Evidence map›Paper›PMID 42646004›Full record

ArticleJournal of Intelligence2026

Divergent Thinking in Early Childhood: Dimensions That Support Pre-Literacy Skills.

Claudia Flores, Débora Areces, Celestino Rodríguez, Inés López-Manrique

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of Intelligence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Claudia FloresDepartment of Psychology, University of Oviedo, 33003 Oviedo, Spain.ORCID 0009-0006-4670-8444
Débora ArecesDepartment of Psychology, University of Oviedo, 33003 Oviedo, Spain.ORCID 0000-0002-9262-0623
Celestino RodríguezDepartment of Psychology, University of Oviedo, 33003 Oviedo, Spain.ORCID 0000-0003-4137-4503
Inés López-ManriqueDepartment of Educational Sciences, University of Oviedo, 33003 Oviedo, Spain.

Funding

Council of Government of the Principality of Asturias IDE/2024/000713Foundation for the Promotion of Applied Scientific Research and Technology in Asturias BP24-051
6 · The paper itself

Abstract

Divergent thinking is a key educational skill associated with cognitive and pre-literacy abilities. However, the limited research conducted with preschool populations makes it difficult to draw firm conclusions and to inform curriculum changes at early ages. This study aimed to (1) examine sex and school grade differences in divergent thinking at this stage, and (2) analyze the explanatory power of creative variables for preliteracy skills in second-cycle preschool students. A total of 80 children aged 3 to 5 years (

Indexed as

assessmentcognitive skillscreative elaborationexplanatory powerlearning difficultiespre-literacy skillspreschool education

Identifiers

PMID42646004
PMCPMC13514976

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

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.