Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Previous article
Next article
Original Articles and Reviews

Intra-Individual Variability in Creativity

Nature, Measurement, and Prospects

Published Online:April 05, 2022https://doi.org/10.1027/1016-9040/a000470

Abstract

Abstract. Individual differences perspectives have dominated the scientific study of creativity since the 1950’s. These perspectives, however, mainly emphasize group-level variations or inter-individual differences, with limited interest in individual-level variations. Yet, (1) group-level findings are often used to make inferences at the person-level, which might not apply consistently across individuals, and (2) a focus on intra-individual variations could supplement knowledge based on inter-individual differences and accurately inform creativity as a dynamic and multifaceted psychological construct. Indeed, when observed at the individual level, creativity can vary from moment to moment, task to task, and even item to item, which is not well reflected in the current understanding of creativity. After introducing the historical context for the study of individual differences in creativity, this article presents and illustrates three fundamental and distinct aspects of intra-individual variability as they apply to creativity, namely (in)consistency (or processing fluctuation), dispersion, and intraindividual change. While doing so, recent developments in apparatus and methods to assess creativity as a more dynamic phenomenon are presented. The article concludes by discussing the promise of accounting for intra-individual variability in creative performance and potential and the new knowledge it may elicit for both creativity research and practice.

References

  • Acar, S., Runco, M. A., & Ogurlu, U. (2019). The moderating influence of idea sequence: A re-analysis of the relationship between category switch and latency. Personality and Individual Differences, 142, 214–217. https://doi.org/10.1016/j.paid.2018.06.013 First citation in articleCrossref, Google Scholar

  • Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357–376. https://doi.org/10.1037/0022-3514.45.2.357 First citation in articleCrossref, Google Scholar

  • Baer, J. (1998). The case for domain specificity of creativity. Creativity Research Journal, 11(2), 173–177. https://doi.org/10.1207/s15326934crj1102_7 First citation in articleCrossref, Google Scholar

  • Bai, H., Mulder, H., Moerbeek, M., Kroesbergen, E. H., & Leseman, P. P. M. (2021). Divergent thinking in four-year-old children: An analysis of thinking processes in performing the alternative uses task. Thinking Skills and Creativity, 40, Article 100814. https://doi.org/10.1016/j.tsc.2021.100814 First citation in articleCrossref, Google Scholar

  • Barbot, B. (2017). Idiographic study of personality. In V. Zeigler-HillT. K. ShackelfordEds., Encyclopedia of personality and individual differences (pp. 1–4). Springer International Publishing. https://doi.org/10.1007/978-3-319-28099-8_1311-1 First citation in articleGoogle Scholar

  • Barbot, B. (2018). The dynamics of creative ideation: Introducing a new assessment paradigm. Frontiers in Psychology, 9, Article 2529. https://doi.org/10.3389/fpsyg.2018.02529 First citation in articleCrossref, Google Scholar

  • Barbot, B. (2019). Measuring creativity change and development. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 203–210. https://doi.org/10.1037/aca0000232 First citation in articleCrossref, Google 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. https://doi.org/10.1016/j.lindif.2016.06.005 First citation in articleCrossref, Google Scholar

  • Barbot, B., Cerda, K., & Teo, T. (2020). Negative ideation in creative problem-solving is task-specific too: Evidences from a sample of incarcerated juveniles. Thinking Skills and Creativity, 38, Article 100740. https://doi.org/10.1016/j.tsc.2020.100740 First citation in articleCrossref, Google Scholar

  • Barbot, B., & Guignard, J. H. (2019). Measuring ideation in the 1900s: The contribution of Alfred Binet. In V. P. GlaveanuEd., The creativity reader (pp. 111–126). Oxford University Press. First citation in articleGoogle Scholar

  • Barbot, B., Hass, R. W., & Reiter-Palmon, R. (2019). Creativity assessment in psychological research: (Re)setting the standards. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 233–240. https://doi.org/10.1037/aca0000233 First citation in articleCrossref, Google Scholar

  • Barbot, B., Krivulskaya, S., Hein, S., Reich, J., Thuma, P. E., & Grigorenko, E. L. (2016). Identifying learning patterns of children at risk for specific reading disability. Developmental Science, 19(3), 402–418. https://doi.org/10.1111/desc.12313 First citation in articleCrossref, Google Scholar

  • Barbot, B., & Lubart, T. (2012). Creative thinking in music: Its nature and assessment through musical exploratory behaviors. Psychology of Aesthetics, Creativity, and the Arts, 6(3), 231–242. https://doi.org/10.1037/a0027307 First citation in articleCrossref, Google Scholar

  • Barbot, B., Lubart, T. I., & Besançon, M. (2016). “Peaks, Slumps, and Bumps”: Individual differences in the development of creativity in children and adolescents. New Directions for Child and Adolescent Development, 2016(151), 33–45. https://doi.org/10.1002/cad.20152 First citation in articleCrossref, Google Scholar

  • Barbot, B., & Perchec, C. (2015). New directions for the study of within-individual variability in development: The power of “N = 1”. New Directions for Child and Adolescent Development, 2015(147), 57–67. https://doi.org/10.1002/cad.20085 First citation in articleCrossref, Google Scholar

  • Barbot, B., & Rogh, W. (2020). Developmental trends in creative abilities and potentials. In S. PritzkerM. RuncoEds., Encyclopedia of creativity (3rd ed., pp. 323–326). Academic Press. https://doi.org/10.1016/B978-0-12-809324-5.06167-8 First citation in articleGoogle Scholar

  • Barbot, B., Tan, M., Randi, J., Santa-Donato, G., & Grigorenko, E. L. (2012). Essential skills for creative writing: Integrating multiple domain-specific perspectives. Thinking Skills and Creativity, 7(3), 209–223. https://doi.org/10.1016/j.tsc.2012.04.006 First citation in articleCrossref, Google Scholar

  • Barbot, B., & Tinio, P. P. (2015). Where is the “g” in creativity? A specialization-differentiation hypothesis. Frontiers in Human Neuroscience, 8, Article 1041. https://doi.org/10.3389/fnhum.2014.01041 First citation in articleCrossref, Google Scholar

  • Beaty, R. E., & Silvia, P. J. (2012). Why do ideas get more creative across time? An executive interpretation of the serial order effect in divergent thinking tasks. Psychology of Aesthetics, Creativity, and the Arts, 6(4), 309–319. https://doi.org/10.1037/a0029171 First citation in articleCrossref, Google 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. https://doi.org/10.1002/cad.20150 First citation in articleCrossref, Google Scholar

  • Benedek, M., Jauk, E., Kerschenbauer, K., Anderwald, R., & Grond, L. (2017). Creating art: An experience sampling study in the domain of moving image art. Psychology of Aesthetics, Creativity, and the Arts, 11(3), 325–334. https://doi.org/10.1037/aca0000102 First citation in articleCrossref, Google Scholar

  • Besançon, M., & Lubart, T. (2020). Longitudinal studies. In S. PritzkerM. RuncoEds., Encyclopedia of creativity (3rd ed., pp. 56–61). Academic Press. https://doi.org/10.1016/B978-0-12-809324-5.23722-X First citation in articleGoogle Scholar

  • Besançon, M., Lubart, T., & Barbot, B. (2013). Creative giftedness and educational opportunities. Educational and Child Psychology, 30(2), 79–88. First citation in articleGoogle Scholar

  • 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. https://doi.org/10.1037/a0036131 First citation in articleCrossref, Google Scholar

  • Binet, A. (1903). L’étude expérimentale de l’intelligence [Experimental study of intelligence]. Schleicher. First citation in articleGoogle Scholar

  • Branje, S. J., Van Lieshout, C. F., & Gerris, J. R. (2007). Big Five personality development in adolescence and adulthood. European Journal of Personality, 21(1), 45–62. https://doi.org/10.1007/978-3-319-24612-3_1875 First citation in articleCrossref, Google Scholar

  • Brydges, C. R., Ozolnieks, K. L., & Roberts, G. (2021). Working memory and intraindividual variability in response time mediate fluid intelligence deficits associated with ADHD symptomology. Journal of Attention Disorders, 25(1), 63–72. https://doi.org/10.1177/1087054718772143 First citation in articleCrossref, Google Scholar

  • Caroff, X., & Lubart, T. (2012). Multidimensional approach to detecting creative potential in managers. Creativity Research Journal, 24(1), 13–20. https://doi.org/10.1080/10400419.2012.652927 First citation in articleCrossref, Google Scholar

  • Christensen, P. R., Guilford, J. P., & Wilson, R. C. (1957). Relations of creative responses to working time and instructions. Journal of Experimental Psychology, 53(2), 82–88. First citation in articleCrossref, Google Scholar

  • Christoff, K., Irving, Z. C., Fox, K. C. R., Spreng, R. N., & Andrews-Hanna, J. R. (2016). Mind-wandering as spontaneous thought: A dynamic framework. Nature Reviews Neuroscience, 17(11), 718–731. https://doi.org/10.1038/nrn.2016.113 First citation in articleCrossref, Google Scholar

  • Chrysikou, E. G., Motyka, K., Nigro, C., Yang, S.-I., & Thompson-Schill, S. L. (2016). Functional fixedness in creative thinking tasks depends on stimulus modality. Psychology of Aesthetics, Creativity, and the Arts, 10(4), 425–435. https://doi.org/10.1037/aca0000050 First citation in articleCrossref, Google Scholar

  • Cotter, K. N., & Silvia, P. J. (2019). Ecological assessment in research on aesthetics, creativity, and the arts: Basic concepts, common questions, and gentle warnings. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 211–217. https://doi.org/10.1037/aca0000218 First citation in articleCrossref, Google Scholar

  • De Ribaupierre, A. (2015). Pourquoi faut-il étudier la variabilité intra-individuelle lorsqu’on s’intéresse au développement cognitif [Why should we study intra-individual variability when focusing on cognitive development]. In J. JuhelG. RouxelEds., Différences et variabilités en psychologie. Presses universitaires de Rennes, 159–178. First citation in articleGoogle Scholar

  • Declercq, L., Cools, W., Beretvas, S. N., Moeyaert, M., Ferron, J. M., & Van den Noortgate, W. (2020). MultiSCED: A tool for (meta-)analyzing single-case experimental data with multilevel modeling. Behavior Research Methods, 52(1), 177–192. https://doi.org/10.3758/s13428-019-01216-2 First citation in articleCrossref, Google Scholar

  • Dow, G. T., & Mayer, R. E. (2004). Teaching students to solve insight problems: Evidence for domain specificity in creativity training. Creativity Research Journal, 16(4), 389–398. https://doi.org/10.1080/10400410409534550 First citation in articleCrossref, Google Scholar

  • Forthmann, B., Paek, S. H., Dumas, D., Barbot, B., & Holling, H. (2020). Scrutinizing the basis of originality in divergent thinking tests: On the measurement precision of response propensity estimates. British Journal of Educational Psychology, 90(3), 683–699. https://doi.org/10.1111/bjep.12325 First citation in articleCrossref, Google Scholar

  • Fürst, G., Ghisletta, P., & Lubart, T. I. (2012). The creative process in visual art: A longitudinal multivariate study. Creativity Research Journal, 24(4), 283–295. https://doi.org/10.1080/10400419.2012.729999 First citation in articleCrossref, Google Scholar

  • Fürst, G., Lubart, T., & Ghisletta, P. (2010). Originalité, caractère approprié et créativité des idées chez les enfants de 8–11 ans [Originality, appropriateness and creativity of ideas in 8–11 year olds]. In A. de RibaupierreP. GhislettaT. LecerfJ.-L. RoulinEds., Identité et spécificité de la psychologie différentielle (pp. 263–268). Presses Universitaires de Rennes. First citation in articleGoogle Scholar

  • Gamaldo, A. A., & Allaire, J. C. (2016). Daily fluctuations in everyday cognition: Is it meaningful? Journal of Aging and Health, 28(5), 834–849). https://doi.org/10.1177/0898264315611669 First citation in articleCrossref, Google Scholar

  • Gilhooly, K. J., Fioratou, E., Anthony, S. H., & Wynn, V. (2007). Divergent thinking: Strategies and executive involvement in generating novel uses for familiar objects. British Journal of Psychology, 98(4), 611–625. https://doi.org/10.1111/j.2044-8295.2007.tb00467.x First citation in articleCrossref, Google Scholar

  • Gray, K., Anderson, S., Chen, E. E., Kelly, J. M., Christian, M. S., Patrick, J., Huang, L., Kenett, Y. N., & Lewis, K. (2019). “Forward flow”: A new measure to quantify free thought and predict creativity. American Psychologist, 74(5), 539–554. https://doi.org/10.1037/amp0000391 First citation in articleCrossref, Google Scholar

  • Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444–454. https://doi.org/10.1037/h0063487 First citation in articleCrossref, Google Scholar

  • Han, W., Feng, X., Zhang, M., Peng, K., & Zhang, D. (2019). Mood states and everyday creativity: Employing an experience sampling method and a day reconstruction method. Frontiers in Psychology, 10, Article 1698. https://doi.org/10.3389/fpsyg.2019.01698 First citation in articleCrossref, Google Scholar

  • Hart, Y., Mayo, A. E., Mayo, R., Rozenkrantz, L., Tendler, A., Alon, U., & Noy, L. (2017). Creative foraging: An experimental paradigm for studying exploration and discovery. PLoS One, 12(8), Article e0182133. https://doi.org/10.1371/journal.pone.0182133 First citation in articleCrossref, Google Scholar

  • Hass, R. W. (2017). Tracking the dynamics of divergent thinking via semantic distance: Analytic methods and theoretical implications. Memory & Cognition, 45(2), 233–244. https://doi.org/10.3758/s13421-016-0659-y First citation in articleCrossref, Google Scholar

  • Jankowska, D. M., Czerwonka, M., Lebuda, I., & Karwowski, M. (2018). Exploring the creative process: Integrating psychometric and eye-tracking approaches. Frontiers in Psychology, 9, Article 1931. https://doi.org/10.3389/fpsyg.2018.01931 First citation in articleCrossref, Google Scholar

  • Karwowski, M., Lebuda, I., Szumski, G., & Firkowska-Mankiewicz, A. (2017). From moment-to-moment to day-to-day: Experience sampling and diary investigations in adults’ everyday creativity. Psychology of Aesthetics, Creativity, and the Arts, 11(3), 309–324. https://doi.org/10.1037/aca0000127 First citation in articleCrossref, Google Scholar

  • Kofler, M. J., Rapport, M. D., Sarver, D. E., Raiker, J. S., Orban, S. A., Friedman, L. M., & Kolomeyer, E. G. (2013). Reaction time variability in ADHD: A meta-analytic review of 319 studies. Clinical Psychology Review, 33(6), 795–811. https://doi.org/10.1016/j.cpr.2013.06.001 First citation in articleCrossref, Google Scholar

  • Kratochwill, T. R., & Levin, J. R. (2014). Meta- and statistical analysis of single-case intervention research data: Quantitative gifts and a wish list. Journal of School Psychology, 52(2), 231–235. https://doi.org/10.1016/j.jsp.2014.01.003 First citation in articleCrossref, Google Scholar

  • Kupers, E., Van Dijk, M., & Lehmann-Wermser, A. (2018). Creativity in the here and now: A generic, micro-developmental measure of creativity. Frontiers in Psychology, 9, Article 2095. https://doi.org/10.3389/fpsyg.2018.02095 First citation in articleCrossref, Google Scholar

  • Lamiell, J. T. (2003). Beyond individual and group differences: Human individuality, scientific psychology, and William Stern’s critical personalism. Sage. First citation in articleGoogle Scholar

  • Larson, R., & Csikszentmihalyi, M. (2014). The experience sampling method. In M. CsikszentmihalyiEd., Flow and the foundations of positive psychology: The collected works of Mihaly Csikszentmihalyi (pp. 21–34). Springer. https://doi.org/10.1007/978-94-017-9088-8_2 First citation in articleGoogle Scholar

  • Li, S.-C., Lindenberger, U., Hommel, B., Aschersleben, G., Prinz, W., & Baltes, P. B. (2004). Transformations in the couplings among intellectual abilities and constituent cognitive processes across the life span. Psychological Science, 15(3), 155–163. https://doi.org/10.1111/j.0956-7976.2004.01503003.x First citation in articleCrossref, Google Scholar

  • Loesche, F., Goslin, J., & Bugmann, G. (2018). Paving the way to eureka – Introducing “Dira” as an experimental paradigm to observe the process of creative problem solving. Frontiers in Psychology, 9, Article 1773. https://doi.org/10.3389/fpsyg.2018.01773 First citation in articleCrossref, Google Scholar

  • Lubart, T. I. (1999). Componential models. Encyclopedia of Creativity, 1, 295–300. First citation in articleGoogle Scholar

  • Lubart, T. (2017). The 7 C’s of creativity. The Journal of Creative Behavior, 51(4), 293–296. First citation in articleCrossref, Google Scholar

  • Lubart, T. I., Besançon, M., & Barbot, B. (2011). EPoC: Évaluation du potentiel créatif des enfants [EPoC: Evaluation of potential creativity]. Hogrefe. First citation in articleGoogle Scholar

  • Lubart, T. I., & Guignard, J. H. (2004). The generality-specificity of creativity: A multivariate approach. In R. J. SternbergE. L. GrigorenkoJ. L. SingerEds., Creativity: From potential to realization (pp. 43–56). American Psychological Association. First citation in articleGoogle Scholar

  • Lubart, T. I., Zenasni, F., & Barbot, B. (2013). Creative potential and its measurement. International Journal of Talent Development and Creativity, 1(2), 41–51. https://doi.org/10.1002/jocb.190 First citation in articleGoogle Scholar

  • Lubinski, D. (2020). Understanding educational, occupational, and creative outcomes requires assessing intraindividual differences in abilities and interests. Proceedings of the National Academy of Sciences, 117(29), 16720–16722. https://doi.org/10.1073/pnas.2009042117 First citation in articleCrossref, Google Scholar

  • Ma, H.-H. (2006). A synthetic analysis of the effectiveness of single components and packages in creativity training programs. Creativity Research Journal, 18(4), 435–446. https://doi.org/10.1207/s15326934crj1804_3 First citation in articleCrossref, Google Scholar

  • Marron, T. R., & Faust, M. (2019). Measuring spontaneous processes in creativity research. Current Opinion in Behavioral Sciences, 27, 64–70. https://doi.org/10.1016/j.cobeha.2018.09.009 First citation in articleCrossref, 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. https://doi.org/10.1037/0882-7974.2.2.130 First citation in articleCrossref, Google Scholar

  • Mitchell, D. J., Fanson, B. G., Beckmann, C., & Biro, P. A. (2016). Towards powerful experimental and statistical approaches to study intraindividual variability in labile traits. Royal Society Open Science, 3(10), Article 160352. https://doi.org/10.1098/rsos.160352 First citation in articleCrossref, Google Scholar

  • Molenaar, P. C. (2004). A manifesto on psychology as idiographic science: Bringing the person back into scientific psychology, this time forever. Measurement, 2(4), 201–218. https://doi.org/10.1207/s15366359mea0204_1 First citation in articleGoogle Scholar

  • Nesselroade, J. R. (1991). The warp and the woof of the developmental fabric. In R. M. DownsL. S. LibenD. S. PalermoEds., Visions of aesthetics, the environment & development: The legacy of Joachim F. Wohlwill (pp. 213–240). Psychology Press. First citation in articleGoogle Scholar

  • Nusbaum, E. C., Silvia, P. J., & Beaty, R. E. (2014). Ready, set, create: What instructing people to “be creative” reveals about the meaning and mechanisms of divergent thinking. Psychology of Aesthetics, Creativity, and the Arts, 8(4), 423–432. https://doi.org/10.1037/a0036549 First citation in articleCrossref, Google Scholar

  • Parnes, S. J. (1961). Effects of extended effort in creative problem solving. Journal of Educational Psychology, 52(3), 117–122. https://doi.org/10.1037/h0044650 First citation in articleCrossref, Google Scholar

  • Parrott, C. A., & Strongman, K. T. (1985). Utilization of visual imagery in creative performance. Journal of Mental Imagery, 9(1), 53–66. First citation in articleGoogle Scholar

  • Plucker, J. A., & Beghetto, R. A. (2004). Why creativity is domain general, why it looks domain specific, and why the distinction does not matter. In R. J. SternbergE. L. GrigorenkoJ. L. SingerEds., Creativity: From potential to realization (pp. 153–167). American Psychological Association. First citation in articleGoogle Scholar

  • Preiss, D. D., Cosmelli, D., Grau, V., & Ortiz, D. (2016). Examining the influence of mind wandering and metacognition on creativity in university and vocational students. Learning and Individual Differences, 51, 417–426. https://doi.org/10.1016/j.lindif.2016.07.010 First citation in articleCrossref, Google Scholar

  • Pringle, A., & Sowden, P. T. (2017). Unearthing the creative thinking process: Fresh insights from a think-aloud study of garden design. Psychology of Aesthetics, Creativity, and the Arts, 11(3), 344–358. https://doi.org/10.1037/aca0000144 First citation in articleCrossref, Google Scholar

  • Reiter-Palmon, R., Forthmann, B., & Barbot, B. (2019). Scoring divergent thinking tests: A review and systematic framework. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 144–152. https://doi.org/10.1037/aca0000227 First citation in articleCrossref, Google Scholar

  • Roberts, R. P., Grady, C. L., & Addis, D. R. (2020). Creative, internally-directed cognition is associated with reduced BOLD variability. NeuroImage, 219, Article 116758. https://doi.org/10.1016/j.neuroimage.2020.116758 First citation in articleCrossref, Google Scholar

  • Rominger, C., Papousek, I., Perchtold, C. M., Weber, B., Weiss, E. M., & Fink, A. (2018). The creative brain in the figural domain: Distinct patterns of EEG alpha power during idea generation and idea elaboration. Neuropsychologia, 118, 13–19. https://doi.org/10.1016/j.neuropsychologia.2018.02.013 First citation in articleCrossref, Google Scholar

  • Runco, M. A., Dow, G., & Smith, W. R. (2006). Information, experience, and divergent thinking: An empirical test. Creativity Research Journal, 18(3), 269–277. https://doi.org/10.1207/s15326934crj1803_4 First citation in articleCrossref, Google Scholar

  • Said-Metwaly, S., Fernández-Castilla, B., Kyndt, E., Van den Noortgate, W., & Barbot, B. (2021). Does the fourth-grade slump in creativity actually exist? A meta-analysis of the development of divergent thinking in school-age children and adolescents. Educational Psychology Review, 33, 275–298. https://doi.org/10.1007/s10648-020-09547-9 First citation in articleCrossref, Google Scholar

  • Schafer, R. (1944). The significance of scatter in research and practice of clinical psychology. The Journal of Psychology, 18(1), 119–124. https://doi.org/10.1080/00223980.1944.9917210 First citation in articleCrossref, Google Scholar

  • Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16(4), 361–388. https://doi.org/10.1080/10400410409534549 First citation in articleCrossref, Google Scholar

  • Shammi, P., Bosman, E., & Stuss, D. T. (1998). Aging and variability in performance. Aging, Neuropsychology, and Cognition, 5(1), 1–13. https://doi.org/10.1076/anec.5.1.1.23 First citation in articleCrossref, Google Scholar

  • Silvia, P. J., Beaty, R. E., Nusbaum, E. C., Eddington, K. M., Levin-Aspenson, H., & Kwapil, T. R. (2014). Everyday creativity in daily life: An experience-sampling study of “little c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 8(2), 183–188. https://doi.org/10.1037/a0035722 First citation in articleCrossref, Google Scholar

  • Silvia, P. J., Cotter, K. N., & Christensen, A. P. (2017). The creative self in context: Experience sampling and the ecology of everyday creativity. In M. KarwowskiJ. C. KaufmanEds., The creative self: Effect of beliefs, self-efficacy, mindset, and identity (pp. 275–288). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00015-7 First citation in articleGoogle Scholar

  • Silvia, P. J., Kaufman, J. C., & Pretz, J. E. (2009). Is creativity domain-specific? Latent class models of creative accomplishments and creative self-descriptions. Psychology of Aesthetics, Creativity, and the Arts, 3(3), 139–148. https://doi.org/10.1037/a0014940 First citation in articleCrossref, Google Scholar

  • Simonton, D. K. (2000). Creative development as acquired expertise: Theoretical issues and an empirical test. Developmental Review, 20(2), 283–318. https://doi.org/10.1006/drev.1999.0504 First citation in articleCrossref, Google Scholar

  • Smeekens, B. A., & Kane, M. J. (2016). Working memory capacity, mind wandering, and creative cognition: An individual-differences investigation into the benefits of controlled versus spontaneous thought. Psychology of Aesthetics, Creativity, and the Arts, 10(4), 389–415. First citation in articleCrossref, Google Scholar

  • Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. Free Press. First citation in articleGoogle Scholar

  • Stollberger, J., & Debus, M. E. (2020). Go with the flow, but keep it stable? The role of flow variability in the context of daily flow experiences and daily creative performance. Work & Stress, 34(4), 342–358. https://doi.org/10.1080/02678373.2019.1695293 First citation in articleCrossref, Google Scholar

  • Tamnes, C. K., Fjell, A. M., Westlye, L. T., Østby, Y., & Walhovd, K. B. (2012). Becoming consistent: Developmental reductions in intraindividual variability in reaction time are related to white matter integrity. Journal of Neuroscience, 32(3), 972–982. https://doi.org/10.1523/JNEUROSCI.4779-11.2012 First citation in articleCrossref, Google Scholar

  • Tanious, R., De, T. K., Michiels, B., Van den Noortgate, W., & Onghena, P. (2020). Assessing consistency in single-case A-B-A-B phase designs. Behavior Modification, 44(4), 518–551. https://doi.org/10.1177/0145445519837726 First citation in articleCrossref, Google Scholar

  • Tinio, P. P. L., & Barbot, B. (2017). Purposeful fulfillment of creative potential. In R. BeghettoB. SriramanEds., Creative contradictions in education. Creativity theory and action in education (Vol. 1, pp. 115–128). Springer. https://doi.org/10.1007/978-3-319-21924-0_7 First citation in articleGoogle Scholar

  • Torrance, E. P. (1968). A longitudinal examination of the fourth grade slump in creativity. Gifted Child Quarterly, 12(4), 195–199. https://doi.org/10.1177/001698626801200401 First citation in articleCrossref, Google Scholar

  • Torrance, E. P. (2017). Torrance tests of creative thinking: Norms-technical manual, Figural forms A and B. Scholastic Testing Service. First citation in articleGoogle Scholar

  • Urban, K. K., & Jellen, H. G. (1996). Test for Creative Thinking-Drawing Production (TCT-DP). Swets Test Services. First citation in articleGoogle Scholar

  • Van den Akker, A. L., Briley, D. A., Grotzinger, A. D., Tackett, J. L., Tucker-Drob, E. M., & Harden, K. P. (2021). Adolescent Big Five personality and pubertal development: Pubertal hormone concentrations and self-reported pubertal status. Developmental Psychology, 57(1), 60–72. https://doi.org/10.1037/dev0001135 First citation in articleCrossref, Google Scholar

  • Volmer, J., Richter, S., & Syrek, C. J. (2019). Creative at each age: Age-related differences in drivers of workplace creativity from an experience sampling study. The Journal of Creative Behavior, 53(4), 531–545. https://doi.org/10.1002/jocb.233 First citation in articleCrossref, Google Scholar

  • Wang, M., Hao, N., Ku, Y., Grabner, R. H., & Fink, A. (2017). Neural correlates of serial order effect in verbal divergent thinking. Neuropsychologia, 99, 92–100. https://doi.org/10.1016/j.neuropsychologia.2017.03.001 First citation in articleCrossref, Google Scholar

  • West, R., Murphy, K. J., Armilio, M. L., Craik, F. I. M., & Stuss, D. T. (2002). Lapses of intention and performance variability reveal age-related increases in fluctuations of executive control. Brain and Cognition, 49(3), 402–419. https://doi.org/10.1006/brcg.2001.1507 First citation in articleCrossref, Google Scholar

  • Wohlwill, J. F. (1973). The study of behavioral development. Academic Press. First citation in articleGoogle Scholar

  • Zabelina, D., Saporta, A., & Beeman, M. (2016). Flexible or leaky attention in creative people? Distinct patterns of attention for different types of creative thinking. Memory & Cognition, 44(3), 488–498. https://doi.org/10.3758/s13421-015-0569-4 First citation in articleCrossref, Google Scholar

  • Zedelius, C. M., Protzko, J., Broadway, J. M., & Schooler, J. W. (2020). What types of daydreaming predict creativity? Laboratory and experience sampling evidence. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000342 First citation in articleGoogle Scholar