Journal of Creative Behavior最新文献

The role of cognitive inhibition in creativity remains debated, with evidence pointing to both facilitative and impairing effects. To clarify this relationship, we experimentally manipulated inhibition levels (high, intermediate, low) using a cognitive resource depletion paradigm and examined their effects on creative thinking and its neural mechanisms. Behaviorally, participants with intermediate inhibition outperformed both the high and low inhibition groups in creative thinking. EEG analyses revealed enhanced alpha activity during creative ideation in the intermediate inhibition group, particularly in the frontal, fronto-central, and temporal regions in the right hemisphere, accompanied by greater cortical differentiation across frontal, central, and parietal areas. In contrast, the high inhibition group showed frontal and parietal activation differences without hemispheric asymmetry, whereas the low inhibition group exhibited neither regional differentiation nor hemispheric effects. The cortical alpha activation pattern of intermediate inhibition may reflect a dynamic balance or flexible shift between top-down cognitive control and bottom-up associative processing that optimizes creative ideation. Together, these findings offer a new perspective on the complex relationship between cognitive inhibition and creativity. More importantly, they reveal the cognitive and neural mechanisms through which cognitive inhibition regulates creative thinking, thereby deepening our understanding of the cognitive architecture underlying creativity.

The purpose of this paper is to use the Six A's model of creativity (namely actor, aim, action, artifact, audience, and affordance) to examine the strengths and weaknesses of the PISA 2022 creative thinking (CT) assessment and offer suggestions for improving the testing program. The authors point out that student CT in the PISA context is conceptualized as a specific type of creativity. It is PISA's aim that determines who the creative actors are, how the students engage in CT processes, and how the creative outcomes are presented. Based on the analysis of PISA 2022 methodology and results, we propose a series of suggestions for enhancing the PISA CT competencies and revising the relational test items, as well as how to use the PISA data to conduct secondary analysis. The issue of the gender gap in CT performance is also discussed from the perspective of environmental affordances.

In the digital era, social media continues to consume an increasing share of individuals' time and attention. As a result, the association between social media use (SMU) and creativity has garnered growing interest in both public discourse and academic research, although empirical findings remain inconsistent. We conducted a meta-analysis of 31 studies (71 effect sizes, total N = 10,156) to examine the relationship between SMU and creativity. The overall effect indicated a small positive correlation between SMU and creativity (r = 0.21, 95% CI [0.11, 0.30], p < 0.001). Moderator analyses identified four statistically significant moderators—social media use dimension, focus on excessive SMU, creativity metric dimension, and creativity metric context. Drawing uniquely on research at the intersection of SMU and creativity, our findings suggest that this form of human–computer interaction may be associated with enhanced creativity, although the magnitude of the association is modest. Further empirical work is needed to clarify the mechanisms linking SMU to creativity and to develop more robust metrics capable of capturing the multidimensional and dynamic nature of both constructs.

The PISA Creative Thinking (CT) assessment measures 12 facets of CT across four domains and three thinking processes, operationalized through 18 tasks for a total of 32 items. While this represents a comprehensive multidimensional competency model that reflects CT in a diverse range of situations, the aggregation of performance into a unidimensional scale raises important questions. Although a single “general” CT score (i.e., thinking-process general and domain-general) offers practical advantages for reporting at the country level—for example, country rankings—the potential loss of information about domain-specific and process-specific dimensions warrants further investigation. This paper first reviews the PISA CT competency model and its mapping of items in the final assessment. It then critically examines the substantive meaning of the general CT score, the unidimensional measurement model applied in PISA 2022 Volume 3, and its alignment—or lack thereof—with the underlying multidimensional competency framework of the PISA CT assessment. Finally, alternative multidimensional measurement models are outlined, with a discussion of their interpretation and potential utility for advancing creativity theory and informing educational policies. Together, the paper concludes by emphasizing the importance of adopting a multidimensional approach to re-evaluate current PISA findings and support meaningful secondary analyses that can leverage this rich dataset.

It is important for organizations to foster employees' innovative behavior. Organizational identification has long been examined as an antecedent of innovative behavior. However, both positive and negative relationships were found. Conformity to organizational norms was considered to explain the negative relationship. We argue that the mediating role of conformity to organizational norms is contingent on employees' perceived encouragement of innovative behavior from leaders and organizations respectively; employees' perceived organization encouragement of innovative behavior moderates the relationship between norm conformity and innovative behavior via perceived leader encouragement of innovative behavior. Analyses of the three-wave data among nurses provide support for most of the hypotheses. A supplementary study further demonstrates that conformity to organizational norms positively mediates the relationship between organizational identification and innovative behavior. These findings may change the understanding of norm conformity in the literature and provide organizational leaders with useful guidance for motivating employees' innovative behavior.

The 2022 cycle of the Programme for International Student Assessment (PISA) included an assessment of creative thinking, representing the most comprehensive international large-scale assessment of creative thinking to date. In this paper, we briefly present the objectives of PISA and how these goals have shaped its overall design and implementation, with important methodological, analytical, and interpretive implications for researchers. We then provide an overview of the conceptual and methodological foundations of the PISA creative thinking assessment and discuss how these were shaped within the broader context and constraints of PISA, particularly the feasibility of implementing scoring methods for open constructed responses at scale and maximizing cross-cultural comparability of the results. We present in detail our approach to scoring the creative thinking tasks in PISA given these complex trade-offs and discuss the implications of this approach for interpreting the PISA creative thinking results and conducting further analyses of the data. We also provide some reflections on future work for the OECD and beyond for assessing creative thinking at scale.