Most recent papers:

• Moment of Truth: Why Aha! Experiences are Correct.
  Amory H. Danek, Carola Salvi.
  The Journal of Creative Behavior. October 16, 2018
  --- - |2 Abstract Having a sudden insight is often associated with inherent confidence, enough for Archimedes to run naked through the streets shouting “Eureka!”. Recent evidence demonstrates that public displays of enthusiasm, such as the ancient polymath's, are actually supported by a higher likelihood of being correct. - The Journal of Creative Behavior, EarlyView.
  

  October 16, 2018   doi: 10.1002/jocb.380   open full text
• Thinking “Outside the Box”: Unconstrained Creative Generation in Adults with Attention Deficit Hyperactivity Disorder.
  Holly A. White.
  The Journal of Creative Behavior. October 01, 2018
  --- - |2 Creative generation is structured around existing knowledge and task examples, yet overreliance on specific examples may limit imagination (Ward, T. B., Finke, R. A., & Smith, S. M., 1995). The constraining influence of knowledge during creative generation may be offset by conceptual expansion, a process of thinking outside traditional conceptual boundaries, which may be heightened by distractibility and mild executive dysfunction (Abraham, A., Windmann, S., Daum, I., & Güntürkün, O., 2005). The present study explored the constraining effects of knowledge in adults with Attention Deficit Hyperactivity Disorder (ADHD), a disorder characterized by impaired attention and inhibitory control (Barkley, R. A., 1997). College students with and without ADHD were compared on two creative generation measures: an alien fruit invention task that required participants to imagine fruit that might exist on another planet (Ward, T.B., 1994), and a product label invention task wherein the goal was to invent product names without using elements of task examples (Kray, L.J., Galinski, A.D. & Wong, E.M., 2006). ADHD participants created alien fruit that diverged more from Earth fruit and labels that conformed less to examples, relative to non‐ADHD peers. Results suggest that adults with ADHD may be less constrained by knowledge during creative generation. Findings are discussed in terms of theoretical import and practical implications for individuals with ADHD. - The Journal of Creative Behavior, EarlyView.
  

  October 01, 2018   doi: 10.1002/jocb.382   open full text
• Creative Metacognitive Feelings as a Source of Information for Creative Self‐efficacy, Creativity Potential, Intrapersonal Idea Selection, and Task Enjoyment.
  Rogelio Puente‐Diaz, Judith Cavazos‐Arroyo.
  The Journal of Creative Behavior. September 27, 2018
  --- - |2 Abstract Creativity scholars try to untangle the commonalities and differences between creative self‐beliefs: creative self‐efficacy, creative self‐concept, creative metacognition, and creative role identity. While these efforts are already contributing significantly, we would like to suggest that for creative metacognition, we need to go beyond the assessment of confidence beliefs and regulation and include creative metacognitive feelings and intrapersonal idea selection as two additional components. To test the validity of our proposition, this study examined the influence of creative metacognitive feelings on creative self‐efficacy, creative potential, accurate intrapersonal idea selection (agreement between individuals’ selection of their most creative idea and two independent judges’ selection of the participants’ best idea), and task enjoyment. To elicit metacognitive feelings, participants were randomly assigned to remember and write down two or six instances in their lives in which they generated novel and useful ideas that helped solve a problem. Participants then completed a questionnaire assessing creative self‐efficacy, ease of recall as a proxy of metacognitive feelings, performance on a divergent thinking task, and task enjoyment. Results showed an indirect influence of recalling fewer examples on creative self‐efficacy through its influence on metacognitive feelings. Metacognitive feelings then had an indirect influence, through creative self‐efficacy, on creative potential and task enjoyment. - The Journal of Creative Behavior, EarlyView.
  

  September 27, 2018   doi: 10.1002/jocb.384   open full text
• The (Dis)Pleasures of Creativity: Spontaneous Eye Blink Rate during Divergent and Convergent Thinking Depends on Individual Differences in Positive and Negative Affect.
  Alwin Rooij, Ruben D. Vromans.
  The Journal of Creative Behavior. September 27, 2018
  --- - |2 Abstract Previous research has demonstrated that individual differences in affect and motivation predict divergent and convergent thinking performance, two thinking processes involved in creative idea generation. Individual differences in affect and motivation also predict spontaneous eye blink rate (sEBR) during divergent and convergent thinking; and sEBR predicts divergent and convergent thinking performance. This study investigates experimentally whether the relationship between sEBR and divergent and convergent thinking depends on individual differences in affect and motivation. Eighty‐two participants completed the Emotion/motivation‐related Divergent and Convergent thinking styles Scale (EDICOS; G. Soroa et al., 2015), performed the alternative uses task (AUT; divergent thinking) or the remote associates task (RAT; convergent thinking), while their sEBR was captured with an eye‐tracker. The results showed that individual differences in positive affect positively correlated with sEBR for the AUT, whereas individual differences in negative affect positively correlated with sEBR for the RAT. Furthermore, the interaction between individual differences in positive and negative affect and sEBR predicted divergent and convergent thinking performance. The contribution of our study is therefore that individual differences in positive and negative affect can both positively correlate with sEBR during divergent and convergent thinking; and that this predicts divergent and convergent thinking performance. - The Journal of Creative Behavior, EarlyView.
  

  September 27, 2018   doi: 10.1002/jocb.379   open full text
• Creative Fixation is No Laughing Matter: The Effects of Funny and Unfunny Examples on Humor Production.
  Hyelim Shin, Katherine N. Cotter, Alexander P. Christensen, Paul J. Silvia.
  The Journal of Creative Behavior. September 24, 2018
  --- - |2 Abstract How do people come up with humorous ideas? In creative cognition research, exposure to good examples sometimes causes fixation (people get “stuck” on the examples) but other times sparks inspiration (people's responses are more creative). The present research examined the effects of funny and unfunny examples on joke production. A sample of 175 adults read scenarios that they completed with funny responses. All participants were instructed to be funny, but before responding they read (a) funny responses as examples of good responses to emulate, (b) unfunny responses as examples of poor responses to avoid, or (c) no examples. The participants’ own responses were rated for funniness and for similarity to the example responses, and response times were recorded. Reading either funny or unfunny examples, compared to no examples, caused people to come up with funnier jokes. Similarity to the examples was low in all conditions, so fixation was relatively modest, but people who saw unfunny examples spent more time coming up with their responses. Taken together, the findings support the growing literature showing that examples are often inspiring rather than constraining, and they imply that good and bad examples spark creative thought via different paths. - The Journal of Creative Behavior, EarlyView.
  

  September 24, 2018   doi: 10.1002/jocb.383   open full text
• Text Recycling Correction & Notification.
  
  The Journal of Creative Behavior. September 24, 2018
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  September 24, 2018   doi: 10.1002/jocb.376   open full text
• Creative Problem Solving in Small Groups: The Effects of Creativity Training on Idea Generation, Solution Creativity, and Leadership Effectiveness.
  Gerard J. Puccio, Cyndi Burnett, Selcuk Acar, Jo A. Yudess, Molly Holinger, John F. Cabra.
  The Journal of Creative Behavior. September 24, 2018
  --- - |2 Abstract This investigation evaluated the degree to which creativity training, idea generation instruction, and creative process impacted idea production, creativeness of solutions, and leadership effectiveness. Three sets of hypotheses were tested with a 114 groups of adults. First, groups whose members had some (i.e., one CPS course) or advanced training (i.e., graduate‐level study in creativity or creativity professionals) were significantly more effective at idea generation than groups without training. Furthermore, leaders with some and advanced training were perceived to be significantly more effective than those with no creativity training. With respect to creativeness of solutions, the advanced training groups outperformed all others. The second set of hypotheses focused on the effectiveness of idea generation instruction (i.e., instructions without brainstorming, brainstorming, and brainstorming with criticism). Analysis revealed no significant difference for idea generation instruction relative to idea production or creativeness of solutions. The final set of hypotheses examined the use of a simple process structure for groups without prior creativity training (i.e., distinct phases for idea generation and solution development). Analysis revealed that those meetings that followed a simple process structure out performed groups that did not follow a process for both idea generation and creativeness of solutions. Further results are presented and implications discussed. - The Journal of Creative Behavior, EarlyView.
  

  September 24, 2018   doi: 10.1002/jocb.381   open full text
• Text Recycling Correction & Notification.
  
  The Journal of Creative Behavior. September 24, 2018
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  September 24, 2018   doi: 10.1002/jocb.375   open full text
• Text Recycling Correction & Notification.
  
  The Journal of Creative Behavior. September 24, 2018
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  September 24, 2018   doi: 10.1002/jocb.377   open full text
• The Experience of Insight Facilitates Long‐Term Semantic Priming in the Right Hemisphere.
  Brian Kraus, Thomas Holtgraves.
  The Journal of Creative Behavior. September 19, 2018
  --- - |2 While past research has demonstrated a link between the subjective “Aha” experience of insight and verbal insight problem solution activation in the right hemisphere (RH), no one has yet linked insight to long term semantic priming. We propose that through a shared process of semantic integration both of these concepts are linked and thus the experience of insight should facilitate semantic priming in the RH. Participants attempted to solve a group of compound remote associate problems and afterwards completed a lexical decision task. The results showed that the experience of insight facilitated semantic priming in the RH, but only for unsolved compound remote associate problems. It was also shown that participants who indicated that they generated more solutions through insight that were incorrect demonstrated the most semantic priming in the RH. These results indicate that long‐term semantic priming can occur as a result of insight solutions, and that this activation occurs predominantly in the RH. This study extends both the evidence for long‐lasting semantic priming as well the theory of coarse semantic coding in the RH. - The Journal of Creative Behavior, EarlyView.
  

  September 19, 2018   doi: 10.1002/jocb.374   open full text
• Issue Information.
  
  The Journal of Creative Behavior. September 19, 2018
  --- - - The Journal of Creative Behavior, Volume 52, Issue 3, Page 197-200, September 2018.
  

  September 19, 2018   doi: 10.1002/jocb.211   open full text
• Does Scope of Attention Affect Creativity? Testing the Attentional Priming Hypothesis.
  Sisi Liu, Ming Peng.
  The Journal of Creative Behavior. September 10, 2018
  --- - |2 Abstract Creativity is linked to broad scope of attention, a state or trait that allocates attentional resources over a wide range of perceptual stimuli. According to the attentional priming hypothesis, a mechanism underlying the creativity–attention link is that broad perceptual attention scope primes broad conceptual attention scope—the activation of a wide range of memory contents—which therefore facilitates creative ideation. This study aimed to test the hypothesis in three experiments using three manipulations and two creativity tasks. Experiment 1 used the Navon letter task to prime attention to global patterns or local details of composite stimuli and measured creativity via the task to generate alternative uses of daily objects. Experiment 2 modified a cue‐size procedure in which participants repeatedly attended to large or small visual cues before a target stimulus appeared. Experiment 3 devised a manipulation that required participants to view and visualize images associated with broad or narrow attention and adopted the alternative uses task and the task to invent alien creatures. Across the experiments, although the results were in the predicted direction, they were non‐significant. This study found no evidence that broadness of perceptual attention affects creativity. - The Journal of Creative Behavior, EarlyView.
  

  September 10, 2018   doi: 10.1002/jocb.378   open full text
• Change it Up: Inactivity and Repetitive Activity Reduce Creative Thinking.
  Kelley J. Main, Hamed Aghakhani, Aparna A. Labroo, Nathan S. Greidanus.
  The Journal of Creative Behavior. September 04, 2018
  --- - |2 Abstract Across three experiments, we show that a change in the levels of physical activity increases creative thinking, whereas inactivity or repetitive activity lowers it. Participants walking forward were more creative the first few minutes of initiating physical activity than those sitting, or those merely watching changing scenery, and these effects dissipated when they continued the forward movement over time (within 8 minutes). Furthermore, merely anticipating a change in physical activity, for example, when participants were aware a task is coming to its conclusion, also increased creative thinking. We hypothesize that a change in physical activity cues the need to navigate new situations, and thus, can increase mental flexibility and creative thinking to deal with new circumstances. But once people habituate to their physical state, either of being at rest or being in motion, their level of creative thinking also returns to baseline levels. We confirm that mood, feelings of achievement, and energy are not responsible for the observed effects. - The Journal of Creative Behavior, EarlyView.
  

  September 04, 2018   doi: 10.1002/jocb.373   open full text
• Creative Failure: Why Can't People Solve Creative Problems.
  Michael D. Mumford, Robert Martin, Samantha Elliott, Tristan McIntosh.
  The Journal of Creative Behavior. August 14, 2018
  --- - |2 Abstract Although people attempt many creative problem solutions, in general, most creative problem‐solving efforts, at least real‐world efforts, fail. In the present effort, we examine the reasons creative problem‐solving efforts typically fail. We argue that creative problem‐solving efforts fail, in part, due to the fundamental nature of the kinds of problems that call for creative thought. However, the nature of people's creative problem‐solving skills and the context in which they attempt to develop and implement creative problem solutions also results in failed attempts to solve creative problems. Based on these observations, we discuss how one might seek to develop people to encourage more success in creative problem‐solving efforts. - The Journal of Creative Behavior, EarlyView.
  

  August 14, 2018   doi: 10.1002/jocb.372   open full text
• Translating External Knowledge to Team Creativity in Turbulent Environments: The Role of Absorptive Capacity and Knowledge Integration.
  Chenghao Men, Jinlian Luo, Patrick S. W. Fong, Jing Zhong, Weiwei Huo.
  The Journal of Creative Behavior. August 12, 2018
  --- - |2 Abstract In seeking to understand factors contributing to team creativity in dynamic environments, we explored the role of external knowledge search on team creativity through absorptive capacity and knowledge integration. We tested our hypotheses with a sample of 96 teams involving 421 employees in China. Results demonstrated that external knowledge search related positively to team creativity, fully mediated by both absorptive capacity and knowledge integration. In addition, environmental dynamism played a moderating role in the relation between external knowledge search and absorptive capacity, as well as in the relation between external knowledge search and knowledge integration. We discussed the implications of these findings for research and practice. - The Journal of Creative Behavior, EarlyView.
  

  August 12, 2018   doi: 10.1002/jocb.371   open full text
• The Relationship between Emotional Intelligence and Domain‐Specific and Domain‐General Creativity.
  Cuiping Tu, Jiajun Guo, Ryan C. Hatcher, James C. Kaufman.
  The Journal of Creative Behavior. August 12, 2018
  --- - |2 Abstract The Amusement Park Theory of Creativity, which represents both domain‐specific and domain‐general perspectives of creativity, calls for more research on how individual difference constructs are related to creativity at all ends of the domain‐specificity and general spectrum. Toward this goal, this study examined emotional intelligence (using the Emotional Intelligence Scale) in relationship with both a domain‐general measure (the Abbreviated Torrance Test for Adults) and a domain‐specific measure (Kaufman Domains of Creativity Scale) in a sample of 281 Chinese undergraduates. Although emotional intelligence demonstrated no relationship with divergent thinking, it did positively predict all five domains of creativity on the self‐report measure (ranging from .52 to .77). These findings add to the nuanced relationship between emotional intelligence and creativity and serve as a call for more work of this nature. - The Journal of Creative Behavior, EarlyView.
  

  August 12, 2018   doi: 10.1002/jocb.369   open full text
• Characteristics of ADHD Related to Executive Function: Differential Predictions for Creativity‐Related Traits.
  Christa L. Taylor, Arash E. Zaghi, James C. Kaufman, Sally M. Reis, Joseph S. Renzulli.
  The Journal of Creative Behavior. August 04, 2018
  --- - |2 Abstract Although the relationship between creativity and ADHD is uncertain, recent studies examining how dimensionally assessed characteristics of ADHD relate to creativity and divergent thinking in adults suggest an occasional positive, linear relationship between the constructs. However, the executive functions proposed to underlie characteristics of ADHD have not been examined in relation to creativity. This study was conducted to determine how different characteristics of ADHD related to executive functioning (as assessed by the Brown ADD Scales) predict different components of figural divergent thinking, intellectual risk‐taking, and creative self‐efficacy. Undergraduate engineering students (N = 60) completed the Brown ADD Scales, a figural divergent thinking task, and self‐report measures of intellectual risk‐taking and creative self‐efficacy. A series of multivariate regression models demonstrated that several components of divergent thinking (i.e., fluency, originality, and resistance to closure) were predicted by different characteristics of ADHD. Although fluency was predicted by affect only and originality was predicted by activation only, resistance to closure was predicted by activation, effort, and attention. Additionally, intellectual risk‐taking was predicted by memory, effort, and activation, whereas creative self‐efficacy was predicted by effort. The implications of these results relating to the relationship between ADHD and creativity, as well as for engineering undergraduate education are discussed. - The Journal of Creative Behavior, EarlyView.
  

  August 04, 2018   doi: 10.1002/jocb.370   open full text
• Core Job Characteristic and Uncertainty Avoidance: Into the Black Box of Transformational Leadership Effect on Creativity.
  Peng Wang.
  The Journal of Creative Behavior. July 26, 2018
  --- - |2 Abstract Drawing upon the job characteristic model and the “management of meaning” perspective, this study examines the process and conditions through which transformational leadership fosters employee creativity. Our results reveal that the effect of transformational leadership on creativity is mediated by employees’ perceptions of core job characteristics (variety, identity, significance, autonomy, feedback). This mediation effect is further moderated by employees’ uncertainty avoidance orientation. Specifically, transformational leaders foster creativity through followers’ perceptions of core job characteristics only among employees low on uncertainty avoidance. The association between enhanced job characteristics and creativity is more positive for employees with low uncertainty avoidance orientation than those with high uncertainty avoidance orientation. Implications and future research directions are discussed. - The Journal of Creative Behavior, EarlyView.
  

  July 26, 2018   doi: 10.1002/jocb.367   open full text
• Proactive Vitality Management and Creative Work Performance: The Role of Self‐Insight and Social Support.
  Emma M. Op den Kamp, Arnold B. Bakker, Maria Tims, Evangelia Demerouti.
  The Journal of Creative Behavior. July 26, 2018
  --- - |2 Abstract Integrating proactivity and creativity literatures, we argue that people can perform more creatively at work when they proactively manage their levels of vitality. Proactive vitality management is defined as individual, goal‐oriented behavior aimed at managing physical and mental energy to promote optimal functioning at work. We hypothesize that this process may be facilitated by being aware of one's own state and by support from others. A total of 242 employees participated in a weekly diary study for three consecutive weeks, yielding 610 observations. Results of multilevel analyses show that participants reported more creative work performance during weeks in which they had proactively used vitality management. In addition, in line with our predictions, self‐insight and social support for creativity in the workplace acted as cross‐level moderators and strengthened the relationship between proactive vitality management and creativity. We conclude that a proactive approach regarding physical and mental energy is an important bottom‐up strategy that may foster creativity in work settings. - The Journal of Creative Behavior, EarlyView.
  

  July 26, 2018   doi: 10.1002/jocb.368   open full text
• Creative Thinking Strategies for Life: A Course for Professional Adults Using Art.
  Jessica D. Hoffmann, Zorana Ivcevic, Nadine Maliakkal.
  The Journal of Creative Behavior. July 16, 2018
  --- - |2 Abstract To thrive in today's economy and the workforce of the future, individuals need creativity and problem‐solving skills. Emotion skills have been increasingly discussed as well, with companies listing emotional intelligence as one of the top skills needed for professional success. The present paper describes a course designed to teach professional adults two sets of creativity skills (problem finding and idea generation) and two sets of emotional intelligence skills (using emotions to facilitate thinking and understanding emotions) using visual art as a medium. The course consisted of eight, 60‐min sessions in which professional adults participated in art observation and art engagement activities. Fifty‐six professional adults completed measures of creative abilities and emotional intelligence skills in a pretest, posttest, and 2‐month follow‐up design. Participants who engaged in the course showed significant gains in the originality of their ideas on divergent thinking and problem construction tasks, as well as their self‐reported creative behavior compared with controls. No significant changes in emotion understanding were detected. We discuss the course's distinct value to creativity and emotion skills training research. - The Journal of Creative Behavior, EarlyView.
  

  July 16, 2018   doi: 10.1002/jocb.366   open full text
• Creativity and Self‐esteem in Adolescence: A Study of Their Domain‐Specific, Multivariate Relationships.
  Baptiste Barbot.
  The Journal of Creative Behavior. July 14, 2018
  --- - |2 Abstract Although empirical investigations on the Creative Self have historically started with a focus on self‐esteem, the literature on its relationship with creative performance remains thin and inconsistent, with estimated relationships ranging from moderate and negative, to strongly positive. Discrepancies may be explained by the domain‐specificity of both creativity and self‐esteem that have been widely overlooked in this line of work. Therefore, this study explores the multivariate relationships between creativity in three domains (Music, Literary‐Verbal, Graphic) and self‐esteem in seven domains (e.g., Academic, Emotional) among 170 adolescents. Creative productions were scored by four raters, and latent consensus in each domain captured using a multi‐informant latent‐consensus model in SEM. This model was further extended in a structural model reveling that (a) creativity is mainly domain‐specific, and (b) the contribution of domain‐specific self‐esteem on domain‐specific creativity greatly varies according to both the domains of creativity and self‐esteem. Up to 30% of the variance in creative performance was explained by “domain‐relevant” self‐esteem facets, and a moderate contribution of creative self‐esteem across creativity domains. Results are discussed in light of several important methodological directions for this line of work, as well as its implications for creativity‐based interventions designed to support positive self‐esteem development in adolescence. - The Journal of Creative Behavior, EarlyView.
  

  July 14, 2018   doi: 10.1002/jocb.365   open full text
• Positive Affect Mediates the Relationship Between Self‐efficacy and Innovative Behavior in Entrepreneurs.
  Emilia Mielniczuk, Mariola Laguna.
  The Journal of Creative Behavior. July 13, 2018
  --- - |2 Abstract Innovativeness is one of the crucial factors allowing companies to grow, and innovative behavior of entrepreneurs is an important source of firm innovativeness and business success. This study aims to better understand self‐regulatory mechanisms stimulating the innovative behavior of entrepreneurs. We have tested the mediation model in which work‐related affect (enthusiasm, comfort, anxiety, and depression) mediates the relationship between work self‐efficacy and innovative behavior. A longitudinal study with three measurement times was conducted on a sample of entrepreneurs–business owners. The mediation analysis with bias‐corrected bootstrapping method confirmed that the relation between work self‐efficacy and innovative behavior of entrepreneurs is mediated by their work‐related positive affect—comfort and enthusiasm—but not by negative affect. - The Journal of Creative Behavior, EarlyView.
  

  July 13, 2018   doi: 10.1002/jocb.364   open full text
• Divergent and Convergent Group Creativity in an Asynchronous Online Environment.
  Lauren E. Coursey, Belinda C. Williams, Jared B. Kenworthy, Paul B. Paulus, Simona Doboli.
  The Journal of Creative Behavior. July 12, 2018
  --- - |2 Abstract This study examined the influence of various group diversity dimensions on collaborative creativity related to the healthcare system. Research findings on the association between diversity and brainstorming performance has been mixed. Diversity that increases cognitive stimulation or promotes elaboration has been shown to increase group performance. Participants exchanged ideas, replied, and elaborated using an electronic discussion board in an asynchronous fashion in groups of five over a period of 4 weeks. The groups varied in diversity of ethnicity, gender, age, and political orientation, but participants were not made aware of this diversity. Age and gender diversity were related to lower levels of replying to ideas and lower idea novelty but political diversity was related to increased replies and novelty. If a topic engages people with different perspectives to actively respond to others’ ideas, this can increase the creative potential of idea sharing in groups. Political or value‐based diversity has the potential for creative solutions if the other participants’ political or value‐based identities are not made salient. - The Journal of Creative Behavior, EarlyView.
  

  July 12, 2018   doi: 10.1002/jocb.363   open full text
• Mathematical Creativity: A Combination of Domain‐general Creative and Domain‐specific Mathematical Skills.
  Eveline M. Schoevers, Evelyn H. Kroesbergen, Maria Kattou.
  The Journal of Creative Behavior. July 11, 2018
  --- - |2 Abstract Creativity is an understudied topic in elementary school mathematics research. Nevertheless, we argue that creativity plays an important role in mathematics, but that more research is needed to understand this relation. Therefore, this study aimed to investigate this relation, specifically between domain‐general creativity, domain‐specific mathematical creativity, and mathematical ability. Measures for these constructs were administered to 342 Dutch fourth graders. In order to examine the nature of the relation between creativity and mathematics, two competing models were tested, using Structural Equation Modeling. The results indicated that models in which general creativity and mathematical ability both predict mathematical creativity fitted the data better than models in which mathematical and general creativity predict mathematical ability. This study showed that both general creativity and mathematical ability are important to think creatively in mathematics. - The Journal of Creative Behavior, EarlyView.
  

  July 11, 2018   doi: 10.1002/jocb.361   open full text
• Taking Time to Incubate: The Moderating Role of ‘What You Do’ and ‘When You Do It’ on Creative Performance.
  Nora Madjar, Christina E. Shalley, Benjamin Herndon.
  The Journal of Creative Behavior. July 04, 2018
  --- - |2 Abstract We explore how the choices available to individuals planning multi‐task work can facilitate the incubation of ideas and enhance creative performance. Using opportunistic assimilation theory, we hypothesize that two considerations can determine the effectiveness of incubation and creative performance. First, we argue that having the discretion to switch tasks when needed, as well as the timing of this discretionary switch between tasks (i.e., earlier versus later in the work process on the main task) is important. Second, the scope of the intervening task (i.e., in the same knowledge domain as the main task versus in a different domain) can lead to more effective incubation and creativity. Results of a laboratory study indicate that participants who made a discretionary switch to an intervening task later in their work process on the main task benefited significantly more in terms of creative performance than those who chose to switch earlier in their work process or chose not to switch tasks. Additionally, participants who worked on an in‐domain intervening task exhibited significantly higher creativity on the main task than those who worked on an out‐of‐domain intervening task. Furthermore, focus of attention on the main task partially mediated these results. - The Journal of Creative Behavior, EarlyView.
  

  July 04, 2018   doi: 10.1002/jocb.362   open full text
• Openness to Experience, Ethical Leadership, and Innovative Work Behavior.
  Basharat Javed, Abdul Karim Khan, Surendra Arjoon, Maria Mashkoor, Adnan ul Haque.
  The Journal of Creative Behavior. June 27, 2018
  --- - |2 Abstract Drawing on trait activation theory, we examine ethical leadership as a boundary condition on the relationship between openness to experience and innovative work behavior. We collected data from 291 subordinates and 51 supervisors to test our theoretical model. Our results suggest that openness to experience was positively related to innovative work behavior. Furthermore, this relationship was only significant when ethical leadership was perceived high as compared to low. Our research contributes to the literatures on innovative work behavior and ethical leadership. - The Journal of Creative Behavior, EarlyView.
  

  June 27, 2018   doi: 10.1002/jocb.360   open full text
• Linking Proactive Personality to Creative Performance: The Role of Job Crafting and High‐Involvement Work Systems.
  Hui Li, Hui Jin, Tongyang Chen.
  The Journal of Creative Behavior. June 08, 2018
  --- - |2 Abstract This study proposed that job crafting serves as a mechanism reflecting how proactive personality affects creative performance, and this study explored whether these relationships are moderated by high‐involvement work systems. Drawn from the conservation of resources theory to develop a cross‐level moderated mediation model, a three‐wave longitudinal study was conducted with 346 employees and their supervisors in 27 high technology firms in China. This study found that proactive personality was positively related to creative performance and that job crafting mediated the relationship between proactive personality and creative performance, and an indirect effect of proactive personality on creative performance through job crafting was significant when high‐involvement work systems was low but not high. Thus, the research results indicate that when human resource management involves less participatory management, incentive rewards, extensive training and information sharing, proactive employees can draw from their personality to craft their job tasks, relations and cognitions, thereby improving creative performance. The theoretical and managerial implications, limitations, and future research directions are discussed. - The Journal of Creative Behavior, EarlyView.
  

  June 08, 2018   doi: 10.1002/jocb.355   open full text
• When Breaking the Rules Relates to Creativity: The Role of Creative Problem‐Solving Demands and Organizational Constraints.
  Paraskevas Petrou, Dimitri Linden, Oana Catalina Salcescu.
  The Journal of Creative Behavior. June 07, 2018
  --- - |2 Abstract Drawing on theoretical views of creative deviance, the present study hypothesized that employees with a tendency to break rules are more creative at their jobs (Hypothesis 1). Furthermore, we expected that this is particularly the case when employees face high problem‐solving demands (i.e., they are expected to be creative) but at the same time they face high organizational constraints (e.g., they are not given the resources they need in order to be creative; Hypothesis 2). To test these expectations, we conducted a cross‐sectional survey study (Study 1) and a daily diary survey study (Study 2) among employees from different occupational groups. Study 1 provided evidence that employee rule‐breaking is related to other‐rated employee creativity. Study 2 replicated this finding with a day‐level measure of self‐rated employee creativity. Furthermore, multilevel regression analyses revealed that the link is stronger when day‐level problem‐solving demands and organizational constraints are both high. Our findings contribute to the literature by providing empirical support to hardly examined propositions, namely, that non‐compliant behaviors (i.e., rule‐breaking) and obstacles (i.e., organizational constraints) may, in fact, boost creativity. Finally, suggestions for practice are made, recognizing the challenges posed to management in regulating employee rule‐breaking. - The Journal of Creative Behavior, EarlyView.
  

  June 07, 2018   doi: 10.1002/jocb.354   open full text
• Mood—Creativity Relationship in Groups: The Role of Equality in Idea Contribution in Temporal Mood Effects.
  Angela K.‐Y. Leung, Shyhnan Liou, Ming‐Hong Tsai, Brandon Koh.
  The Journal of Creative Behavior. June 07, 2018
  --- - |2 Abstract As people working in groups might fare better in solving complex problems than those working alone (e.g., Laughlin, Hatch, Silver, & Boh, Journal of Personality and Social Psychology, 90, 2006 and 644), organizations have increasingly assigned creative projects to groups. Group members contribute their collective efforts over time until the creative project has come to fruition. Although mood is identified as an important antecedent to creativity, little is known about the temporal pattern of how group mood enhances or inhibits group creativity, as well as the underpinning group process that explains the mood—creativity link in groups. We set out to address these questions by taking a within‐group approach to study the temporal trends of how group mood precedes group creativity and to examine idea contribution equality (ICE) as a mediating group process. We conducted a three‐wave longitudinal study among student workgroups tasked to complete a creativity project over a 1‐month span. Evidence showed that positive mood is positively associated with concurrent ICE and negative mood is negatively associated with lagged ICE. Furthermore, a mediation model showed that negative mood eventually hampered expert‐rated group creative performance by reducing ICE over time. These findings add new knowledge to the temporal mood—creativity relation within the group context. - The Journal of Creative Behavior, EarlyView.
  

  June 07, 2018   doi: 10.1002/jocb.353   open full text
• Measuring Creativity with Planned Missing Data.
  Guillaume Fürst.
  The Journal of Creative Behavior. June 01, 2018
  --- - |2 Abstract 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. - The Journal of Creative Behavior, EarlyView.
  

  June 01, 2018   doi: 10.1002/jocb.352   open full text
• National‐level Indicators of Androgens are Related to the Global Distribution of Scientific Productivity and Science Nobel Prizes.
  Dimitri Linden, Edward Dutton, Guy Madison.
  The Journal of Creative Behavior. May 23, 2018
  --- - |2 Abstract There are national differences in scientific activity that are not well accounted for by economic and intellectual factors alone. We examine the novel hypothesis that androgen levels may also play a role. Androgens are often referred to as male hormones, but are present in both men and women, and have been linked to performance in other domains, such as sports and entrepreneurship. National‐level empirical data on scientific productivity, in terms of numbers of publications, and science Nobel laureates were compared to seven national‐level androgen indicators; namely androgenic body hair, the length of the CAG repeat on the androgen receptor gene, prostate cancer incidence, male and female 2D:4D finger ratio, and sex frequency and number of partners. The majority of these indicators were associated in the expected direction with per capita number of scientific publications and Nobel prizes. Moreover, several indicators significantly interacted with national‐level estimates of intelligence, such that androgen levels are related to measures of the scientific achievement only when the level of intelligence is relatively high. These findings may partly explain the global distribution of scientific productivity, achievements, and Nobel prizes. - The Journal of Creative Behavior, EarlyView.
  

  May 23, 2018   doi: 10.1002/jocb.351   open full text
• Validation of the Italian Remote Associate Test.
  Carola Salvi, Giulio Costantini, Adriana Pace, Massimiliano Palmiero.
  The Journal of Creative Behavior. May 22, 2018
  --- - |2 Abstract The scientific approach to the study of creative problem‐solving has shifted from using classic insight problems (e.g., the Nine‐dots problem), toward sets of problems that have more robust psychometric properties, such as the Remote Associate Test (RAT). Because it is homogeneous, compact, quickly solvable, and easy to score, the RAT has been used more frequently in recent creativity studies. We applied the Item Response Theory (IRT) to develop an Italian version of this task. The final 51‐item test was reliable (α = .89) and provided information over a wide range of ability levels, as revealed by the IRT analysis. The RAT correlated with five measures of creative performance: The Raven's Standard Progressive Matrices (SPM), three classic insight problems, a set of anagrams purposefully developed, the fluency and flexibility scores of the Alternative Uses Task (AUT), and the Creative Achievements Questionnaire (CAQ). The new measure provided is meant to encourage the study of creativity and problem‐solving in the Italian language. - The Journal of Creative Behavior, EarlyView.
  

  May 22, 2018   doi: 10.1002/jocb.345   open full text
• Specificity and Abstraction of Examples: Opposite Effects on Fixation for Creative Ideation.
  Hicham Ezzat, Marine Agogué, Pascal Le Masson, Benoit Weil, Mathieu Cassotti.
  The Journal of Creative Behavior. May 16, 2018
  --- - |2 Abstract Fixation is one of the major obstacles that individuals face in creative idea generation contexts. Several studies have shown that individuals unintentionally tend to fixate to the examples they are shown in a creative ideation task, even when instructed to avoid them. Most of these studies used examples formulated with high level of specificity. However, no study has examined individuals’ creative performance under an instruction to diverge from given examples, when these examples are formulated with a high level of abstraction. In the present study, we show that (a) instructing participants to avoid using common examples when formulated with a high level of specificity increases fixation; whereas (b) instructing participants to avoid such examples while using a more abstract level for stating these common examples—such as a categorization of these examples—mitigates fixation and doubles the number of creative ideas generated. These findings give new insights on the key role of categorization in creative ideation contexts. - The Journal of Creative Behavior, EarlyView.
  

  May 16, 2018   doi: 10.1002/jocb.349   open full text
• Critical Thinking Disposition and Scientific Creativity: The Mediating Role of Creative Self‐Efficacy.
  Ruichao Qiang, Qin Han, Yongyu Guo, Jie Bai, Maciej Karwowski.
  The Journal of Creative Behavior. May 14, 2018
  --- - |2 Abstract This study explores the relationship between critical thinking disposition and scientific creativity and examines the hypothesized mediating role played by creative self‐concept (trait‐like creative self‐efficacy). A large sample (N = 1,153) of Chinese high school students filled the Critical Thinking Disposition Inventory and revised trait‐like creative self‐efficacy scale, and then solved Scientific Creativity Test for Adolescent. Structural equation modeling has demonstrated that students’ critical thinking disposition was positively related to their creative self‐concept and scientific creativity, and creative self‐concept fully mediated the link between critical thinking disposition and scientific creativity. We discuss these findings in terms of the hypothetical role played by creative self‐concept for creative functioning. - The Journal of Creative Behavior, EarlyView.
  

  May 14, 2018   doi: 10.1002/jocb.347   open full text
• All You Need Is Love: The Importance of Partner and Family Relations to Highly Creative Individuals’ Well‐Being and Success.
  Izabela Lebuda, Mihaly Csikszentmihalyi.
  The Journal of Creative Behavior. May 09, 2018
  --- - |2 Abstract The aim of the article was to investigate how the family life of highly creative individuals—mainly marriages or romantic relationships—is related to their sense of success and well‐being. Previous studies have led to conflicting conclusions. The predominant finding has been that marriage and family constitute an obstacle to creative potential development. Other studies have demonstrated that, regardless of gender, creators lead satisfying family lives, which contributes to their well‐being. The study presented in this paper is based on the grounded theory methodology and triangulates two sources: interviews with prominent creators from the USA conducted years ago (Csikszentmihalyi, 1996, N = 91) and interviews with recognized contemporary Polish artists and scientists (N = 34). Based on interactions between the interviewees’ perception of themselves as creators and their perception of gender and family roles, the authors identify and discuss five types of relationship between creators’ family life and work. They also discuss the factors that hinder or facilitate creators’ satisfactory functioning in both areas in each of the five types of relationship. - The Journal of Creative Behavior, EarlyView.
  

  May 09, 2018   doi: 10.1002/jocb.348   open full text
• Are Speedy Brains Needed when Divergent Thinking is Speeded—or Unspeeded?
  Boris Forthmann, Corinna Lips, Carsten Szardenings, Jana Scharfen, Heinz Holling.
  The Journal of Creative Behavior. May 07, 2018
  --- - |2 Abstract In this study, we focus on mental speed and divergent thinking, examining their relationship and the influence of task speededness. Participants (N = 109) completed a set of processing speed tasks and a test battery measuring divergent thinking. We used two speeded divergent‐thinking tasks of 2 minutes and two unspeeded tasks of 8 minutes to test the influence of task speededness on creative quality and their relation to mental speed. Before each task, participants were instructed to be creative in order to optimally measure creative quality. We found a large main effect of task speededness: less creative ideas were generated when tasks were speeded as compared to unspeeded (Cohen's d = −1.64). We could also replicate a positive relationship of mental speed with speeded divergent thinking (r = .21) and mental speed with unspeeded divergent thinking (r = .25). Our hypothesis that the relation is higher for the speeded divergent‐thinking tasks was not confirmed. Importantly, variation in creative quality scores under speeded conditions was not explained by mental speed beyond the predictive power of unspeeded creative quality. The latter finding implies that measurement of creative quality under speeded conditions is not confounded by mental speed. - The Journal of Creative Behavior, EarlyView.
  

  May 07, 2018   doi: 10.1002/jocb.350   open full text
• Creators and Presses: The Person–Situation Interaction in Negative Creativity.
  Hansika Kapoor, Azizuddin Khan.
  The Journal of Creative Behavior. May 07, 2018
  --- - |2 Abstract Given the recent emphasis on exploring valence in creative behavior, this study examines negative creativity via a person–situation interactionist perspective. By manipulating goal valence (uses or misuses) and object valence (positive or negative), four conditions of an adapted Divergent Thinking task were used to predict positive and negative creativity. Participants (N = 178, 103 females, Mage = 23.82, SD = 4.03, range: 18–38) responded to a single condition along with the Big Five and Dark Triad personality scales in a between‐groups design. Hierarchical multiple regressions revealed that goal and object valence significantly explained variance in valences of creative responses, beyond individual differences of personality. Furthermore, the congruence between goal and object valence predicted valenced creativity; that is, the positive objects and goals condition yielded more positive‐original ideas, and the negative objects and goals condition yielded more negative‐original ones. Object valence alone (material presses) did not contribute significantly to explaining valenced creativity. Negative‐original responses were inversely related to conscientiousness, and directly to intellect/imagination and secondary psychopathy. Thus, negative creativity was attributed relatively more to person as compared to situation variables. Results are discussed from a valence‐based and interactionist perspective. - The Journal of Creative Behavior, EarlyView.
  

  May 07, 2018   doi: 10.1002/jocb.346   open full text
• Effects of Creative Personality on EEG Alpha Oscillation: Based on the Social and General Creativity Comparative Study.
  Yali Wang, Chuanhua Gu, Jiamei Lu.
  The Journal of Creative Behavior. April 27, 2018
  --- - |2 Abstract The neural mechanism underlying creativity has been identified and confirmed by numerous studies. This current exploratory study compared the neural basis between social creativity and general creativity and explored the effect of creative personality on their neural basis by employing multiple regression analysis. The EEG activities of 34 participants were recorded during social or general creative tasks. The results indicated that a stronger alpha event‐related synchronization (ERS) was presented during the social creative task than during the general creative task. High creative personality individuals were found to exhibit higher event‐related desynchronization (ERD) only for the upper alpha band. Additionally, high creative personality individuals revealed no significant task differences regarding the alpha ERS. However, low creative personality individuals exhibited a stronger alpha ERS for social creative tasks than they did for general creative tasks. The current investigation could lead to new approaches for examining the brain correlates of creativity from different domains and their correlations with respect to creative personality. - The Journal of Creative Behavior, EarlyView.
  

  April 27, 2018   doi: 10.1002/jocb.243   open full text
• Creative Occupational Therapist: It's About the Client Using Focus Groups to Explore Creativity in Occupational Therapy.
  Alenka Oven, Bojana Lobe.
  The Journal of Creative Behavior. April 27, 2018
  --- - |2 Abstract Although creativity is an important aspect of occupational therapy theory and practice, there have been few studies that would explore this concept in the context of the occupational therapy process. This was the first qualitative study of creativity in occupational therapy in Slovenia. It was conducted as part of a larger mixed‐methods study and included 22 experienced occupational therapists who participated in four focus groups. The focus of the study was on the exploration of different factors that could contribute to creativity and creative strategies in occupational therapy, in either a positive or a negative way. Since occupational therapy promotes a client‐centered therapy approach, the role of the client as the motivating factor was of particular interest to our study. Six factors that can influence the creativity of occupational therapists emerged from the qualitative analysis (Strauss & Corbin, ). While the client was identified as the key factor, the potential of other factors was also recognized. This qualitative study increased the understanding of the concept of creativity and creative behavior in occupational therapy, and also provided empirical material that formed the basis for the development of a questionnaire on creativity in occupational therapy. - The Journal of Creative Behavior, EarlyView.
  

  April 27, 2018   doi: 10.1002/jocb.344   open full text
• Epilogue: Creativity as Immersed Detachment.
  Vlad Petre Glăveanu.
  The Journal of Creative Behavior. April 17, 2018
  --- - |2 Abstract In this short epilogue, I reflect on a final, basic paradox when it comes to creativity: the fact that creators are simultaneously deeply immersed into their environment and their work and, at the same time, capable of taking distance from both in order to develop new perspectives on the situation or problem at hand. This particular state of “immersed detachment” is enabled by our existence as social and cultural beings, a condition that both constrains and frees our thinking and our action. Understanding this paradoxical condition and fostering it can have wide‐ranging benefits at a theoretical and practical level. Conceptually, it helps us understand why creativity depends, at once, on individuals and society, uniqueness and sameness, continuity and difference. Practically, it encourages those forms of immersion and connectivity that help rather than hinder creative agency. - The Journal of Creative Behavior, EarlyView.
  

  April 17, 2018   doi: 10.1002/jocb.242   open full text
• Differences in Creative Problem‐Solving Preferences Across Occupations.
  Gerard J. Puccio, Blair Miller, Selcuk Acar.
  The Journal of Creative Behavior. April 15, 2018
  --- - |2 Abstract FourSight theory contends that individuals show preferences for the mental operations rooted in the creative process. The four fundamental preferences measured by FourSight are Clarifiers, Ideators, Developers, and Implementers. The present study examined the extent to which certain occupations reflect a proclivity for these four creative‐process preferences. Guided by Holland's theory of vocational choice, hypothesized relationships were formulated for the link between FourSight theory and 17 occupations. For example, it was predicted that those who work in finance would show a significant bias toward the Clarifier preference. Of the 17 hypothesized relationships between FourSight and occupation, statistical analysis of the FourSight preferences for 20,784 individuals showed support for 12 predictions and partial support for two of the hypothesized relationships. These findings clearly demonstrate that particular occupations engage specific creative‐process preferences. Future investigations might wish to examine the degree to which the interaction between work and creative‐thinking preferences predicts creative performance, satisfaction, stress, and turnover. - The Journal of Creative Behavior, EarlyView.
  

  April 15, 2018   doi: 10.1002/jocb.241   open full text
• Application of Latent Semantic Analysis to Divergent Thinking is Biased by Elaboration.
  Boris Forthmann, Oluwatosin Oyebade, Adebusola Ojo, Fritz Günther, Heinz Holling.
  The Journal of Creative Behavior. March 25, 2018
  --- - |2 Abstract Scoring divergent‐thinking response sets has always been challenging because such responses are not only open‐ended in terms of number of ideas, but each idea may also be expressed by a varying number of concepts and, thus, by a varying number of words (elaboration). While many current studies have attempted to score the semantic distance in divergent‐thinking responses by applying latent semantic analysis (LSA), it is known from other areas of research that LSA‐based approaches are biased according to the number of words in a response. Thus, the current article aimed to identify and demonstrate this elaboration bias in LSA‐based divergent‐thinking scores by means of a simulation. In addition, we show that this elaboration bias can be reduced by removing the stop words (for example, and, or, for and so forth) prior to analysis. Furthermore, the residual bias after stop word removal can be reduced by simulation‐based corrections. Finally, we give an empirical illustration for alternate uses and consequences tasks. Results suggest that when both stop word removal and simulation‐based bias correction are applied, convergent validity should be expected to be highest. - The Journal of Creative Behavior, EarlyView.
  

  March 25, 2018   doi: 10.1002/jocb.240   open full text
• Bilingualism and Creativity: Towards a Situated Cognition Approach.
  Marloes Dijk, Evelyn H. Kroesbergen, Elma Blom, Paul P. M. Leseman.
  The Journal of Creative Behavior. March 24, 2018
  --- - |2 Abstract In this paper, the association between bilingualism and creativity is investigated. In the first part, the results of a literature review are reported. Previous research predominantly found that bilinguals outperform monolinguals on creativity tasks, which was explained by bilinguals’ enhanced executive functioning compared to monolinguals, and their experience with multiple cultures. Most previous research has examined the relationship between bilingualism and creativity within a psychological trait framework, which does not take into account that cognitive processes are regarded to be situated‐embodied, meaning that they are influenced by environmental factors, and by a person's perceptions of and actions towards these environmental factors. In the second part, we discuss an alternative approach, in which creativity can be defined as the emerging skill of an individual to discover affordances, to come up with creative ideas and products. Recommendations for future research are discussed as well. - The Journal of Creative Behavior, EarlyView.
  

  March 24, 2018   doi: 10.1002/jocb.238   open full text
• The Effects of Extrinsic Motivation on Scientific and Artistic Creativity among Middle School Students.
  Yukang Xue, Chuanhua Gu, Jingjing Wu, David Yun Dai, Xiaolin Mu, Zongkui Zhou.
  The Journal of Creative Behavior. March 12, 2018
  --- - |2 Abstract 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. - The Journal of Creative Behavior, EarlyView.
  

  March 12, 2018   doi: 10.1002/jocb.239   open full text
• What's Wrong with Creativity Testing?
  Robert J. Sternberg.
  The Journal of Creative Behavior. February 27, 2018
  --- - |2 Abstract 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. - The Journal of Creative Behavior, EarlyView.
  

  February 27, 2018   doi: 10.1002/jocb.237   open full text
• State and Trait Anger Predicting Creative Process Engagement—The Role of Emotion Regulation.
  Carla Gomes Costa, Qin Zhou, Aristides I. Ferreira.
  The Journal of Creative Behavior. February 09, 2018
  --- - |2 Abstract Drawing on the specific emotion approach, and based on the emotional regulation theory and cognitive and activation perspectives on emotions, this study examined the differentiated impact of state and trait anger on creative process engagement (CPE) and the moderating influences of emotion reappraisal and suppression. Data were obtained from daily surveys (N = 422) of 98 employees from three consultancy companies. Hierarchical linear modeling analysis revealed that trait anger has a stronger impact on CPE than state anger does. Furthermore, the relationship between state anger and CPE is stronger when emotion reappraisal is lower, rather than higher, and the relationship between trait anger and CPE is also stronger when emotion suppression is lower, rather than higher. - The Journal of Creative Behavior, EarlyView.
  

  February 09, 2018   doi: 10.1002/jocb.236   open full text
• Epilogue: Creativity as Immersed Detachment.
  Vlad Petre Glăveanu.
  The Journal of Creative Behavior. February 07, 2018
  --- - |2 Abstract In this short epilogue, I reflect on a final, basic paradox when it comes to creativity: the fact that creators are simultaneously deeply immersed into their environment and their work, and, at the same time, capable of taking distance from both in order to develop new perspectives on the situation or problem at hand. This particular state of “immersed detachment” is enabled by our existence as social and cultural beings, a condition that both constrains and frees our thinking and our action. Understanding this paradoxical condition and fostering it can have wide‐ranging benefits at a theoretical and practical level. Conceptually, it helps us understand why creativity depends, at once, on individuals and society, uniqueness and sameness, continuity and difference. Practically, it encourages those forms of immersion and connectivity that help rather than hinder creative agency. - The Journal of Creative Behavior, EarlyView.
  

  February 07, 2018   doi: 10.1002/jocb.235   open full text
• Fostering Diversity in the Creative Arts by Addressing Students' Capacity to Aspire.
  Jennifer Gore, Skye Gibson, Leanne Fray, Max Smith, Kathryn Holmes.
  The Journal of Creative Behavior. February 02, 2018
  --- - |2 Research on young people's aspirations and their capacity to aspire to higher education has proliferated in recent decades, however, very little attention has been paid to the creative arts. Diversity in the arts remains a persistent issue in many nations, and repeated attempts to promote diversity in the Australian arts community have had limited impact, suggesting the need for new approaches. Drawing on data from a 4‐year longitudinal study of students from ages 8 to 18 (n = 6,492) in government schools, we examine school students' aspirations for careers in the arts. Arts‐related careers were popular among students, yet we found a distinct lack of diversity among those aspiring to such careers. Using logistic regression analysis we found that being female, high achieving, from an English‐speaking background, possessing high cultural capital, and attending advantaged schools were significant predictors of interest in the arts, suggesting the likely reproduction of existing patterns of participation. We argue that initiatives within schools are essential to disrupting these patterns and building the capacity of a more diverse range of students to aspire to careers in the arts. - The Journal of Creative Behavior, EarlyView.
  

  February 02, 2018   doi: 10.1002/jocb.232   open full text
• Creative at Each Age: Age‐Related Differences in Drivers of Workplace Creativity from an Experience Sampling Study.
  Judith Volmer, Stefanie Richter, Christine J. Syrek.
  The Journal of Creative Behavior. January 31, 2018
  --- - |2 Abstract Creativity and innovation are essential agents for change processes and accelerating technical development. Having to face challenges, such as demographic change, organizations require individuals who are creative and innovative at each age. Previous research identified affect as a crucial determinant of creativity, even though empirical findings showed inconsistencies. Drawing on literature on age‐related changes in affective experiences, we investigated the moderating effect of employees’ age on the association between daily positive and negative affect and creativity using a daily diary study. A total of 116 employees responded to daily questionnaires twice a day over five consecutive working days. As expected, hierarchical linear modeling analyses revealed differential effects regarding the affect‐creativity association, dependent on employees’ age. Although older employees were most creative on days when they experienced a high level of positive affect (compared to their mean level of positive affect), younger employees were particularly creative when experiencing negative affect (compared to their mean level of negative affect). We discuss practical implications on how organizations could provide creativity‐enhancing work environments for employees at each age. - The Journal of Creative Behavior, EarlyView.
  

  January 31, 2018   doi: 10.1002/jocb.233   open full text
• Exploring the Effects of Creativity Training on Creative Performance and Creative Self‐Efficacy: Evidence from a Longitudinal Study.
  Martin Meinel, Timm F. Wagner, Christian V. Baccarella, Kai‐Ingo Voigt.
  The Journal of Creative Behavior. January 31, 2018
  --- - |2 Abstract In organizations and educational institutions, creativity trainings are the preferred approach to enhancing individual creative abilities. However, three issues regarding these trainings still remain largely unsolved. First, the question of how long‐lasting creativity training effects are has not been sufficiently answered so far. Second, the question arises whether all participants benefit from such trainings equally in terms of their creative performance (CP). Third, an increasing number of studies have shown that creativity trainings may also be able to increase participants' creative self‐efficacy (CSE), that is, the confidence in one's own creativity. Other studies, however, did not find evidence for this effect. Therefore, this article aims to address these issues by analyzing data from three measurement waves. Results reveal that participants' CP increased during the training and decreased only slightly 4 weeks after the training. Additionally, we found an effect of diminishing training returns in that the higher a participant's CP before the training the lower the training effect was. In contrast to most prior literature, we found no support for an effect of creativity training on participants' CSE. We discuss these findings and offer implications for both theory and practice. Finally, we state this study's limitations and derive avenues for further research. - The Journal of Creative Behavior, EarlyView.
  

  January 31, 2018   doi: 10.1002/jocb.234   open full text
• Reaching Wuthering Heights with Brave New Words: The Influence of Originality of Words on the Success of Outstanding Best‐Sellers.
  Sven Form.
  The Journal of Creative Behavior. January 30, 2018
  --- - |2 Abstract The judgment and ultimately the success of creative products should be determined by their properties. However, it has not been considered so far whether the same applies to books. Earlier research has found an inverted‐U relationship between originality of stimuli and their success. Linguistic originality as a text feature could influence the success of books as creative products in a natural experiment. The present historiometric study investigated whether originality predicts the popularity in a significant sample, the most best‐selling English books from 200 years. Originality was calculated based on word frequency using a commercial service. Popularity was assessed with a composite measure including indicators like number of sold copies. Regression analysis indicated originality had a direct linear effect on popularity, partially moderated by the time of first publishing. That is, while originality was generally beneficial for the success of a best‐seller, the same originality was more appreciated at a later point in time. This is the first quantitative study supporting the long‐held assumption that the evaluation of creative narratives is influenced by temporal context. The fact that some works like The Great Gatsby got more appreciation when they were rediscovered may reflect a general principle rather than mere exceptions. - The Journal of Creative Behavior, EarlyView.
  

  January 30, 2018   doi: 10.1002/jocb.230   open full text
• The Creativity Paradox: An Introductory Essay.
  Kiene Brillenburg Wurth.
  The Journal of Creative Behavior. January 30, 2018
  --- - |2 Abstract In this introductory article to the special issue, I explore the trope of paradox to think through the idea of creativity. Traditionally, metaphor has been the favored trope to conceptualize creativity: the combination of two existing elements into something different, something new. In this special issue, we focus on the trope of paradox as a trope defined by juxtaposition and an apparently irresolvable conflict to delineate creativity. Glossing the usefulness of paradox for artistic as well as scientific creativity, I show how the idea of Janusian thinking or being in two minds holds great potential to bridge creativity research in the humanities and social sciences. This issue starts building that bridge with multidisciplinary perspectives on creativity that, first, deconstruct apparent dichotomies in creativity research and, second, approach creativity as a situated, distributed concept. - The Journal of Creative Behavior, EarlyView.
  

  January 30, 2018   doi: 10.1002/jocb.231   open full text
• Off‐Task Social Breaks and Group Creativity.
  Dermot Breslin.
  The Journal of Creative Behavior. January 16, 2018
  --- - |2 Abstract This study investigates the effect of off‐task breaks, where individuals engage in a collective off‐task activity, on group creativity. Using an experimental method comprising 36 groups of 5 individuals, the relationships between different types of off‐task group break and performance in creative tasks post‐break are explored. When compared to the no‐break case, it is seen that off‐task breaks, in which all individuals participate in the group activity, lead to more original ideas being generated post‐break. On the other hand, individual incubation breaks and self‐organizing group breaks, lead to lower levels of post‐break idea originality when compared with the no‐break case. This research thus highlights the positive benefits of off‐task breaks involving full member participation, on the creative process in groups. - The Journal of Creative Behavior, EarlyView.
  

  January 16, 2018   doi: 10.1002/jocb.229   open full text
• The Effects of Visual Arts Pedagogies on Children's Intrinsic Motivation, Creativity, Artistic Skill, and Realistic Drawing Ability.
  Emma Chad‐Friedman, Yoona Lee, Xiaodong Liu, Malcolm W. Watson.
  The Journal of Creative Behavior. January 15, 2018
  --- - |2 Abstract This exploratory study compared the effects of two different teaching methods (teacher‐directed vs. choice‐based) on the overall art skills, realistic drawing ability, intrinsic motivation to pursue art, and creativity in art productions in children attending the two art programs. The sample consisted of 83 third graders who completed two art exercises and an intrinsic motivation questionnaire. Using the Consensual Assessment Technique, 20 undergraduate art majors rated each drawing on creativity, overall artistic skill, and realistic drawing ability; these scores showed high‐internal consistency and served as measures for art skills and creativity. Children from the teacher‐directed program scored significantly higher on art skill (M = 3.09) than the children from the choice‐based program (M = 2.53, p = .025). Children from the teacher‐directed program also performed better on realistic drawing (M = 3.7, p = .038) than the children from the choice‐based program (M = 2.99). Art teaching method did not predict intrinsic motivation or creativity. Further analyses showed significant correlations between intrinsic motivation scores and overall art skill (r = .376, p = .002) and realistic drawing skill (r = .335, p = .007). Participating in the teacher‐directed program is associated with higher levels of artistic skill and realistic drawing ability, which are correlated with increased intrinsic motivation. - The Journal of Creative Behavior, EarlyView.
  

  January 15, 2018   doi: 10.1002/jocb.228   open full text
• Scientific Creativity: Divergent and Convergent Thinking and the Impact of Culture.
  Herie B. Vries, Todd I. Lubart.
  The Journal of Creative Behavior. December 28, 2017
  --- - |2 Abstract This paper examines the contrast and distinction between divergent and convergent scientific creativity, and the paradoxical relationship of scientific creativity with cultural factors in elementary students. With a newly developed measure of potential for scientific creativity, EPoC Science (Lubart et al., in press), students produce ideas in response to scientific problems, and both divergent‐exploratory as well as convergent‐integrative processes involved in scientific creativity are analyzed. An empirical study (n = 118) was conducted in France with elementary school children (ages 7–10). The divergent‐exploratory task was scored for fluency and statistical uniqueness. For the convergent‐integrative task, the number of concepts that a student integrated and synthesized, and the originality of the synthesis were scored. Results showed that divergent and convergent task performances were weakly related to each other. This suggests that divergence and convergence are two relatively distinct processes for scientific creativity, and that the relation is more complex than commonly assumed. In terms of culture‐related variables, immigrant cultural background (number of family members born outside of France) was significantly and negatively correlated with the originality of divergent and convergent scientific creativity. Findings are discussed and educational implications are proposed. - The Journal of Creative Behavior, EarlyView.
  

  December 28, 2017   doi: 10.1002/jocb.184   open full text
• Creativity and Wonder.
  Vlad Petre Glăveanu.
  The Journal of Creative Behavior. December 28, 2017
  --- - |2 Abstract The experience of wonder is often said to be at the origin of acts of creativity, both historical and mundane, from big breakthroughs in science to the everyday discoveries of children at play. And yet, wonder and wondering have rarely been theorized until now, at least in the psychology of creativity. Understood as one of the main ways in which we engage with the possible, wonder presents us, upon closer inspection, with a paradox typical for creativity—experiencing what is present (the here and now) through the lenses of what is absent (the not‐yet‐here). Wondering is grounded in the possibility of adopting multiple perspectives on a certain reality; many of which are yet unknown to the creator while anticipated and actively looked for. In this paper, the creative process fuelled by the experience of wonder is described as a cyclical interplay between awareness, excitement, and exploration of the possible. Thus, one of the main consequences of reflecting on wonder and wondering is not only a renewed focus on process in creativity research but, most of all, a new emphasis on the less “visible” and yet essential aspects of creative action as it bridges the actual and the possible. - The Journal of Creative Behavior, EarlyView.
  

  December 28, 2017   doi: 10.1002/jocb.225   open full text
• Paradoxes of “creativity”: Examining the creative process through an antenarrative lens.
  Marc Stierand, David M. Boje, Vlad Glăveanu, Viktor Dörfler, Usha C. V. Haley, Miriam Feuls.
  The Journal of Creative Behavior. December 28, 2017
  --- - |2 Abstract Accounts of the creative process tend to be retrospective and implicitly ground the creative act within the person, the mind, the moment, the idea; in doing so, they often miss the larger sociomaterial qualities that can provide us with important insights about the social relationality and playfulness of the creative process. In this article, we examine the creative process through an antenarrative lens that we consider very useful for theorizing the creative process from a cultural and sociomaterial perspective. More specifically, we argue that ‘having an idea’ is a contextualized and embodied process that can be regarded as an antenarrative of the overall creative process. We also discuss how the paradoxical relation between the formative and sudden manifestations of the creative act can be understood through the notion of play. - The Journal of Creative Behavior, EarlyView.
  

  December 28, 2017   doi: 10.1002/jocb.224   open full text
• Creative Reading in the Information Age: Paradoxes of Close and Distant Reading.
  Inge Ven.
  The Journal of Creative Behavior. December 28, 2017
  --- - |2 Abstract This article reflects on transformations of modes of reading in an information age, asking what “creative reading” entails in information‐intensive, multimodal environments. We currently face the challenge of the development of reading strategies that oscillate between “close” and “distant” reading. For years, these reading strategies have been a topic of debate between practitioners of Digital Humanities on the one hand, and “traditional” humanists on the other. This ongoing polemics presents reading methods in an unnecessarily polarized manner. I argue that creativity research can be operationalized to come to a more productive model to characterize the ways we read in an information age. I show that the “schism” between close and distant reading is structured around a number of apparent paradoxes that I unravel such as hyper‐ and deep attention/attention and distraction, and convergence and divergence. The paradox of creativity resides in the fact that we find convergence in divergence and vice versa, that the two by definition intertwine. Building on these concepts, I propose a model that considers reading in terms of scale variance. I suggest the humanities turn to creativity research and the interrelations between divergent‐exploratory and convergent‐integrative thinking (Lubart), for a conceptual framework that will allow us to train students on all levels how to read (and how and when not to read), in an information age. - The Journal of Creative Behavior, EarlyView.
  

  December 28, 2017   doi: 10.1002/jocb.186   open full text
• Difficult Differences: A Socio‐cultural Analysis of How Diversity Can Enable and Inhibit Creativity.
  Hana Hawlina, Alex Gillespie, Tania Zittoun.
  The Journal of Creative Behavior. December 22, 2017
  --- - |2 Abstract The relationship between diversity and creativity can be seen as paradoxical. A diversity of perspectives should be advantageous for collaborative creativity, yet its benefits are often offset by adverse social processes. One suggestion for overcoming these negative effects is perspective taking. We compared four dyads with low scores on trait perspective taking with four dyads who were high on trait perspective taking on a brainstorming task followed by reconstructive interviews. Trait‐based perspective taking was strongly associated with greater creativity. However, contrary with expectation, interactional perspective taking behaviors (including questioning, signaling understanding, repairing) were associated with lesser creativity. The dyads that generated the fewest ideas were most likely to get stuck within ideational domains, struggling to understand one‐another, having to elaborate and justify their ideas more. In contrast, the dyads that generated many ideas were more likely to recognize each other's ideas as valuable without extensive justification or negotiation. We suggest that perspective taking is crucially important for mediating diversity in the generation of new ideas not only because it enables understanding the perspective of the other, but because it entails an atmosphere of tolerance, playfulness, and mutual recognition. - The Journal of Creative Behavior, EarlyView.
  

  December 22, 2017   doi: 10.1002/jocb.182   open full text
• Psychometric Qualities and Measurement Invariance of the Modified Self‐Rated Creativity Scale.
  Chee‐Seng Tan, Anna Wen‐Huey Ong.
  The Journal of Creative Behavior. December 18, 2017
  --- - |2 Abstract The 13‐item self‐rated creativity scale (SRCS) initially developed for supervisory rating of employees’ creativity was modified by some researchers and used as a self‐report of creativity. However, it is not clear if the modified SRCS is psychometrically sound. The present study addressed this gap in three studies (N = 1,033). The exploratory factor analysis (Study 1) revealed a two‐factor solution after removing Item 9 due to low factor loading. Confirmatory factor analysis was then used in Study 2 to examine and compare the conceptual one‐factor model with 13 items (Model 1), one‐factor model with 12 items (Model 2), two‐factor model with 12 items (Model 3), and the 12‐item bifactor model with one general factor and two specific factors (Model 4). The results indicated that Model 4 is more superior to all the competing models. Study 3 further confirmed that the bifactor model, showed support to the reliability and convergent validity, and found partial metric invariance across Chinese and Malay undergraduates. Taken together, the modified (12‐item) SRCS is a psychometrically sound tool for self‐rated creativity in the Malaysian context. - The Journal of Creative Behavior, EarlyView.
  

  December 18, 2017   doi: 10.1002/jocb.222   open full text
• Creativity from Start to Finish: A “Straight‐A” Model of Creative Process and Its Relation to Intelligence.
  Robert J. Sternberg.
  The Journal of Creative Behavior. December 18, 2017
  --- - |2 Abstract 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. - The Journal of Creative Behavior, EarlyView.
  

  December 18, 2017   doi: 10.1002/jocb.223   open full text
• Creative self‐efficacy as mediator between creative mindsets and creative problem‐solving.
  Ryan Royston, Roni Reiter‐Palmon.
  The Journal of Creative Behavior. December 11, 2017
  --- - |2 ABSTRACT An emerging area of research is how one's mindset regarding the fixedness and malleability of creative ability relates to creative performance. Malleable creative mindsets tend to be positively related to creativity while fixed mindsets often show a negative association. Similarly, creative self‐efficacy, or one's beliefs that they have the capacity to be creative, is also related to creative performance and creative mindsets. While previous studies tested the direct relationship between mindsets and creativity, this study tested creative self‐efficacy in this relationship. A total of 152 students from a Midwestern university participated in the study. They were provided with measures of creative self‐efficacy, creative mindsets, and creative problem‐solving. Solutions were assessed in terms of quality and originality. Results indicated that both malleable creative mindsets and creative self‐efficacy were positively related to solution quality and originality while fixed creative mindsets were negatively related. Mediation analysis using Preacher and Hayes' (2004) bootstrapping macro showed that creative self‐efficacy mediated the relationship between malleable mindsets and quality and originality as well as the relationship between fixed mindsets and quality and originality. This research advances the study of creativity by demonstrating that creative self‐efficacy is an important mechanism through which creative mindsets relate to creative performance. - The Journal of Creative Behavior, EarlyView.
  

  December 11, 2017   doi: 10.1002/jocb.226   open full text
• Examining Relationships between Transformational Leadership and Employee Creative Performance: The Moderator Effects of Organizational Culture.
  John H. Golden, Michael Shriner.
  The Journal of Creative Behavior. October 05, 2017
  This study examined whether organizational culture moderates relationships between transformational leadership (TFL) and employee self‐rated creative performance (CP). A convenience sample of 147 working professionals from 109 Fortune 500 organizations participated in the study by completing measures of their organizations’ cultures, their managers’ leadership styles, and their own CP, as well as relevant control measures. Adhocracy culture type moderated the relationship between levels of TFL and CP. Consequently, market culture type was a non‐significant moderator for predicting TFL–CP relationships. Both adhocracy and market culture types were non‐significant mediators of TFL on CP. The theoretical model in this study provides an important extension of TFL and organizational culture theories and a greater understanding of how adhocracy culture interacts with TFL to influence employee CP. This study also provides researchers and practitioners with a better comprehension of how to achieve higher levels of CP given the interaction between TFL and adhocracy culture.

  October 05, 2017   doi: 10.1002/jocb.216   open full text
• Big Five Personality and Creativity: The Moderating Effect of Motivational Goal Orientation.
  Oshrit Kaspi‐Baruch.
  The Journal of Creative Behavior. September 18, 2017
  This study examined the association between the big five personality dimensions and creativity through the moderation of motivational goal orientation. One hundred and ninety students engaged in full‐time employment completed questionnaires, which were used to assess the variables of interest. Regression moderation analyses supported some of the expected hypotheses. The associations between the big five dimensions and creativity were moderated by learning motivational goal orientation. Individuals high in extroversion, emotional stability, and low in conscientiousness, are most creative when they are oriented toward learning. In addition, openness fully predicted creativity, without the moderation of goal orientation. The results are discussed in terms of the interactional nature of personality and goal orientation theory.

  September 18, 2017   doi: 10.1002/jocb.183   open full text
• The Underlying Architecture of the Creative Worlds of Children: Young Persons from the UK and China Unwittingly Generate More Concepts that Violate Ontological Category Structure Than Do Older Adults During an Exemplar‐Generation Task.
  Justin P. Gregory, Tyler S. Greenway.
  The Journal of Creative Behavior. August 28, 2017
  Is our cognition the underlying architecture of the recurrent and pan‐cultural imaginative ideas of children and adolescents? Recent cross‐cultural studies show that children and adolescents recall proportionally more creative, counterintuitive concepts than older adults. One outstanding concern is that cultural transmission is also constrained by how concepts emerge into culture. Hence, a broad sample of age demographics in UK and China (10–58 years; N = 90) participated in an exemplar‐generation task where participants assembled statements exemplifying conceptual categories of positive and negative emotion, imagery, humor, and inferential potential. Multiple regression analysis considering counterintuitiveness and age revealed young persons generated significantly more imaginative, counterintuitive ideas than older adults, in both UK and China groups. This cross‐cultural support for an underlying cognitive architecture of human creativity builds on Ward's (1994) research on structured imagination.

  August 28, 2017   doi: 10.1002/jocb.206   open full text
• Teacher's Encouragement on Creativity, Intrinsic Motivation, and Creativity: The Mediating Role of Creative Process Engagement.
  Yu‐Hsi Yuan, Ming‐Hsiung Wu, Meng‐Lei (Monica) Hu, I‐Chien Lin.
  The Journal of Creative Behavior. August 28, 2017
  Drawing on Dewey's pragmatic perspective on talent cultivation and previous research on promoting employee creativity in industry, this study investigates student creativity performance in relation to teacher's encouragement, intrinsic motivation, and creative process engagement. Based on survey data collected from 140 vocational high school students who participated in a nation‐wide contest in Taiwan, path analyses were performed using structure equation modeling techniques. The results indicate that both teacher's encouragement and intrinsic motivation have a significant, although indirect, effect on student creativity, and that creative process engagement, as opposed to teacher encouragement or intrinsic motivation, has a direct and significant mediating effect on student creativity. This finding is in partial agreement with prior research which reports student creativity is positively associated with teacher encouragement and intrinsic motivation, highlighting the mediating role of creative process engagement in facilitating student creative performance.

  August 28, 2017   doi: 10.1002/jocb.181   open full text
• The Genius Dilemma: Fortune 1000 CEO Personality and Firm Innovation.
  David Gal.
  The Journal of Creative Behavior. August 18, 2017
  Innovation is important to organizations’ long‐lasting success, yet many organizations fail to successfully promote innovation. One factor likely to bear an important influence on whether an organization successfully innovates, but that has received relatively little research attention, is the personality of the CEO. The present research examines the link between the personality of the CEO and product and service innovation in the firm using a unique sample of Fortune 1000 CEO's. Results show that conscientiousness in the CEO negatively predicts the level of innovation in the firm. Moreover, this relationship is evident among CEO's who have filled the CEO role for at least 3 years, but not among CEO's who have filled the CEO role for less than 3 years.

  August 18, 2017   doi: 10.1002/jocb.185   open full text
• The Indirect Effect of Teachers’ Creative Mindsets on Teaching Creativity.
  Sue Hyeon Paek, Sarah E. Sumners.
  The Journal of Creative Behavior. July 12, 2017
  Understanding how teachers’ implicit beliefs promote and inhibit students’ creativity has important implications for fostering creativity in the classroom. This study investigated whether the effect of teachers’ fixed creative mindset on their self‐efficacy for teaching creativity was mediated by their perceptions of students’ potential and the degree to which this indirect effect varied by level of growth creative mindset. A sample of educators (N = 119) completed an online survey containing questions regarding creative mindsets, perceptions of students’ potential, self‐efficacy for teaching creativity, and a set of relevant covariates. A moderated mediation analysis indicated that the more teachers believed creativity to be innate, the less teachers tended to perceive every student to possess creative potential. Consequently, teachers’ confidence in their ability to teach for creativity was diminished. Results from the corresponding tests of simple indirect effects indicated that this negative indirect effect of a fixed creative mindset was lessened by teachers’ growth creative mindset. Taken together, the findings suggest the likely significant role of teachers’ fixed and growth creative mindsets for fostering creativity in classroom.

  July 12, 2017   doi: 10.1002/jocb.180   open full text
• When Problems Lead to Ideas: The Roles of Daily Vigor and Social Interactions.
  Aleid C. Groenewoudt, Gerrit Rooks, Piet J. R. Gool.
  The Journal of Creative Behavior. July 12, 2017
  In this study, we investigate idea generation by conducting a diary study. We hypothesized that idea generation depends on problem identification, and that this relation is moderated by two factors: (a) the number of social interactions an individual has with “non‐redundant” network connections, and (b) an individual's level of vigor. The hypotheses were tested by making use of a diary study among 31 employees of a Dutch applied university over a period of 2 weeks. Results showed that idea generation results from the identification of problems that require new ideas to solve them. An individual's number of social interactions and the level of redundancy of these social interactions moderated this relation. The level of vigor of an individual did not predict idea generation, but results suggest that vigor is needed for interacting with others. Furthermore, this study contributes to the creativity research using a new approach to look at the effects of social interactions by relating them to the overall structure of social networks.

  July 12, 2017   doi: 10.1002/jocb.179   open full text
• Effects of Group Training in Problem‐Solving Style on Future Problem‐Solving Performance.
  Laura F. Main, Marcia A. B. Delcourt, Donald J. Treffinger.
  The Journal of Creative Behavior. May 11, 2017
  Seventy‐five participants from one suburban high school formed 21 teams with 3–4 members each for the Future Problem Solving Program International (FPSPI). Students were selected to participate in either the regular FPSPI or an enhanced FPSPI, where multiple group training activities grounded in problem‐solving style were incorporated into a 9‐week treatment period. An ANCOVA procedure was used to examine the difference in team responses to a creative problem‐solving scenario for members of each group, after accounting for initial differences in creative problem‐solving performance, years of experience in FPSPI, and creative thinking related to fluency, flexibility, and originality. The ANCOVA resulted in a significant difference in problem‐solving performance in favor of students in the treatment group (F(1, 57) = 8.21, p = .006, partial eta squared = .126, medium), while there were no significant differences in years of experience or creativity scores. This result led researchers to conclude that students in both groups had equivalent creative ability and that participation in the group activities emphasizing problem‐solving style significantly contributed to creative performance.

  May 11, 2017   doi: 10.1002/jocb.176   open full text
• The Future Problem Solving Program International: An Intervention to Promote Creative Skills in Portuguese Adolescents.
  Ivete Azevedo, Maria Fátima Morais, Fernanda Martins.
  The Journal of Creative Behavior. May 11, 2017
  The Future Problem Solving Program International (FPSPI) is an internationally applied educational program that involves young people. Its theoretical foundation is both the Creative Problem Solving Model and the Futurist Thinking. It aims to promote creative and critical thinking through a futurist approach to problems. This study intended to analyze the effects of the program on creative skills evaluated by the Torrance Tests of Creative Thinking (Figural Version). The participants’ perceptions of the efficacy of the program were also assessed. This intervention was carried out with 131 adolescents over a period of 7 months in an extra‐curricular context. The evaluation of the program takes into account periods both before and after interventions, using similar experimental and control groups. The results showed significant statistical differences for the all skills studied and very positive perceptions of the efficacy of FPSPI. Two significant gender differences in creative performance were also found. The results are described and discussed in order to promote awareness for future research concerning this program.

  May 11, 2017   doi: 10.1002/jocb.175   open full text
• The Mediating Role of Creative Process Engagement in the Relationship between Shyness and Self‐Rated Creativity.
  Chee‐Seng Tan, Xiao‐Shan Lau, Ling‐Khai Lee.
  The Journal of Creative Behavior. March 23, 2017
  Shyness has been found to have a negative impact on creativity. However, little attention has been given to the underlying process of the relationship between shyness and creativity. On the basis of literature, we hypothesize that shyness has an indirect impact on creativity through creative process engagement. Two studies were conducted on undergraduate students (Study 1) and working adults (Study 2) to test the hypothetical relationship. Analysis on participants self‐report showed that shyness was negatively associated with self‐reported creativity as well as creative process engagement. There was a positive relationship between creative process engagement and creativity. More importantly, mediation analysis supported that shyness was indirectly linked to creativity via creative process engagement. Specifically, shy people are found to be less involved in creativity‐relevant processes such as information searching and idea generation. The low level of creative process engagement, in turn, hinders their creativity. The findings not only lend support to the detrimental effect of shyness on creativity but also shed light on the underlying mechanism of the relationship.

  March 23, 2017   doi: 10.1002/jocb.173   open full text
• Relating Personality and Creativity: Considering What and How We Measure.
  Jeb S. Puryear, Todd Kettler, Anne N. Rinn.
  The Journal of Creative Behavior. March 20, 2017
  Creativity is a complex construct that is conceptualized and measured in multiple ways. This study examined the relationship between creativity and personality taking this into account. It was hypothesized that applying different conceptions and measures would cause variation in the creativity–personality relationship. The participants (N = 224) were undergraduate students and completed six creativity measures, a personality inventory, and a demographic questionnaire. Personality predicted more creative production (R2 = .277) than creative potential (R2 = .176) and more self‐reported creativity (R2 = .348) than that which was externally rated (R2 = .149). Openness was most consistently and strongly related to creativity, but other personality factors varied in their influence and some demonstrated suppression effects. Overall, the results suggest that despite relatively small effects of personality on creativity, there appear to be meaningful differences in the relationships depending on conception and measurement. Implications for educational settings and future research are discussed.

  March 20, 2017   doi: 10.1002/jocb.174   open full text
• It Is Time to Observe the Creative Process: How to Use a Creative Process Report Diary (CRD).
  Marion Botella, Julien Nelson, Franck Zenasni.
  The Journal of Creative Behavior. March 06, 2017
  Although the first research on the creative process was based on interviews with the aim of identifying the main stages (macro‐process), in the last 50 years researchers have focused more on the analysis of micro‐processes, i.e., the mechanisms underlying the generation of ideas. This interest in the micro‐processes is partly a result of the tools available to researchers to carry out rigorous studies on the creative process. In this article, we present a useful and relevant analytical tool for macro‐processes to assess the creative process in a natural context and when it occurs. Here, the reader will find advice on establishing a research protocol for the creative process by using diaries. Examples of diaries and results are presented. The advantage of this tool is that it enables a direct, rich, and inexpensive assessment of the creative process. Thus, the ecological validity of the diary method is particularly high.

  March 06, 2017   doi: 10.1002/jocb.172   open full text
• Can Creativity Beat Death? A Review and Evidence on the Existential Anxiety Buffering Functions of Creative Achievement.
  Rotem Perach, Arnaud Wisman.
  The Journal of Creative Behavior. November 30, 2016
  The relationship between creativity and symbolic immortality had been long acknowledged by scholars. In a review of the literature, we found 12 papers that empirically examined the relationship between creativity and mortality awareness using a Terror Management Theory paradigm, overall supporting the notion that creativity plays an important role in the management of existential concerns. Also, a mini meta‐analysis of the impact of death awareness on creativity resulted in a small‐medium weighted mean effect. We examined the existential anxiety buffering functions of creative achievement as assessed by the Creative Achievement Questionnaire in a sample of 108 students. It was found that at high, but not low, levels of creative goals, creative achievement was associated with lower death‐thought accessibility under mortality salience in comparison to controls. To our knowledge, this is the first empirical report of the anxiety buffering functions of creative achievement among people for whom creativity constitutes a central part of their cultural worldview. The current findings support the notion that creative achievement may be an avenue for symbolic immortality, particularly among individuals who value creativity. Implications for understanding death‐related creativity motivations and their impact on individuals and society and for the promotion of creative achievement and creative motivation are discussed.

  November 30, 2016   doi: 10.1002/jocb.171   open full text
• Openness to Experience Enhances Creativity: The Mediating Role of Intrinsic Motivation and the Creative Process Engagement.
  Chee‐Seng Tan, Xiao‐Shan Lau, Yian‐Thin Kung, Renu A/L Kailsan.
  The Journal of Creative Behavior. November 30, 2016
  Studies indicate that there is a positive relationship between openness to experience and creativity. However, relatively little attention has been given to the mechanism of this relationship. On the basis of previous findings, we hypothesized a conceptual model and tested the mediating role of intrinsic motivation and the creative process engagement in the relationship between openness to experience and creativity. One hundred and ninety‐eight undergraduates in Malaysia participated in the study and completed an online measure of openness to new experience, creativity, intrinsic motivation, and the creative process engagement. Consistent with the hypothesis, people who scored high on openness reported high intrinsic motivation. The high motivation enhanced engagement in creativity‐related activities, which in turn, improved self‐rated creativity. The findings not only shed light on mechanisms that underlie in the openness‐creativity linkage but they also highlight the importance of intrinsic motivation and creative process engagement in the linkage. Together, the study extends the effect of personality trait on creativity and offers a new direction for future studies.

  November 30, 2016   doi: 10.1002/jocb.170   open full text
• A Self‐Report Measure of Productive Thinking in Solving Insight Problems.
  J. Barton Cunningham, James N. MacGregor.
  The Journal of Creative Behavior. November 30, 2016
  There is broad agreement among executives on the importance of innovation and creativity in organizations. The paper aimed to provide information on the effectiveness of a new cognitive style inventory, the Productive‐Reproductive Thinking Inventory (P‐R), in identifying people with creative problem‐solving potential. Participants completed the P‐R Inventory, Kirton's Adaption‐Innovation Inventory (KAI), the Assimilator‐Explorer Inventory, self‐rating of insight problem‐solving, and a battery of insight problem‐solving tasks under controlled conditions. The P‐R scale was a significant predictor of problem‐solving performance and insight self‐ratings and correlated significantly with KAI and AE scores. In addition, the results supported distinguishing two types of reproductive thinking which are differentially associated with insight performance. The distinction was supported by confirmatory factor analysis and structural equation models. Using controlled conditions may limit the generality of the findings and further research should be carried out in applied settings. The P‐R inventory is short and easily administered and may provide HR professionals with a useful screening tool for assessing creative problem‐solving potential. The measure differs from the KAI in several ways that may offer advantages for creativity researchers in that it is non‐proprietary, based on well‐established psychological constructs, and is more particularly applicable to insight problem‐solving.

  November 30, 2016   doi: 10.1002/jocb.169   open full text
• Minding the Dreamer Within: An Experimental Study on the Effects of Enhanced Dream Recall on Creative Thinking.
  Mauricio Sierra‐Siegert, Emma‐Louise Jay, Claudia Florez, Ana Esther Garcia.
  The Journal of Creative Behavior. October 31, 2016
  Several studies have found an association between frequency of dream recall and creativity. We tested the hypothesis that training individuals to increase dream recall by means of a daily dream log would increase scores on the Torrance Test of Creative Thinking (TTCT). One hundred twenty‐five participants completed a baseline measure of creativity (TTCT, figural version) as well as of dream recall, dissociation, thinness of psychological boundaries, mindful‐attention awareness, and well‐being. Participants were randomly allocated to two groups: the experimental group (n = 55) received a daily dream log; while the control group (n = 32) received a similarly phrased log registering memories of a vivid episode from the previous day. After 27 days, all participants completed follow‐up measurements identical to those at baseline. A non‐randomized non‐intervention group (n = 35) was used to test for practice effects on the TTCT. There was significant selective increase for the “creative strengths” component, which was only observed in the experimental group. There were significant correlations between creativity and dissociation as well as between creativity and thinness of psychological boundaries. Enhanced dream recall through daily dream logging fosters aspects of creativity. Associations between creativity, dissociation, and thinness of boundaries, suggest that increased awareness to dreams increases creativity through a “loosening” of stereotyped thinking pattern.

  October 31, 2016   doi: 10.1002/jocb.168   open full text
• Positive Group Affective Tone and Team Creative Performance and Change‐Oriented Organizational Citizenship Behavior: A Moderated Mediation Model.
  Yuhyung Shin, Mihee Kim, Sang‐Hoon Lee.
  The Journal of Creative Behavior. October 31, 2016
  Despite the vast amount of research on creativity and organizational citizenship behavior (OCB), little knowledge has been accumulated with respect to underlying mechanisms and boundary conditions affecting team creative performance and change OCB. To fill this research gap, this study aims at proposing and testing a moderated mediation model that delineates the relationships among positive group affective tone (PGAT), team reflexivity, team leader transformational leadership, team creative performance, and team change OCB. As hypothesized, PGAT was positively associated with team reflexivity, which in turn significantly predicted team creative performance and change OCB. In addition, the relationship between PGAT and team reflexivity and the indirect effects of PGAT on team creative performance and change OCB through team reflexivity were more pronounced when team leader transformational leadership was high than when it was low. These findings were validated in a post hoc analysis that compared the proposed moderated mediation model with alternative models.

  October 31, 2016   doi: 10.1002/jocb.166   open full text
• Cultural Effects on English Language Teachers’ Judgments of Metaphoric Creativity: A Mixed‐Methods Approach.
  Hung‐Chun Wang, Yuh‐Show Cheng, Po‐Hsi Chen, Shao‐Zu Su.
  The Journal of Creative Behavior. October 20, 2016
  This study explored cultural influences on English language teachers’ judgments of English metaphors created by Taiwanese learners of English. Based on a mixed‐methods approach, it delved into the rating severity and implicit evaluation criteria of two cultural groups of teachers: Taiwanese and Americans. Ten Taiwanese teachers and 10 American teachers evaluated 120 novel metaphoric expressions using the Consensual Assessment Technique (Amabile, 1996). Creativity in context: Update to the social psychology of creativity. They further filled out a creativity evaluation survey, which was designed to bring to light what qualities within the metaphors influenced their judgments of metaphoric creativity. With the teachers’ ratings being analyzed by means of many‐facet Rasch measurement, this study first indicated that the American teachers were more severe raters than the Taiwanese teachers, but no significant difference was found between them. Analysis of the evaluation survey further demonstrated that both cultural groups shared largely similar evaluation criteria; yet, two contrasts emerged between them. Specifically, the American teachers seemed to favor metaphors that expressed the creator's thoughts; by contrast, the Taiwanese teachers preferred metaphors that relied on readers’ imagination to work out the meanings. These findings shed light on implications for teaching creativity in English L2 classrooms and assessing learners’ creative language artifacts in an English L2 context.

  October 20, 2016   doi: 10.1002/jocb.167   open full text
• The Facilitative Effects of Ambiguous Figures on Creative Solution.
  Xiaofei Wu, Xiaojing Gu, Hao Zhang.
  The Journal of Creative Behavior. September 19, 2016
  Empirical studies of creativity emphasize the importance of ambiguity advantage in idea generation and creative problem‐solving. This study examined whether ambiguous figures could directly induce a mind‐set that would transfer to the creative problem‐solving. In Experiment 1, we examined whether presentation of ambiguous figures would influence participants' performance in alternative uses tasks, and the results showed that prior exposure to ambiguous figures significantly enhanced participants' performance in the dimension of fluency, flexibility, and originality than those exposed to non‐ambiguous figures; in general uses tasks, there were no significant difference in the reaction time and originality between the ambiguous figure condition and non‐ambiguous figure condition. In Experiment 2, the facilitative effect of ambiguous figures on creative thinking was further examined with creative story generation tasks that demand more mental effort and increased cognitive load. Results showed that creativity of stories generated in ambiguous figure condition was scored significantly higher than those in non‐ambiguous figure condition. The current research extends our understanding of the facilitative effect of ambiguous figures on creative problem‐solving.

  September 19, 2016   doi: 10.1002/jocb.161   open full text
• Conceptualizing Creativity: General and Cultural Biases in Gough's Creative Personality Scale.
  Raphael Luescher, Petra Young‐Zie Barthelmess, Su‐Yeong Kim, Ulf Henning Richter, Michael Mittag.
  The Journal of Creative Behavior. September 19, 2016
  This study analyzes the validity of Gough's Creative Personality Scale (CPS) for the Adjective Check List (ACL) by using 1773 Swiss, South Korean, and Mainland Chinese students as a sample. Four sources of potential bias were identified in Gough's CPS, two of which are general and two cultural in nature. The two general biases were investigated by conducting correlation analyses and evaluating alternative scoring methods for the CPS. As a result of the first bias, checking a large number of adjectives was found to be more important for achieving a high score than checking the relevant ones. Due to the second bias, the CPS score mostly depends on the number of positive adjectives checked while negative items have little impact. The two cultural biases were analyzed using an implicit version of the CPS (iCPS) and factor analysis. The latter revealed three different clusters of creativity type: exploratory‐type, socially responsible‐type, and intellectual‐type creativity. Based on cultural background, they are all weighted differently, causing a potential experiential bias in the CPS. Findings indicate that in South Korea and Mainland China socially responsible‐type creativity dominates whereas in Switzerland exploratory‐type creativity prevails. Findings from the iCPS suggest the second cultural bias, the socially desirable responding bias arising from differences in responding styles among the three cultures.

  September 19, 2016   doi: 10.1002/jocb.160   open full text
• Strategy Induction Enhances Creativity in Figural Divergent Thinking.
  Boris Forthmann, Andrea Wilken, Philipp Doebler, Heinz Holling.
  The Journal of Creative Behavior. September 19, 2016
  Instructional effects in creative‐thinking tasks are important to understand in order to promote creative performance of individuals. In divergent‐thinking tasks, for example, instructional and strategic enhancement effects have been extensively studied for verbal tasks. However, while studies on instructional enhancement effects on creative drawing tasks exist, it is surprising that strategy enhancement in figural divergent thinking is still underresearched. In this study, we used a strategy manipulation approach to reassess the role of executive strategy implementation and the moderating role of an indicator of fluid intelligence, figural analogical reasoning, in two types of figural divergent‐thinking tasks (abstract vs. concrete). The sample comprised N = 75 high‐school students. Importantly, we found strategic enhancement effects by combining strategy instructions with a prompt to “be creative.” This combined instruction was contrasted with a standard instruction, and main effects were found for overall, concrete, and abstract creativity. Moreover, we found in a regression analysis a main effect for figural analogical reasoning on overall creativity and creativity for only the concrete object tasks. An expected interaction effect of instruction and figural analogical reasoning was not found. As another addition, the role of current motivation in figural divergent thinking was explored.

  September 19, 2016   doi: 10.1002/jocb.159   open full text
• Perceived Interpersonal Dimensions and Its Effect on Rating Bias: How Neuroticism as a Trait Matters in Rating Creative Works.
  Kevin H. C. Cheng.
  The Journal of Creative Behavior. September 02, 2016
  Understanding any inter‐ and intra‐personal dynamic that affects bias in the judgment of creative output is among numerous areas of focus for researchers in Psychology (or subset field). Notably, as a result of changes in interpersonal dynamics, conditions of subjective construal can induce bias either leniently or severely without any due awareness by the evaluator. Based on 153 Cantonese‐English bilinguals, the present study explored two potentially relevant conditions in each of two separate experiments. The first condition (N = 90) examined whether the perceived dominance of the creator differentially affected individuals high in neuroticism in rating involving creativity performance. A generic and robust measure of creativity performance was operationalized and transformed to a score representing the extent the bias was embedded in the rating. In the second condition (N = 63), the perceived friendliness of the evaluation target was manipulated and neuroticism was also assessed. The results indicated raters low in neuroticism exhibited lenient rating bias irrespective of the perceived friendliness or dominance of the rating target. Raters high in neuroticism reported severe rating bias when their targets were perceived as non‐dominant. The study demonstrates the application of the meta‐theoretical framework of the cognitive‐affective personality system. The discussion also emphasizes how the results contribute to development in creativity research—namely the perception and evaluation of creativity. Practical implications of using the findings in managing public expectations from art works to human resource management are posited.

  September 02, 2016   doi: 10.1002/jocb.156   open full text
• Creativity for Deliberate Harm: Malevolent Creativity and Social Information Processing Theory.
  Melissa B. Gutworth, Lily Cushenbery, Samuel T. Hunter.
  The Journal of Creative Behavior. September 02, 2016
  Both popular press and academic research laud the benefits of creativity. Malevolent creativity, however, is the application of creativity to intentionally harm others. This study examines predictors of malevolent creativity, considering both contextual and individual difference influences. Social information processing theory suggests that situational cues might be more influential in shaping malevolent creativity. Two experimental laboratory studies test the effects of both formal and informal situational cues and find that these factors are predictive of malevolent creativity components above and beyond individual differences such as personality and cognitive ability. Implications of these findings for research and practice are discussed.

  September 02, 2016   doi: 10.1002/jocb.155   open full text
• The Effect of Wording and Placement of Task Instructions on Problem‐Solving Creativity.
  Rita Di Mascio, Slava Kalyuga, John Sweller.
  The Journal of Creative Behavior. August 19, 2016
  Prior research has used many variants of “be creative” or brainstorm instructions to enhance creativity in a variety of tasks. However, differences in instruction wording may lead to differences in instruction interpretation, and varying the placement of instructions before or after a written problem description may lead to differences in problem interpretation. This study investigated the effect of varying the wording and placement of creativity instructions on idea novelty, workability, and effectiveness. A randomized field experiment in two classrooms found that: (a) brainstorming and “be creative” instructions impact some dimensions of idea creativity, relative to standard instructions; (b) combining the two instructions increased the number of ideas only slightly compared with the “be creative” instruction; (c) the effect of the combined instruction varied across classrooms; and (d) the placement of instructions before or after a written problem description influenced novelty slightly. These results suggest that participant‐constructed meaning of instruction may differ from the researcher‐ascribed meaning and that enhancing the salience of the creativity requirement in instructions does not enhance novelty. The results also lead to propositions that creativity instructions induce a promotion focus during problem‐solving and that creativity climate may moderate the impact of instructions.

  August 19, 2016   doi: 10.1002/jocb.157   open full text
• Teaching Creative Process across Disciplines.
  Shanna R. Daly, Erika A. Mosyjowski, Colleen M. Seifert.
  The Journal of Creative Behavior. August 12, 2016
  While there is great interest in higher education about teaching creative process, there have been relatively few studies of how courses can facilitate the development of creative skills. The goal of this study was to document how college instructors structure courses intended to develop students’ creative processes. The study data included interviews from instructors and students using a critical case sample of fifteen courses at a single U.S. University. A qualitative analysis of the transcripts yielded a set of 14 pedagogical elements appearing across courses. Common elements were open‐ended projects and skill‐building activities, and less frequently, risk taking experiences and self‐reflection. The sample included undergraduate courses in engineering, education, the liberal arts, and the arts, and the elements observed were often shared across courses from different disciplines. These findings provide a diverse set of pedagogical approaches and opportunities for building creative process skills within undergraduate courses.

  August 12, 2016   doi: 10.1002/jocb.158   open full text
• Social Networks and Individual Creativity: The Role of Individual Differences.
  Sang Kyun Kim, Shung Jae Shin, Jiseon Shin, Douglas R. Miller.
  The Journal of Creative Behavior. June 07, 2016
  This article addresses the theoretical limitations of social network theory as it applies to individual creativity. Social network theory implicitly assumes that social interactions influence creativity identically for all individuals in all circumstances. We argue that the extent to which individuals take advantage of their social ties may vary depending on individual characteristics, based on the componential model and the investment theory of creativity. Building on an interactional approach, this article explores the role of individual differences in the relationship between social networks and individual creativity and proposes that weak ties enhance creativity when information recipients are highly open to experience, have more domain knowledge, have an innovative style, and are intrinsically motivated. This article contributes to the current debate on the relationship between social networks and individual creativity by rationalizing the conditions under which weak ties enhance individual creativity. Implications for business managers and suggestions for future research are also discussed.

  June 07, 2016   doi: 10.1002/jocb.153   open full text
• Problem Clarity as a Moderator between Trait Affect and Self‐Perceived Creativity.
  Chaoying Tang, Qin Li, James C. Kaufman.
  The Journal of Creative Behavior. June 07, 2016
  --- - |2 Abstract Empirical studies on the relationship between affect and creativity often produce conflicting results. This inconsistency has led us to believe that the relationship between affect and creativity may be better understood by looking at potential moderators. Our study looked specifically at trait affect and self‐perceived creativity. Using the Affect Infusion Model (AIM) theory with problem clarity as the potential moderator, we hypothesized that when individuals are faced with problems that lack clarity, trait affect has greater sway over their self‐perceived creativity. Our results provided evidence that problem clarity moderated the relationship between positive trait affect and self‐perceived creativity; the positive relationship between positive trait affect and self‐perceived creativity is stronger when problem clarity is low and weaker when problem clarity is high. No moderating effect was found in the relationship between negative trait affect and self‐perceived creativity. - The Journal of Creative Behavior, Volume 52, Issue 3, Page 267-279, September 2018.
  

  June 07, 2016   doi: 10.1002/jocb.152   open full text
• To Be Bored or Not To Be Bored—How Task‐Related Boredom Influences Creative Performance.
  Julia S. Haager, Christof Kuhbandner, Reinhard Pekrun.
  The Journal of Creative Behavior. June 07, 2016
  In the current society, boredom has a bad reputation. Among others, one reason is that boredom is a negative predictor for cognitive performance due to the detrimental effects on attention and engagement. Recently, however, the negative reputation has been challenged by studies showing that boredom seems to promote creativity. However, those studies examined the influence of incidental boredom on apparently unrelated creativity tasks, leaving it open to question what happens when the individual gets bored by the task itself. To examine this issue, participants performed six blocks of a creativity task, and we measured creativity performance and experienced boredom across blocks. Results showed that boredom increased in parallel with fluency performance. However, more detailed analyses showed that the fluency increase was not brought about by the increase in boredom but was fully accounted for by the effect of increased task practice. When controlling for practice effects, results revealed that boredom actually impaired fluency. Such a finding supports the view that boredom has a negative impact on cognitive performance and underlines the necessity for changes in educational settings to prevent boredom.

  June 07, 2016   doi: 10.1002/jocb.154   open full text
• An Exploration of Some Antecedents and Consequences of Creative Self‐Efficacy among College Students.
  Rogelio Puente‐Diaz, Judith Cavazos‐Arroyo.
  The Journal of Creative Behavior. April 23, 2016
  --- - |2 Abstract Two studies examined the role of task‐, self‐, and other‐approach achievement goals, trait curiosity, and enjoyment as antecedents of creative self‐efficacy and the influence of creative self‐efficacy on grade point average and perceived performance/effort exerted among college business students from Mexico. To test our research hypotheses, we used Structural Equation Modeling treating the variables as latent. Results from study 1 showed that task/self‐approach goal was a significant antecedent of creative self‐efficacy and enjoyment a marginally significant antecedent. Results from study 2 showed a positive, significant influence of trait curiosity on creative self‐efficacy. Similarly, creative self‐efficacy had a positive, direct influence on perceived performance/effort exerted and an indirect influence on students' grade point average. The implications of our results were discussed. - The Journal of Creative Behavior, Volume 52, Issue 3, Page 256-266, September 2018.
  

  April 23, 2016   doi: 10.1002/jocb.149   open full text
• Young People's Creative and Performing Arts Participation and Arts Self‐concept: A Longitudinal Study of Reciprocal Effects.
  Marianne Mansour, Andrew J. Martin, Michael Anderson, Robyn Gibson, Gregory A.D. Liem, David Sudmalis.
  The Journal of Creative Behavior. April 23, 2016
  --- - |2 Abstract This longitudinal study examines the relationship between young people's creative and performing arts participation (e.g., in dance, drama, film, music, visual arts) and their arts self‐concept. Drawing on the positive youth development (PYD) framework and the reciprocal effects model (REM) of self‐concept, a cross‐lagged panel design is implemented to explore the connections between arts self‐concept and each of school (e.g., school‐based arts instruction), home (e.g., parent–child arts interaction), and community (e.g., out‐of‐school arts instruction) creative and performing arts participation. The study drew on an Australian sample of 643 elementary and high school students from 15 schools. Analyses showed that beyond the effects of socio‐demographics and prior achievement, there are longitudinal associations (including reciprocal effects) between numerous forms of creative and performing arts participation and arts self‐concept. Implications are discussed. - The Journal of Creative Behavior, Volume 52, Issue 3, Page 240-255, September 2018.
  

  April 23, 2016   doi: 10.1002/jocb.146   open full text
• An empirical investigation of a theoretical model for mathematical creativity.
  Per Øystein Haavold.
  The Journal of Creative Behavior. March 24, 2016
  --- - |2 Abstract In this exploratory study, a theoretical model proposed by Sriraman (2005) consisting of five theoretical principles for optimizing creativity in a K–12 setting was investigated empirically. This was accomplished in two steps. In the first study, the five principles were operationalized by generating a questionnaire consisting of 45 items intended to capture the dimension of each principle. An exploratory maximum‐likelihood factor analysis indicated a relatively robust five factor structure that corresponded with the theoretical model. In the second study, the five factor model was validated using a confirmatory factor analysis. The model was then investigated using a two‐level linear mixed model with a random intercept. The results revealed that motivation and mathematical achievement were significant predictors of mathematical creativity. - The Journal of Creative Behavior, Volume 52, Issue 3, Page 226-239, September 2018.
  

  March 24, 2016   doi: 10.1002/jocb.145   open full text
• Different Effects of Cognitive Shifting and Intelligence on Creativity.
  Xuan Pan, Huihong Yu.
  The Journal of Creative Behavior. March 24, 2016
  --- - |2 Abstract The relationship between creativity and executive control has long been controversial. Some researchers view creative thinking as a defocused process with little executive control involvement, whereas others claim that executive control plays a vital role in creative thinking. In this study, we focused on one subcomponent of executive control, cognitive shifting, and examined its relationship with creativity by using latent variable analysis and structural equation modeling. We also analyzed whether this relation was mediated by intelligence. The results showed that: (a) cognitive shifting ability had a positive relationship with creativity, but only on the quantitative aspects (fluency and flexibility); (b) Intelligence had a positive relationship with both quantitative and qualitative aspects (originality) of creativity, and its effect on qualitative aspect was stronger than that on the quantitative aspect; (c) There was a mediating effect of intelligence on the relationship between creativity cognitive and shifting. - The Journal of Creative Behavior, Volume 52, Issue 3, Page 212-225, September 2018.
  

  March 24, 2016   doi: 10.1002/jocb.144   open full text
• Uh‐Oh! What Have We Missed? A Qualitative Investigation into Everyday Insight Experience.
  Gillian Hill, Shelly M. Kemp.
  The Journal of Creative Behavior. February 15, 2016
  --- - |2 Abstract This study takes a novel qualitative approach to the investigation of everyday insight experience. It offers ecological validation to findings principally rendered, prior to this research, from a quantitative, cognitive standpoint. In addition, it considers emotional as well as cognitive components of insight. Participants were given different (or no) definitions of insight to ensure experiences collected did not simply mirror the examples of insight provided. This avoided the circularity problem of previous insight research. With the use of an open‐ended questionnaire (online or hardcopy), first‐hand textual accounts of insight instances were recorded. Data collected from 76 participants were analyzed using an adapted qualitative methodology, Integrative Thematic Analysis. This enabled the researchers to identify themes from the data, building a new typology of insight: Content (Personal, Intellectual, Practical), Process (Social Facilitation, Time Away, Active Search) and Feelings (Positive Feelings, Negative Feelings) aspects of insight. The findings suggest everyday experience of insight reaches beyond cognitive problem solving to include elements related to applied psychology, namely Personal (counseling psychology) and Social Facilitation (occupational psychology). Notably, this study offers examples of negative insight, Uh‐oh moments, for the first time. Future research should focus on the interaction of cognitive and affective components in insight moments. - The Journal of Creative Behavior, Volume 52, Issue 3, Page 201-211, September 2018.
  

  February 15, 2016   doi: 10.1002/jocb.142   open full text
• Dynamic Creative Interaction Networks and Team Creativity Evolution: A Longitudinal Study.
  Hui Jiang, Qing‐Pu Zhang, Yang Zhou.
  The Journal of Creative Behavior. February 15, 2016
  To assess the dynamical effects of creative interaction networks on team creativity evolution, this paper elaborates a theoretical framework that links the key elements of creative interaction networks, including node, edge and network structure, to creativity in teams. The process of team creativity evolution is divided into four phases, including formation, growth, maturity and decline/restart. The importance of domain‐relevant knowledge, creativity‐relevant skill, interaction frequency, interaction length, network density and closeness centrality are emphasized in specific phases of team creativity evolution in a complex creative context. To test our assumptions, a longitudinal study of creative teams in a “Challenge Cup” Creative Business Plan Competition for university students is performed and the full networks of 17 creative entrepreneur teams are mapped. Both static comparison and dynamic analysis are conducted to analyze the relationship between creative interaction networks and team creativity evolution. For specific phases of team creativity evolution, we find confirmation of our predictions. The implications of dynamic creative interaction networks for all the phases of creative teams from formation to decline/restart are discussed.

  February 15, 2016   doi: 10.1002/jocb.141   open full text
• Are Teachers' Implicit Theories of Creativity Related to the Recognition of Their Students' Creativity?
  Jacek Gralewski, Maciej Karwowski.
  The Journal of Creative Behavior. January 29, 2016
  We examine the structure of implicit theories of creativity among Polish high schools teachers and the role those theories play for the accuracy of teachers' assessment of their students' creativity. Latent class analysis revealed the existence of four classes of teachers, whose perception of a creative student differed: two of these classes defined a creative student incoherently with the existing theories of creativity, and the other two classes did that in accordance with Kirton's (1976) theory of creativity styles, that is, as adaptors or innovators. Teachers who perceived a creative student as an adaptor tended to more accurately assess the creativity of females, whereas teachers perceiving a creative student as an innovator more accurately assessed the creativity of males. We discuss the theoretical and practical consequences of these findings.

  January 29, 2016   doi: 10.1002/jocb.140   open full text
• Defining Creativity: Don't We Also Need to Define What Is Not Creative?
  Dean Keith Simonton.
  The Journal of Creative Behavior. January 25, 2016
  I argue that any attempt to define creative ideas cannot fully succeed without also defining uncreative ideas. This argument begins by defining three parameters that characterize a potentially creative thought: the idea's initial probability (p), the final utility (u), and the creator's prior knowledge of that utility (v). The three parameters then lead to a three‐criterion multiplicative definition of personal creativity, namely, c = (1 − p)u(1 − v), where the first factor indicates originality and the third factor surprise. Although creativity can only maximize as originality, utility, and surprise all approach unity, the same definition indicates that there are seven different ways that creativity can minimize. These alternatives were identified as (a) routine, reproductive, or habitual ideas, (b) fortuitous response bias, (c) irrational perseveration, (d) problem finding, (e) rational suppression, (f) irrational suppression, and (g) blissful ignorance. If the third parameter v is omitted, then the number of creative and noncreative outcomes reduces to just four, making creativity indistinguishable from irrational suppression. The alternative outcomes are then illustrated using the classic two‐string problem. Besides providing a more finely differentiated conception of creativity failures, the definition has critical implications regarding the processes and procedures required to generate highly creative ideas.

  January 25, 2016   doi: 10.1002/jocb.137   open full text
• A Visual Representation to Quantitate, Diagnose, and Improve Creativity in Insight Problem Solving.
  Tony McCaffrey.
  The Journal of Creative Behavior. January 25, 2016
  A new visual representation for insight problems permits 22 new quantitative measures; which leads to a detailed diagnosis of a person's (or team's) creative weaknesses; which then leads to prescribing targeted, effective counter‐techniques for each weakness. Currently, only two measures are consistently used for insight problem solving: the number of problems solved and the time to solve the problems. These coarse measurements do not reveal the intricate dynamics of solving insight problems. Furthermore, four commonly used creativity measures (i.e., fluency, originality, flexibility, and elaboration) are often not applied to insight problems. This new visualization permits the easy application of all four creativity measures. I challenge creativity researchers to help determine which of the 22 proposed quantitative measures are the most diagnostic for insight problem solving in isolation and, in a weighted linear combination, which might yield an effective quotient (i.e., overall measure) of insight problem solving ability.

  January 25, 2016   doi: 10.1002/jocb.132   open full text
• The Influence of Openness to Experience on Perceived Employee Creativity: The Moderating Roles of Individual Trust.
  Sen Xu, Xueting Jiang, Ian J. Walsh.
  The Journal of Creative Behavior. January 24, 2016
  In this paper, we explain the influence of co‐worker trust on the effect of employees' openness to experience on their perceptions of their own creativity. We surveyed 199 working professionals in Ireland and found that openness to experience was positively associated with both employees' perceptions of their radical creativity and incremental creativity. In addition, the relationship between openness to experience and incremental creativity was negatively moderated by cognition‐based trust in his or her co‐worker. In conclusion, we discuss the theoretical and managerial implications of our findings and highlight directions for future research.

  January 24, 2016   doi: 10.1002/jocb.138   open full text
• A Multilevel Analysis of the Relationship between Shared Leadership and Creativity in Inter‐organizational Teams.
  Jibao Gu, Zhi Chen, Qian Huang, Hefu Liu, Shenglan Huang.
  The Journal of Creative Behavior. January 24, 2016
  An inter‐organizational team, which consists of diverse members from different organizations to conduct an initiative, has been widely treated as a critical method to improve organizational innovation. This study proposes a multilevel model to test the relationship between shared leadership and creativity at both team‐ and individual level in the context of inter‐organizational teams. Multisource data were collected from 53 inter‐organizational teams. We obtain the following findings: first, shared leadership is positively related to both team creativity and individual creativity via knowledge sharing. Second, task interdependence positively moderates the relationship between shared leadership and knowledge sharing. Third, task interdependence positively moderates the relationship between knowledge sharing and team creativity, but does not moderate the relationship between knowledge sharing and individual creativity. We discuss the theoretical and practical implications of the findings.

  January 24, 2016   doi: 10.1002/jocb.135   open full text
• How Artists Create: An Empirical Study of MFA Painting Students.
  R. Keith Sawyer.
  The Journal of Creative Behavior. January 24, 2016
  This paper reports on an interview study with MFA students in two different full‐time MFA degree programs in painting. The interviews were conducted as part of two ethnographic studies, each one academic year in length, of art and design schools at two U.S. universities. The goal was to explore the extended process whereby MFA student artists, in the second and final year of their degree program, create the works to be displayed in their public graduation exhibition. Using a grounded theory approach, an emergent theory was developed from the interviews, with additional information provided by studio observations and analyses of the graduation exhibitions and the accompanying written theses. This emergent theory describes the artistic creative process to be wandering, unpredictable, non‐linear, and embedded in the physical act of generating work. There is no evidence that either moments of insight, or the attempt to be original, play a role in their creative process. This emergent theory is compared with theories of the creative process by creativity researchers, and with theories of the design process proposed by design studies researchers.

  January 24, 2016   doi: 10.1002/jocb.136   open full text
• Creative Expression and Its Evaluation on Work‐Related Verbal Tasks: A Comparison of Chinese and German Samples.
  Min Tang, Christian Werner, Guikang Cao, Andranik Tumasjan, Jiliang Shen, Jiannong Shi, Matthias Spörrle.
  The Journal of Creative Behavior. December 31, 2015
  Two studies comparing Chinese and German samples by using work‐related verbal creativity tasks examined the role of culture in creative expression thereby also exploring culture's potential influence on creativity judgements. In Study 1, German participants (N = 60) scored higher than Chinese respondents (N = 60) in a work‐related unusual uses test on all objective creativity measures. Study 2 (Chinese: N = 59, German: N = 52) replicated these findings by applying an occupational creative problem‐solving task evaluated by using the Consensual Assessment Technique with judges from China as well as Germany. We observed high consensus among judges of each country as well as between the two cultures. Both German and Chinese judges rated the German respondents’ outcomes higher on most creativity dimensions (e.g., originality). Overall, German judges provided lower ratings. Our research extends previous intercultural findings solely based on art‐based creative performance to the occupational domain and indicates that higher creativity ascriptions toward the performance of Western people cannot be explained by assessments from Western raters.

  December 31, 2015   doi: 10.1002/jocb.134   open full text
• Mood and Creativity over Time in a Bipolar Participant.
  Joseph Glicksohn, Ola Boikova.
  The Journal of Creative Behavior. December 31, 2015
  When depression alternates with mania, as in a bipolar affective disorder, creativity might be enhanced. To investigate this, we employed a single‐subject design, looking at both affective space and the spectral covariation of mood and creativity in a participant presenting with bipolar affective disorder. The study was conducted over a period of 54 days, and employed a standard measure of mood (the Brief Mood Introspection Scale) and a standard task of creativity (Alternative Uses Task). Both positive affect and negative affect appear to be somewhat undifferentiated for this participant, and her mood space does not conform to that described by the accepted major dimensions of Arousal and Pleasure. Conceivably, this is because of her rapid mood fluctuations. A 2.7‐day periodicity was found for Tired, Peppy, Nervous, and Calm, on the one hand, and ideational fluency, ideational flexibility, and originality, on the other. In addition, a 9‐day periodicity was common to Happy, Sad, and Gloomy—all three affects clustering in the same affective space—together with both ideational flexibility and originality. This finding brings into question the relationship between creativity and both positive and negative mood.

  December 31, 2015   doi: 10.1002/jocb.133   open full text
• What Facilitates Cultural Entrepreneurship? – A Study of Indian Cultural Entrepreneurs.
  Deepak Sardana.
  The Journal of Creative Behavior. December 08, 2015
  The importance of a ‘cultural industry’ to a national economy and the development of a “creative society” has grown increasingly. However, research on cultural entrepreneurship is in its early stages and is yet to catch the attention of mainstream entrepreneurship and creativity scholars. In this article the objective is to enhance our knowledge and understanding of the key aspects that cultural entrepreneurs find facilitating their entrepreneurship. Studying Indian cultural entrepreneurs and applying a qualitative method, this paper identifies seven such aspects: cultural value creation, intrinsic motivation and external recognition, minimized risk, contextual understanding, innovation and learning, perseverance and ethical pursuit of cultural activity, and social networks.

  December 08, 2015   doi: 10.1002/jocb.131   open full text
• Do People Really Have Insights in the Shower? The When, Where and Who of the Aha! Moment.
  Linda A. Ovington, Anthony J. Saliba, Carmen C. Moran, Jeremy Goldring, Jasmine B. MacDonald.
  The Journal of Creative Behavior. November 28, 2015
  While there are well‐known anecdotes and documented insight cases by renowned scientists and inventors, little is known about the experiences of insight in the general population. The present study aimed to determine peoples' self‐reported experience of insight in their daily lives. Using an online questionnaire, responses were obtained from 1,114 respondents. Eighty‐percent reported having insights. These respondents reported demographic information and answered three open‐ended questions on where their insights occur, what insights are and other thoughts on insight. A greater percentage of those who have insights are, female, younger, highly educated, and involved in occupations including, management, sciences, arts and service professions. The qualitative results uncovered eight major themes, reflecting on the places people have insights: At night, work, shower, home, when it is quiet, transport, while exercising, and in nature. Two major themes emerged on what insights are: Something from the subconscious, and a result of (not) thinking. Finally, three major themes emerged from the third question on thoughts they would like to share on insight: The improvement of insight with age, the importance of analyzing the details of the problem, and the unexpectedness of the solution. Results are discussed in the context of the current experimental research on insight.

  November 28, 2015   doi: 10.1002/jocb.126   open full text
• Consensual Assessment of Creativity in Teaching Design by Supportive Peers—Its Validity, Practicality, and Benefit.
  Vivian M. Y. Cheng.
  The Journal of Creative Behavior. November 28, 2015
  Creativity in teaching is a significant and complex construct. However, in the local educational context, creativity in teaching has received little attention. This study aimed to investigate the validity, practicality, and benefits of applying a modified consensual assessment technique (CAT) to assess creativity in teaching design. Four hundred and eighty‐five written teaching designs were collected from 167 in‐service and pre‐service primary school teachers in Hong Kong. Instead of expert teachers, “supportive” peers, who had shown support, interest, and initiative in creative teaching were recruited as judges. A warm‐up exercise, with no definition of creativity, was given to the judges before beginning their assessments. The results indicated overall consistency in the judges' assessments of creativity, and that creativity factor could be distinguished from pedagogical skills and other technical factors. Most of the peer judges reported personal gains in creative teaching by engaging in the assessment process. On average, each judge spent approximately only 2 minutes rating each written teaching design. The findings confirm that the modified CAT is a valid and economical assessment method with learning benefits for the judges. The special values and implications of using supportive peer judges in consensual assessment are further discussed.

  November 28, 2015   doi: 10.1002/jocb.125   open full text
• A Cross‐Cultural Study of Task Specificity in Creativity.
  Martin Storme, Todd Lubart, Nils Myszkowski, Ping Chung Cheung, Toby Tong, Sing Lau.
  The Journal of Creative Behavior. October 28, 2015
  This study provides new evidence concerning task specificity in creativity—examining through a cross‐cultural perspective the extent to which performance in graphic versus verbal creativity tasks (domain specificity) and in divergent versus convergent creativity tasks (process specificity) are correlated. The relations between different creativity tasks in monocultural and multicultural samples of Chinese and French children were compared. Electronic versions of the Wallach and Kogan Creativity Test (WKCT, Wallach & Kogan, 1965; Lau & Cheung, 2010) and the Evaluation of Potential Creativity (EPoC; Lubart, Besançon, & Barbot, 2011; Barbot, Besançon, & Lubart, 2011) were used. Both measures showed satisfactory psychometric properties and cross‐cultural structural validity. The results showed that culture has an impact on the structure of creative ability: It appeared that correlation patterns were different across Chinese and French groups and across monocultural and multicultural groups. Such results show that it is crucial to take task specificity into account when investigating the effect of culture on creativity. Indeed, our study implies that cultural differences that are found using one specific creativity task might not be automatically generalizable to all sorts of creativity tasks. Limitations are discussed and perspectives for future research on culture and task specificity in creativity are proposed.

  October 28, 2015   doi: 10.1002/jocb.123   open full text
• Re‐Operationalizing Established Groups in Brainstorming: Validating Osborn's Claims.
  Kenneth J. Levine, Kyle B. Heuett, Katie M. Reno.
  The Journal of Creative Behavior. October 28, 2015
  Since the introduction of brainstorming as an idea‐generation technique to address organizational problems, researchers have struggled to replicate some of the claims around the technique. One major concern has been the differences in the number of ideas generated between established groups as found in industry versus the non‐established groups used in the laboratory. The impact of group establishment on idea quality has also been an area of interest. This study addresses these issues by using a more in‐depth induction to establish groups and testing some discrepancies in the relationship between idea quality and idea quantity using 42 three‐person brainstorming groups. Results indicate that brainstorming groups, given an adequate amount of time (10 weeks) to become established, did generate more ideas and higher quality ideas than non‐established groups. Also, a relationship between idea quality and idea quantity was found. Further discussion of results and implications follows.

  October 28, 2015   doi: 10.1002/jocb.122   open full text
• Do Traditional Admissions Criteria Reflect Applicant Creativity?
  Jean E. Pretz, James C. Kaufman.
  The Journal of Creative Behavior. September 22, 2015
  College admissions decisions have traditionally focused on high school academic performance and standardized test scores. An ongoing debate is the validity of these measures for predicting success in college; part of this debate includes how success is defined. One potential way of defining college success is a student's creative accomplishments. We tested the hypothesis that traditional admissions criteria fail to capture adequately the creativity of applicants by asking 610 college applicants to complete several creativity tasks. These included divergent thinking, caption‐writing, an essay, and self‐report measures of creativity in numerous domains. Creativity scores were compared to data from the college application, including high school rank, standardized test scores, and admissions interview scores. Results showed that traditional admissions criteria were only weakly related to creativity. Indeed, students who report the highest creative self‐efficacy can be perceived as weaker applicants according to traditional criteria. Findings are discussed in light of the goals of higher education to increase diversity of the student body and the abilities of its students.

  September 22, 2015   doi: 10.1002/jocb.120   open full text
• Domain‐Specific Creativity in Relation to the Level of Empathy and Systemizing.
  Daniel Dostál, Alena Plháková, Tereza Záškodná.
  The Journal of Creative Behavior. September 16, 2015
  This study aimed to explore self‐reported domain‐specific creativity in relation to the level of empathy, systemizing, and the Big Five personality dimensions. The research sample consisted of 1112 college students to whom the Kaufman Domains of Creativity Scale (K‐DOCS), the Creative Achievement Questionnaire (CAQ), Baron‐Cohen's empathy and systemizing quotients (EQ and SQ), and NEO‐FFI were administered. The results suggest that the systemizing quotient (SQ) significantly correlated positively with the K‐DOCS Mechanical/Science, and Scholarly scales, as well as with the CAQ Invention and Scientific Discovery scales. The empathy quotient (EQ) significantly correlated in a positive direction with the K‐DOCS Self/Everyday creativity. In spite of the fact that the EQ and SQ overlap to a considerable extent with the five general personality dimensions and are closely linked to gender, the results confirm their incremental validity beyond the framework of these variables. The EQ and SQ explain the considerable amount of variability, particularly in the case of the scales connected with scientific and technical creativity: the SQ is a relevant predictor of the K‐DOCS Mechanical/Science scale and the CAQ Invention and Scientific Discovery scale. By contrast, the EQ represents a significant predictor of Self/Everyday creativity.

  September 16, 2015   doi: 10.1002/jocb.103   open full text
• Old or New? Evaluating the Old/New Scoring Method for Divergent Thinking Tasks.
  Paul J. Silvia, Emily C. Nusbaum, Roger E. Beaty.
  The Journal of Creative Behavior. August 22, 2015
  When people generate responses during a divergent thinking task, some responses are “old” (retrieved from memory) and some are “new” (generated on the spot). K.J. Gilhooly, E. Fioratou, S.H. Anthony, and V. Wynn (2007) suggested that old and new responses stem from different cognitive strategies and differ in key ways. The present research explored the old/new scoring method in a sample of 143 young adults. After completing unusual uses tasks, the participants classified each response as old or new. The creativity of each response was also rated by three judges and by the participants themselves. As in past research, “old” responses appeared significantly earlier in the task and were rated as significantly less creative by both the judges and the participants. Old and new responses, however, correlated equally strongly with predictors of creative ability, such as openness to experience and its facets. Overall, the old/new scoring approach appears promising as a way of illuminating the diverse mental strategies people use to generate ideas.

  August 22, 2015   doi: 10.1002/jocb.101   open full text
• Differences between Art and Design Education—or Differences in Conceptions of Creativity?
  Susan Goetz Zwirn, Robin Vande Zande.
  The Journal of Creative Behavior. July 15, 2015
  The principles and techniques of design education have begun to influence art education in the United States, but their effect so far has been modest, primarily because of a gaping divide in beliefs about creativity and how to stimulate it. With K–12 art education on the chopping block of a culture awash with budget cuts and testing fever, this is a particularly a significant time to examine these disparate conceptions. The argument here is that the division that exists today between pre‐K–12 art education and design education in the United States is not justified and ignores historical perspective. After describing and comparing the two approaches, we examine how conceptions of creativity in the visual arts may have led to this artificial separation of similar disciplines. Because educators in many countries grapple with defining and implementing creative art education curricula, this article will consider international perspectives that offer insights for American art educators.

  July 15, 2015   doi: 10.1002/jocb.98   open full text
• Personal Characteristics that Distinguish Creative Scientists from Less Creative Scientists.
  Chaoying Tang, James C. Kaufman.
  The Journal of Creative Behavior. July 15, 2015
  What are the personal characteristics that distinguish the creative scientist from the less creative scientist? This study used the concept of implicit theory in a four‐part study of scientists and graduate students in science. In the first part, we collected 1382 adjective words that describe the personal characteristics of the creative scientist from 354 scientists. In the second part of the study, 542 additional scientists assessed these adjectives. We determined that the personal characteristics of the creative scientist fit into four factors: personality, thinking ability, research ability, and uniqueness. In the third part of the study, we found that the concepts of thinking ability and uniqueness would positively predict 221 graduate students' self‐perceived creativity, and research ability would positively predict their creative motivation. The last part of the study involved having 283 creative scientists and 264 less creative scientists from 30 research institutions rated by three colleagues on the above four factors. A logistic regression found that thinking ability was best able to identify creative scientists while personality best predicted less creative scientists.

  July 15, 2015   doi: 10.1002/jocb.99   open full text
• The Experience of Insight Follows Incubation in the Compound Remote Associates Task.
  Robert G. Morrison, Sean W. McCarthy, John M. Molony.
  The Journal of Creative Behavior. June 30, 2015
  The phenomenon of insight is frequently characterized by the experience of a sudden and certain solution. Anecdotal accounts suggest that insight frequently occurs after the problem solver has taken some time away from the problem (i.e., incubation). However, the mechanism by which incubation may facilitate insight problem‐solving remains unclear. Here, we used compound remote associates problems to explore the likely mechanisms by which incubation may facilitate problem‐solving. First, we manipulated problem fixation to explore whether forgetting can explain incubation effects. Second, leveraging previous work linking the experience of insight to unconscious semantic integration, we asked participants to report their experience of insight after each problem solution, including problems solved after a period of distracted incubation. We hypothesized that incubation was not principally important for forgetting but rather frequently causes a shift to a more unconscious semantic integration strategy. Consistent with this we found that initial problem fixation did not predict the improvement in problem‐solving after incubation and that participants were more likely to report insight on problems solved after incubation. Our findings suggest that incubation may facilitate insight problem‐solving leading to a mind‐set shift to a more unconscious problem‐solving strategy involving semantic integration.

  June 30, 2015   doi: 10.1002/jocb.96   open full text
• A Multilevel Model of Team Cultural Diversity and Creativity: The Role of Climate for Inclusion.
  Ci‐Rong Li, Chen‐Ju Lin, Yun‐Hsiang Tien, Chien‐Ming Chen.
  The Journal of Creative Behavior. June 04, 2015
  We developed a multi‐level model to test how team cultural diversity may relate to team‐ and individual‐level creativity, integrating team diversity research and information‐exchange perspective. We proposed that the team climate for inclusion would moderate both the relationship between cultural diversity and team information sharing and between cultural diversity and employee information elaboration. We collected time‐lagged data from 384 members and their leaders within 57 multicultural work teams. The results showed that team cultural diversity was positively related to both team creativity and individual creativity through team information sharing and employee information elaboration, respectively. We also found that the indirect positive relationship with team creativity and individual creativity was stronger for team cultural diversity when climate for inclusion of multicultural work teams was stronger.

  June 04, 2015   doi: 10.1002/jocb.93   open full text
• Gender Differences in the Measurement of Creative Problem‐Solving.
  Jay H. Hardy, Carter Gibson.
  The Journal of Creative Behavior. June 04, 2015
  Despite significant scholarly attention, the literature on the existence and direction of gender differences in creativity has produced inconsistent findings. In the present paper, we argue that this lack of consensus may be attributable, at least in part, to gender‐specific inconsistencies in the measurement of creative problem‐solving. To explore this possibility, we empirically tested assumptions of multiple‐group measurement invariance using samples borrowed from four recent studies that assessed creative problem‐solving (J.D. Barrett et al., 2013; K.S. Hester et al., 2012; D.R. Peterson et al., 2013; I.C. Robledo et al., 2012). Across the four samples, apparent gender differences emerged on all three components of S.P. Besemer & K. O'Quin's (1999) three‐facet model of creativity (i.e., quality, originality, and elegance) such that, on average, females appeared to exhibit higher baseline levels of creativity. However, in light of violations of measurement invariance assumptions across genders found in these samples, comparisons such as these may not ultimately be appropriate. Although the underlying factor structure and factor loadings on a unitary creativity factor were consistent across gender (i.e., weak factorial invariance), measurement in‐equivalence assumptions were violated at the subfacet level (i.e., strong factorial invariance). Implications of these findings for understanding gender differences in creative problem‐solving are discussed.

  June 04, 2015   doi: 10.1002/jocb.92   open full text
• A Model of Creativity in Organizations: John Holland's Theory of Vocational Choice (1973) at Multiple Levels of Analysis.
  Rukhsar Sharif.
  The Journal of Creative Behavior. June 04, 2015
  This conceptual paper serves to create a model of creativity and innovation at different organizational levels. It draws on John Holland's Theory of Vocational Choice (1973) as the basis for its structure by incorporating the six different personality types from his theory: conventional, enterprising, realistic, social, investigative, and artistic, as working together with each other within and between teams in organizations. The model begins with opposite personalities working together in two‐person groups to generate creative ideas and then expands to all six personalities working together as one team to implement innovative products and services. It is the underlying contrast of personalities in Holland's (1973) theory, where each personality contributes diverse ideas and skills, that when combined, produce new products and services that are financially beneficial, useful, and enhancing of well‐being for organizations and society.

  June 04, 2015   doi: 10.1002/jocb.91   open full text
• Proactive Goal Generation and Innovative Work Behavior: The Moderating Role of Affective Commitment, Production Ownership and Leader Support for Innovation.
  Francesco Montani, Adalgisa Battistelli, Carlo Odoardi.
  The Journal of Creative Behavior. May 19, 2015
  Building on goal‐regulation theory, we develop and test the hypothesis that proactive goal generation fosters individual innovative work behavior. Consistent with a resource‐based perspective, we further examine two‐three‐way interactions to assess whether the link between proactive goal generation and innovative behavior is jointly moderated by organizational affective commitment and production ownership, or, alternatively, leader support for innovation. In a sample of 442 municipal employees from the administrative division of an Italian city hall, proactive goal generation was positively associated with innovative work behavior. Additionally, as expected, this relationship was stronger when employees were highly affectively committed to their organization and when they exhibited a high level of production ownership or received extensive support for innovation from their supervisors. Theoretical and managerial implications are discussed.

  May 19, 2015   doi: 10.1002/jocb.89   open full text
• Alternating Incubation Effects in the Generation of Category Exemplars.
  Steven M. Smith, David R. Gerkens, Genna Angello.
  The Journal of Creative Behavior. May 19, 2015
  Four experiments tested the forgetting fixation hypothesis of incubation effects, comparing continuous vs. alternating generation of exemplars from three different types of categories. In two experiments, participants who listed as many members as possible from two different categories produced more responses, and more novel responses, when they alternated back and forth between the two categories, as compared to continuous uninterrupted listing from each of the two categories. This incubation effect was not found in Experiment 1, when participants were given taxonomic categories (birds and clothing) for the generation task, but was found in Experiment 2 with sense impression categories (cold things and heavy things), and in Experiment 3 with ad hoc categories (equipment you take camping and fattening foods). A similar incubation effect was observed in Experiment 4 when a non‐verbal task was given between category generation tasks, but only for flexibly defined categories. The results suggest that forgetting from one alternating listing period to the next in the form of altering category cue representations was consistent with the observed incubation effects. These alternating incubation effects have implications for understanding cognitive processes that underlie creative cognition.

  May 19, 2015   doi: 10.1002/jocb.88   open full text
• The Cross‐Level Mediating Effect of Psychological Capital on the Organizational Innovation Climate–Employee Innovative Behavior Relationship.
  Michael L. A. Hsu, Forrence Hsinhung Chen.
  The Journal of Creative Behavior. May 18, 2015
  Organizational innovation climates have been found to be effective predictors of employee creativity and organizational innovation. As such, climate assessments provide a basis for useful organizational interventions in enhancing creativity and innovation. Researchers now call for better articulation of the motivational mechanisms that link social context to employee innovation. In responding to the above call, this study found that employee positive psychological capital (PsyCap) is more influential than organizational innovation climate on employee innovative behavior. With a large sample (N = 781) from 16 organizations and a cross‐level analysis, we examined the relationship between organizational innovation climate and employee innovative behavior with employee PsyCap as mediator. The results showed that both organizational innovation climate and employee PsyCap significantly affect employee innovative behavior, and more importantly, employee PsyCap fully mediates this relationship. The innovation journey is a challenging and risky one with many frustrations and discouraging moments from idea generation to idea implementation. The research results presented here imply that to be innovatively effective, organizations are advised to manage both social (organizational innovation climate) and psychological (PsyCap) resources of employees in enhancing employee innovative behavior. Other theoretic and practical implications are discussed.

  May 18, 2015   doi: 10.1002/jocb.90   open full text
• Developing Creative Behavior in Elementary School Students with Robotics.
  Jill Nemiro, Cesar Larriva, Mariappan Jawaharlal.
  The Journal of Creative Behavior. May 18, 2015
  The School Robotics Initiative (SRI), a problem‐based robotics program for elementary school students, was developed with the objective of reaching students early on to instill an interest in Science, Technology, Engineering, and Math disciplines. The purpose of this exploratory, observational study was to examine how the SRI fosters student creative behavior. Weekly observations of 194 students (4th–6th grade) were conducted in three classrooms, over 3 years. Supplemental data were collected from student‐written journals. Data were coded for themes. The findings revealed that the robotics classrooms were characterized by a high degree of energy. The students worked intensely on robotic tasks, engaging in a two‐stage creative process that involved first designing a robot with a preplanned or spontaneous work approach, followed by an iterative period of trial and error creative programming. A variety of creativity techniques were observed being used. The SRI was shown to develop creative behavior in the students through the myriad of creative robot products generated. Based on the findings, the authors propose a componential model for developing creative behavior in the students through robotics, which includes a set of social, psychological, and physical elements necessary for the students to produce creative results in school robotics programs.

  May 18, 2015   doi: 10.1002/jocb.87   open full text
• Evaluating the Distorting Effects of Inattentive Responding and Social Desirability on Self‐Report Scales in Creativity and the Arts.
  William Bradley McKibben, Paul J. Silvia.
  The Journal of Creative Behavior. April 30, 2015
  Inattentiveness and social desirability might be particularly problematic for self‐report scales in creativity and arts research. Respondents who are inattentive or who present themselves favorably will score highly on scales that yield positively skewed distributions and that assess socially valued constructs, such as scales measuring creativity and arts knowledge. A total of 204 undergraduates completed an online survey with several self‐report measures (the Creative Achievement Questionnaire, the Biographical Inventory of Creative Behavior, and the Aesthetic Fluency Scale). Many metrics of inattentiveness were included, such as directed response items, self‐reported attentiveness, and scales to catch inconsistent and patterned responses. The Balanced Inventory of Desirable Responding measured facets of social desirability. We found high rates of inattentive responding. A latent class analysis indicated that around 25% of the sample was potentially inattentive, and inattentive respondents received higher scores on the creativity and arts scales. Excluding problematic participants increased the effect sizes of interest, consistent with the coarsening effect of careless participants. Social desirability, in contrast, had essentially no relationship with the creativity and arts scales. These findings suggest that social desirability is probably less of a problem than researchers fear, but that inattentiveness is an underappreciated threat. Some practical guidelines are suggested.

  April 30, 2015   doi: 10.1002/jocb.86   open full text
• Can People Recollect Well and Change Their Source Memory Bias of “Aha!” Experiences?
  Xiumin Du, Ke Zhang, Jiali Wang, Junlong Luo, Jing Luo.
  The Journal of Creative Behavior. April 07, 2015
  Although many scientific discoveries were frequently reported as kinds of insightful breakthrough that suddenly illuminated in one's mind, we can never exactly know whether these afterward reports were reliable or not. In this study, subjects were asked to solve a list of Remote Associate Test problems and got both subsets of the insightfully and routinely solved items. Then, this study examined whether people can recollect their “Aha!” experiences as well as “non‐Aha” ones. It was found that subjects were more accurate in recollecting their Aha! experiences relative to the routine ones. The study further examined if the report bias of Aha! or non‐Aha problem solving experiences could be changed by the afterward‐suggestive information that indicated the discovery is unique (rare) or not. It was found that the tendency for participants to falsely recollect their routine problem solving experience as Aha! ones if they were told the item they had solved was very rare, and the tendency to falsely recollect the Aha! problem solving experiences as routine ones if the item were said to be common.

  April 07, 2015   doi: 10.1002/jocb.85   open full text
• The Effect of Steiner, Montessori, and National Curriculum Education Upon Children's Pretence and Creativity.
  Julie Ann Kirkham, Evan Kidd.
  The Journal of Creative Behavior. March 15, 2015
  Pretence and creativity are often regarded as ubiquitous characteristics of childhood, yet not all education systems value or promote these attributes to the same extent. Different pedagogies and practices are evident within the UK National Curriculum, Steiner and Montessori schools. In this study, 20 children participated from each of these school systems (N = 60, aged 6;10–8;11) completing the test of creative thinking—drawing production (TCT‐DP; K. K. Urban, & H. G. Jellen, 1996) and a pretend actions task (W. F. Overton & J. P. Jackson, 1973). Overall, Steiner pupils performed significantly higher on the TCT‐DP than both the Montessori and National Curriculum pupils who performed similarly. Steiner pupils also performed significantly better on the pretend actions task than the Montessori pupils, but no other significant differences were found. Overall, there was also a significant positive correlation between pretence and creativity in the current sample, supporting previous research suggesting that these skills are related (e.g., A.S. Kaugars & S. W. Russ, 2009; P. Y. Mullineaux & L. F. Dilalla, 2009).

  March 15, 2015   doi: 10.1002/jocb.83   open full text
• Healing by Creating: Patient Evaluations of Art‐Making Program.
  Sue P. Heiney, Heidi Darr‐Hope, Marian P. Meriwether, Swann Arp Adams.
  The Journal of Creative Behavior. March 15, 2015
  The benefits of using art in health care, especially with cancer patients, have been described anecdotally. However, few manuscripts include a conceptual framework to describe the evaluation of patient programs. This paper describes patients' evaluation of a healing arts program developed within a hospital for cancer patients that used art‐making, story, and therapeutic group processes to enhance emotional healing. Patients highly valued art creation, story, and group participation. The themes of the participants' open‐ended evaluations demonstrated the relevance of these three conceptual components and their merit in emotional recovery after cancer. This program evaluation lays the groundwork for future research into the therapeutic value of healing arts programs.

  March 15, 2015   doi: 10.1002/jocb.84   open full text
• Group Creativity Training for Children: Lessons Learned from Two Award‐Winning Teams.
  Namin Shin, Yeon‐Ju Jang.
  The Journal of Creative Behavior. February 09, 2015
  The development of group creativity can be challenging for both young students and their teachers. This study examined the processes and learning outcomes of group creativity training from the perspectives of elementary school students and teachers while identifying critical factors that contributed to the success of the training. Data were collected from two Korean elementary school teams that won the gold (1st) and a special medal at the 2011 Destination Imagination global competition. Both individual and group interviews were carried out with 13 students and two teachers to investigate their perspectives of group creativity training. The analysis of the interview data revealed three major factors and subthemes: group dynamics (conflict and play), individual characteristics of the students (personality and motivation), and teachers’ roles (training strategies, training style, and commitment). In addition, a semi‐longitudinal survey conducted a year after the interviews examined nine skill or competency domains (self‐management, creativity, leadership, interpersonal relationship, patience, cooperation, information processing, communication, and presentation) to evaluate effects of the group creativity training on student learning. Synthesizing the analyses, we addressed the following three topics that arose from the discussions: the Safe Nest Effect, teachers’ training style, and multiple learning experiences derived from group creativity training.

  February 09, 2015   doi: 10.1002/jocb.82   open full text
• The Style Troika Model: A Structural Model of the Thinking and Creating Styles Scale.
  Sara Ibérico Nogueira, Leonor Almeida, Soraia Garcês, Margarida Pocinho, Solange Wechsler.
  The Journal of Creative Behavior. February 07, 2015
  Individuals express their creativity through a variety of thinking and creating styles (Wechsler, 2006, 2007). These constructs underlie the Thinking and Creating Styles Scale (TCSS), which is used to identify individuals' creating styles. The aim of this research is to assess the factorial structure of the Portuguese version of the TCSS. Two studies were performed using 414 and 369 Portuguese participants with mean ages of 29.25 and 29.35 years, respectively. Study 1 consisted of an exploratory factor analysis that yielded a three‐factor solution. Study 2 consisted of a confirmatory factor analysis used to test the fit and compare the suitability of several factorial solutions. The three‐factor model (Non‐Conforming/Transformer, Cautious/Reflexive, and Logical/Objective) with the best statistical fit was called the Troika Model. In this model, each factor had five items and showed good and acceptable indices of fit. This new three‐factor structure results in a more efficient and attractive version of the TCSS: the Creating and Thinking Styles‐Troika Scale (CTS‐TS). Future studies should use the CTS‐TS and other creativity assessment instruments to explore the creativity level and style dichotomy.

  February 07, 2015   doi: 10.1002/jocb.81   open full text
• Inside the Creative Sifter: Recognizing Metacognition in Creativity Development.
  Jeb S. Puryear.
  The Journal of Creative Behavior. December 20, 2014
  The parallels between cognitive development and creativity are neglected in the literature. Piaget's information transformations are personalized, meaning individual constructions can involve creativity. Vygotsky's work considers the implications and interactions of social influences, conventions, and personal implications for creative development. The Cognitive‐Creative Sifting Model is proposed to focus attention on these and other connections between cognitive development and creativity. Other common methods of assessing creativity are compared to the proposed model. It is argued that the model provides a foundation to evaluate individual creative potentials more holistically. Specifically, the conceptual elements of metacognition are described and their role in the development of creativity is suggested. It is argued that future researchers should pay particular attention to the interaction effects metacognition has with traditional measures of creativity focused on ideation and product evaluation.

  December 20, 2014   doi: 10.1002/jocb.80   open full text
• The Effect of Mood on Problem Finding in Scientific Creativity.
  Borong Chen, Weiping Hu, Jonathan A. Plucker.
  The Journal of Creative Behavior. December 11, 2014
  This study examined the influence of different mood states on Creative Science Problem Finding (CSPF). CSPF was measured in terms of Fluency, Flexibility, and Originality. Imagery techniques were used to induce positive or negative mood states in participants, with results suggesting that positive mood led to a significant increase in CSPF performance compared with neutral mood, especially for the dimensions of fluency and flexibility. No difference was found between negative mood and neutral mood. Results provide evidence that anger had no impact on CSPF performance compared with neutral mood. However, fear appeared to inhibit the performance of CSPF. The interaction between specific moods and CSPF provide evidence that moods influenced CSPF with open instructions more than with closed instructions.

  December 11, 2014   doi: 10.1002/jocb.79   open full text
• An Examination of the Personality Constructs Underlying Dimensions of Creative Problem‐Solving Style.
  Scott G. Isaksen, Astrid H. Kaufmann, Bjørn T. Bakken.
  The Journal of Creative Behavior. November 27, 2014
  This study investigated the personality facets that underpin the construct of problem‐solving style, particularly when approaching more creative kinds of problem‐solving. Cattell's Sixteen Personality Factors Questionnaire and VIEW—An Assessment of Problem Solving Style were administered to 165 students from the Norwegian Business School. We explored relationships through correlational and regression analysis. Personality profiles were derived for each of VIEW's three dimensions and were in generally expected directions. Those with an Explorer preference were more imaginative and idea oriented, open to change, unconventional, freethinking, and flexible than Developers. Those with a Developer preference were more practical and solution oriented, more traditional, rule conscious, conservative, and respecting of traditional ideas. Those with an External preference were more group oriented, affiliative, socially bold, warm, and attentive to others than those with an Internal preference. Those with a more Task‐oriented preference were more impersonal, detached, utilitarian, and tough minded than those with Person‐oriented preference. We outlined implications and suggestions for further research.

  November 27, 2014   doi: 10.1002/jocb.75   open full text
• Who Finds Bill Gates Sexy? Creative Mate Preferences as a Function of Cognitive Ability, Personality, and Creative Achievement.
  Scott Barry Kaufman, Aaron Kozbelt, Paul Silvia, James C. Kaufman, Sheela Ramesh, Gregory J. Feist.
  The Journal of Creative Behavior. November 20, 2014
  Creativity is sexy, but are all creative behaviors equally sexy? We attempted to clarify the role of creativity in mate selection among an ethnically diverse sample of 815 undergraduates. First we assessed the sexual attractiveness of different forms of creativity: ornamental/aesthetic, applied/technological, and everyday/domestic creativity. Both males and females preferred ornamental/aesthetic forms of creativity in a prospective sexual partner than applied/technological and everyday/domestic forms of creativity. Secondly, we assessed the simultaneous prediction of general cognitive ability, personality, divergent thinking, self‐perceptions of creativity, and creative achievement on preferences for different forms of creativity in a prospective sexual partner. The results were generally consistent with assortative mating. The most robust predictors of a preference for applied/technological forms of creativity in a potential sexual partner were intellectual interests and creative achievement in applied/technological domains. In contrast, the most robust predictor of a preference for ornamental/aesthetic forms of creativity was openness to experience. The results suggest that openness to experience and its associated aesthetic, perceptual, and affective aspects are the primary characteristics influencing the sexual attractiveness of a creative display. Further, the results demonstrate the importance of also taking into account individual differences in personality, interests, and creative achievement when considering the sexual attractiveness of different manifestations of creativity.

  November 20, 2014   doi: 10.1002/jocb.78   open full text
• Creative Cognitive Processes in Higher Education.
  Angie L. Miller, Amber D. Dumford.
  The Journal of Creative Behavior. November 20, 2014
  This paper explores whether or not students in higher education settings are using creative cognitive processes, how these processes are related to deep approaches to learning, and in what types of settings and students these processes are most prevalent. Data collected from 8,724 students at 17 institutions participating in the 2010 National Survey of Student Engagement suggests that first‐year and senior students employ several different creative cognitive processes in their everyday activities. Results from exploratory and confirmatory factor analyses suggest two distinct types of processes: deliberate creative processes and intuitive cognitive processes. Additional analyses indicate significant positive relationships between both types of creative processes and deep approaches to learning, as well as statistically significant differences in the use of creative processes based on gender, enrollment type, and type of institution. Potential reasons for and implications of these findings are discussed.

  November 20, 2014   doi: 10.1002/jocb.77   open full text
• Factor Structure of the Torrance Tests of Creative Thinking Verbal Form B in a Spanish‐speaking Population.
  Gabriela Krumm, María Aranguren, Vanessa Arán Filippetti, Viviana Lemos.
  The Journal of Creative Behavior. October 17, 2014
  The objective of this study was to compare, through a Confirmatory Factor Analysis, two different theoretical models that explain the operationalized creativity construct with the Verbal Torrance Tests of Creative Thinking (TTCT), Form B. Model 1 is represented by six factors which correspond to each activity and its respective indicators while Model 2 is integrated by three factors which correspond to each TTCT ability (i.e., Fluency, Originality, and Flexibility) and the corresponding indicators for each variable. The study was carried out with a sample consisting of 432 Spanish‐speaking youngsters of both sexes aged 15–26. According to the research findings, the model which showed the most satisfactory fit identifies six correlated factors that correspond to each of the activities proposed (χ2 = 414.48; df = 116; χ2/df = 3.57; GFI = .90; NFI = .95; CFI = .96 and RMSEA = .077). These results are discussed according to its psychometric implications for the construct assessment in different fields.

  October 17, 2014   doi: 10.1002/jocb.76   open full text
• The Effect of General Creative Personality and Freedom of Task Choice on Adolescents' Social Creativity.
  Chuanhua Gu, Bi Ying Hu, Flemmings Fishani Ngwira, Zhi Jing, Zongkui Zhou.
  The Journal of Creative Behavior. October 06, 2014
  This study investigated the effect of general creative personality and freedom of task choice on the social creativity of adolescents. The results indicated, first, that senior high school students scored higher than junior high school students. Second, girls scored higher than boys on originality, fluency, flexibility, appropriateness, and utility with regard to creative social problem‐solving. Third, freedom of task choice and its interaction with creative personality had significant effects on the originality, appropriateness, utility, flexibility, and fluency of social creativity. Adolescents who completed the task voluntarily scored higher on these dimensions than adolescents who completed it reluctantly and, among the voluntary adolescents, those with high and medium creative personality scored higher than those with low creative personality, whereas no such difference was found among the reluctant adolescents. Adolescents were more likely to show social creativity, and their general creative personality was more likely to be brought into effect under the freedom of task choice condition.

  October 06, 2014   doi: 10.1002/jocb.74   open full text
• The Effects of Modafinil on Convergent and Divergent Thinking of Creativity: A Randomized Controlled Trial.
  Ahmed Dahir Mohamed.
  The Journal of Creative Behavior. September 15, 2014
  Modafinil is a drug licensed for the treatment of narcolepsy and sleep apnea. Recently, modafinil has been reported to be used as a pharmacological cognitive enhancer by healthy individuals with no psychiatric disorders. This paper reports on a study that investigated the effects of modafinil on divergent and convergent thinking tasks of creativity. Sixty‐four healthy male (n = 31) and female (n = 33) volunteers participated in a randomized double‐blind placebo‐controlled parallel group design study. For the convergent thinking tasks, modafinil had no significant main effect on the Group Embedded Figures Task and the Remote Associates Task (RAT). However, a median split analysis showed that modafinil participants low in creativity personality trait had significantly higher RAT scores (Mean [M] = 6.85, SD = 3.39; 95% confidence interval [95% CI]: 5.53–8.2) than those high in creativity personality trait (M = 4.27, SD = 3.0; 95% CI: 2.4–6.0). For the divergent thinking tasks, relative to placebo (M = 1.195, SD = 0.28; 95% CI: 1.0–1.3), modafinil (M = 0.77, SD = 0.37; 95% CI: 0.63–0.92) significantly reduced the performance of flexibility scores and marginally reduced the elaboration scores as measured by the Abbreviated Torrance Test for Adults (ATTA). Overall, participants on modafinil (M = 6.3, SD = 2.6; 95% CI: 5.3–7.4) had significantly lower ATTA scores relative to participants on placebo (M = 9.5, SD = 2.3; 95% CI: 8.6–10.4). These results indicate that modafinil might reduce divergent thinking of creativity in healthy individuals. They suggest that, rather than being a more general cognitive enhancer, modafinil might have negative and subtle effects on creativity. However, the results are from a small‐scale trial, which tested a small number of participants. Therefore, the results need to be interpreted with caution. A replication with a large sample of participants is recommended.

  September 15, 2014   doi: 10.1002/jocb.73   open full text
• Toward an Integrative Model of Creativity and Personality: Theoretical Suggestions and Preliminary Empirical Testing.
  Guillaume Fü rst, Paolo Ghisletta, Todd Lubart.
  The Journal of Creative Behavior. August 02, 2014
  The present work proposes an integrative model of creativity that includes personality traits and cognitive processes. This model hypothesizes that three high‐order personality factors predict two main process factors, which in turn predict intensity and achievement of creative activities. The personality factors are: Plasticity (high openness, extraversion, energy, and inspiration), Divergence (low agreeableness and conscientiousness, high non‐conformity and impulsivity), and Convergence (high ambition, precision, persistence, and critical sense). The process factors are Generation (idea production and originality) and Selection (idea evaluation and formalization). We hypothesized and found that: (a) Plasticity and Divergence predict positively Generation, (b) Convergence predicts positively Selection, (c) Generation, Selection, and their interaction predict positively both intensity and achievement of everyday creative activities.

  August 02, 2014   doi: 10.1002/jocb.71   open full text
• Exploring the Relationship between Adolescent Activities and Choice of Graduate School Discipline: Implications for Creativity Development.
  Stephanie A. Hartzell, Eunsook Hong.
  The Journal of Creative Behavior. August 02, 2014
  The relationship between adolescent extra‐curricular activities and choice of graduate‐education field was examined among students from three fields of study, science (n = 12), art (n = 12), and education (n = 14), using qualitative and quantitative methods. Results of profile analysis indicated that the different majors participated in stereotypically varying activities when they were adolescents. Science majors generally participated in mathematics and science activities during adolescence. Art majors generally participated in theater and music activities, and education majors tended to have participated in social leadership and educational activities. Interviews with the participants supported these findings and provided a more comprehensive discussion of these tendencies. While in high school, the participants had many influences when determining a field of study. Using personal happiness as a guide, the participants chose activities and ultimately graduate‐level majors that reflected their interests. It was concluded that adolescent extra‐curricular activities are important in the development of interest in creatively talented individuals and may lead to graduate field selection.

  August 02, 2014   doi: 10.1002/jocb.72   open full text
• Analysis of the Impact of Creative Technique on the Motivation of Physical Education Students in Dance Content: Gender Differences.
  Diana Amado, Fernando Del Villar, Pedro Antonio Sánchez‐Miguel, Francisco Miguel Leo, Tomás García‐Calvo.
  The Journal of Creative Behavior. July 18, 2014
  The aim of this study was to learn about the effectiveness of two dance teaching techniques, the creative examination technique and the direct instruction technique, on the satisfaction of basic psychological needs, the level of self‐determination, the perception of usefulness, enjoyment and effort of physical education students. Likewise, it purports to analyze the gender difference in the psychological variables addressed in agreement with the teaching technique used, to guide and personalize the treatment of these contents in physical education. A quasi‐experimental design was carried out with four natural groups from two school centers. The direct instruction technique was applied with two groups and the creative examination technique with the other two, in a total of 12 sessions. An initial and final measurement was taken in both groups, and the results revealed the complexity to motivate students after 12 sessions. However, the gender‐dependent analyses offer methodological guidelines, as the creative technique causes adaptative consequences on the male gender and disadaptative consequences on the female gender. By way of conclusion, we can highlight the need to devote more sessions to dance teaching and to apply different treatments depending on the gender.

  July 18, 2014   doi: 10.1002/jocb.69   open full text
• Creativity in Early and Established Career: Insights into Multi‐Level Drivers from Nobel Prize Winners.
  Dawn L. Eubanks, Michael E. Palanski, Juani Swart, Michelle M. Hammond, Joy Oguntebi.
  The Journal of Creative Behavior. July 18, 2014
  The freedom to try new things plays a vital role for employees engaging in creative endeavors. This freedom can be influenced by one's relationship with her supervisor, relationship with her team, and various work pressures. One of the first steps to reaching creative output is to have a playful attitude toward work where there is encouragement and processes that allow individuals to take risks and try new things. However, we argue that what allows someone to try new things earlier in their career and when they are more established might be different. Noteworthy progress has been made in conceptualizing the multi‐level factors that are important for creativity. In the current study, we identified variables associated with a willingness to try new things, part of the exploration phase of creativity, and divided them by the early and established careers of 59 Nobel Prize winners. Using a historiometric approach, we rated individual and team‐level variables to identify what makes someone try new things either earlier or later in her career. Findings indicate that willingness to try new things is related to autonomy, the relationship with one's mentor, team climate, and team network, but not to personal initiative.

  July 18, 2014   doi: 10.1002/jocb.70   open full text
• Investigation of Psychometric Properties of the Test for Creative Thinking—Drawing Production: Evidence from Study in Latvia.
  Emīls Kālis, Līga Roķe, Indra Krūmiņa.
  The Journal of Creative Behavior. June 28, 2014
  The Test for Creative Thinking—Drawing Production (TCT‐DP) is designed as an effective drawing‐based instrument for measuring creative potential. Many studies report adaptation efforts in other cultures pointing out good psychometric properties of the instrument nonetheless revealing also some trouble spots. The present study includes adaptation of TCT‐DP in Latvia and investigation of psychometric properties of the instrument such as measurement invariance between forms, sequence effect, gender differences, and factor structure of criteria employing methodology of structural equation modeling. Two samples were involved in the study—9th‐grade students (n = 300) and 15‐year‐old 9th‐grade students (n = 200). Results indicate that trained judges are able to achieve high reliability in evaluation of TCT‐DP total score and all criteria if some criteria are divided into subcategories. It was also found that TCT‐DP has measurement invariance between both forms but has small effect sizes regarding gender differences and method sequence. Observed differences of TCT‐DP total scores between the Latvian sample and relevant samples from Germany and Hong Kong could be considered as trivial. The study also revealed that, following original instructions, some test criteria had strong interdependence and therefore strategies in the evaluation process reducing interdependencies between criteria should be considered in future studies on the structure of TCT‐DP.

  June 28, 2014   doi: 10.1002/jocb.68   open full text
• Ambidextrous Leadership and Employees' Self‐Reported Innovative Performance: The Role of Exploration and Exploitation Behaviors.
  Hannes Zacher, Alecia J. Robinson, Kathrin Rosing.
  The Journal of Creative Behavior. June 19, 2014
  The ambidexterity theory of leadership for innovation proposes that leaders' opening and closing behaviors positively predict employees' exploration and exploitation behaviors, respectively. The interaction of exploration and exploitation behaviors, in turn, is assumed to influence employee innovative performance, such that innovative performance is highest when both exploration and exploitation behaviors are high. The goal of this study was to provide the first empirical test of these hypotheses at the individual employee level. Results based on self‐report data provided by 388 employees were consistent with ambidexterity theory, even after controlling for employee reports of their leaders' transformational and transactional leadership behaviors as well as employees' openness to experience, conscientiousness, and positive affect. The findings extend previous research on ambidexterity at the team and organizational levels and suggest a possible way for leaders to enhance employee self‐reported innovative performance.

  June 19, 2014   doi: 10.1002/jocb.66   open full text
• Regressive Imagery in Creative Problem‐Solving: Comparing Verbal Protocols of Expert and Novice Visual Artists and Computer Programmers.
  Aaron Kozbelt, Scott Dexter, Melissa Dolese, Daniel Meredith, Justin Ostrofsky.
  The Journal of Creative Behavior. June 02, 2014
  We applied computer‐based text analyses of regressive imagery to verbal protocols of individuals engaged in creative problem‐solving in two domains: visual art (23 experts, 23 novices) and computer programming (14 experts, 14 novices). Percentages of words involving primary process and secondary process thought, plus emotion‐related words, were tabulated. Visual art protocols were higher in primary process thought and emotion‐related words; those from programming were higher in secondary process thought. Almost no main effects of expertise or interactions were found. Correlations between the measures (particularly those involving emotion‐related words) also varied as a function of task. This pattern suggests cognitive processes vary considerably across different creative problem‐solving tasks or domains, and that a more domain‐specific approach to creative cognition may be advisable. Further implications for integrating and consolidating some extant lines of creativity research are discussed.

  June 02, 2014   doi: 10.1002/jocb.64   open full text
• Linking Individual Creativity to Organizational Innovation.
  Robert C. Litchfield, Cameron M. Ford, Richard J. Gentry.
  The Journal of Creative Behavior. June 02, 2014
  We draw on 146 employee‐co‐worker‐supervisor triads from 146 organizations to examine the role of individual perspective‐taking and team creative environment in the association between individual creativity and organizational innovation. Adopting an interactionist perspective, we find that the link between individual creativity and organizational innovation is most clearly strengthened when individual perspective‐taking and team creative environment are both high. Neither individual perspective‐taking nor team creative environment alone moderated the relationship between creativity and innovation.

  June 02, 2014   doi: 10.1002/jocb.65   open full text
• Scientific Productivity and Idea Acceptance in Nobel Laureates.
  Christine Charyton, Samantha Lynn DeDios, Thomas Eugene Nygren.
  The Journal of Creative Behavior. May 26, 2014
  We investigated how new ideas become accepted for Nobel laureates in science. Archival data were collected for 204 Nobel laureates from 1980 to 2009 in physics, chemistry, and medicine or physiology. Acceptance was evaluated for Nobel laureates by Prize area and three key publications in the Nobel laureates' publishing careers: (a) first publication concerning their Nobel idea (FN), (b) highest cited publication concerning their Nobel idea (HN), and (c) last publication concerning their Nobel idea (LN). Acceptance was defined primarily in terms of academic prestige for the journal articles (journal impact factors, article citation counts, Eigenfactor scores [journal impact and journal citations] and journal‐cited half‐life ratings). We found that acceptance for these publications mostly followed LN < FN < HN for all measures and Prize areas—except for physics on impact factor only, which followed FN < LN < HN, as hypothesized. In sum, recent ideas are least accepted rather than original ideas even for established and eminent Nobel laureates.

  May 26, 2014   doi: 10.1002/jocb.63   open full text
• Can Creativity Predict Cognitive Reserve?
  Massimiliano Palmiero, Dina Di Giacomo, Domenico Passafiume.
  The Journal of Creative Behavior. April 15, 2014
  Cognitive reserve relies on the ability to effectively cope with aging and brain damage by using alternate processes to approach tasks when standard approaches are no longer available. In this study, the issue if creativity can predict cognitive reserve has been explored. Forty participants (mean age: 61 years) filled out: the Cognitive Reserve Index questionnaire, the Torrance Test of Creative Thinking in visual and verbal form, Raven's Progressive Matrices (PM38), and the Verbal Judgments Test. The analysis revealed that all indices of verbal creativity were positively correlated with indices of cognitive reserve, except with cognitive reserve related to working activity. However, using the composite score of verbal creativity, all indices of cognitive reserve were predicted, including the index related to working activity. These results show that verbal creativity could be considered as another proxy indicator of cognitive reserve, and open to the hypothesis that verbal creativity enhances cognitive reserve and sustains active aging.

  April 15, 2014   doi: 10.1002/jocb.62   open full text
• Implicit Theories of Creativity in Computer Science in the United States and China.
  Chaoying Tang, John Baer, James C. Kaufman.
  The Journal of Creative Behavior. March 11, 2014
  To study implicit concepts of creativity in computer science in the United States and mainland China, we first asked 308 Chinese computer scientists for adjectives that would describe a creative computer scientist. Computer scientists and non‐computer scientists from China (N = 1069) and the United States (N = 971) then rated how well those adjectives described creative computer scientists using a 5‐point Likert Scale. Factor analysis revealed that the concept of a creative computer scientist had four dimensions: (1) smart/effective, (2) outgoing, (3) creative thinking and (4) unsociable. Differences in the implicit concepts across disciplines, ethnicity, gender, age, and working experience were analyzed. We discuss the implications of these findings for our understanding of the domain specificity of creativity.

  March 11, 2014   doi: 10.1002/jocb.61   open full text
• Linear and Nonlinear Thinking: A Multidimensional Model and Measure.
  Kevin S. Groves, Charles M. Vance.
  The Journal of Creative Behavior. February 25, 2014
  Building upon previously developed and more general dual‐process models, this paper provides empirical support for a multidimensional thinking style construct comprised of linear thinking and multiple dimensions of nonlinear thinking. A self‐report assessment instrument (Linear/Nonlinear Thinking Style Profile; LNTSP) is presented and preliminarily tested across three studies with an overall sample of 778 respondents comprised of business students and managers. The results indicate that nonlinear thinking style consists of seven distinct, yet interrelated dimensions: intuition, creativity, values, imagination, flexibility, insights, and emotions. Convergent and discriminant validity estimates vis‐à‐vis a multidimensional creative thinking index and an emotional intelligence measure provide support for further development of the instrument. The implications of these results for future managerial cognition research are discussed, as well as potential practical applications of the LNTSP for management education and business practice.

  February 25, 2014   doi: 10.1002/jocb.60   open full text
• Team Proactivity as a Linking Mechanism between Team Creative Efficacy, Transformational Leadership, and Risk‐Taking Norms and Team Creative Performance.
  Yuhyung Shin, Chanyoung Eom.
  The Journal of Creative Behavior. February 12, 2014
  Despite the growing body of research on creativity in team contexts, very few attempts have been made to explore the team‐level antecedents and the mediating processes of team creative performance on the basis of a theoretical framework. To address this gap, drawing on Paulus and Dzindolet's (2008) group creativity model, this study proposed team creative efficacy, transformational leadership, and risk‐taking norms as antecedents of team creative performance and team proactivity as an intervening mechanism between these relationships. The results of team‐level regression analyses conducted on the leaders and members of 103 Korean work teams showed that team creative efficacy and risk‐taking norms were positively associated with team creative performance. Furthermore, the relationships between team creative efficacy and team creative performance and between risk‐taking norms and team creative performance were mediated by team proactivity. These findings offer new insights regarding the antecedents and the mediator of creative performance in team contexts and important implications for theory and practice.

  February 12, 2014   doi: 10.1002/jocb.42   open full text
• The Chinese Version of the Revised Creativity Domain Questionnaire (CDQ‐R): First Evidence for its Factorial Validity and Systematic Association with the Big Five.
  Christian H. Werner, Min Tang, Joachim Kruse, James C. Kaufman, Matthias Spörrle.
  The Journal of Creative Behavior. February 12, 2014
  The present study examines the factor structure of a Chinese version of the Revised Creativity Domain Questionnaire (CDQ‐R; Kaufman, Waterstreet, Ailaouni, Whitcomb, Roe, & Riggs, 2009) as well as its relation to Big Five personality traits within a Chinese sample (N = 787). Analyses indicate the appropriateness of the Chinese version of the CDQ‐R in terms of internal consistency, factorial validity as well as convergent and divergent validity concerning the Big Five personality factors. Revealing some culture‐specific variation, confirmatory factor analysis indicated a slight superiority of a five‐factor model for this Chinese sample over the existing four‐factor model established with American samples. This higher level of differentiation in terms of one factor of the creativity domain could be explained on the basis of the specific characteristics of the Chinese culture.

  February 12, 2014   doi: 10.1002/jocb.51   open full text
• Thinking Inside the Tool Box: Creativity, Constraints, and the Colossal Portraits of Chuck Close.
  Patricia D. Stokes.
  The Journal of Creative Behavior. February 12, 2014
  This article presents a problem‐solving model to examine the often problematic relationship between expertise and creativity. The model has two premises, each the opposite of a common cliché. The first cliché asserts that creativity requires thinking outside‐the‐box. The first premise argues that experts can only think and problem solve inside the tool boxes of their expertise. The second cliché, that creativity requires freedom from constraints, points to the problem with expertise. Free to do anything, experts repeat what has worked best in the past. A solution is suggested by the second premise: to circumvent the liabilities of expertise, creativity requires constraints of a particular paired kind. The model is introduced as an expansion of prior process models focused on problem identification and construction. Problem‐finding is reanalyzed as constraint‐finding. A case study shows how one recognized creator, painter Chuck Close, uses constraints as a tool to solve the expertise‐creativity problem.

  February 12, 2014   doi: 10.1002/jocb.52   open full text
• The Enigma of Čiurlionis's Illness and Its Relationship to His Creativity.
  Vladimir Lerner, Eliezer Witztum.
  The Journal of Creative Behavior. January 25, 2014
  Assumption regarding the relationship between creativity and mental disturbances has attracted academic and public interest from antiquity. Research performed in recent years, support these associations and show a disproportionately high rate of mental illnesses, especially bipolar disorder, in creative individuals. In this article, we give another example of this link by describing the life and works of a Lithuanian composer, painter, and poet Mikalojus Konstantinas Chiurlionis (1875–1911) (Lithuanian transcription—Čiurlionis). This relationship is demonstrated graphically, which enables to see a link between his mood fluctuations and quantity of Chiurlionis' works. Chiurlionis lived in the complex period with its turbulent whirl of changing trends in art doubtlessly influenced his art. Chiurlionis had synesthesia and he was one of the first who tried to join music and painting in a synthesis of the arts. Significant components of his work are related to Symbolism. Chiurlionis lived very short life—only 36 years, but during his life, he created over 200 musical works, and painted about 300 canvases. His compositions were romantic and nationalist in spirit, sometimes inspired by Lithuanian folklore and his best work is thought to be his “musical paintings”. For many years, they were virtually unknown outside his motherland. While it was well‐known that Chiurlionis died in a sanatorium for mental ill, almost nothing was written about his mental illness. The purpose of this study was to demonstrate that the Chiurlionis' illness (bipolar affective disorder) and his creative output in music and paintings were connected.

  January 25, 2014   doi: 10.1002/jocb.58   open full text
• CEO Ideational Facilitation Leadership and Team Creativity: The Mediating Role of Knowledge Sharing.
  Abraham Carmeli, Paul B. Paulus.
  The Journal of Creative Behavior. January 25, 2014
  The development of new ventures is often based on collective creative efforts. We conceptualize team creativity as a process of looking for and exploring new solutions and examine whether and how CEO leadership fosters creativity in top management teams (TMT). Data collected from senior executive teams indicate that CEO ideational facilitation leadership is positively related to team knowledge sharing, which in turn results in enhanced team exploratory behaviors. These findings bear important theoretical implications for ways in which leaders can enhance creativity in teams and augment the entrepreneurial direction of executive teams.

  January 25, 2014   doi: 10.1002/jocb.59   open full text
• The Usual and the Unusual: Solving Remote Associates Test Tasks Using Simple Statistical Natural Language Processing Based on Language Use.
  Ariel Klein, Toni Badia.
  The Journal of Creative Behavior. January 21, 2014
  In this study we show how complex creative relations can arise from fairly frequent semantic relations observed in everyday language. By doing this, we reflect on some key cognitive aspects of linguistic and general creativity. In our experimentation, we automated the process of solving a battery of Remote Associates Test tasks. By applying Statistical Natural Language Processing techniques to a large web‐based corpus, we perform a frequency and collocation analysis of the test items. Results show that 37% of the 68 tasks were automatically solved, whereas human accuracy reached 43%. Our method outperformed humans in the tasks rated as difficult: 38% and 32%, respectively. Highly relevant is that the novel and adequate relations established in order to solve the RAT were not previously present in the corpus. The frequency based approach pervades all stages of our method: during the divergent stage, highly frequent collocations are listed, while the convergent stage starts by matching each task's triads output, shrinking that list, and finalizing it by choosing the least frequent, therefore more informative and often correct, result. Finally, we discuss the implications of our model in overcoming functional fixedness and understanding cognitive salience in the creative process.

  January 21, 2014   doi: 10.1002/jocb.57   open full text
• Stability of the Positive Mood Effect on Creativity When Task Switching, Practice Effect, and Test Item Differences are Taken into Consideration.
  Chee‐Seng Tan, Li Qu.
  The Journal of Creative Behavior. January 06, 2014
  Although experimentally induced positive mood can generally last for 20 min and the induced mood is conducive to creative performance, it is still unclear whether the facilitation effect is stable during these 20 min. Two studies were conducted to examine this issue while controlling for the impacts of task switching, practice effect, and test item differences. In Study 1, participants (N = 42) were randomly assigned to positive, negative, and neutral mood conditions. After watching a short video clip, participants answered four items of the Alternate Uses Test (AUT) in 20 min, with 5 min allotted for each item. Creative performance during each 5‐min period was scored in terms of fluency and flexibility. Separate repeated‐measures analyses of variances on these creativity scores showed that positive mood consistently enhanced performance over 20 min. Study 2 further eliminated the effects of test item differences and test order. Participants (N = 131) underwent the same mood induction procedure and answered the same four items of the AUT, except that these items were presented in four different sequences in accordance with the Latin square design. Consistent with the findings in Study 1, Study 2 showed that the facilitation effect of positive mood lasted for 20 min when the interference of task switching, practice effect, and test item differences were minimized. This finding not only sheds light on the debate regarding the stability of experimentally induced positive mood effect, but also contributes to the body of empirical evidence that future studies may use to examine the positive mood effect over a relatively long period of time.

  January 06, 2014   doi: 10.1002/jocb.56   open full text
• Alexithymia and Affect Intensity of Fine Artists.
  Marion Botella, Franck Zenasni, Todd Lubart.
  The Journal of Creative Behavior. December 23, 2013
  Research on creative artists has examined mainly their personality traits or cognitive abilities. However, it seems important to explore also their emotional traits to complete the profile. This study examines two emotional characteristics: alexithymia and affect intensity. Even if most research suggests that artists are less alexithymic and experience more intensively their emotions, Botella, M., Zenasni, F., and Lubart, T. (Psychology of Aesthetics, Creativity, and the Arts, 5, 251, 2011) observed that art students were as alexithymic as psychology students and more alexithymic than a normative population. The aim of this study was to examine these issues with artists and non‐artists and to compare artists to art students. Results indicate that artists are less alexithymic and present higher affect intensity than non‐artists. Moreover, results show that art students present more difficulties processing their emotions than artists.

  December 23, 2013   doi: 10.1002/jocb.54   open full text
• Do People Use Their Implicit Theories of Creativity as General Theories?
  Hong Lee, Jungsik Kim, Yeonjae Ryu, Seokjong Song.
  The Journal of Creative Behavior. December 23, 2013
  This study examines whether people use the general implicit theories of creativity or not when applying them to themselves and others. On the basis of the actor–observer asymmetry theory, the authors propose that conception of creativity would be differently constructed depending on the targets of attention: general, self, and other. Three studies attempted to examine this hypothesis. In the preliminary study, a measure was developed to assess the characteristics that describe general creativity. In Study 1, exploratory and confirmatory factor analyses found the conceptual factors of general creativity. In Study 2, the common and specific factors of general, self, and others’ creativity concepts were compared through invariance tests. As a result, it was revealed that the invariance test failed, which means that the general conception of creativity may not be applicable to monitor self and others’ creativity in a consistent way. Implications and limitations of this study are discussed at the end of the study.

  December 23, 2013   doi: 10.1002/jocb.55   open full text
• Imitation and Creativity: Beneficial Effects of Propulsion Strategies and Specificity.
  Jensen T. Mecca, Michael D. Mumford.
  The Journal of Creative Behavior. December 23, 2013
  Prior studies examining imitation of exemplar solutions have produced a mixed pattern of findings with some studies indicating that exemplar imitation contributes to creative problem‐solving and other studies indicating that it may inhibit creative problem‐solving. In the present effort, it is argued that the effects of exemplar imitation on creative problem‐solving depend on the strategies people use when working with exemplars. In the present study, people were asked to provide advertising campaigns in response to a marketing problem. Prior to starting work on this problem, manipulations were made in exemplar content. Imitation strategies used in problem‐solving, for example, forward incrementation, and redefinition, were assessed. It was found that imitation strategies were strongly related to the production of higher quality, more original, and more elegant advertising campaigns. Moreover, use of these strategies was facilitated when more specific information was presented in exemplar solutions. The implications of these findings for understanding the role of imitation in creative problem‐solving are discussed.

  December 23, 2013   doi: 10.1002/jocb.49   open full text
• Emotional Intelligence and Creativity: The Mediating Role of Generosity and Vigor.
  Abraham Carmeli, Alexander S. McKay, James C. Kaufman.
  The Journal of Creative Behavior. December 16, 2013
  This study examines whether and why emotional intelligence may result in enhanced creativity in the workplace. Using a time‐lagged data set collected from employees in three firms, we examined a mediation model where emotional intelligence is indirectly related to creativity serially, through generosity and vigor. The results of structural equation modeling (SEM) indicate a sequential mediation model where emotionally intelligent employees display a high level of generosity; these acts of generosity nurture a sense of vigor, which in turn fosters creative behaviors. We discuss the implications for research on emotional intelligence, generosity, vigor, and creativity.

  December 16, 2013   doi: 10.1002/jocb.53   open full text
• The Incremental Validity of a Short Form of the Ideational Behavior Scale and Usefulness of Distractor, Contraindicative, and Lie Scales.
  Mark A. Runco, Jeffrey John Walczyk, Selcuk Acar, Ernest L. Cowger, Melissa Simundson, Sunny Tripp.
  The Journal of Creative Behavior. December 16, 2013
  This article describes an empirical refinement of the Runco Ideational Behavior Scale (RIBS). The RIBS seems to be associated with divergent thinking, and the potential for creative thinking, but it was possible that its validity could be improved. With this in mind, three new scales were developed and the unique benefit (or “incremental validity”) of each was assessed. The three validity scales contained (a) distractor items, (b) contraindicative items, or (c) items constituting a lie scale. Step‐wise analyses using the three validity scales indicated very little incremental validity: They were interpreted in the light of psychometric theory, which suggests that their contribution may have been on a behavioral rather than on a statistical level. One additional analysis explored the possibility that a short form could be constructed. The short form of the RIBS was highly correlated with the long form (r = .94). Thus, most decisions made by the short form will be entirely compatible with decisions that would have been reached using the long form. A second significant result was that the RIBS was highly correlated with a check list of creative activities, supporting its concurrent validity.

  December 16, 2013   doi: 10.1002/jocb.47   open full text
• The Importance of the Default Mode Network in Creativity—A Structural MRI Study.
  Simone Kühn, Simone M. Ritter, Barbara C. N. Müller, Rick B. Baaren, Marcel Brass, Ap Dijksterhuis.
  The Journal of Creative Behavior. December 12, 2013
  Anecdotal reports as well as behavioral studies have suggested that creative performance benefits from unconscious processes. So far, however, little is known about how creative ideas arise from the brain. In the current study, we aimed to investigate the neural correlates of creativity by means of structural MRI research. Given that unconscious and less controlled processes are important in creative thinking, structural brain research may find a positive correlation between well‐established creativity measures and cortical thickness in brain structures of the default mode network (i.e., the counterpart of the cognitive control network). Individuals performed the Alternative Uses task by which an individual's cognitive flexibility and the average uniqueness and average creativity of a participant's ideas were assessed. We computed optimized voxel‐based‐morphometry (VBM) to explore the correlation between inter‐individual differences in creativity and inter‐individual differences in gray matter volume. For all creativity measures, a positive correlation was found between creative performance and gray matter volume of the default mode network. These findings support the idea that the default mode network is important in creativity, and provide neurostructural support for the idea that unconscious forms of information processing are important in creativity. Theoretical and practical implications are discussed.

  December 12, 2013   doi: 10.1002/jocb.45   open full text
• Mind, Machine, and Creativity: An Artist's Perspective.
  Louise Sundararajan.
  The Journal of Creative Behavior. December 12, 2013
  Harold Cohen is a renowned painter who has developed a computer program, AARON, to create art. While AARON has been hailed as one of the most creative AI programs, Cohen consistently rejects the claims of machine creativity. Questioning the possibility for AI to model human creativity, Cohen suggests in so many words that the human mind takes a different route to creativity, a route that privileges the relational, rather than the computational, dimension of cognition. This unique perspective on the tangled web of mind, machine, and creativity is explored by an application of three relational models of the mind to an analysis of Cohen's talks and writings, which are available on his website: www.aaronshome.com.

  December 12, 2013   doi: 10.1002/jocb.44   open full text
• Transformational Leadership and Creative Problem‐Solving: The Mediating Role of Psychological Safety and Reflexivity.
  Abraham Carmeli, Zachary Sheaffer, Galy Binyamin, Roni Reiter‐Palmon, Tali Shimoni.
  The Journal of Creative Behavior. December 12, 2013
  Previous research has pointed to the importance of transformational leadership in facilitating employees' creative outcomes. However, the mechanism by which transformational leadership cultivates employees' creative problem‐solving capacity is not well understood. Drawing on theories of leadership, information processing and creativity, we proposed and tested a model in which psychological safety and reflexivity mediate the effect of transformational leadership and creative problem‐solving capacity. The results of survey data collected at three points in time indicate that transformational leadership facilitates the development of employees' creative problem‐solving capacity by shaping a climate of psychological safety conducive to reflexivity processes. However, the findings also indicate that psychological safety is related both directly and indirectly, through reflexivity, to employees' creative problem‐solving capacity. This study sheds further light on the ways in which transformational leaders help to develop and cultivate employees' capacity for creative problem‐solving.

  December 12, 2013   doi: 10.1002/jocb.43   open full text
• The Role of Identity Integration in Enhancing Creativity Among Mixed‐Race Individuals.
  G. Tendayi Viki, May Liang J. Williams.
  The Journal of Creative Behavior. December 12, 2013
  Identity integration among bicultural individuals refers to the perception that their two cultural identities are compatible. Previous research has shown that identity integration is likely to lead to enhanced creativity. However, this research was conducted among first‐ and second‐generation immigrants, but not among mixed‐race individuals. The current research examined identity integration and creativity among mixed‐race individuals. We also explored the role of integrated identity experiences at home. We found that identity integration was related to increases in creativity; and this was partly mediated via integrated identity experiences at home. Our findings suggest that positive bicultural experiences at home may create a context for the individual to integrate their biracial identities; and this is ultimately beneficial for creativity.

  December 12, 2013   doi: 10.1002/jocb.48   open full text
• Supervisor–Subordinate Relationship, Differentiation, and Employee Creativity: A Self‐Categorization Perspective.
  Hongdan Zhao, Maura Kessel, Jan Kratzer.
  The Journal of Creative Behavior. December 12, 2013
  This study seeks to explore the effect of the quality of supervisor–subordinate relationship (i.e., leader–member exchange; LMX) on employee creativity by examining a moderated‐mediation model. The model focuses on the mediating role of perceived insider status and the moderating role of perceived LMX differentiation in influencing the mediation. Using a time‐lagged research design, we collected data from 358 supervisor–subordinate dyads in a large Chinese diversified company. As predicated, we found that (a) perceived insider status mediated the positive relationship between LMX and employee creativity; and (b) perceived LMX differentiation moderated the strength of the mediated relationship between LMX and employee creativity via perceived insider status, such that the mediated relationship is stronger under high‐perceived LMX differentiation than under low‐perceived LMX differentiation.

  December 12, 2013   doi: 10.1002/jocb.46   open full text
• Differential Effects of Personality Traits and Environmental Predictors on Reproductive and Creative Imagination.
  Chaoyun Liang, Chi‐Cheng Chang, Yuling Hsu.
  The Journal of Creative Behavior. November 18, 2013
  The purpose of this study was twofold: (1) to analyze the effects of both personality and environmental variables on the imagination of video/film major university students; and (2) to test the mediator effect resulting from the variable of social climate. The results of this study supported both indicators of imaginative capabilities and environmental influences. The hypothesis of the study—that the variable of social climate mediates the effects of personality/environmental predictors and both types of imagination—was partially supported. The structural model also showed that most personality traits have direct effects on imagination, whereas most environmental predictors have indirect effects. Practical applications of this study were suggested, future inquiries were discussed, and limitations were acknowledged.

  November 18, 2013   doi: 10.1002/jocb.50   open full text
• The Emergence of Student Creativity in Classroom Settings: A Case Study of Elementary Schools in Korea.
  Younsoon Cho, Hye Young Chung, Kyoulee Choi, Choyoung Seo, Eunjoo Baek.
  The Journal of Creative Behavior. June 03, 2013
  This research explores the emergence of student creativity in classroom settings, specifically within two content areas: science and social studies. Fourteen classrooms in three elementary schools in Korea were observed, and the teachers and students were interviewed. The three types of student creativity emerging in the teaching and learning process found in this research were: (a) heuristic creativity when the students express their thoughts about a new concept based on their experience, (b) interpretive creativity when the students explain the meaning of materials based on students' knowledge, and (c) integrative creativity when students generate new solutions or make new products based on their internalized knowledge. The study results will challenge teachers to find instances of student creativity in their teaching and learning situations and to facilitate student creativity when the students interpret data or materials related to the contents of the curriculum.

  June 03, 2013   doi: 10.1002/jocb.29   open full text
• Malevolent Creativity in Terrorist Organizations.
  Paul Gill, John Horgan, Samuel T. Hunter, Lily D. Cushenbery.
  The Journal of Creative Behavior. June 03, 2013
  Terrorist organizations are both imitative and innovative in character. While the drivers of imitation have been extensively modeled using concepts such as contagion and diffusion, creativity and innovation remain relatively underdeveloped ideas in the context of terrorist behavior. This article seeks to redress this deficiency by presenting a conceptual framework with which we can understand the complex nature and multiple drivers of creativity and innovation within terrorist organizations. The overriding questions we address are: what factors spark creativity and innovation within terrorist organizations, and are there particular organizational traits that increase an organization's propensity to be creative and innovative? Using insights from industrial and organizational psychology and aided by illustrative examples and case studies from the history of terrorism, we aim to show that the multiple drivers of creativity and innovation are identifiable. By providing a conceptual framework that explores these key issues, we suggest that a much clearer research agenda for these issues may emerge. We conclude with a discussion concerning how our framework can help inform counter‐terrorism practices.

  June 03, 2013   doi: 10.1002/jocb.28   open full text
• Finding Creativity in an Artificial Artist.
  David Norton, Derrall Heath, Dan Ventura.
  The Journal of Creative Behavior. June 03, 2013
  Creativity is an important component of human intelligence, and imbuing artificially intelligent systems with creativity is an interesting challenge. In particular, it is difficult to quantify (or even qualify) creativity. Recently, it has been suggested that conditions for attributing creativity to a system include: appreciation, imagination, and skill. We demonstrate and describe an original computer system (called DARCI) that is designed to produce images through creative means. We present methods for evaluating DARCI and other artificially creative systems with respect to appreciation, imagination, and skill, and use these methods to show that DARCI is arguably a creative system.

  June 03, 2013   doi: 10.1002/jocb.27   open full text
• Domain‐General and Domain‐Specific Creative‐Thinking Tests: Effects of Gender and Item Content on Test Performance.
  Eunsook Hong, Yun Peng, Harold F. O'Neil, Junbin Wu.
  The Journal of Creative Behavior. June 03, 2013
  The study examined the effects of gender and item content of domain‐general and domain‐specific creative‐thinking tests on four subscale scores of creative‐thinking (fluency, flexibility, originality, and elaboration). Chinese tenth‐grade students (234 males and 244 females) participated in the study. Domain‐general creative thinking was measured by using two domain‐independent items—box and newspaper. Domain‐specific creative thinking was measured in the domain of history by two history‐specific items—school uniform and health food—that were part of lessons in modern Chinese history. Domain‐general creative‐thinking scores were not different across gender in any of the four subscales. In domain‐specific creative thinking, female students produced more responses (fluency) and more categories of ideas (flexibility), and more detailed answers (elaboration) on both items than did males. Gender difference was not found in originality. Item effects were significant in both general and specific creative‐thinking scores, with higher fluency, flexibility, and elaboration for the newspaper than the box item, and higher fluency, flexibility, originality, and elaboration for the school uniform than the health food item. The findings on both gender and item effects support the contention that personal interest and life experience influence the generation of creative solutions. The finding that gender did not differ in domain‐general creative‐thinking was expected, as the two general items (box and newspaper) are experienced similarly by both genders. As most of the creative‐thinking tests are influenced by individuals' experience beyond creative‐thinking ability, judicial evaluation and use of creative‐thinking scores are underscored.

  June 03, 2013   doi: 10.1002/jocb.26   open full text