Predictive effects of creative abilities and attitudes on performance in university-level computer science courses.

Daker, Richard J.; Colaizzi, Griffin A.; Mastrogiannis, Ariana M.; Sherr, Micah; Lyons, Ian M.; Green, Adam E.

doi:10.1037/tps0000293

Cited by 5 publications

(7 citation statements)

References 49 publications

(80 reference statements)

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“…The order of presentation for surveys and cognitive tasks was counterbalanced in each study. Five of the six datasets have been used previously in published works ( Table 1 ; Cortes et al 2022 ; Daker et al 2022b ; Lyons et al 2018 ; Daker et al 2022a ). All analyses presented here are novel and address hypotheses specific to this current study.…”

Section: Methodsmentioning

confidence: 99%

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Examining the Interplay between the Cognitive and Emotional Aspects of Gender Differences in Spatial Processing

Fioriti,

Martell,

Daker

et al. 2024

J. Intell.

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Women reliably perform worse than men on measures of spatial ability, particularly those involving mental rotation. At the same time, females also report higher levels of spatial anxiety than males. What remains unclear, however, is whether and in what ways gender differences in these cognitive and affective aspects of spatial processing may be interrelated. Here, we tested for robust gender differences across six different datasets in spatial ability and spatial anxiety (N = 1257, 830 females). Further, we tested for bidirectional mediation effects. We identified indirect relations between gender and spatial skills through spatial anxiety, as well as between gender and spatial anxiety through spatial skills. In the gender → spatial anxiety → spatial ability direction, spatial anxiety explained an average of 22.4% of gender differences in spatial ability. In the gender → spatial ability → spatial anxiety direction, spatial ability explained an average of 25.9% of gender differences in spatial anxiety. Broadly, these results support a strong relation between cognitive and affective factors when explaining gender differences in the spatial domain. However, the nature of this relation may be more complex than has been assumed in previous literature. On a practical level, the results of this study caution the development of interventions to address gender differences in spatial processing which focus primarily on either spatial anxiety or spatial ability until such further research can be conducted. Our results also speak to the need for future longitudinal work to determine the precise mechanisms linking cognitive and affective factors in spatial processing.

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Section: Methodsmentioning

confidence: 99%

“…Participants completed an online battery to collect both spatial and general anxiety measures and MRT performance. More detailed information on the experimental procedures for this study can be found in Daker et al ( 2022a ). Study procedures were approved by the Georgetown University IRB.…”

Section: Methodsmentioning

confidence: 99%

Examining the Interplay between the Cognitive and Emotional Aspects of Gender Differences in Spatial Processing

Fioriti,

Martell,

Daker

et al. 2024

J. Intell.

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“…Head-motion parameters with respect to the BOLD reference (transformation matrices, and six corresponding rotation and translation parameters) are estimated before any spatiotemporal filtering using FSL (Jenkinson et al, 2002). BOLD runs were slice-time corrected using Analysis of Functional NeuroImages (AFNI; Cox & Hyde, 1997). The BOLD time series were then resampled into Montreal Neurological Institute (MNI) space using ANTs.…”

Section: Functional Data Preprocessingmentioning

confidence: 99%

“…Compared to artistic creativity, scientific creativity has been substantially understudied, potentially due in part to popular associations of science with technical modes of thinking rather than with creativity, which is more commonly associated with arts. Yet creativity is critical for success in scientific domains, such as generating novel hypotheses, flexibly connecting information from diverse sources, and solving ill-defined problems (Daker et al, 2022). Psychologists have studied some aspects of scientific creativity, such as behavioral correlates of scientific productivity (e.g., intelligence, personality; Barron & Harrington, 1981; Sternberg et al, 2020) and cognitive processes relevant for scientific thinking (e.g., analogical reasoning, hypothesis generation; Sak & Ayas, 2013; Sanchez-Ruiz et al, 2013).…”

Section: Scientific Creativitymentioning

confidence: 99%

Brain networks supporting scientific creative thinking.

Beaty¹,

Cortes²,

Merseal³

et al. 2023

Psychology of Aesthetics, Creativity, and the Arts

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Creative thinking is important for success in the fields of science, technology, engineering, and mathematics (STEM). Yet creativity in STEM is perhaps the most under-researched question in the creativity literature, with little known about the neurocognitive mechanisms supporting scientific creative thinking abilities, such as hypothesis generation. In the present functional magnetic resonance imaging study, undergraduate STEM majors (n = 47) completed a scientific hypothesis generation task (thinking of novel/plausible explanations for hypothetical scenarios) and a control task (thinking of synonyms to replace a word in a hypothetical scenario). Multivariate pattern analysis identified a whole-brain network supporting hypothesis generation, including hubs of the default (posterior cingulate cortex [PCC]), salience (right anterior insula [AI]), and semantic control (left inferior frontal gyrus [IFG]) networks. Using these network hubs as seed regions, we found increased between-network functional connectivity during hypothesis generation, including stronger coupling between semantic control (IFG) and posterior default regions (PCC and bilateral angular gyrus) and stronger coupling between salience (AI) and default regions, alongside weaker within-network functional connectivity. Our results indicate that scientific creative thinking involves increased cooperation among the default, salience, and control networks—similar to creative thinking in other domains—potentially reflecting a coordination of spontaneous/generative and controlled/evaluative processes to construct original explanations for scientific phenomena.

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“…In order to make students use what they have learned to express their feelings and understanding of art, and thus form individual works of art, it is necessary to make students interested in the study of art. Therefore, in the process of art education in middle schools, teachers can use the unique aesthetic feeling presented by art works to fully mobilize students' interest in art learning, stimulate their intrinsic motivation of expression, guide them to boldly carry out creation, thinking and practice centered on their own interests, and express their understanding of art, thus improving their art quality [13].…”

Section: Stimulate Students' Interest In Art Study and Cultivate Thei...mentioning

confidence: 99%

A Study on the Teaching of Secondary School Students' Creative Ability Cultivation under the Core Literacy of Art

2023

FER

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The concept of the new curriculum reform is that in middle school art education, students should be cultivated in art core literacy. Therefore, in the teaching process of art subjects, teachers should take the cultivation of core literacy as a major teaching goal and develop a series of effective countermeasures to meet the growth and development needs of middle school students, so as to realize the cultivation of core literacy. As art education is the main site for cultivating students' creative abilities, it is especially important to cultivate core qualities for secondary school students during the period of forming creative consciousness, practical spirit and scientific literacy. The rate of advancement caused by exam-oriented education in China has become a stumbling block to the development of China. Therefore, it is necessary and urgent to strengthen the research and discussion on art classroom teaching. However, in terms of the current art education practice, there are still a series of problems. Based on the goal of secondary school art teaching, this paper focuses on the core art literacy that students should have. This paper analyzes the problems that exist in current secondary school art teaching and discusses how to achieve core literacy in secondary school art classroom teaching, responding to the teaching goal of educating people through aesthetic education, which can help students' overall development.

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Predictive effects of creative abilities and attitudes on performance in university-level computer science courses.

Cited by 5 publications

References 49 publications

Examining the Interplay between the Cognitive and Emotional Aspects of Gender Differences in Spatial Processing

Examining the Interplay between the Cognitive and Emotional Aspects of Gender Differences in Spatial Processing

Brain networks supporting scientific creative thinking.

A Study on the Teaching of Secondary School Students' Creative Ability Cultivation under the Core Literacy of Art

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