TY - JOUR A1 - Rösler, Antonia A1 - Scheffler, Christiane A1 - Hermanussen, Michael T1 - No evidence of growth impairment after forced migration in Polish school children after World War II JF - Human biology and public health N2 - Background: Migration is omnipresent. It can come hand in hand with emotional stress which is known to influence the growth of children. Objective: The aim of this study was to analyse whether type of migration (forced or voluntary) and the geographic direction had influenced the growth of Polish children after World War II. Sample and Methods: A sub dataset of 2,208 individuals between the ages of 2-20, created from data of the 2nd Polish Anthropological Survey carried out in 1966–1969, including anthropometrical data and social and demographic information based on questionnaire, was used to analyse migration effects. Results: No association could be found between the direction of migration and the height of the children. The confidence intervals of the means of all classified migration categories overlap significantly and the effect size of the influence of migration category on height is ds=.140, which is too low to see any effects, even if there were one. Conclusion: Neither forced nor voluntary migration in Poland after World War II led to a change in height in children of migrating families. KW - nutrition KW - stunting KW - socioeconomy KW - education KW - secular changes KW - pubertal timing Y1 - 2023 U6 - https://doi.org/10.52905/hbph2023.1.68 SN - 2748-9957 VL - 1 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Thienen, Julia von A1 - Weinstein, Theresa Julia A1 - Meinel, Christoph T1 - Creative metacognition in design thinking BT - exploring theories, educational practices, and their implications for measurement JF - Frontiers in psychology N2 - 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. KW - accuracy KW - creativity KW - design thinking KW - education KW - measurement KW - metacognition KW - innovation KW - framework Y1 - 2023 U6 - https://doi.org/10.3389/fpsyg.2023.1157001 SN - 1664-1078 VL - 14 PB - Frontiers Research Foundation CY - Lausanne ER -