CREATE does not produce a significant immediate interaction effect on flexibility, though the experimental group improved pre-to-post¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i0 negligible
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 The Time × Intervention interaction on flexibility was not significant at immediate post-test, despite a significant pre-to-post improvement within the experimental group. → Nurit Paz-Baruch 2025

Evidence¶

Nurit Paz-Baruch 2025¶

Nurit Paz-Baruch, Guy Grovas, Zemira R. Mevarech. (2025). The effects of meta-creative pedagogy on elementary school students' creative thinking. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09412-6

q3 · i0 · causal · r1

Repeated-measures ANOVA on London Bridge Task flexibility (N = 100). The interaction was non-significant (ηp² = 0.02), yet Bonferroni-adjusted comparisons showed the experimental group "significantly improved their mean flexibility scores between pre- and post-interven-tion (p = .013)" while the control group remained stable.

"This was not the case for flexibility, where only Time was significant, but not Time × Intervention interactions, F(1, 98) = 4.91, p = .02, ηp² = 0.05; F(1, 98) = 1.74 p = .19, ηp² = 0.02, respectively."

Discussion¶

Related Claims¶

• CREATE benefits transfer to a new task on all three creativity components: fluency, flexibility, and originality
• The classroom training is associated with a greater DCCS flexibility gain in the experimental group, though the printed ANOVA table reports a non-significant interaction
• CREATE improves students' fluency immediately after the intervention relative to control — related
• CREATE meta-creative pedagogy produces a significant omnibus intervention effect on creative thinking components simultaneously in elementary students — reports the opposite
• CREATE improves students' originality immediately after the intervention across all three originality scoring methods — related
• Students exposed to CREATE perceive their implementation of meta-creative processes to a greater extent than control students — related
• Music training shows mixed effects on cognitive flexibility: positive in some preschool DCCS studies, null in ten others — related
• Forest preschool attendance is associated with improvements in creative thinking in preschool children, with only forest-school groups improving on all creative dimensions — related
• Training improved 5th graders' answer construction and evaluation within the experimental group, but not significantly relative to controls at post-test — related
• Both sequencing groups improved in conceptual and procedural knowledge, with no significant group-by-time interaction — related