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Pavel Onderka, Vlastimil Vrtal and Alexander Gatzsche

References CAILLIAUD, Frederic. Voyage à Meroë: au fleuve Blanc, au-del à de Fazoql dans le midi du royaume de Sennâr à Syouah. Paris, 1826. EDWARDS, David, N. Meroitic Ceramic Studies I: A Preliminary study of the Meroe West Cemetery. Meroitic Newsletter 26, 1999, pp. 53-77. GEMPELER, Robert D. Elephantine X. Die Keramik römischer bis früharabischer Zeit. Archaologische Veroffentlichungen 43. Mainz am Rhein, 1992. HINKEL, Friedrich W. - SIEVERTSEN, Uwe The Archaeological Map of Sudan Supplement

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Pavel Onderka, Vlastimil Vrtal and Alexander Gatzsche

Hauptkampagne, 13.1.1997–11.4.1997”, in: Der Antike Sudan. Mitteilungen der Sudanarchäologischen Gesellschaft zu Berlin e. V. 9, pp. 24–43; Wolf, Pawel 2009 “Der Garten der Großen Anlage von Musawwarat es-Sufra, Sudan”, in: Loeben, Christian E. – Kappel Sven et al. (eds): Gärten im alten Ägypten und in Nubien 2000 v.Chr. - 250 n.Chr.

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Sven Form

References Amabile, T. M. (1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43, 997-1013. Beck, J. (2006). The sales effect of word of mouth: A model for creative goods and estimates for novels. Journal of Cultural Economics, 31, 5-23. Berlyne, D. E. (1975). Extension to Indian subjects of a study of exploratory and verbal responses to visual patterns. Journal of Cross-Cultural Psychology, 6, 316-330. Berlyne, D. E. (1976

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Brady Wagoner

[1927]). The Historical Meaning of The Crisis in Psychology: A Methodological Investigation. The Collected Works of Vygotsky . New York: Plenum Press. Vygotsky, L. S. (1987). History of development of higher mental functions. The Collected Works of Vygotsky (vol. 4) (pp. 69-235). New York: Plenum. Wagoner, B. (2009). The Experimental Methodology of Constructive Microgenesis. In J. Valsiner, P. Molenaar, N. Chaudhary and M. Lyra (Eds.). Handbook of Dynamic Process Methodology in the Social and Developmental Sciences (pp. 99-121). New York: Springer

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Ai-Girl Tan

://academics.georgiasouthern.edu/ijsotl/v7n1.html Lawrence, R.L. (2002). Intuitive knowing and embodied consciousness. New Direction for Adult and Continuing Education, 134, 5-66. Polanyi, M. (1968). Logic and psychology. American Psychologist , 23 , 1, 27-43; DOI: 10.1037/h0037692. Polanyi, M. (1983). The tacit dimension . Gloucester, MA: Peter Smith. Ponomarev, Ia. A. (2008). Prospects for the development of the psychology of creativity (I). Journal of Russian and East European Psychology, 46 , 3, 17–93. Schon, D. (1983). The reflective practitioner: How

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James C. Kaufman

. Journal of Cross-Cultural Psychology , 43 , 384-392. Torrance, E. P. (1963). Education and the creative potential. Minneapolis, MN: University of Minnesota Press. Vock, M., Preckel, F., & Holling, H. (2011). Mental abilities and school achievement: A test of a mediation hypothesis. Intelligence , 39 , 357-369. Ward, T. B. (1994). Structured imagination: The role of category structure in exemplar generation. Cognitive Psychology , 27 , 1-40. Ward, T. B., Dodds, R. A., Saunders, K. N., & Sifonis, C. M. (2000). Attribute centrality and

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Asli Nazife Kaya and Seniz Cikis

. Blouin, P. S. & McKelvie, S. J. (2012). Postformal thinking as a predictor of creativity and of the identification and appreciation of irony and metaphor. North American Journal of Psychology, 14(1), 39-50. Boden, M. A. (1994). What is creativity? In M. A. Boden (Ed.), Dimensions of creativity (pp. 75-117). Cambridge: MIT Press. Commons, M. L, Bresette L. M., & Ross S. N. (2008). The connection between postformal thought and major scientific innovations, world futures. The Journal of Global Education, 64(5-7), 503

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Sameh Said-Metwaly, Wim Van den Noortgate and Eva Kyndt

-438. doi: 10.1080/10400 419.2014.961781 Lubart, T. I. (2001). Models of the creative process: Past, present and future. Creativity Research Journal, 13, 295-308. *Lubart, T. I., & Guignard, J. (2004). The generality-specificity of creativity: A multivariate approach. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 43-56). Washington, DC: American Psychological Association. *Milgram, R. M., & Milgram, N. A. (1976a). Creative thinking and creative performance in

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Aubra C. Shepard, Elisabeth Morney and Sarah E. Sumners

hierarchical framework for the study of creativity. New Horizons in Education, 55 (3), 1-9. Runco, M. A. (2014). Creativity: Theories and themes: Research, development, and practice (2nd ed.). San Diego, CA, US: Elsevier Academic Press. Runco, M. A., & Cayirdag, N. (2012). The theory of personal creativity and implications for the fulfillment of children’s potentials. In O. N. Saracho (Ed.), Contemporary perspectives on research in creativity in early childhood education (pp. 31-43). Charlotte, NC: IAP Information Age Publishing. Runco, M. A., & Chand

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Agata Groyecka

. Journal of Personality and Social Psychology , 85 (3), 499-506. Cohrs, J. C., Kämpfe-Hargrave, N., & Riemann, R. (2012). Individual differences in ideological attitudes and prejudice: Evidence from peer-report data. Journal of Personality and Social Psychology , 103 , 343. Cramer, R. J., Miller, A. K., Amacker, A. M., & Burks, A. C. (2013). Openness, right-wing authoritarianism, and antigay prejudice in college students: A mediational model. Journal of Counseling Psychology , 60 , 64-71. Dahl, M., & Krog, N. (2018). Experimental evidence of