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PubMed1985

Effect of instruction for creativity on learning disabled students' drawings.

50 pupils from self-contained classrooms for learning disabled students in Grades 5 and 6 were subjects. The Torrance Tests of Creative Thinking were used as pretests and posttests to measure the effect of instruction for creativity on drawings by these subjects. For 14 wk. the Purdue Creative Thinking Program was used to stimulate the learning disabled group. These children made significantly higher scores than a control group on the figural subtests of drawing of the Torrance Tests of Creative Thinking.

Art↗

PubMed1990

Influence of play on creative thinking.

The immediate influence of flexible and highly structured play on the creative thinking of 184 fourth-grade boys and girls was investigated. Following either flexible or highly structured art, drama, and playground activities, children's performances on the Torrance Tests of Creative Thinking were evaluated. Children who participated in flexible play experiences showed significantly greater creative thinking than children participating in the highly structured play experiences. No significant differences were found between boys and girls related to effects of flexible and structured play on creative thinking. Implications for curriculum are explored.

Child↗

PubMed1993

Vividness of imagery and creativity.

We evaluated the extent to which vividness of imagery is correlated with creativity in a sample of 1361 university students from different disciplines and assessed which sensory modalities of vividness of imagery best predicted creativity. Vividness of imagery was generally poorly correlated with creativity and, for all subjects combined, explained only about 2% of total variance in creativity. Promising directions for research are mentioned.

Adolescent↗

PubMed1994

Relations between creativity and intelligence among Malaysian pupils.

This paper describes an empirical study of the relation between creativity and intelligence of 397 Malaysian secondary school pupils. The Torrance Tests of Creative Thinking, Figural Form A and Verbal Form A (Malay Language version), and the Cattell Culture Fair Intelligence Test were administered to 181 boys and 216 girls from five secondary schools located in the urban and suburban areas of Kuala Lumpur and Petaling Jaya in Malaysia. Analysis indicated that scores on verbal creativity were related to intelligence while those on figural creativity were not.

Adolescent↗

PubMed1991

A twenty-five year follow-up study of ten exceptionally creative adolescent girls.

A 25-yr. follow-up of 10 women identified as highly creative during adolescence indicated that most believed they had actualized their creative potential to a moderately high degree. However, only one woman stated that creative expression was a dominant life theme and primary commitment. Factors that facilitate and inhibit creativity over a lifetime are discussed.

Achievement↗

PubMed1995

Creativity, depression, and circannual variation.

Verbal creativity has been linked to personal and family histories of bipolar depression. The present studies investigated the relationship between creativity and atypical symptoms of bipolar depression such as seasonal mood variations. Although more creative individuals, as measured by scores on the Remote Associates Test and a writing sample, perceived seasonal fluctuations in their creativity, no significant differences in performance were found.

Adult↗

PubMed2001

Relations of imagery, creativity, and socioeconomic status with performance on a stock-market E-trading game.

The purpose of the present investigation was to examine how measures of imagery, creativity, and socioeconomic status relate to performance in a stock-market trading game. The 368 participants were students enrolled in an administration studies curriculum. A multiple regression analysis showed imaging scores to be a predictor of stock-trading performance as were creativity and socioeconomic status to a lesser extent. High imagers and high scorers on creativity and socioeconomic status made several times more profit with their portfolios. Results are discussed in terms of imagery having multiple repercussions on learning, e.g., memory and problem-solving. It is concluded that scores on imagery, creativity, and socioeconomic status, being weakly correlated, are interdependent and likely associated with personality traits shaped within a stimulating home or social environment.

Adult↗

PubMed2005

Eysenck Personality Questionnaire scales and paper-and-pencil tests related to creativity.

Pearson correlations for scores on scales of the 1975 version of the Eysenck Personality Questionnaire with measures of schizotypy, hypomania, and creative traits are reported for 625 undergraduates. The Psychoticism scores are correlated .30 with Hypomanic traits, .25 with Perceptual Aberration, and .20 with the How Do You Think, a test of attitudes and activities related to creativity. Extraversion is also related to creativity-relevant scores. Results support a broad and nonspecific role for the Psychoticism scale in relation to both creativity and subclinical symptomatology.

Adolescent↗

PubMed2006

Fulfillment of promise: 40-year follow-up of creative adolescent girls.

A 40-yr. follow-up study of 7 women from among 10 identified as exceptionally creative during adolescence indicated that all had achieved moderate success in one or more artistic domains. A self-report measure of creative achievement was used, and influences which facilitated and inhibited creativity were described by the women. A continuing creative self-concept and social support were the most commonly cited facilitative factors, while financial concerns were listed as one of the primary inhibitors of further achievement.

Achievement↗

PubMed1981

EEG phase coherence, pure consciousness, creativity, and TM--Sidhi experiences.

Males (n = 12, M age 25.6 yrs) with clear experiences (CE) of both "pure consciousness" (unbounded inner awareness without thoughts) and the TM--Sidhi techniques (mental procedures derived from Vedic Science to enhance cognitive, perceptual and other abilities) were compared with unclear experience (UE) males (n = 10, M age 25.5 yrs) on creativity (ideational fluency, Torrance, Novel Uses, Verbal) and EEG coherence, a measure of phase stability derived from Fourier series analysis. Multivariate analysis of variance of coherence between four pairs of EEG derivations (F3F4, F3C3, F4C4, C3C4) and a t-test on the creativity variable showed that CE subjects had higher alpha (8--12 Hz) coherence (p = 0.052) and higher creativity (p = 0.011) than UE subjects. Several of the alpha coherence variables were positively correlated with creativity: Bilateral Frontal (F3F4), r = 0.65, p = 0.001; Homolateral Right, r = 0.50, p = 0 .011; mean of the four alpha variables, r = 0.66, p = 0.001; Dominant Alpha (area of highest alpha coherence for each subject) r = 0.64, p = 0.001. It is concluded that: (1) information processing, at least to the extent measured by ideational fluency, is enhanced in those with clear experiences of pure consciousness and the TM--Sidhi techniques, (2) that EEG coherence is a psychophysiological correlate of this subject variable and (3) that the results may be generalizable to the field of information processing and "peak experiences" described in Humanistic psychology.

Adult↗

PubMed1989

Many ways to grow: creative art therapies.

So often, the prevailing thought surrounding treatment is that to be effective the treatment must be serious in tone. Yet, when you ask creative art therapists to describe their work, more often than not they will say that the ability to mix enjoyment with clinical technique is the "secret of our success." Again and again, recalcitrant, angry, underfocused, lethargic, and delayed children spring to life within an arts therapy session. Whether the modality used is music, dance, or the visual arts, children find in it the pleasure, stimulation, fun, and communication that may be missing from other aspects of their world. The creative art therapist helps a child by presenting the two-pronged approach of using the art form to foster mastery while allowing it to be a metaphor for ideas and concerns. Thus, both the process of "making something" and the symbols within the content are simultaneously providing therapeutic acid. Most exciting is the ability of the creative art therapist to unlock the child's inner world and bring new vitality to children and families alike. The creative art therapies are an important and unique tool among the constellation of health services.

Art Therapy↗

PubMed1999

Relationship between the Whole Brain Creativity Model and Kolb's experiential learning model.

The aim of this article is to illustrate the relation between the cognitive styles in Kolb's experiential learning model and dominance in brain functioning. A descriptive analytical study of the literature on creativity and the development of creative thinking, explored various theories and definitions of creativity, and the nature of creative learning. Congruences between cognitive styles and the four quadrants of the Whole Brain Model were detected. This article focuses specifically on Kolb's cognitive styles in relation to the Whole Brain Model and the implications thereof for nursing education.

Brain↗

PubMed1994

Creativity and quality.

Edward de Bono's work helped shatter the theory that creativity is a talent possessed only by a gifted few who can see beyond current paradigms. His seminal work in The Mechanism of the Mind and later in Lateral Thinking established the theory that creativity is a skill that can be developed and enhanced through structured training and teaching. The editors of QMHC invited Dr. de Bono to share his thoughts on the relationship between creativity and quality. In this essay, he presents his views on possible limitations of traditional quality improvement thinking and demonstrates the importance that creativity plays in enhancing quality improvement efforts.

Creativity↗

PubMed1994

Tutorial: directed creativity.

While we recognize the need for creative approaches to nagging problems and new opportunities, generating practical new ideas is often a challenge. Many people have convinced themselves that they are simply not creative thinkers; they can only marvel at those who seem to possess "the gift." However, research over the last few decades in the field of cognitive science has indicated that the capacity for creative thought is a basic mental ability that we all possess. We will review these new theories about creativity and discuss actions that we can take to direct our thoughts towards novel ends.

Creativity↗

PubMedDate not supplied

Responding to the challenges of the new healthcare marketplace: organizing for creativity and innovation.

The health services industry is undergoing a revolution. Changing reimbursement and competitive dynamics are creating new incentives and constraints that demand different organizational responses. To survive, let alone thrive, health service organizations must enhance their level of creativity and innovation. This article describes the process of creativity and innovation, discusses barriers that impede the development of new services and products, and explores strategies for enhancing the creative and innovative potential of these organizations. Health service organizations that effectively and efficiently manage the generation and development of new ideas will have a significant competitive edge in the years to come. Organizational creativity and innovation will become the new "high ground" in the health services industry.

Capital Financing↗

PubMed2001

Creative work. The case of Charles Darwin.

The evolving systems approach (ESA) addresses the need for direct study of the creative process in recognized creators at work, in contrast to indirect methods, such as those used in psychometric studies. The ESA emerged from H. E. Gruber's prolonged study of Charles Darwin's manuscripts, especially the notebooks he kept after the Beagle voyage. Gruber's interviews with J. Piaget about the latter's creative processes, as well as many doctoral dissertations, also helped shape the authors' approach. Using Gruber's (1974/1981) study of Darwin, the authors describe some facets of creative work identified in the course of their work. Among these are networks of enterprise, ensembles of metaphors, insights, and evolving belief systems. Although the ESA emphasizes cognitive processes, social, affective, and esthetic aspects of the case are not neglected. Each creative case is unique, otherwise the individual would not meet the criterion of originality. Uniqueness does not mean isolation; people who differ must and do work together. The integration of all these facets into a plausible system for each creator remains the authors' central task.

Biology↗

PubMed2001

What is the common thread of creativity? Its dialectical relation to intelligence and wisdom.

Creativity refers to the potential to produce novel ideas that are task-appropriate and high in quality. Creativity in a societal context is best understood in terms of a dialectical relation to intelligence and wisdom. In particular, intelligence forms the thesis of such a dialectic. Intelligence largely is used to advance existing societal agendas. Creativity forms the antithesis of the dialectic, questioning and often opposing societal agendas, as well as proposing new ones. Wisdom forms the synthesis of the dialectic, balancing the old with the new. Wise people recognize the need to balance intelligence with creativity to achieve both stability and change within a societal context.

Creativity↗

PubMed2002

Academic achievement and creative thinking capacity in South African medical students--an empirical study.

OBJECTIVE: To assess whether the capacity for creative thinking among medical students is related to academic advancement. DESIGN, SETTING, SUBJECTS, OUTCOME MEASURES: A timed word-association test standardised and scored to assess the tendency for creative thinking was administered to 22 development programme students at the University of Cape Town. Results were compared with grades at the end of the academic year. RESULTS AND CONCLUSIONS: There was a significant association (P < 0.05) between ranking in the upper half of the group and creative thinking scores, indicating that creative thinking may be an asset in medical education for educationally disadvantaged students.

Achievement↗