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| Interaction of language switching condition and habitual language switching on fluency scores. 95% confidence intervals are represented by gray lines.
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In the present study we experimentally manipulated language switching among bilinguals who indicated to be more or less habitual language switchers in daily life. Our aim was to investigate the impact of forced language switching on originality of produced ideas during divergent thinking, conditional on the level of habitual language switching. A s...
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... Similar results are observed in studies among bilingual participants that use language as a proxy for culture. Participants' behavior, specifically their divergent thinking potential, varies as a function of the language "activated" during a divergent thinking task (Storme et al., 2017). These results may indicate that activating certain cultural concepts may elicit certain behavioral tendencies that may perhaps go beyond an individual's organizational or personal culture. ...
... Traditionally, researchers have examined the number of ideas people come up with (fluency) and how unusual or novel the ideas are (originality). Typically, flu-ency and originality are positively related (e.g., Dumas & Dunbar, 2014;Silvia, Beaty, & Nusbaum, 2013;Storme et al., 2017), but viewed as separable constructs. ...
... But we can also examine these indices in concert by identifying patterns of performance and who tends to display each pattern. Since fluency and originality are typically positively related (e.g., Dumas & Dunbar, 2014;Silvia et al., 2013;Storme et al., 2017), using different techniques, such as latent profile analysis, can identify patterns that may otherwise be obscured (e.g., respondents in Study 2, Profile 4, who showed high levels of originality but low levels fluency). Using personoriented analyses allows us to investigate this heterogeneity directly rather than assuming a universal, one-size-fits-all relationship between originality and fluency. ...
Researchers often use divergent thinking tasks to assess creative potential and find a positive inter-individual relation between fluency and originality. But are there different within-person patterns of originality and fluency? Study 1: undergraduates completed an alternate uses task and the NEO-FFI. Three profiles emerged: (1) low originality and fluency; (2) above average originality, moderate fluency; and (3) average originality, high fluency. Study 2: high school students completed a divergent thinking task and 10 facets of the IPIP NEO-PI. Four profiles emerged: (1) average originality, moderate fluency; (2) above average originality, high fluency; (3) low originality and fluency; and (4) high originality, low fluency. Profile differences in personality and maximum originality, and implications of these findings are discussed.
... Storme, Çelik, Camargo, Forthmann, Holling, & Lubart, 2017). These CFA models were fit using maximum likelihood estimation in Mplus version 8.0(Muthén & Muthén, 2019). ...
Within creativity research, interest and capability in utilizing text-mining models to quantify the Originality of participant responses to Divergent Thinking tasks has risen sharply over the last decade, with many extant studies fruitfully using such methods to uncover substantive patterns among creativity-relevant constructs. However, no systematic psychometric investigation of the reliability and validity of human-rated Originality scores, and scores from various freely available text-mining systems, exists in the literature. Here we conduct such an investigation with the Alternate Uses Task. We demonstrate that, despite their inherent subjectivity, human-rated Originality scores displayed the highest reliability at both the composite and latent factor levels. However, the text-mining system GloVe 840B was highly capable of approximating human-rated scores both in its measurement properties and its correlations to various creativity-related criteria including ideational Fluency, Elaboration, Openness, Intellect, and self-reported Creative Activities. We conclude that, in conjunction with other salient indicators of creative potential, text-mining models (and especially the GloVe 840B system) are capable of supporting reliable and valid inferences about Divergent Thinking.
An open access system for producing the Originality scores that were psychometrically examined in this paper is available for free at our website: https://openscoring.du.edu/.
Please use for your research and let us know if you encounter any bugs!
This study opens a project that empirically investigates the Plurilingual Creativity paradigm. This paradigm expands the Multilingual Creative Cognition by making shifts in the conceptualization of the phenomena of multilingualism and creativity, respectively. We examined how multilingual and multicultural factors can contribute to divergent thinking. Online data collection included assessments of language repertoire, multicultural experience, intercultural competence, and divergent thinking. A series of regression analyses obtained evidence for the direct contribution of language repertoire, intercultural competence components and multicultural experience to divergent thinking. In addition, language repertoire was found to moderate the link between management of intercultural interaction and fluency, multicultural experience and both flexibility and originality in divergent thinking. These findings emphasize the importance of considering the contribution of plurilingual/pluricultural factors of language repertoire, multicultural experience, and intercultural competence to creativity. Thereby, these findings provide empirical support for the conceptual shift toward plurilingual creativity.
In this chapter, we discuss the social environment as an important factor to consider in understanding creativity. We use as a framework for describing the environment’s effects on creativity Bronfenbrenner’s ecological systems theory (1979, 1986), which proposes that the individual’s psychological development results from interactions with different types of environmental systems that range from local to global—microsystem, mesosystem, exosystem, macrosystems and chronosystem. As we go through these different layers, we discuss existing research, such as research on family effects (birth order, parenting style, etc.), peers, schooling, mentors, the work environment, as well cultural definitions of creativity and of creative products. We also point to research gaps—notably the limited research describing mesosystems and exosystem effects—but conclude that, overall, the social environment plays a substantial role in creativity, calling for further inquiry.KeywordsCreativityCreative environmentSocial environmentCultureChild development
The chapter presents a review of the approaches to cognitive flexibility as an ability, behaviour, and executive function in psychology and neuroscience. In education, it was used to develop cognitive flexibility theory, which is treated as a pedagogical tool to enhance learners' information processing skills. The chapter also stresses the importance of cognitive flexibility in the context of transformation to distance learning in two universities of Russia and one in Turkey during the coronavirus pandemic in Spring-Fall 2020 when faculty members were forced to use flexible and creative solutions and approaches to resume the discontinued in-person learning online and maintain it.
In the present study, two groups of German undergraduates taking a course in English Linguistics at a midwestern German university were compared in terms of their attitudes towards translanguaging, their translanguaging behaviour during foreign-language academic writing processes, and the quality of their foreign-language texts. One group was taught with a translanguaging teaching approach, the other group was taught monolingually in English. Students in the translanguaging group became aware of the benefits translanguaging can have during foreign-language academic writing processes. Students’ translanguaging behaviour during foreign-language academic writing is discussed in two case studies. Importantly, more students in the translanguaging than in the English group improved their ability to distinguish between relevant and irrelevant information in academic texts, a finding that underscores the didactic importance of translanguaging in tertiary education. Keywords: translanguaging, tertiary education, academic writing, beliefs and attitudes, FL text quality
