convergent thinking – education; creativity development; divergent thinking; Montessori; Education; Developmental and Educational Psychology; Visual Arts and Performing Arts
Résumé :
[en] Creative thinking is critical to overcome many daily life situations. As such, there has been a growing interest on how creative thinking develops during childhood. However, little is known about the underlying mechanisms driving its development. Indeed, almost all research has focused on divergent thinking, leaving aside convergent thinking, and did not thoroughly investigate how internal and/or external factors influence their development. Here, 222 children aged from 4 to 12 years old attending either a Montessori or a traditional school performed drawing-based convergent and divergent standardized tasks. In addition, a subset of 41 children were tested using similar tasks for a second session 3 years apart. The results revealed dynamic developmental stages of convergent and divergent thinking. More specifically, a loss of divergent thinking was counterbalanced by a gain of convergent thinking, especially during the fourth-grade slump (8–10 years old). Although Montessori-schooled children showed overall higher creative abilities than traditionally schooled children, no differences were observed in the developmental trajectories of convergent and divergent thinking between the two pedagogies. This suggests that progress and decrease in creative thinking may be mostly due to internal factors such as brain maturation factors than external factors such as peer pressure.
Disciplines :
Psychologie cognitive & théorique
Auteur, co-auteur :
Eon Duval, Philippe; Department of Diagnostic and Interventional Radiology, Lausanne University Hospital (CHUV) and University of Lausanne (UNIL), Lausanne, Switzerland
Frick, Aurélien ; Université de Liège - ULiège > Département des sciences cliniques
Denervaud, Solange ; Department of Diagnostic and Interventional Radiology, Lausanne University Hospital (CHUV) and University of Lausanne (UNIL), Lausanne, Switzerland
Langue du document :
Anglais
Titre :
Divergent and Convergent Thinking across the Schoolyears: A Dynamic Perspective on Creativity Development
SNF - Schweizerische Nationalfonds zur Förderung der wissenschaftlichen Forschung
Subventionnement (détails) :
We are grateful to the children and parents who partook in this study. We thank Morgane Budry, Diane Gervaise, Julien Fedrizzi, Claire Batilotti, Marion Décaillet, Coline Grasset, and Amie Chiron for helping with data collection. Imaging was supported in part by the Centre d'Imagerie Biomédicale (CIBM) of the Université de Lausanne (UNIL), Université de Genève (UNIGE), Hôpitaux Universitaires de Genève (HUG), Centre Hospitalier Universitaire Vaudois (CHUV), Ecole Polytechnique Fédérale de Lausanne (EPFL), and the Leenaards and Jeantet Foundations. This research was financially supported by the National Center of Competence in Research in (NCCR) Affective sciences; by the Swiss National Science Foundation (n° 51NF40‐104897); by the Boninchi Foundation; by the Fondation Eden in Geneva; by The Société Académique Vaudoise; and by The Prepared Adult Initiative.
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