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Creative Thinking and Lexical Richness Development and the Impact of Cooperative Learning over Time

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Title: Creative Thinking and Lexical Richness Development and the Impact of Cooperative Learning over Time
Language: English
Authors: Rafael Segundo-Marcos (ORCID 0000-0001-6434-4273), Verónica López Fernández (ORCID 0000-0003-0483-5884), María Teresa Daza González (ORCID 0000-0002-6561-8982)
Source: Journal of Creative Behavior. 2025 59(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Creative Thinking, Creative Development, Cooperative Learning, Elementary School Students, Longitudinal Studies, Problem Solving, Vocabulary
DOI: 10.1002/jocb.70054
ISSN: 0022-0175
2162-6057
Abstract: This study explores developmental changes in creative thinking and lexical richness (measured through lexical density and diversity) during late childhood and examines how different classroom methodologies may be associated with these changes. Data were collected from 57 students at three time points (between 5th and 6th grades of primary school), allowing us to track the longitudinal development of both variables. Participants were divided into two groups based on their learning methodologies: Cooperative Learning (CL) and Individual Learning (IL). In the CL group, students engaged in structured cooperative activities centered on problem-solving and open-ended tasks in Language, Mathematics, and Arts, fostering peer interaction and idea exchange. A repeated measures ANOVA revealed significant age-related improvements in creative thinking and lexical richness, with the CL group showing greater gains, particularly at the second (T2) and third (T3) assessments. Correlation analyses showed a strong positive relationship between lexical richness and creative thinking, suggesting that a richer vocabulary may facilitate the generation of more complex and innovative ideas. These findings highlight the value of cooperative learning in promoting both creative and linguistic development during late childhood and underscore the need for further research into how classroom practices influence cognitive growth in primary education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493908
Database: ERIC
FullText Text:
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  Data: Creative Thinking and Lexical Richness Development and the Impact of Cooperative Learning over Time
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  Data: <searchLink fieldCode="AR" term="%22Rafael+Segundo-Marcos%22">Rafael Segundo-Marcos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6434-4273">0000-0001-6434-4273</externalLink>)<br /><searchLink fieldCode="AR" term="%22Verónica+López+Fernández%22">Verónica López Fernández</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0483-5884">0000-0003-0483-5884</externalLink>)<br /><searchLink fieldCode="AR" term="%22María+Teresa+Daza+González%22">María Teresa Daza González</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6561-8982">0000-0002-6561-8982</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 13
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  Data: 10.1002/jocb.70054
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  Data: 0022-0175<br />2162-6057
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  Data: This study explores developmental changes in creative thinking and lexical richness (measured through lexical density and diversity) during late childhood and examines how different classroom methodologies may be associated with these changes. Data were collected from 57 students at three time points (between 5th and 6th grades of primary school), allowing us to track the longitudinal development of both variables. Participants were divided into two groups based on their learning methodologies: Cooperative Learning (CL) and Individual Learning (IL). In the CL group, students engaged in structured cooperative activities centered on problem-solving and open-ended tasks in Language, Mathematics, and Arts, fostering peer interaction and idea exchange. A repeated measures ANOVA revealed significant age-related improvements in creative thinking and lexical richness, with the CL group showing greater gains, particularly at the second (T2) and third (T3) assessments. Correlation analyses showed a strong positive relationship between lexical richness and creative thinking, suggesting that a richer vocabulary may facilitate the generation of more complex and innovative ideas. These findings highlight the value of cooperative learning in promoting both creative and linguistic development during late childhood and underscore the need for further research into how classroom practices influence cognitive growth in primary education.
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        Value: 10.1002/jocb.70054
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      – SubjectFull: Creative Development
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Problem Solving
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      – SubjectFull: Vocabulary
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      – TitleFull: Creative Thinking and Lexical Richness Development and the Impact of Cooperative Learning over Time
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            NameFull: Rafael Segundo-Marcos
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            NameFull: Verónica López Fernández
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            NameFull: María Teresa Daza González
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