ABSTRACT Human creativity and ingenuity partly depend on divergent thinking – the ability to generate many varied, original, and elaborate responses. Prior research has found ample evidence of an effect of cognitive factors, including the organization of semantic networks and associative ability, on divergent thinking. Less is known, however, about how the language we speak shapes this relationship. Specifically, the linguistic relativity hypothesis stresses the influence of a linguistic variation on structural semantic representations that are essential for generating associations. To address this open scientific problem, an experiment with several tasks was conducted ( n = 122). The category discrimination task replicated the linguistic relativity effect of satellite‐framed (e.g., English) versus verb‐framed languages (e.g., Spanish), by showing how English monolinguals, when exposed to motion events, were more attentive to the manner of motion than Spanish monolinguals. The free association task showed, in the same sample, that divergent thinking in response to motion events led English monolinguals to generate more elaborate responses than Spanish monolinguals. Linguistic relativity mediated this effect. No effect was found on the number, diversity, or originality of the responses. These findings contribute new insights into the relationship between linguistic relativity and divergent thinking in response to motion events.
{"title":"Linguistic Relativity in Creative Thought: How Divergent Thinking in Response to Motion Events is Influenced by Satellite‐ and Verb‐Framed Languages","authors":"Thu Anh Mai, Alwin de Rooij","doi":"10.1002/jocb.615","DOIUrl":"https://doi.org/10.1002/jocb.615","url":null,"abstract":"ABSTRACT Human creativity and ingenuity partly depend on divergent thinking – the ability to generate many varied, original, and elaborate responses. Prior research has found ample evidence of an effect of cognitive factors, including the organization of semantic networks and associative ability, on divergent thinking. Less is known, however, about how the language we speak shapes this relationship. Specifically, the linguistic relativity hypothesis stresses the influence of a linguistic variation on structural semantic representations that are essential for generating associations. To address this open scientific problem, an experiment with several tasks was conducted ( n = 122). The category discrimination task replicated the linguistic relativity effect of satellite‐framed (e.g., English) versus verb‐framed languages (e.g., Spanish), by showing how English monolinguals, when exposed to motion events, were more attentive to the manner of motion than Spanish monolinguals. The free association task showed, in the same sample, that divergent thinking in response to motion events led English monolinguals to generate more elaborate responses than Spanish monolinguals. Linguistic relativity mediated this effect. No effect was found on the number, diversity, or originality of the responses. These findings contribute new insights into the relationship between linguistic relativity and divergent thinking in response to motion events.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136185632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephanie Alcock, Aline Ferreira‐Correia, Kate Cockcroft
ABSTRACT Creativity involves generating novel and valuable ideas. While the importance of creative thinking is widely acknowledged, its cognitive basis is poorly understood, particularly in older adults. This study aimed to develop and test an explanatory model of creative thinking to elucidate its underlying cognitive functions in an elderly sample. The role of demographic variables, including age, multilingualism, socioeconomic status (SES), level of education, and gender in creative thinking was also investigated. One hundred and twenty‐five participants aged 65 years and above‐completed measures of divergent, convergent and associative thinking, as well as task‐switching, inhibition and fluid intelligence. Structural equation modeling (SEM) analyzed the relationships between these cognitive functions, and group differences assessed whether there were significant differences in the cognitive measures based on the demographic variables. Creative thinking appeared to entail the cooperation between divergent and convergent thinking, which both rely on associative thinking, suggesting an associative basis of creative thinking. Creative thinking involved fluid intelligence and task‐switching, but not inhibition, recasting it as a higher‐order function. This study supports the dual‐process account of creative thinking by demonstrating an associative basis and the role of executive functions. Differences among education and SES groups occurred for most cognitive functions analyzed. These findings inform prevailing theoretical frameworks of creative thinking.
{"title":"Creativity in Older Adults: Elucidating the Interactions between Cognitive Functions Underlying Creativity and the Role of Demographic Variables","authors":"Stephanie Alcock, Aline Ferreira‐Correia, Kate Cockcroft","doi":"10.1002/jocb.614","DOIUrl":"https://doi.org/10.1002/jocb.614","url":null,"abstract":"ABSTRACT Creativity involves generating novel and valuable ideas. While the importance of creative thinking is widely acknowledged, its cognitive basis is poorly understood, particularly in older adults. This study aimed to develop and test an explanatory model of creative thinking to elucidate its underlying cognitive functions in an elderly sample. The role of demographic variables, including age, multilingualism, socioeconomic status (SES), level of education, and gender in creative thinking was also investigated. One hundred and twenty‐five participants aged 65 years and above‐completed measures of divergent, convergent and associative thinking, as well as task‐switching, inhibition and fluid intelligence. Structural equation modeling (SEM) analyzed the relationships between these cognitive functions, and group differences assessed whether there were significant differences in the cognitive measures based on the demographic variables. Creative thinking appeared to entail the cooperation between divergent and convergent thinking, which both rely on associative thinking, suggesting an associative basis of creative thinking. Creative thinking involved fluid intelligence and task‐switching, but not inhibition, recasting it as a higher‐order function. This study supports the dual‐process account of creative thinking by demonstrating an associative basis and the role of executive functions. Differences among education and SES groups occurred for most cognitive functions analyzed. These findings inform prevailing theoretical frameworks of creative thinking.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136212537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Previous studies on mindfulness and creativity have focused on the beneficial effects of mindfulness on concentration. However, few have explored this from the perspective of psychological resources. Based on resource conservation theory, this study focuses on the positive psychological functions of mindfulness and how they complement the psychological resources depleted in the performance of creativity. Thus, guaranteeing the completion of creativity‐related activities. We used a three‐time lag design and analyzed reports from 404 employees and 85 supervisors to explore the impact of employees' mindfulness on their creativity and the chain‐mediating role of psychological capital and creative process engagement in the relationship between the two. The results indicated that employees' mindfulness can influence their creativity not only directly but also through the mediation of just creative process engagement as well as through the chain mediation of psychological capital and creative process. The findings revealed the psychological mechanisms through which employees' mindfulness impacts their creativity, providing a scientific basis for exploring how to effectively enhance employees' creativity and dissipating the doubts raised about the current widespread use of mindfulness in organizations.
{"title":"Mindfulness Makes Employees More Creative? The Mediating Role of Psychological Capital and Creative Process Engagement","authors":"Xiao Li, Chen Zhang, Changde Li, Wendian Shi, Feng Wang, Qiangqiang Wang, Yanan Zhang","doi":"10.1002/jocb.613","DOIUrl":"https://doi.org/10.1002/jocb.613","url":null,"abstract":"ABSTRACT Previous studies on mindfulness and creativity have focused on the beneficial effects of mindfulness on concentration. However, few have explored this from the perspective of psychological resources. Based on resource conservation theory, this study focuses on the positive psychological functions of mindfulness and how they complement the psychological resources depleted in the performance of creativity. Thus, guaranteeing the completion of creativity‐related activities. We used a three‐time lag design and analyzed reports from 404 employees and 85 supervisors to explore the impact of employees' mindfulness on their creativity and the chain‐mediating role of psychological capital and creative process engagement in the relationship between the two. The results indicated that employees' mindfulness can influence their creativity not only directly but also through the mediation of just creative process engagement as well as through the chain mediation of psychological capital and creative process. The findings revealed the psychological mechanisms through which employees' mindfulness impacts their creativity, providing a scientific basis for exploring how to effectively enhance employees' creativity and dissipating the doubts raised about the current widespread use of mindfulness in organizations.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135146532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study delved into the structuring of design briefs and investigated the impact of employing visual analogies compared to text analogies. We aimed to contribute to the growing body of research investigating the role of analogies in design problem‐solving. To do this, we conducted a controlled experiment at a university with 135 undergraduate students exploring analogical reasoning under various conditions, with a particular emphasis on identifying the negative aspects of the design problem. The first goal was to explore the potential of visual and text analogies to enhance design creativity outcomes generated in each condition, focusing on the novelty and usefulness of design solutions. The second goal was to verify whether statistical differences occur between the creative outcomes in visual and text analogy conditions. According to our findings, design briefs containing specific instructions for using text or visual analogies yielded highly novel outcomes. However, when text or visual analogies were prompted by statements concerning negative issues of the design problem, more useful outcomes were generated. Finally, negative statements should be considered when the design aims to improve the features of existing solutions.
{"title":"An Experimental Comparison of Analogy Representation Effects on Creative Outcomes","authors":"G. Koronis, H. Casakin, Arlindo Silva","doi":"10.1002/jocb.611","DOIUrl":"https://doi.org/10.1002/jocb.611","url":null,"abstract":"This study delved into the structuring of design briefs and investigated the impact of employing visual analogies compared to text analogies. We aimed to contribute to the growing body of research investigating the role of analogies in design problem‐solving. To do this, we conducted a controlled experiment at a university with 135 undergraduate students exploring analogical reasoning under various conditions, with a particular emphasis on identifying the negative aspects of the design problem. The first goal was to explore the potential of visual and text analogies to enhance design creativity outcomes generated in each condition, focusing on the novelty and usefulness of design solutions. The second goal was to verify whether statistical differences occur between the creative outcomes in visual and text analogy conditions. According to our findings, design briefs containing specific instructions for using text or visual analogies yielded highly novel outcomes. However, when text or visual analogies were prompted by statements concerning negative issues of the design problem, more useful outcomes were generated. Finally, negative statements should be considered when the design aims to improve the features of existing solutions.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46917008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Creative arts programs have potential for promoting psychological well‐being amongst young people. The present research used a mixed‐methods approach to address the mechanisms involved in the well‐being of marginalized young people engaged in creative arts participation, based on self‐determination theory. A preliminary quantitative analysis investigated the levels of basic needs satisfaction (BNS) that 42 young people reported experiencing at home, at school, and at a youth theater organization. Young people reported the highest level of BNS at the theater, and there was a marginally significant trend suggesting this had a positive association with well‐being, over and above the effects of BNS at home and school. Nonetheless, Bayesian factor indicated more data is required to confirm this observation. Subsequently, an in‐depth qualitative analysis was undertaken with semi‐structured interviews with three young people as well as with their parents and schoolteachers. Thematic analysis highlighted the ways satisfaction of autonomy (through empowerment), relatedness (through the establishment of group membership), and competence (through creating a safe space for young people to be heard) allowed the young people to develop positive future aspirations. Study implications and directions for further work are explored in relation to the way that creative arts participation enables young people to explore possible goals and give them an understanding of what they can achieve.
{"title":"“We Have a Voice. We Exist.”: Value of Basic Needs Satisfaction for Well‐Being and Goal Development in Inclusive Theater Spaces for Young People","authors":"A. Ferrell, M. Levstek, R. Banerjee","doi":"10.1002/jocb.608","DOIUrl":"https://doi.org/10.1002/jocb.608","url":null,"abstract":"Creative arts programs have potential for promoting psychological well‐being amongst young people. The present research used a mixed‐methods approach to address the mechanisms involved in the well‐being of marginalized young people engaged in creative arts participation, based on self‐determination theory. A preliminary quantitative analysis investigated the levels of basic needs satisfaction (BNS) that 42 young people reported experiencing at home, at school, and at a youth theater organization. Young people reported the highest level of BNS at the theater, and there was a marginally significant trend suggesting this had a positive association with well‐being, over and above the effects of BNS at home and school. Nonetheless, Bayesian factor indicated more data is required to confirm this observation. Subsequently, an in‐depth qualitative analysis was undertaken with semi‐structured interviews with three young people as well as with their parents and schoolteachers. Thematic analysis highlighted the ways satisfaction of autonomy (through empowerment), relatedness (through the establishment of group membership), and competence (through creating a safe space for young people to be heard) allowed the young people to develop positive future aspirations. Study implications and directions for further work are explored in relation to the way that creative arts participation enables young people to explore possible goals and give them an understanding of what they can achieve.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42176749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Based on studies reporting a link between creative thinking and motor creativity, we investigate whether training motor creativity also positively influences creative thinking. In a longitudinal study design spanning two‐and‐a‐half years, we analyzed the relationships between the development of motor and figural creativity based on two distinct programs: a convergent‐oriented sport study program (COSP) and a divergent‐oriented study program (DOSP). Thirty‐three COSP and 31 DOSP students participated in a comprehensive creativity assessment at the beginning and end of their sport studies. A modified version of the BAST® movement analysis was developed to assess motor creativity. Figural creativity was tested via the TTCT. Although both groups were matched for motor and figural creativity, by the end of their sport studies, the DOSP students outperformed the COSP students in all analyzed motor creativity measures (fluency, elaboration, originality). Furthermore, DOSP students also developed significantly in aspects of figural creativity compared to COSP students. Nonlinear structure and teaching methods in the divergent‐oriented learning environment significantly enhance creativity in sports students by broadening not only their movement repertoire but also transferring these new bodily experiences into the figural domain. These findings support the concept of an underlying supramodal base for motor and figural creativity.
{"title":"Divergent Motor Learning Programs Improve Motor and Figural Creativity in University Sports Students","authors":"Christian Büning, H. Lausberg","doi":"10.1002/jocb.609","DOIUrl":"https://doi.org/10.1002/jocb.609","url":null,"abstract":"Based on studies reporting a link between creative thinking and motor creativity, we investigate whether training motor creativity also positively influences creative thinking. In a longitudinal study design spanning two‐and‐a‐half years, we analyzed the relationships between the development of motor and figural creativity based on two distinct programs: a convergent‐oriented sport study program (COSP) and a divergent‐oriented study program (DOSP). Thirty‐three COSP and 31 DOSP students participated in a comprehensive creativity assessment at the beginning and end of their sport studies. A modified version of the BAST® movement analysis was developed to assess motor creativity. Figural creativity was tested via the TTCT. Although both groups were matched for motor and figural creativity, by the end of their sport studies, the DOSP students outperformed the COSP students in all analyzed motor creativity measures (fluency, elaboration, originality). Furthermore, DOSP students also developed significantly in aspects of figural creativity compared to COSP students. Nonlinear structure and teaching methods in the divergent‐oriented learning environment significantly enhance creativity in sports students by broadening not only their movement repertoire but also transferring these new bodily experiences into the figural domain. These findings support the concept of an underlying supramodal base for motor and figural creativity.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49160847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present research examines how creative process engagement (information gathering, idea generation, idea evaluation, and idea pitch) influences the affective states of positive affect (PA) and negative affect (NA). Drawing from motivation theory and research, we proposed that creative process behaviors that are more autonomous and less constrained will increase positive affect. Additionally, creative process behaviors that are more likely to be perceived as making negative goal progress are expected to result in higher levels of negative affect. We also examine boundary conditions of these effects including task‐relevant knowledge, perceived performance, and baseline affect. Results from two studies confirm that idea generation, which is considered an autonomous activity, increases PA levels. This effect holds true across varying starting affect levels (excited, calm, and neutral). Moreover, results confirm that information search, which may be perceived as making negative goal progress, increases NA levels and PA levels decrease when task‐relevant knowledge is low. The effects of idea evaluation and idea pitch on PA and NA are mixed across the two studies. The implications of these findings for understanding how the creative process impacts affect are discussed.
{"title":"Changes in Positive and Negative Affect during Creative Process Engagement","authors":"Tamara A. Montag‐Smit, Melissa G. Keith","doi":"10.1002/jocb.610","DOIUrl":"https://doi.org/10.1002/jocb.610","url":null,"abstract":"The present research examines how creative process engagement (information gathering, idea generation, idea evaluation, and idea pitch) influences the affective states of positive affect (PA) and negative affect (NA). Drawing from motivation theory and research, we proposed that creative process behaviors that are more autonomous and less constrained will increase positive affect. Additionally, creative process behaviors that are more likely to be perceived as making negative goal progress are expected to result in higher levels of negative affect. We also examine boundary conditions of these effects including task‐relevant knowledge, perceived performance, and baseline affect. Results from two studies confirm that idea generation, which is considered an autonomous activity, increases PA levels. This effect holds true across varying starting affect levels (excited, calm, and neutral). Moreover, results confirm that information search, which may be perceived as making negative goal progress, increases NA levels and PA levels decrease when task‐relevant knowledge is low. The effects of idea evaluation and idea pitch on PA and NA are mixed across the two studies. The implications of these findings for understanding how the creative process impacts affect are discussed.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45063509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Two studies investigated the effect of a short improvisation intervention (theatrical improvisation in Study 1, musical improvisation in Study 2) on negotiation processes and outcomes. The expectation was that an improvisation exercise, compared to a control condition in which participants engaged in jigsaw puzzling, would result in better negotiation agreements via higher levels of divergent thinking. Results showed that improvisation exercise increased participants' divergent thinking, compared to the control condition. The effects on negotiation processes and outcomes, however, only partly supported the predictions. In Study 2, improvisation exercise had an indirect influence on negotiation outcomes via divergent thinking, and in Study 1 improvisation exercise did influence divergent thinking but did not influence negotiation outcomes. So improvisation exercise increases divergent thinking, and sometimes this heightened divergent thinking results in higher negotiation outcomes.
{"title":"Improvisation Exercises Increase Negotiators' Divergent Thinking, and Sometimes their Negotiation Outcomes","authors":"F. Harinck, L. Dooren","doi":"10.1002/jocb.604","DOIUrl":"https://doi.org/10.1002/jocb.604","url":null,"abstract":"Two studies investigated the effect of a short improvisation intervention (theatrical improvisation in Study 1, musical improvisation in Study 2) on negotiation processes and outcomes. The expectation was that an improvisation exercise, compared to a control condition in which participants engaged in jigsaw puzzling, would result in better negotiation agreements via higher levels of divergent thinking. Results showed that improvisation exercise increased participants' divergent thinking, compared to the control condition. The effects on negotiation processes and outcomes, however, only partly supported the predictions. In Study 2, improvisation exercise had an indirect influence on negotiation outcomes via divergent thinking, and in Study 1 improvisation exercise did influence divergent thinking but did not influence negotiation outcomes. So improvisation exercise increases divergent thinking, and sometimes this heightened divergent thinking results in higher negotiation outcomes.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49145339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Curiosity has long been extolled as a seed for employee creativity. This causality is plausible when considering curiosity as a stable trait. However, curiosity can also oscillate as a transitory state, thus complicating the causal sequence between such state curiosity and creativity. To clarify the causal ordering and achieve a refined understanding of what role state curiosity plays in the creative process, we utilize a random‐intercept cross‐lagged panel model (RI‐CLPM) to estimate the reciprocal effects between state curiosity and creativity at the within‐person level. With a full longitudinal panel data across three‐time points (N = 400), we find that at the within‐person level, state curiosity has a positive lagged effect on creativity and creativity also shows a positive lagged effect on state curiosity. This research highlights that curiosity and creativity, in fact, mutually reinforce each other.
{"title":"Curiosity Causes Creativity? Revealing the Reinforcement Circle between State Curiosity and Creativity","authors":"Jie Ma, Wenyuan Wei","doi":"10.1002/jocb.606","DOIUrl":"https://doi.org/10.1002/jocb.606","url":null,"abstract":"Curiosity has long been extolled as a seed for employee creativity. This causality is plausible when considering curiosity as a stable trait. However, curiosity can also oscillate as a transitory state, thus complicating the causal sequence between such state curiosity and creativity. To clarify the causal ordering and achieve a refined understanding of what role state curiosity plays in the creative process, we utilize a random‐intercept cross‐lagged panel model (RI‐CLPM) to estimate the reciprocal effects between state curiosity and creativity at the within‐person level. With a full longitudinal panel data across three‐time points (N = 400), we find that at the within‐person level, state curiosity has a positive lagged effect on creativity and creativity also shows a positive lagged effect on state curiosity. This research highlights that curiosity and creativity, in fact, mutually reinforce each other.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46438996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The creative achievements of eminent genius in Chinese history are of enormous interest. There is, however, uncertainty about the accurate measurement of eminence and creativity. The most tenable measurement approach is historiometric. Nearly all historiometric research on eminence and creative achievement has involved Western samples. The present investigation used historiometry to test two hypotheses about creative achievement with Eastern samples. These point to developmental adversity (DA) and the “madness‐to‐genius link” thought to facilitate unusual cognitive patterns and thus a creative capacity. Here, historiometric methods were applied to a sample of 55 eminent scientists in the Chinese Tang and Song dynasties. DA and mental illness did not significantly predict Chinese scientists' creative outcomes. Other diversifying experiences, such as religious beliefs, migration, and role model mentors, had a positive relationship with eminence and creative achievement. The Tang and Song dynasties had different religious structures, so religion had a different impact on the creative achievements of scientists. In the Tang Dynasty, religion could positively predict the creative achievements of scientists, while in the Song Dynasty it could not. These findings warrant further research using other eminent creators in Chinese history.
{"title":"Creative Achievement of Eminent Scientists in Tang and Song Dynasties of China: A Historiometric Study","authors":"Xinfa Yi, Peiling Hong, Pengfei Chen, Xinyang Bai, Sijia Li, Senqing Qi, M. Runco","doi":"10.1002/jocb.607","DOIUrl":"https://doi.org/10.1002/jocb.607","url":null,"abstract":"The creative achievements of eminent genius in Chinese history are of enormous interest. There is, however, uncertainty about the accurate measurement of eminence and creativity. The most tenable measurement approach is historiometric. Nearly all historiometric research on eminence and creative achievement has involved Western samples. The present investigation used historiometry to test two hypotheses about creative achievement with Eastern samples. These point to developmental adversity (DA) and the “madness‐to‐genius link” thought to facilitate unusual cognitive patterns and thus a creative capacity. Here, historiometric methods were applied to a sample of 55 eminent scientists in the Chinese Tang and Song dynasties. DA and mental illness did not significantly predict Chinese scientists' creative outcomes. Other diversifying experiences, such as religious beliefs, migration, and role model mentors, had a positive relationship with eminence and creative achievement. The Tang and Song dynasties had different religious structures, so religion had a different impact on the creative achievements of scientists. In the Tang Dynasty, religion could positively predict the creative achievements of scientists, while in the Song Dynasty it could not. These findings warrant further research using other eminent creators in Chinese history.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43549114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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