The be-creative effect in divergent thinking: The interplay of instruction and object frequency

By Boris Forthmann, Anne Gerwig, Heinz Holling, P. Çelik, M. Storme, Todd Lubart. 2016

118 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/ea4ff5dd712b3e8d1859b19f2bd0382c5489cd32

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. R. Reiter‐Palmon
2. Jiang Qiu
3. Tengbin Huo
4. Tingrui Yan
5. Rongcan Zeng
6. Li He
7. Cheng Liu
8. Boris Forthmann

In Experimental and Cognitive Psychology

1. Baptiste Barbot
2. R. Reiter‐Palmon
3. Jiang Qiu
4. Tengbin Huo
5. Tingrui Yan
6. Rongcan Zeng
7. Li He
8. Cheng Liu

Citations in the corpus

• The relation between semantic memory structure, associative abilities, and verbal and figural creativity (2020, background): “Although recent studies have examined the effect of “be fluent” or “be creative” on creativity measures (e.g., Forthmann et al., 2016; Nusbaum, Silvia, & Beaty et al., 2014 ), in this study, while emphasizing quality, we also mentioned quantity, which seem to be closer to the definition of…”
• Scoring divergent thinking tests: A review and systematic framework. (2019, background): “Very often only incomplete, nonunderstandable, or nonsensical ideas and repetitions are excluded prior to scoring (see Forthmann et al., 2016).”