Cross-Sequential Results on Creativity Development in Childhood Within two Different School Systems: Divergent Performances in Luxembourg Versus German Kindergarten and Elementary School Students
Author(s) / Creator(s)
Krampen, Günter
Abstract / Description
The aim of the study is conducting methodologically sound, cross-sequential analyses of the creativity development of children attending different school systems. Culture-free tests of creativity (ideational fluency and flexibility) and intelligence were administered in 5 cohorts (two kindergarten and first three elementary school years), which were retested in three consecutive years. Samples include 244 Luxembourg and 312 German children enrolled in educational systems with obligatory kindergarten and 6-year comprehensive elementary school versus optional kindergarten, 4-year comprehensive elementary school and educational placement thereafter. Results demonstrate (1) linear increases in intelligence, (2) declines of divergent performances after school enrollment in both samples, (3) increases in divergent performances up to the 5th elementary school year in Luxembourg and up to the 3rd elementary school year in Germany (i.e., the next to last school year before educational placement) followed by a second creativity slump. Cross-sequential results confirm discontinuities in the development of divergent productions in childhood.
Keyword(s)
childhood development creativity intelligence school transition cross-sequential analysis divergent thinkingPersistent Identifier
Date of first publication
2012-08-29
Journal title
Europe's Journal of Psychology
Volume
8
Issue
3
Page numbers
423–448
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Krampen, G. (2012). Cross-Sequential Results on Creativity Development in Childhood Within two Different School Systems: Divergent Performances in Luxembourg Versus German Kindergarten and Elementary School Students. Europe's Journal of Psychology, 8(3), 423–448. https://doi.org/10.5964/ejop.v8i3.468
-
ejop.v8i3.468.pdfAdobe PDF - 1.03MBMD5: 97e79e0594fa0db7a395424f877c558b
-
There are no other versions of this object.
-
Author(s) / Creator(s)Krampen, Günter
-
PsychArchives acquisition timestamp2018-11-21T10:00:40Z
-
Made available on2018-11-21T10:00:40Z
-
Date of first publication2012-08-29
-
Abstract / DescriptionThe aim of the study is conducting methodologically sound, cross-sequential analyses of the creativity development of children attending different school systems. Culture-free tests of creativity (ideational fluency and flexibility) and intelligence were administered in 5 cohorts (two kindergarten and first three elementary school years), which were retested in three consecutive years. Samples include 244 Luxembourg and 312 German children enrolled in educational systems with obligatory kindergarten and 6-year comprehensive elementary school versus optional kindergarten, 4-year comprehensive elementary school and educational placement thereafter. Results demonstrate (1) linear increases in intelligence, (2) declines of divergent performances after school enrollment in both samples, (3) increases in divergent performances up to the 5th elementary school year in Luxembourg and up to the 3rd elementary school year in Germany (i.e., the next to last school year before educational placement) followed by a second creativity slump. Cross-sequential results confirm discontinuities in the development of divergent productions in childhood.en_US
-
Publication statuspublishedVersion
-
Review statuspeerReviewed
-
CitationKrampen, G. (2012). Cross-Sequential Results on Creativity Development in Childhood Within two Different School Systems: Divergent Performances in Luxembourg Versus German Kindergarten and Elementary School Students. Europe's Journal of Psychology, 8(3), 423–448. https://doi.org/10.5964/ejop.v8i3.468
-
ISSN1841-0413
-
Persistent Identifierhttps://hdl.handle.net/20.500.12034/1146
-
Persistent Identifierhttps://doi.org/10.23668/psycharchives.1338
-
Language of contenteng
-
PublisherPsychOpen GOLD
-
Is version ofhttps://doi.org/10.5964/ejop.v8i3.468
-
Keyword(s)childhood developmenten_US
-
Keyword(s)creativityen_US
-
Keyword(s)intelligenceen_US
-
Keyword(s)school transitionen_US
-
Keyword(s)cross-sequential analysisen_US
-
Keyword(s)divergent thinkingen_US
-
Dewey Decimal Classification number(s)150
-
TitleCross-Sequential Results on Creativity Development in Childhood Within two Different School Systems: Divergent Performances in Luxembourg Versus German Kindergarten and Elementary School Studentsen_US
-
DRO typearticle
-
Issue3
-
Journal titleEurope's Journal of Psychology
-
Page numbers423–448
-
Volume8
-
Visible tag(s)Version of Record