Article

The Effectiveness of Creativity Training: A Quantitative Review

Taylor & Francis
Creativity Research Journal
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Abstract

Over the course of the last half century, numerous training programs intended to develop creativity capacities have been proposed. In this study, a quantitative meta-analysis of program evaluation efforts was conducted. Based on 70 prior studies, it was found that well-designed creativity training programs typically induce gaïns in performance with these effects generalizing across criteria, settings, and target populations. Moreover, these effects held when internal validity considerations were taken into account. An examination of the factors contributing to the relative effectiveness of these training programs indicated that more successful programs were likely to focus on development of cognitive skills and the heuristics involved in skill application, using realistic exercises appropriate to the domain at hand. The implications of these observations for the development of creativity through educational and training interventions are discussed along with directions for future research.

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... Several meta-analyses were also conducted in order to summarize the literature on the topic and to provide a more precise estimate of the effects of trainings on individuals' creativity (Bi et al., 2020;Haase et al., 2023;Rose & Lin, 1984). They focus sometimes on the enhancement of a general creative ability (e.g., Scott et al., 2004aScott et al., , 2004b) and, at other times, on that of creative abilities in a specific domain (e.g., scientific creativity; Bi et al., 2020). In addition, some meta-analyses focused on the effects of trainings in specific populations-often children (Alves-Oliveira et al., 2022;Ruiz-del-Pino) or students (Bi et al., 2020;Tsai, 2014;Yasin & Yunus, 2014), while others aggregated the effects obtained in heterogeneous populations (Ma et al., 2006;Parnes & Brunelle, 1967;Rose & Lin, 1984;Scope, 1998;Scott et al., 2004aScott et al., , 2004bTorrance, 1972a). ...
... They focus sometimes on the enhancement of a general creative ability (e.g., Scott et al., 2004aScott et al., , 2004b) and, at other times, on that of creative abilities in a specific domain (e.g., scientific creativity; Bi et al., 2020). In addition, some meta-analyses focused on the effects of trainings in specific populations-often children (Alves-Oliveira et al., 2022;Ruiz-del-Pino) or students (Bi et al., 2020;Tsai, 2014;Yasin & Yunus, 2014), while others aggregated the effects obtained in heterogeneous populations (Ma et al., 2006;Parnes & Brunelle, 1967;Rose & Lin, 1984;Scope, 1998;Scott et al., 2004aScott et al., , 2004bTorrance, 1972a). Some meta-analyses included only a few effect sizes (e.g., Tsai, 2014), others several dozen or hundreds (e.g., Ma, 2006). ...
... Despite these variations from one meta-analysis to another-and we will see that these differences are nonetheless important to examine-these studies conclude quite unanimously that creativity trainings tend to be effective, with large to very large effect sizes (Cohen, 1977(Cohen, , 1988Funder & Ozer, 2019). For example, Scott et al. (2004a) or Ma (2006) both aggregated the results of several dozens of studies and found such large effect sizes for creativity trainings, respectively d = .68 and d = .77, ...
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How can scientific creativity be fostered or encouraged among researchers? The present contribution proposes a critical and constructive review of programs or methods designed to develop the creative abilities of individuals, the so-called ‘ creativity trainings ’. More specifically, it examines whether these trainings can be used in the specific context of scientific disciplines, and how efficient they are. At first glance, the literature seems to indicate that creativity trainings are effective when it comes to stimulating individual creativity, including scientific creativity. However, these general conclusions should not overshadow the serious limitations of these studies. Some of these theoretical and methodological limitations are common to all creativity trainings (e.g., difficulties in defining creativity itself), while others are specific to scientific creativity trainings (e.g., linked to specificities of scientific work). In a nutshell, all trainings are not made equal and do not look as efficient as they seem to be. This contribution also proposes some recommendations that would allow researchers to produce more valid results and to make it easier to interpret the results of creative training studies in the scientific domain and beyond.
... 7/20 brainstorming, the results are less conclusive, with some research supporting brainstorming, while other research shows no improvement when applying the technique. Research has also shown that group brainstorming holds no advantage over individual brainstorming (Scott, Leritz, & Mumford, 2004;Stein, 1975), fact which Osborn (1963) seemed to be well aware of: ...
... While Scott, Leritz, & Mumford (2004) do not present their meta-analysis of 70 research publications in a way that would allow studies involving the Purdue Creativity Program to be separated out, it is clear that they aggregated them into their divergent thinking grouping, noting that it is one of the best know programs aimed at increasing divergent thinking. They stated that "Given the focus of creativity training on the development of creative thinking skills, it was not surprising that the largest effect sizes were obtained in studies employing divergent thinking" (p. ...
... As with the Purdue Creativity Program, Scott, Leritz, & Mumford (2004) do not present their meta-analysis in a way that summarizes the results of individual programs. However, they did categorize the Productive Thinking Program as a divergent thinking program, so the same comments apply as in the last section. ...
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Creativity has become highly valued in all aspects of life. Several decades ago the debate about creativity centered on whether creativity could be enhanced, or if it was something you were born with. Now researchers seem to be consistently proclaiming that it can. But the results are far from uniform. Even the programs with the most consistent record fail far too often to instill confidence, and other, often very popular programs, have a dismal record. From Creative Problem Solving to the Purdue Creative Thinking program, and from de Bono Thinking to Synectics and TRIZ. Which has the best record? Why? Why are they not more consistent? Are there other approaches that might improve these creative cognition enhancement approaches? This review uncovered those questions, and while it doesn’t propose to present answers, it does attempt to point the way for future research to shed a little more light on the mysteries of creativity. It also proposes that all of these fragmented results may make a little more sense – and may begin to look like pieces of one whole, rather than discrete, conflicting data points – under the light of a Complexity Theory of Creativity.
... Data literacy (with its cousin layers of information and statistical literacy) is related to critical thinking with its major sub-elements of analysis and evaluation (see esp. [92]). Information literacy is also intrinsically associated with practices and critical thinking in technology-enhanced environments (cf. ...
... Students need to be repeatedly reminded and shown how to be creative, to integrate material across subject areas, to question their own assumptions, and to imagine other viewpoints and possibilities (cf. [39,92]). This can be supported by creativity training programmes and learning environments. ...
... They differ with respect to domain specificity, use of substantive models, and theoretical assumptions about the nature of creative thinking [93,94], but most programmes share the common foundation of divergent thinking [95]. A meta-analysis of 70 studies demonstrated that well-designed creativity training programmes prove to be successful also in enhancing critical thinking [92]. Creativity training appeared beneficial for a variety of people, not just younger or unusually gifted children. ...
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A fundamental dynamic feature of Finnish education is the role of the national curriculum, renewed after 1985 approximately every 10 years. Over this course, it has been becoming less detailed. The latest revision (2014) was associated with an explicit reform to integrate key (transversal) competences in the core curriculum. The central idea of the revised National Core Curriculum is that transversal competences are embedded into curricular objectives of each subject. Transversal competences are promoted in teaching and learning in every school subject and in multidisciplinary learning modules. Such modules allow students to overcome disciplinary boundaries in their understanding of real-life phenomena, and foster development of transversal competences. Municipalities and schools contribute significantly to the practical implementation of the curriculum: they adjust it to their local priorities and conditions. Some important issues associated with the implementation of the curriculum–such as assessment of transversal competences and learning outcomes of multidisciplinary learning modules–remain yet open. The lack of clear guidelines makes it difficult to compare transversal competencies between schools. Additional research is needed that would perhaps help replace the existing selection of transversal competences in the curriculum with theoretically more robust constructs.KeywordsNational Core CurriculumCurriculum reformTransversal competencesMultiliteracyMultidisciplinary Learning Modules (MLMs)Measuring transversal competencesAssessment of transversal competences
... If creativity is beneficial in education, it is important to understand whether it can be taught. This issue has been researched for decades and the available literature suggests that creativity can indeed be enhanced (Hallmann, 1967;Hutchinson, 1967;Rose & Lin, 1984;Scott et al., 2004;Torrance, 1972Torrance, , 1981. Creativity in education has received a strong focus in recent years not only in research, but in educational policy around the world. ...
... (Cindy). This is in line with the general consensus in the literature (Hallmann, 1967;Hutchinson, 1967;Rose & Lin, 1984;Scott et al., 2004;Torrance, 1972Torrance, , 1981. ...
Article
There is a dearth of research regarding EFL teacher trainers’ beliefs about creativity and of creativity research in the Hungarian context in general. This qualitative pilot study aims to redress this situation by creating and piloting an interview guide suitable for use in researching English teacher trainers’ beliefs pertaining to creativity. The research also aims to provide an initial insight into these beliefs. Three English teacher trainers working at a Hungarian university were interviewed and the resulting data were subjected to thematic analysis using Atlas.ti 7.5. Results show that participants have a deep understanding of creativity and of fostering creativity. The results suggest that explicit discussion of creativity in teacher training should receive more emphasis and that further understanding of creativity and the daily practice of teacher trainers could help to develop creative teachers and ultimately creative students.
... These results are consistent with previous evidence that has demonstrated a similar relationship between art-based programs and academic performance 12,16,18,[54][55][56][57][58] . ...
... These results are relatively large compared to other more intensive and expensive academic interventions performed in the same cultural and geographical context, and in general presented in ref. 57 . For instance, a recent evaluation of the extended school day policy implemented by the Chilean government in 1997 showed minimal efficacy with regard to enhancing academic achievement, ranging from 0.05 to 0.07 sd in language and from 0.00 to 0.12 sd in math 59 . ...
Article
This article evaluates the impact of an Art-based program, which consisted in bringing artist to do workshops in public schools, on academic achievements, creativity (i.e., the skill) and the external manifestation of creativity in action (i.e., creative behaviors). The main contribution with respect to previous literature is a quasi-experimental design—propensity score matching—that makes the causal link between these aspects more plausible, and which had a sample of 297 children between 14 and 16 years old. Four main findings are derived from the empirical investigation. First, substantial practice is crucial. Participation in at least two semester-length workshops is a necessary condition to observe significant impacts. Second, participation has a significant impact on academic achievements. Grades increased by 0.61 standard deviations (sd) for language, by 0.36 sd for math, and by 0.33 sd for art. Overall GPA increased by 0.55 sd. The program also increased participant willingness to consider postsecondary education. Third, the impact of the art-based program on various innovative graphical psychometric measures of creativity was positive and significant. Fourth, related to creative behaviors, the program had a positive impact on certain cultural activities, such as time spent watching films at home and creating cultural goods (e.g., handicrafts, poetry, music). In conclusion, our study presents substantial evidence on the effective enhancement of creativity, the fostering of creative activities, and the improvement of academic performance through the deployment of art-based programs.
... The most typical way to support DT is through training that emphasizes tactics that allow the individual to generate numerous potential solutions, embrace wild ideas, and seek novelty. Meta-analyses determined that such training is effective (Scott, Leritz, & Mumford, 2004a, 2004b. On the other hand, the practice and training of ideation per se also lead to improvements in DT. ...
... They collected data both before and after a training program that provided information about how ideation works. This kind of training is often highly successful; people who improve their understanding of creativity tend to become better problem solvers, at least according to convincing findings from a meta-analysis on training (Scott, Leritz, & Mumford, 2004a). Runco and Basadur took preference for ideation and "creative problem solving style" (i.e., conceptualizer, generator, optimizer, or implementor) into account as well. ...
... The project involves multiple disciplines to test the creative thinking skills across disciplines, and the selfreport inventory was designed as domain-general. While some studies argue for the domain-specificity of creativity [32][33][34], creative thinking is also evidenced as domaintransversal by a fair amount of research [35][36][37][38]. For instance, in a qualitative review of creativity training, Scott et al. [38] found that cognitive strategies in creative thinking, including underlying core processes such as problem construction, information encoding, combination and reorganization, and idea evaluation were effective in developing creative skills across programmes and domains. ...
... While some studies argue for the domain-specificity of creativity [32][33][34], creative thinking is also evidenced as domaintransversal by a fair amount of research [35][36][37][38]. For instance, in a qualitative review of creativity training, Scott et al. [38] found that cognitive strategies in creative thinking, including underlying core processes such as problem construction, information encoding, combination and reorganization, and idea evaluation were effective in developing creative skills across programmes and domains. We harmonized the above frameworks and identified five key skills and characteristics that can be enhanced across domains through practice, feedback, and diverse applications within teaching and assessment. ...
Article
This study aims to develop a self-report inventory to measure University students’ perception of their creative thinking skills. Creative thinking is a critical learning outcome in higher education and one of the essential 21st Century Competency. The data were collected from 253 students of a university in Hong Kong. A structural equation model was applied to confirm the construct validity of the instrument. The result shows that the key characteristics of creative thinking skills are empirically constructed by creative character, originality, sensitivity, synthesizing and resistance to premature closure. The five characteristics of creative thinking can be considered as learning processes or outcomes to inform the design of instructional events and learning activities to nurture students’ creative thinking skills.
... For being successful in academics it's mandatory to function optimistically. For achieving such optimal functioning in education, skills like establishing an optimistic approach toward life have been proven to be beneficial for students to improve their self-concept, academic grades, and interpersonal relationships as well (Scott et al., 2004). Earlier research indicated that optimistic students could handle adversity and face challenges more appropriately and happily than pessimists and this has psychological benefits as well (Brissette et al., 2002). ...
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Background. This study examined the influence of university students' optimism on their academic performance and subjective well-being in two provinces of Pakistan, Punjab and Khyber Pakhtunkhwa.
... Creative thinking is still difficult to define in the context of natural science learning, but researchers believe that it is part of a cognitive process that can be developed through adequate learning design (Scott et al., 2004). Creative thinking skills can influence and be influenced by lots of aspects. ...
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This research aimed to analyze the improvement of students' creative thinking skills on the topic of heat and its transfer using the POGIL model. The matter concerning heat and its transfer has some characteristics that enable students to carry out practicum and trigger them to develop their higher-order thinking skills. The method used in this research was pre-experimental with one group pretest-posttest design. A total of 32 seventh grade students at SMPN 1 Jaten Karang Anyar, Central Java, were randomly selected as the participants in this research. To measure the increase in students' creative thinking skills, a multiple-choice test had been developed based on the indicators of creative thinking skills. Based on the results of data analysis, the values of N-gain on the indicators consisting of fluency, flexibility, originality, and elaboration were 0.56, 0.60, 0.46, and 0.53, respectively. Those numbers meant that creative thinking was in the medium category. Further analysis shows that, by using the POGIL model on the topic of heat and its transfer learning, students’ creative thinking skills can be increased, especially on the indicators of fluency and flexibility.
... The so-called major creativity training programs generally have a cognitive foundation focused on improving ideation-fluency, flexibility, originality, and elaboration. Among them are Osborn's (1953) Creative Problem Solving, later redefined by Parnes (1967); Feldhusen's Purdue Creative Thinking Program from 1965 (Feldhusen et al., 1971); Torrance's (1995) Ideabooks developed with Myers; Khatena's El Khatena Training Method (Sikka, 1991); Covington, Cruchfield, Davies, and Olton's (Mayer, 2000) Productive Thinking Program; Renzulli's (1986) Scott et al. (2004) found that training programs that involved cognitive skills were most effective. They argue that most creativity training emphasizes divergent thinking as the main focus. ...
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Wallas’ (1926) model, The Art of Thought , is the most popular model of the creative process, coexisting with other later models. It encompasses only cognitive processes: preparation, incubation, illumination, and verification, within a limited stage of the process, excluding other crucial non-mental activities, such as the materialization of the idea or its communication. The 25 models of the creative process analyzed in this study apply a linear temporal framework to a process that is inherently nonlinear. The most popular tests and programs to evaluate and enhance creativity primarily intervene in the ideation stage, and by ignoring other parts of the creative process, they are not effective. Unlike previous models, The Houses of Creativity identify the phases with a conceptual rather than a temporal criterion, structured in a honeycomb pattern, addressing the non-linearity of the process. Additionally, its phases apply not only to creative production but to all tasks susceptible to the process. It includes: supermarket (selecting), temple (observing, perceiving, questioning), library (informing), cabin (ideating), bar (distracting and socializing), warehouse (stockpiling), hobby house (enjoying), laboratory (developing and verifying), and gallery (communicating and convincing). A person who is only good at ideation in the cabin (according to Torrance tests) will not be able to successfully complete the creative process. This theoretical research could pave the way for developing personalized tools to assess and enhance creativity, or to form interdisciplinary teams that incorporate them.
... A number of approaches have been explored to enhance creativity, such as psychological interventions, educational programs, environmental designs, and technological tools [42,88]. In addition, research has found that psychological factors, such as mood [11] and self-ecacy [78,94], inuence creativity. ...
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As generative AI (GenAI) increasingly permeates design workflows, its impact on design outcomes and designers' creative capabilities warrants investigation. We conducted a within-subjects experiment where we asked participants to design advertisements both with and without GenAI support. Our results show that expert evaluators rated GenAI-supported designs as more creative and unconventional ("weird") despite no significant differences in visual appeal, brand alignment, or usefulness, which highlights the decoupling of novelty from usefulness-traditional dual components of creativity-in the context of GenAI usage. Moreover, while GenAI does not significantly enhance designers' overall creative thinking abilities, users were affected differently based on native language and prior AI exposure. Native English speakers experienced reduced relaxation when using AI, whereas designers new to GenAI exhibited gains in divergent thinking, such as idea fluency and flexibility. These findings underscore the variable impact of GenAI on different user groups, suggesting the potential for customized AI tools.
... The empirical contribution focuses on professional advertising creatives as participants. Striving for external validity is critical because previous evidence supporting the efficacy of creativity training comes predominately from general population and student samples with limited creative abilities (e.g., Dahl & Moreau, 2002;Scott et al., 2004;Toubia, 2006). Kilgour and Koslow (2009) showed that student subjects respond to ideation methods in categorically different ways than professional creatives and the Hai Che served as Area Editor for this article. ...
Article
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To develop more creative advertising, scholars advocate ideation techniques and one of the most strongly supported is the Templates method. This research explores the efficacy of Templates, and evaluates its effectiveness compared to other creative ideation approaches. Two studies are presented. One directly asks professional advertising creatives to use specific Templates to develop advertisements. The other determines if the mere knowledge of the Templates method improves creative ideation. In both studies, industry-based judges assess the quality of respondents’ work. The Templates approach improves the originality of advertising, with no detrimental influence on strategy. Two alternative approaches to enhancing creativity were compared against Templates: 1) providing better domain knowledge through consumer insight and 2) improving the intrinsic motivation of creatives. The research shows these two alternatives both improve originality yet reduce how “on strategy” the advertising is—a trade-off effect. However, the Templates method does not suffer from this trade-off and performs well, by improving originality without any detriment on strategic focus.
... Individuals who possess a high ability for divergent thinking have superior memory retrieval and perform better on assigned tasks and exams [33]. There is significant evidence that training can help improve divergent thinking in a particular field [34,35,36] The arts, creativity, and metacognitive skills linked with divergent thinking can also contribute to better Science, technology, engineering, and mathematics (STEM) teaching [37,38]. Students' success in STEM classes may depend on their ability to think creatively and independently as they increasingly use mobile devices as entry points to online and hybrid classrooms [39]. ...
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In the current trends, DT is given more attention and has gained greater importance than in the past. It is an extremely useful for students for developing skills, as it is useful not only in the academic context but also in their personal and professional lives. The present systematic literature review research is a comprehensive analysis of the available literature related to DT studies that have been carried out in the Indian context, with specific reference to the student community. This study attempts to assess the Indian DT research and across the global research studies, such as the sample size, method of the study in accordance with the PRISMA guidelines. A bibliometric analysis is performed using Vos software to identify the keywords. The study reveals that the number of research studies that have been done in India with reference to DT is just a tiny fraction when compared to those done on a global scale. Most of the DT-related studies carried out in India have targeted professional courses such as engineering and management studies. Only few studies have considered school students as subjects. Most studies are experimental and intervention based. Due to the identified knowledge gap, the current study recommends that a greater number of research studies be undertaken on fostering DT in schoolchildren, encouraging them to explore multiple ideas. Such studies would suggest ways to cultivate the creative potential for DT among students at an early developmental age, as it would be greatly beneficial in transforming their professional and personal lives for the better.
... The rst meta-analysis by Scott et al. (2004a) highlighted on the e cacy of creativity training. They found that the most e ective training types were critical/creative thinking training and creative process training, while analogy training was the least e ective. ...
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... Supplementing our community-engaged research, an applied creative problem-solving approach was used to engage our community partners to address issues with existing life skills programs across organizations. While there are different iterations of creative problem-solving, our team used the Osborn-Parnes Creative Problem-Solving program because of the effective outcomes it produces (see Rose & Lin 1984;Scott et al. 2004;Torrance 1972). The hallmark of the dynamic balance of divergent thinking (a broad search for many diverse and novel alternatives) and convergent thinking (a focused and affirmative evaluation of novel alternatives) is applied across the phases of the problem-solving process. ...
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At least 235,000 people experience homelessness in Canada each year, with over 35,000 experiencing homelessness on any given night (Gaetz et al. 2013a). For many, maintaining housing is challenging due to the absence of essential life skills. This paper departs from a community-identified problem with conventional life skills programming and uses sociological tools to address it. Community partners have expressed a need for a life skills curriculum that is inclusive, representing the intersecting needs and experiences of a diversity of clients, and that will address budgetary constraints of not-for-profit (NFP) organizations in the region. The Community-Ideas Factory: The Life Skills Project consists of an interdisciplinary research team and 16 NFPs collaborating to build a comprehensive, inclusive, relevant, and effective online life skills intervention. Adopting a clinical sociological and community-engaged research approach, our findings emphasize the importance of recognizing that essential life skills are diverse and shaped by the larger social, political, and economic context, such as social inequities. Notably, social justice is identified as a crucial life skill, uncovering the intersectionalities that shape individuals' lives and that must be integrated into life skills programming. This ground-breaking finding is facilitated by our methodology, deviating from the positivist research approaches prevalent in life skills studies. Significantly, the entire life skills curriculum is Equity, Diversity, and Inclusion (EDI)-informed. The intervention addresses immediate financial strains for partner organizations. We anticipate that the intervention will interrupt current cycles of homelessness while holding promise as a preventative measure.
... The development of these skills is essential for preparing students to navigate and thrive in a complex, rapidly changing world. Philosophizing, defined as the practice of engaging in reflective and critical thinking about fundamental questions, has been shown to foster a deeper sense of inquiry and creativity in learners (Scott et al., 2004). In recent years, educational researchers have emphasized the need to incorporate strategies that enhance students' cognitive skills, including critical thinking and creativity, within the curriculum (Karpova et al., 2011). ...
Article
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Purpose: The present study aimed to investigate the impact of philosophizing training on the inquisitiveness and creative thinking of sixth-grade students in Bushehr County. Methodology: This research method was among quasi-experimental studies. The statistical population consisted of 4,263 sixth-grade students in Bushehr County. The sample size included 40 students, obtained through cluster random sampling. The tools for data collection in this study were the Heydari Inquisitiveness Questionnaire (2013) and the Wiles and Dowell Creative Thinking Questionnaire (2002). The obtained data were analyzed using univariate and multivariate covariance analysis. Findings: The findings showed that the adjusted mean score of the inquisitiveness variable in the experimental group's post-test stage was higher than that of the control group. Therefore, it can be said that philosophizing training led to an increase in the inquisitiveness of the experimental group compared to the control group, indicating the positive impact of philosophizing training on the inquisitiveness of the experimental group relative to the control group. Additionally, the adjusted mean score of the creative thinking variable in the experimental group's post-test stage was higher than that of the control group. Therefore, it can be said that philosophizing training led to an increase in the creative thinking of the experimental group compared to the control group, indicating the positive impact of philosophizing training on the creative thinking of the experimental group relative to the control group. Conclusion: Therefore, philosophizing training were effective for improving inquisitiveness and creative thinking in sixth-grade students.
... (p. 397) Rather than take the broad approach of Scott et al. (2004), which considered all kinds of creative problem solving, Dow and Mayer focused on one large problemsolving domain, insight problems, a domain of special interest to STEM educators. Their goal was to see the effects of constrained training that focused on either verbal insight problems or solve spatial insight problems. ...
Chapter
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Creativity requires a series of choices: first, to engage in creative problem-solving, setting a creative outcome as the goal, and second, to either settle or continue searching for something truly creative. At each step, there is choice among the options: which creative domain and problem to select from many possibilities, and which direction among many alternatives to pursue once the creative process is underway. The paradox of choice in creativity mirrors that documented in decision-making (Schwartz 2004): less can be more, because all constraints have two related functions that work together in a complementary, ying-yang fashion: an exclusionary function that is framed by a negation (do not include X) and a focusing function that is framed by a positive and directive statement (include Y). Grounded by a recently proposed Integrated Constraints in Creativity (IConIC) model (Tromp 2023), this chapter outlines how diverse constraints can facilitate creativity, including via the development of a constraint-leveraging mindset. Practical applications to the field of STEM education highlight the value of focusing constraints for creative thinking. Although constraints have been acknowledged, both anecdotally and empirically, to boost creativity in some domains, such as creative writing, constraints may still be viewed in a negative light in STEM education. The chapter discusses practical applications of theoretical advances in the psychology of creativity to the field of education.
... While the experimental group received metacognitive training on how to use the IICA, the control group was instructed to use the brain storming method for the same time duration. Thus, in future studies, it would be interesting to compare the effects of the IICA method with further creativity training methods (for a review of creativity training methods, see 26 ) ...
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Creativity is usually conceived as generating ideas or problem solutions that are both novel and potentially useful. In particular, if new teams are formed, e.g., in a company, they would benefit if (a) each team member can apply as many of his/her strengths as possible in the company and (b) the team members can cooperate and combine as many of their strengths as possible. Discovering such human resource potential in a company is a crucial creative task. Several neuroimaging studies have demonstrated that divergent thinking is associated with higher functional connectivity between different brain regions. However, psychological methods to improve awareness and regulation of neurocognitive processes involved in creativity (i.e., metacognition of creativity) and thereby boost such functional connections remain elusive.Based on neuropsychological findings from creativity research, we propose a metacognitive training for promoting creativity called intra- and interindividual connectivity analysis (IICA).In a role-play, participants were divided into two groups. Each group was tasked with finding out how to apply their strengths beneficially in a company (for example, a psychiatric clinic). The fluency and originality of their ideas were measured as dependent variables of creativity. In the experimental group, the proposed intra- and interindividual connectivity analysis (IICA) method was carried out, while the control group was supposed to solve the task using the common brainstorming method. The results show that IICA led to significantly higher fluency and originality rates than the control group. These data suggest that IICA can be a promising metacognitive method to promote team creativity and cooperation potential. Future studies should validate the effect of this method in further companies and investigate the neurobiological foundations of our approach using neurophysiological methods and computational modeling.
... Keywords: Critical thinking, copmetencies, engineering education, outcome assessment, systematic review. ( Mina et al., 2003;Papadopoulos et al., 2006Bruno et al., 2005،) ‫نقادانه‬ ‫تفکر‬ ‫طراحی‬ ( Gurmen et al., 2003 ) ‫کاربست‬ ‫تصمیم‬ ‫مانند‬ ‫مهندسی‬ ‫موضوعات‬ ‫در‬ ‫نقادانه‬ ‫تفکر‬ ‫حرف‬ ‫اخالق‬ ‫و‬ ‫اخالقی‬ ‫گیری‬ ‫ه‬ ‫ای‬ ، ‫فناوری‬ ‫تاثیر‬ ‫و‬ ‫فناوری‬ ‫اجتماعی‬ ‫تأثیرات‬ ‫جامعه‬ ‫بر‬ ، ( Nelson, 2001 ) ‫اجتماعی‬ ‫عدالت‬ ‫همچنین‬ ‫و‬ ‫اجتماعی‬ ‫جایگاه‬ ‫و‬ ‫موضع‬ ‫از‬ ‫مهندسان‬ ‫و‬ ‫دانشجویان‬ ‫موقعیت‬ ‫تعیین‬ ‫و‬ ( Baillie, 2013 ) ‫تغییر‬ ‫فرآیند‬ ‫بنابراین،‬ ‫مهارت‬ ‫نیازمند‬ ‫عادات‬ ‫است‬ ‫یافته‬ ‫توسعه‬ ‫خودتنظیمی‬ ‫های‬ (Kanfer, 1971(Kanfer, ,1970 ( Gaspersz, 2007 ) ‫کلید‬ ‫عنوان‬ ‫به‬ ً ‫معموال‬ ‫خالقیت‬ ‫اثر‬ ‫تعریف‬ ‫مدت‬ ‫طوالنی‬ ‫موفقیت‬ ‫برای‬ ‫الزام‬ ‫یک‬ ‫و‬ ‫سازمان‬ ‫بخشی‬ ‫شده‬ ‫اس‬ ‫ت‬ (Amabile &Conti , 1999;Porter, 1990 (Mathisen et al., 2009;Scott et al., 2004) (Clarke et al., 2004., Halx & Reybold., 2005. . ( Smith,2002( Smith, , 2003Elder, 2005;Hammersley-Fletcher& Hanley, 2016 ) ‫مشکالت‬ ‫حل‬ ‫برای‬ ‫در‬ ‫چندبعدی‬ ‫و‬ ‫پیچیده‬ ‫جامعه‬ ‫امروزی‬ ‫نیاز‬ ‫خالق‬ ‫مهندسان‬ ‫به‬ ‫هستند،‬ ‫تکنولوژیک‬ ‫که‬ ‫زمانی‬ ‫ویژه‬ ‫به‬ ، ‫است‬ ‫؛‬ ( Felder, 1987 ) (Ghorbankhani & Salehi, 2022,2020 ‫نشان‬ ‫می‬ ‫اثبات‬ ‫رویکردهای‬ ‫استیالی‬ ‫دلیل‬ ‫به‬ ‫که‬ ‫دهد‬ ‫گرایانه‬ ‫آموزش‬ ‫در‬ ‫پژوهش‬ ، ‫سازمانی‬ ‫فرهنگ‬ ‫و‬ ‫دانشگاه‬ ‫در‬ ‫ها‬ (Mohammadzadeh & Salehi, 2015 (Felder, 1987(Felder, , 1988 ‫بر‬ ‫مبتنی‬ ‫یادگیری‬ (Stouffer et al., 2004;Zhou et al., 2012) (Cropley, 2015;Kazerounian & Foley, 2007) ‫نگرش‬ ‫چنین‬ ‫خالقانه‬ ‫می‬ ‫ای‬ ‫توسط‬ ‫تواند‬ ‫زبان‬ ‫برنامه‬ ‫های‬ ‫پلتفرم‬ ‫و‬ ‫ماژوالر‬ ‫نویسی‬ ‫مانند‬ ‫ماژوالر‬ ‫ساخت‬ ‫های‬ (Klemeš et al, 2013 ...
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Identifying, cultivating, and developing critical thinking competencies is one of the most important success factors of engineers in problem-finding, problem-oriented, problematizing, recognizing innovative solutions, and solving complex problems. For this purpose, the present study attempted to analyze the place of critical thinking in engineering education by identifying its outcomes. For this purpose, in a systematic review based on the guidelines of PRISMA, the articles indexed in Scopus, Google Scholar, and Science-Direct databases in the period from 2010 to 2023, using the combination of keywords “Critical Thinking” OR “Engineering Education” OR “Critical Thinking in Engineering Education” AND “Outcomes OR results” AND “Engineering Education” OR “Engineering” and Benefits, AND “Limitations OR Critical Thinking” were identified and retrieved. Finally, 21 articles were selected for the final analysis after checking the entry and exit criteria. The articles must meet the four conditions including 1. Be related to the research topic; 2. Be published between 2010 and 2023; 3. The articles have reached the final publication; 4. The articles must have the words critical thinking, and engineering education. The findings identify nine outcomes and, the use of critical thinking in engineering education. The results show that a more coherent approach is needed for effective teaching of critical thinking and its inclusion in engineering curricula to provide a useful and effective formal platform for promoting knowledge, insight, values, and skills throughout the curriculum. The needs of students should be considered; therefore, it is necessary to present the methods of teaching critical thinking to engineering professors and provide a concrete, practical, and understandable context for cultivating this competence in engineering students. It is clear that considering the vital achievements of critical thinking, the examination and preparation of the requirements and conditions needed to review and update educational policies and micro and macro guidelines to empower engineering professors in cultivating critical thinking in engineering students is not only necessary but undeniable; It seems that not only these requirements have not been paid attention to, but even in practice, they have been neglected, and for this reason, this authentic competence has not been cultivated.
... Along with KBV, this study adopted the institutional theory to investigate the moderating effect of IP. Institutional theory, as outlined by Scott et al. (2004), posits that various institutional factors play a role in shaping businesses' choice to adopt a particular change, including IP, as discussed by Powell and Colyvas (2008), As a result, this theory theoretically supports the current study. The literature offers valuable information on how these factors within institutions can lead to organizational change (Bamfo et al., 2023). ...
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IMPACT STATEMENT This study investigates the correlation between environmental management accounting (EMA) and environmental performance within the context of manufacturing SMEs in Yemen, considering the influence of top management support and institutional pressures. The significance of this study arises from the relatively nascent status of EMA as a branch of accounting, leading to a scarcity of related research. Moreover, existing studies on this subject have predominantly been conducted in developed nations, leaving a notable gap in empirical research for developing and less developed countries. Yemen’s current industrial practices, influenced by the energy sector, manufacturing industries, and ongoing conflicts, have resulted in environmental pressures and adverse impacts. The environmental challenges, particularly those stemming from manufacturing activities, remain intricate. Therefore, this study aims to promote the integration of EMA practices in manufacturing SMEs in Yemen, with the goal of advancing environmental protection objectives. The findings from this research serve as valuable resources for policymakers, professionals, and enterprises, offering insights that can contribute to the development and implementation of mechanisms and policies fostering sustainability in Yemen’s manufacturing SMEs.
... skill is highly regarded but seldom taught. Academic standards generally give lip service to developing creativity as a broad based skill, but it's not one which is commonly taught like other skills such as writing, public speaking, or piano. Creativity is a valuable skill which is useful in all domains, and one which can be developed in learners (Scott, et. al., 2004). ...
... Furthermore, a wide variety of studies in education and psychology suggest that creativity training is effective for university students and creativity is one of many transferable skills in higher education (Miller, 2018;Scott, Leritz, and Mumford, 2004). Creativity enables students to learn to think outside the box and provide new and fresh ideas and solutions. ...
Conference Paper
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Entrepreneurship Education is a solution for reducing unemployment caused by the global economic crisis in many nations. However, in order to improve entrepreneurship education, universities should play a vital role in creating strong self-efficacy in students for effective initiation of entrepreneurial businesses. The study aims to provide learning approaches that can effectively create entrepreneurs among university students after the completion of their studies. Many university students who are exposed to entrepreneurship education have not been able to start their own businesses after school, yet the main idea of this concept is to create entrepreneurs and reduce unemployment. In order to achieve the objective of the study, this paper used a review of the literature. The findings of this study revealed that creativity, empowerment of students and students' exposure to practical exercises are suitable for creating students' strong self-efficacy for creating of own businesses. The findings of this study are valuable for empirical research in a particular setting and strengthen the body of knowledge on the effective approaches to creating future entrepreneurs.
... Management accounting techniques are adept and pragmatic methods adopts by management to make better decisions and to appraise results of an organization. The techniques include [15]. Managerial accounting techniques include: ...
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Considering the high rate of competitive activities among organizations today, an organization can retain its share in the global market only by good performance. Organization can enhance its performance through motivation, ability, roles and situation. Some scholars are of the opinion that some traditional managerial accounting techniques are still useful for organization’s performance. The study therefore seeks to examine the impact of traditional managerial accounting techniques on organizational performance in Nigeria. The study adopted structured questionnaire for data collection. Test of hypotheses was carried out through Covariate analysis (ANCOVA). The study found that some traditional managerial accounting techniques have significant effects on organizational performance in Nigeria. To this end, the study recommends that some traditional managerial accounting techniques can still be adopted for organizational performance in Nigeria. The study concluded that only the most relevant traditional managerial accounting techniques should be adopted for organizational activities.
... However, although these top-down dynamic cognitive processes correlate with each other, they do not correlate with overall IQ. (5) Factors such as quick creativity and problem-solving skills, which require verbal aspects, are highly affected by schooling. (6) Duarte et al. (7) consulted 20 Serie A football teams to determine the level of education of elite national soccer players. Of more than 600 soccer athletes, only 15 attended higher education-just over 2% of the total. ...
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Objective As the soccer culture in Brazil is more popular than schooling, this study reflected on the formal education levels of soccer (football) players through descriptive and quantitative analyses. Methods We evaluated 179 national soccer players playing various positions on different teams across six seasons (2012, 2013, 2014, 2015, 2016, and 2022). Data were collected using a questionnaire comprising the following variables: age, position in the pitch, age of professionalization, and education (years of study). The data were distributed according to the pitch position. Results The mean age, length of professional career, and professionalization age were 23±6 years, 7±5 years, and 17±2 years, respectively. In terms of education, 121 athletes (67%) completed high school, equivalent to 11 years of study. Only 5.5% completed higher education, with defensive players (goalkeepers and defenders) being the most educated at 37% (66/179). According to 2017 figures from the Pesquisa Nacional por Amostra de Domicílios Contínua of the Federal Government of Brazil, the schooling rate is 31.7%, wherein 46.1% of Brazilians aged 25 years or over have completed education. In this study of 179 athletes, 67% had completed high school. Thus, players outrank the Brazilian population in terms of achieving a high school education. There were marked disparities in the relative proportions of goalkeepers (85%), defensive players (68%), midfielders (63%), and forward players (64%) in terms of their education. Conclusion Our survey revealed that attending higher education remains a distant reality in Brazil.
... Previous studies on creativity training that employed different target of cognitive processes have shown to enhance creative performance, in imagery, idea production, cognitive and thinking skills. 9,10 However, most training to impact changes at the neuronal level creative task performance [11][12][13] were lengthy and elaborated, which could pose a disadvantage that limits its implementation in an educational setting. Thus, the present study applied a different and shorter approach as the cognitive stimulation that intended to improve ideational fluency, cognitive flexibility and possibly the originality of ideas generated. ...
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INTRODUCTION: Different facets of divergent thinking (DT) are associated with connectivity between different cerebral areas. However, the causal interactions between the key DT nodes have yet to be explored. It is hypothesised that with creativity stimulation, changes in effective connectivity among regions will be observed. MATERIALS AND METHODS: By using control (n=26) and experimental (n=24) participants, this study aimed to investigate the effective connectivity between brain areas associated with divergent thinking that accentuate fluency, flexibility, and originality. The experimental participants attended a two-day creativity stimulation, followed by three task-based fMRI sessions for all participants, which included basic use (BU) identification, alternative use (AU) generation and unusual use (UU) determination tasks. Dynamic causal modelling (DCM) was used to determine the most optimal causal model representing the most possible modulatory influence on the connections between medial prefrontal cortices (mPFC), inferior frontal gyrus (IFG), and inferior parietal lobule (IPL). RESULTS: The experimental participants scored higher fluency and flexibility than the controls (p<0.05). At neuronal level, the control group showed similar intrinsic connections receiving modulatory influence for AU and UU tasks, while the experimental group preferred a different perturbation of connection between both tasks. These intergroup differences may be caused by different thinking strategies involving semantic and episodic memory retrieval, and integration of remotely associated ideas to construct new combination among the experimental participants. CONCLUSION: Different DT demands may influence the effective connectivity between mPFC, IFG and IPL especially among individuals with higher DT abilities, especially in fluency and flexibility versus originality.
... Tomando como base de la creatividad el pensamiento divergente Feldhusen creó y aplicó el programa Purdue There-Stage Model for Gifted Educaction para el desarrollo del pensamiento creativo, logrando que sus participantes obtuvieran puntajes superiores en pensamiento creativo y fluencia verbal. (Reyero y Tourón, 2003;Scott, Leritz, Mumford, 2004) El último aspecto a abordar se encuentra relacionado con los aspectos motivacionales, pretendiendo con ello conocer las explicaciones dadas por los teóricos sobre lo que lleva a las personas a crear. En este punto, como en los anteriores también existen múltiples teorías: ...
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Identificar las teorías implícitas de la creatividad construidas por universitarios se considera fundamental bajo la presunción que ellas guían gran parte de las acciones humanas. Para cumplir este objetivo se realizó esta investigación cualitativa, la información se recogió a partir de una entrevista semi-estructurada que se aplicó a 25 universitarios. La entrevista abordó cinco categorías: creencias sobre personalidad, motivos para crear, características de los creativos, influencia de variables personales (inteligencia, edad, género y educación) y criterios para designar un producto como creativo. Las respuestas coinciden con las formuladas, tanto por los expertos como los legos, en su diversidad, en la asociación de la creatividad con la generación de productos novedosos y en la apreciación del creador como una persona original e imaginativa, en algunas respuestas se notó la influencia cultural en otras el sentido común. El análisis de las respuestas permitió concluir que para entrevistados la creatividad es un proceso que empieza con la imaginación y termina con la creación de un objeto novedoso producido por personas originales e imaginativas, dicho objeto puede ser creado para suplir una necesidad o bien brotar espontáneamente de la mente del creador.
... Considering the benefits of creativity, researchers and educators have been exploring ways to enhance individuals' creative potential (Scott et al., 2004), with some advocating the use of physical activity interventions as a means to foster and improve creativity (Hao et al., 2017;Kim, 2015). While a few studies have examined the impact of physical activity on divergent thinking (Aga et al., 2021;Bollimbala et al., 2023;Rominger et al., 2022), the majority of the literature is still focused on examining the effects of acute physical activity on creativity (Bollimbala et al., 2021(Bollimbala et al., , 2022Campion & Levita, 2014;Oppezzo & Schwartz, 2014;Zhou et al., 2017), whereas the number of studies investigating the impact of chronic physical activity on creativity is relatively limited (Gondola & Tuckman, 1985;Hillman et al., 2014;Hinkle et al., 1993;Neville & Makopoulou, 2021;Tuckman & Hinkle, 1986). ...
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There is growing evidence to suggest that physical activity positively influences cognitive processes. A similar trend is seen in the literature examining the relationship between acute physical activity and creativity. Nevertheless, certain questions persist: Does engaging in physical activity over an extended period (chronic) influence creativity? If it does, what is the duration of this impact? The present study uses Randomized Controlled Trials (RCT) to examine whether chronic physical activity for 6 weeks can improve individual creativity vis-à-vis a control group that performs regular class activity without any physical activity. It also assesses whether the effect of chronic physical activity on creativity endures after 2 weeks of ceasing the interventions. The study involves 49 school students who were randomly assigned to either the experimental or the control conditions. Their creativity, operationalized as divergent thinking is measured using the Alternate Uses Task. The measurements are taken before the intervention, again 6 weeks later, and once more, after 2 weeks of cessation of interventions. The results indicate that after 6 weeks of engaging in physical activity, the participants showed improvements in both the fluency and originality components of divergent thinking when compared to the control group. Furthermore, the results demonstrate a lingering effect of physical activity on the originality component of divergent thinking. The findings lend some support to the strength model of self-control. The implications for research and practice are further discussed in the study.
... proposition 1a). Similarly, Scott, Leritz, and Mumford (2004) found Table 1. Overview of temporal propositions for both perspectives. ...
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Günümüz dünyasında bireylere düşen en önemli görevlerden biri yenilikleri takip edip özgün ürünler açığa çıkarabilmektir. Bu nedenle gelişmiş ülkelerin eğitim politikalarında küçük yaşlardan itibaren bu yaratıcı düşünce becerilerinin tüm bireylerde geliştirilmesi amaçlanmaktadır. Araştırma, okul öncesi dönemde çocuklarda yaratıcılığı destekleme yollarını incelemek amacıyla yapılmıştır. Çalışmada, yaratıcılık ve yaratıcı düşünme becerileri ile ilgili Türkçe alanyazında yer alan lisansüstü tezleri incelemek ve analiz etmek için bütünleyici bir yöntem (sentez çalışmaları) kullanılmıştır. Çalışmada zaman sınırlaması getirilmeyerek, alanyazın taramasının yapıldığı Mayıs 2018 tarihine kadar (1990-2017 yılları) mevcut çalışmalara ulaşılması hedeflenmiştir. Okul öncesi dönemde yaratıcılık ile ilgili Türkçe çalışmalara ulaşabilmek için, YÖK Tez Tarama veri tabanları taranmıştır. Tarama yapılırken anahtar sözcükler "erken çocukluk", "okul öncesi", "yaratıcılık" ve "yaratıcı düşünme becerileri" ile sınırlandırılmıştır. Alanyazın taraması sonucu ulaşılan çalışmaların araştırmaya dahil edilmesinde, (a) çalışmanın Türkiye’de yapılmış olması, (b) Yüksek lisans ve doktora tezi şeklinde yayınlanmış olması, (c) örneklemini okul öncesi dönemdeki çocukların oluşturması ve (d) tam metine sahip olması kriterleri dikkate alınmıştır. Bilgi veri tabanından 70 teze ulaşılmış ve veri analizi özneli kod çözme yoluyla yapılmıştır. Veri analizi sonuçlarına göre, oyun, drama, müzik, bedensel hareketler, görsel sanatlar, rahatlama çalışmaları, öykü çalışmaları, öğrenme merkezlerinde oyun ve bütün bu destek yollarını içinde barındıran eğitim programları ile sunulan etkinlikler gibi yöntemlerin kullanıldığı belirlenmiştir. One of the most important tasks of individuals in today's world is to follow innovations and to reveal original products. Therefore, it is aimed to develop these creative thinking skills in all individuals from an early age in the educational policies of developed countries. The research was conducted to examine ways of supporting creativity in preschool children. In the study, an integrative method was used to analyze the postgraduate theses in Turkish about creativity and creative thinking skills. It was aimed to reach the existing work until May 2018 (1990 2017) when the survey of the literature was made. To reach Turkish studies about creativity in preschool period, Turkish Council of Higher Education Thesis Screening database were scanned. Keywords were limited to "early childhood", "preschool", "creativity" and "creative thinking skills" when screening. For the inclusion in this study, criteria sought from the screening results were: (a) has been carried out in Turkey, (b) have been published in the form of master's and doctoral theses, (c) have studied on preschoolers as the sample (d) have had fulltext versions permitted by the authors. The researchers reached 70 theses and data analysis was done by subjective decoding. According to the results, creative techniques for children can be divided into three categories: individual creativity techniques, group creativity techniques, group-individual creativity techniques.
Book
This Element offers a concise introduction to the theory and practice of narrative creativity. It distinguishes narrative creativity from ideation, divergent thinking, design thinking, brainstorming, and other current approaches to explaining and/or cultivating creativity. It explains the biological and neuroscientific origins of narrative creativity. It provides practical exercises, developed and tested in hundreds of classrooms and businesses, and validated independently by the US Army. It details how narrative creativity contributes to technological innovation, scientific progress, cultural growth, and psychological wellbeing. It describes how narrative creativity can be assessed. This title is also available as Open Access on Cambridge Core.
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Social constructivism, both as a philosophy and a theory, provides us with the most advanced perspective on learning and teaching. To identify the characteristics of a constructivist approach to teaching, a systematic perusal of major data banks (Eric, Science Direct, Elsevier, SID, Noormags & Magiran) was conducted. The result was the identification of 5 general factors, 11 criteria, and 91 indicators. To validate these findings experts’ opinions were sought and a review of the findings conducted. Based on these a framework is proposed in which the following constituents are fundamental: teacher as a facilitator, self-regulated student, safe, open, and flexible environment, and reforming and advancing community. Undertaking a constructivist approach to teaching would lead to responsible learners whose interest in learning makes them lifelong learners.
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Social constructivism, both as a philosophy and a theory, provides us with the most advanced perspective on learning and teaching. To identify the characteristics of a constructivist approach to teaching, a systematic perusal of major data banks (Eric, Science Direct, Elsevier, SID, Noormags & Magiran) was conducted. The result was the identification of 5 general factors, 11 criteria, and 91 indicators. To validate these findings experts’ opinions were sought and a review of the findings conducted. Based on these a framework is proposed in which the following constituents are fundamental: teacher as a facilitator, self-regulated student, safe, open, and flexible environment, and reforming and advancing community. Undertaking a constructivist approach to teaching would lead to responsible learners whose interest in learning makes them lifelong learners.
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In recent years, which can be called the VUCA era, risk-averse management (over-planning, over-analysis, and over-compliance with laws and regulations) and management emphasizing economic rationality have been increasing, and it is believed that more and more managers are reluctant to make long-term investments in irrational, illogical, and risky innovations (Japan Productivity Headquarters 2019). However, even under such circumstances, as Takeishi et al. (2012) pointed out, "creative justification of resource mobilization (hereinafter referred to as 'creative justification')", instead of pursuing objective economic rationality, inherent reasons (irrational thoughts of the proponents) understood and approved by specific proponents and specific supporters make continuous There are cases in which continuous resource mobilization becomes possible and innovation is realized due to inherent reasons (irrational thoughts of the proponents) understood and approved by certain proponents and specific supporters. This type of innovation is a collectivist organizational decision-making process similar to the approval system often seen in Japanese firms, and is considered to be deeply related to "NEMAWASHI," which is a part of the Japanese corporate culture. In this study, we focus on "NEMAWASHI," which is deeply rooted in Japanese corporate culture, and clarify the relationship between "NEMAWASHI" and the innovation process, namely, the resource mobilization process by creative justification and the knowledge creation process, and propose an innovation promotion model based on "NEMAWASHI". In this study, we interviewed key personnel in a large Japanese company, Company A, who utilize "NEMAWASHI" to investigate the relationship between "NEMAWASHI" and the resource mobilization process by creative justification. As a result, it was revealed that while "NEMAWASHI" contributes to each of the three routes to realize "creative justification," it also induces traps associated with the "creative justification" process and can be a factor that inhibits the "creative justification". In addition, we newly discovered that the formation, accumulation, maintenance, and renewal of human networks through "NEMAWASHI" generates the learning effect of "NEMAWASHI," and that knowledge creation occurs in the "NEMAWASHI" process. These points are novelties of this study. In Japanese companies, activities that lead to "creative justification" are not recognized as "creative justification" but are widely practiced as "NEMAWASHI". However, the contribution of this study is that it clarified that "creative justification" and "NEMAWASHI" do not completely coincide. Furthermore, a questionnaire survey of 224 people working for companies in Japan revealed that the abilities gained from the learning effect of "NEMAWASHI" can be classified into three categories: "ability to gain from human networks," "ability to execute knowledge creation," and "ability to gain empathy and trust," and that the failure factors of "NEMAWASHI" can be classified into 16 factors. In the knowledge creation process, the SECI spiral model proposed by Nonaka and Takeuchi (2020) revealed that the learning effect of "NEMAWASHI" contributes to collaboration, manifestation, linkage, and internalization, accelerates the speed of spiral rotation, and increases the spiral's expansion. In addition, as a result of analyzing the relationship with the innovation process, it was clarified that the implementation of "NEMAWASHI" in the innovation process can promote innovation while increasing the total amount of both resource mobilization and knowledge creation necessary for innovation to occur. We proposed an organizational learning cycle process and innovation promotion model based on "NEMAWASHI". Furthermore, we found that if Nudge is successfully applied to "NEMAWASHI," the loss of diversity, which can be a disadvantage of "NEMAWASHI," can be reduced. This study is of practical significance in that it can contribute to the promotion of innovation by applying the results of this study to "NEMAWASHI," which is practiced in many Japanese companies. VUCA時代とも言える近年では,リスクを避ける経営(過剰計画,過剰分析,過剰法令順守)や経済合理性を重視する経営が増えてきており,非合理的かつ非論理的でリスクが多いイノベーションへの長期投資に消極的な経営者が増えていると考えられている(公益財団法人日本生産性本部 2019). しかし,このような状況でも,武石ほか(2012)が指摘した「資源動員の創造的正当化(以下,「創造的正当化」と略す)」のように,客観的な経済合理性を追求するのではなく,特定の推進者と特定の支持者が理解・承認する固有の理由(推進者の非合理的な想い)により,継続的な資源動員が可能となり,イノベーションを実現するケースが存在する.このようなイノベーションは,日本企業でよく見られる稟議制度のような集団主義的な組織の意思決定であり,日本の企業文化の一つである「根回し」が深く関わっていると考えられるが,「根回し」とイノベーション・プロセスとの関係性を研究した論文は管見の限りない. 本研究では,日本の企業文化として根付いている「根回し」に焦点を当て,「根回し」とイノベーション・プロセスである創造的正当化による資源動員プロセスと知識創造プロセスとの関係を明らかにし,「根回し」によるイノベーション促進モデルを提案する. 本研究では,「根回し」と創造的正当化による資源動員プロセスとの関係について,日本の大企業A社で「根回し」を活用しているキーマンへのインタビューを行った.その結果,「根回し」は,「創造的正当化」を実現する三つのルートにそれぞれ寄与する一方で,「創造的正当化」プロセスに付随する罠を誘発し,「創造的正当化」を阻害する要因にもなり得ることが明らかになった.また,「根回し」により人的ネットワークの形成・蓄積・維持・更新が行われることで,「根回し」の学習効果が生まれ,また,「根回し」のプロセスで知識創造が起こることを新たに発見した.これらの点が本研究の新規性である.日本の企業では,「創造的正当化」につながる活動を,「創造的正当化」とは認識せず,「根回し」と認識して広く実践している.しかし,「創造的正当化」と「根回し」が完全に一致していないことを明らかにした点が本研究の貢献である. さらに,日本国内で企業に勤めている224人のアンケート調査の結果,「根回し」の学習効果で得られる能力は「人的ネットワークから得られる能力」,「知識創造を実行する能力」,「共感・信頼を獲得する能力」の3つに分類され,「根回し」の失敗要因は16要因に分類できることが明らかになった. 知識創造プロセスでは,野中・竹内(2020)が提唱したSECIスパイラルモデルにおいて,「根回し」の学習効果が共同化,表出化,連結化,内面化に寄与し,スパイラルの回転スピードを加速し,スパイラルの広がりを大きくする働きがあることを明らかにした.また,イノベーション・プロセスとの関係性を分析した結果,「根回し」をイノベーション・プロセスの中で実行することにより,イノベーションを起こすのに必要な資源動員量と知識創造量の双方の総量を増やしながら,イノベーションを推進できることを明らかにし,「根回し」による組織学習循環プロセスとイノベーション促進モデルを提案した.さらに,「根回し」に上手くNudgeを適用すれば,根回しの短所になり得る多様性の喪失などを低減できることも明らかにした. 多くの日本企業で行われている「根回し」に本研究の成果を適用することで,イノベーション促進に貢献できるという点で,本研究は実務的な意義があると言える.
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This thesis reviews the development of an Australian community legal centre—Redfern Legal Centre—focusing on social innovations at the centre in the period 1977–95. Examination of the centre’s work is set in an historical context and framed against abackground of expansion in legal assistance to disadvantaged communities since the 1970s,both in Australia and overseas. The history, nature and work of the centre is described. A qualitative methodology has been employed, with a case study incorporating oral histories. A theme of the thesis is the concept of social innovation, defined from the literature as a novel solution to a problem – in the form of services, ways of organising work or a product, that is implemented, meets a social need and improves the quality of life for individuals or communities. The innovation must address needs unmet due to the failure or absence of markets or state provision. Social innovations at the centre in the form of new services for prisoners, people with an intellectual disability, complainants in domestic violence cases, aged care residents and social security recipients are identified. Innovations designed to determine unmet legal need and new approaches to providing legal aid services including legal publishing are also detailed. Allied to this is a consideration of the organisational and societal factors that enabled the development of these innovations. Utilising social innovation theory, factors leading to innovation in the centre are delineated.The findings of the thesis offer insight into methods of encouraging innovation in provision of legal services to disadvantaged communities in the future.
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Managers (N= 112) from a large international consumer goods manufacturer participated in a field experiment in which they learned and applied the Simplex process of creative thinking to solve real management problems. The interrelationships among six attitudinal and behavioral skill variables learned during the training were measured to improve understanding of how these variables contribute to the process. Predicted relationships were tested and a best-fit causal model was developed. Behavioral skill in generating quantity of options was the most important variable overall: it was directly associated with behavioral skill in both generating quality options and evaluating options. The key attitudinal skill and the second most important variable overall was the preference for avoiding premature evaluation of options (deferral of judgement). The other attitude measured the preference for active divergence, played only an indirect role in the process.
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This study investigated the effects of a theoretically based Logo environment on creativity. Seventy-three eight-year-old children were tested to assess pretreatment level of creativity and achievement and were randomly assigned to one of three groups: Logo computer programming, comparison (nonLogo creativity treatment), or nontreatment control. After 25 weeks of treatment, the Logo programming group had significantly higher scores than either of the other groups on the total assessment of figural creativity, and both the Logo and comparison group had significantly higher scores than the control group on verbal creativity. Certain aspects of both figural and verbal creativity (e.g., originality) were more strongly affected than other aspects (e.g., fluency). This extends previous research by indicating that certain Logo environments can enhance creativity in verbal, as well as figural, domains. These results militate against the sole acceptance of a domain-specific hypothesis of Logo’s influence on creative performance (i.e., enhancement of figural associative networks); instead, both this domain-specific hypothesis and a process-based hypothesis (i. e., metacomponential enhancement) received some support. An implication is that certain computer environments may offer unique opportunities for the enhancement of both figural and verbal creativity.
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Divergent thinking tests have been criticized for their low correlations with real-world performance. The primary objective of this study was to ascertain whether real-world problems are more predictive of creative accomplishments than problems contained in standard divergent thinking tasks. A second objective was to examine the relationship between performance on problem-finding tasks and traditional problem-solving tasks. Four tasks were administered to 77 elementary school students, with a check list of creative activities that was used as a criterion measure. Correlational results indicated that the real-world problem-finding measure was more predictive of creative accomplishments than standard divergent thinking tasks and the real-world problem-solving task. Hierarchical regression analyses indicated that the real-world problem-finding task added significantly to the prediction of creative activities, beyond the prediction from the other tasks.
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Is invention really “99 percent perspiration and one percent inspiration” as Thomas Edison assured us? Inventive Minds assembles a group of authors well equipped to address this question: contemporary inventors of important new technologies, historians of science and industry, and cognitive psychologists interested in the process of creativity. In telling their stories, the inventors describe the origins of such remarkable devices as ultrasound, the electron microscope, and artificial diamonds. The historians help us look into the minds of innovators like Thomas Edison, Alexander Graham Bell, Michael Faraday, and the Wright brothers, drawing on original notebooks and other sources to show how they made their key discoveries. Finally, cognitive psychologists explore the mental processes that figure in creative thinking. Contributing to the authors’ insight is their special focus on the “front end” of invention—where ideas come from and how they are transformed into physical prototypes. They answer three questions: How does invention happen? How does invention contrast with other commonly creative pursuits such as scientific inquiry, musical composition, or painting? And how might invention best happen—that is, what kinds of settings, conditions, and strategies appear to foster inventive activity? The book yields a wealth of information that will make absorbing reading for cognitive and social psychologists, social historians, and many working scientists and general readers who are interested in the psychology of personality and the roots of ingenuity.
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25 grammar-school students - soccer players (17 years of age) from a Private Secondary School specialized in soccer underwent a special psychological creativity training. It consisted of divergent problem solving tasks, methods of directed imagination and role playing. They were applied during the whole school-year (10 months). The effects were measured by the Second Subtest of TTCT, Urban's Creativity Test and Creative Memory Test - The Pictographs. The control group comprised 25 state secondary school students. The results showed the extent of effectiveness of the creativity training program and are discussed in the text.
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Although there is a growing body of evidence indicating that divergent‐thinking skills may be very task specific, there has been no research testing how narrowly divergent‐thinking training can be targeted. Seventy‐nine seventh‐grade students received training in poetry‐relevant divergent‐thinking skills. These subjects and a matched control group later wrote poems and stories, the creativity of which was judged by experts. There was a significantly greater impact on poetry‐writing creativity. Implications for creativity theory and training programs are discussed. Numerous research reports (Baer, 1991, 1992, 1993, 1994a, 1994b, in press‐a; Runco, 1987, 1989) have shown that the skills underlying creative performance may be quite task specific, and this suggests possible limitations on the potential benefits of divergent‐thinking training. One response to this task‐specific understanding of divergent thinking has been to design divergent‐thinking training programs that include practice in a wide range of task‐specific divergent‐thinking skills. This approach has been shown to have a general effect of enhancing creativity in diverse domains (Baer, 1988, 1992, 1993). An alternate approach would be to target training to specific kinds of creativity; however, there has been no research investigating just how narrowly such divergent‐thinking training can be targeted. The present investigation was designed to test what effect divergent‐thinking training focusing on a single task would have on creative performance on that task and on a different, but closely related, task. The larger goals were (a) to help creativity researchers better understand the nature of divergent thinking as it impacts creative performance and (b) to be of practical value in helping educators design training programs better suited to specific training objectives. Seventh‐grade students were trained in divergent‐ thinking skills hypothesized to be related to poetry — writing creativity. Following this training, trained subjects and a matched sample of untrained subjects wrote both poems and stories in their regular English classes. Poems and stories were judged for creativity by experts who did not know the subjects. It was predicted that training in poetry‐relevant divergent thinking would result in a greater increase in creativity on a poetry‐writing task than on a story‐writing task.
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This paper defines and describes entrepreneurial creativity, which is the generation and implementation of novel, appropriate ideas to establish a new venture. Entrepreneurial creativity can be exhibited in established organizations as well as in start-up firms. The central thesis of this paper is that entrepreneurial creativity requires a combination of intrinsic motivation and certain kinds of extrinsic motivation — a motivational synergy that results when strong levels of personal interest and involvement are combined with the promise of rewards that confirm competence, support skill development, and enable future achievement.
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The effects of training in creativity and creative problem finding on American business people were tested and measured in terms of fluency in data- and problem finding, flexibility in problem finding, and quality of the problem statement. The training program was based on the Osborn-Parnes Creative Problem-Solving Model. Sixty-eight business people were randomly assigned to control and experimental groups. The results of the control group, who completed a problem-finding task without training, were compared with those of the experimental group, who completed the task after receiving training. The findings indicate that training affected the experimental group's fluency and flexibility in data- and problem finding and affected the quality of the problem statement.
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Previous studies have linked divergent thinking ability with specialization in arts rather than sciences, and with interest in fine arts in particular. To examine the relationships involved, and to test whether these were mediated by more general traits such as intelligence or extraversion, 100 university students (50 females, 50 males) were given a battery of relevant creativity, personality, and esthetic preference tests. A general factor linking creativity and arts-orientation variables was found. These variables were not generally related to the other personality traits studied. Esthetic preference scores were correlated with interest in fine arts, but not with divergent fluency.
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In an exploration of the relationship among problem finding, problem solving, and cognitive controls, 80 adult male subjects were studied in four groups based on their domain of expertise (art or science) and their professional productivity (critically acclaimed professional producer or professionally competent). A MANOVA, followed by post hoc analyses of covariance, revealed that the critically acclaimed professional producers in art and in science differed from the professionally competent artists and scientists. The critically acclaimed professional producers devoted a larger proportion of their total response time to finding a problem in a decontextualized task and utilized a larger proportion of abstract functions on a sorting task. Chi‐square tests of homogeneity revealed group differences with respect to the types of constructions created on a problem‐finding task, the strategy used in a spatial‐visualization task, and the responses regarding attitude toward taking chances. Educational implications were drawn based on a model of problem situations involving problem formulation, method formulation, solution formulation, and the relationships among the differentiating variables.
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The Creative Environment Scales Work Environment Inventory (WEI) is a new paper‐and‐pencil instrument designed to assess stimulants and obstacles to creativity in the work environment. Unlike many instruments that are designed as comprehensive descriptions of the work environment, the WEI focuses on those factors in the work environment that are most likely to influence the expression and development of creative ideas. Designed to be used at any level within any function of an organization, the WEI is intended as an organizational development instrument to improve the climate for creativity. Conceptually grounded in previous empirical and theoretical work on creativity and innovation, the WEI has been administered to 645 respondents drawn from five different groups. Factor analyses, scale reliabilities (internal consistencies), and between/within scale correlations indicate a high degree of integrity in the WEI scales. Furthermore, test‐retest reliability is high. Preliminary validity analyses indicate that the WEI does discriminate between different work environments, and that some of the scales are significantly related to creativity within the organization.
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The purpose of this study was to describe the components of creativity courses taught at the college level and the perceived importance of the components to teaching creativity. Teachers of college-level creativity courses were asked to rate the degree to which curricular variables were considered important to the teaching of creativity. The instrument was developed from a content analysis of college creativity syllabi and other course artifacts. Results are discussed in terms of five dimensions for teaching creativity: social climate, personality characteristics, general theories and models, processes involved, and product variables related to end results.
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The relations between creative management performance and constructs from the cognitive ability and personality domains were explored. A new openness scale and measures of divergent thinking and general intelligence were correlated with independently obtained criterion assessments of creative-management performance for 221 managers from a variety of organizations. Divergent thinking and openness correlated significantly with key creative-management criteria. General intelligence correlated only marginally with the criteria, and when divergent thinking was statistically removed, not at all. Divergent thinking, conversely, retained its significant criterion correlations with general intelligence statistically removed. Finally, a predictive composite of both divergent thinking and openness is shown to provide solid prediction of managerial creativity and significant utility in a personnel selection context.
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The purpose of this study was to confirm, in an American sample, the validity of a three-factor structural equation model that had been previously tested and refined with a sample of young adult students in Norway (Besemer, 1998). The three-factor model, a Creative Product Analysis Matrix (Besemer & Treffinger, 1981), was tested by analyzing the responses to the Creative Product Semantic Scale by a sample of American college students from two State University of New York colleges. Confirmatory factor analyses provided strong support for construct validity of the questionnaire and the three-dimensional creativity model. Participantjudges were able to detect differences perceived in Novelty, Resolution, and Elaboration and Synthesis of the 4 stimulus items.
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The researchers investigated the effects of a training procedure on the divergent-thinking abilities of kindergarten children. Over a period of 8 weeks, a group of specially trained preservice teachers exposed an experimental group of children to divergent-thinking situations in large and small groups and on an individual basis. Another group of preservice teachers worked with a control group and used few divergent-thinking situations. Pretest results showed the groups of kindergarten children to be initially homogeneous, while posttest results showed the experimental group to be significantly superior to the control group on 3 measures of verbal creative thinking. Differences in the groups were attributed to the training procedures. The results suggest that very young children can realize dramatic increases when repeatedly exposed to divergent-thinking situations.
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Within the knowledge-creating organisation, building communities of practice and allowing people to form social networks in order to disperse information is critical in order to foster creativity and innovation. It is argued that in order to exploit explicit knowledge and build an effective community of practice, there needs to be a work environment that encourages information sharing, creativity and innovation. The main approach of this research was to explore senior management’s perceptions of the positive and negative factors that foster or hinder the social work environment. A conceptual model designed by Amabile et al . [5] was used as a framework for a series of qualitative interviews with senior managers within the UK advertising industry. This research found that UK advertising agencies are organised in a manner that allows them to strongly reinforce the work dimensions that foster a social/creative work environment and, therefore, effectively utilise explicit knowledge. The factors that usually hinder the creative working environment of an organisation were largely lacking in these agencies. The findings support the argument that this highly creative industry does replicate best practice and can be seen as a benchmark for other organisations. However, it is argued that the advertising industry may be more applicable as a benchmark for other service-based industries and knowledge-based organisations, particularly in the new economy, rather than large production-orientated industries.
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Training departments have tended to include in their general management courses some slot for problem-solving techniques, or else to offer some such topic as “Creative Problem-solving”. These courses tend to operate by discovery learning on real or model problems using techniques such as brainstorming or lateral thinking. In this article we argue that trainers involved in such courses should consider designing in more opportunities for personalised learning. This, in turn, will be linked via the real needs of the participants to significantly more creative behaviour in the long term.
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The effects of reward and intrinsic motivation training on the creativity and self-esteem of elementary school students were assessed. Third-grade children (N = 103) participated in an intrinsic motivation or control training session, completed the Coopersmith Self-Esteem Inventory before and after training, and participated in a collage-making task. The children were randomly assigned to 1 of 4 groups: intrinsic motivation training/reward, intrinsic motivation training/no reward, control training/reward, and control training/no reward. Two sets of judges - 3 artists and 21 schoolteachers - rated the creativity of the collages using a consensual assessment technique. Creativity ratings of artist judges revealed a main effect of reward, and ratings by the teachers revealed a marginally significant effect of training. No significant changes in self-esteem scores were found. These results were compared to earlier findings that intrinsic motivation training reverses the negative effect of reward on creativity. Questions about the validity and reliability of the consensual assessment technique for measuring creativity were also raised.
Article
This exploratory study assesses the effectiveness of the Creative Problem Solving Program (Parnes, Noller and Biondi, 1977) for increasing the ideational fluency, flexibility and originality of trainees in a Master of Business Administration program. Pre- and post-training performances of trainees (N = 32) on the Torrance Tests of Creative Thinking (verbal) are compared with a control group of MBA students (N = 44). Compared to the control group, trainees demonstrate significant gains in originality. While both groups show an improvement in fluency. Trainees with high preferences for achievement and dominance but low preference for deference are less likely than average to self-select for creativity training. Performance in a creativity project is positively related to preference for autonomy and creative ability, and negatively related to preference for achievement. Implications of these findings for the effectiveness of creativity training and the attitudes and performance of high need achievers are discussed. Finally, we discuss issues in the generalization and transfer of training to non-training domains.
Article
The profusion of creativity techniques that have been proposed and used is based on a much smaller set of active ingredients, devices that promote idea generation. This paper reports the results of a study that identified these active ingredients through an analysis of 172 idea-generation methods. Fifty idea-generation devices of three types - strategies, tactics, and enablers - were identified and organized in a formulary. Research results facilitate the evaluation of idea-generation methods and the selection of methods suited to particular idea-generation tasks.
Article
This paper presents a model of innovation based on both theory and research that provides a framework for facilitating this important activity within organizations. One of the model's unique features is that it prescribes a series of behaviours found to be prominently manifested by R&D scientists and engineers employed by our sample of highly successful innovative companies. The model further postulates how the individual behaviours are propagated by management practices that, in time, alter the behavioural expectations of employees regarding these critical behaviors and lead to an "innovative culture". The research suggests that an organization's culture can be modified to encourage innovative behaviours through specific management practices.
Article
This study investigates the relationship between giftedness and strategic flexibility using cognitive training methodology. The two experiments showed that the metacognitive training influenced strategic flexibility and metacognition of students. The results further showed that it is much easier to enhance performance on closed problems than with open problems which call for creativity.
Article
Limited research concerning creativity in women suggests areas of concern for people in leadership positions. Providing for early detection of creativity and for same sex role models is critical if women are to develop creative expression within the context of education. This study was designed to ascertain the potential influence of training activities among university women and between experimental and control groups. Creativity was measured by the Something About Myself (SAM) inventory. Findings of this study indicated the need for university women to be encouraged to become more resourceful, more versatile, and more willing to take risks.
Article
Previous work has shown that positive mood may facilitate creative problem solving. However, studies have also shown positive mood may be detrimental to creative thinking under conditions favoring an optimizing strategy for solution. It is argued herein that the opposite effect is observed under conditions promoting loose processing and satisficing problem-solving strategies. The effects of positive and negative mood on divergent-thinking performance were examined in a quasi-experimental design. The sample comprised 188 arts and psychology students. Mood was measured with an adjective checklist prior to task performance. Real-life divergent-thinking tasks scored for fluency were used as the dependent variables. Results showed natural positive mood to facilitate significantly task performance and negative mood to inhibit it. The re was no effect of arousal. The results suggest that per sons in elevated moods may prefer satisficing strategies, which would lead to a higher number of proposed solutions. Persons in a negative mood may choose optimizing strategies and be more concerned with the quality of their ideas, which is detrimental to performance on this kind of task.
Article
Two samples of college students (n = 40 each) drawn from a larger sample (N = 188) were identified as high creative or low creative based on their performance on 5 measures of creativity that included both tests of creativity and actual creative production such as haiku poetry. The students were then interviewed with a semistructured procedure, and the video recordings of the interviews assessed as to the utilization of each of 15 ego defense styles. Thirteen of the 15 ego defense styles showed statistically significant mean differences, with high creatives scoring higher on schizoid fantasy, acting out, dissociation, displacement, reaction formation, intellectualization, humor, suppression, and sublimation; they scored lower on projection, passive aggressiveness, repression, and altruism.
Article
Both exploratory factor analyses (varimax and promax solutions) and confirmatory maximum likelihood factor analyses were used to re‐examine a correlation matrix of 53 tests from a battery administered to a sample of more than 400 Air Force officers. The data base originated in a report from the University of Southern California Aptitudes Research Project (Guilford, Wilson, & Christensen, 1952), which was intended to identify factors of creative thinking. The major objective of this study was to ascertain whether the covariation among the test variables that were conceptualized as first‐order factors within the structure‐of‐intellect model could be explained parsimoniously in terms of a number of higher‐order creative abilities. Application of a relatively objective oblique exploratory factor analytic technique (promax) afforded a replication of four of Guilford's creativity factors—two divergent production constructs of ideational fluency and word fluency, one construct representing sensitivity to problems, and another identified as redefinition or flexibility of closure typically involving transformations. Although substantial support was found for higher‐order factor models which distinguished among five types of psychological operations and three kinds of test content, statistical indicators of closeness‐of‐fit suggested that a mixed model of both first‐order and higher‐order factors was required to describe creativity thinking, perhaps within some form of hierarchical ordering. In addition to recognition of divergent production as a key component of creative endeavor, it appeared that a higher‐order convergent production factor involving primarily semantic and symbolic transformations constituted a dimension of potential importance to the creative thinking of mathematicians, scientists, engineers, and inventors. It was hypothesized that in creative thinking a variety of psychological operations within a dynamic interactive system is employed almost simultaneously in a forward and backward manner.