Early Predictors Of Creative Writing At Age 9

The present study investigated the extent to which creative expressiveness in writing at age 9 could be predicted by early human figure drawing ability and general cognitive ability, measured at age 4. Participants (N=277) were members of the Twins Early Development Study, for whom measures of human figure drawing and general cognitive ability were available at age 4 and a measure of creative writing was available at age 9. Creativity was measured with the Consensual Assessment Technique, which is a commonly used technique to estimate creativity of a product. Each story, based on three pictures shown to children, was coded on 10 dimensions by five independent judges. Creative Expressiveness score was created as a composite measure of dimensions that correlated highly with creativity dimension. Human figure drawing ability, measured by The Draw-A-Child test at 4, was found to be a weak but significant predictor of Creative Expressiveness at age 9 (r =.17). General cognitive ability at 4 did not predict Creative Expressiveness in writing at 9. It is concluded that examining individual differences in human figure drawing ability may provide a promising direction for exploring the early antecedents of creativity throughout childhood

Creative Storytelling In Childhood Is Related To Exam Performance At Age 16

Creativity is only partly recognised in education. A recent meta-analysis estimated a correlation of r = 0.22 between creativity and educational achievement across many international student samples of all educational levels. In the meta-analysis, creativity was measured with a variety of measures, including divergent thinking and remote association tasks. The differences in the measures influenced the strength of the relationship between creativity and educational achievement. More research is needed to establish reliable measures of creativity, especially in primary school children, whose creativity remains poorly evaluated. The present study measured creativity in written stories in children at age 9 using the Consensual Assessment Technique (CAT). The study employed a longitudinal design, using CAT creativity scores as a predictor of educational achievement at age 16. Each of the stories from 59 children were coded by 6 different judges for 10 dimensions, including creativity. The inter-rater reliabilities between the judges for the 10 dimensions were high (α = .76 - .95). Among the dimensions, a factor analysis revealed two factors: Creative Expressiveness and Logic. The Creative Expressiveness factor explained an additional 7 % of variance in English grades, but not in Maths, beyond intelligence, previous achievement and personality traits associated with creativity. Overall, the study showed that CAT is a robust and reliable measure to detect verbal creativity in childhood. The results also suggest that early creativity predicts later academic achievement, calling for more attention to early creativity assessment and development

Assessing Creative Expressiveness In Children's Written Stories Using The Consensual Assessment Technique

The study investigated methodological issues relating to the use of the Consensual Assessment Technique (CAT) for measuring creativity in children’s written stories. The CAT is a commonly used measure to estimate creativity of a product, based on social recognition of creativity by independent judges. Across domains, the CAT has shown high inter-rater reliability. The present study utilised the CAT to assess creativity in children’s written stories. The stories were also evaluated for: Imagination, Novelty, Liking (how much the judges liked the story), Detail, Emotion, Vocabulary, Straightforwardness, Logic and Grammar. The sample consisted of 277 nine-year-olds. The results showed that to reach sufficient inter-rater reliability, 5 coders were needed. The results gave evidence of a 2-factor structure among the 10 dimensions, indexing ‘Creative Expressiveness’ and ‘Logic’ constructs related to individual differences in writing. Girls outperformed boys on both constructs. The story length was positively correlated with the constructs, explaining 63% of the variance in Creative Expressiveness, and 42% in Logic. Creative Expressiveness was positively correlated with verbal ability (r = .20) and with teacher rating of writing (r = .28). Similarly, Logic was also correlated with verbal ability (r = .34) and teacher rating of writing (r = .44). The findings inform future research employing the CAT to measure creativity in children’s storytelling

BMC Psychol

Background Preschoolers regularly display disruptive behaviors in child care settings because they have not yet developed the social skills necessary to interact prosocially with others. Disruptive behaviors interfere with daily routines and can lead to conflict with peers and educators. We investigated the impact of a social skills training program led by childcare educators on children’s social behaviors and tested whether the impact varied according to the child’s sex and family socio-economic status. Methods Nineteen public Child Care Centers (CCC, n = 361 children) located in low socio-economic neighborhoods of Montreal, Canada, were randomized into one of two conditions: 1) intervention (n = 10 CCC; 185 children) or 2) wait list control (n = 9 CCC; 176 children). Educators rated children’s behaviors (i.e., disruptive and prosocial behaviors) before and after the intervention. Hierarchical linear mixed models were used to account for the nested structure of the data. Results At pre-intervention, no differences in disruptive and prosocial behaviors were observed between the experimental conditions. At post-intervention, we found a significant sex by intervention interaction (β intervention by sex = − 1.19, p = 0.04) indicating that girls in the intervention condition exhibited lower levels of disruptive behaviors compared to girls in the control condition (f2 effect size = − 0.15). There was no effect of the intervention for boys. Conclusions Girls may benefit more than boys from social skills training offered in the child care context. Studies with larger sample sizes and greater intervention intensity are needed to confirm the results

Prenatal testosterone does not explain sex differences in spatial ability

The most consistent sex differences in cognition are found for spatial ability, in which males, on average, outperform females. Utilizing a twin design, two studies have shown that females with male co-twins perform better than females with female co-twins on a mental rotation task. According to the Twin Testosterone Transfer hypothesis (TTT) this advantage is due to in-uterine transmission of testosterone from males to females. The present study tested the TTT across 14 different spatial ability measures, including mental rotation tasks, in a large sample of 19–21-year-old twins. Males performed significantly better than females on all spatial tasks, with effect sizes ranging from η2 = 0.02 to η2 = 0.16. Females with a male co-twin outperformed females with a female co-twin in two of the tasks. The effect sizes for both differences were negligible (η2 < 0.02). Contrary to the previous studies, our results gave no indication that prenatally transferred testosterone, from a male to a female twin, influences sex differences in spatial ability

Genetic consequences of directional selection in <em>Arabidopsis lyrata</em>

Abstract Plants and animals colonized Northern Europe after the last Ice Age from different refugia, not covered by the ice sheet. Many plants, such as the northern rock cress (Arabidopsis lyrata ssp. petraea) adapted to the short growing season in the North. We thus expect that colonization of the new environment was accompanied by directional selection for traits conferring this adaptation. In this thesis I studied whether recent directional selection can be detected in two important genes, PHYTOCHROME A (PHYA) and FLOWERING LOCUS C1 (FLC1), related to the flowering time pathway. To detect directional selection, I compared DNA sequence variation from the samples of a southern (Plech, Germany) and a northern (Spiterstulen, Norway) population. I also studied the current response potential to changing conditions in the marginal Spiterstulen population. Adaptation potential was characterized by assessing plasticity and amount of additive genetic variation, focusing on flowering traits. In addition, associations of 21 flowering time candidate genes for phenological and fitness traits were studied. There were several lines of evidence for recent directional selection in both candidate genes, PHYA and FLC1, in the northern Spiterstulen population Variation was strongly reduced around both genes and in addition they were highly differentiated between populations. In the Spiterstulen population there was a remarkable reduction in additive genetic variation for flowering traits, for instance when compared with morphological traits. On the other hand, phenological traits showed high plasticity. Some of the photoperiodic pathway genes showed association to flowering or reproductive fitness. The results suggest that directional selection during the colonization of the northern areas has impacted the two studied genes. Genetic changes were likely involved in altered photoperiodic and vernalization responses which might be adaptive for a short growing season. Further, directional selection was probably responsible for reducing additive genetic variation in flowering traits. Because there was only little genetic variation, adaptation to future environmental change of the marginal Spiterstulen population is likely to rely largely on plastic reactions to environmental signals, or tracking the environment by dispersal.Tiivistelmä Kasvit ja eläimet levittäytyivät Pohjois-Eurooppaan viimeisen jääkauden jälkeen mannerjäätikön ulkopuolella jääneistä refugioista. Useat kasvit, kuten idänpitkäpalko (Arabidopsis lyrata ssp. petraea) sopeutuivat pohjoisen lyhyeen kasvukauteen. On syytä olettaa, että suuntaava valinta vaikutti sopeutumisessa tärkeisiin ominaisuuksiin. Tässä väitöskirjassa tutkin voidaanko suuntaavan valinnan aiheuttamia jalanjälkiä löytää kahdesta tärkeästä kukkimisaikageenistä, FYTOKROMI A (PHYA) ja FLOWERING LOCUS C1 (FLC1) geeneistä. Tätä varten vertasin DNA sekvenssimuuntelua pohjoisessa (Norja) ja eteläisessä (Saksa) populaatiossa, kiinnittäen erityisesti huomiota geneettisen muuntelun määrään ja erilaistumiseen. Lisäksi tutkin miten Spiterstulenin reunapopulaatio voi vastata tulevaisuudessa muuttuvaan ympäristöön. Sopeutumispotentiaalia arvioitiin sekä fenotyyppisen plastisuuden että additiivisen geneettisen muuntelun määrällä. Lisäksi tutkin miten vaihtelu 21 kukkimisaikageenissä liittyy fenologisiin ja kelpoisuusominaisuuksiin. Useat merkit viittasivat siihen, että suuntaava valinta oli vaikuttanut kummassakin tutkitussa geenissä. Muuntelu oli vähentynyt voimakkaasti kumpaakin geeniä ympäröiviltä kromosomialueilta, jotka olivat myös selkeästi erilaistuneet. Additiivinen geneettinen muuntelu oli selvästi vähentynyt kukkimisominaisuuksissa verrattuna morfologisiin ominaisuuksiin, mahdollisesti suuntaavan valinnan johdosta. Kukkimisominaisuudet olivat kuitenkin plastisia. Jotkin valojaksoreitin geenit vaikuttivat sekä kukkimiseen että lisääntymiskykyyn. Nämä tulokset osoittavat että suuntaava valinta vaikutti kahteen tutkittuun geeniin pohjoiseen levittäytymisen aikana. Geneettiset muutokset liittyivät todennäköisesti muuttuneisiin valojakso-, ja vernalisaatiovasteisiin, jotka saattoivat edistää sopeutumista lyhyeen kasvukauteen. Koska geneettistä muuntelua oli vain hyvin vähän, fenotyyppisellä plastisuudella on todennäköisesti tärkeä rooli sopeutumisessa muuttuvaan ympäristöön Spiterstulenin reunapopulaatiossa

Sequencing of the genus Arabidopsis identifies a complex history of nonbifurcating speciation and abundant trans-specific polymorphism

The notion of species as reproductively isolated units related through a bifurcating tree implies that gene trees should generally agree with the species tree and that sister taxa should not share polymorphisms unless they diverged recently and should be equally closely related to outgroups. It is now possible to evaluate this model systematically. We sequenced multiple individuals from 27 described taxa representing the entire Arabidopsis genus. Cluster analysis identified seven groups, corresponding to described species that capture the structure of the genus. However, at the level of gene trees, only the separation of Arabidopsis thaliana from the remaining species was universally supported, and, overall, the amount of shared polymorphism demonstrated that reproductive isolation was considerably more recent than the estimated divergence times. We uncovered multiple cases of past gene flow that contradict a bifurcating species tree. Finally, we showed that the pattern of divergence differs between gene ontologies, suggesting a role for selection. © 2016 Nature America, Inc. All rights reserved.CODEN: NGENE</p

Early phonetic and lexical development: A productivity approach

Researchers frequently examine the development of the single-word lexicon in the absence of phonetic data. Yet a large body of literature demonstrates relationships between the phonetics of babble and early speech, and it is clear that production skill is essential for establishing a lexicon. This study uses longitudinal productivity criteria to establish children's phonetic skill. Twenty children were followed from age 9 to 16 months, and their level of consistency of vocal patterns was examined in relation to their lexical production, providing a relatively largesample demonstration of phonetic/lexical relationships at the transition to language. Number of specific consonants produced consistently across the months of observation predicted referential lexical use at 16 months, whereas the transition to reference itself signaled the onset of a sharp increase in numbers of different words produced in a session. The earliest referential speakers exhibited prior consistency in the production of [p/b], which also predominated in their words. Prior use of at least two supraglottal consonants characterized the referential group. Children varied in the specific consonants they produced consistently, and these same consonants, varying according to individual child repertoire, characterized nearly all consonant-based words produced by each child in both of the final 2 months of observation. These findings are interpreted in relation to the children's contemporaneous development of representational ability and pragmatic skill