Dr. Boris Forthmann

Scientific Staff
© AE Souvignier
Working Unit Assessment and Evaluation in Schools
Room 106a
Tel: 0251/83-341 62
Fax: 0251/83-343 03
Consultation hours: by arrangement
  • Curriculum Vitae

  • Research

    Editorial board memberships

    • Creativity. Theories-Research-Applications (2018-present)
    • Journal of Creative Behavior (2019-present)

  • Publications

    Journal articles

    • Forthmann, B., Szardenings, C., & Dumas, D. (in press). On the conceptual overlap between the fluency contamination effect in divergent thinking scores and the chance view on scientific creativity. Journal of Creative Behavior. https://doi.org/10.1002/jocb.445
    • Forthmann, B., Szardenings, C., & Dumas, D. (in press). Testing equal odds in creativity research. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000294
    • Rickert, P., Forthmann, B., & Kärtner, J. (in press). Factor structure and measurement invariance of employment counselors’ use of discretionary power and differences based on gender, training, and experience. Counselling Psychology Quarterly. doi: 10.1080/09515070.2019.1687424
    • Forthmann, B., Grotjahn, R., Doebler, P., & Baghaei, P. (in press). A comparison of different item response theory models for scaling speeded C-tests. Journal of Psychoeducational Assessment. doi: 10.1177/0734282919889262
    • Forthmann, B., Paek, S. H., Dumas, D., Barbot, B., & Holling, H. (in press). Scrutinizing the basis of originality in divergent thinking tests: On the measurement precision of response propensity estimates. British Journal of Educational Psychology. doi: 10.1111/bjep.12325
    • Breil, S., Forthmann, B., Hertel-Waszak, A., Ahrens, H., Brouwer, B., Schönefeld, E., Marschall, B., & Back, M. D. (in press). Construct validity of multiple mini-interviews: Investigating the role of stations, skills, and raters using bayesian g-theory. Medical Teacher. doi: 10.1080/0142159X.2019.1670337
    • Hellmann, J. H., Forthmann, B., Knausenberger, J., Hellmann, D. F., Rees, J. H., Gansel, E., Back, M. D.*, & Echterhoff, G.* (in press). Support for refugee integration in West and East Germany: Results from two lost letter studies. Social Psychology. doi: 10.1027/1864-9335/a000397
    • *Forthmann, B., *Gühne, D., & Doebler, P. (in press). Revisiting dispersion in count-data item-response theory models: The Conway-Maxwell-Poisson counts model. British Journal of Mathematical and Statistical Psychology. doi: 10.1111/bmsp.12184
    • Beisemann, M., Forthmann, B., Bürkner, P. C., & Holling, H. (in press). Psychometric evaluation of an alternate scoring for the Remote Associates Test. Journal of Creative Behavior. doi: 10.1002/jocb.394
    • Wilken, A., Forthmann, B., & Holling, H. (in press). Instructions moderate the relationship between creative performance in figural divergent thinking and reasoning capacity. Journal of Creative Behavior. doi: 10.1002/jocb.392
    • 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, 53, 559-575. Journal of Creative Behavior. 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 authorship.

  • Teaching