CREATE benefits transfer to a new task on all three creativity components: fluency, flexibility, and originality¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 On the near-transfer Parliament Building Task, the experimental group scored significantly higher than the control group on fluency, flexibility, and total originality after adjusting for pre-intervention scores. → Nurit Paz-Baruch 2025 q3 i3 The transfer advantage also held for the originality per response and rarest originality scoring methods. → Nurit Paz-Baruch 2025 (2)

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 · i3 · causal · r2

MANCOVA on the Parliament Building Task (N = 100), covarying pre-intervention scores; the omnibus transfer effect was F(3, 93) = 5.82, p = .001, ηp² = 0.16. Follow-up ANCOVAs showed the experimental group "scored significantly higher on the rarest originality score than the control group" (M = 1.47 vs 0.14).

"A post hoc ANCOVA indicated significant differences between the groups on each of the three creative thinking components separately: F(1, 99) = 11.37; 13.70; 15.37; p = .001, < 0.001, < 0.001; η p² = 0.11, 0.13, 0.14; on fluency, flexibility and total originality score, respectively."

Nurit Paz-Baruch 2025 (2)¶

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 · i3 · causal · r2

ANCOVA on the transfer task's originality per response score, controlling for the pre-intervention score: F(1, 97) = 17.07, p < .001, ηp² = 0.15 (experimental M = 2.14, SD = 0.96; control M = 1.44, SD = 0.60). The rarest originality ANCOVA was F(1,97) = 14.41, p < .001, ηp² = 0.13.

"The analysis indicated significant differences between the groups on the originality per response score, control-ling for the pre-intervention score, F(1, 97) = 17.07, p < .001, ηp² = 0.15."

Discussion¶

Related Claims¶

• CREATE does not produce a significant immediate interaction effect on flexibility, though the experimental group improved pre-to-post
• CREATE improves students' fluency immediately after the intervention relative to control
• CREATE improves students' originality immediately after the intervention across all three originality scoring methods
• CREATE meta-creative pedagogy produces a significant omnibus intervention effect on creative thinking components simultaneously in elementary students
• Students exposed to CREATE perceive their implementation of meta-creative processes to a greater extent than control students — related