Hannah E Roome
Biographic Data
| ID | 1847377 |
|---|---|
| NAME | Hannah E Roome |
| GIVEN NAMES | Hannah E |
| FAMILY NAME | Roome |
| SIGNATURE | ROOME H E |
| AFFILIATIONS | Newcastle University |
| ORCID | 0000-0002-7311-3642 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Divergent thinking is linked with convergent thinking; implications for models of creativity
Creativity is a critical 21st‐century skill, encompassing the ability to generate unique, diverse ideas (divergent thinking) and evaluate them to select optimal ones (convergent thinking). Despite attempts to integrate convergent thinking into creativity frameworks, most research focuses on divergent thinking, and studies assessing their association remain inconclusive. We examined the relationship between performance on two widely used measures …
Creative minds, equal ground
Developmental differences in memory reactivation relate to encoding and inference in the human brain
Direct and indirect influences of executive functions on mathematics achievement
Achievement in mathematics is predicted by an individual's domain-specific factual knowledge, procedural skill and conceptual understanding as well as domain-general executive function skills. In this study we investigated the extent to which executive function skills contribute to these three components of mathematical knowledge, whether this mediates the relationship between executive functions and overall mathematics achievement, and if these …
No prominent works on this page.
Direct and indirect influences of executive functions on mathematics achievement
Achievement in mathematics is predicted by an individual's domain-specific factual knowledge, procedural skill and conceptual understanding as well as domain-general executive function skills. In this study we investigated the extent to which executive function skills contribute to these three components of mathematical knowledge, whether this mediates the relationship between executive functions and overall mathematics achievement, and if these …
Developmental differences in memory reactivation relate to encoding and inference in the human brain
Divergent thinking is linked with convergent thinking; implications for models of creativity
Creativity is a critical 21st‐century skill, encompassing the ability to generate unique, diverse ideas (divergent thinking) and evaluate them to select optimal ones (convergent thinking). Despite attempts to integrate convergent thinking into creativity frameworks, most research focuses on divergent thinking, and studies assessing their association remain inconclusive. We examined the relationship between performance on two widely used measures …
Creative minds, equal ground
Cognitive psychology (3 works) · Neuroscience, Education and Cognitive Function (3 works) · Psychology (3 works) · Cognitive science (2 works) · Creativity in Education and Neuroscience (2 works) · Developmental psychology (2 works) · Mathematics education (2 works) · Art Education and Development (1 works) · Artificial Intelligence (1 works) · Child and Animal Learning Development (1 works)