Divergent and Convergent Thinking across the Schoolyears (Record no. 45014)
[ view plain ]
| 000 -LEADER | |
|---|---|
| fixed length control field | 02272nam a22002057a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231229165113.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231228b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0022-0175 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Duval, Philippe Eon |
| 245 ## - TITLE STATEMENT | |
| Title | Divergent and Convergent Thinking across the Schoolyears |
| Remainder of title | : A Dynamic Perspective on Creativity Development (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Hoboken,NJ |
| Name of publisher | : Wiley Subscription Services Inc. |
| Year of publication | , 2022 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 186-198p. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | The Journal of Creative Behaviour |
| Volume number/sequential designation | , Volume 57: Number 2, Second Quarter 2023 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________***<br/><br/> |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract: Creative thinking is critical to overcome many daily life situations. As such, there has been a growing interest on how creative thinking develops during childhood. However, little is known about the underlying mechanisms driving its development. Indeed, almost all research has focused on divergent thinking, leaving aside convergent thinking, and did not thoroughly investigate how internal and/or external factors influence their development. Here, 222 children aged from 4 to 12 years old attending either a Montessori or a traditional school performed drawing-based convergent and divergent standardized tasks. In addition, a subset of 41 children were tested using similar tasks for a second session 3 years apart. The results revealed dynamic developmental stages of convergent and divergent thinking. More specifically, a loss of divergent thinking was counterbalanced by a gain of convergent thinking, especially during the fourth-grade slump (8–10 years old). Although Montessori-schooled children showed overall higher creative abilities than traditionally schooled children, no differences were observed in the developmental trajectories of convergent and divergent thinking between the two pedagogies. This suggests that progress and decrease in creative thinking may be mostly due to internal factors such as brain maturation factors than external factors such as peer pressure. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Creativity Development| Divergent Thinking| Convergent Thinking-Education| Montessori |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Frick, Aurélien | Denervaud, Solange |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1002/jocb.569 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Koha item type |
|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 29.12.2023 | Periodicals |