Tyranny of the Many

In this age of government distrust, the voter referendum appears to be the ultimate democratic fantasy come true: Government by the people, for the people, without any interference by politicians, special interests, or other denizens of the American political system. But referenda in the past couple of years call into question the wisdom of placing legislation directly before the voting public for approval

Summer Camp as a Force for 21st Century Learning: Exploring Divergent Thinking and Activity Selection in a Residential Camp Setting

This study investigated change in divergent thinking (DT), an indicator of creative potential, at two gender-specific residential summer camps. Additionally, this study examined whether the change in DT varied by gender and by the type of activities campers self-select. Quantitative methods, using a quasi-experimental design was used in order to understand differences in camper scores. A total of 189 youth, 100 girls, 89 boys, between the ages of 9 and 14 years participated in the current study. Participants were administered a modified version of Guilford\u27s (1967) alternate uses task, a measure of DT, in which respondents were asked questions such as name all of the uses for a brick or name all of the uses for a plate before the camp session started, and then again at the end of the two-week session. Results indicate overall mean significant increases in DT across all scoring methods of fluency, flexibility, and originality. Participants who self-selected one or more artistic activities (e.g., drama, arts and crafts, dance) had significant increases on the tasks as opposed to participants who did not select any artistic activities (e.g., basketball, baseball, archery). Finally, girls significantly increased across all scoring methods, whereas boys slightly increased in fluency and flexibility but not in originality. These results indicate residential summer camp may provide a creativity benefit for youth in attendance, especially those who participate in certain activities. Practitioners should use this study to understand their own programming in terms of creativity, activity offerings, and camp cultur

Effect of Local Norms on Racial and Ethnic Representation in Gifted Education

Educators have sought to understand and address the disproportional representation of students from certain student subgroups in gifted education. Most gifted identification decisions are made with national comparisons where students must score above a certain percentage of test takers. However, this approach is not always consistent with the overall goal of gifted education. Scholars have long argued for the use of local normative criteria to increase the diversity of students identified for gifted services, and although some districts across the country have applied such recommendations, little research has been carried out. In this study, we use a large data set to assess the extent to which identifying gifted students with either school-level norms or a combination of national and school-level norms would improve gifted education representation rates for students who are from African American and Latinx families. A preprint of this registered report and this project’s preregistration documentation are available at https://osf.io/z2egy/

Summer Camp as a Force for 21st Century Learning: Exploring Divergent Thinking in a Residential Camp Setting

This study investigated change in divergent thinking (DT), an indicator of creative potential, at two gender-specific residential summer camps. Additionally, this study examined whether the change in DT varied by gender and by the type of activities campers self-select. Quantitative methods, using a quasi-experimental design was used in order to understand differences in camper scores. A total of 189 youth, 100 girls, 89 boys, between the ages of 9 and 14 years participated in the current study. Participants were administered a modified version of Guilford\u27s (1967) alternate uses task, a measure of DT, in which respondents were asked questions such as name all of the uses for a brick or name all of the uses for a plate before the camp session started, and then again at the end of the two-week session. Results indicate overall mean significant increases in DT across all scoring methods of fluency, flexibility, and originality. Participants who self-selected one or more artistic activities (e.g., drama, arts and crafts, dance) had significant increases on the tasks as opposed to participants who did not select any artistic activities (e.g., basketball, baseball, archery). Finally, girls significantly increased across all scoring methods, whereas boys slightly increased in fluency and flexibility but not in originality. These results indicate residential summer camp may provide a creativity benefit for youth in attendance, especially those who participate in certain activities. Practitioners should use this study to understand their own programming in terms of creativity, activity offerings, and camp culture

High Schizotypal Individuals Are More Creative? The Mediation Roles of Overinclusive Thinking and Cognitive Inhibition

Although a theoretical link between positive schizotypy and heightened creativity has been established in the literature, little empirical research has been conducted to examine the underlying cognitive processes that contribute to this association. In addition, previous studies found a negative relationship between positive schizotypy and cognitive inhibition; however, they often used the paradigm of latent inhibition. This study used the paradigm of prepotent response inhibition indicated by Stroop interference effect and examined the mediation effects of overinclusive thinking (OT) and cognitive inhibition on the creativity of schizotypal individuals. Two groups of low and high schizotypal individuals (N = 78) participated in the study. Each participant completed one OT task, one color-word Stroop task, three other executive functioning (EF) control tasks, and two creativity tasks. The results indicated that the high schizotypal group outperformed the low schizotypal group in the creativity tasks. They also exhibited higher OT as indicated by faster reaction time and higher cognitive inhibition as indicated by lower Stroop interference effect. Further, participant’s levels of OT and cognitive inhibition partially mediated the relationship between schizotypy and creativity. The results were discussed under the context of schizotypy and creativity research and implications for rehabitation were further provided

Domains of Everyday Creativity and Personal Values

We examined the applicability of the hybrid model of creativity, which specifies distinct domains that all express an underlying general creativity factor, in data from representative samples from Central Russia and the North Caucasus (N = 2,046). Using multigroup confirmatory analysis, Study 1 supported the invariance of a model with the six unifactorial domains (i.e., crafts, visual arts, performance, theater, products for work, and machine graphics) at the first level and a general creativity factor at the second level. Study 2 examined socio-demographic characteristics and 19 basic values that might be associated with creative activity. The more modern Central Russian region scored higher on global creativity and on all 6 domains. Of the 4 higher order values in the Schwartz model, Openness to Change values correlated positively and Conservation values correlated negatively with global creativity and with creativity in most domains. Variation across domains in the specific values that predicted creativity revealed that creativity in each domain had some unique motivators. We draw on culture and social structure to explain differences between regions in the value motivators of creativity

Advancing Creativity Theory and Research: A Socio-cultural Manifesto

This manifesto, discussed by 20 scholars, representing diverse lines of creativity research, marks a conceptual shift within the field. Socio-cultural approaches have made substantial contributions to the concept of creativity over recent decades and today can provide a set of propositions to guide our understanding of past research and to generate new directions of inquiry and practice. These propositions are urgently needed in response to the transition from the Information Society to the Post-Information Society. Through the propositions outlined here, we aim to build common ground and invite the community of creativity researchers and practitioners to reflect up, study, and cultivate creativity as a socio-cultural phenomenon