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1. Cues to gender and racial identity reduce creativity in diverse social networks

   Baten, Raiyan; Aslin, Richard; Ghoshal, Gourab; Hoque, Ehsan (May 2021, Scientific reports)

   null (Ed.)

   The characteristics of social partners have long been hypothesized as influential in guiding group interactions. Understanding how demographic cues impact networks of creative collaborators is critical for elevating creative performances therein. We conducted a randomized experiment to investigate how the knowledge of peers’ gender and racial identities distorts people’s connection patterns and the resulting creative outcomes in a dynamic social network. Consistent with prior work, we found that creative inspiration links are primarily formed with top idea-generators. However, when gender and racial identities are known, not only is there (1) an increase of 82.03% in the odds of same-gender connections to persist (but not for same-race connections), but (2) the semantic similarity of idea-sets stimulated by these connections also increase significantly compared to demography-agnostic networks, negatively impacting the outcomes of divergent creativity. We found that ideas tend to be significantly more homogeneous within demographic groups than between, taking away diversity-bonuses from similarity-based links and partly explaining the results. These insights can inform intelligent interventions to enhance network-wide creative performances. 

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2. Novel idea generation in social networks is optimized by exposure to a “Goldilocks” level of idea-variability

   https://doi.org/10.1093/pnasnexus/pgac255  

   Baten, Raiyan Abdul; Aslin, Richard N.; Ghoshal, Gourab; Hoque, Ehsan; Nelson, ed., Karen (November 2022, PNAS Nexus)

   Abstract Recent works suggest that striking a balance between maximizing idea stimulation and minimizing idea redundancy can elevate novel idea generation performances in self-organizing social networks. We explore whether dispersing the visibility of high-performing idea generators can help achieve such a trade-off. We employ popularity signals (follower counts) of participants as an external source of variation in network structures, which we control across four conditions in a randomized setting. We observe that popularity signals influence inspiration-seeking ties, partly by biasing people’s perception of their peers’ novel idea-generation performances. Networks that partially disperse the top ideators’ visibility using this external signal show reduced idea redundancy and elevated idea-generation performances. However, extreme dispersal leads to inferior performances by narrowing the range of idea stimulation. Our work holds future-of-work implications for elevating idea generation performances of people. 

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3. “Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms

   https://doi.org/10.1002/tea.21735  

   Varelas, Maria; Kotler, Rebecca_T; Natividad, Hannah_D; Phillips, Nathan_C; Tsachor, Rachelle_P; Woodard, Rebecca; Gutierrez, Marcie; Melchor, Miguel_A; Rosario, Maria (November 2021, Journal of Research in Science Teaching)

   Abstract School science continues to alienate students identifying with nondominant, non‐western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making where body and mind are enmeshed. In the context of a partnership between school‐ and university‐based educators and researchers, we explored how multimodal literacies cultivated through the performing arts, provide students from minoritized communities opportunities to both create knowledge and to position themselves as science experts and brilliant and creative meaning makers. Four theoretical perspectives (social semiotics and multimodality; dramatizing and the embodied mind; dismantling master narratives for minoritized peoples; and the relationship of knowledge production and identity construction) framed this multiple case study of classes of elementary and middle school students who made sense of and communicated science concepts and practices through embodied performances. The study provided evidence that embodied science representations afford students abundant opportunities to construct science knowledge and positionings that support engagement with science, whether performed on a small scale in classrooms, or for the whole school through a large‐scale science play. Embodied dramatizing led to opportunities for collective meaning making as student‐performers coordinated across various movements and modes in order to represent ideas. Multiple enactments of the same concept nurtured the development of multi‐dimensional scientific, sociocultural, and sociopolitical meanings. During embodiments, students positioned themselves and others in ways that allowed expanded science identities to become possible, intertwined with other salient identities. By treating children's bodies as sites of knowledge, imagination, and expertise, integrating performing arts and science has the potential to facilitate the development of connections among ideas and between self and ideas. 

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4. Supporting Youth Activists’ Strategic Use of Social Media: A Qualitative Investigation of Design Opportunities

   Irannejad Bisafar, Farnaz; Foucault Welles, Brooke; D’ignazio, Catherine; Parker, Andrea G. (January 2020, Proceedings of the ACM on humancomputer interaction)

   Social Networking Sites (SNS) provide a platform for engaging youth in activism (e.g., by helping mobilize civic action). While youth typically employ casual approaches to online activism (i.e., quick actions, such as broadcast posts to advertise social justice events), more strategic practices (i.e., those that are more creative and informed) can increase the likelihood of successful online campaigns. However, little work has examined how youth activists can be supported to use SNS more strategically. To address this research gap, we conducted interviews with youth activists, exploring how youth made sense of social network visualizations and their perspectives on how such tools could support their activism efforts. Our findings characterize how participants made inferences about followers’ identities based on their hashtag use, and how they used those inferences in outreach decisions. We conclude with design implications for future research in this area. 

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5. In-degree centrality in a social network is linked to coordinated neural activity

   https://doi.org/10.1038/s41467-022-28432-3  

   Baek, Elisa C.; Hyon, Ryan; López, Karina; Finn, Emily S.; Porter, Mason A.; Parkinson, Carolyn (March 2022, Nature Communications)

   Abstract Convergent processing of the world may be a factor that contributes to social connectedness. We use neuroimaging and network analysis to investigate the association between the social-network position (as measured by in-degree centrality) of first-year university students and their neural similarity while watching naturalistic audio-visual stimuli (specifically, videos). There were 119 students in the social-network study; 63 of them participated in the neuroimaging study. We show that more central individuals had similar neural responses to their peers and to each other in brain regions that are associated with high-level interpretations and social cognition (e.g., in the default mode network), whereas less-central individuals exhibited more variable responses. Self-reported enjoyment of and interest in stimuli followed a similar pattern, but accounting for these data did not change our main results. These findings show that neural processing of external stimuli is similar in highly-central individuals but is idiosyncratic in less-central individuals. 

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