Creativity and cognitive skills among millenials: thinking too much and creating too little

Brice, Corgnet and Espín, Antonio M. and Hernan-Gonzalez, Roberto (2016) Creativity and cognitive skills among millenials: thinking too much and creating too little. Frontiers in Psychology . pp. 1-9. ISSN 1664-1078

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Abstract

Organizations crucially need the creative talent of millennials but are reluctant to hire them because of their supposed lack of diligence. Recent studies have shown that hiring diligent millennials requires selecting those who score high on the Cognitive Reflection Test (CRT) and thus rely on effortful thinking rather than intuition. A central question is to assess whether the push for recruiting diligent millennials using criteria such as cognitive reflection can ultimately hamper the recruitment of creative workers. To answer this question, we study the relationship between millennials’ creativity and their performance on fluid intelligence (Raven) and cognitive reflection (CRT) tests. The good news for recruiters is that we report, in line with previous research, evidence of a positive relationship of fluid intelligence, and to a lesser extent cognitive reflection, with convergent creative thinking. In addition, we observe a positive effect of fluid intelligence on originality and elaboration measures of divergent creative thinking. The bad news for recruiters is the inverted U-shape relationship between cognitive reflection and fluency and flexibility measures of divergent creative thinking. This suggests that thinking too much may hinder important dimensions of creative thinking. Diligent and creative workers may thus be a rare find.

Item Type: Article
Additional Information: This Document is Protected by copyright and was first published by Frontiers. All rights reserved. it is reproduced with permission
Keywords: Creativity; Cognitive reflection; Intelligence; Cognition; Intuition
Schools/Departments: University of Nottingham, UK > Faculty of Social Sciences > Nottingham University Business School
Identification Number: 10.3389/fpsyg.2016.01626
Depositing User: Fuller, Stella
Date Deposited: 02 Dec 2016 09:37
Last Modified: 13 Oct 2017 21:08
URI: http://eprints.nottingham.ac.uk/id/eprint/39120

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