Creativity is commonly defined as the novel and useful combination of concepts previously thought to be unrelated. Fundamentally, this process rests on the ability to judge relatedness between concepts. The authors conducted an experiment to test the connection between divergent thinking ability and the speed of judging relatedness. Our results demonstrated that people with higher divergent thinking ability are faster in judging whether two concepts are related or unrelated. In real life, this can lead to a substantial advantage in the number of potentially useful relationships that could be assessed per unit of time. Equally important, there was no link between IQ and speed of judging relatedness. These results are interpreted in relation to a recently proposed model of creative cognition suggesting that creative people are faster in information processing under conditions of low ambiguity.

Over 50% of adoptions are transracial, involving primarily White parents and children of color from different ethnic or racial backgrounds. Transracial adoptive (TRA) parents are tasked with providing ethnic–racial socialization processes (ERS) to support TRA adoptees’ ethnic–racial identity development and prepare them to cope with ethnic–racial discrimination. However, unlike nonadoptive families of color, TRA parents lack shared cultural history with adoptees and have limited experience navigating racial discrimination. Knowledge of ERS among TRA families has centered on unidirectional processes between parenting constructs, ERS processes, and children's functioning. However, ERS processes in this population have complexities and nuances that warrant more sensitive and robust conceptualization. This paper proposes a process-oriented dynamic ecological model of the system of ERS, situating transacting processes in and across multiple family levels (parent, adoptee, family) and incorporating developmental and contextual considerations. With its framing of the complexities in ERS among TRA families, the model offers three contributions: a conceptual organization of parenting constructs related to ERS, a more robust understanding of ERS processes that inform how parents provide ERS, and framing of transacting processes within and between parenting constructs, ERS processes, and children's functioning. Implications for research, policy, and practice are discussed.

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