Adolescents’ Drawing and Divergent Thinking: Does Culture Matter?
Bibliographic record
Abstract
The current study examined the association between adolescents’ divergent thinking and features of their drawings in the United States and China. A total of 321 American (n = 125) and Chinese (n = 196) adolescents completed a battery of assessments on divergent thinking and free drawing adapted from the Torrance Tests of Creative Thinking (TTCT). Central (e.g., focal object) and contextual (e.g., background) features characterizing adolescents’ drawings were coded. Results indicated that Chinese adolescents included more central features in their drawings compared to their American counterparts. Chinese, but not American, adolescents’ inclusion of contextual features was positively associated with their divergent thinking. Findings suggest the potential for culture to influence adolescents’ cognition, such that contextual features in drawings may be particularly conducive to the development of divergent thinking in cultures where contextual sensitivity is emphasized.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".