Dr. Boris Forthmann

Wissenschaftlicher Mitarbeiter
© AE Souvignier
Arbeitseinheit Diagnostik und Evaluation im schulischen Kontext
Raum 106a
Tel: 0251/83-341 62
Fax: 0251/83-343 03
Sprechstunde: nach Vereinbarung
  • Curriculum Vitae

    Akademische Berufstätigkeit

    • 2006-2011: Studium der Psychologie an der Universität Münster
    • 2011-2019: Wissenschaftlicher Mitarbeiter in der Arbeitseinheit Statistik & Methoden von Prof. Dr. Heinz Holling
    • 2019-heute: Wissenschaftlicher Mitarbeiter in der Arbeitseinheit Diagnostik und Evaluation im schulischen Kontext von Prof. Dr. Elmar Souvignier


    Akademische Ausbildung

    • 2011 - Diplom in Psychologie
    • 2017 - Promotion im Fach Psychologie
    • 2021 - Habilitation für das Fach Psychologie


  • Forschung

    Editorial board memberships

    • Frontiers in Psychology: Cognition (2017-2019)
    • Creativity. Theories-Research-Applications (2018-present)
    • Journal of Creative Behavior (2019-present)
    • Thinking Skills and Creativity (2020-present)
    • Creativity Research Journal (2020-present)
    • Psychology of Aesthetics, Creativity, and the Arts (2021-present)



  • Publikationen

    Journal articles

    • 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.
    • 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.
    • Buczak, P., Huang, H., Forthmann, B., & Doebler, P. (in press). The machines take over: A comparison of various supervised learning approaches for automated scoring of divergent thinking tasks. Journal of Creative Behavior.
    • Forthmann, B., Beaty, R. E., & Johnson, D. R. (in press). 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. https://doi.org/10.1027/1015-5759/a000723
    • Hebbecker, K., Förster, N., Forthmann, B., & Souvignier, E. (in press). Data-based decision-making in schools: Examining the process and effects of teacher support. Journal of Educational Psychology. https://doi.org/10.1037/edu0000530
    • Thielsch, M. T., Forthmann, B., Brau, H., & Eisbach, S. (in press). All that glitters is gold: Development and validation of the Product Aesthetics Inventory (PAI). Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000494
    • Breil, S. M., Lievens, F., Forthmann, B., & Back, M. D. (in press). Interpersonal behavior in assessment center role-play exercises: Investigating structure, consistency, and effectiveness. Personnel Psychology. https://doi.org/10.1111/peps.12507
    • 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
    • Caviggioli, F., & Forthmann, B. (2022). Reach for the stars: Disentangling quantity and quality of inventors’ productivity in a multifaceted latent variable model. Scientometrics. https://doi.org/10.1007/s11192-022-04328-3
    • 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. Advance Online Publication. https://doi.org/10.1007/s11145-021-10252-4
    • 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
    • Förster, N., Erichsen, M., & Forthmann, B. (in press). Measuring reading progress in second grade: Psychometric properties of the quop-L2 test series. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000688
    • Dumas, D., Dong, Y., Grajzel, K., Forthmann, B., & Doherty, M. (2022https://doi.org/10.1027/1015-5759/a000688). Understanding ideational fluency as a survival process. British Journal of Educational Psychology, 92, e12469. https://doi.org/10.1111/bjep.12469
    • Forthmann, B., & Szardenings, C. (in press). Predicted Correlation. COLLNET Journal of Scientometrics and Information Management. https://doi.org/10.1080/09737766.2021.1989988
    • Beaty, R. E., Johnson, D. R., Zeitlen, D. C., & Forthmann, B. (in press). Semantic distance and the Alternate Uses Task: Recommendations for reliable automated assessment of originality. Creativity Research Journal. https://doi.org/10.1080/10400419.2022.2025720
    • 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., 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
    • 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
    • Forthmann, B., Szardenings, C., & Dumas, D. (2021). Testing equal odds in creativity research. Psychology of Aesthetics, Creativity, and the Arts, 15, 324-339. https://doi.org/10.1037/aca0000294
    • 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
    • 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
    • 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
    • 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
    • Forthmann, B., Szardenings, C., & Dumas, D. (2021). On the conceptual overlap between the fluency contamination effect in divergent thinking scores and the chance view on scientific creativity. Journal of Creative Behavior, 55, 268-275. https://doi.org/10.1002/jocb.445
    • 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
    • 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
    • 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
    • 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. doi: 10.1177/0734282919889262
    • 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. doi: 10.1111/bjep.12325
    • *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. doi: 10.1111/bmsp.12184
    • Beisemann, M., Forthmann, B., Bürkner, P. C., & Holling, H. (2020). Psychometric evaluation of an alternate scoring for the Remote Associates Test. Journal of Creative Behavior, 54, 751-766. doi: 10.1002/jocb.394
    • Wilken, A., Forthmann, B., & Holling, H. (2020). Instructions moderate the relationship between creative performance in figural divergent thinking and reasoning capacity. Journal of Creative Behavior, 54, 582-597. doi: 10.1002/jocb.392
    • 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., & 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
    • 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. doi: 10.1027/1864-9335/a000397
    • 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. doi: 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., *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. doi: 10.1037/aca0000196
    • Forthmann, B., Oyebade, O., Ojo, A., Günther, F., & Holling, H. (2019). Application of latent semantic analysis to divergent thinking is biased by elaboration. Journal of Creative Behavior, 53, 559-575. doi: 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. doi: 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. doi: 10.3389/fpsyg.2019.00985
    • 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. doi: 10.1037/aca0000227
    • Forthmann, B., Wilken, A., Doebler, P., & Holling, H. (2019). Strategy induction enhances creativity in figural divergent thinking. Journal of Creative Behavior, 53, 18-29. doi: 10.1002/jocb.159
    • 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(2), 83-95.
    • Forthmann, B., Lips, C., Szardenings, C., Scharfen, J., & Holling, H. (2018). Are speedy brains needed when divergent thinking is speeded - or unspeeded? Journal of Creative Behavior. doi: 10.1002/jocb.350
    • 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. doi: 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. doi: 10.1016/j.stueduc.2017.11.008
    • 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. doi: 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. doi: 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. doi: 10.1016/j.tsc.2016.12.005
    • 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. doi: 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. doi: 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. doi: 10.1016/j.lindif.2016.02.002


    * = Shared first or last authorship.











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