On the Conceptual Overlap between the Fluency Contamination Effect in Divergent Thinking Scores and the Chance View on Scientific Creativity
Bibliographic Data
| ID | 21345416 |
|---|---|
| Authors | Boris Forthmann (0000-0001-9755-7304, University of Münster, corresponding author), Carsten Szardenings (0000-0002-1650-2705, TU Dortmund University), Dominique Dumas (0000-0002-8446-4720, University of Denver) |
| Year | 2021 |
| Volume | 55 |
| Issue | 1 |
| Pages | 268-275 |
| Publication date | 2021-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Creative Behavior (JOURNAL) |
| Journal identifiers | ISSN: 0022-0175 • E-ISSN: 2162-6057 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jocb.445 |
| OpenAlex | W3015574168 |
| Language | EN |
| Citations received | 10 |
| References cited | 14 |
The equal odds baseline is a parsimonious model that describes the relationship between quantity and quality of output in scientific creativity. Specifically, it is posited that quality is a linear function of quantity, and therefore, strong positive correlations between these two variables are expected. Strong positive correlations also play a crucial role in a recurring issue in divergent thinking research: the fluency contamination effect. This effect refers to the problem that any other summative scoring of divergent thinking tests such as the number of original responses (i.e., quality of responses) is confounded by fluency (i.e., quantity of responses). The current work sheds further light into the conceptual overlap between the equal odds baseline, and the fluency contamination effect by demonstrating that a recent formalization of the fluency contamination effect can be used to derive the equal odds baseline. This result is then utilized within a structural equation modeling approach with simulated datasets to thoroughly examine the equal odds baseline. The findings of the structural equation modeling approach are discussed with respect to their potential to better understand the relationship between quantity and quality of productions in creativity research
Baseline (sea) · Cognitive psychology · Creativity · Divergent thinking · Epistemology · Fluency · Formative assessment · Logistic regression · Mathematics education · Odds · Quality (philosophy) · Statistics · Structural equation modeling · Summative assessment · Aesthetic Perception and Analysis · Cognitive Science and Mapping · Creativity in Education and Neuroscience · Mathematics · Psychology · Social Psychology
Four Text‐Mining Methods for Measuring Elaboration
Does the Task Structure Impact the Fluency Confound in Divergent Thinking? An Investigation with TTCT-Figural
Investigating the Validity Evidence of Automated Scoring Methods for Divergent Thinking Assessments
Disentangling Quantity and Quality in the Assessment of Creative Productions
Strict Equal Odds
Assessing the Robustness of the Factor Structure of TTCT-Figural
A Study on Psychometric Properties of Creativity Indices
Reach for the stars
Investigating the quantity–quality relationship in scientific creativity
Investigation of Response Aggregation Methods in Divergent Thinking Assessments
Creativity in Science
Creative productivity
Assessing creativity with divergent thinking tasks
Quantifying the evolution of individual scientific impact
Understanding the confounding effect of fluency in divergent thinking scores
Testing equal odds in creativity research
The dual pathway to creativity model
| Unique citing works | 10 |
|---|---|
| Citations per year | 1.67 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |