B Barbot
Biographic Data
| ID | 4640728 |
|---|---|
| NAME | B Barbot |
| GIVEN NAMES | B |
| FAMILY NAME | Barbot |
| SIGNATURE | BARBOT B |
| AFFILIATIONS | Yale University |
| ORCID | 0000-0002-5096-2596 |
| VERIFIED | Yes |
| TOTAL WORKS | 31 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 31 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
“Robust” but Tiny: Methodological Influences and Inter-Individual (Un)Stability of the Serial Order Effect in Creativity
The serial order effect (SOE), i.e., the tendency for the creative quality of ideas to increase with increasing response position, has been widely documented in divergent thinking (DT) research. However, its magnitude is hardly reported, and its sensitivity to methodological effects (e.g., DT task used, scoring method) has rarely been investigated. More critically, the stability of inter-individual differences in SOE has not been investigated to …
Did students really care about creative thinking assessment in Pisa 2022?
A Mindful Body Awareness Questionnaire for Youth: Development of a Body Awareness Questionnaire Tailored to a Population of Adolescents and Young Adults
Mapping creativity in the Pisa 2022 student and context questionnaires: An expert evaluation of content validity of the creativity self- and other-report scales.
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…
The Scientific Creative Thinking Test (SCTT): Reliability, Validity, and Automated Scoring
Creative thinking is a primary driver of innovation in science, technology, engineering, and math (STEM), allowing students and practitioners to generate novel hypotheses, flexibly connect information from diverse sources, and solve ill-defined problems. To foster creativity in STEM education, there is a crucial need for assessment tools for measuring STEM creativity that educators and researchers can apply to test how different teaching approach…
Creative Cognition: A Collaborative Research Agenda
Creative cognition research has flourished in recent decades, revealing how extraordinary creative outcomes emerge from ordinary cognitive processes. However, the field faces fragmentation that hinders consensus and integration. This research agenda, developed through a collaborative workshop of 50 European researchers at the Lorentz Centre in Leiden, the Netherlands, identifies four critical challenges for advancing creative cognition research. …
The Multidimensionality and Domain‐Specificity of Pisa 2022 Creative Thinking Assessment: From Competency Model to Measurement Model
The PISA Creative Thinking (CT) assessment measures 12 facets of CT across four domains and three thinking processes, operationalized through 18 tasks for a total of 32 items. While this represents a comprehensive multidimensional competency model that reflects CT in a diverse range of situations, the aggregation of performance into a unidimensional scale raises important questions. Although a single “general” CT score (i.e., thinking‐process gen…
Gender Biases in Attributions of Creativity Across Domains
This study examined gender bias in attributions of creativity across domains, as well as whether this bias can be predicted by ascribing agentic-masculine or communal-feminine traits to gender-typed domains. Participants (N = 372) indicated how creative they believe men and women are in nine domains and how important they believe a series of agentic-masculine and communal-feminine traits to be for creativity in five of the domains. Latent differe…
Pisa 2022 Creative Thinking Assessment: Opportunities, Challenges, and Cautions
The OECD's PISA program assesses 15‐year‐old students globally in key competencies every 3 years, providing influential data on education quality and spurring policy debates. In the latest cycle, the innovation domain focused on creative thinking, assessing over 140,000 students across 60+ countries, in the largest study of adolescent creativity to date. This innovation domain included a cognitive test covering multiple creative thinking processe…
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…
Dual pathways in creative writing processes
Divergent thinking and creative achievement—How strong is the link? An updated meta-analysis
sponsorship: This article was partly supported by the 2019-2022 Francqui Foundation start-up grant to Baptiste Barbot. The opinions expressed in this article are those of the authors and do not necessarily reflect the view of the funding agency. (Francqui Foundation)
Building Narratives Through Empathy: The Role of Empathy Mechanisms and Associative Thinking in Creative Writing
Empathy emerges as a pivotal skill in creative writing, yet previous studies lack an understanding of empathy's multidimensionality and specific impact of its facets on the capacity to generate narrative stories. This cross‐sectional study delved into the various cognitive and affective empathy facets—that is, perspective‐taking, online simulation, emotion contagion, proximal responsivity, and peripheral responsivity—and their contributions to cr…
Gender differences and variability in creative ability: A systematic review and meta-analysis of the greater male variability hypothesis in creativity
Adaptation and validation of the French version of empathy questionnaire in preschoolers
At preschool age, children need to develop socio‐emotional skills, including empathy, in order to adapt their response during social interactions with peers and adults in various contexts. When preschoolers face difficulties in their social interactions, it is relevant to assess their empathy in order to know whether a specific preventive intervention is needed. This study aimed to adapt and validate the French version of the Empathy Questionnair…
Multilingual semantic distance: Automatic verbal creativity assessment in many languages
Creativity research commonly involves recruiting human raters to judge the originality of responses to divergent thinking tasks, such as the alternate uses task (AUT). These manual scoring practices have benefited the field, but they also have limitations, including labor-intensiveness and subjectivity, which can adversely impact the reliability and validity of assessments. To address these challenges, researchers are increasingly employing autom…
Creativity with 6 Degrees of Freedom: Feasibility Study of Visual Creativity Assessment in Virtual Reality
Immersive virtual reality (IVR) takes advantage of exponential growth in our technological abilities to offer an array of new forms of entertainment, learning opportunities, and even psychological interventions and assessments. The field of creativity is a driving force in both large-scale innovations and everyday progress, and imbedding creativity assessment in IVR programs has important practical implications for future research and interventio…
The smartphone as a “significant other”: Interpersonal dependency and attachment in maladaptive smartphone and social networks use
Smartphones are increasingly widespread throughout the world and, although smartphones provide various benefits, excessive and maladaptive use is often reported. Given the penetration of smartphones in the individual's daily life, it is relevant to identify the mechanisms sustaining their use, including the affective bond that the owner may develop with the device. The aim of the current study is to test a novel model to explain smartphone and So…
Italian Version of the Relationship Profile Test (RPT-I): Temporal Stability, Construct Validity, and Cross-Cultural Comparison
This study presents the adaptation to the Italian context of the Relationship Profile Test (RPT; Bornstein & Languirand), a self-report measure of Destructive Overdependence (DO), Dysfunctional Detachment (DD), and Healthy Dependency (HD). The RPT was administered to a community sample of 661 nonclinical Italian adults together with the Attachment Style Questionnaire, the Relational-Interdependent Self-Construal Scale, the Rosenberg Self-Esteem S…
Identity Distress, Parental Response, and Problem Behaviors in Juvenile Justice-Involved Boys
Youth involved with the juvenile justice system are not exempt from experiencing identity-related turmoil that is common during adolescence. Parents’ responses may exacerbate or mitigate this turmoil and, in turn, youth problem behaviors. Thus, this study investigated identity distress as a mediator of the relationship between parental response to adolescents’ distress and their problem behaviors among 113 detained males aged 12 to 18 ( M age = 1…
Is There Really a Creativity Crisis? A Critical Review and Meta‐analytic Re‐Appraisal
The idea of a “creativity crisis” is widely accepted in the creativity and education literature. Its popular interpretation as a decline in creativity across generations originates from Kim’s (2011) influential analysis of the re‐norming data in the Torrance Tests of Creative Thinking (TTCT). The present work offers a critical review and reappraises the findings of Kim (2011), while incorporating new data from the latest norming edition of the TT…
Measuring Creative Writing with the Storyboard Task: The Role of Effort and Story Length
The present study examines effort in narrative creative writing (operationalized as time‐on‐task) using a new assessment approach, the storyboard task. Participants ( N = 125) completed alternate forms of the storyboard task in two sessions five weeks apart. They also completed measures of divergent thinking and self‐reported ideational behavior. Time‐on‐task, story length, and rated creativity scores were obtained for the participants’ stories. …
Advancing Creativity Theory and Research: A Socio‐cultural Manifesto
This manifesto, discussed by 20 scholars, representing diverse lines of creativity research, marks a conceptual shift within the field. Socio‐cultural approaches have made substantial contributions to the concept of creativity over recent decades and today can provide a set of propositions to guide our understanding of past research and to generate new directions of inquiry and practice. These propositions are urgently needed in response to the t…
What makes immersive virtual reality the ultimate empathy machine? Discerning the underlying mechanisms of change
Pisa 2022 Creative Thinking Assessment: Opportunities, Challenges, and Cautions
The OECD's PISA program assesses 15‐year‐old students globally in key competencies every 3 years, providing influential data on education quality and spurring policy debates. In the latest cycle, the innovation domain focused on creative thinking, assessing over 140,000 students across 60+ countries, in the largest study of adolescent creativity to date. This innovation domain included a cognitive test covering multiple creative thinking processe…
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…
Great Escape or Path to Self-Expression: Development and Validation of a Scale of Motivations for Text Messaging
The Messaging Motivations Questionnaire (MMQ) is a concise 8-item measure, which consists of two subscales capturing people’s typical motivations to text. The MMQ was developed through focus groups and item analysis based on a pilot study, followed by a larger validation study involving a sample of 982 young adults. Factor analyses supported a 2-factor structure, yielding highly reliable scale scores: Escape, characterized by the wish to escape o…
Scrutinizing the basis of originality in divergent thinking tests: On the measurement precision of response propensity estimates
BACKGROUND: The originality of divergent thinking (DT) production is one of the most critical indicators of creative potential. It is commonly scored using the statistical infrequency of responses relative to all responses provided in a given sample. AIMS: Response frequency estimates vary in terms of measurement precision. This issue has been widely overlooked and is addressed in the current study. SAMPLE AND METHOD: Secondary data analysis of 2…
Reciprocal influences between maternal parenting and child adjustment in a high-risk population: A 5-year cross-lagged analysis of bidirectional effects
This study examines longitudinally the bidirectional influences between maternal parenting (behaviors and parenting stress) and mothers' perceptions of their children's adjustment, in a multivariate approach. Data was gathered from 361 low-income mothers (many with psychiatric diagnoses) reporting on their parenting behavior, parenting stress, and their child's adjustment, in a 2-wave longitudinal study over 5 years. Measurement models were devel…
Scoring divergent thinking tests: A review and systematic framework.
Great Escape or Path to Self-Expression: Development and Validation of a Scale of Motivations for Text Messaging
The Messaging Motivations Questionnaire (MMQ) is a concise 8-item measure, which consists of two subscales capturing people’s typical motivations to text. The MMQ was developed through focus groups and item analysis based on a pilot study, followed by a larger validation study involving a sample of 982 young adults. Factor analyses supported a 2-factor structure, yielding highly reliable scale scores: Escape, characterized by the wish to escape o…
Advancing Creativity Theory and Research: A Socio‐cultural Manifesto
This manifesto, discussed by 20 scholars, representing diverse lines of creativity research, marks a conceptual shift within the field. Socio‐cultural approaches have made substantial contributions to the concept of creativity over recent decades and today can provide a set of propositions to guide our understanding of past research and to generate new directions of inquiry and practice. These propositions are urgently needed in response to the t…
What makes immersive virtual reality the ultimate empathy machine? Discerning the underlying mechanisms of change
Transition & Development
It is my great pleasure and honor to take on the editorial lead of New Directions for Child and Adolescent Development (NDCAD). I was part of the previous editorial team, and thanks to the leadership of outgoing Editor-in-Chief, Elena L. Grigorenko, I am excited about all the accomplishments initiated in the journal's transformation. Elena's vision for the journal has indeed brought about important changes to the journal's format and content in r…
Manifesto for new directions in developmental science
Although developmental science has always been evolving, these times of fast-paced and profound social and scientific changes easily lead to disorienting fragmentation rather than coherent scientific advances. What directions should developmental science pursue to meaningfully address real-world problems that impact human development throughout the lifespan? What conceptual or policy shifts are needed to steer the field in these directions? The p…
Scrutinizing the basis of originality in divergent thinking tests: On the measurement precision of response propensity estimates
BACKGROUND: The originality of divergent thinking (DT) production is one of the most critical indicators of creative potential. It is commonly scored using the statistical infrequency of responses relative to all responses provided in a given sample. AIMS: Response frequency estimates vary in terms of measurement precision. This issue has been widely overlooked and is addressed in the current study. SAMPLE AND METHOD: Secondary data analysis of 2…
Identity Distress, Parental Response, and Problem Behaviors in Juvenile Justice-Involved Boys
Youth involved with the juvenile justice system are not exempt from experiencing identity-related turmoil that is common during adolescence. Parents’ responses may exacerbate or mitigate this turmoil and, in turn, youth problem behaviors. Thus, this study investigated identity distress as a mediator of the relationship between parental response to adolescents’ distress and their problem behaviors among 113 detained males aged 12 to 18 ( M age = 1…
Is There Really a Creativity Crisis? A Critical Review and Meta‐analytic Re‐Appraisal
The idea of a “creativity crisis” is widely accepted in the creativity and education literature. Its popular interpretation as a decline in creativity across generations originates from Kim’s (2011) influential analysis of the re‐norming data in the Torrance Tests of Creative Thinking (TTCT). The present work offers a critical review and reappraises the findings of Kim (2011), while incorporating new data from the latest norming edition of the TT…
Measuring Creative Writing with the Storyboard Task: The Role of Effort and Story Length
The present study examines effort in narrative creative writing (operationalized as time‐on‐task) using a new assessment approach, the storyboard task. Participants ( N = 125) completed alternate forms of the storyboard task in two sessions five weeks apart. They also completed measures of divergent thinking and self‐reported ideational behavior. Time‐on‐task, story length, and rated creativity scores were obtained for the participants’ stories. …
Italian Version of the Relationship Profile Test (RPT-I): Temporal Stability, Construct Validity, and Cross-Cultural Comparison
This study presents the adaptation to the Italian context of the Relationship Profile Test (RPT; Bornstein & Languirand), a self-report measure of Destructive Overdependence (DO), Dysfunctional Detachment (DD), and Healthy Dependency (HD). The RPT was administered to a community sample of 661 nonclinical Italian adults together with the Attachment Style Questionnaire, the Relational-Interdependent Self-Construal Scale, the Rosenberg Self-Esteem S…
Multilingual semantic distance: Automatic verbal creativity assessment in many languages
Creativity research commonly involves recruiting human raters to judge the originality of responses to divergent thinking tasks, such as the alternate uses task (AUT). These manual scoring practices have benefited the field, but they also have limitations, including labor-intensiveness and subjectivity, which can adversely impact the reliability and validity of assessments. To address these challenges, researchers are increasingly employing autom…
Creativity with 6 Degrees of Freedom: Feasibility Study of Visual Creativity Assessment in Virtual Reality
Immersive virtual reality (IVR) takes advantage of exponential growth in our technological abilities to offer an array of new forms of entertainment, learning opportunities, and even psychological interventions and assessments. The field of creativity is a driving force in both large-scale innovations and everyday progress, and imbedding creativity assessment in IVR programs has important practical implications for future research and interventio…
The smartphone as a “significant other”: Interpersonal dependency and attachment in maladaptive smartphone and social networks use
Smartphones are increasingly widespread throughout the world and, although smartphones provide various benefits, excessive and maladaptive use is often reported. Given the penetration of smartphones in the individual's daily life, it is relevant to identify the mechanisms sustaining their use, including the affective bond that the owner may develop with the device. The aim of the current study is to test a novel model to explain smartphone and So…
Dual pathways in creative writing processes
Divergent thinking and creative achievement—How strong is the link? An updated meta-analysis
sponsorship: This article was partly supported by the 2019-2022 Francqui Foundation start-up grant to Baptiste Barbot. The opinions expressed in this article are those of the authors and do not necessarily reflect the view of the funding agency. (Francqui Foundation)
Building Narratives Through Empathy: The Role of Empathy Mechanisms and Associative Thinking in Creative Writing
Empathy emerges as a pivotal skill in creative writing, yet previous studies lack an understanding of empathy's multidimensionality and specific impact of its facets on the capacity to generate narrative stories. This cross‐sectional study delved into the various cognitive and affective empathy facets—that is, perspective‐taking, online simulation, emotion contagion, proximal responsivity, and peripheral responsivity—and their contributions to cr…
Gender differences and variability in creative ability: A systematic review and meta-analysis of the greater male variability hypothesis in creativity
Adaptation and validation of the French version of empathy questionnaire in preschoolers
At preschool age, children need to develop socio‐emotional skills, including empathy, in order to adapt their response during social interactions with peers and adults in various contexts. When preschoolers face difficulties in their social interactions, it is relevant to assess their empathy in order to know whether a specific preventive intervention is needed. This study aimed to adapt and validate the French version of the Empathy Questionnair…
Gender Biases in Attributions of Creativity Across Domains
This study examined gender bias in attributions of creativity across domains, as well as whether this bias can be predicted by ascribing agentic-masculine or communal-feminine traits to gender-typed domains. Participants (N = 372) indicated how creative they believe men and women are in nine domains and how important they believe a series of agentic-masculine and communal-feminine traits to be for creativity in five of the domains. Latent differe…
Pisa 2022 Creative Thinking Assessment: Opportunities, Challenges, and Cautions
The OECD's PISA program assesses 15‐year‐old students globally in key competencies every 3 years, providing influential data on education quality and spurring policy debates. In the latest cycle, the innovation domain focused on creative thinking, assessing over 140,000 students across 60+ countries, in the largest study of adolescent creativity to date. This innovation domain included a cognitive test covering multiple creative thinking processe…
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…
“Robust” but Tiny: Methodological Influences and Inter-Individual (Un)Stability of the Serial Order Effect in Creativity
The serial order effect (SOE), i.e., the tendency for the creative quality of ideas to increase with increasing response position, has been widely documented in divergent thinking (DT) research. However, its magnitude is hardly reported, and its sensitivity to methodological effects (e.g., DT task used, scoring method) has rarely been investigated. More critically, the stability of inter-individual differences in SOE has not been investigated to …
Did students really care about creative thinking assessment in Pisa 2022?
Psychology (23 works) · Creativity in Education and Neuroscience (20 works) · Creativity (18 works) · Social Psychology (18 works) · Computer Science (9 works) · Developmental psychology (8 works) · Cognitive psychology (6 works) · Child and Adolescent Psychosocial and Emotional Development (5 works) · Clinical Psychology (5 works) · Cognitive science (4 works)