Motor Creativity and Creative Thinking in Children: The Diverging Role of Inhibition

Scibinetti, Patrizia; Tocci, Nicoletta; Pesce, Caterina

doi:10.1080/10400419.2011.595993

Cited by 71 publications

(57 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The TTCT is the most popular divergent thinking test for measuring creative production (Clapham, 1997) and studies have shown it had good validity for testing creative production (Almeida, Prieto, Ferrando, Oliveira, & Ferrámdiz, 2008;Cliatt et al, 1980;Harkins & Macrosson, 1990;Kabanoff & Bottger, 1991;Khatena, 1971;Nelson & Lalemi, 1991;Scibinetti & Tocci, 2011;Torrance, 1974;Treffinger, Speedie, & Brunner, 1974;Zabelina & Robinson, 2010). TTCT, however, is expensive both in terms of testing time (>1.5 h) and analysing time (2-3 h per student for pre-test and post-test).…”

Section: Creative Productionmentioning

confidence: 98%

Embodied creativity training: Effects on creative self-efficacy and creative production

Byrge

Tang

2015

Thinking Skills and Creativity

106

View full text Add to dashboard Cite

Section: Creative Productionmentioning

confidence: 98%

Embodied creativity training: Effects on creative self-efficacy and creative production

Byrge

Tang

2015

Thinking Skills and Creativity

106

View full text Add to dashboard Cite

“…This type of research has the merit to provide a unique basis for a convergence of expertise and creativity research. Moreover, there seems to be a complex interplay between creativity in thought and action and executive function (Scibinetti, Tocci, & Pesce, 2011). Thus, the creativity construct represents a potentially relevant intersection point between research on cognitive sport expertise and research on the qualitative characteristics of exercise affecting high-level cognition.…”

Section: Merging Physical and Cognitive Training Into Gross-motor Cogmentioning

confidence: 99%

Shifting the Focus From Quantitative to Qualitative Exercise Characteristics in Exercise and Cognition Research

Pesce

2012

Journal of Sport and Exercise Psychology

Self Cite

290

243

View full text Add to dashboard Cite

In exercise and cognition research, few studies have investigated whether and how the qualitative aspects of physical exercise may impact cognitive performance in the short or long term. This commentary, after recalling the evidence on the "dose-response" relationship, shifts the focus to intersections between different research areas that are proposed to shed light on how qualitative exercise characteristics can be used to obtain cognitive benefits. As concerns the acute exercise area, this commentary highlights the applied relevance of developmental and aging studies investigating the effects of exercise bouts differing in movement task complexity and cognitive demands. As regards the chronic exercise area, potential links to research on cognitive expertise in sport, functional ability in aging, and life skills training during development are discussed. "Gross-motor cognitive training" is proposed as a key concept with relevant implications for intervention strategies in childhood and older adulthood.

show abstract

“…The advancement of technology opens the possibility to implement the CBT for the small-scale tests, such as for schoolbased assessment (John AC Hattie & Brown, 2007) and classroom assessment. Some studies (He & Tymms, 2005;Hwang & Chang, 2011;Nicol, 2007;Scibinetti, Tocci, & Pesce, 2011) show that the use of technology is useful for classroom assessment. Moreover, the Indonesian government has implemented a national standard school exam (NSSE) as deciding student graduation.…”

Section: Introductionmentioning

confidence: 99%

The Development of Computerized Economics Item Banking for Classroom and School-Based Assessment

Friyatmi,

Mardapi,

Haryanto

et al. 2020

EUROPEAN J ED RES

View full text Add to dashboard Cite

The advancement of information and technology resulted in the change in conventional test methods. The weaknesses of the paper-based test can be minimized using the computer-based test (CBT). The development of a CBT desperately needs a computerized item bank. This study aimed to develop a computerized item bank for classroom and school-based assessments. A research and development method is used in this study, which consisted of four phases, i.e., planning, item development, system development, and field testing. Data is collected through documentation, expert judgment, and field testing. The data were analyzed using descriptive statistics and item response theory. The sample of this study was teachers and high school students in West Sumatera province selected using purposive random sampling techniques. The results of the study are as follows. 1) The computerized item bank has excellent quality based on expert validation. 2) There are 120 items inputted into the item bank system that has a moderate difficulty and good discriminant index based on item response theory. 3) The field testing indicated the computerized economics item banking has high effectiveness of usability, usefulness for the teachers, and feasible for classroom and school-based assessment.

show abstract

Motor Creativity and Creative Thinking in Children: The Diverging Role of Inhibition

Cited by 71 publications

References 38 publications

Embodied creativity training: Effects on creative self-efficacy and creative production

Embodied creativity training: Effects on creative self-efficacy and creative production

Shifting the Focus From Quantitative to Qualitative Exercise Characteristics in Exercise and Cognition Research

The Development of Computerized Economics Item Banking for Classroom and School-Based Assessment

Contact Info

Product

Resources

About