Showing papers in "Creativity Research Journal in 2012"
TL;DR: The authors focused on issues surrounding definitions of creativity and pointed out that there is a clear need to correct at least one all-too-common oversimplication of the concept of creativity.
Abstract: This Correction focuses on issues surrounding definitions of creativity. No topic is more central to research on creativity. There is a clear need to “correct” at least one all-too-common oversight...
1,965 citations
TL;DR: Divergent thinking (DT) tests are very often used in creativity studies as mentioned in this paper, but they do not guarantee actual creative achievement, but tests of DT are reliable and reasonably valid predictors of certain performance criteria.
Abstract: Divergent thinking (DT) tests are very often used in creativity studies. Certainly DT does not guarantee actual creative achievement, but tests of DT are reliable and reasonably valid predictors of certain performance criteria. The validity of DT is described as reasonable because validity is not an all-or-nothing attribute, but is, instead, a matter of degree. Also, validity only makes sense relative to particular criteria. The criteria strongly associated with DT are detailed in this article. It also summarizes the uses and limitations of DT, conceptually and psychometrically. After the psychometric evidence is reviewed, alternative tests and scoring procedures are described, including several that have only recently been published. Throughout this article related processes, such as problem finding and evaluative thinking, are linked to DT.
789 citations
TL;DR: In this article, a definition of creativity is proposed that is based on the three criteria used by the United States Patent Office to evaluate applications for patent protection, namely novelty, utility, and surprise.
Abstract: Although creativity has recently attracted considerable theoretical and empirical research, researchers have yet to reach a consensus on how best to define the phenomenon. To help establish a consensus, a definition is proposed that is based on the three criteria used by the United States Patent Office to evaluate applications for patent protection. The modified version uses the criteria of novelty, utility, and surprise. Moreover, creativity assessments based on these three criteria are quantitative and multiplicative rather than qualitative or additive. This three-criterion definition then leads to four implications regarding (a) the limitations to domain-specific expertise, (b) the varieties of comparable creativities, (c) the contrast between subjective and objective evaluations, and (d) the place of blind variation and selective retention in the creative process. These implications prove that adding the third criterion has critical consequences for understanding the phenomenon. Creativity is not only...
253 citations
TL;DR: In this paper, the authors present the investment theory of creativity, and describe prompts my colleagues and I have used to measure creativity, which eventually will make their way into standardized tests of abilities, talents, and skills.
Abstract: In this article, I review ideas about creativity and its assessment. I open with some general remarks on the nature of creativity. Then I present the investment theory of creativity. Then I describe prompts my colleagues and I have used to measure creativity. Next I describe some of the assessments we have used to measure creativity. The ultimate goal is that assessments such as those described in this article eventually will make their way into standardized tests of abilities, talents, and skills.
241 citations
TL;DR: The authors reviewed the literature on novice, expert, and quasi-expert creativity ratings and suggested guidelines to make the selection of experts more streamlined, including paying attention to which domain is being assessed.
Abstract: The Consensual Assessment Technique (CAT) is a common creativity assessment. According to this technique, the best judges of creativity are qualified experts. Yet what does it mean to be an expert in a domain? What level of expertise is needed to rate creativity? This article reviews the literature on novice, expert, and quasi-expert creativity ratings. Although current research indicates that novices may be poor choices to be CAT raters, quasi-experts may represent a compromise between ideal scientific rigor and practical time and budget restrictions. Certain guidelines are suggested to make the selection of experts more streamlined, including paying attention to which domain is being assessed.
208 citations
TL;DR: In this article, a taxonomic framework to explicate the different methods by which creativity may be studied forms the basis of a heuristic framework to explore creativity from three primary perspectives in the form of a 3D matrix.
Abstract: The scientific study of creativity has proven a difficult undertaking. Researchers have employed a diversity of definitions and measurement methods. As a result, creativity research is underrepresented in the literature and the findings of different studies often prove difficult to draw into a coherent body of understanding. A heuristic framework to explicate the different methods by which creativity may be studied forms the basis of this article. Drawing upon existing conceptions of the creativity construct and previous efforts to provide structure to creativity research, the new taxonomic framework examines creativity from 3 primary perspectives in the form of a 3-dimensional matrix. The implications of the taxonomic framework for creativity research are examined. The new taxonomic framework contributes to the understanding of creativity research through the introduction of a comprehensive heuristic to guide future research and the interpretation of previous studies.
160 citations
TL;DR: In this paper, four measures utilizing self-perceptions of creativity were assessed for their usefulness as criterion measures of creativity, and the results suggest that although self-perspectives of creativity may provide some information about creativity, researchers should be cautious when using this measure as a criterion.
Abstract: Self-evaluations or self-perceptions of creativity have been used in the past both as predictors of creative performance and as criteria. Four measures utilizing self-perceptions of creativity were assessed for their usefulness as criterion measures of creativity. Analyses provided evidence of domain specificity of self-perceptions. The scales correlated with self-report measures of creativity, but not with objective measures. Self-perceptions of creativity had strong to moderate relationships with personality and creative self-efficacy. These results suggest that although self-perceptions of creativity may provide some information about creativity, researchers should be cautious when using this measure as a criterion.
129 citations
TL;DR: In this paper, the authors assessed the relationship of knowledge, mental models, to creative problem-solving and found that both objective and subjective features of peoples mental models were related to the quality, originality, and elegance of problem solutions.
Abstract: Knowledge, or expertise, has been held to contribute to creative problem-solving. In this effort, the relationship of one form of knowledge, mental models, to creative problem-solving was assessed. Undergraduates were asked to solve either a marketing or an education problem calling for creative thought. Prior to generating solutions to these problems, the mental models used by undergraduates to understand problems in these domains were assessed in terms of their objective and subjective features. It was found that both objective and subjective features of peoples mental models were related to the quality, originality, and elegance of problem solutions. The implications of these findings for understanding the role of mental models in creative problem-solving are discussed.
55 citations
TL;DR: In this article, a review of the multiple relations between creativity and personality, exploring the measurement instruments that have been used to identify them, is presented, along with results of research projects conducted at the National Institute of Psychiatry Ramon de la Fuente in Mexico City.
Abstract: The aims of this article are to review the multiple relations between creativity and personality, exploring the measurement instruments that have been used to identify them. Specific personality characteristics and traits found in highly creative individuals and the interaction of these traits with the creative process are described. In addition, results of research projects conducted at the National Institute of Psychiatry Ramon de la Fuente in Mexico City are presented. These projects evaluated personality traits and behaviors present in productive and successful highly creative individuals. The association of these traits and behaviors with differential brain activation and molecular genetic variations in neurotransmitters systems were also explored, which suggested some neurobiological foundations for the creative personality. Finally, it is shown how certain developmental events are critical for personality formation and creativity maturation, pointing out the need for specific strategies in designin...
55 citations
TL;DR: In this paper, the 4 Ps and the paradoxes of creativity are mapped onto a phase model of creativity expanded to go beyond generation of effective novelty to encompass implementation of the novelty, yielding a differentiated taxonomy of innovation.
Abstract: The process of innovation involves numerous contradictions not adequately addressed by business-oriented approaches, in particular the problem that what seem to be mutually antagonistic factors are involved. Psychological research on creativity, especially the 4 Ps (process, person, product, and press) and the paradoxes of creativity offers a framework which can be drawn upon in order to resolve these contradictions. When the Ps and the paradoxes are mapped onto a phase model of creativity expanded to go beyond generation of effective novelty to encompass implementation of the novelty, they yield a differentiated taxonomy of innovation. This offers a framework for goal-directed research, as well as insights into how to assess the strengths and weaknesses of a particular organization and into how managers can direct the innovation process in an optimal way.
52 citations
TL;DR: In this article, a subjective camera (subcam) was used to capture the microgenesis of creative action in ways that would reflect both its psychological and behavioral dynamics, and the results demonstrated how the technique enables microscopic description of creativity at both process and content levels.
Abstract: This article addresses a methodological gap in the study of creativity: the difficulty of capturing the microgenesis of creative action in ways that would reflect both its psychological and behavioral dynamics. It explores the use of subjective camera (subcam) by research participants as part of an adapted Subjective Evidence-Based Ethnography (SEBE). This methodology combines (a) obtaining first person audio-visual recordings of creative action with a miniature video-camera worn at eye-level, (b) accessing the subjective experience of the participant through a confrontation interview based on the recording, and (c) formulating interpretations and discussing them with the participant. Illustrations of the technique are offered from a study of craft creativity, chosen as a test ground for its micro-level forms of creative expression. Findings exemplify how the technique enables microscopic description of creativity at both process and content levels. The benefits, limitations, and possible applications of ...
TL;DR: In this paper, the authors compared creative capabilities and traits of 8th grade students of two school districts: a suburban, upper-middle class community and an urban community with a large proportion of families under poverty, located in a northeastern state.
Abstract: It is well established that there is an academic achievement gap between students from high and low socioeconomic family backgrounds. However, how being brought up and living in different socioeconomic backgrounds impacts adolescent development, particularly their creative capabilities and creativity-related personality traits, is not well understood. This study compared creative capabilities and traits of 8th grade students of 2 school districts: a suburban, upper-middle class community and an urban community with a large proportion of families under poverty, located in a northeastern state. The results provide compelling evidence for a creativity gap. The study also found a possible mediating role of academic achievement and intrinsic cognitive motivation, suggesting that the psychosocial processes and mechanisms leading to the creativity gap are tractable. Implications of the findings for optimal adolescent development and social interventions are discussed.
TL;DR: The Innovation Boot Camp as mentioned in this paper ) is an instructional program designed to teach innovation to undergraduate technology and engineering students, which encapsulated innovation into a process that students could learn and apply, engaged students in multidisciplinary groups and provided a hands-on, activities-oriented curriculum explicitly designed to enhance innovation.
Abstract: Over the years, many training methods for creativity and innovation have been developed Despite these programs and research, further improvement is necessary, particularly in schools of technology and engineering education, where previous efforts have focused on developing solutions to defined problems, not in identifying and defining the problems themselves in ways that promote creative outcomes This study presents initial efforts to develop an instructional program designed to teach innovation to undergraduate technology and engineering students Results from a pre/posttest analysis using both the Torrance Tests for Creative Thinking and a survey with self-reported data indicate that the Innovation Boot Camp was successful because it (a) encapsulated innovation into a process that students could learn and apply, (b) engaged students in multidisciplinary groups, and (c) provided a hands-on, activities-oriented curriculum explicitly designed to enhance innovation Notwithstanding, ideas for improvement
TL;DR: In this article, a multivariate approach concerning the psychological resources for creativity is presented, and an application of this approach to the detection of creative potential of managers is proposed, with two empirical illustrations.
Abstract: Creativity is increasingly recognized as a key component to success in the workplace. This article explores the detection of creative potential in managers. In a first part, creative potential is defined and a multivariate approach concerning the psychological resources for creativity is presented. Then, in a second part, an application of this approach to the detection of creative potential of managers is proposed, with two empirical illustrations. The profile of cognitive and conative characteristics associated with creative managers is examined and contrasted with the profile for a different line of work, creative design. In a further study, managers completed several creative thinking divergent production tasks, the results of which showed some task specificity. Thus, the profile for managerial creativity varies, to some extent, with the kind of managerial task, rather than being a general ability.
TL;DR: In this paper, the effect of intrinsic motivation on the final result of creativity, subjective evaluation, and affect of the intermediate results at consecutive stages of the creative process was investigated with 36 female fine arts students.
Abstract: The main aim of this study was to gain a deeper understanding of the effect of intrinsic motivation on affect, subjective evaluation, and the creative process of young artists. Relations between motivation, affect, and evaluation were treated as a dynamic process and measured several times. The unique contribution of this study is that it concerned not only the effect of intrinsic motivation on the final result of creativity, but also changes in subjective evaluation and affect of the intermediate results at consecutive stages of the creative process. Thirty-six female fine arts students participated in the experiment. The creative task (collage making) was sampled on 3 occasions: after 5 min, 10 min, and at the end of the activity. Intrinsic and extrinsic motivations were induced by 2 types of instruction. The creative products were assessed by 13 judges in accordance with the consensual assessment technique. Intrinsically motivated art students experienced significantly higher levels of positive affect ...
TL;DR: In this article, a regression analysis demonstrated that productivity is significantly increased when creative people activate non-conscious processes in off-task or incubation periods, at least partially from nonconscious processing and that it provides greater benefit to more creative individuals.
Abstract: Although contentious, there is evidence to suggest that nonconscious processes contribute to creative output, particularly during refractory periods. However, no one has examined whether this break benefit differs as a function of creative ability. To address these issues, this investigation examined Wallas's (1926) seminal theoretical framework of creativity. More specifically, the most controversial stage postulated by Wallas, the incubation phase, was empirically tested. A regression analysis demonstrated that productivity is significantly increased when creative people activate nonconscious processes in off-task or incubation periods. There is ongoing debate about the cause(s) of this incubation effect. This research provides evidence that the incubation effect results, at least partially, from nonconscious processing and that it provides greater benefit to more creative individuals. This suggests that highly creative people should be exposed to focus problems/challenges well in advance of objective d...
TL;DR: In this paper, the authors studied the creative process in real-life settings and in a multicomponential perspective of creativity and found that the process and personality variables explained the process.
Abstract: The purpose of this research was to study the creative process in real-life settings and in a multicomponential perspective of creativity. Relations between the creative process and other important variables (mood, personality, and the creative product) were investigated. The data analyzed were collected in four applied art schools (n = 41) in Switzerland, during mandatory workshops. The creative process was operationalized through 2 subprocesses: generation (idea production) and selection (idea evaluation), both repeatedly measured across the workshops. The trajectories of theses subprocesses were modeled with a commonly used statistical model for longitudinal data (Latent Growth Models). Results showed that generation had an overall decreasing pattern through time, whereas selection had an inverted U-shaped pattern. Important individual differences in both subprocesses and related variables were also found, many of which had strong predictive validity. Indeed, process and personality variables explained...
TL;DR: In this article, a pre-post design was used to assess the effects of causal analysis training on mental models and creative problem-solving, and it was found that causal analysis trained resulted in the acquisition of better mental models (in terms of subjective and objective attributes) and better solutions to problems calling for creative thought among high ability participants.
Abstract: In recent years, it has become apparent that knowledge is a critical component of creative thought One form of knowledge that might be particularly important to creative thought relies on the mental models people employ to understand novel, ill-defined problems In this study, undergraduates were given training in the use of causal relationships in applying mental models in creative problem-solving A pre-post design was used to assess the effects of this training on mental models and creative problem-solving It was found that causal analysis training resulted in the acquisition of better mental models (in terms of subjective and objective attributes) and better solutions (in terms of quality, originality, and elegance) to problems calling for creative thought among high-ability participants The implications of these findings for understanding the role of mental models in creative problem-solving are discussed
TL;DR: In this paper, the authors examined the possible roles that creativity plays in students dropping out of high school, using data from the National Educational Longitudinal Study (NELS: 88), the Educational longitudinal study (ELS: 2002), and 87 high school students from a low income area in southeastern Michigan.
Abstract: The study examined the possible roles that creativity plays in students dropping out of high school. It used data from the National Educational Longitudinal Study (NELS: 88), the Educational Longitudinal Study (ELS: 2002), and 87 high school students from a low income area in southeastern Michigan. NELS and ELS questions related to creative personality and anticreative school environment were selected and asked of students. The students’ responses were compared to their scores on measures of creativity (Runco Ideational Behavior Scale, Torrance Tests of Creative Thinking, & Scales for Rating the Behavioral Characteristics of Superior Students). The NELS respondents who showed creative personality were identified and examined whether their creativity related to dropping out. The results of logistic regression analyses indicated that the questions selected from NELS and ELS that showed anticreative school environment have a negative correlation with the scores on the creativity measures, which affect studen...
TL;DR: In this paper, participants assumed the role of members of a business organization with either individualist or collectivist norms that was either under competitive threat or not, and found that men exhibited more divergent thinking under individualist than collectivist norm.
Abstract: Past research has frequently made the assumptions that creativity is an individual, rather than social, behavior; that the factors shaping creative behavior influence everyone in the same way; and that these factors always have the same influence regardless of the situation. This research challenges all 3 of these assumptions. In an experiment, participants (n = 187) assumed the role of members of a business organization with either individualist or collectivist norms that was either under competitive threat or not. Results indicated that, when threat was absent, men exhibited more divergent thinking under individualist than collectivist norms. However, the reverse was true for women when threat was absent and for both sexes when their organization was under threat. Thus, a group norm emphasizing individuality can sometimes enhance divergent thinking performance. However, this influence is moderated by other situational factors such as competitive threat, and, possibly for reasons of differing socializati...
TL;DR: The validity evidences of thinking and creative styles were analyzed in this article, and two studies were reported, one analyzing the dimensionality of creative styles and the other verifying their external validity.
Abstract: The validity evidences of thinking and creative styles were analyzed. Two studies are reported, one analyzing the dimensionality of creative styles and the other verifying their external validity. Participants were Brazilians, 1,752 in the first study (55% women) and 128 in the second study (53% women), among whom 45% had demonstrated creative talent. The instruments were a scale of thinking and creative styles and Torrance's figural and verbal creativity tests. Item analysis used the Rasch model. Two styles were identified: cautious–reflexive and nonconforming–innovative. Linear regression for predicting recognized creative achievements indicated significant contributions from the verbal creativity index and the nonconforming–innovative style. Styles were found to have predictive and constructive validity for creativity.
TL;DR: In this article, the authors assess whether error-management training would improve performance on creative problem-solving tasks and find that error management training was beneficial for talented people, resulting in solutions of greater originality.
Abstract: People make errors in their creative problem-solving efforts. The intent of this article was to assess whether error-management training would improve performance on creative problem-solving tasks. Undergraduates were asked to solve an educational leadership problem known to call for creative thought where problem solutions were scored for quality, originality, and elegance. Prior to beginning work on their problem solutions, participants were provided with training in 0 to 4 error-management strategies. It was found that error-management training was beneficial for talented people (as indicated by scores on the pretraining exercise) resulting in solutions of greater originality. The implications of these findings for improving performance on creative problem-solving tasks are discussed.
TL;DR: The authors used the many-facet Rasch model to investigate possible sources of rater bias, including the leniency/severity effect, central tendency effect, halo effect and randomness effect.
Abstract: Product assessment is widely applied in creative studies, typically as an important dependent measure Within this context, this study had 2 purposes First, the focus of this research was on methods for investigating possible rater effects, an issue that has not received a great deal of attention in past creativity studies Second, the substantive question of whether restrictions on materials used and differences in instructions provided would influence outcomes on measures of creativity was considered The many-facet Rasch model was used to investigate possible sources of rater bias, including the leniency/severity effect, central tendency effect, halo effect and randomness effect No indications were found that these potential sources of bias strongly influenced the ratings The result indicated that the examinees could be reliably differentiated in terms of their performance Analysis of rater-criterion interactions depicted rater behavior more clearly and, it is suggested, can be of use as a tool for
TL;DR: In a follow-up to a previously published study as discussed by the authors, an ethnically-diverse sample of 13,578 people in 47 countries (mainly the United States and Canada) took an online test that measures four trainable competencies that have been shown to enhance creative expression in individuals.
Abstract: In a follow-up to a previously published study (Epstein, Schmidt, & Warfel, 2008), an ethnically-diverse sample of 13,578 people in 47 countries (mainly the United States and Canada) took an online test that measures 4 trainable competencies that have been shown to enhance creative expression in individuals. The new study confirmed that the test has high internal-consistency reliability and reasonably strong predictive validity. Competency scores were good predictors of self-reported frequency of creative expression and moderately good predictors of life satisfaction and professional success. Scores were also substantially higher for people who had had creativity training, and more training was associated with higher scores. Small but statistically significant differences in scores were found for gender (women outscoring men) and race/ethnicity. Of the 4 competencies examined, capturing (preserves new ideas as they occur) proved to be the best predictor of self-reported creative expression, followed by ch...
TL;DR: In this article, the authors explored a number of key issues with regard to the measurement of creativity in the course of conducting psychological research or when applying various evaluation measures, and discussed examples of neglected areas of creativity research which need to be tackled.
Abstract: This article explores a number of key issues with regard to the measurement of creativity in the course of conducting psychological research or when applying various evaluation measures. It is argued that, although creativity is a fuzzy concept, it is no more difficult to investigate than other fuzzy concepts people tend to take for granted. At the same time, it must be acknowledged that conducting any research investigation or any evaluation has its pitfalls and needs careful attention at all stages. However, fuzzy concepts do pose some problems for evaluation. Examples of these kinds of problems as they relate to creativity are discussed, along with examples of neglected areas of creativity research which need to be tackled and widespread assumptions worth questioning.
TL;DR: In this paper, the authors compared raters with different levels of experience (expert and nonexpert raters) using both consensus assessment method (CAT) and product creativity measurement instrument (PCMI) to assess the product creativity of 56 design works.
Abstract: Although previous studies have attempted to use different experiences of raters to rate product creativity by adopting the Consensus Assessment Method (CAT) approach, the validity of replacing CAT with another measurement tool has not been adequately tested. This study aimed to compare raters with different levels of experience (expert ves. nonexpert raters) using both CAT and the product creativity measurement instrument (PCMI) to assess the product creativity of 56 design works based on a design competition. The results showed that nonexpert raters who used either CAT or PCMI had higher interreliability than expert raters. Using PCMI was found to result in higher correlation than using CAT for the expert and nonexpert raters, although the correlation between the CAT and PCMI methods was statistically insignificantly different. After regression analysis, the results showed that all PCMI items had higher explanatory power for the creativity scores using CAT and, moreover, the nonexpert raters were found t...
TL;DR: In this article, large scale surveys such as the Programme for International Student Assessment (PISA) or Trends in International Mathematics and Science (TIMS) have been used for educational policy making.
Abstract: Large scale surveys are gaining ground in efforts at educational policy making. Surveys such as the Programme for International Student Assessment (PISA) or Trends in International Mathematics and ...
TL;DR: The authors examined how individuals' cultural value orientations impact two separate stages of creativity: idea generation and idea implementation, and found that vertical individualism was not correlated to either idea generation or idea implementation.
Abstract: This study is among the first to examine how individuals’ cultural value orientations impact 2 separate stages of creativity: idea generation and idea implementation. A total of 247 Chinese employees completed questionnaires including individualism–collectivism culture orientation and their idea generation behavior. Supervisor ratings of idea implementation were obtained to avoid single-source bias. Partial correlation results showed that both horizontal individualism and horizontal collectivism had positive influences on idea generation, but vertical collectivism had a positive impact on idea implementation. Although vertical individualism was not correlated to either idea generation or idea implementation, it moderated the relationship between these two stages such that idea generation predicted idea implementation better among high vertical individualists than among low vertical individualists. Theoretical contributions and practical implications are discussed.
TL;DR: This paper tested the forgetting-fixation account using a trial-by-trial method on a sample of 152 native English speakers who were asked to solve 12 remote associate tests (RATs).
Abstract: An incubation effect occurs when taking a break from a problem helps solvers arrive at the correct solution more often than working on it continuously. The forgetting-fixation account, a popular explanation of how incubation works, posits that a break from a problem allows the solver to forget the incorrect path to the solution and finally access the correct path. This study tested the forgetting-fixation account using a trial-by-trial method on a sample of 152 native English speakers who were asked to solve 12 remote associate tests (RATs). During the first attempt, participants in the fixation condition were presented with misleading clues, and those in the no-fixation condition were not. At the completion of the first attempt for each RAT, half of the fixation and half of the no-fixation participants read an article for 2 min before attempting to solve the RAT for the second time, but the other halves worked on each RAT continuously. As predicted by the forgetting-fixation account, only in the fixation...
TL;DR: In this article, the authors present a review of the procedures used to measure these heuristics, and propose alternative methods for the measurement of heuristic methods, and discuss the implications of measuring heuristic on the study of creativity.
Abstract: Studies of creative thinking skills have generally measured a single aspect of creativity, divergent thinking. A number of other processes involved in creative thought have been identified. Effective execution of these processes is held to depend on the strategies applied in process execution, or heuristics. In this article, we review prior studies, examining the procedures used to measure these heuristics. Evidence for the reliability and validity of these measures is provided where available. In addition, we propose alternative methods for the measurement of heuristics. The implications of measuring heuristics on the study of creativity are discussed.