The Box Interaction Game: Action-Based Divergent Thinking Tests for Chinese Preschoolers.

Ying Du, Yiduo Xiao, Haoran Yang, Yunqi Ning, Fei Zhi, Jing Chen, Yinghui Guo, Qunlin Chen

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Article in Journal of Intelligence, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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5 · Who and what money

Authors and funding

8 authors.

Ying DuFaculty of Psychology, Southwest University, Chongqing 400715, China.

Yiduo XiaoSchool of Psychology, Hainan Normal University, Haikou 571158, China.

Haoran YangFaculty of Psychology, Southwest University, Chongqing 400715, China.

Yunqi NingFaculty of Psychology, Southwest University, Chongqing 400715, China.

Fei ZhiFaculty of Psychology, Southwest University, Chongqing 400715, China.

Jing ChenFaculty of Psychology, Southwest University, Chongqing 400715, China.

Yinghui GuoSchool of Public Policy and Administration, Chongqing University, Chongqing 400044, China.ORCID 0009-0008-8609-5608

Qunlin ChenFaculty of Psychology, Southwest University, Chongqing 400715, China.ORCID 0000-0002-7396-1297

Funding

the Natural Science Foundation Joint Fund for Innovation and Development of Chongqing Municipal Education Commission CSTB2024NSCQ-LZX0132

6 · The paper itself

Abstract

The current methodologies for assessing divergent thinking in children are predominantly based on verbal response, which limits their applicability for evaluating the creative potential of preschoolers and toddlers. This study introduces the Box Interaction Game (BIG), which is an adaptation of the Unusual Box Test (UBT) to make it more suitable for Chinese children. By simplifying, reorganizing, and expanding the actions in the UBT, the BIG employs action-based assessments that are relevant to the Chinese context and evaluate validity and test-retest reliability in preschoolers. The results revealed statistically significant but modest correlations between the verbal Unusual Uses Task (UUT) and the BIG test. Specifically, total scores (

Indexed as

creative potentialdivergent thinkingexploratory gamespreschoolers

Identifiers

PMID40710808

DOI10.3390/jintelligence13070075

PMCPMC12295537

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