Different combinations of kinds of defiance lead to different manifestations of creativity. Created by. The third component, analytical ability, is often measured by traditional intelligence tests. Wiley and Jarosz (2012) agree that creative problem-solving requires a mixture of “non-goal-directed processes and more controlled, attention-demanding processes” (p. 260) and call for “a dual-process model of problem solving that incorporates both analytic and nonanalytic processes” (p. 261). Functionality:The idea needs to actually work or possess some degree of usefulness. Flashcards. General, domain-transcending theories – if true – would have far greater power than domain specific theories that account only for creativity in a limited content domain. They stress that: “individual creativity is a function of antecedent conditions (e.g., past reinforcement history, biographical variables), cognitive style and ability (e.g., divergent thinking, ideational fluency), personality factors (e.g., self-esteem, locus of control), relevant knowledge, motivation, social influences (e.g., social facilitation, social rewards), and contextual influences (e.g., physical environment, task and time constraints)” (p. 294). Innovation can be seen as encompassing two major stages, the development of ideas— creativity; followed by their implementation—the introduction of new and improved products, services, and ways of doing things at work. Creativity theories must either become domain specific themselves or find some general approach to dealing with these domain-based differences. Looking at resting-state connectivity, Beaty et al. This focus on spontaneous illumination is most obviously present in the rich literature on creative insight, which reveals the ways in which new and useful ideas arise autonomously in the mind (though there is discussion of the role of controlled and volitional thought in insight; see Kounios & Beeman, 2014; Chein & Weisberg, 2014). Before I am able to explain several of the leading theories of creativity, one must understand a confusing intricacy surrounding this topic of study. Hunter, Bedell, & Mumford, 2007). Klein, 1997, Dorfman, Shames, & Kihlstrom, 1996; Slepian, Weisbuch, Rutchick, Newman, & Ambady, 2010, Kounios & Beeman, 2014; Chein & Weisberg, 2014, Barr, Pennycook, Stolz, and Fugelsang (2015a), Aiello, Jarosz, Cushen, & Wiley, 2012; Ansburg & Hill, 2003; Baird et al., 2012; Bowden, Jung-Beeman, Fleck, & Kounios, 2005; Dijksterhuis & Meurs, 2006; Kim, Hasher, & Zacks, 2007; Kounios et al., 2006; Reverberi, Toraldo, D'Agostini, & Skrap, 2005; Schooler, Ohlsson, & Brooks, 1993; Sio & Ormerod, 2009; Wieth & Zacks, 2011; Wiley & Jarosz, 2012; Zhong, Dijksterhuis, & Galinsky, 2008. Jausovec (1989), comparing the effects of positive, negative and neutral mood on analogical transfer in insight problems, reported a complex set of findings. Individuals can describe the organizational environment both in an overall global sense, as well as in a more specific, targeted manner. For example, Allen and Thomas (2011) revisited modern conceptions of Wallas's famous stages of creativity and argued that associative and executive processes are active throughout all stages, with different stages differentially associated with each type of thinking process. People who are high in synthetic ability but low in analytical ability may need someone else to evaluate and judge their work for them. Moving from the implications of domain specificity for creativity theory to its implications for creativity testing, a domain specific understanding of creativity provides a very direct challenge to existing notions of how to test creativity. Next we briefly outline a number of climate for creativity and innovation taxonomies that, in line with this trend, have been suggested in the literature. For example, in a free-association task, Benedek and Neubauer (2013) explored the roles of associative hierarchies in low and high creative thinkers. Creativity-relevant skills are personal factors that are associated with creativity. Climate is a contextual feature and therefore an understanding of the role of climate in creativity theory implies an understanding of the broader role attributed to the context in general. Modeling the creative process: A grounded theory analysis of creativity in the domain of art making. If creativity is domain specific, it means that a single theory of creativity – such as the theory that divergent thinking is a basic component of all creative thinking – cannot account for the diversity of creativity across domains. At the mini-c level of creativity, what one creates might not be revolutionary but it is new and meaningful to them. He explains that creators decide to buy low and sell high in ideas, meaning that they generate and pursue ideas and concepts that seem too unusual or out-of-the mainstr… A good example is Mednick's (1962) seminal Psychological Review paper, The associative basis of the creative process. Finally, organizational creativity is also a function of the interaction between the creative outputs of its component groups and contextual influences (such as organizational climate and culture, reward systems, resources, or the external environment). It is interesting to note that the task where positive mood was found to be detrimental is a typical insight problem (the Radiation Problem; Duncker, 1945), held in the classical literature to be a representative indicator of core creative processes in creative problem-solving (e.g. Figure 2. In his book Imagination and Creativity in Childhood (1995/1930), Vygotsky goes further and develops his theory of creativity. (2014) found that greater functional connectivity between the prefrontal cortex (which is linked to executive processing) and the default network (which is linked to associative processing) was associated with higher scores on tests of divergent thinking. Creativity is inherent in learning. Theories of Creativity explores this new emphasis and the renewed interest in the Both conceptually and methodologically, attention is now paid to the creative performances of adults and their achievements in a variety of settings. On the plus side, there is a pluralistic array of perspectives available, which admirably attempt to understand many aspects of this complex phenomenon, which account for current data reasonably well, and which have the potential for a great deal of integration and cross-connection. Speculating on the gross disregard of creativity up to that point, Guilford (1950) argued that many to that point had viewed genius and creativity as largely synonymous, with intelligence seen as being able to capture most of the meaningful variance in individual creative capacity. In addition, they argue that this interaction between person and situation is repeated at each level of analysis: group creativity is a function of individual creative inputs plus the interaction between the individuals involved in the composition of the group, group characteristics (e.g., size), group processes (e.g., conflict), and contextual influences (e.g., the larger organization, task characteristics). The theories themselves each argue that creativity is caused by different factors. Tests of creativity in specific content domains – which might use the consensual assessment technique to evaluate the creativity of products, or might instead find simpler (perhaps paper-and-pencil) techniques for assessing domain specific skills – would still be possible in principle, but they could be of only limited range and applicability. Each individual theory is correct not only because the next theory builds off the previous one, but also because they each help explain the creative process for different fields. A theory of giftedness that could be argued to be a Systems theory is Renzulli's Three-Ring Model, which proposes that giftedness is at the intersection among above-average intelligence (measured traditionally), creativity, and task commitment. (2015) also deeply considered the connections between creativity theories that are dual-process, and in more general dual-process theories of cognition. Beaty, Silvia, Nusbaum, Jauk, & Benedek (2014) explored the way in which associative and executive processes, together, influence creativity. Guilford's address, and his conceptualization of divergent and convergent thinking, sparked a massive influx of research on creativity. The work of B.F. Skinner will represent the behavioral viewpoint, while Abraham Maslow's ideas will illustrate the personality or humanist perception. Some would say that while a few components of creativity have changed, our overlying view of creativity as a whole has not changed. The theories are entitled creativity as a function of behavior, of personality, and of cognitive processes, respectively. 43) Integrating creativity within industry management and education must first begin with an awareness of key theoretical models most closely associated with the development and application of creativity in real world situations. The results suggested that the relationship demonstrated between elevated positive mood and creativity may reflect increased productivity, in the sense of quantity of products, but it did not generalize to a higher quality of creativity. A potential theory, including every aspect of creativity, is even deemed so cumbersome that it would be incomprehensible and of no use in practical research [35]. Additionally, Unsworth made the distinction between innovation and creativity that I had not seen explained before. One way of organizing creativity research is the "Four P" model, which distinguishes the creative person, process, product, and press (i.e., environment) (Rhodes, 1961). Conceptual Spaces (theory) (Boden, 1994) Creativity is a matter of mapping and exploring structured conceptual spaces that have various dimensions, limits, pathways, and levels The theories are entitled creativity as a function of behavior, of personality, and of cognitive processes, respectively. Central to most, if not all models of organizational behavior, are perceptions of the work environment, referred to generally as “organizational climate” (Rousseau, 1988). I hope that you will enjoy this book as much as I have! Selective combination, the second, involves combining bits of relevant information in novel ways. Specifically, Unworth looked two aspects of context:  The problem type and motivation. Creativity Research Journal , 14 , 179 –192. PLAY. The first, selective encoding, involves distinguishing relevant from irrelevant information. In the article, The shifting sands of creative thinking: Connections to dual-process theory, Sowden, Pringle, and Gabora (2015) systematically review the multiple theories in creativity that can be conceptualized as dual-process in nature. The work of B.F. Skinner will represent the behavioral viewpoint, while Abraham Maslow's ideas will illustrate the personality or humanist perception. It is “nutty… Good ideas do not always sell themselves – the creative person needs to devise strategies for and expend effort in selling those ideas. -c. Expressional fluency, or the ability to organize words into larger units, such as phrases, sentences, and paragraphs. The circles representing creativity and intelligence overlap. It is often attributed to a unique mind, method, insight or worldview that allows the creative to step beyond what exists to invent new value. According to the creativity theory, we no longer care (or have never cared) about social approval when in the creative zone. What creativity is & is not (4 bullets) Terms in this set (15) Creativity is: a process by which a symbolic domain of culture is changed. The chapter is organized into two major sections. Some studies have found that people who tended to produce more original responses also were better at rating their most original responses to a divergent-thinking task. theory to other creativity theories, the article describes this theory’s evolution and impact. This idea is the foundation for a rich stream of research that has strongly contributed to the understanding of organizational creativity and innovation. They each argue that the components of creativity are different. While it is too early to forecast the fate of theories of creativity, and the enterprise of studying creativity more generally, it seems likely that the two will rise or fall together. It should be noted that the research evidence pointing toward domain specificity of creativity is fairly new, and, like the research that preceded it, this research may not tell the whole story. West, Claudia A. Sacramento, in Handbook of Organizational Creativity, 2012. As the evidence surrounding the importance of interaction between associative and executive processing in creative thought continues to emerge, at both the behavioral and neural levels, many have articulated a need for dual-process theoretical frameworks that can more fully account for this interplay. ), R.J. Sternberg, J.C. Kaufman, in Encyclopedia of Creativity (Second Edition), 2011. His emphasis on the source of variance in creative potential was not on cognitive control and the ability to effectively access and combine information—core functions of general intelligence—but rather focused on the organization of semantic memory and the way that responses are autonomously generated in response to stimuli. In this work, Mednick argued that creativity could be predicted from associative hierarchies. Such analytical ability can be used to evaluate the strengths and weaknesses of the idea and determine the best steps to improve upon the idea. "It has been known to some as the step-child of psychology. The authors propose that creativity is the product of a complex person–situation interaction influenced by events of the past as well as salient aspects of the current situation. Gravity. The chapter is organized into two major sections. As noted above, self-report scales of creative behavior suggest more generality of creativity than do assessments of the creativity of actual creative products. Creativity training, on the other hand, can accommodate domain specificity of creativity rather easily. one might find that there are a multitude of theories that are seen as "correct On the minus side, many theories, generally speaking, have not progressed far beyond earlier speculative claims and have often failed to spark the identification of new phenomena and counterintuitive testable hypotheses. -a. Spontaneous flexibility, or the ability to demonstrate flexibility. A. Kozbelt, in Encyclopedia of Creativity (Second Edition), 2011. I left out my reference slide though! Creativity testers will necessarily have to determine in which domain(s) of creativity they are interested, because under a domain-specific theory of creativity, general creative thinking skill becomes an empty construct. What is different about the study of creativity is that in other fields of research the newest theory often replaces the older theories. Given the emphasis on understanding the shifting of processing types in time, they identify chronometric approaches as having particular promise both in unraveling the way creative thinking unfolds at the cognitive and neural levels and in developing effective interventions to enhance creative thinking. Creativity is viewed basi… Amabile attributes special relevance to intrinsic motivation because this component can make the difference between what one can do (determined by domain relevant skills and creativity-relevant skills) and what one will in fact do. Based on a theory of team innovation, the authors developed a four factor model including: In contrast, Amabile and colleagues’ (1996) climate model, grounded in a theory of intrinsic motivation, focuses at the broader organizational climate. Ultimately, creativity is not about one thing, but about a system of things. In Animal Creativity and Innovation, 2015. Because creativity is viewed as an interaction between a person, a task, and an environment, what is novel, high in quality, or task appropriate may vary from one person, task, or environment to another. According to this metatheory, divergent thinking is an important creative thinking skill, but the cognitive mechanisms underlying divergent thinking are different in each domain (or possibly even for each task within a given domain). job challenge and autonomy (as well as job importance), leadership facilitation and support (including leader trust, support, goal facilitation and interaction facilitation, and psychological and hierarchical influence), and. STUDY. West and colleagues’ climate model is, in our awareness, the only model focusing on team level climate (Anderson & West, 1998; West, 1990; West & Anderson, 1996). For instance, Beaty et al. based on the principles of complex dynamic systems theory, which describes and explains children’s creativity. Other theories emphasize a confluence of different elements and include intellectual and cognitive abilities in the equation. The Investment Theory of Creativity by Sternberg, creativity has six sources that require confluence: Intelligence, Knowledge, Style of thinking, Personality, Motivation, and Learning environmental contexts. that every mental task was made up of three separate parts: an operation, a content, and a product. Based on qualitative and quantitative work, the authors identified the following eight dimensions: Focusing on a theory of psychological processes, Ekval and colleagues (Ekvall, 1996; Ekvall & Ryhammar, 1999; Ekvall & Tangebergandersson, 1986; Isaksen, Lauer, Ekvall, & Britz, 2000) proposed a 9 dimensional model integrating: We note that other models more strongly embedded in organizational management theory have also been developed (e.g., Abbey & Dickson, 1983; Tesluk, Farr, &. Biologists or ethologists usually either focus on animal problem solving or else consider creativity to be an evolutionary adaptation. In summary, a core contribution of Amabile’s (1993) proposal is to have highlighted the role played by contextual factors such as organizational climate in influencing the individual features critical for creativity. Thus there are many different divergent thinking skills rather than a single divergent thinking skill. There has been significant debate surrounding the relative importance of the contributions of associative and executive processes in creative cognition, with arguments made both for associative theories of creativity and for controlled-attention theories of creativity (for reviews, see Barr, 2018 and Benedek & Jauk, 2018). Baer has proposed a divergent thinking metatheory of creativity that, although encompassing all domains of creativity in a single conceptual scheme, nonetheless takes into account the domain specificity of creativity. STUDY. West’s team climate model (1990) and Amabile and colleagues’ work environment model (1996) are arguably the most widely validated models of climate for creativity and innovation. These skills include tolerance for ambiguity, self-discipline, and risk-taking. Creativity and American Culture Exam 1 Cards. Flashcards. To facilitate this vision, and to achieve the goals laid out at the outset of this chapter, we will next review the way that autonomy and control are conceptualized and empirically studied across different areas of cognitive research. Yet, before discussing the role of context, we should start by clarifying what we mean by creativity and innovation. What creativity is & is not (4 bullets) Intelligence. Michael A. Creativity theory is a set of models and concepts for explaining creativity, the act of creating something non-obvious that is unusually valuable. Factor that affects the creative zone creativity less interesting, but writing and visual art have been traditional... 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