Pub Date : 2024-12-14DOI: 10.1016/j.tsc.2024.101730
Aybüke Zeliha Özdemir, Zerrin Toker
The aim of this study is to examine whether the distractors present in Multiple Choice Questions (MCQ) of mathematics potentially lead to misconceptions among students. The analysis specifically focused on the distractors and their potential repercussions in relation to misconceptions. We called this type of distractors as Potentially Lead to Misconception (PLM). Our research questions are: 1) What is the distribution of distractors among skill-based questions in the number unit topics? 2) What methods have been employed to create distractors in these questions? 3) Do questions with distractors potentially lead to misconceptions? Findings suggest that there are differences in the efficacy of distractors, with certain ones causing widespread misunderstandings while others accurately gauge students' comprehension. This study offers useful insights into the design of distractors in mathematics multiple-choice problems, with implications for enhancing question design to address misconceptions. While the research draws from question samples in the national curriculum, the frameworks employed and the results obtained have the capacity to enhance the existing body of international literature on assessment techniques.
{"title":"Analysis of distractors in mathematics questions and their potential to lead misconceptions","authors":"Aybüke Zeliha Özdemir, Zerrin Toker","doi":"10.1016/j.tsc.2024.101730","DOIUrl":"10.1016/j.tsc.2024.101730","url":null,"abstract":"<div><div>The aim of this study is to examine whether the distractors present in Multiple Choice Questions (MCQ) of mathematics potentially lead to misconceptions among students. The analysis specifically focused on the distractors and their potential repercussions in relation to misconceptions. We called this type of distractors as Potentially Lead to Misconception (PLM). Our research questions are: 1) What is the distribution of distractors among skill-based questions in the number unit topics? 2) What methods have been employed to create distractors in these questions? 3) Do questions with distractors potentially lead to misconceptions? Findings suggest that there are differences in the efficacy of distractors, with certain ones causing widespread misunderstandings while others accurately gauge students' comprehension. This study offers useful insights into the design of distractors in mathematics multiple-choice problems, with implications for enhancing question design to address misconceptions. While the research draws from question samples in the national curriculum, the frameworks employed and the results obtained have the capacity to enhance the existing body of international literature on assessment techniques.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101730"},"PeriodicalIF":3.7,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-13DOI: 10.1016/j.tsc.2024.101736
Na Zhang , Xifeng Zhang , Manni Ma , Jinghan Xu , Yifang Wang
This study investigates the complex interplay between maternal creative self-efficacy, family creative climate, and mother-child relationships in fostering children's creative potential traits among 1,359 mother-child Chinese dyads. Using questionnaires and employing multiple parallel mediation and moderated mediation analyses, our findings reveal that the family creative climate, specifically encouragement of novelty, support of perseverance, and encouragement to fantasize, significantly mediates the relationship between mothers' creative self-efficacy and children's creative potential traits (risk-taking, curiosity, imagination, and complexity preference). Notably, mother-child closeness emerged as a crucial moderator, enhancing the positive impact of maternal creative self-efficacy on support of creative perseverance, and strengthening the relationship between encouragement to fantasize and children's curiosity. However, encouragement of nonconformism did not show significant mediation effects, and mother-child conflict did not moderate the mediation model. These results highlight culturally specific pathways of creativity development in China, emphasizing the importance of harmonious family relationships in fostering creativity. This study contributes to a non-Western understanding of creativity development and underscores the need for culturally sensitive approaches in creativity research, theory, and intervention practices.
{"title":"Nurturing creativity in Chinese families: The family creative climate as a mediator and mother-child closeness/conflict as moderators in the link between maternal creative self-efficacy and children's creative potential traits","authors":"Na Zhang , Xifeng Zhang , Manni Ma , Jinghan Xu , Yifang Wang","doi":"10.1016/j.tsc.2024.101736","DOIUrl":"10.1016/j.tsc.2024.101736","url":null,"abstract":"<div><div>This study investigates the complex interplay between maternal creative self-efficacy, family creative climate, and mother-child relationships in fostering children's creative potential traits among 1,359 mother-child Chinese dyads. Using questionnaires and employing multiple parallel mediation and moderated mediation analyses, our findings reveal that the family creative climate, specifically encouragement of novelty, support of perseverance, and encouragement to fantasize, significantly mediates the relationship between mothers' creative self-efficacy and children's creative potential traits (risk-taking, curiosity, imagination, and complexity preference). Notably, mother-child closeness emerged as a crucial moderator, enhancing the positive impact of maternal creative self-efficacy on support of creative perseverance, and strengthening the relationship between encouragement to fantasize and children's curiosity. However, encouragement of nonconformism did not show significant mediation effects, and mother-child conflict did not moderate the mediation model. These results highlight culturally specific pathways of creativity development in China, emphasizing the importance of harmonious family relationships in fostering creativity. This study contributes to a non-Western understanding of creativity development and underscores the need for culturally sensitive approaches in creativity research, theory, and intervention practices.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101736"},"PeriodicalIF":3.7,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The literature provides conflicting evidence regarding the effect of supervisor negative feedback on subordinate creativity. This study draws on a self-regulatory perspective to develop a theoretical model in which supervisor negative feedback provided in different ways initiates subordinates’ distinct cognitive appraisals of feedback stimuli and, thereby, triggers regulation of subordinates’ creative behavior, which is the behavioral manifestation of creativity. Furthermore, this study suggests that the subordinate's regulatory focus is a dispositional boundary condition that influences the effect of supervisor negative feedback on subordinate creative behavior. A scenario-based experimental study and time-lagged field study showed that (1) the supervisor's developmental negative feedback triggers both challenge appraisal and hindrance appraisal, while the supervisor's controlling negative feedback only induces hindrance appraisal; and (2) the supervisor's developmental negative feedback exerts an indirect positive effect on self-reported subordinate creative behavior via challenge appraisal, which is significantly strengthened by the subordinate's promotion focus, while the supervisor's controlling negative feedback exerts an indirect negative effect on supervisor-assessed subordinate creative behavior via hindrance appraisal. The results of this study add to the literature on the complex links between supervisor negative feedback and individual creativity by highlighting a process-based view of creativity and reconciling conflicting findings. This work clarifies the self-regulatory mechanism of individual creative behavior in response to supervisor negative feedback.
{"title":"Supervisor negative feedback and subordinate creative behavior: The role of cognitive appraisal and regulatory focus","authors":"Zizhen Geng , Ziqiong Qiao , Jinjie Xue , Huili Tang , Xueting Sun","doi":"10.1016/j.tsc.2024.101731","DOIUrl":"10.1016/j.tsc.2024.101731","url":null,"abstract":"<div><div>The literature provides conflicting evidence regarding the effect of supervisor negative feedback on subordinate creativity. This study draws on a self-regulatory perspective to develop a theoretical model in which supervisor negative feedback provided in different ways initiates subordinates’ distinct cognitive appraisals of feedback stimuli and, thereby, triggers regulation of subordinates’ creative behavior, which is the behavioral manifestation of creativity. Furthermore, this study suggests that the subordinate's regulatory focus is a dispositional boundary condition that influences the effect of supervisor negative feedback on subordinate creative behavior. A scenario-based experimental study and time-lagged field study showed that (1) the supervisor's developmental negative feedback triggers both challenge appraisal and hindrance appraisal, while the supervisor's controlling negative feedback only induces hindrance appraisal; and (2) the supervisor's developmental negative feedback exerts an indirect positive effect on self-reported subordinate creative behavior via challenge appraisal, which is significantly strengthened by the subordinate's promotion focus, while the supervisor's controlling negative feedback exerts an indirect negative effect on supervisor-assessed subordinate creative behavior via hindrance appraisal. The results of this study add to the literature on the complex links between supervisor negative feedback and individual creativity by highlighting a process-based view of creativity and reconciling conflicting findings. This work clarifies the self-regulatory mechanism of individual creative behavior in response to supervisor negative feedback.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101731"},"PeriodicalIF":3.7,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although poor cognitive abilities in children have been related to academic achievement difficulties, little is known about the effect of metacognitive skills on school attendance. The aim of this work is to identify School Refusal Behavior (SRB) profiles in a community sample of Spanish children and to examine whether these profiles differ with respect to four metacognition dimensions (Positive Metacognition; Negative Metacognition; Superstition, Punishment and Responsibility beliefs; and Cognitive Monitoring). Participants were 727 Spanish students (50.9 % girls) aged 8 to 12 (M = 10.16; SD = 1.17). They completed the School Refusal Assessment Scale-Revised and the Metacognitive Questionnaire for Children. Three SRB profiles were found using the Latent Profile Analysis technique: Non-SRB profile, SRB profile to avoid negative affectivity and seek attention, and SRB profile to avoid negative affectivity, escape from social and/or evaluative situations, and seek attention. Statistically significant differences were identified among the three groups on all of the metacognition dimensions examined. The non-SRB group reported higher scores on Positive Metacognition as compared to the other profiles. The largest effect sizes were found between the SRB profile to avoid negative affectivity, escape from social and/or evaluative situations, and seek attention and the non-SRB profile. Intervention strategies are suggested to be used with the at-risk SRB profiles.
{"title":"Effects of metacognition on school attendance: Assessing variation across latent profiles of school refusal behavior","authors":"Carolina Gonzálvez , M.Begoña Alfageme-González , M.Trinidad Cutanda-López","doi":"10.1016/j.tsc.2024.101733","DOIUrl":"10.1016/j.tsc.2024.101733","url":null,"abstract":"<div><div>Although poor cognitive abilities in children have been related to academic achievement difficulties, little is known about the effect of metacognitive skills on school attendance. The aim of this work is to identify School Refusal Behavior (SRB) profiles in a community sample of Spanish children and to examine whether these profiles differ with respect to four metacognition dimensions (Positive Metacognition; Negative Metacognition; Superstition, Punishment and Responsibility beliefs; and Cognitive Monitoring). Participants were 727 Spanish students (50.9 % girls) aged 8 to 12 (<em>M</em> = 10.16; <em>SD</em> = 1.17). They completed the School Refusal Assessment Scale-Revised and the Metacognitive Questionnaire for Children. Three SRB profiles were found using the Latent Profile Analysis technique: Non-SRB profile, SRB profile to avoid negative affectivity and seek attention, and SRB profile to avoid negative affectivity, escape from social and/or evaluative situations, and seek attention. Statistically significant differences were identified among the three groups on all of the metacognition dimensions examined. The non-SRB group reported higher scores on Positive Metacognition as compared to the other profiles. The largest effect sizes were found between the SRB profile to avoid negative affectivity, escape from social and/or evaluative situations, and seek attention and the non-SRB profile. Intervention strategies are suggested to be used with the at-risk SRB profiles.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101733"},"PeriodicalIF":3.7,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143171352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-11DOI: 10.1016/j.tsc.2024.101734
Wei-Wen Chen, Xin Yang, Lu Ran Zhang
The purpose of the study was to examine the mediating role of creative self-concept in the relationship between filial piety beliefs and general mental health (including social function and depression/anxiety) among Chinese high school students. We conducted the survey among Taiwanese high school students and employed structural equation modeling to analyze the data. The results showed that reciprocal filial piety (RFP) was associated with higher creative self-efficacy, which was subsequently linked to better social function and less anxiety/depression. However, RFP was associated with higher creative personal identity, which in turn contributed to worse social function and more anxiety/depression. Authoritarian filial piety (AFP) was not associated with any dimension of creative self-concept. In addition, AFP was directly linked to anxiety and depression. This study's findings suggested that within a Chinese background, RFP can be linked to the development of individuals’ creative self-concept. However, a creative personal identity needs to be carefully handled because it may be related to more challenges for teenagers with social adaptation.
{"title":"The mediating role of creative self-concept in the relation between filial piety and general mental health","authors":"Wei-Wen Chen, Xin Yang, Lu Ran Zhang","doi":"10.1016/j.tsc.2024.101734","DOIUrl":"10.1016/j.tsc.2024.101734","url":null,"abstract":"<div><div>The purpose of the study was to examine the mediating role of creative self-concept in the relationship between filial piety beliefs and general mental health (including social function and depression/anxiety) among Chinese high school students. We conducted the survey among Taiwanese high school students and employed structural equation modeling to analyze the data. The results showed that reciprocal filial piety (RFP) was associated with higher creative self-efficacy, which was subsequently linked to better social function and less anxiety/depression. However, RFP was associated with higher creative personal identity, which in turn contributed to worse social function and more anxiety/depression. Authoritarian filial piety (AFP) was not associated with any dimension of creative self-concept. In addition, AFP was directly linked to anxiety and depression. This study's findings suggested that within a Chinese background, RFP can be linked to the development of individuals’ creative self-concept. However, a creative personal identity needs to be carefully handled because it may be related to more challenges for teenagers with social adaptation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101734"},"PeriodicalIF":3.7,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Entrepreneurship education is increasingly vital across disciplines to equip students with the skills to address complex global challenges. However, a clear and unified understanding of entrepreneurial thinking, particularly within engineering education, remains lacking. This study aims to develop a comprehensive definition of entrepreneurial thinking suitable for integration into engineering curricula. We conducted semi-structured interviews with eleven participants, including entrepreneurs, academicians, and product designers from diverse fields, such as product design, textile, ergonomics, finance, biomedical engineering, computer science, and mechanical engineering. Using Natural Language Processing (NLP) techniques, specifically keyword extraction and topic modeling with Latent Semantic Indexing, we analyzed the interview transcripts to identify key terms and themes. From this analysis, we extracted the top 50 words and identified the top 20 topics related to entrepreneurial thinking. Brainstorming sessions with product designers were then held to construct definitions based on these findings. Through majority and relationship analysis, we derived a unified definition of entrepreneurial thinking. The final definition was compared with variations of definitions prepared by undergraduate design students, revealing that students had a vague understanding of the concept. To address this gap, we proposed a framework that integrates the developed definition with engineering course elements using the Lean Canvas Model. This framework aligns engineering education with entrepreneurial skills without adding a significant workload, serving as a practical tool for educators. This study provides a unified definition of entrepreneurial thinking and offers a practical framework for its integration into engineering education, thereby fostering an entrepreneurial mindset among future engineers.
{"title":"Understanding entrepreneurial thinking for designers: Perspectives from entrepreneurs, academicians, product designers, and students","authors":"Kamalpreet Sandhu , Prabir Sarkar , Karupppasamy Subburaj","doi":"10.1016/j.tsc.2024.101728","DOIUrl":"10.1016/j.tsc.2024.101728","url":null,"abstract":"<div><div>Entrepreneurship education is increasingly vital across disciplines to equip students with the skills to address complex global challenges. However, a clear and unified understanding of entrepreneurial thinking, particularly within engineering education, remains lacking. This study aims to develop a comprehensive definition of entrepreneurial thinking suitable for integration into engineering curricula. We conducted semi-structured interviews with eleven participants, including entrepreneurs, academicians, and product designers from diverse fields, such as product design, textile, ergonomics, finance, biomedical engineering, computer science, and mechanical engineering. Using Natural Language Processing (NLP) techniques, specifically keyword extraction and topic modeling with Latent Semantic Indexing, we analyzed the interview transcripts to identify key terms and themes. From this analysis, we extracted the top 50 words and identified the top 20 topics related to entrepreneurial thinking. Brainstorming sessions with product designers were then held to construct definitions based on these findings. Through majority and relationship analysis, we derived a unified definition of entrepreneurial thinking. The final definition was compared with variations of definitions prepared by undergraduate design students, revealing that students had a vague understanding of the concept. To address this gap, we proposed a framework that integrates the developed definition with engineering course elements using the Lean Canvas Model. This framework aligns engineering education with entrepreneurial skills without adding a significant workload, serving as a practical tool for educators. This study provides a unified definition of entrepreneurial thinking and offers a practical framework for its integration into engineering education, thereby fostering an entrepreneurial mindset among future engineers.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101728"},"PeriodicalIF":3.7,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-09DOI: 10.1016/j.tsc.2024.101729
Jinhua Wang , Weipeng Yang , Michael K. Yeung
Previous studies have explored the relationship between computational thinking (CT) and creativity. However, a consensus has yet to be reached since both CT and creativity varied in ideation and assessment. To uncover the cognitive mechanism underlying the interplay between CT and creativity, we conduct a scoping review of 26 empirical studies published in 2006–2024. Our findings suggested that the effects of working memory varied in the interplay between CT and creativity due to differences in age range, neural network activation regions, and measurements. Intellectual abilities, including algorithmic fluency, reasoning ability, and coding ability, showed cognitive transfer effect on CT skills but not necessarily on creativity, suggesting that cognitive abilities embracing more intelligent elements may contribute to the functional connectivity in CT neural networks but only partly overlapped with creativity involved networks. Although executive functions (working memory, cognitive flexibility, and inhibitory control) play a crucial role in both CT and creativity, their contributions to the CT-creativity interplay are still rarely studied. Future research should explore the CT-creativity relationship from the perspective of neuroscience.
{"title":"Cognitive foundations in the interplay between computational thinking and creativity: A scoping review","authors":"Jinhua Wang , Weipeng Yang , Michael K. Yeung","doi":"10.1016/j.tsc.2024.101729","DOIUrl":"10.1016/j.tsc.2024.101729","url":null,"abstract":"<div><div>Previous studies have explored the relationship between computational thinking (CT) and creativity. However, a consensus has yet to be reached since both CT and creativity varied in ideation and assessment. To uncover the cognitive mechanism underlying the interplay between CT and creativity, we conduct a scoping review of 26 empirical studies published in 2006–2024. Our findings suggested that the effects of working memory varied in the interplay between CT and creativity due to differences in age range, neural network activation regions, and measurements. Intellectual abilities, including algorithmic fluency, reasoning ability, and coding ability, showed cognitive transfer effect on CT skills but not necessarily on creativity, suggesting that cognitive abilities embracing more intelligent elements may contribute to the functional connectivity in CT neural networks but only partly overlapped with creativity involved networks. Although executive functions (working memory, cognitive flexibility, and inhibitory control) play a crucial role in both CT and creativity, their contributions to the CT-creativity interplay are still rarely studied. Future research should explore the CT-creativity relationship from the perspective of neuroscience.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101729"},"PeriodicalIF":3.7,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-09DOI: 10.1016/j.tsc.2024.101724
Fatemeh Boroumandi , Sara Daneshmand , Kaveh Fattahi
Opportunities for play in public spaces are crucial for supporting children's health and development. Over the past decade, numerous studies have explored the intersection of play, learning, and the design of playful landscapes, highlighting the benefits of outdoor play and its connection to learning outcomes. Efforts have also focused on creating playful environments within urban settings tailored to children's educational needs. Despite these efforts, systematic research in this field remains limited. This study aims to fill this gap by conducting a comprehensive review of existing literature, addressing key questions such as What approaches have researchers employed in studying learn & play landscapes, Who has conducted research on learn & play landscapes, and what fields of study do they represent, Who was identified as the target audience in this research, How have researchers in learn & play landscapes developed their studies, and what methods did they employ, Where did learn & play landscapes research attract the most interest globally, and which land-uses were most frequently explored and emphasized in these studies and, When did research on playful, learning-oriented landscapes start to be explored, and during which periods did learn & play landscapes receive the most attention. The answers to these five questions represent the novelty of our work in the learn & play landscapes field.
This paper reports on the findings of a systematic review of 33 peer-reviewed empirical publications from 2005 to 2024. The findings reveal three key challenges for future work: (i) greater appreciation and engagement with experts from different fields; (ii) identifying more public places with the potential to become learn & play landscapes; and (iii) using accurate measurement tools in neuro-architecture to better assess the effectiveness of learn & play landscapes. The authors invite researchers, practitioners, and policymakers to work closely with children, engage with their diversity, and explore interdisciplinary and interprofessional avenues to promote equal opportunities for play across the built environment.
{"title":"Hands up, minds on! Learn & play landscapes: Systematic review","authors":"Fatemeh Boroumandi , Sara Daneshmand , Kaveh Fattahi","doi":"10.1016/j.tsc.2024.101724","DOIUrl":"10.1016/j.tsc.2024.101724","url":null,"abstract":"<div><div>Opportunities for play in public spaces are crucial for supporting children's health and development. Over the past decade, numerous studies have explored the intersection of play, learning, and the design of playful landscapes, highlighting the benefits of outdoor play and its connection to learning outcomes. Efforts have also focused on creating playful environments within urban settings tailored to children's educational needs. Despite these efforts, systematic research in this field remains limited. This study aims to fill this gap by conducting a comprehensive review of existing literature, addressing key questions such as What approaches have researchers employed in studying learn & play landscapes, Who has conducted research on learn & play landscapes, and what fields of study do they represent, Who was identified as the target audience in this research, How have researchers in learn & play landscapes developed their studies, and what methods did they employ, Where did learn & play landscapes research attract the most interest globally, and which land-uses were most frequently explored and emphasized in these studies and, When did research on playful, learning-oriented landscapes start to be explored, and during which periods did learn & play landscapes receive the most attention. The answers to these five questions represent the novelty of our work in the learn & play landscapes field.</div><div>This paper reports on the findings of a systematic review of 33 peer-reviewed empirical publications from 2005 to 2024. The findings reveal three key challenges for future work: (i) greater appreciation and engagement with experts from different fields; (ii) identifying more public places with the potential to become learn & play landscapes; and (iii) using accurate measurement tools in neuro-architecture to better assess the effectiveness of learn & play landscapes. The authors invite researchers, practitioners, and policymakers to work closely with children, engage with their diversity, and explore interdisciplinary and interprofessional avenues to promote equal opportunities for play across the built environment.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101724"},"PeriodicalIF":3.7,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-08DOI: 10.1016/j.tsc.2024.101726
Paul V. DiStefano, John D. Patterson, Roger E. Beaty
Overinclusive thinking, characterized by flexible category boundaries and broad associative networks, has been linked to creativity. However, overinclusive thinking has lacked rigorous psychometric evaluation grounded in the cognitive psychology of categorization. In this paper, we introduce the Categorical Overinclusive Thinking Task (COverTT) and evaluate its reliability and validity. Across three studies involving 749 participants, we explore the relationship between overinclusive thinking, creativity, openness, creative behaviors, intelligence, and schizotypy. Our findings demonstrate that the COverTT is a reliable tool for assessing overinclusive thinking. Furthermore, we find small but reliable correlations between the COverTT and openness/creative behaviors. To enable other researchers to readily use the COverTT for measuring overinclusive thinking, we provide open access to our data, code, and materials at OSF (https://osf.io/c3phq/).
{"title":"Evaluating overinclusive thinking: Development and validation of the Categorical Overinclusive Thinking Task (COverTT)","authors":"Paul V. DiStefano, John D. Patterson, Roger E. Beaty","doi":"10.1016/j.tsc.2024.101726","DOIUrl":"10.1016/j.tsc.2024.101726","url":null,"abstract":"<div><div>Overinclusive thinking, characterized by flexible category boundaries and broad associative networks, has been linked to creativity. However, overinclusive thinking has lacked rigorous psychometric evaluation grounded in the cognitive psychology of categorization. In this paper, we introduce the Categorical Overinclusive Thinking Task (COverTT) and evaluate its reliability and validity. Across three studies involving 749 participants, we explore the relationship between overinclusive thinking, creativity, openness, creative behaviors, intelligence, and schizotypy. Our findings demonstrate that the COverTT is a reliable tool for assessing overinclusive thinking. Furthermore, we find small but reliable correlations between the COverTT and openness/creative behaviors. To enable other researchers to readily use the COverTT for measuring overinclusive thinking, we provide open access to our data, code, and materials at OSF (<span><span>https://osf.io/c3phq/</span><svg><path></path></svg></span>).</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101726"},"PeriodicalIF":3.7,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-07DOI: 10.1016/j.tsc.2024.101727
Edwin Creely, Jo Blannin
The impact of generative artificial intelligence (AI) on creative production in industry and education is just beginning to be experienced and understood. This impact is likely to accelerate and become even more significant as the computational potential of generative AI grows through training on more diverse and more extensive language models and data sets. Emerging research in this new field suggests that previous models of understanding the interactions between machine and human may no longer be sufficient in a world of generative AI. The significant question is how emerging generative AI technologies will relate to and be a part of human creativity and creative outputs. In this article, we adopt a posthuman stance and conceive of creative output involving generative AI and humans in terms of a yet-to-be-fully-realised and emergent relationship that will likely become more integrated and complex. To investigate and experiment with this relational notion, each of us (as part of an autoethnographic approach) developed a creative output using ChatGPT: a poem and a multimodal narrative. We then employed the idea of alterity relations from the American philosopher of technology, Don Ihde, to conceive of the possibilities and limitations in working relationally and productively with generative AI. As two academics working in teacher education, we applied our learning from this exploration to possibilities in educational contexts. In this article, we offer several important implications and provocations for practitioners, researchers, educators and policymakers, not only in terms of practical concerns but also for rethinking the nature of the creative output.
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