Montessori-schooled children outperform traditionally-schooled children on both divergent and convergent creativity tests¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i2–i3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Montessori children scored higher on divergent creativity (d = 0.58). → Denervaud 2021 q3 i3 Montessori children scored higher on convergent creativity (d = 1.74). → Denervaud 2021 (2)

Evidence¶

Denervaud 2021¶

Denervaud, S., Christensen, A. P., Kenett, Y. N. & Beaty, R. E. (2021). Education shapes the structure of semantic memory and impacts creative thinking. npj Science of Learning 6:35. https://doi.org/10.1038/s41539-021-00113-8

q3 · i2 · associational · r2

Independent t test on EPoC divergent creativity scores from the 67 children (judges scored drawings, Krippendorff's alpha = 0.905). The Montessori sample scored "on average higher" on divergent creativity, t(64) = 3.24, p = 0.02, d = 0.58.

"We found that the groups differed on both divergent and convergent creativity tests, with the Montessori sample scoring on average higher (M div = 9.6, M conv = 5.3) than the traditional sample (M div = 7.1, M conv = 2.6), t (64) = 3.24, p = 0.02, d = 0.58,"

Denervaud 2021 (2)¶

Denervaud, S., Christensen, A. P., Kenett, Y. N. & Beaty, R. E. (2021). Education shapes the structure of semantic memory and impacts creative thinking. npj Science of Learning 6:35. https://doi.org/10.1038/s41539-021-00113-8

q3 · i3 · associational · r2

Independent t test on EPoC convergent creativity scores for the same sample. The group difference was t(64) = 7.10, p < 0.001, d = 1.74, favouring the Montessori sample (M conv = 5.3 vs 2.6).

"and t (64) = 7.10, p < 0.001, d = 1.74, respectively (Table2)."

Discussion¶

Learner Variables¶

• Creativity — outcome: instruction changes it

Related Claims¶

• Children attending alternative schools (Montessori, Steiner) outperform mainstream-school children on figural divergent and convergent thinking measures — a broader claim this one bears on
• Montessori-schooled children show shorter average shortest path length and lower modularity in their semantic networks than traditionally-schooled children — related
• Children admitted by random lottery to high-fidelity Montessori schools performed better or the same as waitlisted controls on academic, executive function, and social measures, never worse — related