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This study investigates the relationship between cognitive control and divergent thinking in children aged 10 to 12 years, revealing that cognitive control is more strongly associated with originality than fluency in divergent thinking tasks. The findings indicate that children with greater cognitive control generate more original ideas earlier in tasks, highlighting the importance of task-specific demands in assessing creativity. Overall, the research emphasizes the role of cognitive control in supporting

Author

Nastassja Fischer

Language

EN