scholarly journals Creativity training for multifaceted inferences of reason behind others’ behaviors

2021 ◽  
Vol 39 ◽  
pp. 100757
Author(s):  
Machiko Sannomiya ◽  
Tomoko Mashimo ◽  
Yosuke Yamaguchi
Keyword(s):  
Creativity Training

Creativity Training: The Impact of Self-Generated Feedback and Exercise Domain

2012 ◽  
Author(s):  
Nicolas A. Brown ◽  
Laura Winger ◽  
Katherine Eaton ◽  
Ginamarie Ligon
Keyword(s):  
Creativity Training ◽  
The Impact

The effectiveness of creativity training: A quantitative review

2003 ◽  
Author(s):  
Ginamarie Millar Scott ◽  
Lyle E. Leritz ◽  
Michael D. Mumford
Keyword(s):  
Quantitative Review ◽  
Creativity Training

The Impact of Creativity Training on an Accounting Negotiation

2008 ◽  
Vol 18 (1) ◽  
pp. 75-87 ◽  
Author(s):  
dt ogilvie ◽  
Shalei Simms
Keyword(s):  
Creativity Training ◽  
The Impact

Effectiveness of creativity training and its relation to selected personality factors

1991 ◽  
Vol 12 (3) ◽  
pp. 235-248 ◽  
Author(s):  
Boris Kabanoff ◽  
Preston Bottger
Keyword(s):  
Personality Factors ◽  
Creativity Training

scholarly journals STUDENTŲ KŪRYBIŠKUMO IR INTELEKTO GEBĖJIMŲ SĄSAJOS

Psichologija ◽  
2005 ◽  
Vol 32 ◽  
pp. 60-73 ◽  
Author(s):  
Daiva Karkockienė ◽  
Giedrë Butkienė
Keyword(s):  
Cognitive Abilities ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
Verbal Ability ◽  
Weak Links ◽  
Creativity Training ◽  
Intellectual Abilities ◽  
Creative Abilities ◽  
The One ◽  
Experimental Group

Tyrimo objektas – studentų kūrybiškumo kognityvinių ir intelekto gebėjimų struktūrinių ypatumų santykis. E. P. Torrance’o testu (TCT verbalinės dalies A forma) ir R. Amthauerio IST-70 B forma ištirta 160 Vilniaus pedagoginio universiteto studentų. Koreliacine analize nustatytas statistiškai reikšmingas sąryšis tarp mąstymo lankstumo bei originalumo ir aukščiausio lygmens kalbinių intelekto gebėjimų, matuojamų BE subtestu, taip pat tarp mąstymo sklandumo, lankstumo bei originalumo ir sakinio papildymo (SP) bei žodžių išrinkimo (ŽI) subtestų įvertinimų. Statistiškai reikšmingos priklausomybės tarp kūrybiškumo kognityvinių gebėjimų pokyčio mokantis pagal specialią kūrybiškumo ugdymo programą ir intelekto struktūros profilio nerasta, tačiau ryški originalumo padidėjimo sąsaja su kalbinių intelekto gebėjimų (BE), konstrukcinio mąstymo (KU) subtestų įvertinimais ir originalumo bei sklandumo pokyčio sąsaja su loginio-algebrinio mąstymo (SE) subtesto įvertinimais.Pagrindiniai žodžiai: kūrybiškumas, divergentinis mąstymas, intelektiniai gebėjimai. SOME RELATIONSHIP BETWEEN STUDENTS’ CREATIVE AND INTELLECTUAL ABILITIESDaiva Karkockienė, Giedrė Butkienė SummaryThe aim of this study was to reveal some interactions between creative and intellectual abilities as well as interactions of creative abilities variation after training of creativity and intellectual abilities.Creativity in this study is understood in terms of cognitive abilities of creative thinking expressed by divergent thinking components as fluency, flexibility and originality (Guilford, 1950; Torrance, 1974; Sternberg and O’Hara, 1999). Divergent thinking is the one component of creative thought understood as the distinct capacity to generate multiple alternative solutions as opposed the one correct solution. Divergent thinking is assessed through open-ended tests such as consequences and alternative uses, where responses are scored for fluency (number of responses), flexibility (category shifts in responses) and originality (uniqueness of response).There were 160 students (mean age 23) from Vilnius Pedagogical University. E. P. Torrance test (verbal, form A, 1974) was used to identify cognitive abilities of creative thinking (fluency, flexibility and originality). R. Amthauer test (IST-70) was used to measure intellectual capabilities. The subjects were randomly assigned to two experimental (n = 80) and control groups (n = 80). The experimental group took part in creativity training program during four months (32 hours).The special program of creativity training was used once a week for four months (32 hours). The program was made-up for the developing cognitive abilities of creative thinking (fluency, flexibility and originality). Special methods (brain storming, ideas generation, drama, divergent tasks etc.) were used to develop students’ creative abilities. The experimental group took part in creativity training program.The study revealed the interactions between creative abilities evaluated by Torrance test (TTCT, verbal A form) and intellectual abilities evaluated by Amthauer IST. Weak interactions were revealed between flexibility and BE subtest of abstract verbal ability (r = 0,24, p < 0,01), as well as originality and BE subtest of abstract verbal ability (r = 0,22, p < 0,01). There are some weak links between all cognitive parameters of creativity (fluency, flexibility and originality) and the results of Sentence Supplement (SP) subtest (r = 0,17, p < 0,05) as well as between fluency, flexibility and ability to percept language meaning (ŽI) subtest (r = 0,18, p < 0,05; r = 0,16; p < 0,05). No such tendency was found between other creative and intellectual abilities.Though there were no significant interactions between increase of creative abilities and intellectual abilities, clear links were found between originality and abstract verbal ability (BE) and spatial imagination (KU) (r 0, BE = 0,41; r 0, KU = 0,38; r 0,05 = 0,53).Keywords: creativity, divergent thinking, intellectual abilities.

Comparison of the Effect Of Three Methods of Creativity Development in Elementary Students in Tehran City

2013 ◽  
Vol 4 (1) ◽  
pp. 88-96
Author(s):  
Mehrnaz Azadyekta
Keyword(s):  
Experimental Design ◽  
Elementary Students ◽  
Control Group ◽  
Control Groups ◽  
Creativity Training ◽  
Creativity Development ◽  
Significant Difference ◽  
And Control

Objectivity: This research was conducted with the objective of examining the effect of three methods of creativity development (brain storming, forced association and synectics) on creativity development in elementary students in Tehran city. Method: The present study was a pretest-posttest experimental design with control group. To measure the dependent variable, creativity, Torance Tests of creativity thinking (Form B) were used. In this study 160 students (80 boy, 80 girl) were randomly selected and divided into four groups (brain storming, forced association, synectics and control group).Results: Results revealed significant difference between pretest and posttest scores of all groups except the control group (brain storming P<0.01,forced association P<0.05,synectics P<0.01). Also, the different between the methods of creativity development was not significant. In other words. none of the creativity methods were superior to the others. However, there was a significant difference between the control groups (P<0.001). Conclusion: Regardless of the method, creativity training can lead to an increase in students creativity.

Creativity Enhancement

2013 ◽  
pp. 161-168
Author(s):  
Monty McNair ◽  
Caroline Howard ◽  
Indira Guzman ◽  
Paul Watkin
Keyword(s):  
Information Systems ◽  
21St Century ◽  
Low Cost ◽  
Cost Effective ◽  
Future Research ◽  
Creative Performance ◽  
Creativity Training ◽  
Low Levels ◽  
Adaptive Approaches ◽  
Information Systems Personnel

Since the dawn of humanity, creativity has been critical to surmounting the challenges of life. Innovation is particularly essential to survival on every level from an individual solving his/her problems to a world dependent on adaptive approaches to cope with rapidly expanding populations and enormous international tensions. Currently, information systems programs are not fostering the creativity needed to sustain the innovation required to compete in the 21st century marketplace. Educators and researchers need to better understand the effects of creativity training on creative performance to best design programs that meet the needs of information systems personnel and their employers. The results of this study provide evidence that it would be valuable for organizations to experiment with creativity tutorials and recommend that future research be conducted using larger samples of individuals with low levels of creativity. Because the costs of informing people about creativity are low and creativity tutorials can be designed to be easily administered and completed, the authors recommend that a low-cost tutorial would be a cost effective and beneficial strategy for organizations to employ with information systems personnel, especially those who assess themselves as low in creativity.

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