@article{ThienenWeinsteinMeinel2023,
  author    = {Thienen, Julia von and Weinstein, Theresa Julia and Meinel, Christoph},
  title     = {Creative metacognition in design thinking},
  series = {Frontiers in psychology},
  volume    = {14},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2023.1157001},
  pages     = {20},
  year      = {2023},
  abstract  = {Design thinking is a well-established practical and educational approach to fostering high-level creativity and innovation, which has been refined since the 1950s with the participation of experts like Joy Paul Guilford and Abraham Maslow. Through real-world projects, trainees learn to optimize their creative outcomes by developing and practicing creative cognition and metacognition. This paper provides a holistic perspective on creativity, enabling the formulation of a comprehensive theoretical framework of creative metacognition. It focuses on the design thinking approach to creativity and explores the role of metacognition in four areas of creativity expertise: Products, Processes, People, and Places. The analysis includes task-outcome relationships (product metacognition), the monitoring of strategy effectiveness (process metacognition), an understanding of individual or group strengths and weaknesses (people metacognition), and an examination of the mutual impact between environments and creativity (place metacognition). It also reviews measures taken in design thinking education, including a distribution of cognition and metacognition, to support students in their development of creative mastery. On these grounds, we propose extended methods for measuring creative metacognition with the goal of enhancing comprehensive assessments of the phenomenon. Proposed methodological advancements include accuracy sub-scales, experimental tasks where examinees explore problem and solution spaces, combinations of naturalistic observations with capability testing, as well as physiological assessments as indirect measures of creative metacognition.},
  language  = {en}
}
@article{WeinsteinCehMeineletal.2022,
  author    = {Weinstein, Theresa Julia and Ceh, Simon Majed and Meinel, Christoph and Benedek, Mathias},
  title     = {What's creative about sentences?},
  series = {Creativity Research Journal},
  volume    = {34},
  journal   = {Creativity Research Journal},
  number    = {4},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1040-0419},
  doi       = {10.1080/10400419.2022.2124777},
  pages     = {419 -- 430},
  year      = {2022},
  abstract  = {Evaluating creativity of verbal responses or texts is a challenging task due to psychometric issues associated with subjective ratings and the peculiarities of textual data. We explore an approach to objectively assess the creativity of responses in a sentence generation task to 1) better understand what language-related aspects are valued by human raters and 2) further advance the developments toward automating creativity evaluations. Over the course of two prior studies, participants generated 989 four-word sentences based on a four-letter prompt with the instruction to be creative. We developed an algorithm that scores each sentence on eight different metrics including 1) general word infrequency, 2) word combination infrequency, 3) context-specific word uniqueness, 4) syntax uniqueness, 5) rhyme, 6) phonetic similarity, and similarity of 7) sequence spelling and 8) semantic meaning to the cue. The text metrics were then used to explain the averaged creativity ratings of eight human raters. We found six metrics to be significantly correlated with the human ratings, explaining a total of 16\% of their variance. We conclude that the creative impression of sentences is partly driven by different aspects of novelty in word choice and syntax, as well as rhythm and sound, which are amenable to objective assessment.},
  language  = {en}
}