This study examines generative thinking in children with autism spectrum disorder (ASD) and typically developing (TD) children using the "third-eye task," where participants are asked to imagine and draw a third eye on their body1. Generative thinking, a key aspect of creativity, is often linked to cognitive flexibility and problem-solving skills2. While TD children usually place the third eye in unconventional spots (e.g., back of the head)3,4, it remains unclear if similar patterns appear in children with ASD, who often show variability in generative tasks5. We assessed 18 TD children (Mage=5;5) and 18 children with ASD (Mage=8;1), comparable in cognitive ability at group level. Each child’s explanation and drawing of their third eye were scored for generative thinking3. Both groups demonstrated similar generative thinking in their explanations and drawings (ps>.40). TD children tended to place the eye on the face and associated it with enhanced vision, while children with ASD gave more variable, sometimes incongruent, responses. Cognitive ability was moderately correlated with creativity in drawing for TD children (r= .53, p=.05) and creativity in explanations for children with ASD (r=.64, p< .01), suggesting preserved generative thinking ability in children with ASD that is more strongly linked to verbal ability. (Word Count = 200) References: 1. Piaget, J. (1970). Science of education and the psychology of the child. Orion. 2. Paz-Baruch, N., & Maor, R. (2023). Cognitive abilities and creativity: The role of working memory and visual processing. Thinking Skills and Creativity, 48, 101294. https://doi.org/10.1016/j.tsc.2023.101294 3. Low, J., & Hollis, S. (2003). The eyes have it: Development of children’s generative thinking. International Journal of Behavioral Development, 27(2), 97-108. 4. Mushoriwa, T.D. (2003). Testing Generative Thinking Among Zimbabwean Children. Zimbabwe Journal of Educational Research, 15(3), 173-186. 5. Kasirer, A., Adi-Japha, E., & Mashal, N. (2020). Verbal and Figural Creativity in Children with Autism Spectrum Disorder and Typical Development. Frontiers in Psychology, 11. https://doi.org10.3389/fpsyg.2020.559238

Parenting centers on a child's well-being but can bring significant stress, particularly for parents of children with developmental disabilities. Daily challenges, uncertainties, lack of support, and societal stigma amplify this stress, impacting parents' mental health, family dynamics, and perceptions of their child's development (Baker et al., 2002). Stress influences parents' perception of developmental domains like language skills, shaping intervention outcomes (Smith et al., 2011). Adaptive behavior—the ability to navigate daily demands through communication, social, and practical skills—plays a critical role in this dynamic. It reflects a child's functional abilities and influences parental stress and language development perceptions. Parents of children with Down syndrome often experience the "Down syndrome advantage," reporting lower stress and more positive perceptions of their child's communication abilities compared to parents of children with other developmental disabilities (Smith et al., 2014). Building on Smith et al.'s (2014) findings, this study explores how adaptive behavior moderates the relationship between parental stress and perceptions of language development. Specifically, it investigates how adaptive behavior explains differences in stress and perceptions, whether it moderates the relationship between stress and perceptions, and how the "Down syndrome advantage" manifests in these relationships. Given the critical role adaptive behavior plays in the parent-child dynamic, this study explores how changes in parental stress and perceptions of intervention success are influenced by adaptive behavior. Findings may inform early intervention strategies and parent support programs, emphasizing adaptive behavior's role in supporting children's language development and improving parental well-being.

This study investigates the role of perceived effort cost—the energy and effort required for academic tasks—in predicting GPA and academic self-efficacy among students at Minority Serving Institutions (MSIs). Understanding effort cost is critical as it represents a potential barrier to academic success, particularly for diverse student populations in rigorous STEM disciplines. This is additionally important in the context of an MSI, as it contains students who may be first-generation college students and facing differing levels of financial adversity. Using a longitudinal design, effort cost was measured at the beginning of one semester, and outcomes (GPA and self-efficacy) were assessed in the following semester. Participants (n=266) were recruited from two public MSIs (59% freshmen, 41% sophomores; Mage = 21 years), with 44.7% receiving the Pell Grant. Results from linear regressions indicate that effort cost negatively predicts both GPA (b = -.10, p < .05) and academic self-efficacy (b = -.16, p < .01). These findings highlight the challenges associated with high perceived effort cost and its impact on student's academic outcomes. They underscore the importance of addressing students' perceptions of effort cost through targeted interventions and institutional support aimed at fostering academic persistence and success. Future research should explore strategies to mitigate effort cost, particularly in underrepresented populations that may already grapple with existing levels of adversity and external stressors.

Entrepreneurship and business innovation are key drivers of economic growth. Most businesses begin with an idea in someone's head. Many individuals struggle to transform their business ideas into viable ventures. They find it challenging to articulate and organize their thoughts in a cohesive and actionable manner, which often results in missed opportunities and fragmented business plans. This is a common pain point in the early stages of business development. In today’s fast-paced business landscape, efficiently documenting and organizing business ideas is paramount. Technology can address these challenges through an interactive mobile platform that utilizes natural language processing, machine learning, intuitive design, automated categorization, and personalized recommendations. This research aims to assist entrepreneurs in transforming their concepts into viable ventures by exploring the effectiveness of an AI-powered mobile application in helping users efficiently generate, organize, and refine their business ideas. Data will be collected through user surveys, interviews, usability tests, and app usage analytics involving entrepreneurs at various stages of business development. The focus will be on entrepreneurs' abilities to rapidly generate, organize, and refine business ideas and concepts. Additionally, the research will explore how AI-driven features, such as idea validation, hypothesis generation, and market analysis, support informed decision-making, creativity, and strategic thinking in business. The insights gained will be valuable for developers, entrepreneurs, and researchers who are interested in the intersection of technology and business. Ultimately, this study will emphasize how technology and AI can support innovation and improve efficiency in business idea development and entrepreneurship.

Identity Strategies of First-Generation Igbo Americans: Cultural Continuity and Empowerment First-generation Igbo Americans holds a distinct cultural identity because of their parents who are of Igbo origin. This makes it unique as they balance their familial heritage with that of America where they were born. This research explores how these first-generation Igbo Americans preserve and maintain their Igbo heritage while they also live the American life. Through an ethnographic approach which include, participant observation, cultural analysis, and oral interviews, this research investigates the various creative ways that these first-generation Igbo Americans promote and build resilient and empowered communities. Results of the cultural analysis, oral interviews, and participants observation reveals that these first-generation Igbo Americans use community engagement and cultural education to adapt to the Igbo culture. These activities continue to increase their cultural knowledge, belonging and pride thus empowering them to the larger Igbo diasporic communities and encourage multi-age connections. This research adds to the existing historiography on cultural preservation between first-generation diasporas.