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Investigating Lasting Effects of Real-Time Feedback on Originality and Evaluation Accuracy.

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Title: Investigating Lasting Effects of Real-Time Feedback on Originality and Evaluation Accuracy.
Authors: de Chantal, Pier-Luc (AUTHOR), Houde-Labrecque, Claudelle (AUTHOR), Leblanc, Marie-Claudelle (AUTHOR), Organisciak, Peter (AUTHOR)
Source: Creativity Research Journal. Apr-Jun2026, Vol. 38 Issue 2, p266-283. 18p.
Subjects: Originality, Divergent thinking, Creative thinking, Psychological techniques, Metacognition, Language models
Abstract: Previous research has highlighted the benefits of real-time automated feedback in enhancing originality in divergent thinking tasks. In this preregistered study, we sought to replicate these findings, investigating whether improvements in creative ideation persist after feedback is discontinued, and assess the impact on evaluation accuracy. A total of 230 participants were given three divergent thinking tasks (Alternate Uses tests), with or without semantic distance feedback in the first two trials. The third task was always performed without feedback. Participants were then asked to rate the originality of the ideas they produced in this last trial. Their evaluations were compared against originality scores calculated based on semantic distance and Large Language Models (LLM) for converging evidence. The results aligned with previous findings, showing that feedback was effective in improving overall levels of originality across the first two trials. Importantly, this effect carried over to the third trial after feedback was discontinued. However, feedback did not enhance evaluation accuracy, as participants in both conditions achieved relatively high levels of accuracy in rating the originality of their own ideas. We offer possible explanations for this unexpected result and discuss the study's findings in the broader context of metacognition. [ABSTRACT FROM AUTHOR]
Copyright of Creativity Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Investigating Lasting Effects of Real-Time Feedback on Originality and Evaluation Accuracy.
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  Data: <searchLink fieldCode="AR" term="%22de+Chantal%2C+Pier-Luc%22">de Chantal, Pier-Luc</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Houde-Labrecque%2C+Claudelle%22">Houde-Labrecque, Claudelle</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Leblanc%2C+Marie-Claudelle%22">Leblanc, Marie-Claudelle</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Organisciak%2C+Peter%22">Organisciak, Peter</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Creativity+Research+Journal%22">Creativity Research Journal</searchLink>. Apr-Jun2026, Vol. 38 Issue 2, p266-283. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Originality%22">Originality</searchLink><br /><searchLink fieldCode="DE" term="%22Divergent+thinking%22">Divergent thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+thinking%22">Creative thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+techniques%22">Psychological techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Language+models%22">Language models</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Previous research has highlighted the benefits of real-time automated feedback in enhancing originality in divergent thinking tasks. In this preregistered study, we sought to replicate these findings, investigating whether improvements in creative ideation persist after feedback is discontinued, and assess the impact on evaluation accuracy. A total of 230 participants were given three divergent thinking tasks (Alternate Uses tests), with or without semantic distance feedback in the first two trials. The third task was always performed without feedback. Participants were then asked to rate the originality of the ideas they produced in this last trial. Their evaluations were compared against originality scores calculated based on semantic distance and Large Language Models (LLM) for converging evidence. The results aligned with previous findings, showing that feedback was effective in improving overall levels of originality across the first two trials. Importantly, this effect carried over to the third trial after feedback was discontinued. However, feedback did not enhance evaluation accuracy, as participants in both conditions achieved relatively high levels of accuracy in rating the originality of their own ideas. We offer possible explanations for this unexpected result and discuss the study's findings in the broader context of metacognition. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Creativity Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1080/10400419.2024.2441014
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      – Code: eng
        Text: English
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      – SubjectFull: Originality
        Type: general
      – SubjectFull: Divergent thinking
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      – SubjectFull: Creative thinking
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      – SubjectFull: Psychological techniques
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      – SubjectFull: Metacognition
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      – SubjectFull: Language models
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              Text: Apr-Jun2026
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              Y: 2026
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