ArticleJournal of Intelligence2023
Performing for Better Communication: Creativity, Cognitive-Emotional Skills and Embodied Language in Primary Schools.
Article in Journal of Intelligence, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
3 citing papers in PubMed, 1 synthesis or guideline pooled it, 14 citations in OpenAlex.
- The impact of acting training on emotion recognition and expression: a systematic review.Frontiers in psychology · 2026Pooled it
- Differential Effects of Art Therapy and Dance/Movement Therapy on Emotional and Somatic Regulation in Early Psychopathology: First-Episode Psychosis and Eating Disorders.Brain sciences · 2026Article
- Emotional Competency in Education: Special Issue on Emotional Intelligence and Creativity.Journal of Intelligence · 2024Article
Corrections and comments
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Authors and funding
8 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
While the diversity and complexity of the links between creativity and emotional skills as well as their effects on cognitive processes are now established, few approaches to implementing them in schools have been evaluated. Within the framework of the enactive paradigm, which considers the complexity and dynamics of language as a cognitive process, we study how an approach based on performative theatre can synergistically stimulate creativity (artistic, bodily and linguistic), emotional skills (identifying and understanding emotions) and executive functions (especially inhibition, cognitive flexibility and emotional control), all as components defined in the context of oral communication. Stimulating this synergy in the context of foreign language teaching may be especially beneficial for children with communication disorders. This paper presents the first results of the CELAVIE pilot study (Creativity, Empathy and Emotions in Language learning with Autism for an Inclusive Education) through a case study of a pupil with a neurodevelopmental disorder included in a 4th-grade class. The results show a progression in oral communication in English as a Foreign Language (EFL), in emotional skills and creativity.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.