The Relationship of Second Language Learning and Verbal Creativity

Landry, Richard G.

doi:10.1111/j.1540-4781.1973.tb04676.x

Cited by 14 publications

(3 citation statements)

References 6 publications

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“…However, the results are conflicting. One study has reported a bilingual superiority for girls only (Landry, 1973a), whilst the other study has reported mixed results (Srivastava & Khatoon, 1980). One study has reported a bilingual superiority for girls only (Landry, 1973a), whilst the other study has reported mixed results (Srivastava & Khatoon, 1980).…”

Section: Sex Differencesmentioning

confidence: 99%

Creativity and Bilingualism

Ricciardelli

1992

Journal of Creative Behavior

119

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Summary of Studies A number of studies have investigated the relationship between creativity and bilingualism. Twenty‐four such studies have been surveyed by the author and these are summarized in Table 1. Twenty of these have found bilinguals to perform better than monolinguals on creativity. Only one study by Withey (1974) has found no differences between the bilinguals and monolinguals, whilst three studies, on the whole, have found a monolingual superiority (Gowan & Torrance, 1965; Lemmon & Goggin, 1989; Torrance, Wu, Gowan & Aliotti, 1970).

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Section: Sex Differencesmentioning

confidence: 99%

Creativity and Bilingualism

Ricciardelli

1992

Journal of Creative Behavior

119

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“…Studies have been conducted with students who speak English in combination with Spanish, Polish, German, Chinese, Malay or Italian. Each of these groups have achieved higher creativity ratings than their monolingual peers (Carringer, 1974;Hamers and Blanc, 1989;Jacobs and Pierce, 1966;Kessler and Quinn, 1987;Landry, 1973aLandry, , 1973bLandry, , 1974Lemmon and Goggin, 1989).…”

Section: Does Bilingualism Affect Creative Problem-solving?mentioning

confidence: 95%

Improving Creative Problem-Solving in a Sample of Third Culture Kids

Lee

Bain

McCallum

2007

School Psychology International

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We investigated the effects of divergent thinking training (with explicit instruction) on problem-solving tasks in a sample of Third Culture Kids (Useem and Downie, 1976). We were specifically interested in whether the children's originality and fluency in responding increased following instruction, not only on classroom-based worksheets and the Torrance Tests of Creative Thinking (TTCT; Torrance, 1990), but also on activities related to real-world dilemmas. Our treatment group of 15 children exhibited gains over 10 weeks of instruction whereas our comparison group of 15 children did not improve in performance. The respective effects of explicit instructions to improve originality or fluency were evident on classroom-based worksheets, on the TTCT and on Realistic Story Telling Problems [adapted from Real World Problems based on Okuda et al. (1991), Runco and Okuda (1988)]. Our results, albeit from a small sample, imply that relatively simple, explicit instructions focusing on originality or fluency can aid third culture children in adopting effective problem-solving stances as they construct their new cultural environment.

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“…Previous research has linked the knowledge of a second language with greater verbal ability in one's first language, greater flexibility in thinking, and a greater overall cognitive development (American Council on the Teaching of Foreign Languages, 2007;Lambert, 1963;Landry, 1973). Might exposure to diverse cultures call down similar, but maybe not identical, blessings?…”

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confidence: 99%

Cross-Cultural Instruction, Consciousness Raising, and Inviting Heightened Self-Esteem

Ivers¹,

Ivers²

2022

JITP

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It is beyond debate that one’s culture plays a significant role in the self-evaluative process.However, each particular culture uses different measurements to determine who will becrowned with respectability and who will not. The wider the gulf between the actual self andthe culturally influenced ought self, the greater the chances are that one will experience a selfconceptdominated by the negative. Deep cultural instruction in both the classroom and incounseling has the potential to assist one in recognizing that his or her self-esteem may be culture-bound. This realization has the potential to assist one in recognizing cultural irrationalityand ameliorating culturally created personal assumptions that do not contribute to a happy andpositive life.

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The Relationship of Second Language Learning and Verbal Creativity

Cited by 14 publications

References 6 publications

Creativity and Bilingualism

Creativity and Bilingualism

Improving Creative Problem-Solving in a Sample of Third Culture Kids

Cross-Cultural Instruction, Consciousness Raising, and Inviting Heightened Self-Esteem

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