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Journal articles on the topic 'Creative cognition'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Smoliar, Stephen W. "Creative Cognition." Artificial Intelligence 79, no. 1 (1995): 183–96. http://dx.doi.org/10.1016/0004-3702(95)90030-6.

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2

He, Wu-jing. "Creative Self-Efficacy as a Predictor of the Use of Creative Cognition." Global Journal of Health Science 14, no. 5 (2022): 10. http://dx.doi.org/10.5539/gjhs.v14n5p10.

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The present study examined the hypothesized predictive role of creative self-efficacy in the use of creative cognition by taking a perspective rooted in social cognitive theory. A sample of 614 undergraduate students (51.6% female) in Hong Kong was surveyed using the Creative Self-efficacy Scale and the Use of Creative Cognition Scale. The results of multiple regression analyses indicated that creative self-efficacy significantly accounted for 11% of the variance in the tendency to deploy creative cognition. The results of Pearson correlation analysis suggested that the strength of the associa

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3

JONES, WENDY. "Pamela and Creative Cognition." Journal for Eighteenth-Century Studies 34, no. 2 (2011): 185–96. http://dx.doi.org/10.1111/j.1754-0208.2011.00375.x.

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4

Eskine, Katherine E., Ashanti E. Anderson, Madeline Sullivan, and Edward J. Golob. "Effects of music listening on creative cognition and semantic memory retrieval." Psychology of Music 48, no. 4 (2018): 513–28. http://dx.doi.org/10.1177/0305735618810792.

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Listening to music can affect cognitive abilities and may impact creative cognition. This effect is believed to be caused by music’s impact on arousal and mood. However, this causal relationship has been understudied. Furthermore, the strength of semantic knowledge associations has also been linked to creativity and provides an alternative hypothesis for increases in creative cognition. The relationship between music, mood, semantic knowledge, and creative cognition is not well understood. The present study consisted of two experiments. The first examined the relationship between music listeni

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5

Johnson, Wayne. "Creative Cognition: Integrating Cognitive Psychology and Creativity Research." Academy of Management Proceedings 2018, no. 1 (2018): 14880. http://dx.doi.org/10.5465/ambpp.2018.14880abstract.

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6

Bogunović, Blanka. "Creative cognition in composing music." New Sound 53, no. 1 (2019): 89–117. http://dx.doi.org/10.5937/newso1901089b.

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In this paper we presented an overview of theoretical and empirical research in a domain of cognitive psychology of music, psychology of creativity and interdisciplinary studies concerning the creative cognitive processes in composing music, with an intention to bring them into connection and to raise questions about further research. We brought into focus the cognitive processes in composing music since the key role of cognitive mechanisms and processes, next to the emotional experience and imagery, was shown in our previous research. The wide scope of knowledge, within a time span of some 35

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7

Dygert, Sarah K. C., and Andrew F. Jarosz. "Individual differences in creative cognition." Journal of Experimental Psychology: General 149, no. 7 (2020): 1249–74. http://dx.doi.org/10.1037/xge0000713.

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8

Ward, Thomas B., Katherine N. Saunders, and Rebecca A. Dodds. "Creative cognition in gifted adolescents." Roeper Review 21, no. 4 (1999): 260–66. http://dx.doi.org/10.1080/02783199909553973.

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9

Jiang, Mingming, and Paul Thagard. "Creative Cognition in Social Innovation." Creativity Research Journal 26, no. 4 (2014): 375–88. http://dx.doi.org/10.1080/10400419.2014.961774.

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10

Sadler, Mike. "Cognition, computers and creative writing." Computers & Education 11, no. 3 (1987): 229–30. http://dx.doi.org/10.1016/0360-1315(87)90059-5.

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11

Woodruff, Earl, and Carl Bereiter. "Cognition, computers and creative writing." Instructional Science 16, no. 2 (1987): 213–14. http://dx.doi.org/10.1007/bf02310806.

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12

Karpov, A. O. "Universities in the Knowledge Society: The Problem of Creativity Institutionalization." Russian Journal of Philosophical Sciences 62, no. 2 (2019): 77–95. http://dx.doi.org/10.30727/0235-1188-2019-62-2-77-95.

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The problem of creativity institutionalization at the university entails an identification and building a model of interrelated socio-epistemic structures (both internal and external), functionally ensuring creative activities of a heterogeneous subject of cognition in line with the university’s academic missions (educational, research, socio-economic). The paper gives a socio-philosophical analysis of transformation of the creative-type cognitive relationship (attitude) in the process of University 3.0 historical development. The author classifies the approaches to the definition of creative

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13

Lebuda, Izabela, and Mathias Benedek. "A systematic framework of creative metacognition." Physics of Life Reviews 46 (July 5, 2023): 1571–0645. https://doi.org/10.1016/j.plrev.2023.07.002.

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Creative cognition does not just involve cognitive processes in direct service of the main task objective (e.g., idea generation), but also metacognitive processes that monitor and regulate cognition adaptively (e.g., evaluation of ideas and task performance, or development and selection of task strategies). Although metacognition is vital for creative performance, relevant work is sparse, which may be partly due to persistent ambiguities in the theoretical conceptualization of creative metacognition. Therefore, this article proposes a systematic framework of creative metacognition (CMC), whic

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14

Zbainos, Dimitrios, and Charis Sagia. "Dynamic Assessment of Creativity for Diagnostic Purposes." European Psychologist 27, no. 3 (2022): 165–76. http://dx.doi.org/10.1027/1016-9040/a000476.

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Abstract. The present paper aims to propose the dynamic assessment of creativity for diagnostic purposes, which combines the sociocultural approach to creativity with the findings of creative cognition research. A traditional theorization viewed creativity mainly as an ability of individuals and its expression depending on the extent to which their environment allows and supports it. According to the individualistic approach of creativity, static testing has been its predominant psychological assessment. However, the traditional approach to creativity has been criticized from a sociocultural t

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15

Leung, Angela K. y., Suntae Kim, Evan Polman, et al. "Embodied Metaphors and Creative “Acts”." Psychological Science 23, no. 5 (2012): 502–9. http://dx.doi.org/10.1177/0956797611429801.

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Creativity is a highly sought-after skill. Prescriptive advice for inspiring creativity abounds in the form of metaphors: People are encouraged to “think outside the box,” to consider a problem “on one hand, then on the other hand,” and to “put two and two together” to achieve creative breakthroughs. These metaphors suggest a connection between concrete bodily experiences and creative cognition. Inspired by recent advances in the understanding of body-mind linkages in the research on embodied cognition, we explored whether enacting metaphors for creativity enhances creative problem solving. Ou

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16

Tekhov, Denis A. "Addressing the issue of creative and art’s cognition in science on the example of microhistory." Digital Scholar: Philosopher`s Lab 7, no. 3 (2024): 149–65. https://doi.org/10.32326/2618-9267-2024-7-3-149-165.

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Contemporary researchers frequently address the issue of mutual relations between science and art. This question is considered in the his-torical works between the history of science and art, in the investigation of science-art practices, in the epistemological papers focus-ing on the relationship between scientific, ar-tistic and creative cognition, and in psycholo-gy and cognitive science, where creativity as a characteristic of scientific cognition is one of the subjects. The relationship between scien-tific and creative cognition is addressed in historical epistemology of such authors as K

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17

Heo, Juyeon, Jungkyu Park, Hyo Shin Kang, and Chobok Kim. "Development and Validation of the Creative Cognition Rating Scale." Korean Association For Thinking Development 20, no. 1 (2024): 127–48. http://dx.doi.org/10.51636/jotd.2024.04.20.1.127.

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This study was conducted to identify core cognitive factors of creativity and to develop the Creative Cognition Rating Scale (CCRS). In Study 1, core factors of creativity were extracted by reviewing previous review articles dealing with creative cognition, and items based on the factors were developed by reflecting the relationship between creativity and cognitive control. The result of the exploratory factor analysis showed that the two-factor structure with 9 items for 'Exploration/Retrieval' and 5 items for 'Switching/Combination' was valid for the scale. The subsequent confirmatory factor

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18

Gnezda, Nicole M. "Cognition and Emotionsin the Creative Process." Art Education 64, no. 1 (2011): 47–52. http://dx.doi.org/10.1080/00043125.2011.11519111.

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19

Lin, Hause, and Oshin Vartanian. "A Neuroeconomic Framework for Creative Cognition." Perspectives on Psychological Science 13, no. 6 (2018): 655–77. http://dx.doi.org/10.1177/1745691618794945.

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Neuroeconomics is the study of the neurobiological bases of subjective preferences and choices. We present a novel framework that synthesizes findings from the literatures on neuroeconomics and creativity to provide a neurobiological description of creative cognition. We propose that value-based decision-making processes and activity in the locus ceruleus-norepinephrine (LC-NE) neuromodulatory system underlie creative cognition, as well as the large-scale brain network dynamics shown to be associated with creativity. This reconceptualization leads to several falsifiable hypotheses that can fur

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20

LeBoutillier, Nicholas, and Richard Barry. "Psychological Mindedness, Personality and Creative Cognition." Creativity Research Journal 30, no. 1 (2018): 78–84. http://dx.doi.org/10.1080/10400419.2018.1411440.

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21

Folley, B., and S. Park. "3 – Schizophrenia, schizotypy and creative cognition." Schizophrenia Research 98 (February 2008): 33–34. http://dx.doi.org/10.1016/j.schres.2007.12.070.

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22

Beaty, Roger E., Mathias Benedek, Paul J. Silvia, and Daniel L. Schacter. "Creative Cognition and Brain Network Dynamics." Trends in Cognitive Sciences 20, no. 2 (2016): 87–95. http://dx.doi.org/10.1016/j.tics.2015.10.004.

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23

Chen, Melvin. "Criterial problems in creative cognition research." Philosophical Psychology 31, no. 3 (2018): 368–82. http://dx.doi.org/10.1080/09515089.2017.1422486.

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24

Dreyfus, Stuart E. "A Modern Perspective on Creative Cognition." Bulletin of Science, Technology & Society 29, no. 1 (2009): 3–8. http://dx.doi.org/10.1177/0270467608328708.

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25

CUSACK, JOHN R. "Creative Cognition: Theory, Research, and Applications." American Journal of Psychiatry 151, no. 5 (1994): 777. http://dx.doi.org/10.1176/ajp.151.5.777.

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26

Lévy-Garboua, Louis, Marco Gazel, Noémi Berlin, Jan Dul, and Todd Lubart. "Creative cognition as a bandit problem." Learning and Individual Differences 111 (April 2024): 102438. http://dx.doi.org/10.1016/j.lindif.2024.102438.

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27

Beaty, Roger E., Paul Seli, and Daniel L. Schacter. "Network neuroscience of creative cognition: mapping cognitive mechanisms and individual differences in the creative brain." Current Opinion in Behavioral Sciences 27 (June 2019): 22–30. http://dx.doi.org/10.1016/j.cobeha.2018.08.013.

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28

Freiman, Marcelle. "A ‘Cognitive Turn’ in Creative Writing – Cognition, Body and Imagination." New Writing 12, no. 2 (2015): 127–42. http://dx.doi.org/10.1080/14790726.2015.1016043.

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29

Zaretsky, V. K., and T. M. Chernikova. "Solving creative tasks by the teenagers as a model of overcoming problem situation." Консультативная психология и психотерапия 23, no. 2 (2015): 37–56. http://dx.doi.org/10.17759/cpp.2015230203.

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The article presents the results of a study of pupils' cognition with varying academic progress during solving creative problems. There are analyses of the characteristics of such cognitions as productivity, independence, self-discipline. Creative problem is considered as a model of problem situations that may appear in other activities, including education. Observed regularities characterizing features of cognition in different groups of pupils are encouraged to use in practice as "resources" and "targets" in the counseling psychological support pupils of medium school in overcoming education

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30

Doyle, Charlotte L. "The Creative Process: Effort and Effortless Cognition." Journal of Cognitive Education and Psychology 15, no. 1 (2016): 37–54. http://dx.doi.org/10.1891/1945-8959.15.1.37.

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Education at its best allows students to experience the fruitfulness and joy of the creative process. One complexity of applying research findings to education is that creative work unfolds in phases and the various phases engage distinctively different cognitive processes. Since Wallas first described four phases, psychologists have elaborated on them and pointed to additional phases and subphases. Some involve effortful conscious processes; others entail implicit cognition and/or effortless attention. The field has benefitted from research in related areas as well as from direct studies of c

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31

Fassi, Janelle. "CREATIVE ACTIVITIES AND COGNITION AMONG OLDER ADULTS: DOES EDUCATION MODERATE THE BENEFITS OF CREATIVE ACTIVITIES?" Innovation in Aging 7, Supplement_1 (2023): 1013. http://dx.doi.org/10.1093/geroni/igad104.3254.

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Abstract Engagement in leisure activities has been shown to offset age-related cognitive losses. Although activity engagement has a compensatory effect on later life cognition among adults with low educational levels in early life, no studies have examined this effect with creative activity engagement. The aims of the present study were to (1) investigate whether older adults’ engagement in any creative leisure activities is related to cognitive functioning, (2) investigate whether the number of creative activities in which older adults engage is related to cognitive functioning, and (3) deter

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32

Baluyot, Leda T., and Antonina M. Llanos. "Music to Stimulate Creative Writing: An Exploratory Study." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 5 (2025): 711–17. https://doi.org/10.5281/zenodo.15520156.

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<strong>Abstract</strong>:   This exploratory study examines the philosophical and cognitive dimensions of music as a catalyst for creative writing. Rooted in the symbiotic relationship between auditory stimuli and human cognition, the research investigates how different musical genres influence the writing process, enhance creative expression, and evoke emotional depth. By conducting a systematic literature review and qualitative analysis, the study explores how background music fosters cognitive engagement, facilitates idea generation, and creates an immersive atmosphere conducive to im

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33

Korhonen, Annamari, and Maija Hirvonen. "Joint creative process in translation." Developments in Cognitive Translation and Interpreting Studies 8, no. 2 (2021): 251–76. http://dx.doi.org/10.1075/cogls.00078.kor.

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Abstract In this article, we explore socially distributed cognition (SDC) as a theoretical model of translation and investigate it empirically as an aspect of the collaborative and creative translation workflow. With the aim of developing a better understanding of SDC and collaborative workflows in translation, we analyzed two different settings where more than one person works on a translation: commercial specialized translation (CST) services, and the production of audio descriptions (AD) as teamwork between blind and sighted describers. The analysis focuses on how the process of co-creation

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34

Armstrong, David. "The Contributions of Creative Cognition and Schizotypal Symptoms to Creative Achievement." Creativity Research Journal 24, no. 2-3 (2012): 177–90. http://dx.doi.org/10.1080/10400419.2012.677329.

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35

McCarthy, Marina, Chao C. Chen, and Robert C. McNamee. "Novelty and Usefulness Trade-Off: Cultural Cognitive Differences and Creative Idea Evaluation." Journal of Cross-Cultural Psychology 49, no. 2 (2018): 171–98. http://dx.doi.org/10.1177/0022022116680479.

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Creativity and innovation have become critical organizational capabilities in today’s global environment, and leveraging creative potential of employees across various cultural contexts has become increasingly important. Although recognized among researchers, cross-cultural differences in creativity are not yet well understood. We contribute to this line of research by constructing a theoretical model that focuses on cultural differences in cognition (i.e., holistic vs. analytic thinking) that affect the evaluation of creative ideas. The cultural cognition perspective allows us to theorize abo

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36

Connor-Swietlicki, Catherine. "Creative Cognition for Staging Comedia." Comedia Performance 4, no. 1 (2007): 67–96. http://dx.doi.org/10.5325/comeperf.4.1.0067.

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37

WARD, T. "Creative cognition as a window on creativity." Methods 42, no. 1 (2007): 28–37. http://dx.doi.org/10.1016/j.ymeth.2006.12.002.

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38

Islam, Zia ul, and Muhammad Ali Assadullah. "The Varying Effects of Self-efficacy and Creative Cognition on Employees' Adaptability in Uncertain Work Situations." Global Economics Review VIII, no. II (2023): 186–99. http://dx.doi.org/10.31703/ger.2023(viii-ii).14.

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This research paper aims to expand the literature on employee adaptability in uncertain situations by establishing its relationship with creative cognition. The study also tests the interacting effect of self-efficacy on the relationship between creative cognition and adaptability. A self-administered survey was conducted on 431 healthcare professionals working in central districts of Khyber Pakhtunkhwa. Data was tested through regression analysis on SPSS version 23 to analyze the relationship hypothesized in a theoretical framework. The results of the analysis demonstrated that creative cogni

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39

Bakhmetyev, Arthur, and Alexander Nesterov. "Ontognoseological limites of intuition in the structure of cognitive and creative activity." SHS Web of Conferences 72 (2019): 01015. http://dx.doi.org/10.1051/shsconf/20197201015.

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The article analyzes ontological and epistemological limits of intuitive cognition in the structure of cognitive and creative activity. To conduct a philosophical analysis of the concept of intuition, dialectic, descriptive and comparative methods are used. This analysis is necessary to identify ontological and epistemological aspects of intuitive cognition. The study of ontognoseological limits of intuitive knowledge is of particular interest for understanding the specifics of the invention problem, as well as the essence of the thinking process as such. Intuition, having ontognoseological li

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40

Ward, Thomas B. "Creative cognition, conceptual combination, and the creative writing of Stephen R. Donaldson." American Psychologist 56, no. 4 (2001): 350–54. http://dx.doi.org/10.1037/0003-066x.56.4.350.

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41

Jia, Xiaoyu, Ping Li, and Weijian Li. "The Role of Creative Mindsets in the Relationship Between Metacognitive Experience and Divergent Thinking: A Metacognitive Perspective." Journal of Intelligence 13, no. 3 (2025): 27. https://doi.org/10.3390/jintelligence13030027.

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Metacognition is vital for creativity; however, the specific contributions of its components (i.e., metacognition knowledge, metacognition experience, and metacognition monitoring and control) have received varying levels of attention, particularly due to the limited research on metacognitive experience. Additionally, the interactions among these components in influencing creative cognition remain unclear. We conducted two experiments to explore the influence of metacognitive experience on divergent thinking (e.g., alternative uses tasks, AUT) and the moderating role of creative mindsets—a cor

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42

Osman, Suleiman Idris Omar, and Osman Abdel-Qader Mohamed Ahmed. "Creative Thinking and its Relationship to Achievement Motivation among High School Students (A Field Study in the Schools of Al-Qadarif Municipality, Al-Qadarif State - Sudan 2023)." International Journal of Childhood, Counselling and Special Education 5, no. 1 (2023): 8–19. http://dx.doi.org/10.31559/ccse2023.5.1.2.

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The aim of this study is the recognition of the stages of creative cognition, achievement motivation of the third-class secondary students in Gadarif Municipality, the recognition of the relationship between the creative cognition and achievement motivation. About three hundred students in third class at secondary level are included in the study and they are selected in a simple random way. To achieve the aims of the study, the researcher used a questionnaire of creative cognition prepared by the researcher and the measuring of achievement motivation prepared by (Mohyd Mohammed). The researche

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43

Erniyazov, Urazboy Kuklanovich. "Intuitive Cognition As Important Concepts Of Philosophy." American Journal of Interdisciplinary Innovations and Research 03, no. 06 (2021): 95–102. http://dx.doi.org/10.37547/tajiir/volume03issue06-14.

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In this article, we will try to show the place of intuition in the process of cognition, based on the works we have studied and understood. It shows the diversity of views on the problem of creative intuition and the importance of this problem today.

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44

Yaroshchuk, Kateryna. "Expanding Horizons: Unleashing the Power of Imagination and Creative Thinking. Review of: Kind, A. (2022). Imagination and Creative Thinking. Cambridge Elements: Philosophy of Mind. Edited by Keith Frankish. Cambridge: Cambridge University Press. 64 pp." Humanitarian Vision 10, no. 2 (2024): 31–33. http://dx.doi.org/10.23939/shv2024.02.031.

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Amy Kind’s groundbreaking work, «Imagination and Creative Thinking» published by Cambridge University, explores the intricate relationship between imagination and the processes of creative thinking. This research provides a comprehensive and insightful exploration of the profound impact imagination has on human cognition and innovation. By delving into the complexities of this fundamental cognitive ability, Kind’s work proposes to consider a valuable wellspring of creativity.

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45

Magnani, Lorenzo. "Human Abductive Cognition Vindicated: Computational Locked Strategies, Dissipative Brains, and Eco-Cognitive Openness." Philosophies 7, no. 1 (2022): 15. http://dx.doi.org/10.3390/philosophies7010015.

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Locked and unlocked strategies are illustrated in this article as concepts that deal with important cognitive aspects of deep learning systems. They indicate different inference routines that refer to poor (locked) to rich (unlocked) cases of creative production of creative cognition. I maintain that these differences lead to important consequences when we analyze computational deep learning programs, such as AlphaGo/AlphaZero, which are able to realize various types of abductive hypothetical reasoning. These programs embed what I call locked abductive strategies, so, even if they present spec

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46

Pearlman, Karen. "Distributed Authorship." Feminist Media Histories 9, no. 2 (2023): 87–100. http://dx.doi.org/10.1525/fmh.2023.9.2.87.

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A general misapprehension of what filmmakers do and how films are made has obscured the creative and cognitive complexity of the work women have been doing in film for over one hundred years. Using clips from the multi-award-winning short documentary I Want to Make a Film about Women (Pearlman et al. 2020), the video essay Distributed Authorship: An et al. Proposal of Creative Practice, Cognition, and Feminist Film Histories argues that filmmaking is an instance of “distributed cognition” and offers a provocation about the mythologizing of film authors. It then proposes a small, very small, bu

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47

Bruder, Johannes. "Where the Sun never Shines." Digital Culture & Society 4, no. 1 (2018): 133–54. http://dx.doi.org/10.14361/dcs-2018-0109.

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Abstract In this paper, I elaborate on deliberations of “post-enlightened cognition” between cognitive neuroscience, psychology and artificial intelligence research. I show how the design of machine learning algorithms is entangled with research on creativity and pathology in cognitive neuroscience and psychology through an interest in “episodic memory” and various forms of “spontaneous thought”. The most prominent forms of spontaneous thought - mind wandering and day dreaming - appear when the demands of the environment abate and have for a long time been stigmatized as signs of distraction o

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48

Sharifian, Neika, A. Zarina Kraal, and Laura Zahodne. "Depressive Symptoms, Leisure Activity Engagement, and Global Cognition in Non-Hispanic White and Black Older Adults." Innovation in Aging 5, Supplement_1 (2021): 579. http://dx.doi.org/10.1093/geroni/igab046.2224.

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Abstract Prior research has linked more depressive symptoms to worse global cognition in older adulthood through lower leisure activity engagement. Less is known regarding which types of activities drive these associations. Additionally, depressive symptoms disproportionately affect cognition in Non-Hispanic Blacks (NHB) versus Non-Hispanic Whites (NHW). This cross-sectional study used data from the Michigan Cognitive Aging Project (n=453, 52% NHB, Mage=63.60 years) to examine whether distinct leisure activities (solitary-cognitive, solitary-creative, community-social, physical, intergeneratio

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49

Gensollen, Mario, and Marc Jiménez-Rolland. "Creativity, humor and cognition." Debats. Revista de cultura, poder i societat 135, no. 2 (2021): 10–24. http://dx.doi.org/10.28939/iam.debats-135-2.1.

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In this paper we explore some aspects of the scientific study of creativity, by focusing on intentional attempts to create instances of linguistic humor. We argue that this sort of creativity can be accounted for within the framework of an influential cognitive approach, but this framework does not provide a recipe for producing novel instances of humor; in fact, it may even preclude humoristic effects. We start by identifying three great puzzles that arise in attempting to naturalize some core traits of creativity, and some ways they have been addressed by cognitive studies. We then consider

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50

Folia, Vasiliki, and Susana Silva. "Employing Verbal Divergent Thinking to Mitigate Cognitive Decline: Current State of Research and Reasons to Support Its Use." Geriatrics 9, no. 6 (2024): 142. http://dx.doi.org/10.3390/geriatrics9060142.

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Background/Objectives: Divergent thinking (DT), the ability to generate alternative responses to open-ended problems, has become an increasingly relevant topic in aging research due to its inverse relationship with cognitive decline. Methods: In this narrative review, we explore the latest evidence supporting DT training as a potential strategy for dementia prevention. Results: We identify two pathways through which DT may protect against cognitive decline: (1) by fostering creative cognition and (2) by stimulating DT-related domains. Our findings suggest that verbal DT remains relatively well

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