Journal of Creative Behavior最新文献

In the pursuit of innovation, the critical role of deliberate practice in enhancing employee creative behavior is examined, considering the influences of harmonious entrepreneurial passion and the importance employees perceive in innovation within their organizations. This investigation, grounded in self-determination theory (SDT) and social cognitive theory, proposes a model where deliberate practice impacts employee creative behavior through the mediating effect of harmonious entrepreneurial passion and is further amplified by the level of perceived innovation importance. The study uses a multisource, three-wave data collection technique to gather data from employees working in software houses in Pakistan. The study utilizes SmartPLS (v 4.0) to assess the measurement and structural models. The findings reveal that deliberate practice has a significant positive impact on employee creative behavior. Besides, harmonious entrepreneurial passion mediates the link between deliberate practice and employee creative behavior. In addition, the results confirm the interaction effect of perceived innovation importance. The positive influence of deliberate practice on employee creative behavior through the mediating role of harmonious entrepreneurial passion is more potent at higher levels of perceived innovation importance. The study presents several important theoretical and practical implications.

In this three-study investigation, we applied various approaches to score drawings created in response to both Form A and Form B of the Torrance Tests of Creative Thinking-Figural (broadly TTCT-F) as well as the Multi-Trial Creative Ideation task (MTCI). We focused on TTCT-F in Study 1, and utilizing a random forest classifier, we achieved 79% and 81% accuracy for drawings only (r = .57; .54), 80% and 85% for drawings and titles (r = .59; .65), and 78% and 85% for titles alone (r = .54; .65), across Form A and Form B, respectively. We trained a combined model for both TTCT-F forms concurrently with fine-tuned vision transformer models (i.e., BEiT) observing accuracy on images of 83% (r = .64). Study 2 extended these analyses to 11,075 drawings produced for MTCI. With the feature-based regressors, we found a Pearson correlation with human labels (rs = .80, 78, and .76 for AdaBoost, and XGBoost, respectively). Finally, the vision transformer method demonstrated a correlation of r = .85. In Study 3, we re-analyzed the TTCT-F and MTCI data with unsupervised learning methods, which worked better for MTCI than TTCT-F but still underperformed compared to supervised learning methods. Findings are discussed in terms of research and practical implications featuring Ocsai-D, a new in-browser scoring interface.

Multisensory environments rich in modal integration provide cues from various sensory modalities including visually, auditorily, and tactilely. Such modal integration plays a crucial role in cognitive processing, specifically in fostering creativity. Numerous studies highlight that emotional coherence through cross-modal affective integration enhances cognitive competencies such as memory, attention, and the capacity to generate original, fluent ideas. Nonetheless, current research lacks comparative studies pinpointing how different sensory modalities impact individual creativity. We addressed this research void by employing a cross-model matching paradigm, anchored on the concept of emotional coherence. Our investigation evaluated the impact of varying emotional stimuli (both positive and negative) on creativity performance, considering single sensory modalities (visual and auditory), as well as their cross. Our study participants were 119 Chinese university students who completed a creative task under varying emotional stimulation modality conditions. We observed that the bimodal audiovisual integration of positive emotional stimuli most effectively enhanced creativity as compared to solely auditory modality. The visual modality seemed the least effective, underscoring the impact of multichannel integration. Interestingly, the bimodal audiovisual integration of negative emotional stimuli significantly boosted originality, albeit with little difference in fluency relative to the auditory modality. Based on the theoretical significance of multimodal emotional integration, our interpretation of these findings suggests that audiovisual cross-modal emotional integration, with its rich emotional information, serves as a catalyst for enhancing originality. However, we observed that the facilitative effect on overall creativity and fluency is primarily observed in the context of positive emotions. It is important to note that we carefully controlled for participants' creative personality factors and conducted three types of emotional evaluations across modalities to ensure the validity of our results. Furthermore, the impact of cross-modal audiovisual emotional integration on creativity, both in terms of originality and fluency, is influenced by the distinct emotional perceptual characteristics inherent to each modality.

The objective is to analyze the impacts of educational interventions with people with autism through the systematic review of publications. The article presents a review of 22 interventions published in SCOPUS, Google Scholar, and PsycINFO between 2005 and 2023 were selected. The keywords used were autism and creativity. Interventions that present impact assessment processes were included. The study follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines for conducting systematic reviews. The data are analyzed using coding and constant comparisons. The results indicate that the interventions can be considered creative projects since they generate ruptures and new forms of understanding and action. The interventions are projects that recognize the possibilities of people with autism and enable original actions, strategies and resources to enhance learning. The results provide evidence about the importance of neurodiversity and inclusive education.

The process of creative problem-solving (CPS) commonly demands that individuals consciously or unconsciously integrate creative ideas from a vast array of diverse information. Using a masked priming paradigm and the Chinese remote associates test (RAT), this study provides innovative behavioral evidence for the integration of multiple unconscious stimuli during CPS. In Experiment 1, three masked Chinese characters were simultaneously presented in the RAT, the first and third characters could be combined to form an answer. Two Chinese two-character words were presented in parallel, each containing the answer in Experiment 2, and required the complete word information to be split and subsequently re-integrated in a more complex manner than in Experiment 1. Interestingly, in both the experiments, multiple unconsciously processed stimuli generated a priming effect on creative performance. Specifically, a positive priming effect was observed in response to the difficult RATs, whereas a negative priming effect was observed in response to the easy RATs. Overall, our study verified that semantic integration between different unconsciously perceived stimuli can occur, which provides insights into the mechanisms underlying unconscious priming effects and contributes to a better understanding of how creative cognitive processing is influenced by multiple types of unconscious information.

While people approach creative actions in diverse ways, navigating them effectively requires self-regulatory effort. In this preregistered experiment, we examined whether simple self-regulation prompts, provided across the stages of the creative process, make the outcomes more creative. Participants (N = 332) engaged in one of three creativity tasks—designing a logo, writing a short story, or preparing a greeting card—and documented their ongoing progress with photos. During the task, half of the participants received prompts tailored to their task progress, encouraging the employment of various self-regulatory mechanisms (e.g., uncertainty acceptance, adjusting approach). Consistent with our predictions, promoting a strategic approach throughout the task led participants to develop more creative products than those in the no-prompt condition. Moreover, we demonstrated two indirect paths behind the prompts' effectiveness: first, via enhancing positive active emotions, and second, through fostering a greater time commitment to the task. On a theoretical level, the proposed prompting approach highlights the advantages of self-regulatory engagement during creative actions beyond solely idea generation strategies. Methodologically, our study underscores the simplicity of such interventions and their potential broad applicability.

This article presents the artistic process employed by a group of young women in an academic setting at the Central University of Ecuador, as they wrote four documentary plays. These students, belonging to the first generation to have access to a dramaturgy class in a public university in the country, utilized an innovative to develop their proposal. Despite the prevalence of collective playwriting in the region, the students delved deep into the writing process for the stage and studied important references in the field. The resulting plays underwent analysis by proficient readers from the Univèrsitat Politècnica de Valencia, who acknowledged their profound artistic content, unexplored until then within the country. Within this study, a focal point is placed on exploring the concept of creativity among university scholars who belong to marginalized groups. The research highlights the inherent duality present in their cosmovision, aiming to showcase their distinctive perspective and the continuous redefinition of identity and creativity within non-harmonic societies. By doing so, the article underlines the significance of providing opportunities for young artists from marginalized communities to express themselves and contribute to the artistic landscape of their country. Also, it outlines a constant interrogation over the concept of creativity.