Journal of Creative Behavior最新文献

The term “creative” is commonly used in everyday language and in academic discourse to discuss the nature of artistic and innovative productions. This usage inherently implies the existence of a variable of creativity that allows different creative works to be compared. The standard definition of creativity asserts that a production must possess both value and novelty in order to be considered truly creative. However, previous psychometric studies aimed at establishing the existence of such a creativity variable based on these two dimensions have produced results that seem to demonstrate their independence or even negative association, based on a weak to negative correlation between value and novelty. These widely replicated empirical results seem to call into question the notion of a single creativity variable associated with productions, leading to a paradoxical use of the term “creative” to describe the object produced. In our study, we aimed to reproduce these results while addressing methodological errors made in previous efforts to establish construct validity. This work led us to test the existence of a common cause for the observed variations in novelty and value. The higher order factor we obtain in our analysis encompasses subtle differences from the conventional creativity axis and interacts negatively with novelty, while correlating positively with value.

Parents and teachers are significant authority figures that substantially impact adolescents' psychological and cognitive development, including their creativity. The current study investigated the relationship between adolescents' attitudes toward authority (parents and teachers) and innovative behavior and examined the mediating effects of social support and perspective taking. According to attachment theory, adolescents' attitudes toward authority may derive from early interaction with primary caregivers, primarily parents. Individuals internalize these interaction experiences and form internal working models, which will be applied in later life stages when interacting with authority figures. These early life experiences also influence individuals' sense of support and empathy abilities. Through analyzing a sample comprising 1,498 adolescents from Taiwan, this study unveils a significant association between adolescents' perceptions of authority and their proclivity for innovative conduct, as well as their levels of social support and capacity for perspective taking. Employing structural equation modeling (SEM), the empirical findings accentuate the mediating role of social support and perspective taking in delineating the nexus between adolescents' attitude toward authority and their manifestation of innovative behavior. The results revealed that adolescents with positive attitudes toward authority are likely to sense support, stand from other viewpoints, and further benefit creativity.

In the era of digital intelligence, how to improve the behavioral quality of R&D team members by granting work autonomy and proposing corresponding work demands is a pressing issue in the transformation of organizational management into digital intelligence. Based on the conservation of resources theory, this study investigates the effects of the interactions among work time autonomy, work method autonomy, and different types of work demands on team members' creative behavior and taking charge. By analyzing the two-stage data of 233 paired samples of team members and leaders, the results showed that: Work time autonomy was significantly positively correlated with creative behavior and taking charge of team members, and work method autonomy was significantly positively correlated with creative behavior and taking charge of team members, while the interaction between work time autonomy and work method autonomy was significantly positively correlated with the team members' taking charge; the interactions among work time autonomy, work method autonomy and innovative job requirements positively affect team members' creative behavior and taking charge; while the interactions among work time autonomy, work method autonomy and high performance expectations negatively affect team members' taking charge. This study provides a way to realize scientific management in the period of digital intelligence transformation.

When faced with the need to transform an object, idea, or situation, people have a tendency to favor adding new components rather than removing existing ones. This is called the additive bias. Previous research, along with historical and anecdotal examples, shows that this bias may significantly reduce problem-solving abilities and have a detrimental impact on the innovation process. In this study, our objective was to develop a novel tool, the additive bias implicit association test (ad-IAT), to investigate the reasons underlying people's preference for additive actions. By using this tool, we empirically demonstrated that people displayed an inherent tendency to assign a positive valence to additive concepts and to perceive additive actions as safer and more functional than subtractive concepts. Importantly, we also found that implicit preference for addition resulted in participants favoring additive actions while neglecting subtractive alternatives when engaged in a problem-solving task. Collectively, our series of experiments substantiated the effectiveness of our ad-IAT in uncovering and quantifying the additive bias. This, in turn, provided a deeper comprehension of the underlying factors contributing to the bias and its impact on people's behavior.

This paper expands upon the invitation to rethink how psychology has constructed knowledge, theories, and research while analyzing the epistemological foundations of educational practices in schools, especially those aimed at promoting creativity. Our goal is to critically explore the shortcomings of the traditional, Westernized individualistic, and mostly positivistic approach usually found in school contexts. To foster creativity, a more dialogical, socio-cultural, and collaborative framework is suggested, involving multiple perspectives and possibility thinking to address current educational challenges. Through an examination of education and creativity, we analyze educational practices in Westernized societies and explore the possibilities that arise from non-Western perspectives and dialogical approaches. The discussion is guided by the following questions: what kind of educational practices have been bolstered in Westernized societies? How do these relate to educating (with and for) creativity? A case study is included to provide concrete illustrations that substantiate our arguments. Incorporating decolonial frameworks into cultural and socio-cultural perspectives, as well as in creativity research, would enrich the understanding of these fields. Decolonial approaches can offer valuable insights by addressing power relations inherent in knowledge construction and practice. Embracing these approaches enables these fields to contribute to a more nuanced and comprehensive understanding of human phenomena.