Can Priming Multiple Identities Enhance Divergent Thinking for Middle School Students?

Abstract

Previous studies have found that promoting multiple identities can improve children’s creative performance (divergent thinking). The present study employed a priming paradigm to design two experiments and investigate whether promoting a sense of multiple identities in middle school students could enhance their divergent thinking, a key component of creativity. In Experiment 1, 77 junior high school students were divided into multiple identities and physical trait condition groups. They were instructed to think about a child with multiple identities or physical traits. The results showed that there were no differences in divergent thinking (DT) scores between the two groups. In Experiment 2, we modified the priming method by asking participants to think about and write a description of the various identities or physical traits and employed a subjective top-scoring method to make up for shortcomings in the traditional scoring method when applied to originality. The results still showed no significant difference in scores between the identity and physical trait groups. Thus, the results of this study contradict those of previous research, which found that the identity group demonstrated significantly higher scores on a creativity test than did those in the physical trait group. Several potential factors affect this outcome, but it seems that priming to enhance divergent thinking is not particularly effective. Thus, the social priming effect should be pursued with caution regarding both replicability and generalizability.