B Goecke
Biographic Data
| ID | 4640727 |
|---|---|
| NAME | B Goecke |
| GIVEN NAMES | B |
| FAMILY NAME | Goecke |
| SIGNATURE | GOECKE B |
| AFFILIATIONS | University of Tübingen |
| ORCID | 0000-0002-3050-1848 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Development and validation of a preformal test for mathematical proof competence
Proving is a core part of mathematics, prompting educators to push for earlier inclusion in curricula. Thus, an appropriate test for proof competence is needed already at the primary school level. The Preformal Proving Test (PfPT), introduced here, is an online assessment covering proof in Boolean Logic, Set Theory, and Elementary Number Theory. Designed without formal language and prior knowledge requisites, it ensures accessibility for children…
Being female and being well-situated implies higher performance on creative thinking tests
Female students consistently outperform male students in creative thinking across 62 countries. • Socio-economic status (SES) is a strong predictor of creative thinking, comparable to mathematics and reading. • Gender and SES effects on creative thinking are stable globally, with minimal moderation by macro-level variables. Even in the time of artificial intelligence, creative thinking is considered an important 21st century skill. Nevertheless, …
The essence of creative thinking in Pisa 2022
The definition and measurement of creative thinking remain subjects of debate. In 2022, the Programme for International Student Assessment (PISA) introduced creative thinking as a new domain, conceptualized across three facets: generating diverse ideas, generating creative ideas, and evaluating and improving ideas. While this framework provides a valuable foundation, questions regarding the construct validity of PISA’s creative thinking assessmen…
Zooming Out On Education
Openly available datasets from large-scale educational assessments like PISA, PIRLS, TIMSS, or NAEP, among others, are some of the most valuable public resources in the education sciences. Understandably, educational psychologists are interested in analyzing these datasets to advance their research. But, in contrast to the kinds of psychoeducational assessments about which educational psychologists are typically trained, large-scale assessments a…
Mapping creativity in the Pisa 2022 student and context questionnaires
Automated assessment of creativity in multilingual narratives
Researchers and educators interested in creative writing need a reliable and efficient tool to score the creativity of narratives, such as short stories. Typically, human raters manually assess narrative creativity, but such subjective scoring is limited by labor costs and rater disagreement. Large language models (LLMs) have shown remarkable success on creativity tasks, yet they have not been applied to scoring narratives, including multilingual…
Planning Missing Data Designs for Human Ratings in Creativity Research
Human ratings are ubiquitous in creativity research. Yet, the process of rating responses to creativity tasks – typically several hundred or thousands of responses, per rater – is often time-consuming and expensive. Planned missing data designs, where raters only rate a subset of the total number of responses, have been recently proposed as one possible solution to decrease overall rating time and monetary costs. However, researchers also need ra…
Content Validity of Creativity Self‐Report Questionnaires From Pisa 2022
The present paper questions the content validity of the eight creativity‐related self‐report scales available in PISA 2022's context questionnaire and provides a set of considerations for researchers interested in using these indexes. Specifically, we point out some threats to the content validity of these scales (e.g., creative thinking self‐efficacy , creativity, and openness to intellect ) including ambiguity in construct and content definitio…
How Much Retrieval Ability Is in Originality
Creative fluency and originality are pivotal indicators of creative potential. Both have been embedded in hierarchical intelligence models as part of the ability to retrieve information from long‐term memory; an ability that is often measured with indicators of retrieval fluency. Creative fluency and retrieval fluency, both expressed by the count of correct responses, are procedurally highly similar. This raises the question how creative fluency …
Automated Scoring of Scientific Creativity in German
Automated scoring is a current hot topic in creativity research. However, most research has focused on the English language and popular verbal creative thinking tasks, such as the alternate uses task. Therefore, in this study, we present a large language model approach for automated scoring of a scientific creative thinking task that assesses divergent ideation in experimental tasks in the German language. Participants are required to generate al…
The Nomological Net of Knowledge, Self-Reported Knowledge, and Overclaiming in Children
Research on self-reported knowledge and overclaiming in children is sparse. With the current study, we aim to close this gap by developing an overclaiming questionnaire measuring self-reported knowledge and overclaiming that is tailored to children. Moreover, we examine the nomological net of self-reported knowledge and overclaiming in childhood discussing three perspectives: Overclaiming as (a) a result of deliberate self-enhancement tendencies,…
Is long-term memory used in a visuo-spatial change-detection paradigm
In tests of working memory with verbal or spatial materials, repeating the same memory sets across trials leads to improved memory performance. This well-established “Hebb repetition effect” could not be shown for visual materials in previous research. The absence of the Hebb effect can be explained in two ways: Either persons fail to acquire a long-term memory representation of the repeated memory sets, or they acquire such long-term memory repr…
Content Validity of Creativity Self‐Report Questionnaires From Pisa 2022
The present paper questions the content validity of the eight creativity‐related self‐report scales available in PISA 2022's context questionnaire and provides a set of considerations for researchers interested in using these indexes. Specifically, we point out some threats to the content validity of these scales (e.g., creative thinking self‐efficacy , creativity, and openness to intellect ) including ambiguity in construct and content definitio…
Is long-term memory used in a visuo-spatial change-detection paradigm
In tests of working memory with verbal or spatial materials, repeating the same memory sets across trials leads to improved memory performance. This well-established “Hebb repetition effect” could not be shown for visual materials in previous research. The absence of the Hebb effect can be explained in two ways: Either persons fail to acquire a long-term memory representation of the repeated memory sets, or they acquire such long-term memory repr…
The Nomological Net of Knowledge, Self-Reported Knowledge, and Overclaiming in Children
Research on self-reported knowledge and overclaiming in children is sparse. With the current study, we aim to close this gap by developing an overclaiming questionnaire measuring self-reported knowledge and overclaiming that is tailored to children. Moreover, we examine the nomological net of self-reported knowledge and overclaiming in childhood discussing three perspectives: Overclaiming as (a) a result of deliberate self-enhancement tendencies,…
How Much Retrieval Ability Is in Originality
Creative fluency and originality are pivotal indicators of creative potential. Both have been embedded in hierarchical intelligence models as part of the ability to retrieve information from long‐term memory; an ability that is often measured with indicators of retrieval fluency. Creative fluency and retrieval fluency, both expressed by the count of correct responses, are procedurally highly similar. This raises the question how creative fluency …
Automated Scoring of Scientific Creativity in German
Automated scoring is a current hot topic in creativity research. However, most research has focused on the English language and popular verbal creative thinking tasks, such as the alternate uses task. Therefore, in this study, we present a large language model approach for automated scoring of a scientific creative thinking task that assesses divergent ideation in experimental tasks in the German language. Participants are required to generate al…
Planning Missing Data Designs for Human Ratings in Creativity Research
Human ratings are ubiquitous in creativity research. Yet, the process of rating responses to creativity tasks – typically several hundred or thousands of responses, per rater – is often time-consuming and expensive. Planned missing data designs, where raters only rate a subset of the total number of responses, have been recently proposed as one possible solution to decrease overall rating time and monetary costs. However, researchers also need ra…
Content Validity of Creativity Self‐Report Questionnaires From Pisa 2022
The present paper questions the content validity of the eight creativity‐related self‐report scales available in PISA 2022's context questionnaire and provides a set of considerations for researchers interested in using these indexes. Specifically, we point out some threats to the content validity of these scales (e.g., creative thinking self‐efficacy , creativity, and openness to intellect ) including ambiguity in construct and content definitio…
Development and validation of a preformal test for mathematical proof competence
Proving is a core part of mathematics, prompting educators to push for earlier inclusion in curricula. Thus, an appropriate test for proof competence is needed already at the primary school level. The Preformal Proving Test (PfPT), introduced here, is an online assessment covering proof in Boolean Logic, Set Theory, and Elementary Number Theory. Designed without formal language and prior knowledge requisites, it ensures accessibility for children…
Being female and being well-situated implies higher performance on creative thinking tests
Female students consistently outperform male students in creative thinking across 62 countries. • Socio-economic status (SES) is a strong predictor of creative thinking, comparable to mathematics and reading. • Gender and SES effects on creative thinking are stable globally, with minimal moderation by macro-level variables. Even in the time of artificial intelligence, creative thinking is considered an important 21st century skill. Nevertheless, …
The essence of creative thinking in Pisa 2022
The definition and measurement of creative thinking remain subjects of debate. In 2022, the Programme for International Student Assessment (PISA) introduced creative thinking as a new domain, conceptualized across three facets: generating diverse ideas, generating creative ideas, and evaluating and improving ideas. While this framework provides a valuable foundation, questions regarding the construct validity of PISA’s creative thinking assessmen…
Zooming Out On Education
Openly available datasets from large-scale educational assessments like PISA, PIRLS, TIMSS, or NAEP, among others, are some of the most valuable public resources in the education sciences. Understandably, educational psychologists are interested in analyzing these datasets to advance their research. But, in contrast to the kinds of psychoeducational assessments about which educational psychologists are typically trained, large-scale assessments a…
Mapping creativity in the Pisa 2022 student and context questionnaires
Automated assessment of creativity in multilingual narratives
Researchers and educators interested in creative writing need a reliable and efficient tool to score the creativity of narratives, such as short stories. Typically, human raters manually assess narrative creativity, but such subjective scoring is limited by labor costs and rater disagreement. Large language models (LLMs) have shown remarkable success on creativity tasks, yet they have not been applied to scoring narratives, including multilingual…
Creativity (9 works) · Psychology (8 works) · Social Psychology (7 works) · Creativity in Education and Neuroscience (6 works) · Computer Science (4 works) · Grit, Self-Efficacy, and Motivation (3 works) · Applied Psychology (2 works) · Artificial Intelligence (2 works) · Cognitive psychology (2 works) · Cognitive science (2 works)