Creativity Flashcards
(124 cards)
1
Q
(Hennessey + Amabile, 2010)
Creativity is the generation of
A
Novel + appropriate products/ideas
2
Q
Runco (2004)
Creativity allows flexibility and
A
Facilitates adaptive changes
3
Q
(Rhodes, 1961)
A popular way of organising creativity research is through the 4 Ps…
A
Person
Process
Press
Product
4
Q
(Rhodes, 1961)
‘Person’ refers to
A
Intrinsic factors
5
Q
(Rhodes, 1961)
‘Process’ refers to
A
Cognitive/behavioural factors
6
Q
(Rhodes, 1961)
‘Press’ refers to
A
Social/environmental influences
7
Q
(Rhodes, 1961)
‘Product’ refers to
A
Results of creative process
8
Q
(Rhodes, 1961)
Cognitive perspective is generally categorised as
A
Process
9
Q
Guildford (APA President 1950)
Suggested that _______ underlie creativity
A
Intellectual skills
10
Q
(Plucker, 1999)
There is a ________ between intelligence and creativity
A
Distinction
11
Q
Creativity is a _________ process, occurring in response
A
Reactive
12
Q
In taking a cognitive perspective, we also take a __________ perspective
A
Psychometric perspective
13
Q
Generating ideas is thought of as _______ thinking, whereas evaluating/implementing ideas is ____________ thinking
A
Divergent
Convergent
14
Q
(Lewis + Lovatt, 2013)
Divergent thinking is defined as the ability to
A
Generate multiple ideas in response to a problem
15
Q
(Runco + Acar, 2012)
There is debate in creativity research community as to whether __________ is a sufficient measure of creativity
A
Divergent thinking
16
Q
(Runco + Acar, 2012)
There is debate in the creativity research community as to whether divergent thinking is a
A
Sufficient measure of creativity
17
Q
3 ways of measuring DT
A
- Verbal
- Figural
- Physical
18
Q
3 Examples of a VERBAL DT task
A
- Alternative Uses Task
- Consequences Task
- Instances Task
19
Q
Wallach-Kogan test battery is an example of a
A
Instances task (verbal)
20
Q
“What other uses can you think of for a brick?”
A
Alternative uses task
21
Q
“For this task, imagine people no longer need sleep. What would happen as a consequence?”
A
Consequences task
22
Q
“For this task, you should write down all of the original and creative instances of things that are ROUND that you can think of”
A
Instances task
23
Q
Divergent thinking indeces (4)
A
- Fluency
- Originality
- Flexibility
- Elaboration
24
Q
One of the divergent thinking indeces is Flexibility. This refers to…
A
Number of different categories idea can be organised into
25
A higher score in a DT task reflects higher levels of
DT
26
DT Tasks
Fluency and originality tend to be the ......
Most popular indeces
27
_______ Agreement is important for DT tasks
Inter-rater
28
Consensual Assessment Technique is an inter-rater method that judges whether
A product/idea is creative in relation to their expertise
29
2 Advantages of DT tasks
1. Quick/easy
| 2. Can be used with range of ages
30
3 Disadvantages of DT tasks
1. Relies on verbal proficiency
2. Requires representational understanding
3. Timed conditions?
31
2 Examples of Figural DT tasks
Circles
| Pattern meaning
32
Figural tasks
By using drawing, its possible to tap into another form of divergent thinking that doesn't...
Rely on verbal proficiency
33
Figural tasks are beneficial in that they don't rely on verbal proficiency, but they do however rely on...
Fine motor skills
34
(Harrington, Block + Block ,1986)
RQ: Does DT at age 4 and 5...
Predict creativity at age 11?
35
(Harrington, Block + Block ,1986)
Does DT at 4/5 predict creativity at 11?
Children were given ..... at age 4 and ..... at age 5
Instances DT
AUT
36
(Harrington, Block + Block ,1986)
Does DT at 4/5 predict creativity at 11?
Who evaluated them at age 11?
Teachers
37
(Harrington, Block + Block ,1986)
Does DT at 4/5 predict creativity at 11?
What did they find? (1)
DT correlated with/was a positive predictor of creativity at age 11
38
(Harrington, Block + Block ,1986)
Does DT at 4/5 predict creativity at 11?
However, its possible other factors were involved, such as
Personality (natural curiosity)
39
Liu, Shih + Mah (2011)
RQ: Are there differences in DT in...
Neurodiverse populations? (e.g ASPERGERS)
40
Liu, Shih + Mah (2011)
How does DT compare between Aspergers and NT children?
What was the method?
10-11 year olds completed figural DT tests
41
Liu, Shih + Mah (2011)
How does DT compare between Aspergers and NT children?
The children were tested on fluency, .....(3)
Originality
Flexibility
Elaboration
42
Liu, Shih + Mah (2011)
How does DT compare between Aspergers and NT children?
Findings
Children with Asperger's
Scored higher on originality/elaboration
43
Liu, Shih + Mah (2011)
How does DT compare between Aspergers and NT children?
Findings
Neurotypical children
Scored higher on flexibility
44
Liu, Shih + Mah (2011)
How does DT compare between Aspergers and NT children?
Findings
Although Asperger's children may not use as many categories, their responses are
More detailed/unique
45
PHYSICAL DT tasks are typically used with
Younger children
46
Example of a Physical DT task
TCAM (Thinking Creativity in Action and Movement)
47
"How many ways can you MOVE across the room?"
| "How many ways can you THROW this cup in a bin?"
Physical DT task
48
Physical DT tasks are ideal for children 3+ years because they
- Do not require verbal proficiency
| - Do not require fine motor skill
49
Unusual Box Test
Physical DT
50
Unusual Box Test
Children are required to measure the number of
Different actions completed with the box
51
The Unusual Box Test
Takes advantages of the fact children physically...
Explore their environments to learn about them
52
The Unusual Box Test
Verbal/non-verbal?
Non-verbal
53
Hoicka et al., (2016)
Does PARENTAL DT relate to....
Children's DT?
54
Hoicka et al., (2016)
Parents completed a
Babies completed the
Figural DT task
UBT
55
Hoicka et al., (2016)
Parental DT/Child's DT
What was found?
Moderate positive correlation
56
Hoicka et al., (2016)
A moderate positive correlation between parent/child DT was found
This could mean...
Parents have an influence on child's DT!
57
Hoicka et al., (2016)
Conclusion
Perhaps children learn how DT by....
Observing their parents
58
Hoicka et al., (2016)
Conclusion
_____ _____ Link
Social learning
59
3 Findings about DT (summary)
1. DT can predict later creativity
2. Neurodiverse differences
3. Parent DT positively correlated
60
Cropley (2006)
Convergent thinking is the ability to produce
A SOLUTION using logical/analytical thought process
61
While DT is about _______ ideas, CT is about _______
Generating ideas
| Formulating a single solution
62
In DT, the goal is to produce many ideas, in CT the goal is to produce
A single idea
63
Convergent thinking alone results in
No new ideas/unresolved problem
64
A combination of ______ and _________ makes it more likely that an idea will be found and the problem solved
CT and DT
65
CT
In adults and older children, psychologists can use the
Remote Associations Task
66
Remote Associations Task - DT or CT
CT
67
Remote Associations Task
Method
1. Pps given 3 target words
| 2. "Come up with 4th word associated with all 3"
68
Howe, Garner, Charlseworth + Knott (2011)
RQ: can priming from a false memory task facilitate
Adult/child RAT performance?
69
Howe, Garner, Charlseworth + Knott (2011)
Can false memories help RAT performance?
Method
Children + adults given false memory tasks followed by RATS
70
Howe, Garner, Charlseworth + Knott (2011)
Can false memories help RAT performance?
What was the critical lure and why?
'Needle'
HEAVILY related to the other words asked to recall
71
Howe, Garner, Charlseworth + Knott (2011)
Can false memories help RAT performance?
RAT words given were:
Thread
Pine
Knitting
72
Howe, Garner, Charlseworth + Knott (2011)
Can false memories help RAT performance?
Finding:
Priming from DRM lists led to
Signif. faster RAT response in both adults/children
73
Howe, Garner, Charlseworth + Knott (2011)
Can false memories help RAT performance?
What was found if the critical lure was falsely produced?
RAT RTs were sig. higher
74
Howe, Garner, Charlseworth + Knott (2011)
Can false memories help RAT performance?
Conclusion
What do the findings mean? (2)
1. False memories can prime problem solving
| 2. Spreading activation
75
Howe, Garner, Charlseworth + Knott (2011)
Can false memories help RAT performance?
Conclusion
The findings suggest a ___________ of false memories
Positive implication
76
What other measures of CT are there?
1. RAT
2.
Insight problems
77
Insight problems are complex, so participants must adopt
A different perspective
78
Insight problems
Solutions can be spatial, (2) or (3)
Mathematical
| Verbal
79
(Dow + Mayer, 2004)
Insight problem solutions can be s...(3)
Spatial
Mathematical
Verbal
80
Insight problems measure
CT
81
The nine-dot problem is a
Insight problem
82
How do researchers measure CT in younger children?
Tool-use tasks
83
Why can't researchers use the RAT/Insight problems for very young children?
They don't have complex cognitive skills required
84
(Reindl, Beck, Apperly + Tennie, 2016)
Introduced the GATTeB (tool-use task) to 2 and 3.5 year olds, finding that they
Could spontaneously use tools to solve problems
85
Beck et al., (2011)
RQ: ________ do children become proficient in tool innovation?
At what age
86
Beck et al., (2011)
Tool manufacture is the physical
Transformation of materials to help solve a problem
87
Beck et al., (2011)
Tool innovation is defined as i...
IMAGINING the type of tool suitable
88
Beck et al., (2011)
Investigated tool
Innovation across 3-11 year olds
89
"Participants asked to retrieve a bucket containing a reward from a bottle - given pipe-cleaners to make a hook"
Which researcher designed this task?
Beck et al., 2011
90
"Participants asked to retrieve a bucket containing a reward from a bottle - given pipe-cleaners to make a hook"
Example of a ______ to test _______
Tool-use task
CT
91
Beck et al., 2011
Findings (2)
1. TI increased with age
| 2. Majority of 8 year olds could solve
92
Beck et al., 2011
Concluded
Tool innovation is a skill that
Develops with age
93
One barrier to children's convergent thinking
Functional fixedness
94
Functional fixedness
| Example of a barrier to
CT
95
Functional fixedness is a
Cognitive bias
Difficult to think of ways to use objects different from its traditional use
96
"I don't know how else this coat hanger can be used, other than to hang clothes..."
Functional fixedness
97
One reason for why Functional fixedness may ooccur?
Accumulated knowledge of object function
98
Functional fixedness
Demonstration activates accumulated knowledge of object function, creating an
Impasse
99
Defeyter & German (2003)
RQ: Does functional fixedness....
Vary depending on age?
100
Defeyter & German (2003)
Functional fixedness
Experimental group were shown a...
Demonstration of typical function of objects (target objects)
101
Defeyter & German (2003)
Functional fixedness
Baseline condition were....
Presented objects without demonstration
102
Defeyter & German (2003)
Functional fixedness
After demonstrations, the children were asked to
Solve a problem using target object
103
Defeyter & German (2003)
Functional fixedness
What did they measure
Number of children who selected target object
104
Defeyter & German (2003)
Functional fixedness
What did they find in the experimental (demonstration) condition
Less likely to select target object
105
Defeyter & German (2003)
Functional fixedness
What did they find in the baseline condition
More likely to select target object
106
Defeyter & German (2003)
Functional fixedness
How were 5 year olds affected by the demonstrations
Seemingly unaffected
107
Defeyter & German (2003)
Functional fixedness
Conclusion (5 year olds)
Less susceptible to FF
108
Defeyter & German (2003)
Functional fixedness
5 year olds may be less susceptible to FF - why?
Conceptualise objects differently
109
Defeyter & German (2003)
Functional fixedness
Concluded
5 year olds may see items as means to ________, whereas older children see objects more in terms of
Achieve a goal
Typical/intended use
110
"Heavily invested in by businesses and education, e.g. gifted and talented programmes"
Creativity training
111
Scott, Leritz + Mumford (2004)
RQ: Is creativity training
Effective?
112
Scott, Leritz + Mumford (2004)
Method: _____ of creativity training interventions
Meta-anlysis
113
Scott, Leritz + Mumford (2004)
Meta-analysis of creativity training
Findings (2)
1. Generally effective for both children/adults
| 2. Effectiveness varied depending on focus of training and participating groups
114
Meta-analysis of creativity training
Found that ___thinking and ______ was most effective FOCUS OF TRAINING
Divergent thinking
| Problem solving
115
Meta-analysis of creativity training
Conclusion
Creativity programmes that emphasise _____ or ______ approaches are more effective than __________
Cognitive
Heuristic
Abstract
116
Defeyer & German (2003)
Showed that functional fixedness can be a barrier to problem-solving because it can
Block alternative ideas
117
Comparative psychology is the study of
Behaviour/cognition in human AND non-human animals
118
Hanus, Mendes, Tennie + Call (2011)
How do children compare to other species of ______ in ______
Great ape
| Problem solving
119
Hanus, Mendes, Tennie + Call (2011)
Children vs Apes
Method: all completed variations of
Floating Peanut Task
120
Hanus, Mendes, Tennie + Call (2011)
Children vs Apes
Who performed better in general?
Older children
121
Hanus, Mendes, Tennie + Call (2011)
Children vs Apes
Chimps/orang-utans VS 4 year olds
Apes performed better
122
Hanus, Mendes, Tennie + Call (2011)
Children vs Apes
Chimps/orang-utansvs 6-8 year olds
Apes performed worse
123
Hanus, Mendes, Tennie + Call (2011)
Children vs Apes
Conclusion (Apes)
Biological basis for tool-use
BUT becomes more sophisticated with development
124
Why does comparative psychology matter? (2)
1. Tells us which cog. skills are heritable
| 2. Tells us which skills are uniquely human
