bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Rational Design of Toys
Authors: SPEETH SHERIDAN DAUSTER 
Published: December 2011

ABSTRACTA procedure for the rational design of educational toys is described. It consists, in part, of a checklist which may be used to evaluate a toy design and to suggest specific improvements. Justification for the items in the checklist is provided in terms of research findings in the area of originality training, curiosity motivation, and so on. The use of the checklist is demonstrated by applying it to a number of traditional and novel toy designs.
A Critique of Six Measures for Assessing Creativity
Authors: COOPER EILEEN 
Published: December 2011

ABSTRACTTests and measures of creativity are critical instruments guiding educators in identifying highly productive individuals capable of contributing insightful and far reaching solutionsto ourproblem ridden civilization. This paperanalyzesand critiques six popularlyused measures ofcreativity: 1) The Torrance Test of Creative Thinking by E. Paul Torrance (1966); 2) The Creativity Assessment Packet by frank Williams (1980); three subtests of divergent production of the 3) Structure ofthe Intellect Learning Abilities Test by Mary Meeker; 4) Thinking Creatively With Sounds and Words by E. Paul Torrance, Joe Khatena and Bert F. Cunnington (1973); 5) Thinking Creatively In Action and Movement by E. Paul Torrance (1981); 6) Khatena‐Torrance Creative Perception Inventory by Joe Khatena & E. Paul Torrance (1976). Reviewed through personal observation and published literature, these tests reveal a capacity as partial measures of divergent and productive thinking. Findings indicate that updating and upgrading of several tests with thought toward key constituent factors of the creative process would be qualitatively beneficial to test design.Harnessing creative potential is a main concern of educators hoping to prepare America's youth for a fast paced and rapidly changing existence. The questions at the heart of this concern: what creativity is, what constitutes creative thinking, and what the creative individual is like, have given birth to many tests and biographical checklists. Understanding the dimensions ofcreativity is difficult at best, and assessing it through tests or biographical checklists is even more problematic. Through direct examination and a review ofthe literature, this paper critiques six such measures for validity, reliability and utility. Those measures included: the Creativity Assessment Packet (CAP), the Torrance Test of Creative Thinking (TICT), Thinking Creatively in Action and Movement, Thinking Creatively with Sound and Words, Khatena‐Torrance Creative Perception Inventory, and three divergent thinking subtests ofthe Structure of Intellect Learning Abilities Test (SOl‐LA).
Effects of Alcohol on Persistent Effort and Deductive Thinking During the Preparation Phase of the Creative Process
Authors: GUSTAFSON ROLAND , NORLANDER TORSTEN 
Published: December 2011

ABSTRACTAccording to the four stage model of creativity (Wallas, 1926/1970) the first stage is a phase of preparation, which requires a persistent intellectual effort over time and ability to reason deductively. The present study explored whether alcohol intoxication would impair these two abilities. 42 men and women were randomly assigned to either an Alcohol, a Placebo, or a Control group. After drinking subjects completed two tests measuring persistent effort and deductive reasoning. Results indicated that the Alcohol and Placebo groups were impaired with respect to persistent effort and that the Alcohol group also was impaired with respect to deductive reasoning. Consequences for the creative production under alcohol intoxication were discussed.
Creativity and Cooperation in the Elementary Music Classroom*
Authors: BALOCHE LYNDA 
Published: December 2011

ABSTRACTThe author examines attitudes towards, and the effects of focus on, creativity and cooperation in the elementary music classroom. First, elementary music teachers were interviewed regarding their values towards creativity and cooperation. Then, a curriculum was field tested that utilized cooperative learning and emphasized activities designed to encourage creative thinking and problem solving. A pretreatment‐posttreatment study, with experimental and control group, was conducted to measure actual changes in student levels of creativity and attitudes towards cooperation. A follow‐up of creativity measures was conducted four years later. Results indicate that elementary music teachers can adapt cooperative learning models to their teaching and can, short‐term, influence students' levels of creativity and attitudes towards cooperation. Implications and opportunities for social‐psychological creativity research and classroom educators are discussed.In 1983, Goodlad observed that, in general, there was a “gap between the rhetoric of individual flexibility, originality, and creativity … and the cultivation of these [things] in our schools” (p. 241) and that schools provided students with little opportunity to develop “satisfying relations with others based on respect, trust, cooperation, and caring” (p. 240). Goodlad encouraged teachers in the arts to provide opportunities for creative problem solving and to “boldly demonstrate the potentiality for doing through the arts what cannot be done readily through the other fields” (p. 238). His appeal to arts teachers is reminiscent of Maslow (1968):
The Cognitive Spiral: Creative Thinking and Cognitive Processing
Authors: EBERT EDWARD S. 
Published: December 2011

ABSTRACTDefining and measuring the construct of creative thinking has proven to be an elusive task. As Clark (1979) has pointed out, the term creativity is used as if there is general agreement as to what the construct means. Yet the fact is that research has taken many routes, and definitions are more often specific to the particular author than a matter of consensus. However, when applying creative thinking to instructional design and presentation, it would be prudent to have a concise definition which separates out potentially confounding elements. The Cognitive Spiral model conceptualizes creative thinking as an integral component of all cognitive processing. This article details the synthesis of a definition and the structure of a model of cognitive processing.
Creativity and Dream Recall
Authors: SCHREDL MICHAEL 
Published: December 2011

ABSTRACTThe literature on creativity and dream recall often found significant positive correlations between measures of creativity and dream recall frequency (DRF). The present study investigated the relation between creative interests and DRF in detail. The findings confirmed the results reported in the literature, according to which persons with visual and verbal creative skills recalled more dreams. It is suggested that the visual memory may serve as a mediator variable in the relation between creativity and DRF.
Creative Employees: A Challenge to Managers
Authors: SCOTT RANDALL K. 
Published: December 2011

ABSTRACTEmployee creativity and corporate innovation have become important topics in management literature. Because the broadcast industry is dependent upon entertainment to attract viewers and listeners, most radio and television stations are staffed by artistic, creative personnel. These creative employees do not always respond to standard management and motivational techniques. Recent theories focus upon the end product to define creativity. Artists, however, often consider the process of creativity as more important than the final product. A new modified‐process definition of creativity is suggested in which the artistic concerns of production personnel and the goal‐oriented business requirements of management combine to form a structured system for creative endeavors. Characteristics of creative people are discussed along with techniques to manage creative personnel.
Creative Transformation: A Design Perspective
Authors: UDALL NICK 
Published: December 2011

ABSTRACTThis paper outlines a research program, which seeks to develop strategies to facilitate creative development through paradigmatic transformation. The paper begins with the notion of a “Being strategy” by exploring the Möbius Ring as a model for creativity. The model offers metaphors appropriate to design which seeks to build a connection with the underlying dynamics of subjective life. This paper then explores how these strategies can be employed within a design context to transform the consciousness of the designer.
The Kirton Adaption Innovation Inventory Find Group Problem Solving Success Rates
Authors: HAMMERSCHMIDT PETER K. 
Published: December 2011

ABSTRACTThe findings are the result of a four year study tracking the problem solving success rates of 952 managers comprising 119 different 8‐person teams: each team consisting of a 4‐member planning team and a 4‐member implementing team. Unknown to the participants, each subteam was arranged according to their Kirton Adaption Innovation Inventory (KAI) into homogeneous subteams either similar to or dissimilar from the other subteam. It was found that coordination of subteam role (task) with KAI type significantly increased group success rates, and that placing KAI types outside of role preference resulted in significantly lower success rates. An exception to the subgroup role results occurred when the KAI types were performing tasks outside of their preferred style, and the KAI subgroup means were similar. In this case, significantly elevated success rates were found, probably due to enhanced interteam communication.
Prediction Study of Adult Creative Achievement: Torrance's Longitudinal Study of Creativity Revisited
Authors: YAMADA HIROYUKI , TAM ALICE YU‐WEN 
Published: December 2011

ABSTRACTThe purpose of this study is to reanalyze Torrance's longitudinal study (1981) by employing a multiple regression analysis to find the best predictors for adult creative achievement. A total of 211 cases were available for this study. The results of the regression analysis led to the predictive rule that comprised the following predictors: creativity test score, childhood future career image, intelligence test score, and the existence of a mentor. These four predictors explained 49% of the total variance in adult creative achievement.
Measurement of Social Freedom: The Starkweather Social Conformity Test Revised (SSCT‐R)
Authors: GOLDSMITH ELAINE 
Published: December 2011

ABSTRACTFreedom to conform or not to conform to peer choices is one of the traits of a child with high creative potential. The Starkweather Social Conformity Test‐Revised is described and compared to the original test. The Starkweather Social Conformity Test‐Revised is useful for determining conformity, nonconformity, and freedom of young children when they are given the opportunity to make a book based on their personal preferences or on the preferences of pictures chosen for their friends. The test is individually administered; it may be given to a child who is involved in a group or to a child in a therapeutic setting.
Characteristics of on Organizational Environment which Stimulate and Inhibit Creativity*
Authors: DE ALENCAR EUNICE M. L. SORIANO , DE BRUNO‐FARIA MARIA FÁTIMA 
Published: December 2011

ABSTRACTThe study investigated the characteristics of Brazilian organizations which affect creativity. A sample of 25 workers were interviewed. The respondents answered several questions about the characteristics of a work environment which promote and inhibit creativity, and about factors in their own work environment that contribute to the promotion or inhibition of creativity. Content analysis of the transcribed interviews indicated 10 categories of stimulants and 11 categories of obstacles to creativity. Among the most mentioned stimulant factors to creativity were organization support, organization structure, support from the boss, and colleagues' support. On the other hand, some of the most prevalent obstacles to creativity were organization structure, boss characteristics, personal relationships, and organization culture. Results are discussed in terms of the similarity with data obtained in other contexts.
Problem Parameter and Problem Finding in Art Education
Authors: SAPP D. DAVID 
Published: December 2011

ABSTRACTThe significance of problem parameters in art education is examined. Problem parameters are delineated by the art instructor in the problem finding stage of the creative process before problem solving occurs. Problem parameters define problems and focus students' creative processes. In the delivery of an assignment, the art teacher presents problem parameters to students and students respond to parameters. A model is proposed illustrating the relationship between the presented problem parameters of art assignments and the creative processes of students. Characteristics of the instructional implementations of parameters are examined: Incomplete Parameters; Overly and Inadequately Restrictive Parameters; and Expanding and Contracting Parameters. Student responses to parameters are explored: Disregarded, Self‐imposed, and Stretched Parameters. The implications of the model in art education are discussed.
Gender Differences in the Effects of Extrinsic Motivation on Creativity*
Authors: BAER JOHN 
Published: December 2011

ABSTRACTFour studies were conducted to assess gender differences in the effects of extrinsic motivation on creativity. The first study replicated an earlier one (Baer, 1997) in which expectation of evaluation lowered the creativity of middle school girls, but not boys. The second study investigated the effects of doing work for reward; again, middle school girls' creativity suffered, but not boys'. The third study, also with middle school subjects, investigated the impact of expecting ungraded feedback; this reduced both the overall negative impact of expecting evaluation and the gender difference in this regard. The fourth study investigated the impact of evaluation expectation on second‐grade subjects and found that boys', but not girls', creativity was increased when they expected evaluation.
Developing a Computer‐Based TTCT: Promises and Problems*
Authors: KWON MYOUNGSOOK , GOETZ ERNEST T. , ZELLNER RONALD D. 
Published: December 2011

ABSTRACTThe purposes of the present study were to examine the equivalence of paper‐pencil and computer‐based versions of the Torrance Tests of Creative Thinking (TTCT), Figural Forms A and B, and to investigate the patterns of responses involved in the computer‐based TTCT. The participants were 34 fifth‐ and sixth‐grade students currently enrolled in two public schools in southern Texas. The computer‐based TTCT was developed to present all the features of the paper‐pencil TTCT with the additional benefits offered by computer‐based testing. Means, variances, test‐retest reliability, and attitudinal differences were analyzed to investigate equivalence between the paper‐pencil and computer‐based TTCT. Response patterns involved in the figural tasks were explored based on data collected from the computer‐based test (e.g., latency, tool using patterns, correction activities). The findings of the study indicated that the results obtained from the computer‐based TTCT were not equivalent with the paper‐pencil version. However, additional information regarding response patterns obtained from the computer‐based TTCT showed clear indication of different response tendencies among different groups of students and between the two alternate test forms (A and B).
Creative Organizational Vision Building Through Collaborative, Visual‐Metaphorical Thought
Authors: AMBROSE DON 
Published: December 2011

ABSTRACTAn organization needs a strong, compelling vision of its future in today's complex, unpredictable socioeconomic environment. A college faculty recently used collaborative metaphorical discussions, mind mapping, and imaginative visual thinking to produce an unusual, idealistic vision of the college's future. This vision took the form of a fanciful metaphorical drawing, which was surrounded by an elaborate mind map and accompanied by a story that connects the symbolism in the drawing with the processes and products of the college. This unique initiative clarified connections between the everyday work of college personnel and their vision of an attainable, optimistic future.
Perceptions of Genius: Einstein, Lesser Mortals and Shooting Stars
Authors: SMITH CHRIS D. , WRIGHT LINDSAY 
Published: December 2011

AbstractThis paper elucidates the conceptual nature of the term ‘genius’. Two studies are reported. In the first, a total of 349 undergraduates were asked in 1984, 1991, 1993, 1994 and 1997 to nominate three geniuses. The main findings were: that Einstein is regarded as a stereotypical genius: that a small number of other individuals are also frequently nominated: that a large number receive occasional nominations: that the membership of this large group is often very transitory and that the ratings of an established genius such as Mozart can be boosted considerably, but temporarily, by a major anniversary. The second study used 61 subjects and 94 nominated geniuses. It was found that the nominated geniuses had been heard of on 76.7% of possible occasions, but were agreed to be geniuses on only 26.2% of possible occasions. Wide variations were found between the figures as a function of the field in which nominated geniuses worked, with artists and sports players achieving the highest and lowest ‘agreed’ figures respectively. The subjectivity and transience of the concept of genius was apparent in both studies.
Examining Creative Performance in the Workplace through a Person‐Environment Fit Model
Authors: PUCCIO GERARD J. , TALBOT REGINALD J. , JONIAK ANDREW J. 
Published: December 2011

AbstractPuccio, Treffinger, and Talbot's 1995 paper examined relationships between creativity style and characteristics of employees' products. Using the same data, the present investigation tested a quite different question. Specifically, this investigation explicitly tested a person‐environment fit model for predicting employees' level of creative productivity. A modified version of Kirton's Adaptor‐Innovator Inventory was used to operationalize the personenvironment fit model and a self‐report measure, based on Bese‐mer's work, was used to assess creative productivity. Multiple regression analysis yielded main effects across all three subtraits associated with Kirton's creativity style measure. Significant interaction effects were found for the efficiency subtrait and two of the subscales from the product measure. The interaction effects indicated that style match between the individual and the environment was associated with higher levels of product novelty and resolution. Greater negative effects of a style mismatch were found for those with an innovative preference. The implications of these results and suggestions for future research are discussed.
An Analysis of Early vs. Later Responses on a Divergent Production Task Across Three Time Press Conditions
Authors: JOHNS GREGG A. , MORSE LINDA W. , MORSE DAVID T. 
Published: December 2011

AbstractTraditional assessments of divergent production have employed standard time press conditions of three minutes for measures of fluency, flexibility, and originality. Recent studies have provided evidence that the traditional time press condition may impede both fluency and quality of responses and that differences in divergent production responses have been found under a variety of creative prompting conditions. The purpose of the present study was to examine the effects of three time press and three creative prompt conditions on early vs. later trial originality scores for three divergent production stimuli. The participants were 91 undergraduate students enrolled in Educational Psychology courses who were randomly assigned to one of six experimental groups. The six groups were counterbalanced across the three vignette tasks in time press requirements and creative prompting. Aggregate differences were found in which there was a higher frequency of originality scores for the latter portions of trials as compared with the early portion of trials for all time press and prompting conditions.
Creativity in Learning Environments: The Case of Two Sixth Grade Art‐Rooms
Authors: HASIRCI DENIZ , DEMIRKAN HALIME 
Published: December 2011

ABSTRACTThe four elements of creativity — the person, process, product, and environment — that come together for the purpose of clearly and completely defining creativity, form the structure of the research. Two sixth grade art‐rooms have been chosen as the setting, as a likely place to observe creativity and sixth graders as the sample group. Observations of each child in an art‐room, her/his creative process, product, and the assessment of a 1/20 model of the art‐room made by each student, were analyzed to form a complete picture of creativity. Results showed that the three elements of creativity (person, process, and product) were significantly different from each other. In addition, process and product occurring within the same environment were highly correlated with each other.
Camp Invention®: A Creative, Inquiry‐Based Summer Enrichment Program for Elementary Students
Authors: SAXON JEFFREY A. , TREFFINGER DONALD J. , YOUNG GROVER C. , WITTIG CAROL V. 
Published: December 2011

ABSTRACTCamp Invention® is a hands‐on creativity and science day camp run in partnership with more than 400 schools nationwide. The curriculum integrates science, history, mathematics, the arts, and fun — promoting creative learning and teamwork through interactive activities. In 2001, the Center for Creative Learning conducted an extensive nationwide evaluation of the camp's effectiveness and impact, surveying 17,526 participants, including campers, parents, and staff. The results strongly supported the positive impact of Camp Invention, for both girls and boys in urban and suburban settings, on attitudes towards creativity, active learning, and exploration. Camp Invention's innovative curriculum blends many important aspects of science and invention with the challenge of stimulating children's creativity and imagination.
Need for Uniqueness, Need for Cognition, and Creativity
Authors: DOLLINGER STEPHEN J. 
Published: December 2011

ABSTRACTThis study examined two neglected dispositional contributions to creativity, namely needs for uniqueness and cognition. Multiple measures of creativity were used including an inventory of creative accomplishments, preference for complex visual figures (a measure similar to the Barron‐Welsh Art Scale), unconventional rather than popular word associations, and consensually‐assessed creative products. The latter included creative drawing, creative writing (a TAT story), richness of a photo essay about the self and the vividness of a recent dream. The predictors independently made significant contributions to creativity.
Serendipity in the Theater: Maude Adams as James M. Barrie's American Muse
Authors: DE CHUMACEIRO CORA L. DÍAZ 
Published: December 2011

ABSTRACTA special niche in theatre history is addressed to begin to fill a void in the contemporary creativity literature. The present essay focuses on Maude Adams and James M. Barrie in an attempt to demonstrate that, serendipitously, Adams initially impacted Barrie's creative process, and thereafter became his platonic source of inspiration for the plays he created for her, meriting the belated title of muse. Set change theory is underscored as a plausible cognitive explanation for Barrie's illumination. The psychoanalytic theory of transference is proposed as an underlying mechanism for facilitating the change of mental set during the incubation stage. A brief discussion on a selective theoretical integration from the fields of cognitive psychology, psychoanalysis, and neuroscience is followed by conclusions.