Baptiste Barbot

Bio: Baptiste Barbot is an academic researcher from Yale University. The author has contributed to research in topics: Creativity & Divergent thinking. The author has an hindex of 23, co-authored 82 publications receiving 1521 citations. Previous affiliations of Baptiste Barbot include Catholic University of Leuven & Université catholique de Louvain.

Advancing Creativity Theory and Research: A Socio‐cultural Manifesto

Abstract: This manifesto, discussed by 20 scholars, representing diverse lines of creativity research, marks a conceptual shift within the field. Socio-cultural approaches have made substantial contributions to the concept of creativity over recent decades and today can provide a set of propositions to guide our understanding of past research and to generate new directions of inquiry and practice. These propositions are urgently needed in response to the transition from the Information Society to the Post-Information Society. Through the propositions outlined here, we aim to build common ground and invite the community of creativity researchers and practitioners to reflect up, study, and cultivate creativity as a sociocultural phenomenon.

Assessing Creativity in the Classroom

Abstract: This article provides a historical presentation of creativity assessment from a psychological perspective (since Guilford), from traditional divergent thinking tasks, to current theoretical models of creativity assessment which allow creativity to be assessed in different domains, capturing the multidimensionality of creative potential (e.g. EPoC). These techniques and alternative assessment tools are contextualized by addressing their interest for educational programs which take into account children's needs (as suggested by their creative profile). Finally, we discuss the importance of assessing creativity reliably in the classroom, to study the efficiency of these educational intervention programs aiming to promote student creativity.

Childhood adversity and DNA methylation of genes involved in the hypothalamus-pituitary-adrenal axis and immune system: whole-genome and candidate-gene associations.

Abstract: In recent years, translational research involving humans and animals has uncovered biological and physiological pathways that explain associations between early adverse circumstances and long-term mental and physical health outcomes. In this article, we summarize the human and animal literature demonstrating that epigenetic alterations in key biological systems, the hypothalamus–pituitary–adrenal axis and immune system, may underlie such disparities. We review evidence suggesting that changes in DNA methylation profiles of the genome may be responsible for the alterations in hypothalamus–pituitary–adrenal axis and immune system trajectories. Using some preliminary data, wedemonstrate howexplorations of genome-wid eand candidate-gene DNA methylation profiles mayinformhypothesesandguide futureresearchefforts inthese areas.Weconcludeourarticle bydiscussingthe many important future directions, merging perspectives from developmental psychology, molecular genetics, neuroendocrinology, and immunology, that are essential for furthering our understanding of how early adverse circumstances may shape developmental trajectories, particularly in the areas of stress reactivity and physical or mental health.

Creative Potential in Educational Settings: Its Nature, Measure, and Nurture.

Abstract: Although creativity is considered one of the key ‘twenty-first-century skills’, this ability is still often misunderstood. Persistent conceptual and methodological barriers have limited educational implications. This article reviews and discusses the three critical issues of ‘nature’, ‘measure’, and ‘nurture’ of creative potential in educational settings. A current perspective on the nature of creative potential is presented. In contrast to a classic, but inaccurate ‘g-factor view’ of creativity, this perspective emphasises a multidimensional and partly domain-specific view, upon which new assessment tools can be developed. Based on a more comprehensive evaluation of a child’s creative potential, educational programmes tailored to a child’s strengths and weaknesses can be offered. These perspectives are discussed in light of current findings in the field.

Human cognitive abilities: A survey of factor analytic studies

Abstract: (1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

The Act of Creation

Abstract: While the study of psychology has offered little in the way of explaining the creative process, Koestler examines the idea that we are at our most creative when rational thought is suspended--for example, in dreams and trancelike states. All who read The Act of Creation will find it a compelling and illuminating book.