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At least 19 recordsLinked to original sources
PubMed1978

EEG differences as a function of creativity, stage of the creative process, and effort to be original.

Results of two experiments examining the relationship between creativity and EEG alpha wave presence are reported. In Experiment 1, it was found that more creative subjects exhibited higher alpha indices during an analogue of creative inspiration than during an analogue of creative elaboration. This pattern was not found in less creative subjects. In Experiment 2 a similar effect was found in a more controlled setting and shown to be specific to creative subjects when they are instructed to be original but not when they are given no such instructions. No consistent relationship between creativity and basal EEG alpha activity was found.

Alpha Rhythm↗
PubMed1978

The Torrance Tests of Creative Thinking and the Rorschach Inkblot Test: relationships between two measures of creativity.

The purpose of this study is to determine whether there are any significant correlations between the subscores and total scores of the Torrance Tests of Creative Thinking and the Rorschach Inkblot Test, as scored by the Rorschach Index of Repressive Style. Twenty-six teachers of Grades 3, 4, and 5 and 51 fourth grade students were given, by group administration, the Torrance Tests of Creative Thinking and the Rorschach Inkblot Test. Results show that although neither the Total Verbal, Total Non-verbal nor Over-all Torrance scores correlate significantly with either the Rorschach Human Movement score or with the Rorschach Total Movement score (HM + FM + m), there are significant relationships between the Total RIR, m score and the Over-all Torrance score. The main conclusion is that the Rorschach HM and Total M score measure artistic, associative, intuitive creativity, while the Torrance Tests of Creative Thinking and RIR Total score measure divergent thinking.

Aptitude Tests↗
PubMed1979

Creative thinking and juvenile delinquency: a study of delinquent and nondelinquent youth on the Torrance Tests of Creative Thinking.

Using the T.T.C.T. this study examined the creative thinking of 32 delinquent and 32 nondelinquent adolescent males. The delinquent group was composed of juveniles on parole status. The nondelinquent group was composed of public school students. On the variables of IQ, age, and socioeconomic class, t-test results indicated no significant differences, except on socioeconomic class, between the groups. Analysis of variance procedures were performed to determine the possibility of an interaction between levels of intelligence and delinquent status with regard to verbal and figural creativity test scores. There were no significant main effects or interaction between IQ and adjudication status with respect to figural creativity. There was a significant main effect due to adjudication status for the dependent variable of verbal creativity scores, respectively while blocking on the intelligence variable. The results were parallel to the ANOVAS which did not specifically control for the intelligence variable between the two groups.

Adolescent↗
PubMed1978

Creativity and imagery in men and women.

This study investigated the relationship between creativity, imagery, and sex-role orientation in men and women. Instruments measuring creativity, creative production, imagery, and sex-role orientation were administered to 163 students enrolled in introductory psychology. The results showed that creative ability and vividness of imagery were related in women but not in men, whereas creative ability and creative production were related in men but not in women. Creative ability correlated with femininity whereas creative production correlated with masculinity. The author concluded that: (1) men and women show differing patterns of cognitive functioning in the creative process; and (2) men and women differ in the utilization of their creative capacity possibly due to the influence of sex-role stereotypes.

Auditory Perception↗
PubMed1978

Beneficial and detrimental modeling effects on creative response production.

Enhancement of creativity through various educational "training" methods or external factors fostering creative production has long been demonstrated. The assumption has been that creativity exists as a given quantity in trait form, or that progressive learning takes place. Social observational modeling is investigated here as a technique that can both increase and decrease level of creative production in the individual despite every opportunity presented to respond freely and without (a) resort to any direct education or reinforcement methods or (b) the presence of environmental constraints. One hundred and twenty female university students were assessed for creativity on one figural and one verbal task of the Torrance Tests of Creative Thinking and the components of fluence, flexibility, originality, and elaboration. Ss then observed either high, low, or no figural creative model performance based on normative responses of past Ss and were reassessed on alternate test forms. Reassessment showed both predicted increases and decreases in component verbal creativity scores.

Creativity↗
PubMed1979

[The relationship between mental health, socialization and creativity].

It is shown, that there are two traditions of thought in research as well as in psychotherapy which foster different assumptions about the relationship between a persons creativity and his mental well-being and between his creativity and the child-rearing practice of his parents. One tradition suggests that most creative people have experienced more intense suffering during childhood than others. The other tradition takes the opposite position, that a permissive, non-authoritarian home environment is most conducive for later creativity. Results of empirical research relevant to this questions have been contradictory, partly due to considerable methodological difficulties, and partly due to the ideological biasis of the experimenters and reviewers. Our own research on the child rearing practices and attitudes related to creative/non-creative 12-year old children of both sexes, as measured by questionnaires and observations of mother-child interaction, opposes the latter tradition. We have observed that mothers of high creative children behave more active and evaluating when engaged in dyadic problem solving situations with their children, and this pattern is symmetrically reflected in the behavior of their children. Mothers of low creative children, however, interact in a more guarded and cautious manner, yet with more visible demonstrations of positive affect. Questionnaire data on the fathers' attitudes on child-rearing seems to oppose the belief that creative children have permissive, non-authoritarian fathers.

Attitude↗
PubMed1976

Creativity and body image boundaries.

Descriptions of the creative individual or the individual who can regress in the service of the ego seem to parallel Fisher and Cleveland's (1968) description of the high barrier individual: well-integrated; self-sufficient, but often outgoing and communicative; and able to experience a full range of sensation and emotions without neurotic anxiety. The relationships between Barrier and five measures associated with creativity were investigated, using 100 paid male college student volunteers. The results support the notion that creativity is not a functional unity. Barrier was found to be related to aristic, expressive creativity which seems to be related to interest in human interactions, but unrelated to creativity associated with scientific endeavors and unrelated to creative receptivity (i.e., purest adaptive regression).

Art↗
PubMed1977

A cognitive style approach to creative thought.

Creative thinking was explored from several approaches to further understanding of the interrelationship of perception, personality, and cognition. College students (N = 45) were administered the Group Embedded Figures Test (GEFT), the Remote Associates Test (RAT), a questionnaire concerning RAT strategy, and two self-report scales. Field independent subjects were found to be significantly (p less than .001) more creative than field dependents. Correlations between the RAT and GEFT and the self-report measures of conformity and creativity, while largely nonsignificant, were in the predicted directions. Results demonstrated that advanced strategy levels and insightful responses were significantly related to high performance on the RAT. Theoretical links between cognitive style and Piagetian concepts were discussed in regard to creative thought. Overall, these findings support the contention that the creative processes should be studied, not as isolated structures, but with relational and multifaceted emphasis.

Cognition↗
PubMedDate not supplied

Promoting creativity in nursing education.

Shortly after the University of Iowa implemented a new, integrated curriculum in 1974, a study of creativity was initiated because one goal of the process curriculum is to foster creativity. Hypotheses of no difference between beginning and graduating students and between old and new curriculum students were tested by means of Student's t test with Activities 5, 6, and 7 of Verbal Form A, Torrance Tests of Creative Thinking used as the criterion measure. The null hypotheses were rejected in favor of the beginning students and the old curriculum students, respectively (p less than .05). Hypotheses of no relationship between creativity and American College Testing scores and admit grade point average were tested by computing Pearson product moment correlation coefficients. All values of r were nonsignificant. Further research on a number of aspects of creativity in nursing is suggested.

Creativity↗
PubMed1975

Comparison of social judgments of creativity and intelligence.

Social judgment of creativity and intelligence was investigated by having subjects give trait ratings for stimulus profiles of actual art students based on abilities information alone, based on personality information alone, based on biographical information alone, and finally, based on the total set of all three types of cue information. Regression equations differed depending upon whether intelligence or creativity judgments were being predicted. For all types of information, there was a significant amount of variation unique to creativity judgments which could not be accounted for by intelligence judgments, and vice versa. However, the proposition of variation unique to each type of trait judgment was smallest when subjects had only abilities information available and was approximately four times larger when judgments were based on the total set of three types of cue information. Implications of this finding for the study of creativity are discussed.

Aptitude↗
PubMed1976

A factor analysis of creativity in fraternal and identical twins.

The relationship between intelligence and creativity and their factorial structure have been extensively discussed, with little empirical evidence and less agreement as to the meaning. A study of 117 pairs of like sexed fraternal and identical twins was undertaken, with each twin participating in an extensive battery of creativity tests.A factor analysis indicated three factors for the fraternal twins and two for the identical twins, the results supporting both (a) the notion that the common variance of creativity measures may be accounted for by a general intelligence factor, and (b) the division of creativity into a verbal and a figural domain.

Adolescent↗
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↗