Publications

Journal articles (peer-reviewed)

in press

Feybesse, C., Forthmann, B., Neto, F., Holling, H., & Hatfield, E. (in press). Measuring love around the world: A cross-cultural reliability generalization. Sexuality & Culture. https://doi.org/10.1007/s12119-024-10287-z

Forthmann, B. (in press). Disentangling quantity and quality in the assessment of creative productions. Creativity Research Journal. https://doi.org/10.1080/10400419.2024.2315389

Forthmann, B., Beisemann, M., Doebler, P., & Mutz, R. (in press). Reliable individual differences in researcher performance capacity estimates: Evaluating productivity as explanatory variable. Scientometrics. https://doi.org/10.1007/s11192-024-05210-0

Forthmann, B., & Doebler, P. (in press). Fifty years later and still working: Rediscovering Paulus et al.’s (1970) automated scoring of divergent thinking tests. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000518

Forthmann, B., Doebler, P., & Mutz, R. (in press). Why summing up bibliometric indicators does not justify a composite indicator. Scientometrics. https://doi.org/10.1007/s11192-024-05194-x

Forthmann, B., Goecke, B., & Beaty, R. E. (in press). Planning missing data designs for human ratings in creativity research: A practical guide. Creativity Research Journal. https://doi.org/10.1080/10400419.2023.2250976

Forthmann, B., Karwowski, M., & Beaty, R. E. (in press). Don’t throw the “bad” ideas away! Multidimensional top-scoring increases reliability of divergent thinking tasks. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000571

Forthmann, B., Lenhard, W., Lenhard, A., & Förster, N. (in press). Flexible item response modeling for timed reading comprehension assessment. The Journal of Experimental Education. https://doi.org/10.1080/00220973.2024.2367162

*Forthmann, B., *Weiss, S., & Goecke, B. (in press). A cognitive interpretation is not at odds with equal odds: A latent variable investigation of creative thinking. Imagination, Cognition and Personality. https://doi.org/10.1177/02762366241311561 (*shared first autorship)

Laumann, D., Krause, M., Kremer, F. E., Leibrock, B., Ubben, M. S., Forthmann, B., ..., & Heusler, S. (in press). Mobile learning in the classroom – Should students bring mobile devices for learning, or should these be provided by schools? Education and Information Technologies.

Luchini, S., Moosa, M., Patterson, J. D., Johnson, D. R., Baas, M., Barbot, B., ..., Forthmann, B., ..., & Beaty, R. E. (in press). Automated assessment of creativity in multilingual narratives. Psychology of Aesthetics, Creativity, and the Arts.

Saretzki, J., Andrae, R., Forthmann, B., & Benedek, M. (in press). Investigation of response aggregation methods in divergent thinking assessments. The Journal of Creative Behavior.

Saretzki, J., Forthmann, B., & Benedek, M. (in press). A systematic quantitative review of divergent thinking assessments. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000691

Yu, Y., Beaty, R. E., Forthmann, B., Beeman, M., Cruz, J. H., & Johnson, D. R. (in press). A mad method to assess idea novelty: Improving validity of automatic scoring using maximum associative distance (MAD). Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000573

Zandi, N., Karwowski, M., Forthmann, B., & Holling, H. (in press). How stable is the creative self-concept? A latent atate-trait analysis. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000521

Zielińska, A., Forthmann, B., Lebuda, I., & Karwowski, M. (in press). Self-regulation for creative activity: The same or different across domains? Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000540

2024

Beisemann, M., Forthmann, B., & Doebler, P. (2024). Understanding ability and reliability differences measured with count items: The Distributional Regression Test Model and the Count Latent Regression Model. Multivariate Behavioral Research, 59, 502-522. https://doi.org/10.1080/00273171.2023.2288577

Brosch, E.-K., Binnewies, C., Groening, C., & Forthmann, B. (2024). The role of general work engagement and well-being for vacation effects and for vacation fade-out. Applied Psychology: An International Review, 73, 509-539. https://doi.org/10.1111/apps.12488

Dumas, D., Forthmann, B., & Alexander, P. A. (2024). Using a model of domain learning to understand the development of creativity. Educational Psychologist, 59, 143-158. https://doi.org/10.1080/00461520.2023.2291577

Forthmann, B., & Nestler, S. (2024). Latent variable modeling of scientific impact: Estimation of the Q model parameters with structural equation models. Quantitative Science Studies, 5, 668-680. https://doi.org/10.1162/qss_a_00313

Goecke, B., DiStefano, P. V., Aschauer, W., Haim, K., Beaty, R. E., & Forthmann, B. (2024). Automated scoring of scientific creativity in German. The Journal of Creative Behavior, 58, 321-327. https://doi.org/10.1002/jocb.658

Kholid, M. N., Mahmudah, M. H., Ishartono, N., Putra, F. G., & Forthmann, B. (2024). Classification of students’ creative thinking for non-routine mathematical problems. Cogent Education, 11, 2394738. https://doi.org/10.1080/2331186X.2024.2394738

Krause, M., Greefrath, G., Forthmann, B., Kremer, F. E., Reer, F., Laumann, D., Masemann, D., ..., & Heusler, S. (2024). Effects of student-owned and provided mobile devices on mathematical modeling competence: Investigating interaction effects with problematic smartphone use and fear of missing out. Frontiers in Education, 9, 1167114. https://doi.org/10.3389/feduc.2024.1167114

Mentel, H., Förster, N., Forthmann, B., & Souvignier, E. (2024). Predictors of teachers’ behavioral intentions in inclusive education and their changes over time: A competitive test of hypotheses. Teaching and Teacher Education, 141, 104509. https://doi.org/10.1016/j.tate.2024.104509

Pichot, N., Forthmann, B., Bonetto, E., Arciszewski, T., Bonnardel, N., Jaubert, S., & Pavani, J.-B. (2024). Aiming at creativity and ending up with a range from low-hanging fruits to foolishness: A reflective model of creativity. The Journal of Creative Behavior, 58, 444-459. https://doi.org/10.1002/jocb.667

Thielsch, M. T., Forthmann, B., Brau, H., & Eisbach, S. (2024). All that glitters is gold: Development and validation of the Product Aesthetics Inventory (PAI). Psychology of Aesthetics, Creativity, and the Arts, 18, 716-736. https://doi.org/10.1037/aca0000494

2023

Breil, S. M., Lievens, F., Forthmann, B., & Back, M. D. (2023). Interpersonal behavior in assessment center role-play exercises: Investigating structure, consistency, and effectiveness. Personnel Psychology, 76, 759-795. https://doi.org/10.1111/peps.12507

Buczak, P., Huang, H., Forthmann, B., & Doebler, P. (2023). The machines take over: A comparison of various supervised learning approaches for automated scoring of divergent thinking tasks. The Journal of Creative Behavior, 57, 17-36. https://doi.org/10.1002/jocb.559

Förster, N., Erichsen, M., & Forthmann, B. (2023). Measuring reading progress in second grade: Psychometric properties of the quop-L2 test series. European Journal of Psychological Assessment, 39, 5-13. https://doi.org/10.1027/1015-5759/a000688

Förster, N., Forthmann, B., M., Back, M. D., & Souvignier, E. (2023). Effects of the COVID-19 pandemic on reading performance of second grade children in Germany. Reading and Writing, 36, 289-315. https://doi.org/10.1007/s11145-022-10379-y

Forthmann, B. (2023). Researcher capacity estimation based on the Q model: A generalized linear mixed model perspective. Scientometrics, 128, 4753-4764. https://doi.org/10.1007/s11192-023-04756-9

Forthmann, B., Beaty, R. E., & Johnson, D. R. (2023). Semantic spaces are not created equal—how should we weigh them in the sequel? An in-depth examination of composites in automated creativity scoring. European Journal of Psychological Assessment, 39, 449-461. https://doi.org/10.1027/1015-5759/a000723

Forthmann, B., & Ehlert, M. (2023). Creative metacognition and its relation to the conceptualization, assessment, and nurture of creativity: Comment on “A systematic framework of creative metacognition” by I. Lebuda & M. Benedek. Physics of Life Reviews, 47, 195-196. https://doi.org/10.1016/j.plrev.2023.10.035

Forthmann, B., Kaczykowski, K., Benedek, M., & Holling, H. (2023). The manic idea creator? A review and meta-analysis of the relationship between bipolar disorder and creative cognitive potential. International Journal of Environmental Research and Public Health, 20, 6264. https://doi.org/10.3390/ijerph20136264

Harenbrock, J., Forthmann, B., & Holling, H. (2023). Retest reliability of situational judgment tests: A meta-analysis. Journal of Personnel Psychology, 22, 169-184. https://doi.org/10.1027/1866-5888/a000323

Miroshnik, K., Forthmann, B., Karwowski, M., & Benedek, M. (2023). The relationship of divergent thinking with broad retrieval ability and processing speed: A meta-analysis. Intelligence, 98, 101739. https://doi.org/10.1016/j.intell.2023.101739

Patterson, J. D., Merseal, H. M., Johnson, D. R., Agnoli, S., Baas, M., Baker, B. S., ..., Forthmann, B., ..., & Beaty, R. E. (2023). Multilingual semantic distance: Automatic verbal creativity assessment in many languages. Psychology of Aesthetics, Creativity, and the Arts, 17, 495-507. https://doi.org/10.1037/aca0000618

2022

Beaty, R. E., Johnson, D. R., Zeitlen, D. C., & Forthmann, B. (2022). Semantic distance and the Alternate Uses Task: Recommendations for reliable automated assessment of originality. Creativity Research Journal, 34, 245-260. https://doi.org/10.1080/10400419.2022.2025720

Breil, S., Forthmann, B., & Back, M. D. (2022). Measuring distinct social skills via multiple speed assessments - A behavior-focused personnel selection approach. European Journal of Psychological Assessment, 38, 224-236. https://doi.org/10.1027/1015-5759/a000657

Caviggioli, F., & Forthmann, B. (2022). Reach for the stars: Disentangling quantity and quality of inventors’ productivity in a multifaceted latent variable model. Scientometrics, 127, 7015-7040. https://doi.org/10.1007/s11192-022-04328-3

Dumas, D., Dong, Y., Grajzel, K., Forthmann, B., & Doherty, M. (2022). Understanding ideational fluency as a survival process. British Journal of Educational Psychology, 92, e12469. https://doi.org/10.1111/bjep.12469

Forthmann, B., & Dumas, D. (2022). Quantity and quality in scientific productivity: The tilted funnel goes Bayesian. Journal of Intelligence, 10, 95. https://doi.org/10.3390/jintelligence10040095

Forthmann, B., Förster, N., & Souvignier, E. (2022). Multilevel and empirical reliability estimates of learning growth: A simulation study and empirical illustration. Frontiers in Education, 7, 920704. https://doi.org/10.3389/feduc.2022.920704

Forthmann, B., Förster, N., & Souvignier, E. (2022). Shaky student growth? A comparison of robust Bayesian learning progress estimation methods. Journal of Intelligence, 10, 16. https://doi.org/10.3390/jintelligence10010016

Forthmann, B., & Szardenings, C. (2022). Predicted Correlation. COLLNET Journal of Scientometrics and Information Management, 16, 7-21. https://doi.org/10.1080/09737766.2021.1989988

Hebbecker, K., Förster, N., Forthmann, B., & Souvignier, E. (2022). Data-based decision-making in schools: Examining the process and effects of teacher support. Journal of Educational Psychology, 114, 1695-1721. https://doi.org/10.1037/edu0000530

Neuber, L., Englitz, C., Schulte, N., Forthmann, B., & Holling, H. (2022). How work engagement relates to performance and absenteeism: a meta-analysis. European Journal of Work and Organizational Psychology, 31, 292-315. https://doi.org/10.1080/1359432X.2021.1953989

Peters, M. T., Förster, N., Forthmann, B., & Souvignier, E. (2022). Business-as-usual reading instruction in 2nd grade: teacher centered and rarely evidence-based. Reading and Writing, 35, 1569–1597. https://doi.org/10.1007/s11145-021-10252-4

2021

Diebig, M., Li, J., Forthmann, B., Schmidtke, J., Muth, T., & Angerer, P. (2021). A three-wave longitudinal study on the relation between commuting strain and somatic symptoms in university students: Exploring the role of learning-family conflicts. BMC Psychology, 9, 199. https://doi.org/10.1186/s40359-021-00702-7

Forthmann, B., & Doebler, P. (2021). Reliability of researcher capacity estimates and count data dispersion: A comparison of Poisson, negative binomial, and Conway-Maxwell Poisson models. Scientometrics, 126, 3337-3354. https://doi.org/10.1007/s11192-021-03864-8

Forthmann, B., Jankowska, D. M., & Karwowski, M. (2021). How reliable and valid are frequency-based originality scores? Evidence from a sample of children and adolescents. Thinking Skills and Creativity, 41, 100851. https://doi.org/10.1016/j.tsc.2021.100851

Forthmann, B., Szardenings, C., & Dumas, D. (2021a). On the conceptual overlap between the fluency contamination effect in divergent thinking scores and the chance view on scientific creativity. The Journal of Creative Behavior, 55, 268-275. https://doi.org/10.1002/jocb.445

Forthmann, B., Szardenings, C., & Dumas, D. (2021b). Testing equal odds in creativity research. Psychology of Aesthetics, Creativity, and the Arts, 15, 324-339. https://doi.org/10.1037/aca0000294

Forthmann, B., Szardenings, C., Dumas, D., & Feist, G. J. (2021). Strict equal odds: A useful reference to study the relationship between quality and quantity. Creativity Research Journal, 33, 96-105. https://doi.org/10.1080/10400419.2020.1827605

Gerwig, A., Miroshnik, K., Forthmann, B., Benedek, M., Karwowski, M., & Holling, H. (2021). The relationship between intelligence and divergent thinking—A meta-analytic update. Journal of Intelligence, 9, 23. https://doi.org/10.3390/jintelligence9020023

Karwowski, M., Czerwonka, M., Wiśniewska, E., & Forthmann, B. (2021). How is Intelligence Test Performance Associated with Creative Achievement? A Meta-Analysis. Journal of Intelligence, 9, 28. https://doi.org/10.3390/jintelligence9020028

Kleinkorres, R., Forthmann, B., & Holling, H. (2021). An experimental approach to investigate the involvement of cognitive load in divergent thinking. Journal of Intelligence, 9, 3. https://doi.org/10.3390/jintelligence9010003

Peters, M. T., Förster, N., Hebbecker, K., Forthmann, B., Souvignier, E. (2021). Effects of Data-Based Decision Making on Low-Performing Readers in General Education Classrooms: Cumulative Evidence from Six Intervention Studies. Journal of Learning Disabilities, 54, 334-348. https://doi.org/10.1177/00222194211011580

Rickert, P., Forthmann, B., & Kärtner, J. (2021). Factor structure and measurement invariance of employment counselors’ use of discretionary power and differences based on gender, training, and experience. Counselling Psychology Quarterly, 34, 129-149. https://doi.org/10.1080/09515070.2019.1687424

2020

Beisemann, M., Forthmann, B., Bürkner, P. C., & Holling, H. (2020). Psychometric evaluation of an alternate scoring for the Remote Associates Test. The Journal of Creative Behavior, 54, 751-766. https://doi.org/10.1002/jocb.394

Breil, S., Forthmann, B., Hertel-Waszak, A., Ahrens, H., Brouwer, B., Schönefeld, E., Marschall, B., & Back, M. D. (2020). Construct validity of multiple mini-interviews: Investigating the role of stations, skills, and raters using bayesian g-theory. Medical Teacher, 42, 164-171. https://doi.org/10.1080/0142159X.2019.1670337

Forthmann, B., Förster, N., Schütze, B., Hebbecker, K., Fleßner, J., Peters, M. T., & Souvignier, E. (2020). How much g is in the distractor? Re-thinking item-analysis of multiple-choice items. Journal of Intelligence, 8, 11. https://doi.org/10.3390/jintelligence8010011

Forthmann, B., Grotjahn, R., Doebler, P., & Baghaei, P. (2020). A comparison of different item response theory models for scaling speeded C-tests. Journal of Psychoeducational Assessment, 38, 692-705. https://doi.org/10.1177/0734282919889262

*Forthmann, B., *Gühne, D., & Doebler, P. (2020). Revisiting dispersion in count-data item-response theory models: The Conway-Maxwell-Poisson counts model. British Journal of Mathematical and Statistical Psychology, 73, 32-50. https://doi.org/10.1111/bmsp.12184 (*shared first autorship)

Forthmann, B., Leveling, M., Dong, Y., & Dumas, D. (2020). Investigating the quantity-quality relationship in scientific creativity: An empirical examination of expected residual variance and the tilted funnel hypothesis. Scientometrics, 124, 2497-2518. https://doi.org/10.1007/s11192-020-03571-w

Forthmann, B., Lips, C., Szardenings, C., Scharfen, J., & Holling, H. (2020). Are speedy brains needed when divergent thinking is speeded - or unspeeded? The Journal of Creative Behavior, 54, 123 - 133. https://doi.org/10.1002/jocb.350

Forthmann, B., Paek, S. H., Dumas, D., Barbot, B., & Holling, H. (2020). Scrutinizing the basis of originality in divergent thinking tests: On the measurement precision of response propensity estimates. British Journal of Educational Psychology, 90, 683-699. https://doi.org/10.1111/bjep.12325

Forthmann, B., & Runco, M. A. (2020). An empirical test of the inter-relationships between various bibliometric creative scholarship indicators. Publications, 8, 34. https://doi.org/10.3390/publications8020034

*Forthmann, B., *Szardenings, C., & Holling, H. (2020). Understanding the confounding effect of fluency in divergent thinking scores: Revisiting average scores to quantify artifactual correlation. Psychology of Aesthetics, Creativity, and the Arts, 14, 94-112. https://doi.org/10.1037/aca0000196 (*shared first autorship)

Hellmann, J. H., Forthmann, B., Knausenberger, J., Hellmann, D. F., Rees, J. H., Gansel, E., Back, M. D.*, & Echterhoff, G.* (2020). Support for refugee integration in West and East Germany: Results from two lost letter studies. Social Psychology, 51, 106-115. https://doi.org/10.1027/1864-9335/a000397

Wilken, A., Forthmann, B., & Holling, H. (2020). Instructions moderate the relationship between creative performance in figural divergent thinking and reasoning capacity. The Journal of Creative Behavior, 54, 582-597. https://doi.org/10.1002/jocb.392

2019

Forthmann, B., Oyebade, O., Ojo, A., Günther, F., & Holling, H. (2019). Application of latent semantic analysis to divergent thinking is biased by elaboration. The Journal of Creative Behavior, 53, 559-575. https://doi.org/10.1002/jocb.240

Forthmann, B., Jendryczko, D., Scharfen, J., Kleinkorres, R., Benedek, M., & Holling, H. (2019). Creative ideation, broad retrieval ability, and processing speed: A confirmatory study of nested cognitive abilities. Intelligence, 75, 59-72. https://doi.org/10.1016/j.intell.2019.04.006

Forthmann, B., Bürkner, P. C., Szardenings, C., Benedek, M., & Holling, H. (2019). A new perspective on the multidimensionality of divergent thinking tasks. Frontiers in Psychology: Cognition, 10, 985. https://doi.org/10.3389/fpsyg.2019.00985

Forthmann, B., Wilken, A., Doebler, P., & Holling, H. (2019). Strategy induction enhances creativity in figural divergent thinking. The Journal of Creative Behavior, 53, 18-29. https://doi.org/10.1002/jocb.159

Reiter-Palmon, R., Forthmann, B., & Barbot, B. (2019). Scoring divergent thinking tests: A review and systematic framework. Psychology of Aesthetics, Creativity, and the Arts, 13, 144-152. https://doi.org/10.1037/aca0000227

2018

Forthmann, B., Çelik, P., Holling, H., Storme, M., & Lubart, T. (2018). Item response modeling of divergent-thinking tasks: A comparison of Rasch’s Poisson model with a two-dimensional model extension. International Journal of Creativity and Problem Solving, 28, 83-95.

Forthmann, B., Regehr, S., Seidel, J., Holling, H., Çelik, P., Storme, M., & Lubart, T. (2018). Revisiting the interactive effect of multicultural experiences and openness to experience on divergent thinking. International Journal of Intercultural Relations, 63, 135-143. https://doi.org/10.1016/j.ijintrel.2017.10.002

Thielsch, M. T., Brinkmöller, B., & Forthmann, B. (2018). Reasons for responding in student evaluation of teaching. Studies in Educational Evaluation, 56, 189-196. https://doi.org/10.1016/j.stueduc.2017.11.008

2017

Storme, M., Çelik, P., Camargo, A., Forthmann, B., Holling, H., & Lubart, T. (2017). The effect of forced language switching during divergent thinking: A study on bilinguals' originality of ideas. Frontiers in Psychology: Cognition, 8, 1-7. https://doi.org/10.3389/fpsyg.2017.02086

Forthmann, B., Holling, H., Çelik, P., Storme, M., & Lubart, T. (2017). Typing speed as a confounding variable and the measurement of quality in divergent thinking. Creativity Research Journal, 29, 257-269. https://doi.org/10.1080/10400419.2017.1360059

Forthmann, B., Holling, H., Zandi, N., Gerwig, A., Çelik, P., Storme, M., & Lubart, T. (2017). Missing creativity: The effect of cognitive workload on rater (dis-)agreement in subjective divergent-thinking scores. Thinking Skills and Creativity, 23, 129-139. https://doi.org/10.1016/j.tsc.2016.12.005

2016

Forthmann, B., Gerwig, A., Holling, H., Çelik, P., Storme, M., & Lubart, T. (2016). The be-creative effect in divergent thinking: The interplay of instructions and objekt frequency. Intelligence, 57, 25-32. https://doi.org/10.1016/j.intell.2016.03.005

Blum, D., Holling, H., Galibert, M.S., & Forthmann, B. (2016). Task difficulty prediction of figural analogies. Intelligence, 56, 72-81.
https://doi.org/10.1016/j.intell.2016.03.001

Çelik, P., Storme, M., & Forthmann, B. (2016). A new perspective on the link between multiculturalism and creativity: The relationship between core value diversity and divergent thinking. Learning and Individual Differences, 52, 188-196. https://doi.org/10.1016/j.lindif.2016.02.002