Word knowledge as predictive of linguistic creative behaviors

Without a poem, a short story, a novel, an article, or any other literary product, there is no author -or reader, as Lindauer (2009) stated. Throughout history, writers were the beacons of literacy. Because contemporary societal dissemination of basic literacy is commonly bound to the role of a teacher, a teacher's role may overlap with that of a writer-and may extend beyond literacy into linguistic creative behaviors. This study aims to explore linguistic creative behavior in future teachers and its relationships with the objectively measured word knowledge and creativity selfassessments. This is of importance to psychology of creativity because there has been insufficient research directly examining the role of domain-relevant processes such as word knowledge, in the production of linguistic creative work.