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PubMed2000

Comment on Gadzella and Penland (1995): creativity and critical thinking.

The moderate correlations reported by Gadzella and Penland in 1995 for scores on the 16PF Creativity scale with scores in the Watson-Glaser Critical Thinking Appraisal are interpreted within the context of literature, suggesting the 16PF Creativity scale may be regarded as reflecting personality traits related to both cognitive style and decision making as well as general ability. This allows development of further hypotheses.

Creativity↗
PubMed2004

The paradox of promoting creativity in the Asian classroom: an empirical investigation.

To shed light on the paradox of promoting creativity in the Asian classroom, the authors conducted 3 studies. The 1st study found that novice teachers classified student behaviors as desirable but uncreative (DBU) versus creative but undesirable (CBU). The 2nd study found that conservative-autocratic teachers were more likely to encourage DBU behaviors in class, whereas liberal-democratic teachers were more likely to encourage CBU behaviors in class. The 3rd study found that cultural individualism-collectivism had a positive impact on liberal-democratic teaching attitude but a negative impact on conservative-autocratic teaching attitude. In turn, liberal-democratic teaching attitude had a positive impact on the tendency to promote CBU behaviors, whereas conservative-autocratic teaching attitude had a positive impact on the tendency to promote DBU behaviors.

Asian People↗
PubMed1998

Expertise as mental set: the effects of domain knowledge in creative problem solving.

Experts generally solve problems in their fields more effectively than novices because their well-structured, easily activated knowledge allows for efficient search of a solution space. But what happens when a problem requires a broad search for a solution? One concern is that subjects with a large amount of domain knowledge may actually be at a disadvantage, because their knowledge may confine them to an area of the search space in which the solution does not reside. In other words, domain knowledge may act as a mental set, promoting fixation in creative problem-solving attempts. A series of three experiments in which an adapted version of Mednick's (1962) remote associates task was used demonstrates conditions under which domain knowledge may inhibit creative problem solving.

Achievement↗
PubMedDate not supplied

Creative teams: an experiential activity.

BACKGROUND: Staff development educators in a Department of Education & Development were seeking a creative activity to reinforce the qualities of effective teams. METHOD: Staff development educators developed an experiential activity that provides an opportunity to observe team behaviors by introducing several glitches into a goal-oriented team project. Later, observed team behaviors were explored with the group. RESULTS: The activity allowed participants to practice collaboration, communication, and problem-solving skills while functioning as a team. CONCLUSION: This activity, which is easily adaptable to any audience, creatively integrates the principles of adult learning to provide participants with an opportunity to discuss and practice behaviors necessary for teamwork in the current health care settings.

Adult↗
PubMed2005

Lowering stress while teaching research: a creative arts intervention in the classroom.

Undergraduate students often request "hands-on" research experience but seldom have the time and opportunity during a one-semester introductory course to participate in such a project. The purposes of this educational approach, implemented during a beginning research class for baccalaureate nursing students, were to provide an opportunity for students to participate in an experimental research study, and test the effect of a creative arts intervention on students' stress, anxiety, and emotions. Students designed, participated in, and analyzed the results of the project. The intervention significantly reduced stress and anxiety and increased positive emotions in this student population, while providing a creative research experience. For future use, the intervention may be helpful with a variety of vulnerable groups.

Adaptation, Psychological↗
PubMed1999

Something old and something new: love, creativity, and the enduring relationship.

In the initial phase of a romantic relationship, excitement often reflects the reawakening of early narcissistic fantasy. For most couples, when the passionate intensity that is derived from primitive narcissism fades, the expansiveness of a developing sense of self that is a by-product of the creative process can, in turn, revitalize the partnership. Arieti's work on creativity is applied to understanding how some passionate intensity can be retained over the lifetime of a marriage.

Adult↗
PubMed1993

A new outlook for rehabilitation: creative art therapy.

Each year illness, accidents, and age leave thousands of people homebound and feeling as though their lives are over. Within each person, however, is the seed of creativity that, when nurtured through creative art therapy, can bloom to vastly improve the quality of health and life, regardless of the individual's physical limitations.

Art Therapy↗
PubMedDate not supplied

Breaking down barriers to creativity.

The author describes six barriers to creativity in the workplace and explains how they can be avoided. He emphasizes the importance of creativity to meet the demands--especially the unforeseen demands--of today's chaotic health-care environment.

Creativity↗
PubMedDate not supplied

Management strategies for encouraging creativity.

Change, chaos, and uncertainty touch every part of every institution. The laboratory is not immune. Managers content to continue on their familiar path soon will find themselves bypassed. To meet today's challenges, directors of technical operations, laboratory directors, team leaders, and coordinators need plenty of creativity--from everyone on their staff. It is no longer just "nice" to improve group output and problem-solving skills while staying within a "shoestring" budget. It is absolutely necessary. In this article, we explore strategies laboratory managers can use to tap the creative potential and commitment of their people. These strategies work. Whether it involves using humor, creating "idea centers," or "deconstructing the bureaucracy," the goal is the same: to encourage clinical managers to think beyond their technical and managerial experience. The examples in this article may not suit the needs, situations, or tastes of all laboratory managers. They are "food for thought." The concepts and strategies these examples illustrate are every laboratory manager's keys to adapting successfully to future challenges.

Attitude↗
PubMed1999

Creative problem-solving: an approach to generating ideas.

An excellent starting point for exercising creativity is the area of problem solving. With a bag of creative problem solving tools and techniques, problems will no longer represent setbacks but instead, opportunities to introduce innovations that will support the company's initiative of continuous improvement.

Creativity↗
PubMedDate not supplied

No time for education? Creative teaching tools for educators.

The creative teaching methods discussed in this paper have been successfully integrated into orientation, mandatory education, and continuing education programs. The response to all of the creative teaching methods discussed has been very positive. Nursing staff appreciates the effort educator's take to communicate information effectively and increase learner satisfaction.

Community Health Nursing↗
PubMed2000

[Creativity in professional life.... Desire to create and pleasure of doing it].

The human being transforms the rules into actions by using new norms for his work. He transgresses the initial standards to apply them to real life. In the job of radiology manipulation, creativity is in the heart of the ingenuity which would constitute, in a way, the moving force of the profession, the intelligence of the body, the cunning intelligence. Explaining the work is therefore difficult and complex because the visibility spaces are informal spaces, a mixture of fear and of need to show. Creativity, as the binder of the standards jigsaw, adds value to the knowledge and, step by step, makes it more useful.

Adaptation, Psychological↗
PubMed2000

The effects of approach and avoidance motor actions on the elements of creative insight.

The authors propose that the nonaffective bodily feedback produced by arm flexion and extension informs individuals about the processing requirements of the situation, leading to the adoption of differential processing styles and thereby influencing creativity. Specifically, the authors predicted that arm flexion would elicit a heuristic processing strategy and bolster insight processes, whereas arm extension would elicit a systematic processing strategy and impair insight processes. To test these predictions, the authors assessed the effects of these motor actions on 3 central elements of creative insight: contextual set-breaking, restructuring, and mental search. As predicted, in 6 experiments, arm flexion, relative to arm extension, facilitated insight-related processes. In a 7th experiment, arm extension, relative to arm flexion, facilitated analytical reasoning, supporting a cognitive tuning interpretation of the findings.

Affect↗
PubMed2001

The artist speaks. Sigmund Koch on aesthetics and creative work.

Sigmund Koch is widely recognized as a prime mover of the radical transformation of psychology from a discipline dominated by behaviorism and related views to a multivalenced set of inquiries into human mentality and functioning. It is less widely remarked that Koch saw aesthetic endeavors as standing at the center of human life and thus warranting psychologists' closest attention. Koch's interest in aesthetics and art making is evident in his writings from the mid-1950s to the mid-1970s on different states of mind, the notion of value properties, and the theory of definition. Koch's study of creative work in the latter decades of his life with artists of high accomplishment was guided by a set of methodological signposts for the study of creative work, contains formulations relevant to contemporary psychoaesthetics, and generates significant questions for further inquiry.

Art↗
PubMedDate not supplied

[EEG spatial organization and activation of creative processes].

Characteristic features of the spatino-temporal EEG organization of 24 right-handed children (aged from 8 to 13 years) were studied after stimulation of creative activity by the method of self-regulation of the brain functional state (Russian Inventor's Certificate no. 2157707, 01.06.1999). The multiparametric analysis of baseline recordings derived from 24 cortical points made it possible to find the most probable pattern of changes in the spatial synchronization of biopotentials, including increase in activity in the right anterior and left posterior cortical regions. These changes were accompanied by a rise in the information-energy parameter (the ratio between coherence and spectral power of potentials). This phenomenon may testify to a transition to the "economic" condition of information processing. Differences in EEG frequency characteristics corresponding to different levels of imagination and creative intuition were revealed.

Adolescent↗
PubMed2001

[The evaluation of creative thought: a comparison of methodologies].

BACKGROUND: To verify the reliability of the evaluation of the original thought through verbal tests, processed and standardised with reference to different socio-cultural contexts. In this respect we focused our attention on the Torrence Test on Creative Thought (TTCT), considering the trans-cultural studies carried out by Torrence. METHODS: The analyses were carried out on the linguistic output of 116 subjects attending the 4th and 5th years of primary school, responding to the first verbal activity of the TTCT. For the evaluation of the Italian output, pointing out the Type and Token, morphemes and phrases were considered as basic units. The authors calculated the percentage values of occurrence of phrases, morphemes and grammatical functions. Then they made cross comparisons between the resulting percentage values, found unique morphemes, morphemes recurring only twice, as well as phrases characterised by the presence of the aforesaid typology of words. RESULTS: TTCT prescriptive evaluation: the percentage (41.19%) is in favour of a widespread originality in the phraseological output of our sample. Evaluation of phrases/units according to their statistical frequency: 93.39 and 83.91% respectively of the type/phrases and of the overall phraseological output turned out to consist of unique phrases. Originality: Italian linguistic production is highly original. Analysis of phrases containing unique and double words: the evaluation of Originality according to Torrence's criteria was not adequately confirmed in our sample. Functional analysis: it showed that 23.17 and 41.67% of unique productions acted respectively verbs and as nouns; the only analogies in the comparison between American and Italian productions were pointed out by analyses carried out according to the criterion of the grammatical function of words. CONCLUSIONS: The data from this research bring forward the use of tests with verbal contents whose ideational solutions are articulate and complex linguistic propositions, validated on people that are different in terms of lexical structures and reference context, from those on whom the prescriptive criteria are identified and built. With reference to the higher levels of Originality noticed in the Italian linguistic output in comparison with American, the question is still open if they are linked to creative modes of thought or can be referred to specific cultural styles of the Italian language.

Child↗
PubMedDate not supplied

The 60-Second Nurse Educator: Creative strategies to inspire learning.

Educational content that is presented, attended to, remembered, and reinforced in a "fun setting" will have a greater likelihood of being learned. Creative strategies integrated throughout the learning environment are effective in increasing retention of information. Some obstacles to creative teaching methods include lack of class time and preparation time, teaching habits, divergent learning styles of students, and devotion to covering all the content in class. This article presents "60-second strategies" that can be incorporated into large and small classes and clinical teaching. The strategies are quick, easy to implement, and transferable to a wide range of teaching topics.

Clinical Competence↗