Thinking Skills and Creativity最新文献

The Dunning-Kruger effect refers to the tendency of unskilled individuals to overestimate their abilities while skilled individuals tend to underestimate themselves. The purpose of this study is to investigate the existence of the Dunning-Kruger effect in creativity and identify its key determinants. Using the cue-utilization framework, we explored how inaccurate metacognitive judgments result from creative self-concept, compared to those who can accurately evaluate themselves. Two hundred and ten university students completed an Alternative Uses Task (AUT) and evaluated their performance with self- and comparative judgments, then they reported the creative self-concept. The study conducted a two-step clustering analysis based on individuals' creative performance, judgments, and Bias Index of metacognitive judgments, and identified four distinct groups: 'skilled but underestimate' (SU group), 'unskilled but aware' (UA group), 'skilled and aware' (SA group), and 'unskilled and overestimate' (UO group). The SU and UO groups were typical examples of the Dunning-Kruger effect. Using binary logistic regression analysis, we found that high creative self-concept enabled skilled individuals to assess their creativity accurately, while it caused unskilled individuals to overestimate their creativity. This study identified the Dunning-Kruger effect in creativity while also offering new insights into the underlying mechanism of the Dunning-Kruger effect.

Enhancing creativity among educators has emerged as a crucial aspect of contemporary education. The emergence of artificial intelligence (AI) chatbots such as ChatGPT, renowned for its advanced language generation capabilities and interactive conversational interface, presents a promising opportunity to support teachers in their creativity pursuits. While interest in ChatGPT for educational applications is rising, there is a lack of empirical research exploring its effectiveness in fostering teacher creativity. Therefore, this timely study aims to fill this gap by investigating the efficacy of ChatGPT in facilitating creativity, particularly among English as a foreign (EFL) teachers. A total of twenty-nine teachers enrolled in a post-graduate program participated in the study. Conducting an inductive content analysis, teachers’ ChatGPT inquiry threads, lesson plans, written reflections, and responses to an open-ended survey were analysed. The analysis revealed that ChatGPT enabled teachers to (a) seek for novel perspectives, (b) explore multiple ideas, (c) expand on ideas, (d) change perspectives, (e) refer for information, (f) inquire about teaching tools, and (g) ask for information. Two challenges were also identified: (a) the need for precise input and (b) repetitive content. Building on these findings, a conceptual model is proposed that frames ChatGPT as a tool for creative ideation and a knowledge resource, facilitating EFL teachers' progression towards their Zone of Proximal Creativity, with its effectiveness contingent on the teacher's existing expertise.

Creativity is the result of several converging elements, including cultural, environmental, and social factors. The context in which people live their lives not only affects their creativity; it also affects how they acquire and use language. This study shows how a person's context and linguistic development, as measured by linguistic maturity, affects their creativity. 249 students aged between 13 and 15, participated in the study by completing an online test measuring their linguistic maturity and creativity. This study used Guilford's (1967) Alternative Uses Test following the Consensual Assessment Technique. Regression models revealed a positive and significant influences of linguistic maturity on creativity. Greater semantic memory networks allow for more efficient searches, thus enabling creativity. Therefore, greater semantic richness leads to greater linguistic maturity, resulting in increased creativity. Our findings confirm a relationship between language skills and creativity (i.e., linguistic maturity and text production) at a deeper level than previously studied. This is relevant for both curriculum development and instructional design. In this sense, tools as ChatGPT that produce text from millions of documents, push the student to be mediator of all this linguistic richness. Furthermore, measuring linguistic maturity and text production provides another means to measure creativity, transcendent, considering that having proper approaches to measure creativity is a challenge.

This study developed a mediation model consisting of behavioral cultural intelligence, academic self-efficacy, and academic adaptation. With the subscale of the Cultural Intelligence Scale, the Academic Adjustment Scale, and the General Academic Self-Efficacy Scale, a questionnaire survey was conducted among a sample of 412 international students at 5 public higher vocational colleges in Guangxi, China. The statistical technique of Partial Least Squares Structural Equation Modelling (PLS-SEM) was employed in the software SmartPLS 4.0 to examine the hypothesized relationships among the targeted variables. Results indicated that behavioral cultural intelligence significantly influences academic self-efficacy and academic adaptation. Moreover, academic self-efficacy significantly influences academic adaptation. Notably, academic self-efficacy significantly mediates the relationship between behavioral cultural intelligence and academic adaptation. These findings emphasized the crucial roles of behavioral cultural intelligence and academic self-efficacy in facilitating academic adaptation for junior college international students, suggesting that educational institutions should recognize and nurture these attributes for enhanced academic experiences.

Live action role-play (larp) is an improvised and embodied form of storytelling that develops through co-creation. While autistic individuals generally dislike unpredictable situations and social interaction in larger groups, anecdotal reports suggest that they often are found in the larping community. Through interviews with 10 autistic, experienced adult larpers, this study investigates larp as a scene for social learning. The examination focuses on the attraction of larps; what the participants learn about social interaction through larping; and how such insights transfer to everyday life. From a cognitive point of view, larping comes through as an optimal autistic space where players feel safe enough to dare push their social boundaries, which conceivably contributes to the formation of more precise social predictions since experimentation and mistakes facilitate embodied learning. From the participants’ point of view, larping improved their understanding of social nuances, which in turn increased social confidence and well-being in everyday life.

Collective reflection is essential for teachers' professional growth which involves multiple individuals participating in reflective exercises. However, collective reflection often faces problems such as disorganization and inadequate criticism. This study utilized the six-hat thinking framework to structure collective reflection among pre-service teachers during project-based instructional design learning. Despite its known collaboration-boosting effects, the impact of six-hat thinking technique on pre-service teachers' collective reflection, particularly within co-regulation, is under-explored. Focusing on Blue Hat's coordinating role on monitoring and planning, this study employed co-regulation coding and Lag Sequential Analysis (LSA) to analyze collective reflection behaviors. Findings uncovered co-regulation patterns within the six-hat-enhanced reflection, emphasizing Blue Hat's significance. This study distinguished regulation patterns between high and low-level understanding on grasping the six-hat thinking technique. High-understanding groups demonstrated co-regulation centered on regulation-evaluation, fostering self-assessment of instructional design projects and refinement planning. Conversely, low-understanding groups exhibited a pattern focused on task verification, neglecting group work regulation or evaluation. This study also delved into LSA-derived empirical insights on communication dynamics underlying co-regulation in six-hat-integrated collective reflection.

Negative feedback can temporarily relieve negative Chinese transfer (NCT) in English as a foreign language (EFL) syntactic writing by focusing only on the surface writing constructs, neglecting that EFL writing is an embodiment of the process by which higher-order thinking operates. To solve the problem, the researchers conducted a pretest, interventionist group dynamic assessment (IGDA) in the form of negative feedback based on computational thinking (CT), higher-order thinking, and post-test quasi-experimental design, with a control group receiving the direct correction feedback instructing model to mitigate the NCT in EFL syntactic writing. We analyzed the syntactic writing types and frequencies of the NCT obtained through repeated-measure ANOVA and confirmed by qualitative data through video recording. The results indicated that IGDA in the form of negative feedback based on CT principal skills could (1) significantly decrease syntactic writing errors caused by the NCT, (2) improve learners’ EFL writing performance, and finally, (3) elevate the computer as an essential mediation tool. This innovative instructing mode of intervening with writing constructs and higher-order thinking and bringing about deeper thinking and creativity contributes to the EFL writing teaching methodology in a foreign language higher education.

The correlation between individuals’ creativity performances in a one-to-one interactive situation was preliminarily explored. Neuroimaging has provided many insights into the neural connectome that underlies creativity; however, the role of brain structure in individuals’ creativity performance when collaborating with others remains largely unexplored. Therefore, this study collected data from 74 single- and paired-player participants using an interactive creativity task platform, including the alternative use task (AUT) and the Chinese Radical Remote Associates Test (CRRAT). Participants’ AUT and CRRAT scores in the above two modes were collected to analyze the moderating effects of connective efficiency (CE). The results showed that the relationship between originality performance in the single- and paired-player modes was moderated by four theoretical graph measures. Specifically, in the case of a high clustering coefficient, local efficiency, global efficiency, or low characteristic path length, individual originality performance was more predictive of interactive originality. Additionally, the relationship between fluency performance in the above two modes was not moderated by CE, flexibility, or CRRAT performance. This study identified the effects of neural transmission efficiency on the relationship between creativity in the two modes. This study investigated neurocognitive factors influencing creativity performance in interactive situations.

Epistemic beliefs and emotions can exert a profound effect on individuals' academic motivation and achievement. This study presents a plausible model to explore the relationships among engineering students' epistemic beliefs, epistemic emotions, and their use of problem-solving strategies within project design contexts. Findings from path analysis indicate that students who believe design-related engineering knowledge should be justified in multiple ways demonstrate a higher level of positive epistemic emotions. Those who believe foundational engineering knowledge is uncertain and evolving show a lower level of boredom when confronted with design problems. Students experiencing positive epistemic emotions tend to use more problem-solving strategies in their design projects, leading to higher achievement in the design course. Those grappling with boredom tend to use fewer problem-solving strategies, resulting in lower achievement in the design course. Connections between epistemic cognition research and instructional practices in engineering education are discussed.

Creative problem solving (CPS) is crucial for learners in our rapidly changing society. Literature suggests that cooperative learning environments, which encourage the exchange of ideas and new perspectives, can foster CPS. However, in reality, students often face low motivation, which hinders their willingness to work collaboratively. Limited empirical research has simultaneously addressed both CPS and learning motivation. Therefore, this quasi-experimental research aims to compare CPS and learning motivation in social studies before and after participation in gamified cooperative learning activities (GCL) and traditional cooperative learning activities (TCL), as well as between the two groups. The study involved 64 seventh-grade Thai students selected through purposive sampling. Data analysis included descriptive statistics, paired samples, and independent-samples t-tests. The findings indicated a significant increase in overall CPS and learning motivation in the GCL group. Furthermore, the overall CPS of the GCL group was significantly higher than that of the TCL group, although certain subcategories did not show significant differences. This study provides empirical insights into developing learning activities that enhance creative problem-solving and learning motivation, contributing to the literature on cooperative learning approaches that incorporate gamification.