Creativity, visualization abilities, and visual cognitive style

Kozhevnikov, Maria; Chen, Yu; Blazhenkova, Olesya

doi:10.1111/bjep.12013

Cited by 78 publications

(118 citation statements)

References 54 publications

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“…Differences between various domains of creativity have already been widely discussed in the literature (Kozhevnikov, Kozhevnikov, Chen & Blazhenkova, 2013;Sawyer, 2006;Simonton, 2008). Additionally, a certain discrepancy in the performance of bilinguals on different types of creativity tasks (e.g., language and figurative creativity) has been found in some studies in the field (Kharkhurin, 2010b(Kharkhurin, , 2012M.…”

Section: Discussionmentioning

confidence: 96%

Bilingualism and Creative Abilities in Early Childhood

Leikin¹,

Tovli²,

Malykh³

2014

ELR

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The present study was motivated by a scarcity of knowledge about the impact of early bilingualism on the development of general creativity and mathematical creativity. Two groups of bilingual and monolingual preschoolers (mean age = 60.9 months, SD= 3.1) from the same monolingual kindergarten participated in this study: 15 Russian/Hebrew balanced bilinguals and 15 native Hebrew-speaking monolinguals. All children were administered the Figural Form A (Thinking Creatively with Pictures) from the Torrance Tests of Creative Thinking, the Pictorial Multiple Solution Task assessing general creativity, and the Creating Equal Number task measuring mathematical creativity. Bilingual children showed higher creative ability than their monolingual peers. It seems, however, that bilingualism affects various domains of creative ability differently. Consistent with findings of an earlier study (M. Leikin, 2013) the results demonstrate that relationships between creativity components and bilingualism are task dependent, and when differences between bilingual and monolingual children are revealed, they are in favor of bilinguals. In other words, advantages in creative ability in bilinguals are specific rather than general.

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Section: Discussionmentioning

confidence: 96%

Bilingualism and Creative Abilities in Early Childhood

Leikin¹,

Tovli²,

Malykh³

2014

ELR

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“…One possible explanation is that although visualization style and corresponding ability depend on common processing resources (Kozhevnikov, Blazhenkova, & Becker, 2010); style and ability still represent partially independent cognitive constructs. Evidence in favor of this distinction is provided by Kozhevnikov, Chen, and Blazhenkova (2013). They showed that although object and spatial visualization styles and abilities both related to artistic and scientific creativities respectively, visualization style could still reliably predict creativity even after removing the shared variance between style and ability.…”

Section: Individual Differences In Number-space Association 200mentioning

confidence: 99%

How and why do number-space associations co-vary in implicit and explicit magnitude processing tasks?

2017

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Evidence for number-space associations in implicit and explicit magnitude processing tasks comes from the parity and magnitude SNARC effect respectively. Different spatial accounts were suggested to underlie these spatial-numerical associations (SNAs) with some inconsistencies in the literature. To determine whether the parity and magnitude SNAs arise from a single predominant account or taskdependent coding mechanisms, we adopted an individual differences approach to study their correlation and the extent of their association with arithmetic performance, spatial visualization ability and visualization profile. Additionally, we performed moderation analyses to determine whether the relation between these SNAs depended on individual differences in those cognitive factors. The parity and magnitude SNAs did not correlate and were differentially predicted by arithmetic performance and visualization profile respectively. These variables, however, also moderated the relation between the SNAs. While positive correlations were observed in object-visualizers with lower arithmetic performances, correlations were negative in spatial-visualizers with higher arithmetic performances. This suggests the predominance of a single account for both implicit and explicit SNAs in the two types of visualizers. However, the spatial nature of the account differs between object-and spatial-visualizers. No relation occurred in mixed-visualizers, indicating the activation of taskdependent coding mechanisms. Individual differences in arithmetic performance and visualization profile thus determined whether SNAs in implicit and explicit tasks co-varied and supposedly relied on similar or unrelated spatial coding mechanisms. This explains some inconsistencies in the literature regarding SNAs and highlights the usefulness of moderation analyses for understanding how the relation between different numerical concepts varies between individuals.

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“…Based on previous studies relating the linkage between cognitive style and design capabilities [16,19,20] it was assumed, here, that there will be differences in the number of the drawn items in HFD on basis of verbal-visual tendency, and that cognitive style is an intervening variable in HFD test results. Hypothesis was that individuals with visual cognitive style will be presenting more information in HFD test, including organs and accessories and thus will be ranked higher than verbal cognitive style individuals.…”

Section: Discussionmentioning

confidence: 99%

Human Figure Drawing (HFD) Test is affected by Cognitive Style

Gigi¹

2015

Clin Exp Psychol

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The drawing figures are widely managed as an ideal instrument for self-expression. HFD test (Human Figure Drawing) is an abbreviated test which was developed with the aim to evaluate various psychological states, especially assessing the psychic status including psychiatric illness and personality state. Thus, the reliance on the drawings must be proven that it has no bias due to cognitive differences between subjects. In the present study it is demonstrated that drawing tests are influenced, to a certain extent, by the subject's cognitive style. Although the study was limited here, the results indicate the need for re-examination of the reliability limits of the Test.

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Creativity, visualization abilities, and visual cognitive style

Cited by 78 publications

References 54 publications

Bilingualism and Creative Abilities in Early Childhood

Bilingualism and Creative Abilities in Early Childhood

How and why do number-space associations co-vary in implicit and explicit magnitude processing tasks?

Human Figure Drawing (HFD) Test is affected by Cognitive Style

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