Part II - The Development of Creativity

Amabile, T. M., & Gitomer, J. (1984). Children’s artistic creativity effects of choice in task materials. Personality and Social Psychology Bulletin, 10(2), 209–215. doi:10.1177/0146167284102006CrossRefGoogle Scholar

Anastasi, A., & Schaefer, C. E. (1971). The Franck Drawing Completion Test as a measure of creativity. Journal of Genetic Psychology, 119, 3–12. doi:10.1080/00221325.1971.10532620CrossRefGoogle ScholarPubMed

Anderson, A., & Yates, G. C. R. (1999). Clay modelling and social modelling: Effects of interactive teaching on young children’s creative artmaking. Educational Psychology, 19(4), 463–469. doi:10.1080/0144341990190406CrossRefGoogle Scholar

Baer, J. (2011). How divergent thinking tests mislead us: Are the Torrance Tests still relevant in the 21st century? The Division 10 debate. Psychology Of Aesthetics, Creativity, and the Arts, 5(4), 309–313. doi:10.1037/a0025210CrossRefGoogle Scholar

Barnett, L. A. (1990). Playfulness: Definition, design, and measurement. Play & Culture, 3(4), 319–336.Google Scholar

Barnett, L. A., & Kleiber, D. A. (1982). Concomitants of playfulness in early childhood: Cognitive abilities and gender. The Journal of Genetic Psychology: Research and Theory on Human Development, 141(1), 115–127. doi:10.1080/00221325.1982.1053CrossRefGoogle Scholar

Beck, S. R., Apperly, I. A., Chappell, J., Guthrie, C., & Cutting, N. (2011). Making tools isn’t child’s play. Cognition, 119(2), 301–306. doi:10.1016/j.cognition.2011.01.003CrossRefGoogle ScholarPubMed

Beck, S. R., Cutting, N., Apperly, I. A., Demery, Z., Iliffe, L., Rishi, S., & Chappell, J. (2014). Is tool-making knowledge robust over time and across problems? Frontiers in Psychology, 5. doi:10.3389/fpsyg.2014.01395CrossRefGoogle ScholarPubMed

Beck, S. R., Robinson, E. J., Carroll, D. J., & Apperly, I. A. (2006). Children’s thinking about counterfactuals and future hypotheticals as possibilities. Child Development, 77(2), 413–426. doi:10.1111/j.1467-8624.2006.00879.xCrossRefGoogle ScholarPubMed

Bijvoet-van den Berg, S., & Hoicka, E. (2014). Individual differences and age-related changes in divergent thinking in toddlers and preschoolers. Developmental Psychology, 50(6), 1629–1639. doi:10.1037/a0036131CrossRefGoogle ScholarPubMed

Biller, H. B., Singer, D. L., & Fullerton, M. (1969). Sex-role development and creative potential in kindergarten-age boys. Developmental Psychology, 1(3), 291–296. doi:10.1037/h0027326CrossRefGoogle Scholar

Bomba, A. K., & MoranIII, J. D. (1988). The relationship of selected temperament characteristics to creative potential in preschool children. Early Child Development and Care, 41, 225–230. doi:10.1080/0300443880410117CrossRefGoogle Scholar

Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120(3), 322–330. doi:10.1016/j.cognition.2010.10.001CrossRefGoogle ScholarPubMed

Bonawitz, E. B., van Schijndel, T. J. P., Friel, D., & Schulz, L. (2012). Children balance theories and evidence in exploration, explanation, and learning. Cognitive Psychology, 64(4), 215–234. doi:10.1016/j.cogpsych.2011.12.002CrossRefGoogle Scholar

Broberg, G. C., & Moran, J. D. (1988). Creative potential and conceptual tempo in preschool children. Creativity Research Journal, 1, 115–121. doi:10.1080/10400418809534293CrossRefGoogle Scholar

Buss, A., & Plomin, R. (1984). Temperament: Early developing personality traits. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar

Butler, L. P., & Markman, E. M. (2012). Preschoolers use intentional and pedagogical cues to guide inductive inferences and exploration. Child Development, 83(4), 1416–1428. doi:10.1111/j.1467-8624.2012.01775.xCrossRefGoogle ScholarPubMed

Carr, K., Kendal, R. L., & Flynn, E. G. (2016). Eureka!: What is innovation, how does it develop, and who does it? Child Development, 87(5), 1505–1519. doi:10.1111/cdev.12549CrossRefGoogle Scholar

Christie, J. F. (1983). The effects of play tutoring on young children’s cognitive performance. The Journal of Educational Research, 76(6), 326–330. doi:10.1080/00220671.1983.10885477CrossRefGoogle Scholar

Cleland, F. E., & Gallahue, D. L. (1993). Young children’s divergent movement ability. Perceptual and Motor Skills, 77(2), 535–544. doi:10.2466/pms.1993.77.2.535CrossRefGoogle ScholarPubMed

Cliatt, M. J., Shaw, J. M., & Sherwood, J. M. (1980). Effects of training on the divergent-thinking abilities of kindergarten children. Child Development, 51(4), 1061–1064. doi:10.2307/1129544CrossRefGoogle Scholar

Cook, C., Goodman, N. D., & Schulz, L. E. (2011). Where science starts: Spontaneous experiments in preschoolers’ exploratory play. Cognition, 120(3), 341–349. doi:10.1016/j.cognition.2011.03.003CrossRefGoogle ScholarPubMed

Cramond, B., Matthews-Morgan, J., Bandalos, D., & Zuo, L. (2005). A report on the 40-year follow-up of the Torrance Tests of Creative Thinking: Alive and well in the new millennium. Gifted Child Quarterly, 49(4), 283–291. doi:10.1177/001698620504900402CrossRefGoogle Scholar

Cutting, N., Apperly, I. A., & Beck, S. R. (2011). Why do children lack the flexibility to innovate tools? Journal of Experimental Child Psychology, 109(4), 497–511. doi:10.1016/j.jecp.2011.02.012CrossRefGoogle ScholarPubMed

Cutting, N., Apperly, I. A., Chappell, J., & Beck, S. R. (2014). The puzzling difficulty of tool innovation: Why can’t children piece their knowledge together? Journal of Experimental Child Psychology, 125, 110–117. doi:10.1016/j.jecp.2013.11.010CrossRefGoogle ScholarPubMed

Dansky, J. L., & Silverman, I. W. (1973). Effects of play on associative fluency in preschool-aged children. Developmental Psychology, 9(1), 38–43. doi:10.1037/h0035076CrossRefGoogle Scholar

Dansky, J. L., & Silverman, I. W. (1975). Play: A general facilitator of associative fluency. Developmental Psychology, 11(1), 104. doi:10.1037/h0076108CrossRefGoogle Scholar

Diener, M. L., Wright, C., Brehl, B., & Black, T. (2016). Socioemotional correlates of creative potential in preschool age children: Thinking beyond student academic assessments. Creativity Research Journal, 28(4), 450–457. doi:10.1080/10400419.2016.1229975CrossRefGoogle Scholar

Dziedziewicz, D., Oledzka, D., & Karwowski, M. (2013). Developing 4- to 6-year-old children’s figural creativity using a doodle-book program. Thinking Skills and Creativity, 9, 85–95. doi:10.1016/j.tsc.2012.09.004CrossRefGoogle Scholar

Evans, N. S., Hopkins, E. J., Schlesinger, M. A., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). The Development of creativity: A review and critique [Unpublished master’s thesis]. Temple University.Google Scholar

Fehr, K. K., & Russ, S. W. (2016). Pretend play and creativity in preschool-age children: Associations and brief intervention. Psychology of Aesthetics, Creativity, and the Arts, 10(3), 296–308. doi:10.1037/aca0000054CrossRefGoogle Scholar

FitzGibbon, L., Moll, H., Carboni, J., Lee, R., & Dehghani, M. (2019). Counterfactual curiosity in preschool children. Journal of Experimental Child Psychology, 183, 146–157. doi:10.1016/j.jecp.2018.11.022CrossRefGoogle ScholarPubMed

Fuqua, R. W., Bartsch, T. W., & Phye, G. D. (1975). An investigation of the relationship between cognitive tempo and creativity in preschool-age children. Child Development, 46(3), 779–782. doi:10.2307/1128579CrossRefGoogle Scholar

Garaigordobil, M., & Berrueco, L. (2011). Effects of a play program on creative thinking of preschool children. The Spanish Journal of Psychology, 14(2), 608–618. doi:10.5209/rev_SJOP.2011.v14.n2.9CrossRefGoogle ScholarPubMed

Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. New York: Basic Books. Retrieved from http://search.ebscohost.com.libproxy.temple.edu/login.aspx?direct=true&db=psyh&AN=1993-98149-000&site=ehost-live&scope=siteGoogle Scholar

Glăveanu, V. P. (2011). Children and creativity: A most (un)likely pair? Thinking Skills and Creativity, 6(2), 122–131. doi:10.1016/j.tsc.2011.03.002CrossRefGoogle Scholar

Gopnik, A., & Wellman, H. M. (2012). Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory theory. Psychological Bulletin, 138(6), 1085–1108. doi:10.1037/a0028044CrossRefGoogle ScholarPubMed

Guajardo, N. R., & Turley-Ames, K. J. (2004). Preschoolers’ generation of different types of counterfactual statements and theory of mind understanding. Cognitive Development, 19, 53–80. doi:10.1016/j.cogdev.2003.09.002CrossRefGoogle Scholar

Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444–454. doi:10.1037/h0063487CrossRefGoogle ScholarPubMed

Hanus, D., Mendes, N., Tennie, C., & Call, J. (2011). Comparing the performances of apes (Gorilla gorilla, Pan troglodytes, Pongo pygmaeus) and human children (Homo sapiens) in the floating peanut task. PLOS One, 6(6), e19555. doi:10.1371/journal.pone.0019555CrossRefGoogle ScholarPubMed

Harris, P. L., Koenig, M. A., Corriveau, K. H., & Jaswal, V. K. (2018). Cognitive foundations of learning from testimony. Annual Review of Psychology, 69, 251–273. doi:10.1146/annurev-psych-122216-011710CrossRefGoogle ScholarPubMed

Hassinger-Das, B., & Hirsh-Pasek, K. (2018). Appetite for knowledge: Curiosity and children’s academic achievement. Pediatric Research, 84(3), 323–324. doi:10.1038/s41390–018-0099-4CrossRefGoogle ScholarPubMed

Hassinger-Das, B., Toub, T. S., Zosh, J. M., Michnick, J., Golinkoff, R., & Hirsh-Pasek, K. (2017). More than just fun: A place for games in playful learning. Journal for the Study of Education and Development, 40(2), 191–218. doi:10.1080/02103702.2017.129268CrossRefGoogle Scholar

Holmes, R. M., Gardner, B., Kohm, K., Bant, C., Ciminello, A., Moedt, K., & Romeo, L. (2019). The relationship between young children’s language abilities, creativity, play, and storytelling. Early Child Development and Care, 189(2), 244–254. doi:10.1080/03004430.2017.1314274CrossRefGoogle Scholar

Holmes, R. M., & Romeo, L. (2013). Gender, play, language, and creativity in preschoolers. Early Child Development and Care, 183(11), 1531–1543. doi:10.1080/03004430.2012.733381CrossRefGoogle Scholar

Holmes, R. M., Romeo, L., Ciraola, S., & Grushko, M. (2015). The relationship between creativity, social play, and children’s language abilities. Early Child Development and Care, 185(7), 1180–1197. doi:10.1080/03004430.2014.983916CrossRefGoogle Scholar

Hui, A. N. N., He, M. W. J., & Ye, S. S. (2015). Arts education and creativity enhancement in young children in Hong Kong. Educational Psychology, 35(3), 315–327. doi:10.1080/01443410.2013.875518CrossRefGoogle Scholar

IBM. (2010, May 18). IBM 2010 Global CEO study: Creativity selected as most crucial factor for future success [Press release]. Retrieved from www-03.ibm.com/press/us/en/pressrelease/31670.wss#releaseGoogle Scholar

Kemple, K. M., David, G. M., & Wang, Y. (1996). Preschoolers’ creativity, shyness, and self-esteem. Creativity Research Journal, 9(4), 317–326. doi:10.1207/s15326934crj0904pass:3CrossRefGoogle Scholar

Kim, K. H. (2011). The creativity crisis: The decrease in creative thinking scores on the Torrance Tests of Creative Thinking. Creativity Research Journal, 23(4), 285–295. doi:10.1080/10400419.2011.627805CrossRefGoogle Scholar

Legare, C. H. (2012). Exploring explanation: Explaining inconsistent evidence informs exploratory, hypothesis-testing behavior in young children. Child Development, 83(1), 173–185. doi:10.1111/j.1467-8624.2011.01691.xCrossRefGoogle ScholarPubMed

Lieberman, J. N. (1965). The relationship between playfulness and divergent thinking at the kindergarten level. Journal of Genetic Psychology, 107, 219–224.CrossRefGoogle Scholar

Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1–34. doi:10.1037/a0029321CrossRefGoogle Scholar

Lloyd, B., & Howe, N. (2003). Solitary play and convergent and divergent thinking skills in preschool children. Early Childhood Research Quarterly, 18(1), 22–41. doi:10.1016/S0885-2006(03)00004-8CrossRefGoogle Scholar

Loewenstein, G. (1994). The psychology of curiosity: A review and reinterpretation. Psychological Bulletin, 116(1), 75–98. doi:10.1037/0033-2909.116.1.75CrossRefGoogle Scholar

Lucas, B. (2016). A five-dimensional model of creativity and its assessment in schools. Applied Measurement in Education, 29(4), 278–290. doi:10.1080/08957347.2016.1209206CrossRefGoogle Scholar

Jirout, J. (2016). Curiosity. In Couchenour, D. & Chrismen, J. (Eds.), Encyclopedia of contemporary early childhood education. Thousand Oaks, CA: SAGE.Google Scholar

Jirout, J., & Klahr, D. (2012). Children’s scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32(2), 125–160. doi:10.1016/j.dr.2012.04.002CrossRefGoogle Scholar

Kaugars, A. S., & Russ, S. W. (2009). Assessing preschool children’s pretend play: Preliminary validation of the Affect in Play Scale – Preschool version. Early Education and Development, 20(5), 733–755. doi:10.1080/10409280802545388CrossRefGoogle Scholar

Kemple, K. M., David, G. M., & Wang, Y. (1996). Preschoolers’ creativity, shyness, and self-esteem. Creativity Research Journal, 9(4), 317–326. doi:10.1207/s15326934crj0904pass:[_]3CrossRefGoogle Scholar

Khatena, J. (1971). Teaching disadvantaged preschool children to think creatively with pictures. Journal of Educational Psychology, 62(5), 384–386. doi:10.1037/h0031634CrossRefGoogle ScholarPubMed

Kidd, C., & Hayden, B. Y. (2015). The psychology and neuroscience of curiosity. Neuron, 88, 449–460. doi:10.1016/j.neuron.2015.09.010CrossRefGoogle Scholar

Manosevttz, M., Fling, S., & Prentice, N. M. (1977). Imaginary companions in young children: Relationships with intelligence, creativity and waiting ability. Journal of Child Psychology and Psychiatry, 18(1), 73–78. doi:10.1111/j.1469-7610.1977.tb00418.xCrossRefGoogle Scholar

Martin, R. (1984). The Temperament Assessment Battery interim manual. Athens, GA: Developmental Metrics.Google Scholar

Mottweiler, C. M., & Taylor, M. (2014). Elaborated role play and creativity in preschool age children. Psychology of Aesthetics, Creativity, and the Arts, 8(3), 277–286. doi:10.1037/a0036083CrossRefGoogle Scholar

Neldner, K., Mushin, I., & Nielsen, M. (2017). Young children’s tool innovation across culture: Affordance visibility matters. Cognition, 168, 335–343. doi:10.1016/j.cognition.2017.07.015CrossRefGoogle ScholarPubMed

Nielsen, M. (2013). Young children’s imitative and innovative behaviour on the floating object task. Infant and Child Development, 22(1), 44–52. doi:10.1002/icd.1765CrossRefGoogle Scholar

Nielsen, M., Tomaselli, K., Mushin, I., & Whiten, A. (2014). Exploring tool innovation: A comparison of Western and Bushman children. Journal of Experimental Child Psychology, 126, 384–394. doi:10.1016/j.jecp.2014.05.008CrossRefGoogle Scholar

Paguio, L. P., & Hollett, N. (1991). Temperament and creativity of preschoolers. Journal of Social Behavior and Personality, 6(4), 975–982.Google Scholar

Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83–96. doi:10.1207/s15326985ep3902_1CrossRefGoogle Scholar

Reindl, E., & Tennie, C. (2018). Young children fail to generate an additive ratchet effect in an open-ended construction task. PLOS One, 13(6).CrossRefGoogle Scholar

Rhodes, M. (1961). An analysis of creativity. The Phi Delta Kappan, 42(7), 305–310. Retrieved from www.jstor.org/stable/20342603Google Scholar

Rubin, K. H., & Mills, R. S. L. (1988). The many faces of social isolation in childhood. Journal of Consulting and Clinical Psychology, 6, 916–924.CrossRefGoogle Scholar

Runco, M. A., & Acar, S. (2012). Divergent thinking as an indicator of creative potential. Creativity Research Journal, 24(1), 66–75. doi:10.1080/10400419.2012.652929CrossRefGoogle Scholar

Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. doi:10.1080/10400419.2012.650092CrossRefGoogle Scholar

Russ, S. W., & Wallace, C. E. (2013). Pretend play and creative processes. American Journal of Play, 6(1), 136–148.Google Scholar

Said-Metwaly, S., Van den Noortgate, W., & Kyndt, E. (2017). Approaches to measuring creativity: A systematic literature review. Creativity. Theories–Research–Applications, 4(2), 238–275. doi:10.1515/ctra-2017-0013CrossRefGoogle Scholar

Schaefer, E., & Edgerton, M. (1978). A method and a model for describing competence and adjustment: A preschool version of the Classroom Behavior Inventory [Paper presentation]. American Psychological Association Annual Meeting, Toronto, Canada. (ERIC Document Reproduction Service No. ED 183 262)Google Scholar

Schulz, L. E., & Bonawitz, E. B. (2007). Serious fun: Preschoolers engage in more exploratory play when evidence is confounded. Developmental Psychology, 43(4), 1045–1050. doi:10.1037/0012-1649.43.4.1045CrossRefGoogle ScholarPubMed

Shah, P. E., Weeks, H. M., Richards, B., & Kaciroti, N. (2018). Early childhood curiosity and kindergarten reading and math academic achievement. Pediatric Research, 84(3), 380–386. doi:10.1038/s41390-018-0039-3CrossRefGoogle ScholarPubMed

Silvia, P. J., Beaty, R. E., & Nusbaum, E. C. (2013). Verbal fluency and creativity: General and specific contributions of broad retrieval ability (Gr) factors to divergent thinking. Intelligence, 41(5), 328–340. doi:10.1016/j.intell.2013.05.004CrossRefGoogle Scholar

Sim, Z., & Xu, F. (2014) Acquiring inductive constraints from self-generated evidence. In Miyake, N., Peebles, D., & Cooper, R. P. (Eds.), Proceedings of the 36th Annual Meeting of the Cognitive Science Society. Austin, TX: Cognitive Science Society.Google Scholar

Simons, D. J., Boot, W. R., Charness, N., Gathercole, S. E., Chabris, C. F., Hambrick, D. Z., & Stine-Morrow, E. A. L. (2016). Do “brain-training” programs work? Psychological Science in the Public Interest, 17(3), 103–186. doi:10.1177/1529100616661983CrossRefGoogle ScholarPubMed

Smogorzewska, J. (2012). Storyline and Associations Pyramid as methods of creativity enhancement: Comparison of effectiveness in 5-year-old children. Thinking Skills and Creativity, 7(1), 28–37. doi:10.1016/j.tsc.2011.12.003CrossRefGoogle Scholar

Smogorzewska, J. (2014). Developing children’s language creativity through telling stories – An experimental study. Thinking Skills and Creativity, 13, 20–31. doi:10.1016/j.tsc.2014.02.005CrossRefGoogle Scholar

Subbotsky, E., Hysted, C., & Jones, N. (2010). Watching films with magical content facilitates creativity in children. Perceptual and Motor Skills, 111(1), 261–277. doi:10.2466/04.09.11.PMS.111.4.261-277CrossRefGoogle ScholarPubMed

Suddendorf, T., & Fletcher-Flinn, C. M. (1999). Children’s divergent thinking improves when they understand false beliefs. Creativity Research Journal, 12(2), 115–128. doi:10.1207/s15326934crj1202_4CrossRefGoogle Scholar

Torrance, E. P. (1960). Assessing the creative thinking abilities of children. Minneapolis, MN: University of Minnesota Press.Google Scholar

Torrance, E. P. (1972). Predictive validity of the Torrance Tests of Creative Thinking. Journal of Creative Behavior, 6, 236–252.CrossRefGoogle Scholar

Torrance, E. P. (1981). Thinking creatively in action and movement. Bensenville, IL: Scholastic Testing Service.Google Scholar

Trevlas, E., Matsouka, O., & Zachopoulou, E. (2003). Relationship between playfulness and motor creativity in preschool children. Early Child Development and Care, 173(5), 535–543. doi:10.1080/0300443032000070482CrossRefGoogle Scholar

van Schijndel, T. J. P., & Raijmakers, M. E. J. (2016). Parent explanation and preschoolers’ exploratory behavior and learning in a shadow exhibition. Science Education, 100(1), 153–178. doi:10.1002/sce.21193CrossRefGoogle Scholar

Voigt, B., Pauen, S., & Bechtel-Kuehne, S. (2019). Getting the mouse out of the box: Tool innovation in preschoolers. Journal of Experimental Child Psychology, 184, 65–81. doi:10.1016/j.jecp.2019.03.005CrossRefGoogle ScholarPubMed

Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian & East European Psychology, 42(1), 7–97. doi:10.1080/10610405.2004.11059210CrossRefGoogle Scholar

Wallach, M., & Kogan, N. (1965). Modes of thinking in young children. New York: Holt, Rinehart and Winston.Google Scholar

Weisberg, D. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7(2), 104–112. doi:10.1111/mbe.12015CrossRefGoogle Scholar

Yeh, Y. C., & Li, M. L. (2008). Age, emotion regulation strategies, temperament, creative drama, and preschoolers’ creativity. The Journal of Creative Behavior, 42(2), 131–149. doi:10.1002/j.2162-6057.2008.tb01291.xCrossRefGoogle Scholar

Zachopoulou, E., Makri, A., & Pollatou, E. (2009). Evaluation of children’s creativity: Psychometric properties of Torrance’s “Thinking Creatively in Action and Movement” test. Early Child Development and Care, 179(3), 317–328. doi:10.1080/03004430601078669CrossRefGoogle Scholar

Zachopoulou, E., Trevlas, E., & Konstadinidou, E. (2006). The design and implementation of a physical education program to promote children’s creativity in the early years. International Journal of Early Years Education, 14(3), 279–294. doi:10.1080/09669760600880043CrossRefGoogle Scholar

Zosh, J. M., Hirsh-Pasek, K., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., … Whitebread, D. (2018). Accessing the inaccessible: Redefining play as a spectrum. Frontiers in Psychology, 9, 1124. doi:10.3389/fpsyg.2018.01124CrossRefGoogle ScholarPubMed

Baer, J. (2016). Creativity doesn’t develop in a vacuum. New Directions for Child and Adolescent Development, 151, 9–20. doi:10.1002/cad.20151CrossRefGoogle Scholar

Barbot, B. (2019). Measuring creativity change and development. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 203–210. doi:10.1037/aca0000232CrossRefGoogle Scholar

Barbot, B., Lubart, T. I., & Besançon, M. (2016). “Peaks, slumps, and bumps”: Individual differences in the development of creativity in children and adolescents. In Barbot, B. (Ed.), Perspectives on creativity development: New directions for child and adolescent development, 151, 33–45. doi:10.1002/cadGoogle Scholar

Beaty, R. E., Benedek, M., Silvia, P., & Schacter, D. (2016). Creative cognition and brain network dynamics. Trends in Cognitive Sciences, 20, 87–95. doi:10.1016/j.tics.2015.10.004CrossRefGoogle ScholarPubMed

Beghetto, R. A., & Dilley, A. E. (2016). Creative aspirations or pipe dreams? Toward understanding creative mortification in children and adolescents. New Directions for Child and Adolescent Development, 2016(151), 85–95. doi:10.1002/cad.20150CrossRefGoogle ScholarPubMed

Charles, R. E., & Runco, M. A. (2001). Developmental trends in the evaluative and divergent thinking of children. Creativity Research Journal, 13(3 & 4), 417–437. doi:10.1207/s15326934crj1334_19CrossRefGoogle Scholar

Chessa, D., Lis, A., di Riso, D., Delvecchio, E., Russ, S., & Dillon, J. (2013) A cross-cultural comparison of pretend play in US and Italian children. Journal of Cross-Cultural Psychology, 44 , 640–656. doi:10.1177/0022022112461853CrossRefGoogle Scholar

Claxton, A. F., Pannells, T. C., & Rhoads, P. A. (2005). Developmental trends in the creativity of school-age children. Creativity Research Journal, 17(4), 327–335. doi:10.1207/s15326934crj1704_4CrossRefGoogle Scholar

Dietrich, A., & Kanso, R. (2010). A review of EEG, ERP, and neuroimaging studies of creativity and insight. Psychological Bulletin, 136(5), 822–848. doi:10.1037/a0019749CrossRefGoogle ScholarPubMed

Gaskins, S., Haight, W., & Lancy, D. (2007). The cultural construction of play. In Göncü, A. & Gaskins, S., (Eds.), Play and development (pp. 179–202). New York: Taylor & Francis.Google Scholar

Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454. doi:10.1037/h0063487CrossRefGoogle ScholarPubMed

Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.Google Scholar

Guilford, J. P. (1968). Intelligence, creativity, and their educational implications. San Diego, CA: Robert R. Knapp.Google Scholar

Hoffmann, J., & Russ, S. (2016). Fostering pretend play skills and creativity in elementary school girls: A group play intervention. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 114–125. doi:10.1037/aca0000039CrossRefGoogle Scholar

Jastrzebska, D., & Limont, W. (2017). Not only jumps, slumps, but also mini plateau. Creative potential assessed by the Test for Creative Thinking–Drawing Production. A cross-sectional study of Polish students aged from 7 to 18. Creativity Research Journal, 29(3), 337–342. doi:10.1080/10400419.2017.1360060CrossRefGoogle Scholar

Kim, K. H. (2011). The creativity crisis: The decrease in creative thinking scores on the Torrance Tests of Creative Thinking. Creativity Research Journal, 23(4), 285–295. doi:10.1080/10400419.2011.627805CrossRefGoogle Scholar

Kohlberg, L. (1987). The development of moral judgment and moral action. In Kohlberg, L. (Ed.), Child psychology and childhood education: A cognitive developmental view. New York: Longman.Google Scholar

Koster, M., Yovsi, R., & Kartner, J. (2020). Cross-cultural differences in the generation of novel ideas in middle childhood. Frontiers in Psychology, 11. doi:10.3389/fpsyg.2020.01829CrossRefGoogle ScholarPubMed

Lau, S., & Cheung, P. C. (2010). Developmental trends of creativity: What twists of turn do boys and girls take at different grades? Creativity Research Journal, 22(3), 329–336. doi:10.1080/10400419.2010.503543CrossRefGoogle Scholar

Lee, A., & Russ, S. (2018) Pretend play, divergent thinking, and self-perceptions of creativity: A longitudinal study. International Journal of Creativity and Problem Solving, 28(1), 73–88.Google Scholar

McCrae, R. R., Arenberg, D., & Costa, P. T. (1987). Declines in divergent thinking with age: Cross-sectional, longitudinal, and cross-sequential analyses. Psychology and Aging, 2(2), 130–137. doi:10.1037/0882-7974.2.2.130CrossRefGoogle ScholarPubMed

McCrae, R. R., & Costa, P. T. (1987). Validation of the five-factor model across instruments and observers. Journal of Personality and Social Psychology, 52 , 81–90. doi:10.1037/0022-3514.52.1.81CrossRefGoogle ScholarPubMed

Mednick, S. (1962). The associative basis of the creative process. Psychological Review, 69, 220–232. doi:10.1037/h0048850CrossRefGoogle ScholarPubMed

Moore, M., & Russ, S. (2008). Follow-up of a pretend play intervention: Effects on play, creativity, and emotional processes in children. Creativity Research Journal, 20, 427–436. doi:10.1080/10400410802391892CrossRefGoogle Scholar

Piaget, J. (1962). Play, dreams, and imitation in childhood. New York: Norton.Google Scholar

Plucker, J. (1999). Is the proof really in the pudding? Reanalysis of Torrance’s longitudinal data. Creativity Research Journal, 12, 103–114. doi:10.1207/s15326934crj1202_3CrossRefGoogle Scholar

Runco, M. A. (1999). A longitudinal study of exceptional giftedness and creativity. Creativity Research Journal, 12(2), 161–164. doi:10.1207/s15326934crj1202_8CrossRefGoogle Scholar

Runco, M. A. (2007). Creativity. San Diego, CA: Elsevier.Google Scholar

Runco, M. A. (2016). Commentary: Overview of developmental perspectives on creativity and the realization of potential. In Barbot, B. (Ed.), Perspectives on creativity development: New directions for child and adolescent development, 151, 97–109. doi:10.1002/cad.20145Google Scholar

Runco, M. A., Millar, G., Acar, S., & Cramond, B. (2011). Torrance tests of creative thinking as predictors of personal and public achievement: A fifty-year follow-up. Creativity Research Journal, 22, 361–368. doi:10.1080/10400419.2010.523393CrossRefGoogle Scholar

Russ, S. W. (1993). Affect and creativity: The role of affect and play in the creative process. Mahwah, NJ: Lawrence Erlbaum.Google Scholar

Russ, S. W. (2014). Pretend play in childhood: Foundation of adult creativity. Washington, DC: American Psychological Association.CrossRefGoogle Scholar

Russ, S. W., & Fiorelli, J. (2010) Developmental approaches to creativity. In Kaufman, J. C. & Sternberg, R. J. (Eds.), Cambridge handbook of creativity (pp. 233–249). New York: Cambridge University Press.CrossRefGoogle Scholar

Russ, S. W., Robins, A., & Christiano, B. (1999). Pretend play: Longitudinal prediction of creativity and affect in fantasy in children. Creativity Research Journal, 12 , 129–139. doi:10.1207/s15326934crj1202_5CrossRefGoogle Scholar

Saggar, M., Xie, H., Beaty, R. E., Stankov, A. D., Schreier, M., & Reiss, A. L. (2019). Creativity slumps and bumps: Examining the neurobehavioral basis of creativity development during middle childhood. NeuroImage, 196, 94–101. doi:10.1016/j.neuroimage.2019.03.080CrossRefGoogle ScholarPubMed

Said-Metwaly, S., Fernandez-Castilli, B., Kyndt, E., Noortgate, E., & Barbot, B. (2020). Does the fourth grade slump in creative achievement actually exist? A meta-analysis of the development of divergent thinking in school-age children and adolescents. Educational Psychology Review. doi:10.1007/s10648–020-09547-9CrossRefGoogle Scholar

Sawyer, P. K. (1997). Pretend play as improvisation. Mahwah, NJ: Lawrence Erlbaum.Google Scholar

Sayed, E. M., & Mohamed, A. H. H. (2013). Gender differences in divergent thinking: Use of the Test of Creative Thinking–Drawing Production on an Egyptian sample. Creativity Research Journal, 25(2), 222–227. doi:10.1080/10400419.2013.783760CrossRefGoogle Scholar

Silvia, P. J., Christensen, A. P., & Cotter, K. N. (2016). Commentary: The development of creativity – Ability, motivation, and potential. Perspectives on creativity development: New directions for child and adolescent development, 151, 111–119. doi:10.1002/cadGoogle Scholar

Simonton, D. (1988). Scientific genius: A psychology of science. New York: Cambridge University Press.Google Scholar

Singer, D. G., & Singer, J. L. (1990). The house of make-believe: Children’s play and the developing imagination. Cambridge, MA: Harvard University Press.Google Scholar

Smith, G., & Carlsson, I. (1985). Creativity in middle and late school years. International Journal of Behavioral Development, 8, 329–343. doi:10.1177/016502548500800307CrossRefGoogle Scholar

Smith, G. J. W., & Carlsson, I. (1983). Creativity in early and middle school years. International Journal of Behavioral Development, 6, 167–195. doi:10.1177/016502548300600204CrossRefGoogle Scholar

Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2002). The creativity conundrum. New York: Psychology Press.Google Scholar

Torrance, E. P. (1967). Understanding the fourth grade slump in creative thinking (Report No. BR-5-0508; CRP-994). Washington, DC: US Office of Education.Google Scholar

Torrance, E. P. (1968, Winter). A longitudinal examination of the fourth grade slump in creativity. The Gifted Child Quarterly, 195–199. doi:10.1177/001698626801200401CrossRefGoogle Scholar

Urban, K. K., & Jellen, H. G. (1996). Test for Creative Thinking–Drawing Production (TCT-DP) manual. Frankfurt: Swets Test Services.Google Scholar

Vartanian, O. (2019). Neuroscience of creativity. In Kaufman, J. C. and Sternberg, R. J. (Eds.), The Cambridge handbook of creativity (2nd ed., pp. 148–172). New York: Cambridge University Press.CrossRefGoogle Scholar

Wallace, C., & Russ, S. (2015) Pretend play, divergent thinking, and math achievement in girls: A longitudinal study. Psychology of Aesthetics, Creativity, and the Arts, 9, 296–305. doi:10.1037/a0039006CrossRefGoogle Scholar

Wallach, M. (1970). Creativity. In Mussen, P. (Ed.), Carmichael’s manual of child psychology (vol. 1, pp. 1211–1272). New York: WileyGoogle Scholar

Wallach, M., & Kogan, N. (1965). Modes of thinking in young children: A study of the creativity-intelligence distinction. New York: Holt, Reinhart and Winston.Google Scholar

Williams, F. E. (1993). Creativity assessment packet examiner’s manual. Austin, TX: PRO-ED.Google Scholar

Acar, S., & Runco, M. A. (2014). Assessing associative distance among ideas elicited by tests of divergent thinking. Creativity Research Journal, 26(2), 229–238. doi:10.1080/10400419.2014.901095CrossRefGoogle Scholar

Albert, R. S. (1996). Some reasons why childhood creativity often fails to make it past puberty into the real world. In Runco, M. A. (Ed.), New directions for child development, No. 72. Creativity from childhood through adulthood: The developmental issues (pp. 43–56). San Francisco, CA: Jossey-Bass.Google Scholar

Averill, J. R. (1999). Individual differences in emotional creativity: Structure and correlates. Journal of Personality, 67(2), 331–371. doi:10.1111/1467-6494.00058CrossRefGoogle ScholarPubMed

Averill, J. R., & Thomas-Knowles, C. (1991). Emotional creativity. In Strongman, K. T. (Ed.), International review of studies on emotion (vol. 1, pp. 269–299). London: Wiley.Google Scholar

Bakhshi, H., Downing, J., Osborne, M., & Schneider, P. (2017). The future of skills: Employment in 2030. London: Pearson and Nesta.Google Scholar

Barbot, B., & Tinio, P. P. (2015). Where is the “g” in creativity? A specialization–differentiation hypothesis. Frontiers in Human Neuroscience, 8, 1041. doi:10.3389/fnhum.2014.01041CrossRefGoogle ScholarPubMed

Basadur, M. S. (1982). Research in creative problem solving training in business and industry. Proceedings of creativity week 4. Greensboro, NC: Center for Creative Leadership.Google Scholar

Basadur, M. S., & Finkbeiner, C. T. (1985). Measuring preference for ideation in creative problem solving training. Journal of Applied Behavioral Science, 21, 37–49. doi:10.1177/002188638502100104CrossRefGoogle Scholar

Basadur, M., Wakabayashi, M., & Takai, J. (1992). Training effects on the divergent thinking attitudes of Japanese managers. International Journal of Intercultural Relations, 16, 329–345. doi:10.1016/0147-1767(92)90056-zCrossRefGoogle Scholar

Batey, M., & Furnham, A. (2006). Creativity, intelligence, and personality: A critical review of the scattered literature. Genetic, Social, and General Psychology Monographs, 132(4), 355–429. doi:10.3200/mono.132.4.355-430CrossRefGoogle ScholarPubMed

Beauregard, C. (2014). Effects of classroom-based creative expression programmes on children’s well-being. The Arts in Psychotherapy, 41(3), 269–277. doi:10.1016/j.aip.2014.04.003CrossRefGoogle Scholar

Beghetto, R. A. (2013). Killing ideas softly? The promise and perils of creativity in the classroom. Charlotte, NC: Information Age.Google Scholar

Beghetto, R. A. (2014). Creative mortification: An initial exploration. Psychology of Aesthetics, Creativity, and the Arts, 8, 266–276. doi:10.1037/a0036618CrossRefGoogle Scholar

Beghetto, R. A., & Dilley, A. E. (2016). Creative aspirations or pipe dreams? Toward understanding creative mortification in children and adolescents. New Directions for Child and Adolescent Development, 2016(151), 85–95. doi:10.1002/cad.20150CrossRefGoogle ScholarPubMed

Blakemore, S. J., & Choudhury, S. (2006). Development of the adolescent brain: Implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47(3–4), 296–312. doi:10.1111/j.1469-7610.2006.01611.xCrossRefGoogle ScholarPubMed

Blatner, A., & Blatner, A. (1997). The art of play: Helping adults to reclaim imagination and spontaneity. New York: Brunner/Routledge.Google Scholar

Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218–224. doi:10.1016/j.lindif.2010.10.002CrossRefGoogle Scholar

Bungay, H., & Vella-Burrows, T. (2013). The effects of participating in creative activities on the health and well-being of children and young people: A rapid review of the literature. Perspectives in Public Health, 133(1), 44–52. doi:10.1177/1757913912466946CrossRefGoogle Scholar

Campbell, T., Bath, M., Bradbear, R., Cottle, J., & Parrett, N. (2009). An evaluation of performance-arts based HIV-prevention events in London with 13–16 year olds. Perspectives in Public Health, 129(5), 216–220. doi:10.1177/1757913909341615CrossRefGoogle ScholarPubMed

Carson, S. H., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity, and factor structure of the creative achievement questionnaire. Creativity Research Journal, 17(1), 37–50. doi:10.1207/s15326934crj1701_4CrossRefGoogle Scholar

Catterall, J. S., Dumais, S. A., & Hampden-Thompson, G. (2012). The arts and achievement in at-risk youth: Findings from four longitudinal studies. Washington, DC: National Endowment for the Arts.Google Scholar

Charles, R. E., & Runco, M. A. (2001). Developmental trends in the evaluative and divergent thinking of children. Creativity Research Journal, 13(3–4), 417–437. doi:10.1207/s15326934crj1334_19CrossRefGoogle Scholar

Chopp, C., & Kerr, B. A. (2008). Counseling gifted children. In Davis, G. & Hansen, S. (Ed.), Handbook of school counseling (pp. 561–591). New York: Routledge.Google Scholar

Crone, E. A., & Dahl, R. E. (2012). Understanding adolescence as a period of social–affective engagement and goal flexibility. Nature Reviews Neuroscience, 13(9), 636–650. doi:10.1038/nrn3313CrossRefGoogle ScholarPubMed

De Dreu, C. K. W., Nijstad, B. A., Baas, M., Wolsink, I., & Wittman, M. (2012). Working memory benefits creative insight, musical improvisation and original ideation through maintained task-focused attention. Personality and Social Psychology Bulletin, 38, 656–669. doi:10.1177/0146167211435795CrossRefGoogle ScholarPubMed

Duncan, A. 2009. Statement from U.S. Secretary of Education Arne Duncan on results of NAEP Arts 2008 assessment. Washington, DC: U.S. Department of Education. Retrieved from www.ed.gov/news/pressreleases/2009/06/06152009.htmlGoogle Scholar

Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.Google Scholar

Emerson, E. (1992). Playing for health: The process of play and self-expression in children who have experienced a sexual trauma [Doctoral dissertation]. The University of Texas at Austin, Order Number 9225571. Ann Arbor, MI: UMI Dissertation Services.Google Scholar

Emerson, E., & Shelton, D. (2001). Using creative arts to build coping skills to reduce domestic violence in the lives of female juvenile offenders. Issues of Mental Health Nursing, 22, 181–195. doi:10.1080/016128401750063358CrossRefGoogle ScholarPubMed

Erikson, E. H. (1963). Childhood and society (2nd ed.). New York: Norton.Google Scholar

Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.Google Scholar

Frauenknecht, M., & Black, D. R. (2004). Problem-solving training for children and adolescents. In Chang, E. C., D’Zurilla, T. J., & Sanna, L. J. (Eds.), Social problem solving: Theory, research, and training (pp. 153–170). Washington, DC: American Psychological Association. doi:10.1037/10805-009CrossRefGoogle Scholar

Freeman, M. (1993). Finding the muse: A sociopsychological inquiry into the conditions of artistic creativity. Cambridge: Cambridge University Press.Google Scholar

Frey, C. B., & Osborne, M. A. (2017). The future of employment: How susceptible are jobs to computerisation?. Technological Forecasting and Social Change, 114, 254–280. doi:10.1016/j.techfore.2016.08.019CrossRefGoogle Scholar

Glăveanu, V. P. (2013). Rewriting the language of creativity: The Five A’s framework. Review of General Psychology, 17(1), 69–81. doi:10.1037/a0029528CrossRefGoogle Scholar

Griskevicius, V., Cialdini, R. B., & Kenrick, D. T. (2006). Peacocks, Picasso, and parental investment: The effects of romantic motives on creativity. Journal of Personality and Social Psychology, 91(1), 63–76. doi:10.1037/0022-3514.91.1.63CrossRefGoogle ScholarPubMed

Gu, C., Hu, B. Y., Ngwira, F. F., Jing, Z., & Zhou, Z. (2016). The effect of general creative personality and freedom of task choice on adolescents’ social creativity. The Journal of Creative Behavior, 50(2), 132–149. doi:10.1002/jocb.74CrossRefGoogle Scholar

Gutbezahl, J., & Averill, J. R. (1996). Individual differences in emotional creativity as manifested in words and pictures. Creativity Research Journal, 9(4), 327–337. doi:10.1207/s15326934crj0904_4CrossRefGoogle Scholar

Hocevar, D. (1979, April). The development of the Creative Behavior Inventory (CBI) [Paper presentation]. Annual meeting of the Rocky Mountain Psychological Association. (ERIC Document Reproduction Service No. ED170350).Google Scholar

Hoffmann, J., Ivcevic, Z., & Brackett, M. (2016). Creativity in the age of technology: Measuring the digital creativity of millennials. Creativity Research Journal, 28(2), 149–153. doi:10.1080/10400419.2016.1162515CrossRefGoogle Scholar

Hoffmann, J. D. (2020, Aug.). Students’ emotions and their attitudes towards creativity: The role of positive school climate. In Ivcevic, Z. (Chair), Creativity and emotions: From the decision to be creative to reactions to creative products [Symposium]. Annual meeting of the American Psychological Association.Google Scholar

Hoffmann, J. D., Ivcevic, Z., Zamora, G., Bazhydai, M., & Brackett, M. (2016). Intended persistence: Comparing academic and creative challenges in high school. Social Psychology of Education, 19(4), 793–814. doi:10.1007/s11218–016-9362-xCrossRefGoogle Scholar

Hoffmann, J. D., McGarry, J. A., Baumsteiger, R., Seibyl, J., & Brackett, M. A. (in press). Emotional empowerment in high school life. In Misra, G. & Misra, L. (Eds.), Emotions in cultural context. New York: Springer.Google Scholar

Hoffmann, J. D., & Russ, S. W. (2016, Aug.). Adaptive regression: Emotion ability for creativity? In Nusbaum, E. (Chair), Looking back to look forward: Re-examining and re-imagining historical ideas in creativity research [Symposium]. Meeting of the American Psychological Association, Denver, CO.Google Scholar

Ivcevic, Z., & Brackett, M. A. (2015). Predicting creativity: Interactive effects of openness to experience and emotion regulation ability. Psychology of Aesthetics, Creativity, and the Arts, 9(4), 480–487. doi:10.1037/a0039826CrossRefGoogle Scholar

Ivcevic, Z., Ebert, M., Hoffmann, J., & Brackett, M. (2017). Creativity in the domain of emotions. In Kaufman, J. C., Baer, J., & Glăveanu, V. (Eds.), Cambridge handbook of creativity across different domains (pp. 525–549). Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Ivcevic, Z., & Hoffmann, J. D. (2017). Emotions and creativity: From states to traits and emotion abilities. In Feist, G. J., Reiter-Palmon, R., & Kaufman, J. C. (Eds.), The Cambridge handbook of creativity and personality research. New York: Cambridge University Press.Google Scholar

Ivcevic, Z., & Hoffmann, J. D. (2020, December). Daring to be creative at school [Paper presentation]. Annual meeting of the Rocky Mountain Psychological Association. (ERIC Document Reproduction Service No.Ed. 170).Google Scholar

Ivcevic, Z., & Mayer, J. D. (2009). Mapping dimensions of creativity in the life-space. Creativity Research Journal, 21(2–3), 152–165. doi:10.1080/10400410902855259CrossRefGoogle Scholar

Jaquish, G. A., & Ripple, R. E. (1980). Divergent thinking and self-esteem in preadolescents and adolescents. Journal of Youth and Adolescence, 9(2), 143–152. doi:10.1007/bf02087932CrossRefGoogle ScholarPubMed

Jolles, D. D., & Crone, E. A. (2012). Training the developing brain: A neurocognitive perspective. Frontiers in Human Neuroscience, 6 , 76. doi:10.3389/fnhum.2012.00076CrossRefGoogle ScholarPubMed

Kamo, N., Carlson, M., Brennan, R. T., & Earls, F. (2008). Young citizens as health agents: Use of drama in promoting community efficacy for HIV/AIDS. American Journal of Public Health, 98(2), 201–204. doi:10.2105/ajph.2007.113704CrossRefGoogle ScholarPubMed

Karbach, J., & Kray, J. (2009). How useful is executive control training? Age differences in near and far transfer of task-switching training. Developmental Science, 12(6), 978–990. doi:10.1111/j.1467-7687.2009.00846.xCrossRefGoogle ScholarPubMed

Karkou, V., & Glasman, J. (2004). Arts, education and society: The role of the arts in promoting the emotional wellbeing and social inclusion of young people. Support for Learning, 19(2), 57–65. doi:10.1111/j.0268-2141.2004.00321.xCrossRefGoogle Scholar

Karwowski, M. (2014). Creative mindsets: Measurement, correlates, consequences. Psychology of Aesthetics, Creativity, and the Arts, 8(1), 62–70. doi:10.1037/a0034898CrossRefGoogle Scholar

Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298–308. doi:10.1037/a0029751CrossRefGoogle Scholar

Kaufman, J. C. (2016). Creativity 101. New York: Springer.CrossRefGoogle Scholar

Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The Four C model of creativity. Review of General Psychology, 13(1), 1–12. doi:10.1037/a0013688CrossRefGoogle Scholar

Kaufman, J. C., & Beghetto, R. A. (2013). Do people recognize the Four Cs? Examining layperson conceptions of creativity. Psychology of Aesthetics, Creativity, and the Arts, 7(3), 229–236. doi:10.1037/a0033295CrossRefGoogle Scholar

Kemp, M. (2006). Promoting the health and wellbeing of young Black men using community‐based drama. Health Education, 3, 186–200. doi:10.1108/09654280610658532CrossRefGoogle Scholar

Kerr, B., & McKay, R. (2013). Searching for tomorrow’s innovators: Profiling creative adolescents. Creativity Research Journal, 25(1), 21–32. doi:10.1080/10400419.2013.752180CrossRefGoogle Scholar

Kleibeuker, S. W., De Dreu, C. K., & Crone, E. A. (2013a). The development of creative cognition across adolescence: Distinct trajectories for insight and divergent thinking. Developmental Science, 16(1), 2–12. doi:10.1111/j.1467-7687.2012.01176.xCrossRefGoogle ScholarPubMed

Kleibeuker, S. W., De Dreu, C. K. W., & Crone, E. A. (2016). Creativity development in adolescence: Insight from behavior, brain, and training studies. In Barbot, B. (Ed.), Perspectives on creativity development: New Directions for Child and Adolescent Development, 151, 73–84.Google Scholar

Kleibeuker, S. W., Koolschijn, P. C., Jolles, D., De Dreu, C., & Crone, E. A. (2013b). The neural coding of creative idea generation across adolescence and early adulthood. Frontiers in Human Neuroscience, 7, 905. doi:10.3389/fnhum.2013.00905CrossRefGoogle ScholarPubMed

Kleibeuker, S. W., Koolschijn, P. C., Jolles, D. D., Schel, M. A., De Dreu, C. K., & Crone, E. A. (2013c). Prefrontal cortex involvement in creative problem solving in middle adolescence and adulthood. Developmental Cognitive Neuroscience, 5, 197–206. doi:10.1016/j.dcn.2013.03.003CrossRefGoogle ScholarPubMed

Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Science, 14, 317–324. doi:10.1016/j.tics.2010.05.002CrossRefGoogle ScholarPubMed

Kraut, A. I. (1976). Developing managerial skills via modeling techniques: Some positive research findings – A symposium. Personnel Psychology, 29, 325–328.CrossRefGoogle Scholar

Lau, S., & Cheung, P. C. (2010). Developmental trends of creativity: What twists of turn do boys and girls take at different grades?. Creativity Research Journal, 22(3), 329–336. doi:10.1080/10400419.2010.503543CrossRefGoogle Scholar

Lemieux, A. F., Fisher, J. D., & Pratto, F. (2008). A music-based HIV prevention intervention for urban adolescents. Health Psychology, 27(3), 349–357. doi:10.1037/0278-6133.27.3.349CrossRefGoogle ScholarPubMed

Lull, J. (1987). Popular music and communication (vol. 89). New York: SAGE.Google Scholar

Mages, L., Salmon, D., & Orme, J. (2007). Using drama to help “hard to reach” young people access sexual health education. Primary Health Care (through 2013), 17(4), 41–45. doi:10.7748/phc2007.05.17.4.41.c4412CrossRefGoogle Scholar

Malchiodi, C. (1998) The art therapy sourcebook. Los Angeles, CA: Lowell House.Google Scholar

Maliakkal, N., Hoffmann, J. D., Ivcevic, Z., & Brackett, M. A. (2016). Teaching emotion and creativity skills through art: A workshop for adolescents. The International Journal of Creativity and Problem Solving, 26(1), 69–84.Google Scholar

Maliakkal, N., Hoffmann, J. D., Ivcevic, Z., & Brackett, M. A. (2017). An art-based workshop for families: Learning emotion skills and choosing creativity. The International Journal of Creativity and Problem Solving, 27(1), 45–61.Google Scholar

Marcia, J. E. (1980). Identity in adolescence. In Adelson, J. (Ed.), Handbook of adolescent psychology (pp. 159–187). New York: Wiley.Google Scholar

Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In Salovey, P. & Sluyter, D. (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3–31). New York: Basic Books.Google Scholar

McKay, A. S., Karwowski, M., & Kaufman, J. C. (2017). Measuring the muses: Validating the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 11(2), 216–230. doi:10.1037/aca0000074CrossRefGoogle Scholar

Miller, G. F. (2000). The mating mind: How sexual choice shaped the evolution of human nature. New York: Doubleday.Google Scholar

Mouchiroud, C., & Lubart, T. (2002). Social creativity: A cross-sectional study of 6- to 11-year-old children. International Journal of Behavioral Development, 26(1), 60–69. doi:10.1177/016502540202600111CrossRefGoogle Scholar

Nijstad, B. A., De Dreu, C. K. W., Rietzschel, E. F., & Baas, M. (2010). The dual pathway to creativity model: Creative ideation as a function of flexibility and persistence. European Review of Social Psychology, 21, 34–77. doi:10.1080/10463281003765323CrossRefGoogle Scholar

Orme, J., Salmon, D., & Mages, L. (2007). Project jump: Young people’s perspectives on a sexual health drama project for hard to reach young people. Children & Society, 21(5), 352–364. doi:10.1111/j.1099-0860.2006.00065.xCrossRefGoogle Scholar

Petkus, E. D. Jr. (1996). The creative identity: Creative behavior from the symbolic interactionist perspective. The Journal of Creative Behavior, 30(3), 188–196. doi:10.1002/j.2162-6057.1996.tb00768.xCrossRefGoogle Scholar

Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83–96. doi:10.1207/s15326985ep3902_1CrossRefGoogle Scholar

Quinlan, R., Schweitzer, R. D., Khawaja, N., & Griffin, J. (2016). Evaluation of a school-based creative arts therapy program for adolescents from refugee backgrounds. The Arts in Psychotherapy, 47, 72–78. doi:10.1016/j.aip.2015.09.006CrossRefGoogle Scholar

Reuter, M., Panksepp, J., Schnabel, N., Kellerhoff, N., Kempel, P., & Hennig, J. (2005). Personality and biological markers of creativity. European Journal of Personality, 19(2), 83–95. doi:10.1002/per.534CrossRefGoogle Scholar

Rhodes, M. (1961). An analysis of creativity. The Phi Delta Kappan, 42(7), 305–310.Google Scholar

Rothenberg, A. (1990). Creativity in adolescence. Psychiatric Clinics, 13(3), 415–434. doi:10.1016/s0193–953x(18)30351-4Google ScholarPubMed

Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55, 657–687. doi:10.1146/annurev.psych.55.090902.141502CrossRefGoogle ScholarPubMed

Runco, M. A. (2014). Creativity: Theories and themes: Research, development, and practice. San Diego, CA: Elsevier.Google Scholar

Runco, M. A., & Bahleda, M. D. (1986). Implicit theories of artistic, scientific, and everyday creativity. The Journal of Creative Behavior, 20, 93–98. doi:10.1002/j.2162-6057.1986.tb00423.xCrossRefGoogle Scholar

Spear, L. P. (2000). The adolescent brain and age-related behavioral manifestations. Neuroscience & Biobehavioral Reviews, 24(4), 417–463. doi:10.1016/s0149–7634(00)00014-2CrossRefGoogle ScholarPubMed

Sternberg, R. J. (2015). Teaching for creativity: The sounds of silence. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 115–117. doi:10.1037/aca0000007CrossRefGoogle Scholar

Stevenson, C. E., Kleibeuker, S. W., De Dreu, C. K., & Crone, E. A. (2014). Training creative cognition: Adolescence as a flexible period for improving creativity. Frontiers in Human Neuroscience, 8, 827. doi:10.3389/fnhum.2014.00827CrossRefGoogle ScholarPubMed

Teall, W., Tortora-Cailey, A., & Cunningham, J. (2006) Voyage on a painted sea. A Life in the Day, 10, 7–11. doi:10.1108/13666282200600033CrossRefGoogle Scholar

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Hoboken, NJ: John Wiley & Sons.Google Scholar

Tyrer, R. A., & Fazel, M. (2014). School and community-based interventions for refugee and asylum seeking children: A systematic review. PLOS One, 9(2), e89359.CrossRefGoogle ScholarPubMed

Ukkola-Vuoti, L., Kanduri, C., Oikkonen, J., Buck, G., Blancher, C., Raijas, P., … Järvelä, I. (2013). Genome-wide copy number variation analysis in extended families and unrelated individuals characterized for musical aptitude and creativity in music. PLOS One, 8(2), e56356.CrossRefGoogle Scholar

Ulrich, R. (1992) How design impacts wellness. The Health Forum Journal, 35, 20–25.Google ScholarPubMed

Urban, K. K. (1991). On the development of creativity in children. Creativity Research Journal, 4, 177–191. doi:10.1080/10400419109534384CrossRefGoogle Scholar

Ward, T. B., Smith, S. M., & Finke, R. A. (1999). Creative cognition. In Sternberg, R. J., (Ed.), Handbook of creativity, (pp. 189–212). New York: Cambridge University Press.Google Scholar

Zhou, J., & George, J. M. (2003). Awakening employee creativity: The role of leader emotional intelligence. The Leadership Quarterly, 14(4–5), 545–568. doi:10.1016/s1048-9843(03)00051-1CrossRefGoogle Scholar

Ahn, S. J. (Grace), Le, A. M. T., & Bailenson, J. (2013). The effect of embodied experiences on self-other merging, attitude, and helping behavior. Media Psychology, 16(1), 7–38. doi:10.1080/15213269.2012.755877CrossRefGoogle Scholar

Ash, E. (2016). Priming or proteus effect? Examining the effects of avatar race on in-game behavior and post-play aggressive cognition and affect in video games. Games and Culture, 11(4), 422–440. doi:10.1177/1555412014568870CrossRefGoogle Scholar

Baas, M., De Dreu, C. K., & Nijstad, B. A. (2008). A meta-analysis of 25 years of mood-creativity research: Hedonic tone, activation, or regulatory focus? Psychological Bulletin, 134(6), 779–806. doi:10.1037/a0012815CrossRefGoogle ScholarPubMed

Baer, J. (2016). Creativity doesn’t develop in a vacuum. New Directions for Child and Adolescent Development, 2016(151), 9–20. doi:10.1002/cad.20151CrossRefGoogle Scholar

Banakou, D., Hanumanthu, P. D., & Slater, M. (2016). Virtual embodiment of white people in a black virtual body leads to a sustained reduction in their implicit racial bias. Frontiers in Human Neuroscience, 10. doi:10.3389/fnhum.2016.00601CrossRefGoogle Scholar

Banks, J., & Bowman, N. D. (2016). Avatars are (sometimes) people too: Linguistic indicators of parasocial and social ties in player–avatar relationships. New Media & Society, 18(7), 1257–1276. doi:10.1177/1461444814554898CrossRefGoogle Scholar

Barbot, B. (2008). Structures identitaires et expression créative à l’adolescence. L’orientation scolaire et professionnelle, 37(4), 483–507. doi:10.4000/osp.1772CrossRefGoogle Scholar

Barbot, B. (2018). “Generic” creativity as a predictor or outcome of identity development? Creativity. Theories–Research–Applications, 5(2), 159–164. doi:10.1515/ctra-2018-0013CrossRefGoogle Scholar

Barbot, B. (2020). Creativity and self-esteem in adolescence: A study of their domain-specific, multivariate relationships. The Journal of Creative Behavior, 54(2), 279–292. doi:10.1002/jocb.365CrossRefGoogle Scholar

Barbot, B., Besançon, M., & Lubart, T. (2015). Creative potential in educational settings: Its nature, measure, and nurture. Education 3–13, 43(4), 371–381. doi:10.1080/03004279.2015.1020643Google Scholar

Barbot, B., Besançon, M., & Lubart, T. (2016). The generality–specificity of creativity: Exploring the structure of creative potential with EPoC. Learning and Individual Differences, 52, 178–187. doi:10.1016/j.lindif.2016.06.005CrossRefGoogle Scholar

Barbot, B., & Heuser, B. (2017). Creativity and identity formation in adolescence: A developmental perspective. In Karwowski, M. & Kaufman, J. C. (Eds.), The creative self: Effect of beliefs, self-efficacy, mindset, and identity (pp. 87–98). Cambridge, MA: Academic Press.CrossRefGoogle Scholar

Barbot, B., & Kaufman, J. C. (2020). What makes immersive virtual reality the ultimate empathy machine? Discerning the underlying mechanisms of change. Computers in Human Behavior, 111, 106431. doi:10.1016/j.chb.2020.106431CrossRefGoogle Scholar

Barbot, B., & Lubart, T. (2012). Adolescence, créativité et transformation de Soi. Enfance, 3, 299–312. doi:10.4074/s0013754512003059CrossRefGoogle Scholar

Barbot, B., Safont-Mottay, C., & Oubrayrie-Roussel, N. (2019). Multidimensional scale of self-esteem (EMES-16): Psychometric evaluation of a domain-specific measure of self-esteem for French-speaking adolescents. International Journal of Behavioral Development, 43(5), 436–446. doi:10.1177/0165025418824996CrossRefGoogle Scholar

Beghetto, R. A. (2014). Creative mortification: An initial exploration. Psychology of Aesthetics, Creativity, and the Arts, 8(3), 266–276. doi:10.1037/a0036618CrossRefGoogle Scholar

Beghetto, R. A., & Dilley, A. E. (2016). Creative aspirations or pipe dreams? Toward understanding creative mortification in children and adolescents. New Directions for Child and Adolescent Development, 2016(151), 85–95. doi:10.1002/cad.20150CrossRefGoogle ScholarPubMed

Belk, R. (2014). Digital consumption and the extended self. Journal of Marketing Management, 30(11–12), 1101–1118. doi:10.1080/0267257x.2014.939217CrossRefGoogle Scholar

Berman, A. M., Schwartz, S. J., Kurtines, W. M., & Berman, S. L. (2001). The process of exploration in identity formation: The role of style and competence. Journal of Adolescence, 24(4), 513–528. doi:10.1006/jado.2001.0386CrossRefGoogle ScholarPubMed

Berman, H. J. (1998). Creativity and aging: Personal journals and the creation of self. Journal of Aging and Identity, 3(1), 3–9. doi:10.1023/A:1022836604835CrossRefGoogle Scholar

Bertrand, P., Guegan, J., Robieux, L., McCall, C. A., & Zenasni, F. (2018). Learning empathy through virtual reality: Multiple strategies for training empathy-related abilities using body ownership illusions in embodied virtual reality. Frontiers in Robotics and AI, 5, 26. doi:10.3389/frobt.2018.00026CrossRefGoogle ScholarPubMed

Bessière, K., Seay, A. F., & Kiesler, S. (2007). The ideal elf: Identity exploration in World of Warcraft. CyberPsychology & Behavior, 10(4), 530–535. doi:10.1089/cpb.2007.9994CrossRefGoogle ScholarPubMed

Bowman, D. A., & McMahan, R. P. (2007). Virtual reality: How much immersion is enough? Computer, 40(7), 36–43. doi:10.1109/mc.2007.257CrossRefGoogle Scholar

Byron, K., Khazanchi, S., & Nazarian, D. (2010). The relationship between stressors and creativity: A meta-analysis examining competing theoretical models. Journal of Applied Psychology, 95(1), 201–212. doi:10.1037/a0017868CrossRefGoogle ScholarPubMed

Cantero, M. J., Alfonso-Benlliure, V., & Melero, R. (2016). Creativity in middle childhood: Influence of perceived maternal sensitivity, self-esteem, and shyness. Creativity Research Journal, 28(1), 105–113. doi:10.1080/10400419.2016.1125246CrossRefGoogle Scholar

Christofi, M., & Michael-Grigoriou, D. (2017). Virtual reality for inducing empathy and reducing prejudice towards stigmatized groups: A survey. In Proceedings of the 2017 23rd International Conference on Virtual System & Multimedia (VSMM) (pp. 1–8). Piscataway, NJ: IEEE. doi:10.1109/VSMM.2017.8346252Google Scholar

Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention. New York: HarperCollins.Google Scholar

Cummings, J. J., & Bailenson, J. N. (2016). How immersive is enough? A meta-analysis of the effect of immersive technology on user presence. Media Psychology, 19(2), 272–309. doi:10.1080/15213269.2015.1015740CrossRefGoogle Scholar

Davis, K. (2014). Youth identities in a digital age: The anchoring role of friends in young people’s approaches to online identity expression. In Bennett, A. & Robards, B. (Eds.), Mediated youth cultures: The internet, belonging and new cultural configurations (pp. 11–25). London: Palgrave Macmillan.CrossRefGoogle Scholar

Davis, K., & Weinstein, E. (2017). Identity development in the digital age: An Eriksonian perspective. In Wright, M. F. (Ed.), Identity, sexuality, and relationships among emerging adults in the digital age (pp. 1–17). Hershey, PA: IGI Global.Google Scholar

de Jong, J. R., Keizer, A., Engel, M. M., & Dijkerman, H. C. (2017). Does affective touch influence the virtual reality full body illusion? Experimental Brain Research, 235(6), 1781–1791. doi:10.1007/s00221-017-4912-9CrossRefGoogle ScholarPubMed

de Valverde, J., Sovet, L., & Lubart, T. (2016). Self-construction and creative life- design. In Karwowski, M. & Kaufman, J. C. (Eds.), The creative self: Effect of beliefs, self-efficacy, mindset, and identity (pp. 99–113). London: Academic Press.Google Scholar

DeMarree, K. G., Wheeler, S. C., & Petty, R. E. (2005). Priming a new identity: Self-monitoring moderates the effects of nonself primes on self-judgments and behavior. Journal of Personality and Social Psychology, 89(5), 657–671. doi:10.1037/0022-3514.89.5.657CrossRefGoogle ScholarPubMed

Deng, X. P., & Zhang, X. K. (2011). Understanding the relationship between self-esteem and creativity: A meta-analysis. Advances in Psychological Science, 19(5), 645–651.Google Scholar

Dollinger, S. J., Clancy Dollinger, S. M., & Centeno, L. (2005). Identity and creativity. Identity, 5(4), 315–339. doi:10.1207/s1532706xid0504_2CrossRefGoogle Scholar

Dollinger, S. J., & Dollinger, S. C. (2017). Creativity and identity. In Karwowski, M. & Kaufman, J. C. (Eds.), The creative self: Effect of beliefs, self-efficacy, mindset, and identity (pp. 49–64). Cambridge, MA: Academic Press.CrossRefGoogle Scholar

Dunn, R. A., & Guadagno, R. E. (2012). My avatar and me – Gender and personality predictors of avatar–self discrepancy. Computers in Human Behavior, 28(1), 97–106. doi:10.1016/j.chb.2011.08.015CrossRefGoogle Scholar

Erikson, E. H. (1950). Childhood and society. New York: Norton.Google Scholar

Erikson, E. H. (1994). Identity and the life cycle. New York: Norton.Google Scholar

Farmer, H., & Maister, L. (2017). Putting ourselves in another’s skin: Using the plasticity of self-perception to enhance empathy and decrease prejudice. Social Justice Research, 30(4), 323–354. doi:10.1007/s11211-017-0294-1CrossRefGoogle Scholar

Foucault, M. (1984). On the genealogy of ethics: An overview of work in progress. The Foucault Reader, 340, 372.Google Scholar

Freeman, D., Reeve, S., Robinson, A., Ehlers, A., Clark, D., Spanlang, B., & Slater, M. (2017). Virtual reality in the assessment, understanding, and treatment of mental health disorders. Psychological Medicine, 1–8. doi:10.1017/S003329171700040XCrossRefGoogle Scholar

Gerry, L. J. (2017). Virtual reality as a tool to facilitate empathy: Embodied simulations and perspective taking in the body of another [Unpublished]. doi:10.13140/rg.2.2.34886.57924CrossRefGoogle Scholar

Goossens, L. (2001). Global versus domain-specific statuses in identity research: A comparison of two self-report measures. Journal of Adolescence, 24(6), 681–699. doi:10.1006/jado.2001.0438CrossRefGoogle ScholarPubMed

Gorini, A., Capideville, C. S., De Leo, G., Mantovani, F., & Riva, G. (2011). The role of immersion and narrative in mediated presence: The virtual hospital experience. Cyberpsychology, Behavior, and Social Networking, 14(3), 99–105. doi:10.1089/cyber.2010.0100CrossRefGoogle ScholarPubMed

Guegan, J., Lubart, T., & Collange, J. (2019). (Social) identity and creativity in virtual settings: Review of processes and research agenda. In Glăveanu, V. P. & Lebuda, I. (Eds.), The Palgrave handbook of social creativity research (pp. 191–207). Cham: Springer International.CrossRefGoogle Scholar

Harter, S. (2015). The construction of the self, second edition: Developmental and sociocultural foundations. New York: Guilford.Google Scholar

Haslam, S. A., Adarves-Yorno, I., Postmes, T., & Jans, L. (2013). The collective origins of valued originality: A social identity approach to creativity. Personality and Social Psychology Review, 17(4), 384–401. doi:10.1177/1088868313498001CrossRefGoogle ScholarPubMed

Herrera, F., Bailenson, J., Weisz, E., Ogle, E., & Zaki, J. (2018). Building long-term empathy: A large-scale comparison of traditional and virtual reality perspective-taking. PLOS One, 13(10), e0204494.CrossRefGoogle ScholarPubMed

Hofer, M. (2010). Adolescents’ development of individual interests: A product of multiple goal regulation? Educational Psychologist, 45(3), 149–166. doi:10.1080/00461520.2010.493469CrossRefGoogle Scholar

Hoffmann, J., Ivcevic, Z., & Brackett, M. (2016). Creativity in the age of technology: Measuring the digital creativity of millennials. Creativity Research Journal, 28(2), 149–153. doi:10.1080/10400419.2016.1162515CrossRefGoogle Scholar

Hoffmann, J., & Russ, S. (2012). Pretend play, creativity, and emotion regulation in children. Psychology of Aesthetics, Creativity, and the Arts, 6(2), 175–184. doi:10.1037/a0026299CrossRefGoogle Scholar

Hooi, R., & Cho, H. (2014). Avatar-driven self-disclosure: The virtual me is the actual me. Computers in Human Behavior, 39, 20–28. doi:10.1016/j.chb.2014.06.019CrossRefGoogle Scholar

Ivcevic, Z., & Hoffmann, J. (2019). Emotions and creativity. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge handbook of creativity (pp. 273–295). New York: Cambridge University Press. doi:10.1017/9781316979839.015CrossRefGoogle Scholar

Jaussi, K. S., Randel, A. E., & Dionne, S. D. (2007). I am, I think I can, and I do: The role of personal identity, self-efficacy, and cross-application of experiences in creativity at work. Creativity Research Journal, 19(2–3), 247–258. doi:10.1080/10400410701397339CrossRefGoogle Scholar

Jin, S. A. A. (2012). The virtual malleable self and the virtual identity discrepancy model: Investigative frameworks for virtual possible selves and others in avatar-based identity construction and social interaction. Computers in Human Behavior, 28(6), 2160–2168. doi:10.1016/j.chb.2012.06.022CrossRefGoogle Scholar

Joy, S. (2001). The need to be different predicts divergent production: Toward a social learning model of originality. The Journal of Creative Behavior, 35(1), 51–64. doi:10.1002/j.2162-6057.2001.tb01221.xCrossRefGoogle Scholar

Judge, T. A., & Bono, J. E. (2001). Relationship of core self-evaluations traits – self-esteem, generalized self-efficacy, locus of control, and emotional stability – with job satisfaction and job performance: A meta-analysis. Journal of Applied Psychology, 86(1), 80–92. doi:10.1037/0021-9010.86.1.80CrossRefGoogle ScholarPubMed

Kafai, Y. B., Fields, D. A., & Cook, M. S. (2010). Your second selves: Player-designed avatars. Games and Culture, 5(1), 23–42. doi:10.1177/1555412009351260CrossRefGoogle Scholar

Karwowski, M., & Barbot, B. (2016). Creative self-beliefs: Their nature, development, and correlates. In Kaufman, J. C. & Baer, J. (Eds.), The Cambridge companion to creativity and reason in cognitive development (pp. 302–326). Cambridge: Cambridge University Press.CrossRefGoogle Scholar

Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298–308. doi:10.1037/a0029751CrossRefGoogle Scholar

Kaufman, J. C., & Baer, J. (2012). Beyond new and appropriate: Who decides what is creative? Creativity Research Journal, 24(1), 83–91. doi:10.1080/10400419.2012.649237CrossRefGoogle Scholar

Kennedy, H. (2006). Beyond anonymity, or future directions for Internet identity research. New Media & Society, 8(6), 859–876. doi:10.1177/1461444806069641CrossRefGoogle Scholar

Klimmt, C., Hefner, D., & Vorderer, P. (2009). The video game experience as “true” identification: A theory of enjoyable alterations of players’ self-perception. Communication Theory, 19(4), 351–373. doi:10.1111/j.1468-2885.2009.01347.xGoogle Scholar

Koole, M., & Parchoma, G. (2013). The web of identity: A model of digital identity formation in networked learning environments. In Warburton, S. & Hatzipanagos, S. (Eds.), Digital identity and social media (pp. 14–28). Hershey, PA: IGI Global.CrossRefGoogle Scholar

Lee, E. K. O. (2014). Use of avatars and a virtual community to increase cultural competence. Journal of Technology in Human Services, 32(1–2), 93–107. doi:10.1080/15228835.2013.860364CrossRefGoogle Scholar

Lubart, T., Besançon, M., & Barbot, B. (2011). Evaluation du potentiel créatif (EPoC). Paris: Editions Hogrefe.Google Scholar

Maister, L., Slater, M., Sanchez-Vives, M. V., & Tsakiris, M. (2015). Changing bodies changes minds: Owning another body affects social cognition. Trends in Cognitive Sciences, 19(1), 6–12. doi:10.1016/j.tics.2014.11.001CrossRefGoogle ScholarPubMed

Mancini, T., & Sibilla, F. (2017). Offline personality and avatar customisation. Discrepancy profiles and avatar identification in a sample of MMORPG players. Computers in Human Behavior, 69, 275–283. doi:10.1016/j.chb.2016.12.031CrossRefGoogle Scholar

Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3(5), 551–558. doi:10.1037/h0023281CrossRefGoogle ScholarPubMed

Maselli, A., & Slater, M. (2013). The building blocks of the full body ownership illusion. Frontiers in Human Neuroscience, 7. doi:10.3389/fnhum.2013.00083CrossRefGoogle ScholarPubMed

Maslow, A. H. (1958). A dynamic theory of human motivation. Cleveland, OH: Howard Allen.CrossRefGoogle Scholar

Mehta, R., Xu, L., & Dahl, D. W. (2019). The role of identity salience in creative thinking. In Reed, A. & Forehand, M. (Eds.), Handbook of research on identity theory in marketing. Cheltenham: Edward Elgar.Google Scholar

Papacharissi, Z. (2010). A networked self: Identity, community, and culture on social network sites. London: Routledge.CrossRefGoogle Scholar

Peck, T. C., Seinfeld, S., Aglioti, S. M., & Slater, M. (2013). Putting yourself in the skin of a black avatar reduces implicit racial bias. Consciousness and Cognition, 22(3), 779–787. doi:10.1016/j.concog.2013.04.016CrossRefGoogle ScholarPubMed

Petkova, V. I., & Ehrsson, H. H. (2008). If I were you: Perceptual illusion of body swapping. PLOS One, 3(12), e3832. doi:10.1371/journal.pone.0003832CrossRefGoogle Scholar

Petkus, E. Jr (1996). The creative identity: Creative behavior from the symbolic interactionist perspective. The Journal of Creative Behavior, 30(3), 188–196. doi:10.1002/j.2162-6057.1996.tb00768.xCrossRefGoogle Scholar

Reich, S. M., Subrahmanyam, K., & Espinoza, G. (2012). Friending, IMing, and hanging out face-to-face: Overlap in adolescents’ online and offline social networks. Developmental Psychology, 48(2), 356–368. doi:10.1037/a0026980CrossRefGoogle ScholarPubMed

Ritter, S. M., Damian, R. I., Simonton, D. K., van Baaren, R. B., Strick, M., Derks, J., & Dijksterhuis, A. (2012). Diversifying experiences enhance cognitive flexibility. Journal of Experimental Social Psychology, 48(4), 961–964. doi:10.1016/j.jesp.2012.02.009CrossRefGoogle Scholar

Rogers, C. R. (1954). Toward a theory of creativity. ETC: A Review of General Semantics, 11, 249–260.Google Scholar

Rosenberg, R. S., Baughman, S. L., & Bailenson, J. N. (2013). Virtual superheroes: Using superpowers in virtual reality to encourage prosocial behavior. PLOS One, 8(1), e55003. doi:10.1371/journal.pone.0055003CrossRefGoogle ScholarPubMed

Rostan, S. M. (1998). A study of the development of young artists: The emergence of artistic and creative identity. The Journal of Creative Behavior, 32(4), 278–301. doi:10.1002/j.2162-6057.1998.tb00822.xCrossRefGoogle Scholar

Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. doi:10.1080/10400419.2012.650092CrossRefGoogle Scholar

Schwartz, S. J. (2002). In search of mechanisms of change in identity development: Integrating the constructivist and discovery perspectives on identity. Identity, 2(4), 317–339. doi:10.1207/S1532706XID0204_03CrossRefGoogle Scholar

Sherrick, B., Hoewe, J., & Waddell, T. F. (2014). The role of stereotypical beliefs in gender-based activation of the proteus effect. Computers in Human Behavior, 38, 17–24. doi:10.1016/j.chb.2014.05.010CrossRefGoogle Scholar

Shin, D. (2018). Empathy and embodied experience in virtual environment: To what extent can virtual reality stimulate empathy and embodied experience? Computers in Human Behavior, 78(Supplement C), 64–73. doi:10.1016/j.chb.2017.09.012CrossRefGoogle Scholar

Sibilla, F., & Mancini, T. (2018). I am (not) my avatar: A review of the user-avatar relationships in massively multiplayer online worlds. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 12(3), Article 4. https://doi.org/10.5817/CP2018-3-4CrossRefGoogle Scholar

Sica, L. S., Ragozini, G., Palma, T. D., & Sestito, L. A. (2019). Creativity as identity skill? Late adolescents’ management of identity, complexity and risk-taking. The Journal of Creative Behavior, 53(4), 457–471. doi:10.1002/jocb.221CrossRefGoogle Scholar

Slater, M. (2003). A note on presence terminology. Presence Connect, 3(3), 1–5.Google Scholar

Slater, M., & Sanchez-Vives, M. V. (2016). Enhancing our lives with immersive virtual reality. Frontiers in Robotics and AI, 3, 74. doi:10.3389/frobt.2016.00074CrossRefGoogle Scholar

Steffens, N. K., Goclowska, M. A., Cruwys, T., & Galinsky, A. D. (2016). How multiple social identities are related to creativity. Personality and Social Psychology Bulletin, 42(2), 188–203. doi:10.1177/0146167215619875CrossRefGoogle ScholarPubMed

Stein, M. I. (1953). Creativity and culture. The Journal of Psychology, 36(2), 311–322.CrossRefGoogle Scholar

Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity (vol. ix). New York: Free Press.Google Scholar

Stone, A. R. (1991). Will the real body please stand up? Cyberspace: First Steps, 81–118.Google Scholar

Subrahmanyam, K., & Smahel, D. (2010). Digital youth: The role of media in development. New York: Springer Science & Business Media.Google Scholar

Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6), 1137–1148. doi:10.2307/3069429Google Scholar

Trepte, S., & Reinecke, L. (2010). Avatar creation and video game enjoyment. Journal of Media Psychology, 22, 171–184. doi:10.1027/1864-1105/a000022CrossRefGoogle Scholar

Turkle, S. (1995). Life on the screen: Identity in the age of the internet. London: Weidenfeld & Nicolson.Google Scholar

Van Looy, J., Courtois, C., & De Vocht, M. (2014). Self-discrepancy and MMORPGs: Testing the moderating effects of avatar identification and pathological gaming in World of Warcraft. In Kröger, S. & Quandt, T. (Eds.), Multi-player: The social aspects of digital gaming (pp. 234–242). London: Routledge.Google Scholar