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Previous research has shown that consumers respond differently to decisions made by humans versus algorithms. Many tasks, however, are not performed by humans anymore but entirely by algorithms. In fact, consumers increasingly encounter algorithm-controlled products, such as robotic vacuum cleaners or smart refrigerators, which are steered by different types of algorithms. Building on insights from computer science and consumer research on algorithm perception, this research investigates how consumers respond to different types of algorithms within these products. This research compares high-adaptivity algorithms, which can learn and adapt, versus low-adaptivity algorithms, which are entirely pre-programmed, and explore their impact on consumers' product preferences. Six empirical studies show that, in general, consumers prefer products with high-adaptivity algorithms. However, this preference depends on the desired level of product outcome range—the number of solutions a product is expected to provide within a task or across tasks. The findings also demonstrate that perceived algorithm creativity and predictability drive the observed effects. This research highlights the distinctive role of algorithm types in the perception of consumer goods and reveals the consequences of unveiling the mind of the machine to consumers. [ABSTRACT FROM AUTHOR]

Research findings concerning the effects of perceived overqualification on task performance are mixed. To reconcile the disparate findings, drawing on person‐environment theory, we propose cynicism toward the job and constructive deviance as contrasting dual pathways that explain the negative and positive effects of perceived overqualification on task performance and employee creativity. We also examine the moderating effects of dual‐focused transformational leadership (TFL) on the relationships between perceived overqualification and the two mediating mechanisms. We test this model using data collected from 469 employees and their 135 supervisors via two‐wave surveys. The results support the negative and positive mediating mechanisms. In addition, based on one field study and two online experiments, we find that individual‐focused TFL mitigates the relationship between perceived overqualification and cynicism toward the job, but that team‐focused TFL enhances the relationship between perceived overqualification and constructive deviance. [ABSTRACT FROM AUTHOR]

This work aimed to outline the first stages for the development of a pedagogical model for teaching-learning of expressive content within physical education (creative body movement). Drawing on several suggestions from previous models' conceptualizations, we explore and present the theoretical foundations, practical considerations, and assumptions that align and support their core features. The major theme of the model is that students explore new expressive movements and develop capabilities through expressive games or tasks that nurture their creativity and ease their embodied movements. This implies that teachers should provide students with several resources and stimuli to nurture their creativity. Also, teachers should promote students' embodiment through the exploration of new movements that allow knowing themselves in different movement situations. The affective and cognitive domains will be prominent in this model. The teachers' and students' assumptions, implementation needs, and enactment about how to apply this model are also proposed. [ABSTRACT FROM AUTHOR]

This paper studies the downstream effect of expatriate managers' personal financial insecurity on team innovation. Building on resource allocation theory, we propose a moderated serial mediation model. Using four‐wave, multi‐source survey data from 99 R&D expatriate teams within large technology companies in emerging markets, we find that expatriate managers' personal financial insecurity is negatively related to team innovation first through a lower level of state learning goal orientation in the last month, and subsequently through a lower level of intellectual stimulation behavior. The negative effect of expatriate managers' personal financial insecurity on state learning goal orientation is weakened when professional identification is higher (vs. lower). Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

This essay reviews the design and deployment of a critical generative artificial intelligence (AI) and information literacy assignment aimed to advance student information literacy on ChatGPT in the history classroom. Cited are the author's experience of designing the assignment encouraging students to consider the impact of generative AI on academic integrity, and the need to integrate critical thinking about this new technology into the curriculum of information literacy.

Tedious work is pervasive in creative work, yet it has received little attention in the literature on creativity, including studies of science, innovation, and product development. Drawing from a comparative ethnography of two settings—systems biology and music production—we illuminate tedious work as an essential, previously under-investigated aspect of creative work that becomes increasingly prominent with digitization. Tedious work is repetitive, detail-oriented, and expertise-based, and we classify four types of it: fishing, administrating, polishing, and compiling. We develop a model of how tedious work emerges, why it becomes problematic, and what actors do to reduce its negative effects. Tedious work presents three risks to developing viable, novel outcomes—time drain, disengagement, and information overload—and we identify tactics that actors use to mitigate these risks and support individual creativity and the collective creative process. By unpacking the central notion of iteration and documenting the repercussions of creating novel outcomes with digitization, specifically the potential to amplify tedious work, we provide an important counterpoint to voices that hail digital technology's low cost and unlimited potential for iteration and refinement. [ABSTRACT FROM AUTHOR]

Extant research shows that individual cognitive style affects whether employees benefit most from a brokering or a dense network. But do people build the network structure in which they perform best? We address this question by advancing a novel two-stage explanatory model that explicitly disentangles the network formation process from its performance effects. We hypothesize that "adaptors" (i.e., individuals inclined to focus on implementable solutions through commonly accepted and well-defined approaches) perform best when their network spans structural holes. Yet, these same individuals systematically forego opportunities to build relations across structural holes. By contrast, "innovators" (i.e., individuals inclined to focus on envisioning creative solutions that break away with established approaches) draw no or even negative performance returns from structural holes. Nevertheless, their inclination is to build ever-new bridging relations. We test and find support for this counterintuitive hypothesis through a randomized longitudinal field experiment enabling us to disentangle empirically both stages of our theorized process model. Our findings help illuminate why people may build networks that hurt their performance, shed a new light on the role of individual cognitive style in shaping network advantage, and bear concrete implications for organizations aiming to leverage networks to enhance employees' performance. [ABSTRACT FROM AUTHOR]

This narrative review seeks to compare the various ways in which motor creativity has been measured and to critically evaluate those methods within the context of our contemporary understanding of motor creativity. Eligible studies included those of any study design, experimental or observational, as long as motor creativity was measured. Three databases (i.e., PubMed, Scopus. and Science-Direct) were searched from the earliest possible start dates to December 2021. No risk of bias assessment was performed as the study outcomes were not the focus of the review. After screening for eligibility. 23 articles were included for review, all having measured motor creativity. Of tlie 23 articles, 16 measured generic motor creativity, while the remaining seven measured task-specific motor creativity. Furthermore, 16 of the studies tested motor creativity with largely static environmental constraints, while the remaining seven were conducted with dynamic environmental constraints. Using a contemporary understanding of motor creativity, most motor creativity tests presently do not possess sufficient task specificity and environmental dynamism, which may not provide an appropriate context for the emergence of creative motor action. [ABSTRACT FROM AUTHOR]

It is no secret that creativity is an important component of advertising. It can enhance attention, facilitate recall, and drive emotional responses. However, there is continued opportunity to explore the boundary conditions regarding creativity's ability to break though clutter. This article looks at whether two types of interference—external interference and competitive interference—limit creativity's ability to enhance recall. We test this across three studies investigating the effects of these types of interference on individuals' ability to recall creative ads and brands. The first experiment tested external interference using digitally manipulated print ads and three external music conditions. The second experiment tested competitive interference through TV ads. A third study extended the second study by holding creativity constant within the interference conditions. Results indicate that creativity does indeed facilitate recall under limited interference. However, this effect is lost under conditions of high interference, implying that creativity can be dulled and lost in the noise. We find these effects under both immediate and one-week-delay recall conditions. These findings are important for researchers and managers as the positive impact of creativity may not be realized under conditions of high interference but may certainly be fully realized in conditions of low or moderate interference. [ABSTRACT FROM AUTHOR]

Although morality has long been considered an important and integral element of organizational life for employees, research has suggested that moral considerations reduce creativity. However, evidence has hinted that morality may not always be a burden and instead could spark creativity. I develop a model that investigates how work moralization—or the degree to which individuals integrate moral considerations into their work tasks—influences employee creativity. Drawing on regulatory focus theory, I argue that work moralization can lead to prevention-focused cognitions (i.e., moral rumination), which impair and redirect the cognitive resources needed for creativity. However, I also posit that work moralization can lead to promotion-focused cognitions (i.e., cognitive flexibility), leading employees to adopt cognitive approaches that increase creativity. Moreover, integrating research on value congruence, I suggest that work moralizers are the least likely to ruminate—and the most likely to become cognitively flexible—when they perceive that their values are aligned with those of their organization, which ultimately fosters higher levels of creativity. I test my theoretical model with two field studies and a preregistered experiment. This research challenges the consensus that moral considerations generally have a negative impact on creativity, and contributes to research on organizational ethics and creativity. [ABSTRACT FROM AUTHOR]

Instructional materials play a significant role in developing mathematical skills and creativity. The choice of instructional materials can greatly impact a student's understanding, engagement, and overall performance in mathematics. This study developed and validated the Cartoon-based Module (CBM) to enhance students' mathematical creativity. The acceptability of the module was assessed in terms of content, language, design and layout. Evaluated by five experts with a mean of 3.81, 3.76, and 3.63, it was interpreted as highly acceptable. The research methodology is aligned with the quantitative design, particularly quasi-experimental research. The study's respondents are 90 Grade 7 students of Isulan National High School divided into control and experimental groups. A researchermade test questionnaire is used to assess mathematical creativity among students. The findings based on the t-test result in the experimental group with a mean gain score of 37.17 and a standard deviation of 14.19, and the control group resulted in a mean gain score of 25.85 with a standard deviation of 15.30. The t-test computed value equals 3.64, which is greater than ttab (0.05) = 2.002 indicating that the CBM in mathematics education significantly improved students' learning outcomes. The module demonstrated its effectiveness in enhancing mathematical knowledge and skills, increasing students' mathematical creativity. [ABSTRACT FROM AUTHOR]

As automation becomes increasingly integrated into educational settings, understanding its role in shaping students' writing experiences is crucial. The goal of this qualitative phenomenological research was to explore the lived experiences, motivations, role of AI in students' writing, influence of AI on the learning process, and insights in using AI writing tools of the senior high school students of Monkayo National High School. There were 10 participants in this study who were selected through snowball sampling. An in-depth interview was used to gather the information needed. The findings revealed the potentials and pitfalls of AI in developing the students' writing skills. Most of the participants have seen AI's advantages, like completing the writing tasks easily, which meets the deadline, making good-quality outputs adhering to the technicalities of grammar, improving academic achievements, and gaining knowledge about writing. However, there are also some drawbacks, like students becoming indolent and AI dependent; AI diminishes one's critical thinking skills; AI gives inaccurate information; there is a limitation on usage; it is inaccessible when offline; and it is bad for one's health. Nevertheless, the role of AI in students' writing processes is significant. Its effectiveness and efficiency cannot be denied, but it should be used in moderation. Hence, incorporating AI in learning should be guided by strategies that balance its benefits with the need to maintain creative and critical thinking in students' writing. Educators should use AI as a tool to enhance, not replace, human creativity. This approach ensures that while students benefit from AI's strengths, they continue to develop their originality and critical thinking skills in writing. [ABSTRACT FROM AUTHOR]

Previous research has shown that creative cognitive reappraisal is highly effective in regulating negative emotions. We conducted three experiments to explore its transferability. In Experiment 1, we observed that free recall performance was better for creative reappraisal compared to non-creative reappraisal. Memory retention of reappraisals was associated with creativity ratings, but not with perceived effectiveness ratings. In Experiment 2, participants generated reappraisals for newly introduced unpleasant images before (pre-session) and after (post-session) exposure to creative reappraisal, non-creative reappraisal, and descriptive control interpretation. Results showed increased reflective effectiveness of self-generated reappraisals in the post-session. The level of creativity of the self-generated reappraisals was associated with differences in perceived effectiveness between creative and non-creative exposed reappraisals. In Experiment 3, we investigated how two processing approaches (effectiveness-oriented vs. memory-oriented) influenced the transferability of creative reappraisal. We observed creativity levels of self-generated reappraisals increased in both conditions. The reflective effectiveness of the self-generated reappraisals tended to increase only in the effectiveness-oriented processing condition. Our findings demonstrate that recognising the effectiveness of creative reappraisal plays a crucial role in its transfer across different situations. [ABSTRACT FROM AUTHOR]

Introduction: The properties of creative products–novelty and usefulness–are generally agreed upon by researchers. Yet, consensus is lacking on which personal and environmental factors contribute to an individual's creative potential, or to what extent. substantial research work has been conducted in this area, leading to the publication of many systematic reviews and meta-analyses collating the available evidence. However, many of these reviews have differing methodological and theoretical characteristics, and often report conflicting results. To summarize the current review literature on factors associated with creativity and better understand the similarities and discrepancies among reviews on the same topic, we plan to conduct an umbrella review of reviews. Methods: This protocol has been registered in Open Science Framework (DOI: 10.17605/OSF.IO/H78YS). We will search MEDLINE, PsycINFO, Web of Science, EMBASE, and Google Scholar for peer-reviewed reviews exploring factors associated with creativity. The quality of the included reviews will be assessed using the Risk of Bias Assessment Tool for Systematic Reviews (ROBIS), and the degree of study overlap across reviews assessed through calculation of the corrected covered area (CCA). Descriptive analyses will be performed to synthesize the results of the included reviews. We plan to use the results to create a holistic framework of the factors associated with creativity, which could be used to cross-validate existing creativity theories, or create new ones. Ethics and dissemination: The results of this umbrella review will be published in a relevant psychology-focused journal and presented at local, national and international conferences. As all data is peer-reviewed and presented in aggregate, we will not require ethics approval. [ABSTRACT FROM AUTHOR]

Practitioners and academics recognize the importance of innovative intelligence organisations. However, we know little about how intelligence organisations innovate and what challenges they are being confronted with. Drawing upon intelligence studies as well as innovation and organisational studies this paper forwards a conceptual framework to answer the question: how do intelligence organisations innovate? To address this, we introduce the concept of innovation capability, an organisation’s potential to innovate. The paper identifies seven attributes of innovation capability and explores these attributes within intelligence organisations. The attributes are: (1) vision and strategy, (2) competence base, (3) organisational intelligence, (4) creativity and idea management, (5) organisational structure, (6) culture and climate and (7) management of technology. The paper concludes with an agenda for further research. [ABSTRACT FROM AUTHOR]

ABSTRACT The aim of this study was to examine the impact of the Predict‐Explain‐Observe‐Discuss‐Explain (PEODE)‐based laboratory on enhancing the verbal and figural creativity of gifted students. The quasi‐experimental research design utilised a pre‐ and post‐test approach with a non‐equivalent control group, consisting of 60 sixth‐grade gifted students. The participants were randomly assigned into two groups: the experimental group (EG; n = 30) and the control group (CG; n = 30). During the study, the control group underwent traditional laboratory tasks, whereas the experimental group participated in PEODE‐based laboratory tasks. Both groups engaged in laboratory work for a total of 16 h. Data were collected using the Torrance Test of Creative Thinking (TTCT) scale, and statistical analysis methods were applied. The results revealed significant differences in favour of the EG regarding both verbal and figural creativity. These findings suggest that the PEODE‐based laboratory approach can effectively enhance the creative abilities of gifted students. [ABSTRACT FROM AUTHOR]

The quality of phenomenological research in nursing has been a subject of long‐standing debate and critique, but conversation took a particularly contentious turn following publication of John Paley's 2017 Phenomenology as Qualitative Research (Routledge), which elicited strong reactions. Faculty in nursing doctoral programs now face a challenge: in light of current controversies, what can we teach that is appropriately labeled phenomenological, and is there a way to present philosophical concepts that might equip students to avoid the most egregious mistakes of the past? In this article, I suggest that ordinary clinical nursing practice is an inherently phenomenological enterprise, and creative bedside insights belong at the center of our teaching, as they embody an everyday phenomenology which exemplifies core elements of the phenomenological method. Instead of following ever‐more‐precisely elaborated instructional manuals, I propose, our students should begin their studies of phenomenology by returning attention to the way creative insight emerges during routine care. Bedside insights have been rendered invisible by our discipline's valuing of technical proceduralism over artistry in research and by the turn to evidence‐based practice in clinical work, but they are a valuable pathway to learning and should be part of our response to the current crisis. [ABSTRACT FROM AUTHOR]

Achieving creativity in the real-world depends on multiple individual and environmental factors. Among them, divergent thinking (DT) has long been considered a key ingredient of creativity and an essential criterion for predicting real-life creative outcomes. However, the link between DT and creative achievement (CA) has yielded heterogeneous results, as outlined by a prior meta-analysis on the DT–CA link published in 2008. Given several limitations of this meta-analysis and the large body of relevant studies that have been published since then, the present article aimed to offer an updated and methodologically rigorous meta-analytical examination of the DT–CA link. A total of 766 effect sizes from 70 studies encompassing 14,901 subjects were analyzed using a meta-analytic three-level model. The results showed that DT was positively, albeit weakly, linked to CA, with only 3% of shared variance. Moderator analyses indicated that this link was robust to variations in DT and CA measures used, gender, educational level, measurement interval between DT and CA, and country of study, but differed by DT task modality, CA domain, and intellectual giftedness. Specifically, the strength of the DT–CA link was significantly larger for (a) verbal DT tasks, (b) CA in the performance domain, and (c) gifted subjects. A significant interaction effect was also found between CA domain and intellectual giftedness, with the DT–CA link being strongest among gifted subjects in the performance domain. Implications of these results for the study and measurement of creativity are discussed. [ABSTRACT FROM AUTHOR]

The process of problem construction is known to be a critical influence on creative problem-solving. The current study assessed the utility of different problem construction methods used to maximize creativity during the creative process. An experimental design was used to explore the interplay between convergent and divergent thinking processes. Participants were asked to creatively solve an ill-defined problem under four conditions that varied in their combinations of instruction to engage in divergent and convergent thinking. Findings indicated that engaging in divergent thinking, followed by a convergent thinking method during the problem construction process results in more creative solutions than using only methods associated with divergent thinking. Theoretical and practical implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Past research theorises that eye-closure and associated mental visualisation, which occurs during the design process, may be important for supporting creativity. Despite these claims, little empirical evidence is available about the results of mental recall in design. In response to this knowledge gap, this research reports the results of a protocol analysis of 35 designers' creative processes, to examine the impacts of non-perceptual cognition (NPC) on design process and ideation. The results suggest that NCP events facilitate idea generation in the individual design process, confirming that 'seeing with the mind's eyes' is an important process in designing. The research concludes with a discussion about the implications of the findings and its contribution to research into design and creativity. [ABSTRACT FROM AUTHOR]

Julia Watts Belser's Loving Our Own Bones is a book with transformative potential, a book that shows "how disability experience can shape our inner lives, how disability can offer insights into the textures and tenor of spiritual life ... [how] disability can be a generative force, a goad to creativity, a source of embodied knowledge" (5). The demand Loving Our Own Bones makes on its readers is that we simply linger with disability. The promise here is that lingering with disability without rushing to rationalize it, domesticate it, judge it, fix it can be a portal to a vast and glorious imaginative terrain. The promise here is the recovery of "an uncanny kind of freedom" (2) in which the norms and conventions, the shoulds and the oughts, are subject to revision or at least to relativization against the broader horizon of human diversity. [ABSTRACT FROM AUTHOR]

The role of top-down control in divergent creativity remains heavily debated. An outstanding question about the state dynamics of creativity concerns acute shifts between heightened and lowered creative states. Particularly, do transitions between creative states incur a "switch cost" as observed in other domains of cognition? Prior research showed that asymmetric switch costs are often incurred such that reaction time is asymmetrically slower when participants switch from a task involving more top-down control to a task involving less top-down control. We tested the hypothesis that frequent acute transitions from creativity-cued responding (associated with heightened creative state) to uncued responding (associated with lowered creative state) would incur an asymmetric switch cost such that uncued responding would be disproportionately impacted by state changes. We utilized the "thin slices" verb generation task in a task-switching paradigm. Consistent with the hypothesis of asymmetric switch costs in shifts between creative states, we observed a substantial switch cost when switching from creativity-cued trials to uncued trials, but no switch cost when switching from uncued trials to creativity-cued trials. These findings provide indirect evidence that heightened creative states may require substantially more top-down control than lowered creative states, supporting the theory that divergent creativity requires increased top-down control. [ABSTRACT FROM AUTHOR]

This study adds to creativity research by investigating the connection between employees' ruminations about life-threatening crises and their creative work behavior, with a specific focus on the mediating role of their experiences of personal life-to-work conflict and the moderating role of their resilience in this connection. Cross-sectional survey data (N = 710) gathered from employees who operate in the health-related distribution sector indicate that a key factor that underpins the connection between persistent worries about deadly crises and thwarted creativity at work is that personal life worries spill over into the work domain, but this detrimental effect is less salient if employees can bounce back from difficult situations. For organizations, this investigation reveals a critical conduit, personal life – induced work strain, through which employees' struggles to ban negative thoughts about excruciating crises translate into a lower propensity to develop novel ideas for organizational improvement. It also reveals how organizations can mitigate this risk by making their workforce more resilient. [ABSTRACT FROM AUTHOR]

Although shared leadership is typically considered a beneficial leadership approach, findings reporting its effectiveness are mixed. By integrating implicit theory and the "Too-Much-of-a-Good-Thing" (TMGT) effect, this study hypothesizes that both too little and too much shared leadership restrict team creativity and employee creativity. We test such double threshold logic across three independent studies. Study 1 results reveal that shared leadership can promote team creativity, but only within a certain range. Results from Study 2 suggest that shared leadership is positively related to employee creativity, but again only within a certain range. Study 3 replicates the findings of Study 1 and Study 2, and reveals that shared leadership is unrelated to employee creativity when team collectivism is high. Together, these findings suggest that there is a double-threshold effect of shared leadership on employee creativity and team creativity, and that the double-threshold effect of shared leadership on employee creativity is moderated by team collectivism. [ABSTRACT FROM AUTHOR]

This Special Issue of the journal Art, Design & Communication in Higher Education (ADCHE) revisits the purpose and potential of art and design from an Australian perspective. It draws on the November 2023 Australian Council of University Art & Design Schools (ACUADS) 43rd conference, co-convened by Thao Nguyen, School of Art, RMIT University and myself. This national forum sought to consider the following: (1) how can creative education and research embrace our unique Australian perspective and integrate First Nations knowledge to cultivate a 'thriving future'? (2) What is the potential of creative research and pedagogy in responding to the climate crisis and other urgent societal concerns? (3) How has the global pandemic disrupted and catalysed innovation in creative art education, including the rapid uptake of digital media by traditionally haptic disciplines? What are the key technological agendas for art and design schools? Drawing on our unique perspective, with particular acknowledgement of First Nations knowledge and ways of being, our colonial history and Asia–Pacific context, this edition considers how creative education and research can contribute not only to economies but also to the array of pressing social, environmental and cultural issues necessary to enable thriving futures. [ABSTRACT FROM AUTHOR]

While the uses of generative artificial intelligence (AI) are vast, one capability it lacks is true creativity. This requires originality and surprise, neither of which is possible without the human process. Yet students and others increasingly rely on AI, so it seems likely to shape public discourse as well as everyday life. Social-media groupthink and insular academic communities have already narrowed the range of intellectual discourse. AI stands to exacerbate the trend, filtering out unconventional prose and content in languages and dialects that are not widely spoken. Yet AI companies have limited motivation to enlighten consumers about its shortcomings. As with other sweeping technological innovations, complacency and overreliance on AI appears inevitable absent intervention. Without proper guidelines, AI could distil writing and idea formulation into a few predicted outcomes and extinguish true creative thought. [ABSTRACT FROM AUTHOR]

This paper describes the impact of the performance of piano pieces of the Cultural Revolution era with distinctive artistic features on the development of creative skills among students in the People's Republic of China. The study used the SME academic test to measure the development of creative thinking. To measure the effect of practising piano on musical prowess, a control test (according to the currently accepted academic programme) was performed at the end of the study. The responses were given by students from three universities in the PRC. The total number of participants was 315 individuals. Based on the obtained results, it can be concluded that there is evidence of the effectiveness of piano practices that are based on musical compositions from the era of the Chinese Revolution, in terms of their positive impact. Small B groups showed 11.8% higher performance than the control group. Group B students experienced a positive impact on their level of creativity as a result of practising the piano. The average degree of creativity increased by 2.6%, while the high degree of creativity increased by 3.6%. [ABSTRACT FROM AUTHOR]

This research project explores the use of 'happy accidents' as agents for facilitating more meaningful and critical exploration in secondary school art. Owing to a preoccupation with standardisation and quantifiable results, the more nebulous and invisible qualities of art have become deprioritised within many curricula. This paradigm creates 'safe' pedagogies that place emphasis on verisimilitude and technical acme as the yardstick for 'successful' artwork, preserving the identity of teachers within the epistemological frameworks that dictate education. Equally, as competitive individualism and reward demarcate education, young people are spending more time partaking in activities for their instrumental value. This 'teaching‐to‐test' model translates to formalist, linear modes of making as the most expedient means of achieving grades. The following research aimed to trouble this status quo and offers a pedagogy that allows for more responsive, playful and personal approaches to experimental artmaking. The mechanism used as a springboard into inquiry was the 'happy accident', facilitated by the use of unpredictable media such as Photoshop and photocopying. Adopting a middle ground between Atkinson's 'unknown' and the inferentialist model described by Walton, students had the latitude to combine known and unknown knowledge to push their artmaking into more meaningful territory, whilst preserving evidence of the 'mark scheme'. To bolster my attempts at disrupting canonised imagery of 'good' school art, students also troubled the common practice of creating overly embellished, illustrative sketchbooks, with the creation of self‐made, A2, portfolio style books. The knowledge produced in this project was interrogated within a multimodal, arts‐based research methodology: through interview analysis and the analysis of the artwork, or artefacts, produced. [ABSTRACT FROM AUTHOR]

Research coursework can be challenging for occupational therapy students, thus potentially compromising their engagement in learning. A student engagement framework was used to design and implement an innovative assignment called Researchers' Theater with a cohort of 38 first-semester occupational therapy students. At the beginning of each class, a small group of students led a creative activity to review topics from the preceding week. Student feedback survey results and instructors' observations suggest this framework contributed to students' affective, behavioral, and cognitive engagement. Findings also highlight the potential value of student-led, game-based learning for reinforcing course content. [ABSTRACT FROM AUTHOR]

A previous study of creative writers' self-reports revealed important differences between research as it is carried out in the context of creative writing and the more scholarly types of research academic librarians often focus on. However, that study left many questions open. For this follow-up study, the author interviewed published creative writers about the role of research in their creative process. This study offers new insight into creative writers' attitudes toward the use of creative license. Though the sample was relatively small, the findings support the results of the original research. [ABSTRACT FROM AUTHOR]

The article features the speakers and subjects that were included in the original panel at American Library Association (ALA) annual conference. These include "Interconnecting Worlds: Weaving Community Narratives, Andean Histories & the Library's Collections," by Giselle M. Avillés, "Whose History: A Culturally Responsive Approach in Public Library Special Collections" by Alex Mada, and "The Midwest Indigenous Cartography Project" by Heather Sloan.

This article examines a recently discovered free-hand drawing from Marcel Proust to his former lover and lifelong friend, the composer Reynaldo Hahn. After unfurling the drawing’s concatenation of intimate and cultural references, including to works by La Fontaine and Massenet, I highlight shared themes of suffering and comfort in two better-known ‘medieval’ traced drawings from Proust to Hahn. Using Marion Milner’s and D. W. Winnicott’s theorisation of the ‘free drawing method’ and the ‘squiggle game’, I argue that Proust’s drawings to Hahn can be read as a pictorial trace of, and tribute to, the creative valence of the two men’s unique relationship during a crucial period: 1904–1906, immediately preceding the first known drafts of À la recherche du temps perdu. Finally, I suggest that these drawings have significant echoes in the widely commented madeleine scene at the onset of Du côté de chez Swann, where the narrator first unlocks his own repository of subjective images and his potential to plunge inward. [ABSTRACT FROM AUTHOR]

Despite the exceptional performance of large language models (LLMs) on a wide range of tasks involving natural language processing and reasoning, there has been sharp disagreement as to whether their abilities extend to more creative human abilities. A core example is the interpretation of novel metaphors. Here we assessed the ability of GPT-4, a state-of-the-art large language model, to provide natural-language interpretations of a recent AI benchmark (Fig-QA dataset), novel literary metaphors drawn from Serbian poetry and translated into English, and entire novel English poems. GPT-4 outperformed previous AI models on the Fig-QA dataset. For metaphors drawn from Serbian poetry, human judges – blind to the fact that an AI model was involved – rated metaphor interpretations generated by GPT-4 as superior to those provided by a group of college students. In interpreting reversed metaphors, GPT-4, as well as humans, exhibited signs of sensitivity to the Gricean cooperative principle. In addition, for several novel English poems GPT-4 produced interpretations that were rated as excellent or good by a human literary critic. These results indicate that LLMs such as GPT-4 have acquired an emergent ability to interpret literary metaphors, including those embedded in novel poems. [ABSTRACT FROM AUTHOR]

This essay traces expressions in which authors or narrators claim to or are said to kill a character, with the key question as to which ideas about storytelling the cases convey and how these ideas resemble or differ across different periods. Examples of the "poeta necans metalepsis" are found in ancient Greek literature all the way to the modern novel; however, they bear a remarkable variety of implications. Already in antiquity, we find a range of positive to outright derisory usages, which are united by the fact that they present killing as a natural and unquestioned task of authors, especially for epic poets. From the Renaissance onwards, the picture changes: Ariosto exposes the idea that a narrator should save rather than slay his characters, and in the past two centuries, narrators reflecting on their qualms about putting a character to death becomes all but the standard case. The essay works with case studies from different eras, with emphasis on early usages in antiquity, which are analyzed according to the principles of diachronic narratology. In this way, the essay sheds light not only on historical concepts of storytelling but also on the motif of death in literature, which, as is argued, is not a negation of life but rather supports and defends it in various ways, for the narrator, the audience, and the characters. [ABSTRACT FROM AUTHOR]

This essay examines the relationship between the novel and everyday life. Rather than focusing on the qualities of routineness and mundaneness that are often taken to typify the everyday, I approach everyday life here as a form of experience that is defined in opposition to expert knowledge. In doing so, I draw on the theories of everyday life articulated by Henri Lefebvre and Michel de Certeau, but I also suggest that Hegel's description of the prosaicness of civil society in Aesthetics anticipates these later accounts of the everyday as a corollary of the modern division of labor. In this perspective, the everydayness of the novel consists in its own unspecialized amateurishness as a genre of discourse, but also in its ability to represent a social world fragmented into expert fields. For some nineteenth-century observers, I suggest, including Hegel, the novel's ability to describe such complex modern societies was also one of the characteristics of prose itself. I examine this conception of prose style more closely in the essay's concluding section, which focuses on two scenes from the maritime fiction of Joseph Conrad. Conrad is often associated with technical nautical expertise, but the episodes that I discuss emphasize the porous boundaries that separate expert fields from one another and from their chaotic surrounding environments. In dwelling on these liminal moments, Conrad's fiction bears witness to the condition of everyday life as Lefebvre and de Certeau describe it--a medium that is constituted by the enclosures of modern expertise, but which also exceeds and envelops them. [ABSTRACT FROM AUTHOR]

Though integral to thinking about causality, narrative--in particular narrative thinking--has been overlooked in traditional approaches to creativity studies and creative problem solving. Emphasizing the intrinsically speculative and causal aspects of narrative, this study investigates the effectiveness of narrative creativity training as a means of fostering innovative problem-solving skills within the US Army. Through two experiments conducted at the US Army Command and General Staff College, this research compares the outcomes of narrative training against conventional associational creativity training. Our results suggest that specifically narrative capacities are cognitively distinct, can be directly trained, and substantially improve problem solving. This research contributes to scholarship on the practical and empirical applications of narrative theory, as well as scholarship in creativity studies and creative problem solving, evincing the specific utility of narrative thinking in addressing complex, open-ended challenges. [ABSTRACT FROM AUTHOR]

This article is primarily concerned with the dialectics between dividuality--the Deleuzian concept for the fragmentation of the subject into discrete sets of separate information--and individuality in microfiction. After contextualizing the emergence of microfiction in the digital age, it analyzes the widespread use of anonymity in this genre in relation to the modes of data-based subjectivation. Its central claim is that recent examples of microfiction display a modulatory tension between categorical identities and individuality: while many texts present increasingly anonymized characters, who have less and less agency and are caught in tight but overcrowded spaces, they also mourn the disappearance of the individual into the anonymity of the type. The article develops this claim in four sections: the first contextualizes microfiction in the "world of the now" that shapes the fourth industrial revolution, in order to reconsider brevity; the second traces the development of microfiction in parallel with the impact of technologies upon subjectivation; the third section addresses the vulnerability of the individual in the divided but overcrowded space of onlife and the related choice of "threshold sites" as a favorite setting in microfiction; finally, the concluding part explores how several texts articulate anxieties about individuality and the inaccessibility of the data double as two key elements that shape characterization. The Lacanian model for the primary alienation of the subject has been adopted as a convenient structure to grasp the impact of the digital translation of the gaze upon subjectivation. Overall, this article suggests a frame to understand the development of microfiction in light of innovations and disruptions that have been silently shaping the last four decades. [ABSTRACT FROM AUTHOR]

Purpose: Creative workshops can promote various positive outcomes for people with dementia, such as reductions in undesirable symptoms and achieving levels of autonomy. Although these are undoubtedly positive outcomes, there is little understanding of the specific processes that can enable such outcomes. To address this issue, our study investigates the interactional processes of "choice-sequences," in which a PlwD makes a choice pertaining to materials (e.g. pens, coloured papers) for a creative activity. Methods: This Conversation Analysis study draws upon around 60 hours of video-recorded creative workshops involving artists, people with dementia, and carers. Drawing upon the notion of "co-creativity," we examine the collaborative work that goes into accomplishing choice- sequences. Results: While these sequences typically begin with an artist presenting a choice to a PlwD, carers routinely enter these interactions and provide various forms of support needed to accomplish each basic action of a choice-sequence. Conclusions: This study shows carers working alongside the artist to pursue the PlwD's choice in a triadic participation framework, and carers supporting the PlwD in a dyadic participation framework with the artist having exited the interaction. In providing such support, carers can utilize their understandings of the communicative norms and requirements of the PlwD. [ABSTRACT FROM AUTHOR]

There is growing research on the utility of movies to help clients in counseling. Encanto has been used to demonstrate family relationships and generational trauma. In addition, counselors can use Encanto to help clients understand the ways that perfectionism can appear, as well as the meaning and importance of growth-fostering relationships. This article examines Encanto and its themes of perfectionism and disconnection through a relational cultural lens. Methods of incorporating the movie into counseling sessions and implications for clients are discussed. [ABSTRACT FROM AUTHOR]

While there is increasing recognition of the need for counselor education programs to identify criteria by which students' professional dispositions and associated behaviors are evaluated, the literature has yet to explore specific ways in which faculty can engage in the provision of dispositional feedback. This article offers a contemporary review of the related literatures and two specific case examples illustrating how theoretical, research, pedagogical, and clinical knowledge can inform interpersonally rich and creative approaches to formative dispositional feedback, all while fulfilling gatekeeping responsibilities. [ABSTRACT FROM AUTHOR]