Peter Organisciak
Biographic Data
| ID | 6462878 |
|---|---|
| NAME | Peter Organisciak |
| GIVEN NAMES | Peter |
| FAMILY NAME | Organisciak |
| SIGNATURE | ORGANISCIAK P |
| AFFILIATIONS | University of Denver |
| ORCID | 0000-0002-9058-2280 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Psycholinguistics of divergent thinking prompts predict the originality of elementary students’ responses
In the continued effort to identify creative talent, divergent thinking (DT) assessments are commonly employed to objectively assess aspects of individual creative ability. Despite their common usage, the selection of DT prompts remains unstandardized. This is concerning because it is unclear if all prompts can be employed equally or if certain characteristics associated with the acquisition and usage of said prompt in a given language affect the…
Investigating Lasting Effects of Real-Time Feedback on Originality and Evaluation Accuracy
Previous research has highlighted the benefits of real-time automated feedback in enhancing originality in divergent thinking tasks. In this preregistered study, we sought to replicate these findings, investigating whether improvements in creative ideation persist after feedback is discontinued, and assess the impact on evaluation accuracy. A total of 230 participants were given three divergent thinking tasks (Alternate Uses tests), with or witho…
AI‐Powered Scoring for Creative Thinking
The introduction of the PISA 2022 Creative Thinking assessment underscores the growing need for scalable, valid, and reliable methods to evaluate creativity in international large‐scale assessments. Traditional human scoring, while nuanced, is time‐consuming, costly, and subject to inconsistencies. This paper explores recent advances in artificial intelligence (AI) and natural language processing (NLP)—particularly transformer‐based large languag…
Automated feedback and creativity
Understanding elementary students’ creativity as a trade-off between originality and task appropriateness
Automated Scoring of Figural Tests of Creativity with Computer Vision
In this three‐study investigation, we applied various approaches to score drawings created in response to both Form A and Form B of the Torrance Tests of Creative Thinking‐Figural (broadly TTCT‐F) as well as the Multi‐Trial Creative Ideation task (MTCI). We focused on TTCT‐F in Study 1, and utilizing a random forest classifier, we achieved 79% and 81% accuracy for drawings only ( r = .57; .54), 80% and 85% for drawings and titles ( r = .59; .65),…
Measuring original thinking in elementary school
Performance and Perception of Creativity and Academic Achievement in Elementary School Students
Creativity can be assessed using various methods, including divergent thinking performance, self‐ratings, and teacher ratings. However, these measures may not always align, as they may not consistently identify creative potential in the same manner. The present study aimed to identify latent subgroups of students based on their observed originality, creative self‐efficacy, teacher‐rated originality, academic achievement in reading and mathematics…
Beyond semantic distance
What Makes Children's Responses to Creativity Assessments Difficult to Judge Reliably
Open‐ended verbal creativity assessments are commonly administered in psychological research and in educational practice to elementary‐aged children. Children's responses are then typically rated by teams of judges who are trained to identify original ideas, hopefully with a degree of inter‐rater agreement. Even in cases where the judges are reliable, some residual disagreement on the originality of the responses is inevitable. Here, we modeled t…
Measuring divergent thinking originality with human raters and text-mining models
Four Text‐Mining Methods for Measuring Elaboration
When individuals engage in divergent thinking, they vary on their Elaboration, or the degree to which they explain and embellish their responses. Although Elaboration has been considered relevant to creativity research for decades, its measurement has remained under‐developed. Here, we leverage technical and methodological perspectives from the text‐mining literature to posit four methods for quantifying elaboration: Unweighted Word Count, Stopli…
Is the Reliability of Objective Originality Scores Confounded by Elaboration
In recognition of the capability of text-mining models to quantify aspects of language use, some creativity researchers have adopted text-mining models as a mechanism to objectively and efficiently score the Originality of open-ended responses to verbal divergent thinking tasks. With the increasing use of text-mining models in divergent thinking research, concerns have been raised about how text-mining-based Originality estimates can be confounde…
A Fragmentizing Interface to a Large Corpus of Digitized Text
While the idea of distant reading does not rule out the possibility of close reading of the individual components of the corpus of digitized text that is being distant-read, this ceases to be the case when parts of the corpus are, for reasons relating to intellectual property, not accessible for consumption through downloading followed by close reading. Copyright restrictions on material in collections of digitized text such as the HathiTrust Dig…
Automated Scoring of Figural Tests of Creativity with Computer Vision
In this three‐study investigation, we applied various approaches to score drawings created in response to both Form A and Form B of the Torrance Tests of Creative Thinking‐Figural (broadly TTCT‐F) as well as the Multi‐Trial Creative Ideation task (MTCI). We focused on TTCT‐F in Study 1, and utilizing a random forest classifier, we achieved 79% and 81% accuracy for drawings only ( r = .57; .54), 80% and 85% for drawings and titles ( r = .59; .65),…
A Fragmentizing Interface to a Large Corpus of Digitized Text
While the idea of distant reading does not rule out the possibility of close reading of the individual components of the corpus of digitized text that is being distant-read, this ceases to be the case when parts of the corpus are, for reasons relating to intellectual property, not accessible for consumption through downloading followed by close reading. Copyright restrictions on material in collections of digitized text such as the HathiTrust Dig…
A Fragmentizing Interface to a Large Corpus of Digitized Text
While the idea of distant reading does not rule out the possibility of close reading of the individual components of the corpus of digitized text that is being distant-read, this ceases to be the case when parts of the corpus are, for reasons relating to intellectual property, not accessible for consumption through downloading followed by close reading. Copyright restrictions on material in collections of digitized text such as the HathiTrust Dig…
Is the Reliability of Objective Originality Scores Confounded by Elaboration
In recognition of the capability of text-mining models to quantify aspects of language use, some creativity researchers have adopted text-mining models as a mechanism to objectively and efficiently score the Originality of open-ended responses to verbal divergent thinking tasks. With the increasing use of text-mining models in divergent thinking research, concerns have been raised about how text-mining-based Originality estimates can be confounde…
Measuring divergent thinking originality with human raters and text-mining models
Four Text‐Mining Methods for Measuring Elaboration
When individuals engage in divergent thinking, they vary on their Elaboration, or the degree to which they explain and embellish their responses. Although Elaboration has been considered relevant to creativity research for decades, its measurement has remained under‐developed. Here, we leverage technical and methodological perspectives from the text‐mining literature to posit four methods for quantifying elaboration: Unweighted Word Count, Stopli…
Beyond semantic distance
What Makes Children's Responses to Creativity Assessments Difficult to Judge Reliably
Open‐ended verbal creativity assessments are commonly administered in psychological research and in educational practice to elementary‐aged children. Children's responses are then typically rated by teams of judges who are trained to identify original ideas, hopefully with a degree of inter‐rater agreement. Even in cases where the judges are reliable, some residual disagreement on the originality of the responses is inevitable. Here, we modeled t…
Measuring original thinking in elementary school
Performance and Perception of Creativity and Academic Achievement in Elementary School Students
Creativity can be assessed using various methods, including divergent thinking performance, self‐ratings, and teacher ratings. However, these measures may not always align, as they may not consistently identify creative potential in the same manner. The present study aimed to identify latent subgroups of students based on their observed originality, creative self‐efficacy, teacher‐rated originality, academic achievement in reading and mathematics…
Automated feedback and creativity
Understanding elementary students’ creativity as a trade-off between originality and task appropriateness
Automated Scoring of Figural Tests of Creativity with Computer Vision
In this three‐study investigation, we applied various approaches to score drawings created in response to both Form A and Form B of the Torrance Tests of Creative Thinking‐Figural (broadly TTCT‐F) as well as the Multi‐Trial Creative Ideation task (MTCI). We focused on TTCT‐F in Study 1, and utilizing a random forest classifier, we achieved 79% and 81% accuracy for drawings only ( r = .57; .54), 80% and 85% for drawings and titles ( r = .59; .65),…
Psycholinguistics of divergent thinking prompts predict the originality of elementary students’ responses
In the continued effort to identify creative talent, divergent thinking (DT) assessments are commonly employed to objectively assess aspects of individual creative ability. Despite their common usage, the selection of DT prompts remains unstandardized. This is concerning because it is unclear if all prompts can be employed equally or if certain characteristics associated with the acquisition and usage of said prompt in a given language affect the…
Investigating Lasting Effects of Real-Time Feedback on Originality and Evaluation Accuracy
Previous research has highlighted the benefits of real-time automated feedback in enhancing originality in divergent thinking tasks. In this preregistered study, we sought to replicate these findings, investigating whether improvements in creative ideation persist after feedback is discontinued, and assess the impact on evaluation accuracy. A total of 230 participants were given three divergent thinking tasks (Alternate Uses tests), with or witho…
AI‐Powered Scoring for Creative Thinking
The introduction of the PISA 2022 Creative Thinking assessment underscores the growing need for scalable, valid, and reliable methods to evaluate creativity in international large‐scale assessments. Traditional human scoring, while nuanced, is time‐consuming, costly, and subject to inconsistencies. This paper explores recent advances in artificial intelligence (AI) and natural language processing (NLP)—particularly transformer‐based large languag…
Creativity in Education and Neuroscience (11 works) · Creativity (10 works) · Psychology (9 works) · Cognitive psychology (8 works) · Social Psychology (8 works) · Originality (7 works) · Computer Science (6 works) · Artificial Intelligence (4 works) · Developmental psychology (4 works) · Divergent thinking (4 works)