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Evaluative skill, the ability to accurately assess ideas in terms of originality or creativity, is a critical component of creativity. It involves discarding bad ideas and discerning ideas that are worthwhile to pursue. In light of the growing research on the association between individuals' evaluative skill and divergent thinking (DT), a research synthesis is needed to clarify discrepant results. Therefore, we examined the relationship between DT and evaluative skill with a three-level meta-analytic approach. Based on 96 effect sizes in 20 studies with a total sample of 3,019 participants, results indicated that DT was positively associated with evaluative skill, r = 0.13 (95% CI [0.07, 0.20], p < 0.001). Follow-up moderator analyses revealed that the type of DT tests, the source of ideas, and the type of evaluation tasks were significant moderators. Compared with Instances, Line Meanings, and Consequences, the relationship was (a) weaker when the Uses task was used as the DT test, (b) stronger when the evaluation task was based on Uses, and (c) stronger when people rated their own ideas than when they rated others. The findings implied that DT and evaluative skill are conceptually distinct but interrelated and suggested ways to enhance evaluative skill.

Introduction: Avian orthoreovirus (ARV) is a significant pathogen causing viral arthritis, leading to substantial economic losses in the poultry industry worldwide. Methods: A novel ARV strain, designated FJ202311, was isolated from a broiler farm in Fujian Province, China. Whole-genome sequencing was conducted using next-generation sequencing with MGI technology, and phylogenetic analysis of the sigma C amino acid sequence was performed. Comparative sequence analysis identified unique genetic features of FJ202311. Pathogenicity studies were carried out by inoculating broilers with the isolated strain and monitoring clinical signs, weight gain, and histopathological changes. Results: The complete genome of FJ202311 was determined to be 23,495 base pairs in length, encoding 12 major proteins. Phylogenetic analysis revealed that FJ202311 forms a distinct genotypic cluster, exhibiting only 47.1% to 59.3% sequence identity to 16 reference ARV strains. Notably, 50 unique amino acid substitutions were identified in the sigma C protein. Pathogenicity tests demonstrated that FJ202311 caused severe arthritis and tenosynovitis in broilers. Infected birds exhibited significant weight loss compared to controls, with reductions of 11.78% and 8.93% at 14 and 21 days post-infection, respectively. Discussion: This study highlights the unique molecular and pathogenic characteristics of the novel ARV strain FJ202311, contributing to our understanding of ARV diversity and epidemiology in China. These findings underscore the importance of continuous monitoring and provide insights for developing improved prevention and control strategies against ARV. [ABSTRACT FROM AUTHOR]

Extending studies on emotional design in multimedia learning beyond college samples and further considering individual differences, we examined the effects of emotional design on middle school students' learning and whether this relationship is moderated by learners' prior knowledge, using a computer-based lesson covering the topic "the formation of lightning." Participants were middle school students (N=124; 58 females; age range 13 to 16) who volunteered to participate with permission. Learners with high prior knowledge (n=63) and learners with low prior knowledge (n=61) were randomly assigned to one of two instructional design conditions: positive emotional design (colourful and anthropomorphic features) and neutral emotional design (grey and non-anthropomorphic features). The results showed that the positive emotional design operationalised via visual elements did not induce more positive emotions than the neutral design group, although there was a trend towards facilitating more learning transfer ([eta][superscript 2][subscript p]=0.02, p=0.098) and increasing the mental effort of learners with low prior knowledge ([eta][superscript 2][subscript p]=0.03, p =0.06). There was a tendency for learners with high knowledge to perceive higher mental effort ([eta][superscript 2][subscript p]=0.03, p=0.06), satisfaction ([eta][superscript 2][subscript p]=0.05, p=0.01) and achieve better transfer scores ([eta][superscript 2][subscript p]=0.03, p=0.087) compared with those learners with low knowledge. These findings suggest that positive emotional design should be cautiously applied in multimedia learning for middle school students. Individual differences must be considered in instructional design in a multimedia learning environment.

The purpose of this study was to examine the influences of sibling constellation (sex and birth order) on creativity in the context of China's one-child policy (OCP) and Confucian culture (e.g., preference for male offspring). Participants were recruited from a public university in east China and were asked to complete 2 divergent thinking tests, including a line meaning test and a real-world problem test. Data collected from those born in or after 1979 (the year OCP was implemented in China) were selected. The sample was further divided into 6 groups for comparisons including first son, first daughter, later son, later daughter, only son, and only daughter. Results indicated that "only children" exhibited significantly higher abilities in visual imagination (line meaning) tasks than children with siblings. Further, testing revealed that only daughters exhibited the highest abilities, both in visual imagination (line meaning) and creative problem solving (real-world problems), as compared to other sibling constellation groups. Specifically, only daughters scored higher than later daughters in visual imagination. They also showed higher abilities than first sons in both types of creative potential tests. Implications are further discussed in the paper.