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731.
Philippe Eon Duval Eleonora Fornari Marion Décaillet Jean-Baptiste Ledoux Roger E. Beaty Solange Denervaud 《Developmental science》2023,26(6):e13389
Fostering creative minds has always been a premise to ensure adaptation to new challenges of human civilization. While some alternative educational settings (i.e., Montessori) were shown to nurture creative skills, it is unknown how they impact underlying brain mechanisms across the school years. This study assessed creative thinking and resting-state functional connectivity via fMRI in 75 children (4–18 y.o.) enrolled either in Montessori or traditional schools. We found that pedagogy significantly influenced creative performance and underlying brain networks. Replicating past work, Montessori-schooled children showed higher scores on creative thinking tests. Using static functional connectivity analysis, we found that Montessori-schooled children showed decreased within-network functional connectivity of the salience network. Moreover, using dynamic functional connectivity, we found that traditionally-schooled children spent more time in a brain state characterized by high intra-default mode network connectivity. These findings suggest that pedagogy may influence brain networks relevant to creative thinking—particularly the default and salience networks. Further research is needed, like a longitudinal study, to verify these results given the implications for educational practitioners. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=xWV_5o8wB5g .
Research Highlights
- Most executive jobs are prospected to be obsolete within several decades, so creative skills are seen as essential for the near future.
- School experience has been shown to play a role in creativity development, however, the underlying brain mechanisms remained under-investigated yet.
- Seventy-five 4–18 years-old children, from Montessori or traditional schools, performed a creativity task at the behavioral level, and a 6-min resting-state MR scan.
- We uniquely report preliminary evidence for the impact of pedagogy on functional brain networks.
732.
Kris Byron Sejin Keem Tanja Darden Christina E. Shalley Jing Zhou 《Personnel Psychology》2023,76(1):249-278
Although organizations increasingly rely on teams to innovate, little systematic knowledge exists about how to design teams to do so. Building on the model of collaborative creativity and innovation and synthesizing findings from published and unpublished studies, this meta-analysis examines the role of team design on team creativity and innovation. We used random-effects meta-analysis to cumulate the correlations between different features of team design and team creativity or team innovation from 134 field studies representing 11,353 teams and 35 studies representing 2,485 student teams. We found that team tenure is curvilinearly related, autonomy-supportive leadership, task interdependence, and goal interdependence are positively related, and demographic diversity and team size are unrelated to team creativity and innovation. Examining meta-analytic path models, we found that task interdependence and supportive leadership positively relate to team creativity and innovation via team collaboration and team potency. In accounting for the literature, we found a dearth of studies examining team processes, some types of diversity such as racial diversity, and the role of team member turnover. We conclude by providing directions for future research and practical guidance about increasing team creativity and innovation through team design. 相似文献
733.
Paul Ziche 《Metaphilosophy》2023,54(2-3):268-279
There is a classical paradox in education that also affects the epistemic virtues: the paradox inherent in the demand to develop general strategies for training persons to be free and creative individuals. This problem becomes particularly salient with respect to the epistemic virtue of creativity, the more so if we consider a radical form of creativity, namely, genius. This paper explores a historical constellation in which rigorous claims about the standards for knowledge and morality were developed, along with a highly influential notion of genius: the philosophy of Kant and of immediate post-Kantian philosophers. The paper shows how in this historical moment came together a new notion of “science,” a theory of “genius” and of virtues, and an analysis of the promises and difficulties inherent in educating a virtuous or creative individual. In this constellation of ideas, there also emerges a potentially fruitful account of how to teach intellectual creativity. 相似文献
734.
The disestablishment of mainline Protestantism as the default religiosity and public theological voice, lamented by many of its members, presents new opportunities for conceiving of pastoral leadership in faithful ways. The pastor as public leader is better imagined as a visionary possibilizer and convener of public conversations, exerting influence in indirectly persuasive ways, rather than as spokesperson for an institution. 相似文献
735.
Robert J. Sternberg 《创造性行为杂志》2020,54(2):229-241
This article describes a “straight-A” model of the creative process. It characterizes the creative process in five overlapping phases, with the variables most affecting those phases characterized as: (1) activators, (2) abilities, (3) amplifiers, (4) appeal to audience, and (5) assessment by audience. The creative process does not complete itself often, in part because all five phases rarely work in the right direction. For example, at Phase 1, there are deactivators as well as activators and at Phase 3, there are attenuators of creativity as well as amplifiers. I further discuss in the article the implications of the model for the relation between creativity and intelligence. In particular, whereas aspects of intelligence (according to the triarchic theory of successful intelligence) involve some degree overlap among creative, analytical, and practical skills, true creativity involves a true conjunction of these skills and is therefore much rarer. 相似文献
736.
Robert J. Sternberg 《创造性行为杂志》2020,54(1):20-36
Creativity testing as it is now done is often based on a defective assumption that different kinds of creativity can be compressed into a single unidimensional scale. There is no reason to believe that the different kinds of creativity represent, simply, different amounts of a single unidimensional construct. The article shows how three different ways of viewing creativity lead to different ways of measuring creativity, all at variance with current unidimensional models. The point of view presented here does not suggest that current creativity tests are invalid, but rather, that care must be taken in the nature of claims made for them. Moreover, many of the same arguments could be applied to the measurement of intelligence and even wisdom as well. 相似文献
737.
The present study tested the effects of extrinsic motivation on scientific and artistic creativity among Chinese middle school students. In Study 1, a between-groups design was applied to examine the effects of expected rewards on scientific and artistic creativity among 123 students, and in Study 2 the same design was applied to examine the effects of expected evaluation from different raters on scientific and artistic creativity among 120 students. We also considered the effects of grade and gender in both studies. The results of Study 1 indicated that expected material reward had significant negative effects on scientific creativity for 7th graders, while expected social reward had significant positive effects on scientific creativity for 8th graders, and both expected material and social rewards had significant positive effects on artistic creativity. The results of Study 2 indicated that expected evaluation from teachers and classmates had significant negative effects on scientific creativity and significant positive effects on artistic creativity. These results suggest that there is no one-size-fits-all answer to the effects of extrinsic motivation and creativity, Factors such as culture, type of extrinsic motivation, grade, and domains of creativity must be fully considered when cultivating adolescents’ creativity. 相似文献
738.
Guillaume Fürst 《创造性行为杂志》2020,54(1):150-164
This paper introduces a method for the assessment of creativity that relies on creativity tasks, a subjective evaluation procedure, and a planned missing data design that offers a drastic reduction in the overall implementation costs (administration time and scoring procedure). This method was tested on a sample of 149 people, using three creativity tasks as a basis. Participants were instructed to produce several ideas in each task and then to select what they considered to be their best two ideas (i.e., “Top 2” procedure; Silvia, Winterstein, Willse, Barona, et al., Psychology of Aesthetics, Creativity, and the Arts, 2 , 2008 and 68). These ideas were then evaluated by a panel of peers and experts. Creativity ratings were analyzed with structural equations; measurement models were estimated for each task and correlations between factor-scores across the three tasks were investigated. Further insights regarding validity are provided through systematic investigation of the relationship between fluency scores, creativity ratings, intelligence tasks, self-reported idea generation abilities, and creative activities and achievements. Overall, the results support the viability of this new approach, providing evidence of convergent and discriminant validity. They are discussed in relation to past research and avenues for further extension are proposed. 相似文献
739.
Creative idea selection—the selection of the most creative idea(s) from available ideas—is an important yet understudied topic. Creative idea selection can be performed by the idea generator (i.e., intrapersonal selection) or by another person (i.e., interpersonal selection). In the current research, we examined whether these two types of selection lead to different levels of performance. Participants generated six creative ideas to solve a societal problem. Thereafter, two selection tasks—intrapersonal selection and interpersonal selection—were performed. During intrapersonal selection, the idea generator selected the most creative idea from his/her own ideas; during interpersonal selection, another person made the selection from the same ideas. We found no effect of intrapersonal and interpersonal selection on creative idea selection performance: People selected ideas of identical creativity, irrespective of whether that idea was from themselves or from others. Moreover, we replicated the earlier finding that people perform suboptimally at creative idea selection, failing to select ideas that were more creative than an average idea, for both intrapersonal and interpersonal selection. 相似文献
740.
Play is children's most important daily behavior and when children play, they do so in multiple ways. With two studies, this paper explores how children perceive a continuum of two play types, namely replicating play (in which models, guidelines, and examples are used to reach an intended result) and originating play (in which children create something from the mind, think freely about how they will play, are less restricted by given models, etc.). Study 1 (N = 56, Mage = 9) quantitatively shows that both play types occur and tests if children also describe the play types as we define them. Results show that children who play originating (vs. replicating) believe they follow less (vs. more) rules and do their own thing more (vs. less), which verifies the definitions of both types of play. Study 2 includes 16 in-depth semi-structured interviews (Mage = 10) and shows which determinants children identify as triggers for engaging in play that has more replicating or more originating elements. 相似文献