bluuebunny/crossref_metadata_2025 huggingface dataset:
Tosh Demands and Generative Thinking: What Changes and What Remains the Same?
Authors: WARD THOMAS B. , SIFONIS CYNTHIA M.
Published: December 2011

Generative thinking can be characterized as the development of novel instantiations of existing concepts. Using this framework, the present study examined the impact of three conditions on the way subjects generated ideas about imaginary extraterrestrials. Control subjects developed alien animals but were given no special instructions. Those in the Wildly Different Condition were asked to generate creatures that were as wildly different from Earth animals as they could be. Both groups were highly and equally likely to imagine creatures that were symmetric and possessed standard senses and appendages, but the latter introduced significantly more novel variations, particularly on the number of sense organs and appendages. A third group was asked to imagine and describe things that might live on another planet, but were not initially instructed to provide drawings or limit themselves to considering living things that would be considered to be animals. This last group also preserved symmetry, but was significantly more likely to develop creatures without standard senses and appendages. Even so, 75% of this group developed creatures with standard senses and appendages. The results are discussed in terms of constraints on innovation, ways of overcoming those constraints, and the general tendency for new ideas to preserve many of the central properties of existing concepts.
Idea‐Generation Techniques: A Formulary of Active Ingredients
Authors: SMITH GERALD F.
Published: December 2011

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.
Reported Practices of Creative Problem Solving Facilitators
Authors: WALLGREN MARY K.
Published: December 2011

This study reviews the distinguishing characteristics of successful creative problem solving (CPS) facilitators and provides advice on ways to develop these characteristics. Thirty‐seven facilitators were interviewed about their successful use of creative problem solving. These individuals include full‐time employees of organizations as well as consultants that were hired by a variety of organizations. The data colleced contained self‐reports of effectiveness. No attempt was made to verify the facilitators claims of “success” in facilitation. From the interviews, the characteristics were identified and categorized by logical analysis. These findings were then researched in the literature. The final product was organized around the acronym FACILITATOR. Several synonyms were used to describe characteristics, but the content was not changed for the sake of organization.
Donald Campbell's Model of the Creative Process: Creativity as Blind Variation and Selective Retention
Authors: SIMONTON DEAN KEITH
Published: December 2011

This special issue honors Donald Campbell, who died on May 6, 1996. Although Campbell became best known for his methodological contributions, he also published a classic 1960 paper in which he developed a blind‐variation and selective‐retention model of the creative process. Not only does this Darwinian model accurately describe Campbell's own creative modus operandi, but in addition it may provide the basis for a comprehensive theory of creativity. The articles collected for this special issue are devoted to evaluating Campbell's theoretical proposal from the hindsight of nearly 40 years of research and thinking on the creative process.
Educator Perspectives on Creativity: An English Study
Authors: CRAFT ANNA
Published: December 2011

This article describes a project undertaken with eighteen educators from diverse backgrounds. They were all students on an Open University accredited postgraduate course devised to support their capability in fostering learner creativity across the curriculum. An ethnomethodological approach was used to track the experiences and perceptions of the educators and to ground these in personal biography. The article reports themes arising from the data which throw light on educator perceptions of fostering creativity in learners. Finally the article suggests a number of elements highlighted by the project as potentially core to fostering educators' self‐perception of their ability to foster learner creativity across the curriculum.
Teacher and Pupil Characteristics in the Perception of the Creativity of Classroom Climate
Authors: FURMAN ANTON
Published: December 2011

This article presents results of a study of pupils' perceptions of the level of creativity of the classroom climate. The purpose was to determine whether the teachers' classroom behaviors provided a means to identify relatively stable behavior patterns in individuals or groups of teachers categorized by subject taught and pupils' perceptions of the classroom climate. Secondly, the aim was to identify those teacher behaviors correlating with high or low level of creative classroom climate perceptions respectively. Observation was the principal method in identifying teacher behaviors related to creative classroom climate perception. Several behavioral categories were identified that correlated significantly with a high level of creativity in classroom climate perception. Furthermore it was found that some of the teachers' behaviors may be so influenced by context that they reverse the resulting effect.
Improving The Measurement of Divergent Thinking Attitudes in Organizations
Authors: BASADUR MIN , TAGGAR SIMON , PRINGLE PAM
Published: December 2011

Three new improved scales measuring three independent divergent thinking attitudes were developed in field research with managers and were labeled “Valuing New Ideas,” “Belief that Creativity is Not for Only a Select Few,” and “Not Feeling Too Busy for New Ideas.” These three scales represent an improvement over three scales initially identified by Basadur and Hausdorf (1996). Two studies were done. The first was a reliability study in which higher internal consistencies and improved understanding and labeling were achieved. The second was a field experiment in which preliminary evidence of external validity of the three scales was established. The scales effectively measured the changes in these attitudes that were expected after training. Opportunities for future research are identified.
Internet, World Wide Web, and Creativity
Authors: SIAU KENG
Published: December 2011

The growth of the Internet has been the most astonishing technological and social phenomenon of the last decade of this century. In 1990 only a few academics had heard of it; now, more than 50 million people use it. By the turn of the century, that figure could be 100–200 million. So far, the network's only constant has been that the number of new users has doubled almost every 12–18 months. Most organizations have or will soon have Internet access. The popularity of Internet provides a tremendous opportunity for individuals and organizations to explore its features and services for electronic brainstorming. This paper presents the services available on the Internet for creativity. Because of the rapidly changing technologies in this area, the treatment of the topic in this paper is broad and general rather than technically detailed and tools dependent. The technologies in existence now may become obsolete in a few months time, but the principles of using them for creativity will remain.
Breakdown or Breakthrough? A History of European Research into Drugs and Creativity
Authors: BERGE JOS TEN
Published: December 2011

ABSTRACT Language barriers have largely prevented American scholars from learning about European studies concerning drugs and creativity. An art historian reports on several Swiss, English, French and German studies conducted from the 1940s to the 1970s, offering new data in a research area that has been banned since drugs like mescalin, psilocybin, and LSD became illegal. Different views of the operations of these drugs, revealed by such terms as “hallucinogens,” “psychotogenics,” and “psychedelics,” appear to have colored researchers' aims to a large extent. The notions of drugs “dictating” or “liberating” the intoxicated artist are criticized by discussing the importance of set and setting. It is proposed that intentional drug use among artists expecting artistic breakthroughs while intoxicated, can be seen as a form of “gaucherie” or disinhibiting technique.
Deliberate Insight in Team Creativity
Authors: BARLOW CHRISTOPHER M.
Published: December 2011

Preliminary analysis of data collected from trained expert facilitators of ad hoc creative teams suggests that complex analytical techniques such as costed function modeling and decision criteria matrix may have far more impact upon a team's creative effectiveness than frequently researched measures such as idea quantity. An intriguing relationship in these data between complex creativity and the amount of time spent in evaluating ideas and planning their implementation seems to suggest that a shift in definitional focus from ideas to the insights which reveal those ideas may facilitate both research into team creativity and planning of more effective team problem solving.
Concepts of Creativity: Similarities and Differences among Mainland, Hong Kong and Taiwanese Chinese
Authors: RUDOWICZ ELISABETH , YUE XIAO‐DONG
Published: December 2011

Aspects of creativity concepts across different Chinese populations were examined. A Likert style questionnaire consisting of 60 adjectives was administered to 451 undergraduates from Beijing, Guangzhou, Taipei and Hong Kong. The results show that: (a) the core characteristics of creativity identical in all the samples are: “originality”, “innovativeness”, “thinking” and “observational skills”, “flexibility”, “willingness to try”, “self confidence”, and “imagination”; (b) the Taipei sample, unlike the other three samples, does not associate “wisdom”, “assertiveness”, and “individualism” with creativity; (c) in all Chinese populations the three factors labeled innovative, dynamic, and intellectual were distinguishable in the concept of creativity; (d) “artistic” and “humorous” were missing in the Chinese perception of creativity; (e) creativity characteristics received relatively low ratings on the desirability scale.
Knowledge Discovery as an Aid to Organizational Creativity
Authors: SIAU KENG
Published: December 2011

Computers can play an important role in the creative process. With the abundance of data and increasing speed of computers, creativity can now be stimulated and enhanced with knowledge mined from available data. The process is known as knowledge discovery or data mining. Knowledge discovery is the process of discovering interesting associations among data in the database. Users in the creativity process can feed on the discovered associations to generate creative solutions. The objective of this paper is to present knowledge discovery as an aid to creativity. The paper first presents the concept of knowledge discovery and then discusses the various techniques in knowledge discovery. Mednick's associative theory of creative thought serves as the theoretical foundation for this research.
Thinking Creatively About Religion: Belief‐Related Differences
Authors: FREDERICK CHRISTINA M. , PRICE BRANDY
Published: December 2011

Writers (Chisholm, 1996) and theorists (Fateux, 1995a, 1995b) have discussed the relationship between religion and creativity, however, until the present, empirical studies examining this relationship have not been done. The current study used a psychometric approach to investigate the relationships among religiosity, religious motivation and creative thought about religious issues for two different religious groups. Results showed few relationships between self‐perceived religiosity, religious motivation and religious creative thought. A comparison between two religious populations showed that the Mormon group scored higher in religiosity and religious motivation, but lower in creativity than the non‐Mormon group. Future studies need to expand this type of work to other religious groups, and focus more on gender and age‐related differences related to religious creativity.
Team Performance and Satisfaction: A Link to Cognitive Style Within a Process Framework
Authors: BASADUR MIN , HEAD MILENA
Published: December 2011

Effective teamwork is becoming increasingly important to organizational success. Advances in network and communication technology have allowed companies to widen their potential team member base, however we still need to better understand how to structure top‐performing teams. This paper proposes forming teams based on their cognitive style, rather than personality, within a process framework.

An experiment was conducted to investigate the innovative performance of problem solving groups with three different blends of cognitive styles. As predicted, groups with a heterogeneous blend of styles outperformed groups with completely or partially homogeneous blends. On the other hand, team members' satisfaction scores were lower for heterogeneous teams than either the completely or partially homogeneous teams. There was preliminary evidence that among groups with heterogeneous blends, those with smaller style dispersions might be expected to outperform those with larger style dispersions. There was also room for some speculation that a curvilinear relationship might exist for team members' satisfaction as a function of diversity in team member cognitive style. Implications of these finding are discussed.
Group Composition, Creative Synergy, and Group Performance
Authors: TAGGAR SIMON
Published: December 2011

Organizations use groups to improve performance on tasks that require problem solving. Is this belief in the problem solving benefits of groups misplaced given the process‐losses often experienced by brainstorming groups? This study of 94 intact autonomous work groups performing multi‐part tasks revealed that group creative performance increased multiplicatively (exponentially) with the number of highly creative group members composing the group. However, this occurred only when Team Creativity‐Relevant Processes (TCRP) within the group were relatively high. When TCRP were relatively low, group creative performance decreased multiplicatively with the number of highly creative group members within it. When TCRP were about average for the sample, group performance increased only linearly with the number of highly creative members within a group.
Do Time Press, Stimulus, and Creative Prompt Influence the Divergent Production of Undergraduate Students? Yes, Yes, and No, Not Very Much
Authors: MORSE DAVID T. , MORSE LINDA W. , JOHNS GREGG A.
Published: December 2011

This study examined the influence of time press, specific stimulus, and type of creativity prompt on fluency and flexibility scores of 75 undergraduates randomly assigned to condition. Three stimuli were administered, in three time allotments (2.5, 5.0, and 7.5 min), counterbalanced with three types of prompt intended to elicit higher fluency, flexibility, or originality scores. Dependent variables were fluency and flexibility scores.

The results suggest that time press has a strong, and typically linear influence on both fluency and flexibility scores. When scores were adjusted by time allowed, a significant difference across stimuli was observed for flexibility, but not for fluency scores. Prompts had very small and nonsignificant effects. Performance did not differ for groups exposed to longer/shorter vs. shorter/longer time patterns on successive tasks.
Performance Assessment: Is Creative Thinking Necessary?
Authors: SHAHRIN MUHAMMAD , TOH KOK‐AUN , HO BOON‐TIONG , WONG JESSIE
Published: December 2011

The study examined the relationship between creative thinking ability of 13 to 14‐year old female students and their ability in tackling problem solving situations in the science laboratory. The latter has been variously labeled as hands‐on problem‐solving tasks, scientific investigations, and performance assessment. No tutoring or guidance concerning how to solve the problem was provided. The scientific concepts embedded in the tasks are within the scope of the 13 to 14‐year old students, but the setting for the tasks are novel and not likely to be dealt with by their class teacher during the course of instruction. The solution process for these tasks is likely to involve the following components: preliminary trialing, planning, performing, communicating, interpreting and reflecting on the task to provide feedback for further refinement of the task (Department of Education & Science, U.K., 1987; Toh, 1990). The paper looks into the correlation of creative thinking ability and each of the six performance components, as well as the overall performance.
The Motivational Function of Regulatory Focus in Creativity
Authors: LAM TOM WING‐HONG , CHIU CHI‐YUE
Published: December 2011

The Regulatory Focus Theory maintains that people may focus on achieving positive outcomes (have a promotion focus) or avoiding negative ones (have a prevention focus) when they pursue their goals. Under a promotion focus, people would formulate as many strategies as possible to attain their goal, and hence be fluent in idea generation when they perform a creative task. In contrast, people under a prevention focus would seek to avoid the negative consequences of failing to attain a valued goal, and persist even when the likelihood of success in a creativity situation is small. We tested these predictions in a study, where regulatory focus was measured as an individual differences variable (Part 1) and induced by a goal framing manipulation (Part 2). The results supported our predictions, and suggested that creative accomplishment requires flexible alternation of regulatory foci at the different stages of creative undertakings.
Narrative and Paradigmatic Thinking Styles in Creative Writing and Journalism Students
Authors: KAUFMAN JAMES C.
Published: December 2011

How do creative writing students and journalists differ in their thinking styles? To investigate this question, 81 undergraduate participants (41 creative writing students and 40 student journalists) were asked to write sentences in response to a series of photographs. Their responses were then scored according Bruner's theory of Narrative and Paradigmatic thought. In addition, these students were assessed on the NEO Personality Inventory — Revised (Costa & McRae, 1992) to measure personality, the Work Preference Inventory, College Student Version (Amabile, 1995) to measure motivation, and the Mental Self‐Government Thinking Styles Inventory (Sternberg & Wagner, 1991) to measure a different theory of thinking styles. As hypothesized, creative writers scored significantly higher than journalists on Narrative thought, but an interaction occurred on Paradigmatic thought. Male journalists significantly outscored male creative writers, but a non‐significant trend in the opposite direction was observed for females; these results stayed significant when personality and motivation factors were controlled.
For Whom the Words Flow: A Review of Writing in Flow
Authors: Kaufman James C.
Published: December 2011

Book reviewed in this article:

SUSAN K. PERRY. Writing in Flow.
The Creative Product and Process in Computer‐Mediated Groups
Authors: KRISTENSSON PER , NORLANDER TORSTEN
Published: December 2011

The effects of information technology on the creative performance in small groups were examined. An experimental 3 × 2 design was used in order to assess the effects of Group Communication Support System (GCSS) and perceived usefulness on the creative product and the creative process. A chat, a video conference and a face‐to‐face group were compared. The consensual technique was used to obtain measurements of creativity. The results of the analysis of variance indicated that the face‐to‐face group evoked more creative results than the other two. The more real life‐like the conditions were the better fluency of ideas. The video conference group scored significantly lower on incubation in the creative process. No effects were found concerning the participants' perceived usefulness. Participants in the face‐to‐face group reported themselves to be more satisfied with both their product and process than the participants in the computer‐mediated groups. The study suggests that the measurement of both the creative product and the creative process can contribute to the research on how GCSS affects creative performance.
The Creative Imperative Model: A Four‐Quadrant Approach to the Categorization of Industries and Firms by Types of Creativity Demanded
Authors: WISE TIMOTHY D.
Published: December 2011

Organizational creativity, in the model that follows, is subcategorized according to the type of creativity demanded by the industry in which a firm competes. Industries that demand the constant creation of new products are referred to as creativity‐centered while others, which benefit from creative refinements to current services, are referred to as creativity‐enhanced. Creativity is further subcategorized according to whether a given industry or market demands aesthetic or technological creativity. The two dimensions are combined in a four‐quadrant model yielding four types of firms described as Technical Artists, Artists, Inventors, and, more broadly, Distributors and Adaptors. Implications for organizational structure and inter‐organizational relationships are then discussed.
Celebrating 50 years of Reflective Practice: Versions of Creative Problem Solving
Authors: ISAKSEN SCOTT G. , TREFFINGER DONALD J.
Published: December 2011

The original work of Alex Osborn making the creative process more explicit, and the following 50 years of research and development on creative problem solving, have made an important and wide‐spread contribution to those interested in the deliberate development of creative talent. This article provided a summary of the many versions of creative problem solving and the key scholarly issues underpinning their development for one main group of collaborators. Future research and development needs were also identified.
Seventh Graders' Academic Achievement, Creativity, and Ability to Construct a Cross‐domain Concept Map — A Brain Function Perspective
Authors: YEH YU‐CHU
Published: December 2011

This study proposes an interactive model ofcross‐domainconcept mapping with an emphasis on brain functions, and it further investigates the relationships between academic achievement, creative thinking, and cross‐domain concept mapping. Sixty‐nine seventh graders participated in this study which employed two 50–minute instructional sessions. The findings suggest that (a) the seventh graders may lack the awareness or ability to integrate knowledge and make connections between their learning and life experiences; (b) creative thinking, academic learning and concept mapping share similar capacities; and (c) cross‐domain concept mapping, which fosters cross‐domain information integration and connections between learning and life experiences, can be an efficient mental tool in understanding a student's creative thinking and academic learning.
Defining and Assessing Problem‐Solving Style: Design and Development of a New Tool
Authors: SELBY EDWIN C. , TREFFINGER DONALD J. , ISAKSEN SCOTT G. , LAUER KENNETH J.
Published: December 2011

VIEW: An Assessment of Problem Solving Style (Selby, Treffinger, & Isaksen, 2002) is a new instrument for assessing problem‐solving style, for use with individuals from ages 12 through adult. It measures three dimensions of style relating to creative problem solving and change management. In this article, we discuss the construction of the instrument, the initial evidence supporting the instrument's reliability and validity, and a very brief overview of the instrument's foundations. Our reliability data involve both stability and internal consistency. We report evidence for the criterion‐related validity, based on correlational studies with relevant measures of learning style, cognitive style, and psychological type. We also conducted principal components factor analyses that support our three‐factor structure. Researchers and practitioners studying and applying Creative Problem Solving and change management methods can use VIEW in several ways. Finally, we identify several research directions that will contribute to the refinement and development of the instrument as well as to a better understanding of the “problem‐solving style” construct.
Creativity, Mood Disorders, and Emotional Intelligence
Authors: GUASTELLO STEPHEN J. , GUASTELLO DENISE D. , HANSON CASEY A.
Published: December 2011

The study addressed two findings in the creativity literature that show, on the one hand, that bipolar disorder and other clinical dysfunctions are overrepresented among eminently creative people, and that positive affect is positively associated with creativity. The central hypothesis of the study was that emotional intelligence could be an intervening variable between clinical conditions and creative production. A sample of 412 undergraduates completed a wide range of divergent thinking and creative production measures, and the Emotional Intelligence Scale; 11 percent of the sample reported that they had completed treatment for mood disorder and 5 percent report that they were currently in treatment. A combination of regression and ANOVA analyses revealed: The link between mood disorders and creative production persisted after emotional intelligence was statistically removed; the same was true for ideational fluency and flexibility of cognitive style. The link between emotional intelligence and creative production persisted after the effect of clinical disorders was removed. Ideational fluency and emotional intelligence were higher among people who completed treatment compared to people in treatment. The tentative interpretation is that emotional intelligence serves as a counterweight against mood disorders in enhancing creative production.
Enhancement of Creativity through a One‐Semester Course in University
Authors: CHEUNG CHAU‐KIU , ROSKAMS TIMOTHY , FISHER DEAN
Published: December 2011

With the increasing interest by Asian countries in developing a more creative workforce through the education system, many universities have introduced courses that aim to enhance the creativity of their students. Students also perceive a need for increased creativity. However, there is some debate about whether short‐term creativity training is effective at university level. This study examines the effect of a short (one‐semester) course, which included elements of creativity training and practice, at a Hong Kong university. Training in creativity techniques for part of the semester led to increases in two key aspects of creative ability as measured by standard creativity tests conducted outside the classroom: verbal creativity increased compared with a control group, and drawing creativity also increased. Students enjoyed the course, felt it was useful and rated themselves as more creative after the course. Short‐term out‐of‐discipline training courses in creative thinking have a number of other benefits, demonstrably for learning strategies, in addition to an increase in creative abilities.
How Much Does Creative Teaching Enhance Elementary School Students' Achievement?
Authors: SCHACTER JOHN , THUM YEOW MENG , ZIFKIN DAVID
Published: December 2011

This study examined the relationship between creative teaching and elementary students' achievement gains. Forty‐eight upper elementary school teachers' classroom instruction was observed and evaluated over the course of 8 different lessons throughout the year. For each teacher, during each lesson, both a creative teaching frequency score and a quality score were derived. These scores were then used as predictor variables in a structural equation model to determine the magnitude of the relationship between creative teaching and classroom achievement gains in reading, language, and mathematics. Our results demonstrated that (a) the majority of teachers do not implement any teaching strategies that foster student creativity; (b) teachers who elicit student creativity turn out students that make substantial achievement gains; and (c) classrooms with high proportions of minority and low‐performing students receive significantly less creative teaching.
Creative Justice? The Relationship between Prospective Teachers' Prior Schooling Experiences and Perceived Importance of Promoting Student Creativity
Authors: BEGHETTO RONALD A.
Published: December 2011

Prospective teachers (N = 117) enrolled in an introductory educational psychology course completed questions measuring their perceptions of past schooling experiences, current views regarding the importance of promoting student creativity, and their perceived ability to promote creativity. Statistically significant differences were found between the low importance and high importance groups. Prospective teachers who viewed promoting creativity of students as highly important were significantly less likely to indicate that they enjoyed school. In addition, prospective teachers in the high importance group indicated significantly lower levels of experiencing belongingness (relatedness) and significantly lower self‐judgments of their past ability to be successful in school (competence). Judgments regarding the choices afforded in school (autonomy) were mixed, but favored prospective teachers who placed less importance on promoting student creativity. Finally, prospective teachers who viewed promoting student creativity as highly important were significantly more likely to indicate that they had the ability to promote student creativity. A creative‐justice hypothesis was derived from these results. This hypothesis posits that individuals committed to promoting creativity are driven by their own past experiences with creativity diminishing environments. These individuals then seek out opportunities to transform the experiences of new inhabitants in similar environments.
The Optimal Age to Start a Revolution
Authors: DIETRICH ARNE , SRINIVASAN NARAYANAN
Published: December 2011

Previous research on the relationship between age and creativity has shown that career age, rather than chronological age, correlates best with longitudinal changes in creative productivity. Recently, Dietrich (2004) proposed a new theoretical framework that integrates cognitive neuroscience with the findings of creativity research. By identifying distinct neural mechanisms that might underlie different types of creative mentation, this framework makes empirically testable predictions about the relationship between age and creativity. In this paper, we report the results of such a test and question the concept that creativity is a function of career age for a special, but crucial instance. In the case of revolutionary science or significant innovative discoveries, as opposed to paradigmatic science, discoveries are almost exclusively made by individuals who are young, both in terms of career and chronological age. These results remain robust even when taking into account the proportion of young scientists in the population of scientists. Neuroscientific data shows that a decline in prefrontal cortex function due to aging causes perseveration, the antithesis of creativity. Consequently, we interpret our findings that paradigm‐busting ideas occur overwhelmingly to people in their 20's and early 30's, as indication that a nimble prefrontal cortex, and thus chronological age, is a critical factor.
Preschool Pretend Play Behaviors and Early Adolescent Creativity
Authors: MULLINEAUX PAULA Y. , DILALLA LISABETH F.
Published: December 2011

Individual differences in creativity across the lifespan have been identified, but little research has focused on the development of creativity during early adolescence. This project examined individual differences on two measures of creativity in early adolescence as well as the predictability of adolescent creativity from pretend play behaviors during the preschool years. Realistic role‐play behavior was assessed at age 5 for 127 children who later completed two creative thinking tasks (TCT‐DP and the Alternative Uses Measure) when the children were 10–15 years of age. Realistic role‐play when the children were age 5 significantly predicted their scores during early adolescence on the Alternative Uses Measure but not the TCT‐DP. Significant sex differences were found for amount of time engaged in realistic role‐play at age 5 and performance on the TCT‐DP, with girls engaging in more role‐play at age 5 and scoring higher on the TCT‐DP during early adolescence than boys. No sex differences were observed for the Alternative Uses Measure. These results suggest that preschool role‐play behaviors represent early creativity and are tapping aspects of creativity development that are manifested in early adolescence.
Cultural Influence on Creativity: The Relationship between Asian Culture (Confucianism) and Creativity among Korean Educators
Authors: KIM KYUNG HEE
Published: December 2011

Creativity is a very complex interaction among a person, a field, and a culture (Csikszentmihalyi, 1988). People vary in their native capacity for creativity; however, an individual's interaction with the macrocosm can foster creative expression. East Asian cultures, which include Korean culture, are based upon the principals of Confucianism. The impact of Confucianism on creativity is reviewed and the relationship between Confucianism and creativity was explored in the present study. The study involved comparing 184 Korean educators' scores on a measure of Confucianism (Eastern‐Western Perspective Scale) with their scores on a measure of creativity (Torrance Tests of Creative Thinking‐Figural). The results indicate that Confucianism is negatively related to creativity. Specifically, some elements of Confucianism, Unconditional Obedience, Gender Inequality, Gender Role Expectations, and Suppression of Expression, may present cultural blocks to creativity. Further, Confucianism was found to be negatively related to Adaptive creative type and Creative Streangths, but not Innovative creative type, which indicates that Adaptive creative type may be more sensitive to, and thus more influenced by, culture.
Trick‐or‐Treat Candy‐Getters and Hornet Scare Devices: Second Graders Make Creative Inventions Related to Animal Adaptations
Authors: RULE AUDREY C. , BALDWIN SAMANTHA , SCHELL ROBERT
Published: December 2011

This repeated measures study examined second graders' (n = 21) performance in creating inventions related to animal adaptations for simple products under two conditions that alternated each week for a six‐week period. In the analogy condition, students used form and function analogy object boxes to learn about animal adaptations, applying these concepts with the SCAMPER technique to generate a new product with a given item. In the traditional condition, students learned about animal adaptations through text/Internet searches and created a puppet play to organize, reinforce, and share these ideas. Students discussed ideas, and then brainstormed product inventions for given items. In both conditions, students drew advertisements for their inventions that were scored for inventiveness content and creativity. Weekly inventiveness content scores and creativity scores were higher for the experimental condition than for the traditional condition with large effect sizes.
Cognitive Style, Creativity Framing and Effects
Authors: DEW ROBERT
Published: December 2011

This study investigates how individuals with different cognitive styles respond to choices involving framing effects. The results suggest that cognitive style as defined by Kirton (1976) is far more complex than previous studies indicate. Kirton characterises “Innovators” as rule breakers and “Adaptors” as conformists. The most important finding of this study is that in some decision contexts, Innovators and Adaptors exhibit similar preferences for rule breaking. In other situations, Adaptors actually prefer non‐conformity in comparison to Innovators. The study analysed responses from 146 university students and professional managers to 25 binary choices involving investment decisions, job choices and travel routes. The questions were constructed to reveal significant reversals of preference related to risk and attribute based framing effects. Additionally, some questions were constructed to reveal preferences for certain operational aspects of creativity. Overall, the results suggest that framing effects may provide an important tool for unlocking individual creativity in organisations, as long as cognitive style and context are carefully taken into account.
Close Associations and Memory in Brainwriting Groups
Authors: COSKUN HAMIT
Published: December 2011

The present experiment examined whether or not the type of associations (close (e.g. apple‐pear) and distant (e.g. apple‐fish) word associations) and memory instruction (paying attention to the ideas of others) had effects on the idea generation performances in the brainwriting paradigm in which all participants shared their ideas by using paper slips (Paulus & Yang, 2000). All participants were randomly subjected to exercising on either close or distant word associations ten minutes before the brainstorming session started. The findings showed that exercising on the close associations prior to the brainstorming session led to the generation of more unique ideas, category scanning, and depth of ideas than exercising on the distant ones in a subsequent brainstorming task. Memory instruction led to the generation of fewer ideas than no memory instruction. These findings were discussed from the aspect of the associative memory approach and cognitive stimulation approaches.
Unfixing Design Fixation: From Cause to Computer Simulation
Authors: DONG ANDY , SARKAR SOMWRITA
Published: December 2011

This paper argues that design fixation, in part, entails fixation at the level of meta‐representation, the representation of the relation between a representation and its reference. In this paper, we present a mathematical model that mimics the idea of how fixation can occur at the meta‐representation level. In this model, new abstract concepts derived from the meta‐representation are not simple combinations of the design ideas expressed in the primary representation. Instead, the process of meta‐representation corresponds to the abstraction of new features at a higher, hierarchically separated level of representation from an existing one. We show a computational process of pattern extraction from existing design representations that results in the crystallization of design ideas or ‘chunks’ at an abstract level. The relation between the representation and its referent is explicitly described in these ‘chunks’, yet the ‘chunks’ have different properties from the properties of the original representation.
The Creativity of Korean Leaders and its Implications for Creativity Education*
Authors: CHO YOUNSOON , CHUNG HYE YOUNG , CHOI KYOULEE , SUH YEWON , SEO CHOYOUNG
Published: December 2011

This research explores the promoting elements of Korean leaders' creative achievements, and provides implications for creativity education which are suitable in the Korean sociocultural context. In‐depth interviews focusing on their school life and personal growth were held with twelve leaders, four each in the fields of science, humanities, and art. The results of these interviews revealed that a solid basis of basic knowledge, the ability to connect domains from experience in various fields, challenge, and social contribution were the promoting elements for creative achievement. In addition, permissive parents, psychological support from teachers, and horizontal relationships in organizations were affective. Thus, for promoting creativity in Korean education, the importance of knowledge‐base, shared values, teamwork, and teacher role are discussed.
Through Multiple Lenses: Implicit Theories of Creativity Among Indian Children and Adults*
Authors: SEN REKHA SHARMA , SHARMA NEERJA
Published: December 2011

This constructivist qualitative enquiry reveals a multiplicity of implicit theories of creativity extant in Indian culture with generic and domain specific usage of indigenous terms. Creativity was dominantly construed as a faculty of the nature of ‘pratibha’, in keeping with Indian philosophical thought, and with reference to the self, with participants invoking the holistic self, cognitive self, experiential/emotional self and physical self to describe creativity. The sense of creativity in these seemingly disparate, self‐based construals, the uncovering of which is the unique contribution of this study, derived from the person's experience of a sense of agency, rather than merely the production of novelty per se. This emphasis on process; novelty being central for some but epiphenomenal for others; the varied meanings of ‘newness’; experiencing creativity as self‐expression, self‐extension, self‐fulfillment and self‐actualization; and equating creativity with the act of learning reflect distinctive elements of implicit theories that have emerged in this study.
Pentachlorophenol decreases tumor‐cell‐binding capacity and cell‐surface protein expression of human natural killer cells
Authors: Hurd Tasia , Walker Jasmine , Whalen Margaret M.
Published: December 2011

Pentachlorophenol (PCP) is an organochlorine pesticide that decreases the tumor‐cell killing (lytic) function of human natural killer (NK) cells. NK cells defend against tumor cells and virally infected cells. They bind to these targets, utilizing a variety of cell‐surface proteins. This study examined concentrations of PCP that decrease lytic function for alteration of NK binding to tumor targets. Levels of PCP that caused loss of binding function were then examined for effects on expression of cell‐surface proteins needed for binding. Exposure to 10 µm PCP for 24 h (which caused a greater than 70% loss of lytic function) decreased NK binding function (34.6%), and CD11a (21.7%) and CD56 (26.2%) cell‐surface proteins. Both binding function and cell‐surface proteins were decreased after longer exposures to lower concentrations of PCP. These data indicate that continuous exposures to PCP decreased binding function as well as cell‐surface marker expression in NK cells and that these changes may in part explain the losses of lytic function seen with these exposures. PCP exposures have been shown to increase the incidence of blood and kidney cancers in humans. These data indicate that a possible explanation for this increased risk may be loss of NK lytic function, which is at least in part owing to the loss of the ability of the NK cell to bind to tumor cells. These data also indicate that lost binding function may be due to loss of important cell‐surface proteins. Copyright © 2011 John Wiley & Sons, Ltd.
Restraint of spreading‐dependent activation of polymorphonuclear leukocyte NADPH oxidase in an acidified environment
Authors: Suzuki Kingo , Namiki Hideo
Published: December 2011

Elucidation of the mechanisms by which environmental pH affects or regulates the functions of polymorphonuclear leukocytes (PMNs) is important because severe acidification of the microenvironment often prevails at sites of inflammation where they act in host defense. In the present study, we investigated the effect of an acidic environment on spreading‐dependent activation of O‐producing NADPH oxidase in PMNs. We found that PMNs underwent spreading spontaneously over type I collagen and plastic surfaces at both neutral and acidic pH, although spreading over fibrinogen surfaces, for which cellular stimulation with H2O2 is required, was inhibited by acidic pH. At acidic pH, however, PMNs were unable to undergo spreading‐dependent production of O. Pharmacological experiments showed that p38 mitogen‐activated protein kinase (MAPK) was involved in the signaling pathways mediating the spreading‐dependent activation of NADPH oxidase, and that its spreading‐dependent phosphorylation of Thr‐180 and Tyr‐182, a hallmark of activation, was impaired at acidic pH. Furthermore, the inhibition by acidic pH of O production as well as p38 MAPK phosphorylation subsequent to spreading induction was reversible; environmental neutralization and acidification after induction of spreading at acidic and neutral pH, respectively, up‐ and down‐regulated the two phenomena. Acidic pH did not affect the O production activity of NADPH oxidase pre‐activated by phorbol 12‐myristate 13‐acetate (PMA). These results suggest that, in PMNs, the p38 MAPK‐mediated signaling pathway functions as a pH‐sensing regulator of spreading‐dependent NADPH oxidase activation. J. Cell. Biochem. 113: 899–910, 2012. © 2011 Wiley Periodicals, Inc.
Nuclear IRS‐1 and cancer
Authors: Reiss Krzysztof , Del Valle Luis , Lassak Adam , Trojanek Joanna
Published: December 2011

The family of insulin receptor substrates (IRS) consists of four proteins (IRS‐1–IRS‐4), which were initially characterized as typical cytosolic adaptor proteins involved in insulin receptor (IR) and insulin‐like growth factor I receptor (IGF‐IR) signaling. The first cloned and characterized member of the IRS family, IRS‐1, has a predicted molecular weight of 132 kDa, however, as a result of its extensive serine phosphorylation it separates on a SDS gel as a band of approximately 160–185 kDa. In addition to its metabolic and growth‐promoting functions, IRS‐1 is also suspected to play a role in malignant transformation. The mechanism by which IRS‐1 supports tumor growth is not fully understood, and the argument that IRS‐1 merely amplifies the signal from the IGF‐1R and/or IR requires further investigation. Almost a decade ago, we reported the presence of nuclear IRS‐1 in medulloblastoma clinical samples, which express viral oncoprotein, large T‐antigen of human polyomavirus JC (JCV T‐antigen). This first demonstration of nuclear IRS‐1 was confirmed by several other laboratories. Nuclear IRS‐1 was also detected by cells expressing the SV40 T‐antigen, v‐Src, in immortalized fibroblasts stimulated with IGF‐I, in hepatocytes, 32D cells, and in an osteosarcoma cell line. More recently, nuclear IRS‐1 was detected in breast cancer cells in association with estrogen receptor alpha (ERα), and in JC virus negative medulloblastoma cells expressing estrogen receptor beta (ERβ), further implicating nuclear IRS‐1 in cellular transformation. Here, we discuss how nuclear IRS‐1 acting on DNA repair fidelity, transcriptional activity, and cell growth can support tumor development and progression. J. Cell. Physiol. 227: 2992–3000, 2012. © 2011 Wiley Periodicals, Inc.