Defining Characteristics of Creative Women

Bender, Sarah White; Nibbelink, BradyLeigh; Towner-Thyrum, Elizabeth; Vredenburg, Debra

doi:10.1080/10400419.2013.752190

Cited by 20 publications

(20 citation statements)

References 43 publications

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“…However, our finding regarding inhibition seem to counter results previously reported in the literature that emphasize inhibitory control as an advantage for success in math (Oberle and Schonert-Reichl, 2013) and academic success generally (Kennett and Reed, 2009;Murrell et al, 2015;Wu et al, 2017). The difference might be explained by the value to science of curiosity, openness to experience, and creativity (which is correlated with impulsivity) (Trapmann et al, 2007;Von Stumm et al, 2011;Bender et al, 2013). This suggests that, since we are seeking for more students to go into STEM careers (Andersen, 2014;Dejarnette, 2016), children who are behaviorally inhibited may need educational intervention to encourage traits that the sciences value such as curiosity.…”

Section: Discussion Summary and Implicationscontrasting

confidence: 95%

Parent Ratings of Impulsivity and Inhibition Predict State Testing Scores

Lundwall

Hodges

2018

Front. Educ.

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One principle of cognitive development is that earlier intervention for educational difficulties tends to improve outcomes such as future educational and career success. One possible way to help students who struggle is to determine if they process information differently. Such determination might lead to clues for interventions. For example, early information processing requires attention before the information can be identified, encoded, and stored. The aim of the present study was to investigate whether parent ratings of inattention, inhibition, and impulsivity, and whether error rate on a reflexive attention task could be used to predict child scores on state standardized tests. Finding such an association could provide assistance to educators in identifying academically struggling children who might require targeted educational interventions. Children (N = 203) were invited to complete a peripheral cueing task (which measures the automatic reorienting of the brain's attentional resources from one location to another). While the children completed the task, their parents completed a questionnaire. The questionnaire gathered information on broad indicators of child functioning, including observable behaviors of impulsivity, inattention, and inhibition, as well as state academic scores (which the parent retrieved online from their school). We used sequential regression to analyze contributions of error rate and parent-rated behaviors in predicting six academic scores. In one of the six analyses (for science), we found that the improvement was significant from the simplified model (with only family income, child age, and sex as predictors) to the full model (adding error rate and three parent-rated behaviors). Two additional analyses (reading and social studies) showed near significant improvement from simplified to full models. Parent-rated behaviors were significant predictors in all three of these analyses. In the reading score analysis, error rate showed a trend for significance as a predictor. In the analyses for math, language arts, and the overall academic score (created using principal component analysis), the simplified model best predicted academic outcomes.

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Section: Discussion Summary and Implicationscontrasting

confidence: 95%

Parent Ratings of Impulsivity and Inhibition Predict State Testing Scores

Lundwall

Hodges

2018

Front. Educ.

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“…The role of gender in creativity has been explored to determine not only if males and females differ in terms of creative ability (potential) or output (product), but also what factors contribute to the likely differences and whether these manifest differentially over the course of the lifetime, as suggested by recent studies (Bender, Nibbelink, Towner-Thyrum, & Vredenburg, 2013;Cheung & Lau, 2010;He & Wong, 2011;Hong & Milgram, 2010;Karwowski, Lebuda, Wisniewska, & Gralewski, 2013;Kaufman, Baer, Agars, & Loomis, 2010;Sayed & Mohamed, 2013;Stoltzfus, Nibbelink, Vredenburg, & Thyrum, 2011). Three astute reviews have been published on this theme Pagnani, 2011;Mark A. Runco, Cramond, & Pagnani, 2010), the insights of which are integrated and summarized below.…”

Section: Gender and Creativity: Behavioral Findingsmentioning

confidence: 99%

Gender and creativity: an overview of psychological and neuroscientific literature

Abraham

2015

Brain Imaging and Behavior

176

110

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The topic of gender differences in creativity generates substantial scientific and public interest, but also courts considerable controversy. Owing to the heterogeneous nature of the findings associated with this line of research, the general picture often appears puzzling or obscure. The present article presents a selective overview of psychological and neuroscientific literature that has a relevant bearing on the theme of gender and creativity. Topics that are explored include the definition and methods of assessing creativity, a summary of behavioral investigations on gender in relation to creativity, postulations that have been forwarded to understand gender differences in creative achievement, gender-based differences in the structure and function of the brain, gender-related differences in behavioral performance on tasks of normative cognition, and neuroscientific studies of gender and creativity. The final section of the overview presents a detailed discussion of the idea that differences between men and women in creative cognition are best explained with reference to the gender-dependent adopted strategies or cognitive style when faced with generative tasks. Gender and Creativity 3Creativity refers to the singularly complex human ability to produce novel ideas, generate new solutions, and express oneself in a unique manner. Although prominent works of art and astounding scientific discoveries are the customary associations that are readily evoked when we consider the concept of creativity, our capacity to be creative is evident in virtually all aspects of human life when engaged in language and communication, choice and decision making, as well as planning and organization (Mark A. Runco & Pritzker, 2011;Sawyer, 2012). While the potential to be creative exists within each person, there is considerable individual variability in both the type and amount of creative output that is eventually produced over our lifetimes. A substantial proportion of the empirical investigations in creativity are directed at uncovering which variables have a positive or negative impact on creativity. Gender is one factor that has been explored in this regard within psychological research. This paper provides a general overview of psychological and neuroscientific research that has a direct or indirect bearing on the topic of gender and creativity. The first part of this paper is devoted to understanding what is meant by creativity in terms of definition and methods of assessment. This is followed by a summary of behavioral findings on gender-related differences in creative thinking and a discussion of the explanations that have been forwarded to understand such differences. Current knowledge concerning gender-based behavioral and neurobiological differences in other (non-creative) aspects of cognition is then explored. In the final part of the paper, implications of findings from neuroscientific studies of gender differences in creative thinking are discussed.Gender and Creativity 4

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“…Their aim was to find predictors for the literary activity and activity in other domains of art. The researchers do not agree if creativity is related to sex, however, due to numerous works indicating the potential impact of sex on creativity, this variable was taken into account (Abraham 2016, Abraham et al 2014, Baer & Kaufman 2008, Bender et al 2013, Cheung & Lau 2010, He & Wong 2011Pagnani 2011).…”

Section: Resultsmentioning

confidence: 99%

The personality predictors for the literary creativity in early adulthood

Łukasiewicz

Gawda

2017

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Celem niniejszej pracy jest odnalezienie osobowościowych predyktorów podejmowania twórczości literackiej w okresie wczesnej dorosłości. Do analizy włączono wyniki łącznie 357 osób. Około połowa z nich podejmuje aktywność literacką, czyli pisze wiersze, opowiadania, powieści. Do pomiaru cech osobowości potencjalnie związanych z osobowością twórczą wykorzystano dwa kwestionariusze osobowości (ACL, KANH-III). Aby odnaleźć osobowościowe predyktory podejmowania twórczości literackiej przeprowadzono regresję logistyczną. Zmienna zależna miała charakter binarny: aktywność literacka vs brak aktywności literackiej; zmiennymi niezależnymi były: Siła, Asertywność, Towarzyskość, Indywidualizm (ACL) oraz konformizm-nonkonformizm (KANH). Wyniki pokazały, że istotnymi predyktorami podejmowania twórczości literackiej przez kobiety jest wysoki poziom Nonkonformizmu oraz Indywidualizmu a także niski poziom Siły i Asertywności. Istotnymi predyktorami podejmowania twórczości literackiej przez mężczyzn jest wysoki poziom Konformizmu oraz wysoki poziom Asertywności.

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Defining Characteristics of Creative Women

Cited by 20 publications

References 43 publications

Parent Ratings of Impulsivity and Inhibition Predict State Testing Scores

Parent Ratings of Impulsivity and Inhibition Predict State Testing Scores

Gender and creativity: an overview of psychological and neuroscientific literature

The personality predictors for the literary creativity in early adulthood

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