task-appropriateness of a given idea has been a perennial debate among psychologists of creativity. Here, we argue that the most relevant evaluator of a given idea depends crucially on the level of expertise of the person who generated it. To build this argument, we draw on two complimentary theoretical perspectives. The model of domain learning (MDL) suggests that, for novices in a domain, creativity is by-necessity self-referenced, but as expertise develops, more socially referenced creativity is possible. Relatedly, the four-C model posits four forms of creativity that fall along a continuum of social impact: mini-c, little-c, Pro-c, and Big-C. We show that the MDL implies a learning trajectory that connects the four Cs because, as socially referenced creativity develops, greater societal impact becomes available to a creator. Then, we describe four sources of evaluations that become relevant as an individual learns: judgments from the creators themselves, their local community, consumers of the idea, and finally, critics in the domain. We suggest that creators’ judgments are of essential importance for mini-c, community judgments are paramount for little-c, Pro-c requires either positive evaluations from consumers or critics, and Big-C requires both consumers and critics to evaluate an idea positively for an extended time. We identify key insights and imperatives for the field: aligning our measures (both human and AI scored) with the most relevant evaluations of ideas to support the reliability and validity of our measurements, using evaluations as feedback for learners to support the development of creative metacognition, and the importance of considering domain differences when evaluating ideas. [ABSTRACT FROM AUTHOR]

Creativity is an important skill in the 21st century, and design thinking has been proposed as a methodology for fostering creativity. Design creativity involves two non-rational aspects: motivation and empathy. However, little is known about how empathy and motivation work in synergy with creativity. This study explored the underlying mechanisms of empathy and motivation in creativity in design thinking. We built an explanatory model to examine the effect of empathy on motivation and creativity and the mediating effects of four aspects of motivation (i.e., attention, relevance, confidence, and satisfaction). In the study, 220 6th-grade students participated in an integrated STEM curriculum that centered on design thinking activities that lasted one semester, and then completed a questionnaire measuring their perceptions of empathy, motivation, and creativity at the end of the design activities. Partial least squares structural equation modelling was used to analyze the collected data. The results showed that empathy positively predicted creativity. In addition, empathy had a significant impact on creativity through the effect of intrinsic motivation, but not through that of extrinsic motivation. Among the four aspects of motivation, attention, relevance, and confidence each strengthened the association between empathy and creativity. However, satisfaction had a negative effect on creativity and a non-significant mediating effect. These findings increase our understanding of the internal mechanisms of design thinking and creativity. Some practical implications of empathy and motivation in creativity are also discussed. [ABSTRACT FROM AUTHOR]

The present study focuses on assessing first-year architecture students' creative skills by examining the changes in their cognitive skills due to curricular intervention and revealing the possible effects of personality and motivation factors. An experimental research design with related groups pre-and post-test approach was adopted, and a multiple-assessment test battery was developed based on the literature. The pre-and post-test approach was used to evaluate whether (1) the curricular intervention in the first-semester basic design course affected the cognitive skills of the students, (2) there was a significant change in personality and motivation factors of the students, and (3) the effects of the curricular intervention could be isolated from the changes in personality and motivation factors. The responses to the pre-and post-test were statistically analyzed, and findings indicated that the curricular intervention in the first-semester basic design course enhanced the fluency and flexibility dimensions in students' divergent thinking skills to a greater extent and originality to a lesser extent in visual and verbal stimuli tasks. Such increase was found to be independent of the changes in personality and motivation factors. Rather, it was related to the curricular tasks provided to the students throughout the semester. [ABSTRACT FROM AUTHOR]

Teaching writing is complex and research related to approaches that support students' understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature review on creativity and creative aspects of writing in primary classrooms by exploring research between 2011 and 2020. The review yielded 172 articles with 25 satisfying established criteria. Using Archer's critical realist theory of reflexivity we report on personal, structural, and cultural emergent properties that surround the practice of creative writing. Implications and recommendations for improved practice are shared for school leaders, teachers, preservice teachers, students, and policy makers. [ABSTRACT FROM AUTHOR]

Most present-day research on mindfulness treats mindfulness as a variable that is studied in relation to other variables. Although this research may provide us with important knowledge at the population level and mechanism level, it contributes little to our understanding of the phenomenon of mindfulness as it is experienced and enacted at the person level. The present paper takes a person-oriented phenomenological perspective on mindfulness, comparing this perspective with that of von Fircks' (2023). In a first part of the paper, mindfulness is discussed as a phenomenological practice that can be studied by means of experimental phenomenology. It is argued that there is room for the development of an immense variety of personalized mindfulness practices that may serve people's health and well-being. The second part of the paper contains a brief discussion of the possible role of mindful observation and reflection in psychological research. It is argued that mindfulness skills may be important both for improving the quality of phenomenological observation and to facilitate creative thinking in connection with the development of psychological theory. A main implication is that an integration between mindfulness and phenomenology may serve as an important part of this process. [ABSTRACT FROM AUTHOR]

Mnemonics are not only tools that empower memory but also have a significant role in qualitatively transforming mental functions and, hence, consciousness in general. A specific type of mnemonics is autobiographical mnemonics (AM) constructed of spatial, temporal, and semantic dimensions used in a naturalist form by individuals about their own experiences. This paper proposes a spatial–temporal mnemonic that transforms AM from a naturalist level into an artificial one. We consider allowing the intellect and consciousness to grasp the abstract flow of time in the global context of geography will contribute to setting the stage for creativity. By explicitly representing the abstract time–space theater, the intellect (the world view) is more able to reflect the abstract laws of reality (the world), hence, to make the intellect sphere objectively equipped to externalize the emerged meanings (the internalized reality) that reflect the internal content of experience and, hence, make sense of them as a crucial function in creative activity. The paper is a theoretical and methodological step for the empirical part of the proposal when the mnemonic should be used as a training tool to empower creativity factors. [ABSTRACT FROM AUTHOR]

Many recent studies support the idea that creativity is partially or totally “domain-general.” Certain individuals may exhibit greater creativity than the average, whatever the domain. More precisely, certain general factors (e.g., genetic factors, creative personality) could significantly impact creativity. This systematic review aims to evaluate this latter assertion. All empirical papers using at least two creative performance tasks in two domains were selected (n = 36). Results show that some participants succeed in creative tasks in several different domains, but only in experiments where specific prior knowledge is not controlled and tasks are artificial. Furthermore, certain studies conflate the function, which is domain-general, with its functioning, which may not necessarily be domain-general. For these reasons, the results appear less robust (no control for confounding factors) and less representative (creative tasks are not academically, socially, or professionally realistic). Therefore, it seems premature to recommend the integration of general creative skills into school or training programs, as well as the selection of students or employees with a presumed “creative profile.” [ABSTRACT FROM AUTHOR]

Language models have been increasingly popular for automatic creativity assessment, generating semantic distances to objectively measure the quality of creative ideas. However, there is currently a lack of an automatic assessment system for evaluating creative ideas in the Chinese language. To address this gap, we developed TransDis, a scoring system using transformer-based language models, capable of providing valid originality (novelty) and flexibility (variety) scores for Alternative Uses Task (AUT) responses in Chinese. Study 1 demonstrated that the latent model-rated originality factor, comprised of three transformer-based models, strongly predicted human originality ratings, and the model-rated flexibility strongly correlated with human flexibility ratings as well. Criterion validity analyses indicated that model-rated originality and flexibility positively correlated to other creativity measures, demonstrating similar validity to human ratings. Study 2 and 3 showed that TransDis effectively distinguished participants instructed to provide creative vs. common uses (Study 2) and participants instructed to generate ideas in a flexible vs. persistent way (Study 3). Our findings suggest that TransDis can be a reliable and low-cost tool for measuring idea originality and flexibility in Chinese language, potentially paving the way for automatic creativity assessment in other languages. We offer an open platform to compute originality and flexibility for AUT responses in Chinese and over 50 other languages (https://osf.io/59jv2/). [ABSTRACT FROM AUTHOR]

Not only our conscious expectations, wishes and intentions are directed towards the future, but also pre- or unconscious tendencies, hunches and anticipations. Using a term of Ernst Bloch, they can be summarized as the not-yet-conscious. This not-yet-conscious mostly unfolds spontaneously and without plan; it is not directly anticipated or aimed at, but rather comes to awareness in such a way that the subject is, as it were, surprised by itself. Thus it gives rise to phenomena such as the striking, the coincidental, the new, and the improvised, which are particularly important for understanding creative and therapeutic processes. The paper aims at providing a general phenomenological framework for the understanding of not-yet-conscious dynamics and their unfolding in different contexts. To this end, the structure of the not-yet-conscious is examined in light of protention, in which the phenomenon is fundamentally to be located. I propose to describe the general structure of protention as a future-directed horizon of graded probabilities, i.e., as a "protentional cone". This cone is fed by current experiences and bodily tendencies and is focused to varying degrees by attention. This results in either more focused or rather defocused states of anticipation, the latter giving space to the not-yet-conscious as a meaning "in statu nascendi". On this basis, selected manifestations of the not-yet-conscious are analyzed, including extemporaneous speech, artistic improvisation and creativity, bodily meaning implicates, decision-making, and meaningful coincidence. [ABSTRACT FROM AUTHOR]

Environmental art design, which uses natural materials to show the connection to nature, plays a crucial role in encouraging awareness regarding environmental pollution and creativity in universities in China. This study aims to demonstrate the significance of incorporating environmental themes into art education curricula and its impact on students' environmental consciousness and artistic innovation in China. To achieve this, the study employed a mixed-method research approach, gathering insights from 96 art design educators and 295 college students through quantitative surveys and qualitative interviews. The findings underscored that integrating natural materials into art design enhances students' creativity and supports a deeper appreciation for environmental management. Environmental art and design were found to be effective tools for raising awareness about environmental pollution and advocating for conservation efforts. This research highlights the multifaceted benefits of environmental art design, including its potential to enhance students' artistic proficiency, personal development, and overall well-being. The study's findings offer practical implications for both educators and policymakers, suggesting the integration of environmental art design into educational curricula. By incorporating environmental art, schools can cultivate critical thinking skills, implant a sense of environmental responsibility, and inspire creative solutions to environmental challenges, ultimately producing environmentally conscious individuals capable of addressing ecological issues effectively. The novelty of the research lies in integrating environmental art design into education. Thus, the objective of the research is to investigate the significance of environmental art design in education and this enhances students' artistic achievements and career prospects. [ABSTRACT FROM AUTHOR]

Music contributes to the expansion of the outlook, memory training, and the development of children's creative abilities. The main objective of the work is to determine the effectiveness of music education for preschool children through the use of modern technologies aimed at the development of the memory of students, taking into account the relationship between parents and teachers. The study relied on the methods of analysis and comparison, which contributed to the development of approaches to teaching preschoolers. The learning mechanisms were based on the development of musical hearing, sense of rhythm, technical aspects, and speech clarity. To implement the training, GNU Solfege, MUSIQUEST, LOOPIMAL, and Penxy were used. The study determined the preschoolers' performance in Experimental Group 1 (EG1) (with parental involvement) and Experimental Group 2 (EG2) (without parental involvement). The findings suggested that 46% of members in EG1 and 12% of members in EG2 obtained strong knowledge after three months of study. After six months, the number of students with proficient knowledge increased to 83% and 21%, respectively. The increase in performance is associated with the development of practical skills, memorization of information, and the narrow focus of the used online learning applications. It was found that the training influenced the development of long-term memory in preschoolers of EG1 (0.98) and the development of short-term memory in students of EG2 (0.97). The paper's practical implications are attributed to identifying the need for the implementation of preschool music education and the use of modern online music technology. [ABSTRACT FROM AUTHOR]

This research proposes that technology-supported cross-organizational (university-industry) Communities of Practice (CoPs), which are integrated into the Design Studies curriculum in Higher Education, can foster robust university-industry collaborations. These can help bridge the reported gap between the actual versus the expected soft skills and personae of young graduates transitioning to the creative industries today. CoPs are groups of people who share a common interest in an area of 'endeavor' and connect to co-create competence in that area through their practice. This paper makes two overarching research contributions. First, it informs about the design, enactment, and evaluation of a student CoP in an undergraduate Design course which was expanded to include members from the industry as clients, alumni mentors, and expert evaluators. Drawing from rich empirical data, the paper explains the designed and emergent learning phenomena of CoP participation and its effects on the students' creative and socio-epistemic outcomes, as well as their pre-professional identities. Second, it presents a governance model with three sets of actionable guidelines, namely the Set (technology), the Social (collaborative), and the Epistemic (learning) components. The entire body of work validates the critical interlocking of these components to form a robust social learning model that appropriates the complex practices of cross-organizational CoPs in Higher Education Design studies. [ABSTRACT FROM AUTHOR]

This study investigates the interplay between creative leadership, creative mindset, self-regulatory focus, and employee creativity in the telecommunications sector in Nanyang and Henan, China. Drawing on existing literature, this study proposes and tests a serial mediation model to elucidate the sequential pathways through which creative leadership influences employee creativity. This study aims to provide a comprehensive understanding of the mechanisms driving creative outcomes in organizational settings by simultaneously considering multiple factors. Data were collected through structured, personally administered questionnaires distributed among 389 employees from various service sector organizations. Hypotheses were tested using convenience sampling techniques, with data collected at two different time intervals to assess the causal relationships between variables. The results indicated a positive association between creative leadership and employee creativity, with a creative mindset and self-regulatory focus mediating this relationship. Specifically, creative leadership was found to positively influence both creative and self-regulatory focus, which positively impacted employee creativity. These findings contribute to the existing literature by providing insights into the psychological processes underlying creative behavior in the workplace and by offering implications for organizational practices and interventions aimed at fostering a culture of creativity and innovation. [ABSTRACT FROM AUTHOR]

The emergence of generative AI technologies has led to an increasing number of people collaborating with AI to produce creative works. Across two experimental studies, in which we carefully designed and programmed state-of-the-art human–AI interfaces, we examine how the design of generative AI systems influences human creativity (poetry writing). First, we find that people were most creative when writing a poem on their own, compared to first receiving a poem generated by an AI system and using sophisticated tools to edit it (Study 1). Following this, we demonstrate that this creativity deficit dissipates when people co-create with—not edit—AI and establish creative self-efficacy as an important mechanism in this process (Study 2). Thus, our findings indicate that people must occupy the role of a co-creator, not an editor, to reap the benefits of generative AI in the production of creative works. [ABSTRACT FROM AUTHOR]

This research discusses that cognitive processes such as memory, attention and creativity differ in students and professionals, among musicians and non-musicians, dealing with musical performance. The purpose of the study was to evaluate and compare the role of memory, attention and creativity as cognitive processes in musical performance, focusing on the differences between non-musicians and musicians. The sample involved 400 individuals, students and professionals, specialising in music and economics. The research instruments used by the scholars were the Wechsler Memory Scale, the Conners Performance Test, and the Torrance Tests of Creative Thinking. Musical students possessed better-developed auditory and short-term memory, while professional musicians had better auditory, visual working and short-term memory. Analysis of attention reveals that music students score better than non-musicians on all four aspects: inattention, impulsivity, sustained attention, and vigilance. For professionals, the key aspects are impulsivity and sustained attention with better results revealed in musicians. Creative thinking was the only factor where the differences were statistically significant in all five scales and the findings proved that creativity was better developed among musicians. This study provides an in-depth analysis and adds new knowledge to existing literature and empirical data on the cognitive processes associated with musical performance, focusing on memory, attention and creativity. By examining the differences between non-musicians and musicians, as well as students and professionals, the study provides insight into how musical performance can be used as a way to develop these cognitive processes. [ABSTRACT FROM AUTHOR]

Painting is the most fundamental kind of art, and is one important part of creative practice in art courses. In typical painting classes, students paint a picture independently with only a few theoretical explanations and may lack authentic experience of the painting topic. It would therefore be meaningful to construct a new painting form to enhance students' learning efficiency and creativity. Previous research indicated that high-quality collaboration and digital technology have the potential to enhance students' innovation in art courses. Therefore, in the current study, a virtual reality-based collaborative painting (VR-CP) approach was developed and applied to painting in a primary school art class to verify its effectiveness. A total of 45 fifth graders from China were recruited and randomly divided into an experimental group, with 21 students learning with the VR-CP approach, and 24 students in the control group, which adopted the conventional paper-and-brush collaborative painting (C-CP) approach. The results showed that the VR-CP approach can facilitate students' creative thinking behaviors of exploring, knowing what they want to do, analyzing ideas, and taking risks, as well as the development of product creative quality. It was found that the students learning with the VR-CP approach tended to demonstrate better collaboration levels and used more bidirectional-sharing strategies than the students learning with the C-CP approach. [ABSTRACT FROM AUTHOR]

This study explores a potential joint effect between two proactive motives on creative performance. Departing from the assumption of motivation as a relatively stable between-person construct, we also pay attention to the within-person process to examine how daily fluctuations of proactive motives affect daily idea generation, leading to creative performance. Specifically, drawing on job demands–resources theory, we theorize a joint effect of two proactive motives at the within-person level: daily felt responsibility for change (DFRC) and daily willingness to take risks (DWTR). We test our hypotheses by analyzing data collected from 135 employees and their supervisors by using the experience sampling method followed by multiwave field surveys. Daily idea generation is high when the DFRC and DWTR have high congruence, particularly when both motives are high rather than low. In addition, daily idea generation mediates the effect of the DFRC and DWTR congruence on employee creative performance as appraised by supervisors. Moreover, seeking feedback from coworkers strengthens the indirect effect of the DFRC and DWTR congruence on employee creative performance via daily idea generation. This study offers a fine-grained view of motivational mechanisms and employee social behavior that lead to creative performance in the workplace. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Psychodrama und Soziometrie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There has been a renewed interest in creativity as a twenty-first century skill in K-12 mathematics education. However, previous research has paid less attention to creative actions than to other learning outcomes, which are often product- instead of process-based, especially in a programming context. Thus, situated in the context of mathematical learning in a block-based programming environment, Scratch, this study seeks to investigate how in-service mathematics teachers develop mathematical concepts and programming skills to demonstrate their creative actions as a form of professional development. By conducting task-based interviews and thematic analysis, we found that testing and iterative practices of reusing and remixing are two important kinds of creative actions inspired by the programming environment, which give rise to new possibilities for doing mathematics in terms of generating new ways to engage in mathematical processes and to understand mathematics from a computational perspective. Our findings will inform teacher education and professional development programs addressing creativity in technology-enhanced mathematics classrooms, with particular attention to the role of mathematics, programming, and their interplay in inspiring teachers' (and students') creative actions and new possibilities for doing mathematics. [ABSTRACT FROM AUTHOR]

Given early childhood is a critical period for acquiring the twenty-first-century skills, the present study aimed to examine the effect of design-oriented STEM activities on the twenty-first-century skills of preschool children in line with the experimental design. A mixed factorial analysis of variance (ANOVA) of 3 (time: pre-test, post-test and persistence) × 2 (experimental group and control group) was used to test the hypothesis. The Bayesian factor analysis for mixed data was performed to identify the effects of design-oriented STEM education on differences between groups as well as within the group. The study results indicated that design-oriented STEM activities permanently increased the total scores of the children in the experimental group as regards the twenty-first-century skills. It also appeared that design-oriented STEM activities permanently enhanced all sub-dimensions of life and career skills; learning and innovation skills; and information, media and technology skills. In the end, a number of recommendations were presented in accordance with the results of the study. [ABSTRACT FROM AUTHOR]

This study aims to reveal how and when college students' perception of teachers' entrepreneurial leadership affects entrepreneurial intention, and to provide new ideas for improving college students' entrepreneurial intention. Utilizing a stratified cluster sampling approach in this study, a questionnaire survey was conducted on 769 college students enrolled in two institutions in Hainan Province, China. The research findings indicate a significant and positive influence of college students' perception of teachers' entrepreneurial leadership on entrepreneurial intention. Moreover, this perception affects entrepreneurial intention through both a single mediating effect and a serial mediating effect involving creative self-efficacy and creativity. The moderated serial mediation model shows that when college students perceive a higher school innovation climate, the serial mediation effect of creative self-efficacy and creativity on the correlation between their perception of teachers' entrepreneurial leadership and entrepreneurial intention is stronger. The results of this study have important reference value for further improving college students' entrepreneurial intention both theoretically and practically. [ABSTRACT FROM AUTHOR]

This study aims to obtain a composite index characterizing Bulgarian districts about their creativity by presenting results for the pre-pandemic. The composite index developed by Rodrigues and Franco (2019), use of quantitative method and multivariate statistical techniques have been used to answer this objective. From the data gathered primarily from NSI- The National Statistical Institute of Bulgaria, the results show that creativity is one of the pillars of economic growth, and financial resources and local and foreign investment for its development are still very limited. The government and cultural organisations supported initiatives to showcase the country's cultural diversity and historical significance. The creative sector, including design, arts, media, and technology started to be seen as a driving force for the country's economic growth. Startups and creative entrepreneurs are increasingly gaining weight, which has led to the creation of creative centers, and co-working spaces. Therefore, this study contributes to the intelligent application of creative cities' ideas in the creative industries and contemporary cities' management. [ABSTRACT FROM AUTHOR]

In this study, we designed and evaluated the effectiveness of a new course aimed at developing creativity as the cornerstone of technology and design education. This 14-hour synchronous online course was offered to secondary school students in the online format by the Open Educational Laboratory by the National Center of the Junior Academy of Sciences of Ukraine. Forty-three students completed the course consisting of online class sessions, presentations, recommended books, articles and videos, and homework for independent study. Pre- and post- divergent thinking tasks were used to assess how the course influenced design and creativity outcomes. Additionally, we evaluated the relationship between course effectiveness and participants' behavioral engagement level as well as domain of participant's and interest. The findings revealed that divergent thinking may in fact be fostered within an online course aimed at exploring possible sources for ideas, yet without a direct focus on divergent thinking tasks as such. After training, participants were able to generate significantly more varying and creative ideas than before training. However, positive changes in originality and usefulness of participants' ideas were not observed. During the planning of further trainings, it is worth supporting participants' articulation and reflection on the usefulness of their ideas. A positive relationship was identified between student activity during class sessions and development of their creativity. An important implication from this study is that encouraging students during the course and provision of regular feedback from the instructor make a measurable difference in creativity outcomes. [ABSTRACT FROM AUTHOR]

This article discusses the use of ChatGPT, an AI-powered chatbot, in educational settings. While ChatGPT has the potential to support various aspects of education, such as instructional design and personalized learning, there are concerns about issues like hallucination, data privacy, bias, and accuracy. Teachers are utilizing ChatGPT in their classrooms for tasks like lesson planning, generating text passages, finding information, and creating multimedia resources. The use of ChatGPT allows for adaptability, personalization, and engagement in teaching practices. However, there is a need for further research to effectively integrate ChatGPT into education and address ethical considerations. [Extracted from the article]

Even as artificial agents (AAs) become more prevalent in service encounters, customers continue to express generally unfavorable views of their creativity, which can lead to negative service evaluations. Drawing on anthropomorphism and group stereotyping literature, the authors propose a trait transference effect from human employees to AAs in dyadic service teams. The results of five studies confirm that an anthropomorphized (vs. nonanthropomorphized) AA paired with a creative employee boosts service evaluations, both attitudinal and behavioral. Anthropomorphism induces greater perceived entitativity of the AA–employee dyad, prompting customers to transfer the creativity exhibited by the employee to the AA and perceive the AA as more creative. This transference effect is attenuated when the temporal stability of the dyad is low, customers' lay beliefs about group entitativity are challenged, or customers have utilitarian consumption goals. These results contribute novel insights about AAs in service teams, with compelling practical implications. [ABSTRACT FROM AUTHOR]

The integration of education and robotics has emerged as a crucial development in the technological landscape. This study focuses on the use of a robot teaching assistant to enhance the learning efficiency of 8th-grade students in hands-on STEM activities centered around the theme of "Smart City." It explores the impact of educational robots on students' learning outcomes and their development of hands-on skills through diverse learning methods. Conducted over 12 weeks with 103 participants, the study employed a quasi-experimental design. Students were split into two groups: The Experimental Group (EG), using the 6E model with robot teaching assistants, and the Control Group (CG), using only the 6E model. The analysis of covariance revealed that the EG exhibited superior performance in STEM knowledge, motivation, and hands-on skills compared to the CG. Further analysis indicated that learning motivation significantly influenced hands-on performance in the EG, particularly in high-scoring subgroups. The findings suggest that combining the 6E model with educational robots effectively enhances STEM learning and student engagement. Educational robots as teaching assistants not only aid in knowledge acquisition but also significantly boost students' motivation and hands-on skill development. This implies a promising direction for integrating advanced technology in educational practices to foster more effective learning environments. [ABSTRACT FROM AUTHOR]

Cultivating innovative talents in the humanities and social sciences is a pivotal element in the development of high-level innovative talents with a direct impact on a nation's superstructure and economy. Nevertheless, this area has often been a weak link in the talent market. In response to this challenge, Chinese universities have initiated the "New Humanities and Social Sciences" reform, emphasizing interdisciplinary education to nurture high-quality talents. However, the impact of interdisciplinary education within this context on the creativity of humanities and social science students, along with the intricate underlying mechanisms, remains a question yet to be fully answered. To address these issues, using survey data from 184 students majoring in humanities and social sciences in Sichuan Province of China, we employed structural equation modeling to explore the impact of interdisciplinary education on the creativity of humanities and social science students, the moderating effect of metacognitive awareness and the mediating role of knowledge integration ability. The research findings unequivocally affirm the significantly positive influence of interdisciplinary education on the creativity of humanities and social science students. Knowledge integration ability mediates the relationship between interdisciplinary education and creativity. Furthermore, metacognitive awareness plays a moderating role in the relationship between knowledge integration ability and creativity. [ABSTRACT FROM AUTHOR]

Creativity is the hallmark of human intelligence. Roli et al. (Frontiers in Ecology and Evolution 9:806283, 2022) state that algorithms cannot achieve human creativity. This paper analyzes cooperation between humans and intelligent algorithmic tools to compensate for algorithms’ limited creativity. The intelligent tools have functionality from the neocortex, the brain’s center for learning, reasoning, planning, and language. The analysis provides four key insights about human-tool cooperation to solve challenging problems. First, no neocortex-based tool without feelings can achieve human creativity. Second, an interactive tool exploring users’ feeling-guided creativity enhances the ability to solve complex problems. Third, user-led abductive reasoning incorporating human creativity is essential to human-tool cooperative problem-solving. Fourth, although stakeholders must take moral responsibility for the adverse impact of tool answers, it is still essential to teach tools moral values to generate trustworthy answers. The analysis concludes that the scientific community should create neocortex-based tools to augment human creativity and enhance problem-solving rather than creating autonomous algorithmic entities with independent but less creative problem-solving. [ABSTRACT FROM AUTHOR]

With artificial intelligence (AI) increasingly involved in the creation of organizational and commercial artifacts, human evaluators' role as creativity gatekeepers of AI-produced artifacts will become critical for innovation processes. However, when humans evaluate creativity, their judgment is clouded by biases triggered by the characteristics of the creator. Drawing from folk psychology and algorithm aversion research, we examine whether the identity of the producer of a given artifact as artificial intelligence (AI) or human is a source of bias affecting people's creativity evaluation of such artifact and what drives this effect. With four experimental studies (N = 2039), of which two were pre-registered, using different experimental designs and evaluation targets, we found that people sometimes—but not always—ascribe lower creativity to a product when they are told that the producer is an AI rather than a human. In addition, we found that people consistently perceive generative AI to exert less effort than humans in the creation of a given artifact, which drives the lower creativity ratings ascribed to generative AI producers. We discuss the implication of these findings for organizational creativity and innovation in the context of human-AI interaction. [ABSTRACT FROM AUTHOR]

Medical anthropologists have not paid enough attention to the variation at the level of the individual practitioners of biomedicine, and anthropological critiques of biomedical psychiatry as it is practiced in settings outside the Global North have tended to depict psychiatrists in monolithic terms. In this article, we attempt to demonstrate that, at least in the case of India, some psychiatrists perceive limitations in the biomedical model and the cultural assumptions behind biomedical practices and ideologies. This paper focuses on three practitioners who supplement their own practices with local and alternative healing modalities derived from South Asian psychologies, philosophies, systems of medicine and religious and ritual practices. The diverging psychiatric practices in this paper represent a rough continuum. They range from a bold and confident psychiatrist who uses various techniques including ritual healing to another who yearns to incorporate more Indian philosophy and psychology in psychiatric practice and encourages students of ayurvedic medicine to more fully embrace the science they are learning to a less proactive psychiatrist who does not describe a desire to change his practice but who is respectful and accepting of ayurvedic treatments that some patients also undergo. Rather than simply applying a hegemonic biomedical psychiatry, these psychiatrists offer the possibility of a more locally-attuned, context sensitive psychiatric practice. [ABSTRACT FROM AUTHOR]

Research on creative problem-solving finds that solutions achieved via spontaneous insight (i.e., Aha! moment) are better remembered than solutions reached without this sense of epiphany, referred to as an "insight memory advantage." We hypothesized that the insight memory advantage can spread to incidental information encoded in the moments surrounding insight as well. Participants (N = 291) were first given Rebus puzzles. After they indicated that they had found a solution, but before they could submit this solution, they were presented with scholastic facts that were incidental and unrelated to the problem at hand. Participants indicated whether they reached the solution via either insight or a step-by-step analysis. Memory results showed better performance for incidental scholastic facts presented when problem solving was accompanied by a spontaneous (Aha! experience) and induced (D'oh! experience) insight compared with solutions reached with analysis. This finding suggests that the memory advantage for problems solved via insight spreads to other unrelated information encoded in close temporal proximity and has implications for novel techniques to enhance learning in educational settings. [ABSTRACT FROM AUTHOR]

Human language, hominin tool production modes, and multimodal communications systems of primates and other animals are currently well-studied for how they display compositionality or combinatoriality. In all cases, the former is defined as a kind of hierarchical nesting and the latter as a lack thereof. In this article, I extend research on combinatoriality and compositionality further to investigations of everyday primate skills. Daily locomotion modes as well as behaviors associated with subsistence practices, hygiene, or body modification rely on the hierarchical nesting of different behavioral and cognitive actions into complex skills. I introduce a scheme which uses hierarchical organization to differentiate combinatorial from compositional skills. Combinatorial skills are defined either as aggregational or linearly hierarchical depending on whether the skill occurs momentarily in space or unfolds sequentially over time. Compositional skills are defined either as nested or interactionally hierarchical depending on whether the skill results in new constructs or in new interactions between existing constructs. The methodology I propose combines epistemological hierarchy theory with data from primatological field research and experimental and comparative psychological research and provides a means to integrate current constructionist and extended views on cognition and action with older research on behavioral logics in psychology and operational chain thinking in anthropology. The approach furthermore synchronizes with ongoing research on teleonomy, intentionality, and creativity. [ABSTRACT FROM AUTHOR]

This study examines the solutions of 34 kindergarten children as they create equal groups from n bottle caps, where n was equal to 8, 9, 22, and 23. For each n, children were asked to find as many different solutions as possible. The number of solutions they found, i.e., children's fluency, as well as the strategies used to create equal groups, was analyzed. Findings indicated that for large numbers, fluency was greater for an even number of objects than for an odd number of objects. In general, most children reached only one solution. For all four tasks, most children created only two equal groups of caps, even though they could have created three groups or more. A significant association was found between tasks and a preferred strategy. While children employed between one and two strategies when working on a single task, when considering all four tasks, they generally employed between two and three strategies. [ABSTRACT FROM AUTHOR]

Literary texts are already written before they get read, and they are therefore not subject to chance in the same way as encounters in everyday life. However, at the same time, these texts often manage to evoke a strong sense in readers that the events they read about could have turned out otherwise. I propose the notion of the "contingency trap" as a conceptual tool to address this theoretical challenge. This article addresses how authors deploy form in the creative process to integrate contingency in their texts and make it available to their readers in reading. Two interviews with Gwenaëlle Aubry about her essay Saint Phalle serve as the first case study, and her account is contrasted and compared with an analysis of Italo Calvino's reflections on contingency in literary narrative with particular focus on his Il Castello dei destini incrociati (The Castle of Crossed Destinies, 1973). These authors' insights into the creative process will then be complemented by research on cognitive processes related to literary creativity in order to sketch a more general theoretical understanding of how form works as a contingency trap. [ABSTRACT FROM AUTHOR]

Creativity is a valuable skill for instructional designers. However, few studies have researched creativity in instructional design (ID) graduate courses. Future professionals' creative thinking is necessary to address societal, technological, and economic challenges. Developing creative thinking in novice instructional designers could allow them to generate creative solutions to ill-structured problems in real-world contexts. This multiple case study investigated the extent to which the nine core courses in an online instructional design master's program encouraged creativity. We conducted a document analysis of course materials for each course, to analyze whether creativity indicators derived from creativity literature were present. Subsequently, a cross-case synthesis was used to identify patterns across the cases. Semi-structured interviews of the lead course instructors were conducted to evaluate the extent to which they deliberately included creativity concepts into the course design process. Results indicated core courses include learning activities and instructional strategies with the potential to foster creativity. However, explicit references mentioning creativity or being creative were only found in three courses. Lead instructors considered creativity an important aspect of teaching and learning and a concept that needs to be further developed and discussed in ID education. Implications for instructional design education are discussed. [ABSTRACT FROM AUTHOR]

Creative workers strive to achieve success and influence by producing original output. In this paper we define and measure originality and influence, based on a new model of style. We apply the methodology to Western classical music composed since the 15th century, and test it using extensive data on the content of musical compositions, popular success, and biographical information. We find that more original composers tend to be more influential upon the work of their later peers and more successful with present-day audiences. A positive association between originality and influence also holds across works by a given composer. [ABSTRACT FROM AUTHOR]

The globalization of contemporary education is ensured by the incorporation of cutting-edge pedagogical techniques and active learning technologies, such as case-method technology, into the teaching and learning process as a whole. The primary objective of this research endeavour was to assess the efficacy of the case method when employed in the integration of virtual reality technologies into the educational process for students pursuing technical disciplines, with a particular focus on enhancing their academic and professional proficiencies. The sample included 286 National Research Mordovia State University n.a. N.P. Ogarev University third-year students who were enrolled full-time. The first group was trained using traditional teaching methods, while the second group attended virtual reality courses in the context of the case method. To assess the level of thinking and creativity, the Jerome Bruner questionnaire was used. Academic achievement was measured using a five-point scale. The study revealed that when comparing the groups using classical teaching methods and the case method with the help of virtual reality technology, students' learning achievements do not differ (p˃0.05); the average scores are 3.88 ± 0.75 and 4.16 ± 0.62 respectively; however, there was a tendency for an increase in the total score in the group where virtual reality was used. A case-method technology study in the context of virtual reality among engineering students revealed a connection between academic achievement and object, visual, iconic, symbolic thinking and creativity: the higher the basic type of thinking, the higher the academic achievement. This research paves the way for introducing case-method technology into higher technical education. Educators can use existing refinements and create full-fledged courses for some topics on the use of virtual reality software. [ABSTRACT FROM AUTHOR]

This article offers a description and discussion of minority features in visual art audio description (AD). For this purpose, a qualitative analysis of a multilingual corpus of visual art ADs and their context of creation and implementation was carried out, drawing on Langacker's (Cognitive grammar: a basic introduction, Oxford University Press, Oxford, 2008) and its further development by Croft and Cruse (Cognitive linguistics, Cambridge University Press, Cambridge, 2004). The results show that some ADs in the corpus conceptualize the artwork as a process, moving from a static to a dynamic description, utilize an internal and subjective viewpoint that places the describer and users in the space of the work, or shift the focus of attention to the subjective sensations elicited by the work. These minority features could facilitate users' multisensory experience of the work and enhance their understanding of contextual information. This could benefit blind and partially blind people, as well as other visitors to art museums and exhibitions. [ABSTRACT FROM AUTHOR]

Research in psychology and medicine has linked mental health disorders, and particularly bipolar disorder (BD), to employment in creative professions. Little is known, however, about the mechanisms for this link, which could be due to biology (primarily through a person's genes) or environmental (through socioeconomic status). Using administrative data on mental health diagnoses and occupations for the population of Denmark, we find that people with BD are more likely to be musicians than the population, but less likely to hold other creative jobs. Yet, we also show that healthy siblings of people with BD are significantly more likely to work in creative professions. Notably, people from wealthy families are consistently more likely to work in creative professions, and access to family wealth amplifies the likelihood that siblings of people with BD pursue creative occupations. Nevertheless, family wealth explains only a small share of the correlation between BD and creative employment. [ABSTRACT FROM AUTHOR]

In this article, we explore the intersection of creativity, education, and technology, with a focus on the impact of Generative AI (GenAI). We delve into the transformative potential of GenAI in redefining educational and creative processes and challenging our existing notions of learning and creativity. Through a conversation with renowned creativity researcher Dr. Ronald Beghetto, we thematically explore how GenAI redefines educational and creative processes and challenges conventional notions of learning and creativity. Dr. Beghetto's work highlights a shift from fearing failure to embracing possibility thinking, advocating for a mindset that views creativity as a dynamic interplay of potential and adaptability. His recent work with GenAI tools illustrates their role as catalysts for possibility thinking, pushing the boundaries towards future-oriented thought and innovation. GenAI can function in multiple ways—including as a reflection of human intellect and values, and as a collaborative partner that enriches human creativity with its unpredictability and generative capabilities. We emphasize the importance of direct, critical, and creative engagement with GenAI in educational settings, cautioning against its passive or uncritical use, and advocating for a balanced approach that leverages its strengths while remaining aware of its limitations. Sharing several possibility thinking tools he has created, Dr. Beghetto offers readers a nuanced perspective on the role of GenAI in education and creativity, advocating for a future where these tools are used responsibly and creatively to unlock new possibilities and enhance human potential. [ABSTRACT FROM AUTHOR]

Intense market competition has caused organizations to pay increasing attention to employee creativity. At the same time, as two typical job characteristics, job demands for employees are gradually increasing, and correspondingly, more job control is given to employees. However, the relationship between these two job characteristics and creativity is relatively limited. Based on the match perspective in the context of job design and drawing on the conservation of resource theory, this study uses a combination of polynomial regression and response surface analysis to study the impact of job demands-control match on employee creativity and the mediation effect of creative self-efficacy. Through an analysis of questionnaires from 204 employee-supervisor dyads, this study found that (1) in the case of congruence, employee creativity is higher when job demands and job control are aligned at a higher level than at a lower one; (2) in the case of incongruence, employee creativity is higher when job control exceeds job demands (low-high) than when job demands exceed job control (high-low), and (3) creative self-efficacy mediates the relationship between job demands-control match and employee creativity. The results of this investigation can address the existing relational and methodological gaps in the literature and help managers understand what job design schemes should be formulated and managed to influence the level of employee creative self-efficacy, which in turn fosters employee creativity. [ABSTRACT FROM AUTHOR]

By integrating cognitive offloading theory and unconscious thought process theory, this study aimed to examine the impact of knowledge workers' daily cognitive load on their creativity. This study employed the experience sample method, utilizing 1016 daily observations collected by 102 full-time researchers. The findings indicated that: there was a positive correlation between cognitive load and cyberloafing, and a curvilinear relationship between cognitive load and problem-oriented mind wandering mediated by cyberloafing; cognitive load had an inverted U-shaped relationship with daily creativity mediated by cyberloafing and problem-oriented mind wandering; the relationship between cyberloafing and problem-oriented mind wandering, as well as between cognitive load and daily creativity, was moderated by role breadth self-efficacy. The conclusions elucidated the influence mechanism of cognitive load on daily creativity, thereby offering essential theoretical guidance for organizations to effectively steer and intervene in cyberloafing. [ABSTRACT FROM AUTHOR]

The ability to generate novel ideas, known as divergent thinking, depends on both semantic knowledge and episodic memory. Semantic knowledge and episodic memory are known to interact to support memory decisions, but how they may interact to support divergent thinking is unknown. Moreover, it is debated whether divergent thinking relies on spontaneous or controlled retrieval processes. We addressed these questions by examining whether divergent thinking ability relates to interactions between semantic knowledge and different episodic memory processes. Participants completed the alternate uses task of divergent thinking, and completed a memory task in which they searched for target objects in schema-congruent or schema-incongruent locations within scenes. In a subsequent test, participants indicated where in each scene the target object had been located previously (i.e., spatial accuracy test), and provided confidence-based recognition memory judgments that indexed distinct episodic memory processes (i.e., recollection, familiarity, and unconscious memory) for the scenes. We found that higher divergent thinking ability—specifically in terms of the number of ideas generated—was related to (1) more of a benefit from recollection (a controlled process) and unconscious memory (a spontaneous process) on spatial accuracy and (2) beneficial differences in how semantic knowledge was combined with recollection and unconscious memory to influence spatial accuracy. In contrast, there were no effects with respect to familiarity (a spontaneous process). These findings indicate that divergent thinking is related to both controlled and spontaneous memory processes, and suggest that divergent thinking is related to the ability to flexibly combine semantic knowledge with episodic memory. [ABSTRACT FROM AUTHOR]

The role of creativity has been well recognized in wholesome development of children's personality and attitude. Among various approaches to foster creativity in children, design thinking (DT) has emerged as a significant approach. The study presented in this paper explores the implementation of DT into maker education to help K-12 students acquire creativity effectively. Majority of the studies in the literature have measured students' creativity using a traditional creative ability scale, instead of work performance or both. We proposed a Three-Stage DT Framework (TSDTF) suitable for maker education, which has three stages, namely pre-design, in-design and post-design. TSDTF provides more specificity to indicate students' learning process iteratively. Then we applied TSDTF to the 3D model-design curriculum to see the impact on the students' work performance, learning achievement, and creativity ability. The study engaged two sixth-grade classes, with a total of 90 students, wherein the experimental group (45 students) was taught using TSDTF and the control group (45 students) was taught with traditional pedagogy. The results showed that there was no significant difference in basic knowledge of learning achievements for the students in both groups, while the students in the experimental group improved their work performance, operational skill of learning achievements, and creative ability more significantly than those in the control group. The qualitative analysis of the interview data revealed that the DT approach helped the students to be creative, thus enabling them to develop innovative works. The study showed that it is important for teachers to utilize the DT learning strategy in maker education in developing the students' creative thinking. [ABSTRACT FROM AUTHOR]

Previous research has shown that parenting behaviors are strongly related to adolescents' creativity development. Based on the ecological systems model of creativity development, the componential model of creativity, and the self-determination theory, our study investigated the indirect roles of autonomous and controlled motivations in the association between parenting behaviors and creativity in Chinese adolescents. Participants (N = 411) completed the Parenting Behaviors Scale, Learning Self-regulation Scale, Creativity Self-report Scale, and two tasks in the Torrance Tests of Creative Thinking. Correlation analysis revealed that autonomy support is positively related to autonomous motivation, controlled motivation, and creativity; psychological control is positively related to controlled motivation and creativity; and autonomous motivation and controlled motivation are both positively related to creativity. Structural equation modeling suggested that autonomy support was positively associated with creativity both directly (p = 0.009, 95% confidence interval (CI) [0.029, 0.205]) and via autonomous motivation (p < 0.001, CI [0.045, 0.127]), whereas psychological control was negatively associated with creativity via controlled motivation (p = 0.032, CI [−0.074, −0.009]). Generally, autonomous motivation and controlled motivation play indirect roles in the association between parenting behaviors and creativity. The results provided insights into the relationship between parenting behaviors and creativity and its indirect mechanism, as well as suggested implications for the pathways of creativity improvement in parenting. Highlights: The relationships between parenting behaviors, motivation, and creativity are examined in Chinese junior school students. Autonomous motivation means individuals' spontaneous engagement in personally meaningful actions. Controlled motivation means individuals' engagement in actions under environmental pressure. Autonomous motivation plays an indirect role in the relationship between parental autonomy support and creativity. Controlled motivation plays an indirect role in the relationship between parental psychological control and creativity. [ABSTRACT FROM AUTHOR]

The digital transformation of the economy is accelerating companies' engagement in information technology (IT) innovation. To anticipate which technologies will become relevant over time and integrate them in their innovation plans, companies often rely on product roadmaps as strategic tools. However, ethical issues resulting from ubiquitous IT use have shown the need to accommodate hyped technical advancements in information systems (IS) design and acknowledge human values with moral relevance. Scholars have argued that this moral relevance can only come from an ethical framework. The empirical study presented here investigates whether the three ethical theories of utilitarianism, virtue ethics, and deontology can complement traditional innovation planning approaches. The mixed-method study covers three IT products – a digital toy, a food-delivery app and a telemedicine system. The results reveal that the three ethical theories boost creativity around values and enrich IT innovation planning by supporting the acknowledgment of more and higher value principles (e.g., freedom or personal growth), more diverse value classes (e.g., individual and social values) as well as more original values (e.g., human contact) in system design. What is more, participants identify and mitigate potential social and ethical issues associated with the IT product. Against this background, the findings in this paper suggest that a "value-based roadmapping" approach could be a vital stimulus for future IT innovation planning. [ABSTRACT FROM AUTHOR]

Entrepreneurship is one of the most stressful occupations in today's society. However, there is a lack of research on the relationship between entrepreneurial challenge stressors and opportunity recognition in entrepreneurship. This study examined whether entrepreneurs' challenge stressors can trigger opportunity recognition from the perspective of the challenge-hindrance stressor theory. The moderating roles of self-enhancement and business type were also tested. A quantitative research method was applied through surveying 307 entrepreneurs in Vietnam. We found that challenge stressors have salient effect on opportunity recognition ability of entrepreneurs and this effect varies according to different business types. Besides, our data revealed that self-enhancement value weakens the positive relationship between challenge stressors and opportunity recognition. This study has implications for entrepreneurship theory and practice, offering insight into how entrepreneurs deal with work stress to maintain high levels of opportunity recognition as a creative process. [ABSTRACT FROM AUTHOR]

Existing research have revealed the positive impact of trust on employee's creativity. Given that perception is the precursor of action, influence of trust on creativity tends to occur through employees' perception and the process of the perceptual reaction of the self, which, however, fail to gain extensive attention in literature. Drawing on theories of social exchange and self-consistency, we develop a model to understand how employees in collectivistic cultures evaluate feeling trusted and regulate themselves in creativity by considering the role of self-concept. We test our model using a time-lagged design to collect data from the supervisor–subordinate dyads in two stages in China. Results show that organization-based self-esteem mediate the positive relationship between feeling trusted and creativity, and interdependent self-construal plays a moderating role in such relationship. Specifically, for subordinates with high interdependent self-construal, the positive relationship between organization-based self-esteem and creativity is not significant. Our research provide insight into how self-concept shapes the impact of leadership in term of trust on creativity theoretically, and practically contribute to management of trust and encouragement on employees' creativity. [ABSTRACT FROM AUTHOR]

In today's rapidly changing and technology-driven world, the ability to think creatively is essential for individuals and organizations. To date, technology-based training has become a new trend for learning and training in the 21st century; however, little empirical research has been conducted to enhance creativity through online training. In the current study, we developed and examined an online creativity training program, which employed a comprehensive training approach and consisted of twenty self-instructional exercises delivered throughout five weeks. The effectiveness of the training was examined by means of a pre-posttest between-subjects design with two control groups (i.e., a creativity-unrelated online memory training; no-training). Four well-validated tasks tapping onto divergent and convergent thinking were used to measure participants' creativity. Upon following the online creativity training, participants' performance tended to significantly improve on several indices of divergent thinking (e.g., fluency, flexibility, originality). For the two control groups, no difference in divergent thinking was observed between the pretest and posttest. Besides, no training effects were observed on convergent thinking. The current findings increase our understanding of enhancing creativity through online training and provide a new comprehensive training approach, which may contribute to the enhancement of creativity in educational and organizational settings. [ABSTRACT FROM AUTHOR]