The behaviorists naturally focused their efforts on identifying external, environmental conditions that reward or reinforce creative expression. The original Gestalt psychologists and current cognitive psychologists focus our attention on the characteristics or contexts of the problems about which we must think and on the specific types of information processing skills that are used during problem solving. Consequently, children should learn facts as well as methods and processes when they study a domain. Modern learning theory suggests that expertise develops only over a long period of time, with extensive experience. Thus, before one can expect pupils to be creative in a field, they must acquire the basic knowledge of that domain and the skills typically employed to study it.
Creativity requires motivation to look for the different answer or the unanswered questions.
Research shows that creativity and general intellectual ability are correlated, but it is not always the brightest students who are the most creative. Creativity is associated with a distinctive pattern of personality characteristics and styles. Creative persons appear more independent, open to new experiences, interested in ideas, courageous, persistent and uninhibited. Theory suggests that these apparently conflicting characteristics and moods of creative persons are essential. Research on workplace and other social environments that support creative individuals and the creative process reveal characteristics such as freedom, adequate resources, flexibility, no pressure to conform, opportunities to try out new ideas and to consult freely with colleagues, adequate time, rewards for creative productivity, etc.