By Mark A. Runco
An integrative advent to the theories and issues in examine on creativity, the second one version of Creativity is either a reference paintings and textual content for classes during this burgeoning quarter of analysis. The booklet starts off with a dialogue of the theories of creativity (Person, Product, technique, Place), the overall query of no matter if creativity is stimulated via nature or nurture, what learn has indicated of the character and elegance of inventive participants from a character research viewpoint, and the way social context impacts creativity. This wide-ranging paintings then proceeds to insurance of matters reminiscent of gender alterations, no matter if creativity may be greater, if creativity is said to bad psychological or actual health and wellbeing, and masses extra.
The publication includes containers protecting distinctive curiosity goods, together with one-page biographies of well-known inventive members, and actions for a bunch or person to check or motivate creativity, in addition to references to websites when it comes to creativity.
- Includes all significant theories and views on creativity
- Consolidates fresh learn right into a unmarried source
- Includes keywords outlined and textual content packing containers with fascinating comparable material
- Single authored for readability and consistency of presentation
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Additional resources for Creativity: Theories and Themes: Research, Development, and Practice
Runco and Catalan (2013) took a first stab at testing this theory and operationalized transformation with four tests. The first was a test of visual divergent thinking. Individuals were asked to list things that a given visual image could represent. After they have plenty of time for this, they were given a distractor task, and then the same visual divergent thinking task. ” In other words, they were asked to transform the stimulus and were given several methods for accomplishing it. They were asked to list ideas after the transformation, the assumption being that there would be a large discrepancy between the two testing conditions (before and after transformations) for individuals with high transformational capacities.
Creativity and Intelligence The relationship between IQ and creative potential was quite the controversy 50 years ago. In fact, the relationship of intelligence and creativity was the key question when the study of creativity was establishing itself. This question was key because the field of creativity needed to separate itself from other scientific topics and interests in the 1950s and 1960s, and this required empirical evidence that creativity was not the same thing as intelligence. It was the demonstrated separation of creativity from traditional intelligence that first gave this field its identity and respect.
But consider what the same conclusion means in the sense of identifying creative children. It means that if schools care about creativity and give children exercises and tests of creative potential, but these are given in a test-like academic atmosphere, then the children who always do well on academic tests will excel, and the children who do moderately or poorly on traditional tests will do only moderately or poorly. If those same tests are administered in the permissive atmosphere—even a classroom if it is carefully controlled—children who do only moderately well or even poorly in academic tests may do exceptionally well.