Kelly Berthiaume
Biographic Data
| ID | 6639271 |
|---|---|
| NAME | Kelly Berthiaume |
| GIVEN NAMES | Kelly |
| FAMILY NAME | Berthiaume |
| SIGNATURE | BERTHIAUME K |
| AFFILIATIONS | University of North Texas |
| ORCID | 0000-0002-5285-0512 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| 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…
“My Brain Said That … ”
Despite decades of research, the creative process remains to be fully understood, and most theories and empirical evidence focus on adults’ creativity. Without understanding children’s creative processes, the generalizability of these theories is questionable, which is crucial for teaching, learning, and parenting. However, studying children’s creative processes is challenging because of their still-developing meta-cognition, which is an essentia…
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…
A Longitudinal Investigation Into Marital Quality as a Mediator Linking Childhood Abuse to Affective Symptoms
It appears that childhood abuse impacts the quality of adults' marriages, which may have significant implications for both positive and negative aspects of adult mental health. Marriages may be an important factor in understanding mental health in midlife and older adults among adults who were abused. Interventions should target the quality of adult marriages, and focusing on marital support, strain, and disagreement may be particularly effective
A Longitudinal Investigation Into Marital Quality as a Mediator Linking Childhood Abuse to Affective Symptoms
It appears that childhood abuse impacts the quality of adults' marriages, which may have significant implications for both positive and negative aspects of adult mental health. Marriages may be an important factor in understanding mental health in midlife and older adults among adults who were abused. Interventions should target the quality of adult marriages, and focusing on marital support, strain, and disagreement may be particularly effective
A Longitudinal Investigation Into Marital Quality as a Mediator Linking Childhood Abuse to Affective Symptoms
It appears that childhood abuse impacts the quality of adults' marriages, which may have significant implications for both positive and negative aspects of adult mental health. Marriages may be an important factor in understanding mental health in midlife and older adults among adults who were abused. Interventions should target the quality of adult marriages, and focusing on marital support, strain, and disagreement may be particularly effective
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…
“My Brain Said That … ”
Despite decades of research, the creative process remains to be fully understood, and most theories and empirical evidence focus on adults’ creativity. Without understanding children’s creative processes, the generalizability of these theories is questionable, which is crucial for teaching, learning, and parenting. However, studying children’s creative processes is challenging because of their still-developing meta-cognition, which is an essentia…
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…
Creativity in Education and Neuroscience (5 works) · Developmental psychology (5 works) · Psychology (5 works) · Cognitive psychology (3 works) · Creativity (3 works) · Mathematics education (3 works) · Originality (3 works) · Social Psychology (3 works) · Artificial Intelligence (2 works) · Computer Science (2 works)