bluuebunny/crossref_metadata_2025_split huggingface dataset:
Structured Imagination in Story Creation
Authors: PAVLIK LISA 
Published: December 2011

ABSTRACTStudies on structural imagination show that imaginative thinking is guided by conceptual knowledge structures. The two present studies explored the role of structured imagination in story creation. In Study 1, it was predicted that variations in the representational knowledge of abstract concepts would influence whether or not stories are meaningful and original to readers. In addition, it was predicted that meaningful and original stories would be more likely to express abstract concepts than nonmeaningful and nonoriginal stories. In Study 2, it was predicted that stories evaluated as meaningful/original, meaningful/nonoriginal, or nonmeaningful/nonoriginal would be related to the qualities of meaning/nonmeaning and originality/nonoriginality of the image descriptions used to write them. Chi‐square analyses and percentage differences showed support for representational knowledge as an important influence on story meaning and originality, and that meaningful and original stories were more likely to contain abstract concepts than nonmeaningful and nonoriginal stories. In addition, significant correlations were found between the creating of meaningful versus nonmeaningful stories and the use of meaningful versus nonmeaningful knowledge pools. However, significance was not found for the originality/nonoriginality dimension.
Creativity Styles of Supervising Managers
Authors: POLLICK MICHAEL F. , KUMAR V. K. 
Published: December 2011

ABSTRACTThe Creativity Styles Questionnaire‐Revised was administered to 93 supervising managers of a nation‐wide rail transportation corporation. The managers were divided into high and low creative groups based on a self‐report measure of creative capacity. The results were consistent with those obtained with students in a previous study. The high creative managers, relative to low creative managers, reported (a) greater belief in unconscious processes, (b) using a greater number of techniques, and (c) being more motivated in their efforts to pursue ideas rather than to develop a concrete final product.
Invention and Inventivity as a Special Kind of Creativity, with Implications for General Creativity
Authors: HUBER JOHN C. 
Published: December 2011

ABSTRACTMuch of the study of creativity uses broad definitions of creative outputs, often including together the creative acts of artists, children, scientists, etc. Perhaps because of these broad definitions, it has been difficult to derive useful predictions of creativity. This paper examines a narrow slice of creativity, the invention and the inventor who makes the invention. Furthermore, a new parameter measuring inventors is defined — Inventivity is the rate of production of patents by an individual inventor. Examination of a large number of inventors shows that Inventivity is a parameter that can be measured and used to distinguish among inventors. The results are shown to be consistent with other studies and are used to support several theories of creativity.
From Blind to Creative: In Defense of Donald Campbell's Selectionist Theory of Human Creativity
Authors: CZIKO GARY A. 
Published: December 2011

ABSTRACTBoth Perkins and Sternberg recognize Campbell's selectionist theory of knowledge generation as accounting for certain types of learning and human creativity. However, they argue that his theory cannot account for the full spectrum of human creativity, with Sternberg having more serious reservations than Perkins. I argue in this commentary that while blind variation and selective retention (BVSR) may not be involved in all forms of human behavior and thought, Campbell has made a compelling (if often misunderstood) case that all genuine forms of human creativity and invention involve BVSR. To support this broad application of Campbell's theory, I argue for the complementarity of among‐organism and within‐organism BVSR as well as for the complementarity of prior and current BVSR in all forms of creative human endeavor.
Confusion, Lack of Consensus, and the Definition of Creativity as a Construct
Authors: PARKHURST HOWARD B. 
Published: December 2011

ABSTRACTAmong the changes employers say are needed in the educational preparation of American young people to meet the evolving needs of the workplace is improvement in the development of individual creativity and creative thinking. However, a variety of definitions for creativity exist, hindering a consistent educational response. The major areas of controversy concerning creativity's definition are reviewed here, in roughly chronological order corresponding to the publication of each definition of significant influence. Each definition's reasons for failing to achieve widespread acceptance are analyzed, and a suggestion for a general definition of the sort that should be widely acceptable is provided.
Inebriation and Inspiration? A Review of the Research on Alcohol and Creativity
Authors: NORLANDER TORSTEN 
Published: December 2011

ABSTRACTThere is a conception that a uniquely positive correlation prevails between the intake of alcohol and creativity, but only a few experimental studies address this subject. Existing studies together with recent experiments are reviewed. This later series of experiments explored whether or not moderate alcohol intoxication (1.0 ml of 100% alcohol/kg body weight) facilitated different phasesof the creative process, i.e. preparation, incubation, illumination, verification, and restitution. A hypothesis is derived which postulates that modest alcohol consumption inhibits aspects of creativity based mainly on the secondary process (preparation, certain parts of illumination, and verification), and disinhibits those based mainly on the primary process (incubation, certain parts of illumination, and restitution).
Tradeoffs Between Ideas and Structure: Individual Versus Group Performance in Creative Problem Solving
Authors: MUMFORD MICHAEL D. , FELDMAN JACK M. , HEIN MICHAEL B. , NAGAO DENNIS J. 
Published: December 2011

AbstractThe present effort was intended to assess how situational variables influence the relative performance of groups and individuals on creative problem‐solving tasks. More specifically, a priming manipulation was used to increase the number of alternatives available for problem solving while training was used to provide groups with shared mental models bearing on the problem. It was found that having more ideas available led to better individual performance. Group performance, however, was enhanced by training appropriate to problem content that allowed for elaboration and refinement of ideas. These findings indicate that interventions intended to enhance creativity may have different effects at the individual and group level. The need to consider multiple levels of situational influences in attempts to understand creative achievement is discussed.
The Need to be Different Predicts Divergent Production: Toward a Social Learning Model of Originality
Authors: JOY STEPHEN 
Published: December 2011

AbstractAccording to social learning theory, innovation motivation is partly composed of the subjective value set upon the opportunity to engage in different behaviors. An inventory measuring this explicit need to be different (vDiffer) has not previously been evaluated for its ability to predict divergent production of ideas. In this study, the vDiffer scale was administered together with three divergent production (originality) measures: a word‐association test, a new uses test, and a test requiring examinees to name members of categories. Responses were scored for unusualness in the sample. The need to be different predicted unusual category exemplars (r = .31), word associations (r = .30), and uses for common objects (r = .31). Although general knowledge or verbal fluency also predicted some originality scores, innovation motivation tests accounted for significant variance over and above that attributable to these ability measures.
Creativity Through a Lens of Social Responsibility: Implicit Theories of Creativity with Korean Samples
Authors: LIM WOONG , PLUCKER JONATHAN A. 
Published: December 2011

AbstractImplicit theories of creativity have been the subject of increased research interest in recent years. These investigations are motivated by the observation that an individual's creative activities are guided by personal definitions rather than professional theories, which may be very different. Cross‐cultural studies of implicit creativity theories are rare, yet they can add significantly to our knowledge of how creativity is viewed across cultures. The nature of 428 Koreans' implicit creativity theories were identified in a prestudy, and the structure of 478 Koreans' ratings of the indicated behaviors was analyzed in Experiment 1. In Experiment 2, 211 participants evaluated the creativity of 44 hypothetical profiles based on the results of the first experiment. Results provide evidence that Korean conceptions of creativity are similar to Western conceptions, although Koreans may emphasize negative behaviors and personality characteristics (e.g., deviance) to a greater degree. When asked to use their implicit theories to evaluate the creativity of hypothetical profiles, Korean adults strongly emphasized specific cognitive, personality, and motivational aspects of creativity over noncognitive aspects (e.g., perseverance, independence).
Singaporean Teachers' Perception of Activities Useful for Fostering Creativity
Authors: TAN Ai‐GIRL 
Published: December 2011

AbstractNinety‐five beginning teachers and 116 experienced teachers rated the degree of usefulness of activities for fostering creativity on a 5–Likert scale (1 = not very useful, 5 = very useful). Three clusters (C) were elicited from their responses. C1 was featured by moderate and high ratings of teachers for all the learning activities. C2 was mainly characterized by student‐centered independent and collaborative learning activities. C3 was highlighted by student‐directed independent learning activities. About two thirds of the experienced teachers and one fifth of the beginning teachers belonged to C1. Nearly half and one fourth of the latter compared to one fifth of the former belonged to C2 and C3, respectively. Implications of the findings for Singaporean education were presented.
Domain‐Specificity of Creativity in Young Children: How Quantitative and Qualitative Data Support It
Authors: HAN KI‐SOON 
Published: December 2011

ABSTRACTOne of the most controversial issues in contemporary research of creativity, whether a person's creativity is domain‐specific or domain‐general, was investigated in the present study. This study is composed of two parts, Study 1 and Study 2. In study 1, the relationships among 109 children's creative performances in three domains, and the relationships between those children's general creative thinking skills and their creative performances in three domains have been examined. Study 2 examines how the domain‐specificity and ‐generality issue is addressed in individual children via case studies of three highly creative children, hoping to provide enriching and qualitative specification to the quantitative data of the present study. In both studies, children's performances in language, art, and math domains were respectively judged by three experts who rated children's creativity on story‐telling, collage making, and math word‐problem creating tasks. Children's general creative thinking skills were assessed by a battery of two divergent thinking tests, including the Wallach‐Kogan Creativity Test (Wallach & Kogan, 1965) and the Real World Divergent Thinking Test adapted from Okuda, Runco, and Berger (1991). The findings of this study support the position that creative ability in young children is rather (but not absolutely) domain‐specific.
Obstacles to Personal Creativity between Brazilian and Mexican University Students: A Comparative Study
Authors: DE ALENCAR EUNICE M. L. SORIANO , DE FLEITH DENISE SOUZA , MARTINEZ ALBERTINA MITJÁNS 
Published: December 2011

ABSTRACTThe study focused on personal obstacles to creativity between 385 Brazilian and 305 Mexican university students. The Obstacles to Personal Creativity Inventory, designed and validated by Alencar (1999b), was administered to these students. The results indicated that Lack of Time/Opportunity was the most frequent obstacle. Significant differences were observed between Brazilian and Mexican students in the cluster of obstacles named Lack of Motivation, and between male and female students in the cluster of obstacles named Inhibition/Shyness. The results point to several obstacles to personal creativity which are common among university students. These obstacles should be known by those involved in education in order for them to help students to be less susceptible to obstacles that hinder their creativity.
Understanding Creativity in the Workplace: An Examination of Individual Styles and Training in Relation to Creative Confidence and Creative Self‐Leadership
Authors: PHELAN SHERRY , YOUNG ANGELA M. 
Published: December 2011

ABSTRACTCreative Self‐Leadership and Creative Confidence were examined in relation to Creative Style Preference and Training. It was hypothesized that perceptions of Creative Self‐Leadership and Creative Confidence were related to personal Creative Style Preferences and that Training would be associated with higher levels of Creative Self‐Leadership and Creative Confidence. Data were collected from two groups of individuals, one with Creative Self‐ Leadership Training, one without. Results indicated that a Creative Style Preference tending toward Innovator was positively related to Creative Confidence, but at a low level and only in the condition prior to training. Training was related to higher scores on Creative Self‐Leadership.
Problem Variables that Promote Incubation Effects
Authors: PENNEY CATHERINE G. , GODSELL ANNETTE , SCOTT ANNETTE , BALSOM ROD 
Published: December 2011

AbstractThree studies sought to determine whether incubation effects could be reliably generated in a problem‐solving task. Experimental variables manipulated were the duration of the interval between two problem‐solving opportunities and the activity performed by the problem solvers during the interval. A multi‐solution anagram task was used which required problem solvers to generate five‐letter words from the letters in a ten‐letter “starter” word until they could produce no more words. After a break (the incubation period) the problem solvers returned to the anagram task anew. Some participants also engaged in an activity related to the anagram task during the break which was expected to prime potential solutions that would emerge during the second problem‐solving attempt. In all conditions problem solvers were able to generate new responses after the break, thus demonstrating a reliable incubation effect. The optimal incubation period was between 15 and 30 min long. The priming task increased the number of solutions to the anagram task on the second attempt, suggesting that exposure to solution ideas during the incubation period may facilitate an incubation effect during problem solving.
Types of creativity training: Approaches and their effectiveness
Authors: SCOTT GINAMARIE , LERITZ LYLE E. , MUMFORD MICHAEL D. 
Published: December 2011

AbstractPrior meta‐analytic studies have provided evidence for the effectiveness of creativity training. In the present study, 156 training programs were obtained and a content analysis was used to appraise these programs with respect to: a) cognitive processes, b) training techniques, c) media, and d) types of practice exercises. A cluster analysis was used to determine the major types of training, as reflected in these variables, and meta‐analytic data were used to assess the effectiveness of each type of training. Overall, 11 common types of training were identified, all of which appeared to have some value. However, some types of training, specifically idea production and cognitive training, proved particularly effective while some commonly applied training strategies, specifically imagery training, proved less effective. The implications of these findings for the design of creativity training are discussed.
The Relationship of Promotion Focus, Need for Cognitive Closure, and Categorical Accessibility in American and Hong Kong Chinese University Students
Authors: IP GRACE WAI‐MAN , CHEN JING , CHIU CHI‐YUE 
Published: December 2011

AbstractCategorical accessibility is a cognitive factor that limits the extent of creative conceptual expansion. In the present study, we sought to establish the categorical accessibility norms in five conceptual domains among American and Hong Kong Chinese university students. In addition, we predicted that the tendency to access normatively inaccessible exemplars in a conceptual domain is positively related to the motivation to maximize the likelihood of attaining positive outcomes (promotion focus) and negatively related to the need for cognitive closure. We obtained the predicted relationships among both American and Hong Kong Chinese university students. These findings were discussed in terms of their implications for promoting creativity across cultures.
The relationship between creativity, teacher ratings on behavior, age, and gender in pupils from seven to ten years
Authors: BRANDAU HANNES , DAGHOFER FEDOR , HOLLERER LUISE , KASCHNITZ WOLFGANG , KELLNER KARL , KIRCHMAIR GEROLF , KRAMMER IRENE , SCHLAGBAUER ALEXANDRA 
Published: December 2011

AbstractThe aim of this study was to examine the relationship between the performance on a test for the assessment of creative behavior and teacher ratings on scales for the assessment of behavior commonly seen as negative. The sample consisted of 71 Austrian elementary school students (33 boys and 38 girls), from seven to ten years of age. The children were tested with the German “Creativity Test for Preschoolers and Pupils” by Krampen. This test is based on Guilford's model of the structure of the intellect and it assesses divergent thinking with respect to behavioral, figural, and semantic tasks. The teachers completed the “Conners Abbreviated Teacher Rating Scale,” a teacher rating questionnaire based on the DSM‐IV criteria to assess inattentive and impulsive/hyperactive behavior, and a researcher self‐constructed teacher rating questionnaire, containing the scales “dissocial behavior”, “introverted behavior”, and “creative behavior”. It was found that more impulsive/hyperactive and disruptive behavior was related to a better performance on fluency and more attentive and less introverted behavior were related to a better performance on flexibility. Additionally, it was found that boys present more alternatives in active behavior than girls. The results lead to the conclusion that more lively behavior of pupils should not be seen negatively, as such behavior seems to be a predictor of creative thinking.
Ten Years to Expertise, Many More to Greatness: An Investigation of Modern Writers
Authors: KAUFMAN SCOTT BARRY , KAUFMAN JAMES C. 
Published: December 2011

AbstractThe “ten‐year rule” suggests that it takes about 10 years of preparation to reach “expert” status. How long does it take, however, for someone to reach a level of creative greatness? Through an analysis of 215 contemporary fiction writers, we found that these writers took an average of 10.6 years between their first publication and their best publication, although there was a high degree of variability. This tentatively suggests that at least for modern fiction writers, a second phase after the first ten years may be crucial for achieving eminence. We discuss these findings in the context of results found in other domains of creativity, along with limitations and future directions.
Individual and Environmental Influences on Chinese Student Creativity
Authors: NIU WEIHUA 
Published: December 2011

AbstractPrimarily using self‐report questionnaires and psychometric tests in a sample of 357 Chinese high school students, this study examines how both individual and environmental factors can independently predict student creativity as measured by three different methods, including two product‐orientated measures (story completion and collage making), two divergent thinking measures (circle task and picture completion), and one self‐report inventory on divergent thinking attitudes. Two different types of theoretical models — the cognitive approach and confluence approach — are compared and contrasted. Based on previous research, this study uses the confluence approach to investigate the influences of individual (i.e. intelligence, personality, motivation, thinking styles, and knowledge) and environmental (i.e., school and family environment) factors on creativity. The results have confirmed the major hypothesis that both individual and environmental factors play decisive roles in Chinese student creativity. Implications of these findings are discussed. This paper also calls for a serious consideration of research on environmental influence on creativity and various mechanisms of this influence.
Meta‐Analyses of the Relationship of Creative Achievement to Both IQ and Divergent Thinking Test Scores
Authors: KIM KYUNG HEE 
Published: December 2011

AbstractThere is disagreement among researchers about whether IQ tests or divergent thinking (DT) tests are better predictors of creative achievement. Resolving this dispute is complicated by the fact that some research has shown a relationship between IQ and DT test scores (e.g., Runco & Albert, 1986; Wallach, 1970). The present study conducted meta‐analyses of the relationships between creative achievement and both IQ and DT test scores. The analyses included 17 studies (with 5,544 participants) that established the correlation coefficients between IQ and creative achievement and 27 studies (with 47,197 participants) that established the correlation coefficients between DT test scores and creative achievement. Marginal, but statistically significant, Fisher's Z‐transformed correlation coefficients were revealed. The analysis found a significantly higher relationship between DT test scores and creative achievement (r = .216) than between IQ test scores and creative achievement (r = .167). The differences in the correlation coefficients were explained by differences in DT tests, creative achievement types, predicted time periods, and creativity subscales. The significant independent moderator effect for different DT tests indicates that the Torrance Tests of Creative Thinking (TTCT) predict creative achievement better than any other DT test included in this study. Among the creative achievement types, music is predicted the best by IQ and all others are predicted best by DT tests. Among the time periods evaluated, the relationship between DT test scores and creative achievement had the highest correlation at the period of 11–15 years.
Innovation and the ‘Dark Side’ of Personality: Dysfunctional Traits and their Relation to Self‐Reported Innovative Characteristics
Authors: ZIBARRAS LARA D. , PORT REBECCA L. , WOODS STEPHEN A. 
Published: December 2011

AbstractThis paper explores the relationship between self‐reported innovative characteristics and dysfunctional personality traits. Participants (N = 207) from a range of occupations completed the Innovation Potential Indicator (IPI) and the Hogan Development Survey (HDS). Those who reported innovative characteristics also reported the following dysfunctional traits: Arrogant, Manipulative, Dramatic, Eccentric; and lower levels of Cautious, Perfectionist and Dependent. A representative approximation of the higher order factor “moving against people” (Hogan & Hogan, 1997) was positively associated with innovative characteristics. It is concluded that innovation potential may be viewed as a positive effect of some otherwise dysfunctional traits, most notably those encompassed under the second‐order HDS factor ‘moving against people’.