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PubMed1976

Masculinity-femininity in fathers of creative male adolescents.

This study investigated the relationship of paternal masculinity-femininity to filial creativity in a sample of high school students and their fathers. Thirty-one male high school students were identified as creative on the basis of teacher nominations and scores on the Remote Associates Test. An equal size control group of students matched on sex, educational level, grade point average, and geographical residence was formed. Fathers of both experimental and control students were administered a battery of tests which included a variety of masculinity-femininity measures. The results seem to support the general hypothesis that creativity is related to parental identification as a function of a less conventional sex-role stereotype, and the more specific hypothesis that there is a relation between paternal masculinity-femininity and filial creativity.

Adolescent↗
PubMed1986

Psychoticism and creativity.

Eysenck and Eysenck (1976) cited a number of studies showing that creativity and originality are associated with high scores on their Psychoticism factor, P. In this study, we examined the generality of this claim by using a different set of creativity measures, scales from the Comprehensive Ability Battery (Hakstian & Cattell, 1976) and the Eysenck Personality Questionnaire (Eysenck & Eysenck, 1975), with a sample of 173 students. No appreciable overlap was found between the creativity scales and P. A number of possible explanations for this result are discussed, and we concluded that this finding may cast doubt on the generality of the link between creativity and P.

Adolescent↗
PubMed1993

Cumulative and proximal influences on the social environment and children's creative potential.

The influences of socioeconomic status (SES), maturation, school, and sex on creative potential were examined by administering the Torrance Tests of Creative Thinking to 1,445 children. Comparisons of means indicated that scores increased with SES, sixth-grade children scored slightly higher than fifth-grade children, and girls in general earned higher scores than boys. Additionally, the school setting and in particular the classroom atmosphere seemed to be far more important to creative potential than has been previously acknowledged. Implications for the concept of creativity and the adequacy of tests as indicators of divergent thinking are discussed.

Aptitude Tests↗
PubMed1995

Empathy as related to creativity, dogmatism, and expressiveness.

Empathy (affective sensitivity) was hypothesized to be positively related to creativity and expressiveness and inversely related to dogmatism, when gender and age were controlled. Participants were 56 graduate students enrolled in counseling and educational psychology courses at a large southwestern (U.S.) university. Participants were administered the Affective Sensitivity Scale (Kagan & Schneider, 1977) to measure empathy, the Statement of Past Creative Activities (Bull & Davis, 1980) to measure creativity, the Opinion Scale (Kleiber, Veldman, & Menaker, 1973) to measure dogmatism, and the Extended Personal Attributes Questionnaire (Spence, Helmreich, & Holahan, 1979) to measure expressiveness. The results of multiple regressions provide support for the hypotheses that empathy is positively related to creativity and inversely related to dogmatism, but the results do not support the hypothesized positive relationship between empathy and expressiveness. Implications of these findings for persons serving as counselors and counselor educators are discussed.

Adult↗
PubMed2003

Interpersonal communication and creativity in journalistic telework.

Man and work histories are interlaced to tell us how the interaction among different human groups have helped in the development of intellectual capacities of our species. Creativity is mostly seen as a gift or an individual quality, for whose bloom and exercise there are internal and external factors, understood as stimulants of the creative process. Research for a master's thesis had, as its principal aim, the analysis of the subjective impact of telework on the workers personal satisfaction. Our second category authenticates the importance of interpersonal communication among fellow workers as incentive to personal creativity. The study was developed with columnists of a great newspaper with a big circulation in the south of Brazil, because telework is a tool of the press media, and creativity is a requirement for journalistic employment.

Communication↗
PubMedDate not supplied

Teaching for creativity.

Although nurse education programs state that creativity is a valued attribute of the nursing student, some programs do not stimulate creative nursing approaches in their students. The author applies the psychophysiological theory of brain hemisphericity to nurse education to identify teaching approaches that model and encourage the development of creativity. Teaching methods that encourage right-hemisphere divergent thinking are emphasized to facilitate creative nursing care in nursing practice.

Creativity↗
PubMed1983

Where angels fear to tread--nursing and the concept of creativity.

In the United Kingdom at the present time, there are radical changes taking place in the nursing profession. In order to cope with these new ideas, it has been suggested that nursing needs to attract into its ranks individuals who are not only highly intelligent but also highly creative. This paper examines the concept of creativity as it has been used in the fields of education and psychology and seeks to examine whether or not nurses with creative attributes are desirable or acceptable in current nursing practice. The ability of the nurse educator to provide for the needs of the highly divergent thinker is also questioned. The paper concludes with a suggested alternative for the use of creativity within the profession, that of the creation of innovative, original and humanistic approaches to the education of the student of nursing.

Creativity↗
PubMed1992

Creative achievement and psychopathology: comparison among professions.

This study was designed to determine (1) whether members of the 8 "creative arts" professions (i.e., architects, artists, musicians, composers, actors/directors, essayists, fiction writers, and poets) display greater rates of psychopathology than members of other professions, and (2) whether a significant relationship exists between creative achievement and mental disturbance. The final study sample (n = 1,005), constituting 18 separate professions, consisted of all appropriate individuals whose biographies were reviewed in the New York Times Book Review over a 30-year period (1960 to 1990). The results, in their entirety, suggest (a) that different patterns of psychopathology, if any, tend to be associated with different professions and at different periods in individuals' lives, (b) that different professions are associated with different levels of creative achievement, and (c) that certain types of psychopathology are associated with creative achievement across all professions.

Achievement↗
PubMed1979

The creative arts therapies as "real therapies".

Elements of a standard definition of psychotherapy are used to support the argument that the creative arts therapies should not be characterized as adjunctive therapies, or discredited as not being "real therapies." Two concepts widely acknowledged as important in the application of the creative arts therapies are discussed: first, that the nonverbal media employed by creative arts therapists tap emotional rather than cognitive processes and evoke responses more directly and immediately than traditional verbal therapies, and, second, that creative arts therapies are reality-based and provide a more immediate and real link to a patient's experience than something he can portray only verbally.

Attitude of Health Personnel↗
PubMed1993

The missing element in health care. Humor as a form of creativity.

Human creativity uses what is already available, changing it in unpredictable ways. Creativity is an option to client, caregiver, and institution. It is likely to occur in the open mode of thinking, where alertness, relaxation, and playfulness coexist. Humor is a desirable avenue to creative thinking for health promotion. The release and relaxation of humor benefits client and caregiver both physiologically and psychologically. Tension eases for patients, while nurses gain a new sense of control through the use of their own sense of humor. Fifty preoperative patients were surveyed on the use of humor education as a form of stress reduction. After surgery, the patients were told one-liners prior to administration of potentially painful topical medication. All perceived less pain. Humor rooms are spaces in hospitals which encourage the therapeutic use of humor. This is a unique holistic option to promote creative thinking of the staff while it enhances the healing of the patient.

Creativity↗
PubMed1976

Creativity and schizophrenia: an equality of empirical constructs.

The possibility that schizophrenia and creativity are two aspects of the same process is discussed, and parallels between different types of schizophrenia and different factors of creativity are sought. The discussion begins at a theoretical level,but its main thrust is an analysis of the research literature at an empirical level. Similarities are pointed out between tasks used for the purpose of operationally defining the schizophrenic 'deficit' and tasks used to define creativity. Some evidence is found for different subtypes of schizophrenics exhibiting different factors or types of creativity.

Acute Disease↗
PubMed1992

The phoenix rises from eros, not ashes: creative collaboration in the lives of five impressionist and postimpressionist women artists.

Women yearn to express themselves through their affiliative bonds and professional goals. Historically, it has been difficult for women to find and maintain close affirmative ties with men while they also strived to advance their careers. The lives of five impressionist and postimpressionist women artists in fin-de-siècle Europe permit a glimpse into the possibilities and pitfalls of relationships in career development. When mentors or supportive partners are available to women, their creative productivity flourishes. In contrast, when the male partner seeks greedily to control or enviously to attack the woman's aspirations, her creativity wanes, and her life may be ravaged. Yet the keystone of any creative partnership is the ability to reckon with the potential sources of destructiveness within one's self that may lead to disparagement of the other. The lives of men and women may be enhanced when neither partner disavows or seeks to denigrate the talents of the other. Creative partnerships that support the emotional and productive intensity of both members of the dyad can lead to great personal expansion and enrichment for the culture at large.

Achievement↗
PubMed1989

Age and creative productivity: nonlinear estimation of an information-processing model.

A two-step cognitive model is outlined that explicates the key empirical findings on the relation between age and creative productivity. Two primary information-processing parameters, the ideation and elaboration rates, define a mathematical function that both describes the age curves and specifies how those curves vary across disciplines. To validate the model further, a nonlinear estimation program was applied to previously published tabulations on the longitudinal fluctuations in creative output. The resulting parameter estimates also yield the expected peak age and the creative half-life for each domain of achievement. Despite the prediction of a post-peak decline, the model's implications for creativity over the life span are optimistic.

Adult↗
PubMed1977

Communicability and complexity as predictors of creativity: validity of the Barron-Welsh Art Scale.

The construct validity of the Barron-Welsh Art Scale as a measure of creativity was questioned. It was hypothesized that figure preferences of creative subjects are more strongly determined by stimulus communicability than stimulus complexity. In a first study a significant negative relationship between operational measures of communicability and complexity of Barron-Welsh drawing was found. A second study of 24 undergraduate subjects showed communicability to be significantly related to peer ratings of creativity whereas complexity was not. A third study of 60 high school subjects showed that a derived score, reflecting the relative preference for drawings of low communicability and low complexity over those of high communicability and high complexity, was significantly related to staff's ratings of creativity. These results were in direct opposition to an interpretation involving complexity in previous research on the Barron-Welsh Art Scale. An alternative interpretation was discussed.

Creativity↗
PubMed1977

Concrete and verbal reinforcement in creative thinking of disadvantaged cildren.

The effects of verbal and concrete reinforcement on creative thinking were investigated in disadvantaged Israeli seventh-graders (N = 90) in a baseline-treatment design. When compared to a no-incentive condition, both concrete (giving a piece of candy for each response) and verbal reinforcement (giving verbal praise to each response) raised the level of ideational fluency on the abbreviated Wallach and Kogan creativity battery by 114% and 61%, respectively. The high correlations between baseline and incentive creativity scores were interpreted as supporting either cognition or motivation but not exclusively the former as the source of individual differences in creative thinking among these disadvantaged children.

Child↗
PubMed1979

Extent of psychological differentiation and creativity.

Among the extensive array of studies relating Witkin's construct of psychological differentiation to many psychological functions and variables, none seem to have adequately tested its relationship to creativity, although these two variables have personality traits and development characteristics in common and require similar skills for effective performance. Eighty-five male high school students were separated according to Embedded Figures Test, and the extreme groups tested for creativity by eight factorially pure tests developed by Guilford, and by Schaefer and Anastasi's Biographical Inventory. Statistical procedures included analysis of covariance, analysis of variance, and a matrix of intercorrelations. With intelligence controlled, field-independent persons performed significantly better than field-dependent persons on measures of visualization, spontaneous flexibility, adaptive flexibility, and creativity in mathematics and science but not significantly better on the other six creativity tests.

Adolescent↗
PubMed1981

Relationship between creativity, repression, and anxiety in first graders.

The present study dealt with the extent to which creativity may be identified in 71 first graders and raised the question of whether and how creativity is related to anxiety and repression at this young age. Furthermore, correlation of 0.62 was obtained between creativity and decrease in repression. The various subtests and the four dimensions of creativity were separately analyzed in relation to anxiety and repression, and the results were discussed. No relation was found between intelligence and the dynamic variables of anxiety and repression.

Anxiety↗
PubMed1983

Effects of creative and noncreative problem-solving on anxiety.

This study has investigated whether the type of problem in creative performance increases anxiety more than the type of problem in noncreative performance. Subjects were 9 male and 48 female undergraduate students in psychology, selected from a voluntary pool and assigned (3 males, 16 females) nonsystematically to either a divergent creative problem-solving condition, a convergent noncreative problem-solving condition, or a control condition involving a neutral problem-solving condition. The Spielberger State-Trait Anxiety Inventory was administered to each group before and after the experimental conditions. It was hypothesized: (a) that divergent creative problem-solving would increase state anxiety significantly more than both the convergent noncreative problem-solving task and the neutral problem-solving task and (b) that trait anxiety would not be significantly affected by any of the conditions. Only the latter hypothesis was confirmed. Divergent creative problem-solving did not significantly increase state anxiety, perhaps because the employed subjects were students and may have felt more comfortable with divergent problems than the average population.

Anxiety↗