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Creativity
Abstract
The subject of creativity has been neglected by psychologists. The immediate problem has two aspects. (1) How can we discover creative promise in our children and our youth, (2) How can we promote the development of creative personalities. Creative talent cannot be accounted for adequately in terms of I.Q. A new way of thinking about creativity and creative productivity is seen in the factorial conceptions of personality. By application of factor analysis a fruitful exploratory approach can be made. Carefully constructed hypotheses concerning primary abilities will lead to the use of novel types of tests. New factors will be discovered that will provide us with means to select individuals with creative personalities. The properties of primary abilities should be studied to improve educational methods and further their utilization. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... RQ1 How does DesignMinds influence the quality of ideas generated in the VBD process? Divergent thinking, a concept introduced by Guilford [24,25] acts as a foundational idea in creativity research. Divergent thinking emphasizes the generation of novel, free-flowing, and unconventional ideas, allowing for the expansion of the design space to identify innovative solutions based on available resources [1,6,24]. ...
... Divergent thinking, a concept introduced by Guilford [24,25] acts as a foundational idea in creativity research. Divergent thinking emphasizes the generation of novel, free-flowing, and unconventional ideas, allowing for the expansion of the design space to identify innovative solutions based on available resources [1,6,24]. This approach is a key model in design ideation, where effective divergent thinking is often regarded as indicative of successful ideation [71]. ...
... • Evaluation of Divergent Thinking (RQ1): we employ the concept of divergent thinking outlined by Guilford [24,25], and assess it through the following three dimensions: -Fluency: a measurement captures the quantity of comprehensive ideas generated. Each idea must be sufficiently detailed in terms of purpose and functionality to be clearly understood. ...
Ideation is a critical component of video-based design (VBD), where videos serve as the primary medium for design exploration and inspiration. The emergence of generative AI offers considerable potential to enhance this process by streamlining video analysis and facilitating idea generation. In this paper, we present DesignMinds, a prototype that integrates a state-of-the-art Vision-Language Model (VLM) with a context-enhanced Large Language Model (LLM) to support ideation in VBD. To evaluate DesignMinds, we conducted a between-subject study with 35 design practitioners, comparing its performance to a baseline condition. Our results demonstrate that DesignMinds significantly enhances the flexibility and originality of ideation, while also increasing task engagement. Importantly, the introduction of this technology did not negatively impact user experience, technology acceptance, or usability.
... EXPLORING THE COMMON GOOD THROUGH A DEGROWTH AGENDA To date, creativity research has mostly followed a liberal axiology, aiming to maximize the common good through the promotion of economic growth (Florida, Mellander & Stolarick, 2015;Guilford, 1950;Reiter-Palmon & Hunter, 2023). Those working in the field of degrowth theory criticize this view, instead emphasizing the need to set aside the question of economic growth in order to focus on the development of other aspects of individual and collective life. ...
... Economic growth was established as a desirable policy in 1950, in the context of a postwar economy. This year is well-known to creativity researchers, as it was when Guilford (1950) initiated the study of creativity to promote economic growth in the United States. As he explicitly stated, the goal of creativity research was to develop a new "economic order," recognizing the "enormous economic value of new ideas" (Guilford, 1950, pp. ...
... Fraser (2023) defines this capitalist system as an institutionalized societal order that is more than an economic system, because it extracts noneconomic means (free labor, free natural materials) for economic ends (the generation of marginal profits). In this view, the creativity of workers is embedded and instrumentalized as a means toward economic development (Florida et al., 2015;Guilford, 1950;Reiter-Palmon & Hunter, 2023). Building on Max-Neef and Smith (2011), this places creativity in the service of external economic power, thereby removing political power from the hands of creators and concentrating it in the hands of others. ...
The concept of transformational creativity has been widely embraced as a desired shift in creativity research. Transformational creativity emphasizes the development of creativity in service to the common good. However, to date, what precisely constitutes this "common good" for researchers of transformational creativity remains unclear. As evidenced by the recent Handbook of Transformational Creativity, the term "common good" has been deployed on numerous occasions without any definition or rationalization of its meaning. The aim of this article was therefore to delineate what may constitute a common good which is worth contributing to. Motivated by transdisciplinary outlooks, it explores the concept of the common good through the lenses of human needs, degrowth, and the ethics of care. This article redefines transformational creativity as the creation of new ideas, artifacts, or practices that promote the common good by fostering caring, needs-responsive relationships and enabling communities to collectively contribute to their well-being and support a sustainable, ecologically nurturing, and preserving livelihood.
... Thinking divergently is an important component of creativity [19], which is a broader concept [20,21] that also includes convergent thinking (CT), i.e., the ability to select the most appropriate solution to a specific problem [8,21]. While DT involves generating multiple, non-mutually exclusive answers that are functional or appropriate for the situation or request, CT focuses on identifying a single, correct solution [22]. ...
... While convergent tasks typically have concrete methods, divergent tasks depend more on situational factors and broad associations [89]. All the above make DT more difficult to teach directly, as it requires cognitive flexibility and a willingness to think outside traditional frameworks [19,22], both of which are less structured and harder to teach through conventional training methods [89]. Nevertheless, available evidence points to the relevant effects of DT training, i.e., both behavioral and brain-related ones. ...
Background/Objectives: Divergent thinking (DT), the ability to generate alternative responses to open-ended problems, has become an increasingly relevant topic in aging research due to its inverse relationship with cognitive decline. Methods: In this narrative review, we explore the latest evidence supporting DT training as a potential strategy for dementia prevention. Results: We identify two pathways through which DT may protect against cognitive decline: (1) by fostering creative cognition and (2) by stimulating DT-related domains. Our findings suggest that verbal DT remains relatively well preserved in older adults, although there is limited empirical evidence to support the idea that DT training enhances creative cognition or DT-related domains in this population. Conclusions: Therefore, while tools designed to enhance DT in older individuals seem promising, it is crucial to rigorously test their effects on the target population to maximize their impact on both the cognitive and psychological domains.
... Of the varieties of creativity, this chapter focuses on research and models related to the cognition of creative problem solving. Many of the ideas in what follows were inspired by the seminal contributions of Guilford [3], to whom we pay tribute. ...
... What are the criteria in the realm of creativity? (3) How are gains in social value to be assessed? ...
This chapter reviews research and models concerning cognitive aspects of creative problem solving. Following the introduction, research related to two major obstacles to creative problem solving are reviewed: difficulties in far reasoning by analogy and functional fixedness (perceiving objects and situations only in conventional ways). In the next section, four models of the cognition of creative problem solving are discussed. They are non-overlapping, each dealing with complementary aspects of the creative process. This includes a recent model of how creativity develops and another of how problems are solved creatively in applied settings such as business environments. In the final section, a synthesis of the four models and research reviewed is made regarding what they share-in-common and their unique contributions. To reinforce the material, we end by presenting a case study of creative problem finding via reasoning by analogy within cognitive psychology. Applications and questions for future research are suggested.
... Creativity involves conscious processing, executive attention, and retrieval of knowledge from long-term memory. One of the first and most influential descriptions of creativity is through the construct of divergent thinking, defined as the capacity of an individual to generate multiple ideas or solutions to a problem (Guilford, 1950). Creativity has been measured by considering how many solutions (fluency) an individual can generate, as well as how varied (flexibility) and how novel (originality) they are (Guilford, 1950). ...
... One of the first and most influential descriptions of creativity is through the construct of divergent thinking, defined as the capacity of an individual to generate multiple ideas or solutions to a problem (Guilford, 1950). Creativity has been measured by considering how many solutions (fluency) an individual can generate, as well as how varied (flexibility) and how novel (originality) they are (Guilford, 1950). Different cognitive theories explaining the creative process have been proposed. ...
Movement is an intrinsic part of infants’ and children’s brain and cognitive development. Creativity theories and models have mainly focused on cognitive creativity, assessed for example with the alternative uses test in adults. More recently, researchers have proposed an embodied model of creativity. The present study investigated the relationship between personality traits, self-regulation, cognitive abilities, and both cognitive and motor creativity in 6- to 7-year-old primary school pupils (n = 152). We assessed cognitive creativity with a drawing task and motor creativity with Bertsch’s test. We hypothesized that better emotional regulation skills, and self-regulation more broadly, would allow individuals to harness their creative potential for creative achievement and that fluid intelligence and inhibitory control, measured by a delayed reward task, would predict cognitive creativity and motor creativity, respectively. Our results showed that motor and cognitive aspects of creativity were associated with both common and specific individual differences in cognition, self-regulation, and personality traits. Fluid intelligence, the ability to wait for a reward, and strengths for creativity showed positive associations of similar size with motor and cognitive creativity. Higher cognitive and motor creativity were associated with fewer emotional problems. Motor creativity showed a greater positive relationship with cognitive and affective self-regulation responses to a physical challenge than cognitive creativity, which mediated the association between strengths for creativity and motor creativity. Our research highlights the relevance of movement in the development of cognition in childhood and invites further study of an embodied approach to creativity.
... For example, using a "brick" to build a "house" would give a lower semantic distance score than using a "brick" to play a game of "dominoes." These different methods of scoring are all presumed to capture different aspects relevant to the capacity for creative ideation (Guilford, 1950;Zeng et al., 2011). ...
... In other words, DT in a particular domain may be a better predictor of real-life creativity than a traditional DT test. Our results support the view proposed by Guilford (1950) that although creativity in separate domains can have mechanisms in common, there will also be variability in which abilities contribute to creativity in specific fields of endeavor. Therefore, we believe it would be interesting to employ domain-specific DT tests further to understand the cognitive processes underlying reallife creative achievement in individuals with expertise corresponding to that domain. ...
The standard psychometric approach to studying creativity uses divergent thinking (DT) tests, where participants are typically asked to generate multiple responses to open-ended questions. Several studies have found correlations between DT and real-life creativity, but the effect sizes have been underwhelming. One reason could be that DT tests are often designed to be domain-general, while real-life creativity depends heavily on domain-specific expertise and related information processing. Thus, developing more domain-specific DT tests could potentially target more relevant cognitive processing and creative potential. For this purpose, a musical divergent thinking test (MDTT) was designed, in which musicians had to create 30 improvised continuations to each of five prime melodies. Each improvisation was scored on complexity and edit distance to the prime melody. The latter measure was explored as an index of melodic distance, similar to how semantic distance is used to indicate associative ability in verbal DT. The MDTT was compared to a traditional DT test (Alternate Uses Test) in a sample of 30 amateur and 32 professional pianists. Professionals significantly outperformed the amateurs on the MDTT, but no group difference was found on the traditional DT test. Interestingly, performance on the MDTT produced the well-known serial order effect with a stronger effect in professionals than amateurs. These results suggest that DT tests tailored to a particular field of expertise tap into creative processes relevant to real-life creative achievement. Accordingly, such tests could be used to study domain-specific creative cognition and potentially predict future creative achievement.
... One of the most important authors is Guilford, a psychologist who dedicated much of his career to studying creativity and alerted psychologists to the need to study it. For this author, creativity is much more than intelligence and depends on originality-the ability to produce good responses to problems, and ideational fluency-the ability to generate new ideas quickly (Guilford, 1950). Also, according to Guilford (1959), when people are sensitive to identifying problems, they end up having opportunities to explore different solutions and, in turn, develop flexibility to find an unusual solution. ...
Creative education, supported by principles of educational psychology, has the potential to transform schools and classroom environments, leveraging innovative pedagogies and creating opportunities to enhance educators' and students’ skills, such as creativity. In this chapter, we examine the application of integrated strategies such as project-based learning, arts integration, and technology-enhanced approaches, highlighting the potential of these practices to transform education, as well as teaching and learning processes. The integration of key theoretical frameworks informs innovative teaching practices aimed at fostering creativity, critical thinking, and problem-solving abilities among learners. In addition, we explore the symbiotic relationship between creative education and educational psychology and highlight how collaborative partnerships between educational institutions, stakeholders, and policymakers can be crucial in identifying and disseminating effective strategies for promoting creativity and innovation in education. This comprehensive analysis can provide valuable insights into the efficacy of creative teaching methods in promoting equitable access to quality education and fostering inclusive learning environments. By embracing interdisciplinary collaborations and evidence-based approaches, educators can leverage these findings to tailor their instructional strategies, implement culturally responsive teaching practices, and address the diverse needs of their students effectively.
... La literatura científica recoge que las claves residen en fomentar el pensamiento divergente, así como la curiosidad y la exploración, estimular el juego y la imaginación, promover la colaboración y la diversidad de perspectivas, proporcionar espacios y materiales creativos y establecer tareas abiertas, desafiantes e interdisciplinarias que ejerciten la reflexión y la metacognición e integren, de manera innovadora, la tecnología. Todo ello apoyado en paralelo con la promoción de la autonomía y la autodirección, la resiliencia y tolerancia al fracaso y una óptima educación socioemocional, a la vez que se ofrezca la valoración y celebración de expresiones creativas y diversas, retroalimentación constructiva y evaluaciones formativas y reflexivas (Amabile, 1996;Amabile y Kramer, 2011;Beghetto y Kaufman, 2007;Craft, 2002;Craft, 2005;Cropley, 2006;Csikszentmihalyi, 2013;Guilford, 1950;Hennessey y Amabile, 2010;Mishra y Koehler, 2006;Runco, 2014;Sawyer, 2017;Sternberg y Lubart,1999;Zins et al., 2004). ...
... On the other hand, a large amount of creativity theory has described expertise as something that can potentially inhibit creativity, because learned techniques can preserve a specific way of thinking, thus making innovation impossible (Boysen, 2015;Sternberg, 2003). In line with this, a number of procedures have been invented with the purpose of disrupting traditional ways of thinking in creative processes (Guilford, 1950;Koestler, 1964). ...
The aim of this article is to delve into and discuss the past and present conditions of aesthetic learning spaces in the Early Childhood Teacher Education (ECTE) program in Denmark, and how these conditions impact its learning environment. The investigation encompasses a variety of data sources and research methods aimed at capturing both the intricate and broader aspects of the focal question. The investigation includes (1) a discussion of educational reforms and how they affect aesthetic learning spaces, (2) a discourse analysis examining the descriptions of new iterations of aesthetic learning spaces, including makerspaces and playlabs, and (3) qualitative interviews with students and educators conducted during a building workshop. The study’s key discovery is that aesthetic learning spaces in ECTE have undergone a shift, becoming spaces that emphasize generic skills and academic abilities, as opposed to domain-specific tools and techniques. In the article, this transformation is connected to broader societal trends and analyzed through the lenses of sociological, educational and creativity theories, drawing upon the work of scholars such as Richard Sennett, Lene Tanggaard and John Krejsler. At the article’s conclusion, future topics for study are suggested.
... The term "creativity" is typically de ned as the capacity of an individual to conceptualize ideas or products that are original, innovative, and bene cial within a speci c social context. (Guilford, 1950;Stein, 1953;Sternberg, 1996). In general, creativity can be understood as comprising several dimensions, including creative thinking, creative personality, creative behavior, and creative achievement (He et al., ...
Background
Previous studies showed that creative thinking was related to Alpha oscillations, and individuals showed stronger fronto-parietal Alpha synchronization during creative activities. Creative thinking required the coordination of the default mode network (DMN) and executive control network (ECN) subregions in the frontal and parieto-occipital regions, which was mainly reflected in the changes of Alpha oscillations in EEG. The evidence of up-regulation of the DMN by alpha frequency transcranial alternating current stimulation (α-tACS) in the parieto-occipital region, and enhancement of Alpha Power by 10 Hz-tACS to enhance creativity suggested that α-tACS was associated with creative thinking. But whether there was a causal relationship between α-tACS and creative thinking was still unknown.
Methods
The effect of α-tACS in parieto-occipital region on creative thinking and their cognitive neural mechanisms were investigated by alternative uses task (AUT) using EEG and tACS. The experiment recruited 28 participants to complete the AUT after receiving Sham-Stimulus/α-tACS.
Results
Behavioral results showed that the novelty, flexibility and fluency of individuals treated with α-tACS in parieto-occipital regions were significantly higher than those in Sham-Stimulus. The EEG results based on time-frequency analysis showed that the Alpha Power of individuals in parieto-occipital regions treated with α-tACS was significantly higher than that in the Sham-Stimulus group.
Conclusions
In conclusion, Combined with the experimental results, the research basically proved that α-tACS of the parieto-occipital region positively affected creative thinking further suggesting that α-tACS promoted creative thinking.
... Creativity is a fundamental component of effective language instruction, as it encourages critical thinking, deeper learning, and engagement. According to scholars such as Guilford (1950) and Vygotsky (2004), it is imperative for educators to foster creativity in students, equipping them to navigate an unpredictable future. The NACCCE (1999) emphasized the necessity of nurturing creativity within educational frameworks to adequately prepare students for their future careers, cultivate responsible societal members, and enable them to adapt to evolving conditions with cultural sensitivity. ...
The integration of artificial intelligence in education presents both opportunities and challenges, particularly in the field of language teaching. This study aims to investigate Turkish EFL teachers' perceptions of AI's role in fostering or hindering creativity in language teaching. Through semi-structured interviews with 10 EFL teachers from private high schools, the research explores the potential benefits and challenges of AI integration. Key findings reveal that AI enhances student engagement, provides personalized learning experiences, and offers timely feedback. However, concerns about insufficient training, technical issues, and over-reliance on AI potentially undermining fundamental skills were also expressed. While AI tools support improvements in language skills and foster creative thinking, there is apprehension about standardization and the risk of diminishing originality. The study underscores the necessity for effective teacher training and a balanced approach to AI integration, ensuring it complements rather than replaces traditional teaching methods. These insights provide valuable guidance for educators, policymakers, and technology developers to optimize AI use in EFL education while fostering a dynamic and creative learning environment. Future research should explore innovative ways to integrate AI into language teaching without compromising creativity.
... It is almost impossible to perform a living study of creative genius because of the enormous amount of time and work required for a creator to attain only Pro-c. [6]. The notion of classifying creativity based on many qualities is prevalent in numerous academic frameworks. ...
This study looks at the 4C model of creativity, which includes mini-c,little-c, Pro-c, and Big-C, as a framework for improving creative ability in elementary school. Recognizing the various manifestations of creativity, this study seeks to highlight how each level of the 4C model can be effectively integrated into instructional practices to promote a holistic approach to creative development among young learners.
... In most studies, creativity is conceptualized as players' sport-specific divergent thinking (DT) ability (for an overview, see Memmert, 2015b). DT is a traditional concept in creativity research (Guilford, 1950(Guilford, , 1967 and refers to the cognitive ability to generate many, diverse and original ideas in response to open-ended problems (Runco & Acar, 2012). Although controversially debated, for example, in the APA Division 10 debate [Baer (2011) vs. Kim (2011)], DT is widely used as a measure in general standardized creativity tests (Kaufman et al., 2008;Reiter-Palmon et al., 2019), such as the Torrance Tests of Creative Thinking (Torrance, 1966). ...
... From one position, scholars argue that creativity is based on specific skills that only allow people who have practiced for many years to be creative (Csikszentmihalyi, 1999;Gardner & Policastro, 1999). In contrast, other scholars argue that creative competencies can be defined as domain general and, therefore, can be tested across domains, for example, through tests highlighting people's ability to think in flexible ways (Guilford, 1950;Qian et al., 2019;Sternberg, 2009). The role of domain-specific experiences is also addressed by Plucker and Beghetto (2004), who argue that domain-specific approaches can result in fixed thinking, whereas domain-general approaches can result in superficiality. ...
This article explores the relationship between play and creativity within an educational context, both theoretically and empirically. Empirically, it analyzes and discusses twelve didactic playful learning tools developed by educators in higher education as part of the Danish Playful Learning Project. Theoretically, it outlines key discussions within the field of creativity and relates these to play theory. From the perspective of creativity theory, the study suggests that incorporating coincidences, disruptions, and domain-general approaches in playful learning can enhance participation opportunities, foster flexible thinking, allow room for experimentation, and provide freedom from rigid rules. However, it may also limit possibilities for expression, immersion, improvisation, elaboration, and craftsmanship. Thus, the article demonstrates that insights from the field of creativity can help clarify and improve didactical choices in playful learning.
... The two approaches to creative processes and products can be suitably applied to creative ideas, as measured by the RIBS. Essentially, all the questions in the RIBS inquired about an individual's idea-generating process or ideas that can lead to a product (O'Neal et al., 2015); and (d) a three-factor model including Fluency, Originality, and Flexibility of ideas-three essential indicators when studying and measuring DT (Guilford, 1950(Guilford, , 1968: Generated ideas were typically scored based on Fluency, which is simply the number of ideas a person generates; Originality, based on the uniqueness of ideas; and Flexibility, expressed in the number of categories of ideas that an individual can create. ...
The assessment of creativity has long been of interest to psychological researchers, leading to the development of various measurement tools. This study focuses on adapting and validating the Runco Ideational Behavior Scale (RIBS) for evaluating ideation among Vietnamese students. The 23-item version of the RIBS was selected for adaptation. In Phase 1, a convenience sample of 366 college students from Vietnam was recruited to explore the factor structure and reliability of the translated RIBS in Vietnamese. Phase 2 aimed to establish the construct validity of the translated RIBS by recruiting another 366 college students from Vietnam. Finally, to establish convergent, discriminant, and criterion-related validity of the translated RIBS, Phase 3 utilized a sample of 465 undergraduate students from the same population. The adapted 23-item RIBS demonstrated favorable psychometric properties in the Vietnamese context. Confirmatory factor analysis supported a three-factor structure, comprising “Quantity of Ideas,” encompassing the fluency of ideation; “Absorption,” pertaining to obstacles in an individual’s thought process; and “Originality of Ideas,” denoting the uniqueness and novelty of ideas. This adaptation provides researchers and practitioners with a reliable tool for assessing creativity among Vietnamese students, enhancing the understanding of their creative ideation and behavior.
... Ayrıca, yaratıcılık çok yönlü bir kavramdır ve araştırmacılar bunun çeşitli boyutlarını keşfetmiştir. Örneğin, Torrance (1965) düşünce paylaşma ve problem çözme süreçlerine odaklanırken Mayer (1999) ve Guilford (1950) ise akıcılık, orijinallik ve esneklik gibi özelliklere odaklanmıştır. Bu yüzden de yaratıcılığı değerlendirmek için birçok ölçüm aracı geliştirilmiştir ve bu araçların her birinin vurguladığı zihinsel süreçler farklılık gösterebilmektedir (Coşkun & Şenyurt, 2015, s. 41). ...
Hao ve ark. (2016) tarafından geliştirilen Kötü Niyetli Yaratıcılık Ölçeği (The Malevolent Creativity Behavior Scale); zarar verme, yalan söyleme ve kandırmaca olmak üzere üç faktörden ve 13 maddeden oluşan bir ölçektir. Ölçeğin amacı yaratıcılığın karanlık ve kötü niyetli tarafını ölçmektir. Türk kültürüne uygun bir kötü niyetli yaratıcılık ölçeğinin olmaması bir eksikliktir ve bu konuda çalışmak isteyen araştırmacıların elinde öz-bildirim yöntemiyle kullanılabilecek hiçbir geçerli ve güvenilir ölçüm aracı bulunmamaktadır. Mevcut çalışmanın amacı kötü niyetli yaratıcılığı ölçmeye yarayan bu ölçeği Türkçeye uyarlamaktır. Çalışma 555 katılımcıdan oluşmaktadır. Ölçeğin geçerlilik çalışması kapsamında yapı ve ölçüt geçerliliklerine bakılmıştır. Yapı geçerliliği için doğrulayıcı faktör analizi uygulanmıştır ve ölçeğin üç faktörlü yapısı kabul edilebilir bulunmuştur, χ2 = 222, sd = 62 p < .001, TLI = .91, CFI = .93, RMSEA = .068, SRMR = .052. Ölçüt geçerliliği için ölçeğin alt boyutlarının çeşitli temel kişilik özellikleri ve karanlık üçlü kişilik özellikleriyle ilişkilerine bakılmıştır. Ölçeğin faktörleri genel olarak olumsuz özelliklerle pozitif, olumlu özelliklerle negatif ilişkiler göstermiştir. Güvenilirlik çalışması için iç tutarlılık katsayısı, kompozit güvenilirlik katsayısı ve test-tekrar test yöntemi kullanılmıştır. Ölçeğin toplam Cronbahch alfa katsayısı .84 iken kompozit güvenilirlik katsayısı .90 bulunmuştur. Test-tekrar test için ise 15 gün arayla 49 katılımcıya yapılan uygulamalar arasında güçlü korelasyonlar tespit edilmiştir.
Zusammenfassung
Immer weniger scheinen die Verwaltungen der Gegenwart durch rigide Hierarchien und routinierte Abläufe gekennzeichnet, dafür zusehends durch lose Kopplungen und flexible Aufgaben. In ihren Strukturen und Prozessen herrscht konstitutive Unsicherheit und Kontingenz. Und diese beanspruchen Organisationen nicht bloß zu bewältigen, sondern vielmehr auszunutzen. Denn einerseits scheinen Problemlösungen und Entscheidungsfindungen unter den Vorzeichen des Zufalls und Nicht-Wissens zu laufend neuen Zwecksetzungen zu führen, zu einer gleichsam kreativen Organisation der Organisation. Andererseits lässt sich die Ressource der Kreativität, nach dem alten Konzept und Muster des Genies und schöpferischen Menschen, leicht persönlich zurechnen – und damit als Auswahl- und Bewertungskriterium der Human Resources operationalisieren. Mehr und mehr richten sich gegenwärtige Verwaltungen derart an para-ästhetischen Kategorien aus. Wechselbeziehungen wie die zwischen Zweckfreiheit und Zweckgebundenheit, zwischen Kontingenz und Regel oder zwischen Informalität und Formalität nähern sie augenscheinlich ihrem vormals Anderen an: der Kunst und den Kreativen.
Invention is a core component of innovation, but it is not the same as innovation, and the inventor does not have to be party to, or involved in any way in the subsequent innovation that exploits their invention. The two are separate processes with innovation dependent on invention but invention not being dependent upon innovation. Invention is dependent upon creativity, novelty and utility and so questions are asked about the role of creativity in invention and how this is influenced by circumstance and the different classes and origins of opportunity that drive subsequent innovation and whether innovation is wholly research dependent? The chapter also addresses how innovation is best categorised, given a multitude of approaches and parties engaged in its delivery; what institutional factors influence success, and why is priority given to product and process innovation when the economies of so many advanced nations are service-based?
Creativity is critical in sustaining the potential of Innovation within organizations and as a driving force for the creative economy. Despite its relevance, creativity needs to be better explored in research on Management Education. This chapter aims to discuss how practice-based pedagogy improves creativity education in Management. Research methods are based on a 24-month inductive and practice-based study of recurrent educational practices of creativity through a curricular component of an undergraduate management course at a Brazilian University. The results highlight the fruitful contribution of the theatrical improvisation practice to creativity education structured into four conceptual categories: creativity as expressing, sensing, collective doing, and playing. The research results contribute to expanding the field of research on creativity in educational settings and the field of research on management education.
Research Summary
University organizational entities work to support innovation by acting as intermediaries that link research activities in universities with productive and service activities, especially in industry. Some of the most well-known organizational entities established in both local and global universities include research centers, special-purpose units, and technology transfer and commercialization offices. Based on this, the current research aimed to derive several proposed measures to improve the roles played by university organizational entities in supporting innovation, which were established by Cairo University, considering the experiences of both the University of California in the United States and Tsinghua University in the People's Republic of China.
The research employed the comparative methodology and concluded that improving the roles played by university organizational entities in supporting innovation at Cairo University depends on the ability of these entities to: discover and evaluate inventions with social/economic returns, establish strong and sustainable partnerships with the industrial sector, possess an experienced administrative and technical crew can supports research projects with innovative outputs, diversify funding sources to sponsor innovation activities at the university through organizing events to market scientists and their research outputs, and promote a culture of innovation among students and faculty members.
Keywords: University innovation support entities- Cairo University- University of California- Tsinghua University- Arab Republic of Egypt- USA- China
Delhi NCR offers numerous opportunities for problem-solving design exercises, particularly in social and civic design. These projects address issues like poverty, unemployment, child labor, waste management, and human rights. A participatory design approach is used, considering stakeholder interviews and field visits. The research methodology includes brainstorming, storyboarding, and prototyping. The study aligns with Stanford's Design Thinking Model and encourages collaboration between design students and researchers to create lasting social innovation. The projects focuss on problem-solving, participatory design, co-design, design thinking, and social innovation. The study encourages collaboration for both academic and practical implementation.
CHAPTERS - 1. Homelessness – Ms. Shifa; 2. E-Waste management – Mr. Tushar; 3. Bus-stop redesign – Ms. Sonia; 4. Waterfront space design – Mr. Zahiruddin; 5. CR Park residential area – Mr. Tarun Guha Roy; 6. LPG Cylinders (Loading Operations) – Mr. Shahid Iqbal
Delhi NCR offers numerous opportunities for problem-solving design exercises, particularly in social and civic design. These projects address issues like poverty, unemployment, child labor, waste management, and human rights. A participatory design approach is used, considering stakeholder interviews and field visits. The research methodology includes brainstorming, storyboarding, and prototyping. The study aligns with Stanford's Design Thinking Model and encourages collaboration between design students and researchers to create lasting social innovation. The projects focuss on problem-solving, participatory design, co-design, design thinking, and social innovation. The study encourages collaboration for both academic and practical implementation.
CHAPTERS - 1. Eco-Community Centre – Mr. Abhishek Singh; 2. Mahila-Haat space redesign– Ms. Ambreen Merchant; 3. Construction site improvement and compliance system – Mr. Md. Danish Siddiqui; 4. JMI Campus Space design – Ms. Manaswani Singhal; 5. Government School space redesign– Mr. Minhajur Rehman Khan; 6. Enhancing nutrition accessibility in university campuses – Mr. Safwan Jamal
The 21st-century “c-suite” of skills (i.e., collaboration, creativity, communication, and critical thinking), use facts and information to progress, not as a final goal, but as a medium for the development of ideas. Declarative knowledge is widely viewed as specific to a discipline and narrowed in breadth. In contrast, skills and abilities are transdisciplinary, cross disciplines and which are expansive as they allow the distribution of ideas and understanding to other fields. This writing will address experiences and efforts in the field of creativity development, modeling processes applicable to other skills.
We are all familiar with the feeling of being stuck when a problem we are faced with seems intractable and we are unable to find a solution. But sometimes, a new way of seeing the problem pops into the mind from out of the blue. The missing piece of the puzzle is found, the gap is filled, and the solution is now obvious. This is the insight experience - the Aha! Moment - which has been a source of fascination to those who study problem solving for centuries. Written by leading researchers from around the world, this volume explores cutting-edge perspectives on insight, the processes that underlie it, and the conditions that promote it. Chapters draw on key themes: from attention, to memory and learning, to evolutionary perspectives. Students and researchers in applied, cognitive, and educational psychology, as well as those studying creativity, insight, and cognitive neuroscience, will benefit from these perspectives.
For over four decades, scholars have developed the field of entertainment science, establishing a thorough understanding of the business behind filmed, recorded, written, and programmed media products and services, encompassing consumer behavior and strategic decision-making. Building on six foundational characteristics that jointly define entertainment offerings (i.e., their hedonic, narrative, cultural, creative, innovative, and digital nature), we synthesize key findings from entertainment science research. Since each of these characteristics can be found individually in various industries, this review offers substantial potential for learning beyond the entertainment world. Leveraging the entertainment industry’s pioneering role in major cross-industry trends, including virtual worlds and generative AI, we then provide best practices for adapting to these developments. We conclude by proposing a comprehensive agenda for future research on each of the foundational entertainment characteristics within the field of entertainment science and beyond.
Background and aim: This study focuses on the influence of creative graphic design training courses based on design thinking and problem-based learning on the cultivation of the creative thinking ability of Chinese art students, expands the breadth and depth of research on students' core literacy, and contributes to the development of students' all-round ability. The purpose of this study was to compare the students’ creative thinking ability before and after learning through the creative graphic training course based on design thinking and problem-based learning. Materials and methods: In this experimental study, 30 students of art majors from Xi’an University were investigated. This study used a scoring rubric of creative thinking ability given to students before and after learning through a creative graphic design training course based on design thinking and problem-based learning. Data were collected and analyzed by means, standard deviation, and t-test for the dependent sample. Results: From the study, it was found that: The mean scores of pretests of students’ creative thinking ability were 35.13, SD was 2.76, and the mean scores of post-tests were 41.53, SD was 2.83. The finding after implementing a creative graphic design training course based on design thinking and problem-based learning, post-test scores of students’ creative thinking ability were greater than pretest scores at 0.01 level of statistical significance (t=20.21, p=0.001). The average scores of this study developed increasingly higher than the pretest. The effect size of Cohen’s in this study was 3.70 it was considered to be a large effect of implementing creative graphic design training courses based on design thinking and problem-based learning on students’ creative thinking ability. Conclusion: The developed creative graphic design training course based on design thinking and problem-based learning has a significant effect on enhancing the creative thinking ability of art major students in college.
Artificial Intelligence (AI) is redrawing the boundaries of human creativity, challenging our traditional notions of art and expression while raising important sociological and anthropological questions. This article explores the complex relationship between human creativity and AI and how these new technologies are redefining the boundaries of art and creative expression. Starting from an evolutionary analysis of the concept of creativity, the article explores the impact of AI on creative processes and the perception of art. It shows how AI contributes to a “loss of aura” in art and changes the relationship between humans and the creative process. Finally, the article emphasises the importance of a critical and reflexive approach in analysing these phenomena and highlights the need for training in new technologies to cope with the complexity of these changes. This interdisciplinary study provides valuable tools to understand how AI is redefining not only the creative process but also our notions of art, authenticity and human expression in the digital age.
Purpose
This study examines how structured procedures and psychological safety can enhance six sigma processes’ effectiveness and foster individual creativity within an organization.
Design/methodology/approach
This study employs a novel methodological approach, combining structural equation modeling (SEM) and multi-value qualitative comparative analysis (mvQCA).This combination gave us a unique lens through which to view the complex connections between the constructs that were the subject of the investigation.
Findings
The results substantiate that a well-structured six sigma approach, paired with a psychologically safe environment, fosters knowledge exploration and exploitation as well as triggering conducive learning behaviors. These elements, in turn, augment individual creativity, which is found to be instrumental in boosting six sigma performance.
Originality/value
This study is one of the first to combine mvQCA and SEM to investigate the complex interplay between structured methods, psychological safety and individual creativity in enhancing six sigma performance. This research highlights the importance of fostering creativity in strategic management processes and the unrealized potential of combining these methods.
The idea to change the traditional hierarchical structure of the company is emerging as a trend in global management practices of creative industries organizations. The experience of American and Western European companies in the "creative industry" shows that a democratic decision-making process promotes the active participation of employees in the life of the company. The topic of creative management, art management, and "lean" management gets a particularly relevant sound. Today, management experience has been accumulated, thanks to which schools, hospitals, creative organizations, design bureaus have been humanized by the talent of employees, vocation and creative achievements have been supported. The subject of research was determined by the growth and demand for companies in the "creative industry" that produce creative products in the socio-cultural, scientific, artistic, and technical fields. The classification of the UK Department of Culture, Media and Sport (DCMS) identifies 44 creative professions, including architecture, IT and video games, publishing, performing arts, crafts, design, advertising, jewelry. The study applied an innovative approach to the management sociology: the experience of creacracy was studied through the prism of culture, the value component of the work of organizations, on the methodological foundation of the "turquoise" philosophy. The study of creacracy culture is based on a set of techniques: value-structural analysis, secondary analysis, document analysis, comparative analysis. Realizing the purpose of the study, the authors theoretically comprehended the experience of modern creative unions and organizations of a non–bureaucratic type based on the foundation of the culture of creative management – creacracy. The authors defined this form of management as the management of organizations, an alternative to bureaucracy, corresponding to a culture based on the values of human-centricity, freedom, creativity, transparency, implemented on the principles of lean or understanding management in the practices of "happy" ("joyful") management of creative projects. A group of types of creacratic management has been formed: adhocratic, chaordic, halordic. With differences in the choice of management tactics, these types are united by the design of management strategies – delegation of authority, coordination, support, orientation towards self-government. This shows the human-centricity of creacratic management. A comparative analysis of bureaucratic and creacratic forms showed differences in values, setting and understanding goals, choosing leading managerial functions, management strategies and practices, and types of employees. The analytics presented in the research results are of practical importance for the heads of creative industries organizations choosing management strategies.
This chapter presents the final step of our framework, CLBDM, which is the monitoring and evaluation loop. This step is about checking and measuring the results and feedback of your implemented ideas, based on indicators and metrics that reflect the system’s behavior and performance over time. It also involves reviewing and revising your ideas based on new information and learning that emerge from the system’s feedback loops, delays, and nonlinearities. We explain how systems thinking can help in this step of creativity by providing a way to understand and improve the system and the idea holistically and dynamically. We also discuss how systems thinking can help to identify the feedback loops and mechanisms that influence the behavior and performance of the idea in the real world, to understand the interrelationships and interactions among the different elements or components of the idea, as well as its environment or context, and to anticipate and deal with potential problems or risks that may arise during or after the implementation of the idea. We use examples from different domains such as climate change (Gilbert et al., Systems thinking in the geosciences and education research: A synthesis of research methods and future directions. Journal of Geoscience Education, 67(4), 353–368, 2019) and stakeholder collaboration (Hovmand et al., Group model-building ‘scripts’ as a collaborative planning tool. Systems Research and Behavioral Science, 29(2), 179–193, 2012), etc., to illustrate how these feedback loops work and how they can be used in idea monitoring, evaluation, and improvement continuously. We hope that this chapter will inspire you to use systems thinking creativity loops in your own monitoring and evaluation process. We believe that by using CLBDM, you can measure and improve your ideas smartly and creatively. We invite you to try out our framework and tools and share your feedback and experiences with us.
Previous research has found that self‐compassion enhances well‐being outcomes such as happiness and meaning in life. However, little is known about the link between self‐compassion and psychological richness, a recently introduced concept of well‐being. Thus, an exploration of the relationship between self‐compassion and psychological richness is necessary to gain a comprehensive understanding of the association between self‐compassion and well‐being. To address this issue, this study investigated the temporal directionality of their relationship within a cohort of Chinese college students, utilizing a two‐wave longitudinal approach. Using a cross‐lagged model, the results revealed that the self‐compassion could predict psychological richness 3 months later, and conversely, psychological richness could also predict subsequent self‐compassion. This research provides new insights into the bidirectional relationship between self‐compassion and psychological richness, broadening our understanding of the association between self‐compassion and well‐being. Future interventions should focus on the important effect of self‐compassion interventions in the development of psychological richness. In addition, future research could consider interventions on increasing psychological richness to improve the level of self‐compassion among college students.
This study aimed to explore the predictive value of self-regulation, critical thinking, and creative thinking on the writing performance of Iraqi EFL learners on TOEFL iBT, including both integrated and independent writing tasks. To this end, 300 advanced male and female Iraqi EFL learners took the Cornell Critical-Thinking Test-Level X, the Alternate Uses Test, and the writing section of TOEFL iBT and filled out the Self-Regulation Questionnaire, resulting in a total of five scores per participant. Three separate multiple regression analyses were conducted to explore the impact of these predictor variables on the integrated, independent, and total writing scores. The findings indicated that all three variables had predictive value in the total and the integrated score, while self-regulation did not impact the writing scores of the independent task. Although critical thinking demonstrated consistent predictive power across all three writing scores, the differentiation in the strength of correlations compared to the other variables highlights their unique contributions to writing performance. The strength of associations varied across the types of writing tasks, suggesting that the nature of the writing task determines the extent of impact each factor might have on learners’ performance. Moreover, excessive regulation may hinder the process of freely expressing one’s ideas in written format, while creativity may have less impact on summarizing main text ideas. Contemplating such findings may provide valuable insights for the design of writing materials and the instruction of learners especially those preparing for highly standardized English tests.
Under the umbrella of the VUCA-world and growing international competition creativity plays a more important role in higher education. In this context, divergent thinking, fluency, flexibility, problem-sensitiveness and originality are key factors for work, life, and literacy. In the first part of the article we will discuss the philosophical phenomena of this process, which comes from John Dewey’s ’learning by doing’ principle. In fact, rethinking higher education comes to the front in the 21st century, changing teaching education in order to develop creativity with various innovative ways. In the second part of the article Visual Arts, especially Community Art, will be in focus. This promotes communication, collaboration, critical thinking and problem-solving, creativity and innovation, especially project-based learning via Totem Project, which was implemented at J. Selye University from November to December 2022. The aim of the project was community building and creativity development. Building a community is based on collaboration amongst students and teachers (the project had 50 members in total and consisted of 100 working hours) in order to develop creativity, team-building, and collaborative professionalism via sharing aims and expectations, building community and trust, respect and listening. The Totem Project started to map prior knowledge on community in order to develop engagement and creativity at three levels: individual, team, and organizational levels. Finally, at the end of the paper, conclusions will underline some open dilemmas and questions.
The article examines the dynamics of creativity perception in successive attempts to study its interpretations in the social sciences and proposes a social and communicative approach to understanding the categories of creativity and the creative subject. The authors analyze the approaches to defining creativity in various research paradigms, which shows the applicability of the socio-communicative approach with a critical view on socio-psychological and sociological definitions of creativity. The text represents the discussion of the criteria and features of creativity and consider the main parameters and criteria of creativity as a communicative phenomenon. The authors propose a new understanding of the concept of creativity and explain it through three related concepts: (1) creative process, (2) creative subject and (3) creative product. At the end, the authors substantiate the typology of creative products and discuss the essence of the consumer value of creative products, highlighting its rational and emotional dimensions.
In the rapidly evolving field of artificial intelligence (AI) literature generation, understanding how society perceives AI‐generated content, compared with human‐produced literature is of paramount importance. This study investigated societal perceptions and biases toward AI‐generated versus human‐produced poetry. A sample of 123 participants was subjected to a controlled experiment in which they evaluated a human‐generated poem that was randomly attributed to either a human, an AI, or an unspecified author. The assessment metrics comprised five categories: originality, aesthetic appeal, emotional engagement, coherence, and interpretive difficulty. An analysis of variance was used to analyze the survey results. Our findings revealed that poems attributed to an AI consistently received lower scores for originality, aesthetic appeal, and emotional engagement compared to those attributed to a human author. However, AI‐generated content was perceived as more complex and was rated higher in terms of interpretive difficulty. Interestingly, perceived authorship did not significantly influence coherence as a metric. When the poem was believed to be AI‐generated, it faced more critical evaluations than when it was human‐attributed. When authorship was ambiguous, feedback was distributed uniformly across negative, positive, and neutral sentiments, suggesting a potential mitigating effect of ambiguity on bias.
In this chapter of our exploration into the marriage of virtual reality and psychology, we delve into the captivating realm of immersiveness and its profound impact on cognitive functions. This chapter explores how the immersive qualities of virtual reality can captivate and influence the human mind, driving cognitive engagement within virtual environments. By eliciting deep and authentic emotional responses, VR environments make the study of cognitive functions and emotions more ecologically valid. A key focus of the chapter is the investigation of problem-solving within virtual reality. It examines the cognitive processes at play when individuals are immersed in digital worlds, addressing how VR affects problem-solving abilities, decision-making, and critical thinking. Central to this discussion is a compelling case study titled “Processes of Planning in a Virtual Reality Experience: The Link Between Arousal and Problem Solving.” This research explores the connection between emotional arousal and problem-solving skills in a VR setting, highlighting the interplay between emotional states and cognitive abilities. As the chapter progresses, it becomes evident that immersiveness in VR has the potential to transform not only the study of cognitive functions but also practical applications in education and therapy. The intersection of emotions, cognitive processes, and VR’s immersive qualities offers vast opportunities for researchers, practitioners, and enthusiasts.
We are confronted with the concept of intelligence every day. Starting with human intelligence to artificial intelligence. Some animals are also attested to be intelligent based on specific problems they solve. We also come across terms such as swarm intelligence, emotional intelligence or even physical intelligence. But there is still a lack of a clear definition of what intelligence actually is and, in particular, how it could be measured. Intelligence tests that provide quantitative information have so far only been available from psychology and only for people. There is a lack of criteria for what makes a system an intelligent system. This became particularly clear with the question of whether generative AI, such as ChatGPT, can be considered intelligent at all. So can intelligence be derived from the cognitive abilities of a system, or is it ultimately decisive how these abilities come about?
This paper suggests a definition of the term intelligence and suggests an explanation for what constitutes intelligence and to what extent intelligence is required to gain knowledge. And finally it is questioned whether artificial systems are intelligent and have any knowledge at all.
Creativity is typically evaluated in terms of novelty and usefulness or effectiveness. I argue in this essay that these bases of evaluation are insufficient for meeting the challenges of contemporary life. Although creativity researchers and teachers of creativity once may have hoped that developing creativity would lead to intellectual integrity and societally positive outcomes, too often creativity today is based on lack of intellectual integrity and leads to negative and sometimes societally devastating outcomes. Creativity may help people to achieve self-actualization and good outcomes for themselves, but too often in current times, these outcomes are being achieved at the expense of other people’s well-being and even the other people’s lives. I suggest that creativity needs to be evaluated not only for novelty and usefulness, but also for creative quality in terms of creative integrity (internal coherence of ideas and external correspondence to reality) and positivity.
Creativity plays a crucial role in fostering innovative thinking and driving socioeconomic development, particularly in developing countries like Zambia. However, it remains unclear to what extent schools, especially teachers, encourage and harness their students' creativity. This study had to achieve two objectives: first, to determine the behaviours of teachers that promote creativity among their students, and second, to evaluate the impact of teacher characteristics such as age, academic qualifications, level of teaching, and gender on their ability to nurture creativity. The study involved forty-eight in-service teachers who were enrolled in a degree programme at the University of Zambia. These teachers were administered with the Creativity Nurturing Behaviour Scale for Teachers, which assessed their overall creativity and specific components such as abstraction, creative thinking, motivation for creativity, and inquisitiveness during classroom interactions. The results revealed that teachers demonstrated slightly above-average abilities in fostering creativity, with motivation for creativity being the most effectively nurtured trait, while creative thinking appeared to be the least effectively nurtured. Teacher characteristics had only modest effects on enhancing creativity among learners. Interestingly, age and level of teaching showed an inverse relationship with creativity, as younger teachers were found to be more effective than their older counterparts, and primary school teachers were better at fostering creativity compared to secondary school teachers. Additionally, female teachers were found to be more adept at nurturing creativity than male teachers. These findings contradict the results observed in individualistic Western societies but align with GSJ: Volume 12, Issue 9, September 2024 ISSN 2320-9186 1051 GSJ© 2024 www.globalscientificjournal.com those from more collectivistic societies. This study provides valuable insights for policymakers and educators regarding the abilities of teachers to nurture creativity in Zambia.
The field of school psychology has existed for 70 years in France. Although the goals of school psychologists are numerous, the main purpose is to help children be happy at school in their learning and socializing abilities. Either through a complete psychological assessment or simple interviews, the school psychologist will try to understand a child’s symptoms and how they express inner conflicts. Here, Sarah’s case, a young and bright 8-year-old schoolgirl, is examined here through a psychoanalytic perspective. Far from being bored at school, which is the reason why Sarah’s mother consulted the school psychologist, a different issue was revealed through projective tests (Rorschach and Children’s Apperception Test [CAT]). Behind creative and joyful answers, hides Sarah’s fear of growing up and this is narrowly linked with the anxiety of losing her parents, who are both in frail health with overweight problems. The discussion focuses on the value of projective and creative tools to understand the child’s inner conflicts and will highlight the link between creativity and anxiety.
The authors focus on innovating the research tool Urban’s Test of Creativity to enhance the evaluation and efficiency of the educational process. This paper presents the possibility of measuring creativity and spatial imagination in the SketchUp virtual environment. Teachers and HR professionals in modern companies require an overview of the key competencies of students and graduates, essential for the transformation towards Industry 5.0. The authors utilize the proven concept of Urban’s Test, modify it into a digital format, and integrate new elements that assess spatial visualization and functional creativity. Teachers and HR professionals gain an efficient tool that is easy to evaluate, time-efficient, and requires minimal infrastructure. The modified research tool is suitable for conducting action research and allows for comparing respondents’ results using quantitative methods. This pilot study aimed to validate the modified test and its properties. A total of one hundred respondents, divided into five groups based on age and education (approximately 10 to 25 years old), were tested. The results confirmed that the concept of Urban’s Test of Creativity can be successfully adapted for commonly available 3D modeling environments. Moreover, it was confirmed that within the target group, the level of spatial visualization improves gradually with age.
Introducción: Este estudio investiga el impacto del modelo de lenguaje Chat GPT en el desarrollo del pensamiento creativo en estudiantes de 12 a 13 años en una institución educativa en Chile. Metodología: Utilizando la Teoría de la Creatividad de Ellis Torrance y aplicando el Test de Pensamiento Creativo de Torrance (TTCT) en un pretest y postest, se evaluó la creatividad en términos de fluidez, flexibilidad y originalidad. La intervención consistió en la creación colaborativa de canciones con la ayuda de Chat GPT. Resultados: Los resultados indicaron un aumento significativo en los indicadores de flexibilidad y originalidad, aunque se observó una ligera disminución en la fluidez. Discusión: Estos hallazgos sugieren que la integración de Inteligencia Artificial (IA) en actividades creativas puede potenciar el pensamiento creativo y fomentar la colaboración entre estudiantes, ofreciendo nuevas oportunidades para innovar en el ámbito educativo. Conclusiones: La integración de Chat GPT como herramienta educativa tiene el potencial de enriquecer el proceso de aprendizaje y promover habilidades creativas críticas para el siglo XXI.
Autistic traits are found throughout the general population, but their link to creative attributes has received little attention in childhood populations. In adults, autistic traits are linked to both creative benefits and disadvantages, moderated by the autistic trait and the creative domain under investigation. The current study investigates the link between autistic traits and creative attributes (creative personality traits, creative talent, creative artistic choices) in children aged 10–14 years. Autistic traits were measured using the Adolescent‐AQ, both globally (AQ‐Total) and for individual subscales (AQ‐Attention to detail, AQ‐Imagination, and “AQ‐Core”, i.e., combining AQ‐Social skills, AQ‐Attention switching, AQ‐Communication). Using child and parent reports, data from 149 children revealed an association between autistic traits and creative personality traits (both positive and negative) while also showing a (weaker) relationship with creative artistic choices. Global and core autistic symptoms negatively predicted creative personality traits. At the same time, AQ‐Imagination predicted lower creative attributes across nearly all creative domains. Finally, and in contrast, AQ‐Attention to detail positively predicted a number of creative attributes (i.e., creative personality traits, creative talent). Our results show how autistic traits map to a range of creative attributes, across children in the general population.
The aim of this study was to investigate how mathematics and language teachers recognize the creativity of male and female students. The study used a random selection of 2028 students (1242 females and 786 males) as well as 219 teachers (110 math and 109 language) from 110 different high schools. The study found that girls' creative potential had a stronger association (z = 2.84; p < .01) with their creativity ratings given by language teachers (β = 0.24; p < .001) than with math teachers' ratings (β = 0.13; p < .001). Boys' creative potential was similarly correlated with their creativity ratings from both language (β = 0.25; p < .001) and math teachers (β = 0.23; p < .001), showing no significant difference (z = 0.42; p > .05). Further analysis indicated a stronger correlation between math teachers' creativity ratings and boys' creative potential compared to girls' (z = 2.27; p < .05), while language teachers' creativity ratings were similarly correlated with the creative potential of both genders (z = − 0.23; p > .05). The results obtained in the study are discussed in the light of stereotypes about gender dif- ferences in math and language abilities.
Educational relevance statement: Despite the slight advantage of women over men in their creative potential (Abdulla Alabbasi et al., 2022), there is a clear advantage of men over women in terms of creative achievements (Baer & Kaufman, 2008; Hora et al., 2022). Men dominate women in real world creative achievement in areas such as mathematics, science, and engineering (Abra & Valentine-French, 1991; Piirto, 1991). Women's creative achievements, in turn, occur in such fields as performing arts, choreography, and literature (Abra & Valentine- French, 1991). Piirto (1991, p. 143) even suggests that ‘the creative world is largely a man's world.’ Explaining the reasons for the differences in the creative achievements of women and men is an important issue. It can contribute to the reduction of the phenomenon referred to as ‘losing talents’. Previous attempts to explain gender differences in creative achievements come down to the biological (Abraham, 2016; Eysenck, 1995) and the socio-cultural (Abra & Valentine-French, 1991) factors. The latter seem particularly important because they are associated with discrimination against women and the privileging of men. In the past, this was affected by fundamentally different social expectations of women and men, which were associated, among other things, with the assignment to women of roles related to running a home and caring for children, thus limiting their access to education and professional creative activity (Baer & Kaufman, 2008). These seemingly historical beliefs still function, predisposing men to undertake creative activity while imposing upon women the role of mother and domestic caretaker (Simonton, 1994). Women are still expected to take care of the home and children, which creates a conflict between their familial and professional roles (Cole & Zuckerman, 1987; Piirto, 1991). As a result, the trajectories of women's creative careers are completely different than those of creative men because, at a time when men accelerate their professional development, women are very strongly involved in the processes related to starting a family and bring up children (Piirto, 1991). For the analyzed problem, formal education, far from creating gender equity, is also significant (Sadker, 2000). This includes the content of textbooks (Gajda & Wołowicz, 2022), teachers' beliefs about the creativity of girls and boys (Gralewski, 2019), and teachers' educational practices (Gajda et al., 2022) that reinforce gender ste- reotypes. It is surprising that – despite formal education with specialized teachers even lasting several years – women are inferior to men in terms of creative achievements (Baer & Kaufman, 2008; Hora et al., 2022). On this basis, the question arises: what role do teachers play in the differences of creative productivity between women and men? Why, during formal education, are teachers unable to prevent the phenomenon where females less frequently achieve the peaks of creative productivity compared to males? (Hora et al., 2022)? Therefore, the purpose of this study is to find answers to questions about whether maths and language teachers can recognize the creative potential and creative activity of male and female students, and whether there are differences in this respect that could deepen the gender gap in creative performance.
The personality trait of perfectionism is very common among college students, while previous studies have concluded that perfectionism has a hindering effect on the development of creativity in individuals, the present study concluded that perfectionism also has a positive effect on creativity. Therefore, this study wants to explore the positive aspects of perfectionism on creativity.
Purpose
Due to the rapid growth of digital economy, improving employees’ creativity is becoming essential to optimizing the development of organizations. This study investigates how enterprise social media can enhance employee creativity and develops an integrated model based on communication visibility and social capital theories.
Design/methodology/approach
A two-stage questionnaire was conducted on full-time employees with enterprise social media experience. The first round of this study distributed 1,048 questionnaires and collected 639 valid sample data. A month later, the second survey was sent to the first valid respondents, with 421 valid sample data collected within a week.
Findings
Results show that visibility has a positive influence on employee creativity, in which expertise recognition and network recognition play a mediating role. The findings also indicate that bridging social capital positively moderates the effect of visibility on expertise recognition, and bonding social capital positively moderates the effect of visibility on network recognition.
Originality/value
This study contributes to a better understanding of the benefits of enterprise social media by uncovering the mechanism and theoretical boundary of the effect of visibility on employee creativity.
Este trabajo explora los indicadores de procesos creativos percibidos con mayor frecuencia por los usuarios de videojuegos, con el interés de aislar aquellos factores con mejor predisposición para la praxis creativa con videojuegos. Se analizan las “acciones de juego” de 224 jugadores adultos (población menos frecuente en investigaciones sobre creatividad y videojuegos) y se trasladan los resultados al modelo de análisis Dynamic Interaction of Creativity Potential (Walia, 2019). Como resultados destacados se obtiene que: 1) Los videojuegos poseen un potencial significativo para identificar rasgos de personalidad creativa y 2) Los jugadores con un registro alto de acciones creativas en su juego, reconocen una transferencia de dichas cualidades a otros contextos fuera del mismo. Con una asociación entre variables media/alta, se destaca que los jugadores con indicadores de comportamiento creativo: 3) Analizan con mayor frecuencia sus errores para rectificarlos, aspecto fundamental en cualquier disciplina que implique interacción y refinamiento continuo. 4) Se divierten más cuando el desafío o problema planteado por el juego es mayor. Un desafío bien ajustado puede ser un estímulo crucial para la creatividad. Este enfoque selectivo amplía el entendimiento de los mecanismos que impulsan la creatividad en videojuegos, ayudando a desarrollar investigaciones futuras en ámbitos educativos y artísticos.
Examines the influence of training in the estimation of magnitude. A number of experiments were conducted on 6 Ss, who were tested on judgments of variations of size, weight and area. Results show that there was no inner necessity for improvement of one function, to improve others closely similar to it, due to a transfer of practice effect. In estimations of magnitudes in terms of unfamiliar standards, the acquisition of the new concept affected the judgment. Training might have also given ideas of how to most successfully estimate habits of making judgments in better ways. These habits might concern features in which the function trained and functions tested were identical. For similar functions and favorable cases for getting better standards and better habits of judging, the amount of improvement got by training in an allied function is small.
This paper deals with an exhaustive study of the gain in scores of pupils, within a year's time according to the subjects studied. To cite one of the many comparisons: the gains for pupils who studied "English, history, geometry, and Latin" are compared with the gains for the pupils who studied "English, history, geometry, and shop-work." Over 8,500 pupils in grades IX, X, XI were tested in May, 1922, and then reëxamined in May, 1923. Space does not permit a description of the composite examination used. Those interested can find a full outline of it in the
J. of Educ. Res., 1922,
5. The following are a few of the striking results thus far obtained. Those pupils who studied mathematics as it is taught in the schools to-day increased their ability to think by a small amount; but not much larger than the gains in other subjects. In fact in some instances cooking, sewing, biology and bookkeeping showed as large gains as those made in the mathematics group and in others even greater gains. Further reports on this important problem are to be made. From Psych Bulletin 21:08:00937. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Very little psychological literature is available on this subject; and it must be studied through the materials contributed from other fields, such as philosophy, literary criticism, art, invention, intuition, mysticism, etc. 152 references are appended. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A serious attempt is made to solve the problem of the relative amount of transfer value accruing from the pursuit of one subject for one year. The method is to test at intervals of one year large numbers of high school pupils with a test of general mental alertness consisting of such tests as arithmetic problems, absurdities, various forms of the records of analogies, and some tests of spatial relations. The present study is a continuation of one reported in 1924. Both of them together have used the reports of more than 13,000 pupils living in a large number of cities. The impossibility of finding pupils' courses of study with three subjects the same and one different was immediately apparent, so that several subjects which preliminary investigation showed to resemble one another very closely were grouped under one heading. By this means it was possible to compare the influence of taking certain groups of subjects for one year upon the scores in the intelligence tests. Certain subjects stood out clearly in both investigations. The natural sciences, mathematics, business arithmetic, and bookkeeping were always high in mental discipline as measured by improvement on the tests while dramatic art and domestic science were low in mental discipline on both occasions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A review of 99 titles appearing in the last forty years is organized under the following headings. Imagery studies: imagery types; images of memory and imagination; other characteristics of imagery. General experimental aspects: ink-blot studies; other approaches; fantasy, daydreams, invention. Theoretical discussions. Imagination in education. "Conceptions of the nature of imagination vary from… simple reproduction and reconstruction of sense material… to views of creativity as a mysterious force or instinct which transcends description… . Theory, practices, and experimental data on imagination are notably uncoördinated." (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Standardization scores on the 1937 Revision of the Stanford-Binet are analyzed by the Thurstone centroid factor technique. Correlation matrices at age levels seven, nine, eleven, and thirteen, each based on two hundred subjects, are analyzed. The factors after rotation are interpreted in terms of the items exhibiting high factor saturations. In contrast to the findings of McNemar (1942) no evidence for a general factor in the Stanford-Binet battery is found in the present study. Rather, I.Q. variance can be explained in terms of psychologically meaningful group factors at the various age levels. The results indicate a need for cautious interpretation and use of single score indices of intelligence such as the Stanford-Binet I.Q.
Investigated the effect of improvement of one mental function upon other functions allied to it. Six Ss were tested on a particular function and then trained to enhance another function, after which the first mental function was reevaluated, and its effect in the improvement estimated. Concluded that the senses evaluated could not be generalized or be considered within a narrow perspective. Improvement in any single mental function need not improve the ability in similar functions, it may injure it. Spread of practice occurred only where identical elements were concerned in the influencing and the influenced function. (PsycINFO Database Record (c) 2006 APA, all rights reserved), (C) 1901 by the American Psychological Association
Critical requirements for research personnel
- J C Flanagan
- Et Al
FLANAGAN, J. C., ET AL. Critical requirements for research personnel. Pittsburgh: American Institute for Research, 1949.
Elements of sociology
- F H Giddings
GIDDINGS, F. H. Elements of sociology. New York: Macmillan Co., 1907.
Printed classification tests, Army Air Forces Aviation Psychology Research Program
- J P Guilford
GUILFORD, J. P. (Ed.) Printed classification tests, Army Air Forces Aviation Psychology Research Program, Report No.
How can we develop inventors? In a symposium on Creative engineering
- C F Kettering
KETTERING, C. F. How can we develop inventors? In a symposium on Creative engineering. New York: American Society of Mechanical Engineers, 1944.
The gifted child grows up
- L M Teeman
- M H And Oden
TEEMAN, L. M., AND ODEN, M. H. The gifted child grows up. Stanford, California: Stanford University Press, 1947.