Pub Date : 2022-07-01DOI: 10.1027/1016-9040/a000469
E. Bonetto, N. Pichot, Grégory Lo Monaco, F. Girandola, N. Bonnardel
Abstract. Due to the difficulties of understanding all the aspects of creativity, the study of this complex phenomenon has been placed at the crossroads of various disciplines. Among these, social psychology has been interested in this exploration. Incidentally, various approaches in creativity research highlighted the importance of social factors in the production, judgment, and acceptance of creative ideas. Contributions adopting such a social perspective naturally convoked different social psychological theories, among which is the Social Representations Theory. This theory focuses on the collective construction of shared knowledge and beliefs (social representations) within social groups. Interesting perspectives about the contribution of social representations to the study of creativity have been described in previous works. Nevertheless, these works remain rare despite the many possibilities offered by the theoretical and methodological framework of social representations. Consequently, the present contribution recalls briefly the main objectives that these previous works have pursued in order to highlight several unexplored lines of research that could promote theoretical, methodological, and applied advancement. These lines could enrich research related to the evaluation of creativity, the study of creativity as deviance, the stimulation of group creativity, and promote interdisciplinary work. This contribution aims to draw the attention of researchers to these under-exploited perspectives and stimulate the creation of many others to understand better the complex phenomenon of creativity.
{"title":"Social Representations Theory in Creativity Research","authors":"E. Bonetto, N. Pichot, Grégory Lo Monaco, F. Girandola, N. Bonnardel","doi":"10.1027/1016-9040/a000469","DOIUrl":"https://doi.org/10.1027/1016-9040/a000469","url":null,"abstract":"Abstract. Due to the difficulties of understanding all the aspects of creativity, the study of this complex phenomenon has been placed at the crossroads of various disciplines. Among these, social psychology has been interested in this exploration. Incidentally, various approaches in creativity research highlighted the importance of social factors in the production, judgment, and acceptance of creative ideas. Contributions adopting such a social perspective naturally convoked different social psychological theories, among which is the Social Representations Theory. This theory focuses on the collective construction of shared knowledge and beliefs (social representations) within social groups. Interesting perspectives about the contribution of social representations to the study of creativity have been described in previous works. Nevertheless, these works remain rare despite the many possibilities offered by the theoretical and methodological framework of social representations. Consequently, the present contribution recalls briefly the main objectives that these previous works have pursued in order to highlight several unexplored lines of research that could promote theoretical, methodological, and applied advancement. These lines could enrich research related to the evaluation of creativity, the study of creativity as deviance, the stimulation of group creativity, and promote interdisciplinary work. This contribution aims to draw the attention of researchers to these under-exploited perspectives and stimulate the creation of many others to understand better the complex phenomenon of creativity.","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43336874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-05DOI: 10.1027/1016-9040/a000470
Baptiste Barbot
Abstract. Individual differences perspectives have dominated the scientific study of creativity since the 1950’s. These perspectives, however, mainly emphasize group-level variations or inter-individual differences, with limited interest in individual-level variations. Yet, (1) group-level findings are often used to make inferences at the person-level, which might not apply consistently across individuals, and (2) a focus on intra-individual variations could supplement knowledge based on inter-individual differences and accurately inform creativity as a dynamic and multifaceted psychological construct. Indeed, when observed at the individual level, creativity can vary from moment to moment, task to task, and even item to item, which is not well reflected in the current understanding of creativity. After introducing the historical context for the study of individual differences in creativity, this article presents and illustrates three fundamental and distinct aspects of intra-individual variability as they apply to creativity, namely (in)consistency (or processing fluctuation), dispersion, and intraindividual change. While doing so, recent developments in apparatus and methods to assess creativity as a more dynamic phenomenon are presented. The article concludes by discussing the promise of accounting for intra-individual variability in creative performance and potential and the new knowledge it may elicit for both creativity research and practice.
{"title":"Intra-Individual Variability in Creativity","authors":"Baptiste Barbot","doi":"10.1027/1016-9040/a000470","DOIUrl":"https://doi.org/10.1027/1016-9040/a000470","url":null,"abstract":"Abstract. Individual differences perspectives have dominated the scientific study of creativity since the 1950’s. These perspectives, however, mainly emphasize group-level variations or inter-individual differences, with limited interest in individual-level variations. Yet, (1) group-level findings are often used to make inferences at the person-level, which might not apply consistently across individuals, and (2) a focus on intra-individual variations could supplement knowledge based on inter-individual differences and accurately inform creativity as a dynamic and multifaceted psychological construct. Indeed, when observed at the individual level, creativity can vary from moment to moment, task to task, and even item to item, which is not well reflected in the current understanding of creativity. After introducing the historical context for the study of individual differences in creativity, this article presents and illustrates three fundamental and distinct aspects of intra-individual variability as they apply to creativity, namely (in)consistency (or processing fluctuation), dispersion, and intraindividual change. While doing so, recent developments in apparatus and methods to assess creativity as a more dynamic phenomenon are presented. The article concludes by discussing the promise of accounting for intra-individual variability in creative performance and potential and the new knowledge it may elicit for both creativity research and practice.","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41313954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-05DOI: 10.1027/1016-9040/a000473
G. E. Corazza, Sergio Agnoli, Serena Mastria
Abstract. The dynamic creativity framework (DCF) represents a new theoretical perspective for studying the creativity construct. This framework is based on the dynamic definition of creativity, and it has both theoretical and empirical implications. From a theoretical point of view, we review the characteristics of the dynamic creative process and its extension into the dynamic universal creative process, encompassing creativity at different layers of complexity. We discuss the key concept of creative potential, considering individual, sociocultural, and material viewpoints, and we show how the DCF is instrumental in clarifying the relationship between creativity and intelligence, between creativity and anticipation, as well as in introducing the concept of ‘organic creativity’. From the empirical perspective, we focus on the dynamic creative process broken down into four phases: i) drive, ii) information, iii) idea generation, iv) idea evaluation. We review results obtained through investigations accounting for the dynamic interplay between emotional and cognitive components defining creative performance for each. Experiments were conducted to measure the role of emotions and attention in driving the dynamic process, considering the processing of apparently irrelevant information and the interaction between idea generation and idea evaluation, always taking into account individual differences as measured through personality traits, performance variables, or lifetime achievement. Neurophysiological evidence is considered in discussing dynamic effects in divergent thinking, such as the serial order effect, as well as the possibility to enhance creative potential through neurofeedback. Finally, we report on the effects of different environments on the creative process, highlighting the dynamics produced by context-embeddedness.
{"title":"The Dynamic Creativity Framework","authors":"G. E. Corazza, Sergio Agnoli, Serena Mastria","doi":"10.1027/1016-9040/a000473","DOIUrl":"https://doi.org/10.1027/1016-9040/a000473","url":null,"abstract":"Abstract. The dynamic creativity framework (DCF) represents a new theoretical perspective for studying the creativity construct. This framework is based on the dynamic definition of creativity, and it has both theoretical and empirical implications. From a theoretical point of view, we review the characteristics of the dynamic creative process and its extension into the dynamic universal creative process, encompassing creativity at different layers of complexity. We discuss the key concept of creative potential, considering individual, sociocultural, and material viewpoints, and we show how the DCF is instrumental in clarifying the relationship between creativity and intelligence, between creativity and anticipation, as well as in introducing the concept of ‘organic creativity’. From the empirical perspective, we focus on the dynamic creative process broken down into four phases: i) drive, ii) information, iii) idea generation, iv) idea evaluation. We review results obtained through investigations accounting for the dynamic interplay between emotional and cognitive components defining creative performance for each. Experiments were conducted to measure the role of emotions and attention in driving the dynamic process, considering the processing of apparently irrelevant information and the interaction between idea generation and idea evaluation, always taking into account individual differences as measured through personality traits, performance variables, or lifetime achievement. Neurophysiological evidence is considered in discussing dynamic effects in divergent thinking, such as the serial order effect, as well as the possibility to enhance creative potential through neurofeedback. Finally, we report on the effects of different environments on the creative process, highlighting the dynamics produced by context-embeddedness.","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41582518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1027/1016-9040/a000477
K. Alho, M. Moisala, K. Salmela‐Aro
Abstract. The increasing use of digital technology among adolescents and young adults has led to concerns about possible detrimental effects on cognitive and brain functions. Indeed, as reviewed here, according to behavioral and brain-imaging studies, excessive media multitasking (i.e., using different digital media in parallel) may lead to enhanced distractibility and problems in maintaining attention. However, frequent video gaming may be beneficial for the development of working memory, task switching, and attention skills. All these cognitive skills depend on executive cognitive functions. Still scant but gradually cumulating brain-imaging results suggest that the negative effects of frequent media multitasking and the positive effects of frequent video gaming on cognitive skills in adolescents and young adults are mediated by effects on the frontal lobes, implicated in executive cognitive functions and still developing even through early adulthood.
{"title":"Effects of Media Multitasking and Video Gaming on Cognitive Functions and Their Neural Bases in Adolescents and Young Adults","authors":"K. Alho, M. Moisala, K. Salmela‐Aro","doi":"10.1027/1016-9040/a000477","DOIUrl":"https://doi.org/10.1027/1016-9040/a000477","url":null,"abstract":"Abstract. The increasing use of digital technology among adolescents and young adults has led to concerns about possible detrimental effects on cognitive and brain functions. Indeed, as reviewed here, according to behavioral and brain-imaging studies, excessive media multitasking (i.e., using different digital media in parallel) may lead to enhanced distractibility and problems in maintaining attention. However, frequent video gaming may be beneficial for the development of working memory, task switching, and attention skills. All these cognitive skills depend on executive cognitive functions. Still scant but gradually cumulating brain-imaging results suggest that the negative effects of frequent media multitasking and the positive effects of frequent video gaming on cognitive skills in adolescents and young adults are mediated by effects on the frontal lobes, implicated in executive cognitive functions and still developing even through early adulthood.","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45602500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1027/1016-9040/a000479
Dagmar Strohmeier, Petra Gradinger
Abstract. Cyberbullying is one example of a psychosocial developmental phenomenon caused by mediatization, a meta-process that increasingly shapes everyday practices and social relationships via mediating technologies and media organizations. Research on cyberbullying started less than two decades ago and has grown exponentially during the last few years. Despite the large body of evidence, the research field still is in its “forming” phase, and there are still major topics of debate. The main goal of this paper is to discuss some of the major challenges, identify major research gaps, and give some directions for future research. Summarizing the main findings from meta-analyses and systematic reviews, topics like definition and measurement, theoretical perspectives, risk and protective factors, developmental patterns, as well as prevention and intervention of cyberbullying and cyber victimization are discussed, and promising avenues for future research are outlined.
{"title":"Cyberbullying and Cyber Victimization as Online Risks for Children and Adolescents","authors":"Dagmar Strohmeier, Petra Gradinger","doi":"10.1027/1016-9040/a000479","DOIUrl":"https://doi.org/10.1027/1016-9040/a000479","url":null,"abstract":"Abstract. Cyberbullying is one example of a psychosocial developmental phenomenon caused by mediatization, a meta-process that increasingly shapes everyday practices and social relationships via mediating technologies and media organizations. Research on cyberbullying started less than two decades ago and has grown exponentially during the last few years. Despite the large body of evidence, the research field still is in its “forming” phase, and there are still major topics of debate. The main goal of this paper is to discuss some of the major challenges, identify major research gaps, and give some directions for future research. Summarizing the main findings from meta-analyses and systematic reviews, topics like definition and measurement, theoretical perspectives, risk and protective factors, developmental patterns, as well as prevention and intervention of cyberbullying and cyber victimization are discussed, and promising avenues for future research are outlined.","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44406105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1027/1016-9040/a000478
Joyce Vissenberg, L. d’Haenens, S. Livingstone
Abstract. Previous studies suggest that online resilience, which is the capacity to bounce back from adversity by, for instance, coping with online risks in an effective way, and digital literacy serve as potential safeguards for young people against harmful consequences of negative online experiences. However, research on these factors largely resides in separate bodies of literature. By means of a systematic review, we aim to integrate the literature on young people’s online resilience, digital literacy, and well-being in the context of negative online experiences, and we examine the associations among them. The review of 30 empirical articles shows that negative online experiences undermine young people’s well-being but are also essential to developing online resilience. While a limited number of studies have focused on the protective roles of online resilience and digital literacy and on the link between these two factors, the review identified that more research is needed to establish whether this is truly the case. The review enables us to propose guidelines for further empirical research on the relations among young people’s digital literacy, online resilience, and well-being.
{"title":"Digital Literacy and Online Resilience as Facilitators of Young People’s Well-Being?","authors":"Joyce Vissenberg, L. d’Haenens, S. Livingstone","doi":"10.1027/1016-9040/a000478","DOIUrl":"https://doi.org/10.1027/1016-9040/a000478","url":null,"abstract":"Abstract. Previous studies suggest that online resilience, which is the capacity to bounce back from adversity by, for instance, coping with online risks in an effective way, and digital literacy serve as potential safeguards for young people against harmful consequences of negative online experiences. However, research on these factors largely resides in separate bodies of literature. By means of a systematic review, we aim to integrate the literature on young people’s online resilience, digital literacy, and well-being in the context of negative online experiences, and we examine the associations among them. The review of 30 empirical articles shows that negative online experiences undermine young people’s well-being but are also essential to developing online resilience. While a limited number of studies have focused on the protective roles of online resilience and digital literacy and on the link between these two factors, the review identified that more research is needed to establish whether this is truly the case. The review enables us to propose guidelines for further empirical research on the relations among young people’s digital literacy, online resilience, and well-being.","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42983736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1027/1016-9040/a000480
L. Hietajärvi, Erika Maksniemi, K. Salmela‐Aro
Abstract. Since the turn of the millennium, the digital revolution has opened a new layer of opportunities for adolescents to participate, create and learn. Simultaneously there has been growth in both debate and worries regarding how the intensive engagement with digital media affects students’ academic performance, engagement, and school-related well-being, that is, academic functioning. Students’ continuously evolving digital practices are not always in congruence with the more traditional ways of schoolwork. Students flourish and fulfill their potential when the informal and formal practices of learning reach congruence, but when this is not the case, frictions can emerge. Spending time with digital media can provide new avenues for learning and development, but it can equally well divert young people from their studies or increase the daily demands. In this narrative review, we address these continuities and discontinuities between engagement with digital media and academic functioning for school-aged children and young people, focusing on meta-analyses, reviews, and key studies. Following the examination of the current literature, we conclude that, in general, the field of “digital media effects” needs to move beyond screen time and utilize the research on the students’ multidimensional socio-digital engagement already conducted. Second, we conclude that the average effects of digital engagement on academic functioning are negligibly small but heterogeneous, further corroborating the claim to examine the qualitative differences in students’ digital engagement, the individual differences between students, as well as the contextual interplay.
{"title":"Digital Engagement and Academic Functioning","authors":"L. Hietajärvi, Erika Maksniemi, K. Salmela‐Aro","doi":"10.1027/1016-9040/a000480","DOIUrl":"https://doi.org/10.1027/1016-9040/a000480","url":null,"abstract":"Abstract. Since the turn of the millennium, the digital revolution has opened a new layer of opportunities for adolescents to participate, create and learn. Simultaneously there has been growth in both debate and worries regarding how the intensive engagement with digital media affects students’ academic performance, engagement, and school-related well-being, that is, academic functioning. Students’ continuously evolving digital practices are not always in congruence with the more traditional ways of schoolwork. Students flourish and fulfill their potential when the informal and formal practices of learning reach congruence, but when this is not the case, frictions can emerge. Spending time with digital media can provide new avenues for learning and development, but it can equally well divert young people from their studies or increase the daily demands. In this narrative review, we address these continuities and discontinuities between engagement with digital media and academic functioning for school-aged children and young people, focusing on meta-analyses, reviews, and key studies. Following the examination of the current literature, we conclude that, in general, the field of “digital media effects” needs to move beyond screen time and utilize the research on the students’ multidimensional socio-digital engagement already conducted. Second, we conclude that the average effects of digital engagement on academic functioning are negligibly small but heterogeneous, further corroborating the claim to examine the qualitative differences in students’ digital engagement, the individual differences between students, as well as the contextual interplay.","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44749512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1027/1016-9040/a000483
K. Salmela‐Aro, Frosso Motti-Stefanidi
The digital revolution, which started in the latter quarter of the 19th century, refers to the shift from mechanical and analog electronic technology to digital technologies, which mostly use the internet. In contrast to traditional media, digital technologies include social and interactive media and allow users to consume and actively create content. Young people's lives are increasingly mediated by digital technologies used both at home and at school. The use of digital media by young people may be adaptive, but it may place their adaptation at risk. Whether media use is adaptive or maladaptive depends on a number of factors, including, among others, the developmental stage of the individual, the type of media, the type of use, the extent of use, and the characteristics of the individual using the media. The place of digital media in young people's lives has never been more prominent than during the COVID-19 pandemic. During this period, their lives were upended, and they turned to digital media for their education, entertainment, information, and social contact. Thus, the study of the effects of the digital revolution on youths' development and education has never been timelier than it is right now. This article introduces the Special Issue on youth in the digital age. It includes six reviews that focus on the affective, cognitive, and social consequences of the digital revolution for young people. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
{"title":"Digital Revolution and Youth","authors":"K. Salmela‐Aro, Frosso Motti-Stefanidi","doi":"10.1027/1016-9040/a000483","DOIUrl":"https://doi.org/10.1027/1016-9040/a000483","url":null,"abstract":"The digital revolution, which started in the latter quarter of the 19th century, refers to the shift from mechanical and analog electronic technology to digital technologies, which mostly use the internet. In contrast to traditional media, digital technologies include social and interactive media and allow users to consume and actively create content. Young people's lives are increasingly mediated by digital technologies used both at home and at school. The use of digital media by young people may be adaptive, but it may place their adaptation at risk. Whether media use is adaptive or maladaptive depends on a number of factors, including, among others, the developmental stage of the individual, the type of media, the type of use, the extent of use, and the characteristics of the individual using the media. The place of digital media in young people's lives has never been more prominent than during the COVID-19 pandemic. During this period, their lives were upended, and they turned to digital media for their education, entertainment, information, and social contact. Thus, the study of the effects of the digital revolution on youths' development and education has never been timelier than it is right now. This article introduces the Special Issue on youth in the digital age. It includes six reviews that focus on the affective, cognitive, and social consequences of the digital revolution for young people. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49382039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-22DOI: 10.1027/1016-9040/a000475
Marilzete Fernandes Ribeiro, Jorgiana Baú Mena Barreto, Valéria Sousa-Gomes
Abstract. Early intervention in autism has become possible with the identification of this disorder at earlier ages, but the scientific production on this subject is still very incipient. The present study aimed to characterize scientific production in Brazil regarding early intervention in the Autism Spectrum Disorder (ASD), resorting to the database of the Capes Journal Platform ( Plataforma de Periódicos Capes). The procedure used for the theoretical search was an integrative literature review. The discussion on the analysis of the review occurred with the inclusion of articles published in Portuguese, between 2001 and 2020, with the keywords: “intervention”, “early” and “autism.” As a result, a total of 83 texts were found. Of this total, 65 articles were published in peer-reviewed journals and made available as an online resource on the Capes Journal Platform. In the next phase of data analysis, we decided to categorize the articles included in the search process ( N = 25), based on the following categories: “autism” (19) and “early autism intervention” (6). A very low percentage of publications related to this topic were identified in the search universe, although an increase in studies has been observed in recent years. Nonetheless, we concluded that the six articles on early intervention agree that the sooner the disorder is diagnosed and the child is stimulated, the greater the effectiveness in the development of communication and language, as well as social interaction.
摘要早期干预自闭症已经成为可能，在早期的年龄这种疾病的识别，但在这个问题上的科学成果仍然是非常初级的。本研究旨在利用海角期刊平台(Plataforma de Periódicos海角)的数据库，描述巴西关于自闭症谱系障碍(ASD)早期干预的科学成果。理论研究的程序是综合文献综述。对该综述的分析进行讨论时，纳入了2001年至2020年期间以葡萄牙语发表的文章，关键词为:“干预”、“早期”和“自闭症”。结果，总共发现了83份文本。其中65篇文章发表在同行评议的期刊上，并在海角期刊平台上作为在线资源提供。在数据分析的下一阶段，我们决定对搜索过程中包含的文章(N = 25)进行分类，基于以下类别:“自闭症”(19)和“早期自闭症干预”(6)。尽管近年来观察到研究的增加，但在搜索范围中确定了与该主题相关的出版物的百分比非常低。尽管如此，我们的结论是，关于早期干预的六篇文章一致认为，越早诊断出这种疾病，越早刺激孩子，在沟通和语言以及社会互动方面的发展就越有效。
{"title":"Early Intervention in Autism Spectrum Disorder","authors":"Marilzete Fernandes Ribeiro, Jorgiana Baú Mena Barreto, Valéria Sousa-Gomes","doi":"10.1027/1016-9040/a000475","DOIUrl":"https://doi.org/10.1027/1016-9040/a000475","url":null,"abstract":"Abstract. Early intervention in autism has become possible with the identification of this disorder at earlier ages, but the scientific production on this subject is still very incipient. The present study aimed to characterize scientific production in Brazil regarding early intervention in the Autism Spectrum Disorder (ASD), resorting to the database of the Capes Journal Platform ( Plataforma de Periódicos Capes). The procedure used for the theoretical search was an integrative literature review. The discussion on the analysis of the review occurred with the inclusion of articles published in Portuguese, between 2001 and 2020, with the keywords: “intervention”, “early” and “autism.” As a result, a total of 83 texts were found. Of this total, 65 articles were published in peer-reviewed journals and made available as an online resource on the Capes Journal Platform. In the next phase of data analysis, we decided to categorize the articles included in the search process ( N = 25), based on the following categories: “autism” (19) and “early autism intervention” (6). A very low percentage of publications related to this topic were identified in the search universe, although an increase in studies has been observed in recent years. Nonetheless, we concluded that the six articles on early intervention agree that the sooner the disorder is diagnosed and the child is stimulated, the greater the effectiveness in the development of communication and language, as well as social interaction.","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45874545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-10DOI: 10.1027/1016-9040/a000449
M. Karwowski
Abstract. Based on meta-analyses, intervention studies, and investigations outside of the creativity literature, this paper makes seven evidence-informed propositions about the relationships between creativity and school functioning. First, creative abilities are drivers, not brakes of school achievement. Second, the negative attitudes toward creative students sometimes observed in schools usually concern a small and particular group of creative students: those who are most impulsive and nonconforming. Third, creativity-relevant mental processes support learning. Fourth, creative learning occurs when students can co-discover new, meaningful knowledge. Fifth, school education supports – albeit likely to a different degree – both intelligence and creativity. Sixth, both creative and learning processes are most effective when accompanied by agency and value: feeling confident and valuing creativity and learning are instrumental for generating and directing motivation. Seventh, in both creativity and learning processes, self-regulation is vital.
{"title":"School Does Not Kill Creativity","authors":"M. Karwowski","doi":"10.1027/1016-9040/a000449","DOIUrl":"https://doi.org/10.1027/1016-9040/a000449","url":null,"abstract":"Abstract. Based on meta-analyses, intervention studies, and investigations outside of the creativity literature, this paper makes seven evidence-informed propositions about the relationships between creativity and school functioning. First, creative abilities are drivers, not brakes of school achievement. Second, the negative attitudes toward creative students sometimes observed in schools usually concern a small and particular group of creative students: those who are most impulsive and nonconforming. Third, creativity-relevant mental processes support learning. Fourth, creative learning occurs when students can co-discover new, meaningful knowledge. Fifth, school education supports – albeit likely to a different degree – both intelligence and creativity. Sixth, both creative and learning processes are most effective when accompanied by agency and value: feeling confident and valuing creativity and learning are instrumental for generating and directing motivation. Seventh, in both creativity and learning processes, self-regulation is vital.","PeriodicalId":51443,"journal":{"name":"European Psychologist","volume":null,"pages":null},"PeriodicalIF":4.6,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45309172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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