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De, la Cruz-Bechtel Rose Marie. "Unlocking creativity in the classroom." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Holliger, Yolanda Margaret. "An investigative study on developing divergent thinking responses in children using a cognitive approach in music education /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10742050.
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Czarniecki, Laura. "Teacher impact on student creativity." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Czarniecki_LMITthesis2009.pdf.
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Bijvoet-van, den Berg Catharina J. M. "Children's ability to generate novel actions." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/20432.
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Social learning has given us insight into how children learn actions from others across different domains (e.g., actions on objects, pretend play, and tool use). However, little research exists to confirm whether young children can generate their own novel actions. Three different settings were chosen to offer a varied investigation of children’s ability to generate novel actions: generating multiple actions with novel objects; generating iconic gestures in order to communicate; and generating pretend actions using object substitution. Generating multiple actions with novel objects: The Unusual Box test was developed to investigate children’s ability to generate multiple actions with novel objects (Chapter 2). The Unusual Box test involves children playing with a wooden box that contains many different features (e.g., rings, stairs, strings), and five novel objects. The number of different actions performed on the box and with the objects (i.e., fluency) was used as a measure of their individual learning. Positive correlations between the fluency scores of 24 3- and 4-year-olds on the Unusual Box test and two existing measures of divergent thinking were found. Divergent thinking relates to the ability to think of multiple answers based on one premise. Furthermore, a large range of fluency scores indicated individual differences in children’s ability to generate multiple actions with novel objects. In addition, 16 2-year-olds were assessed on the Unusual Box test, twice two weeks apart, to investigate test-retest reliability and the possibility that the Unusual Box test could be used with children younger than 3 years. A strong positive correlation between the scores on the two assessments showed high test-retest reliability, while individual differences in fluency scores and the absence of a floor effect indicated that the Unusual Box test was usable in children from 2 years of age. Generating iconic gestures in order to communicate: Children’s ability to generate iconic gestures in order to communicate was assessed using a game to request stickers from an experimenter (N = 20, Chapter 3). In order to get a sticker children had to communicate to the experimenter which out of two objects they wanted (only one object had a sticker attached to it). Children’s use of speech or pointing was ineffective; therefore only generating an iconic gesture was sufficient to retrieve the sticker. Children generated a correct iconic gesture on 71% of the trials. These findings indicate that children generate their own iconic gestures in order to communicate; and that they understand the representational nature of iconic gestures, and use this in their own generation of iconic gestures. Generating pretend actions using object substitution: In order to determine whether children are able to generate their own object substitution actions and understand the representational nature of these actions, 45 3- and 4-year-olds were familiarized with the goal of a task through modelling actions. Children distinguished between the intentions of an experimenter to pretend, or try and perform a correct action. Children mainly imitated the pretend actions, while correcting the trying actions. Next, children were presented with objects for which they had to generate their own object substitution actions without being shown a model. When children had previously been shown pretend actions, children generated their own object substitution actions. This indicates that children generate their own object substitution actions, and that they understand the representational nature of these actions. An additional study with 34 3-year-olds, revealed no significant correlations between divergent thinking, inhibitory control, or children’s object substitution in a free play setting, and children’s ability to generate object substitution actions in the experimental setting.
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Evans, Michelle Louise. "Socioeconomic status and domains of creativity: Is the artist really starving?" CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3240.
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Socioeconomic status (SES) influences many aspects of a person's life, and stereotypes concerning level of SES and the domain of creativity exist. It was hypothesized that children classified as low SES would perform more creatively in the visual arts and language arts domains of creativity than in the mathematic and scientific domains.
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Guenther, Sammye J. "An examination of fifth grade students' consideration of habits of mind : a case study /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841295.
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Hetzel, Eugene David. "The mad rhetoric: Toward a rigor on radical creativity and its function in consciousness as a communicative principle." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3293.
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This thesis explores three creative works, "The music of Erich Zann" by H.P. Lovecraft; the film "Eraserhead" by David Lynch; and the "Self-Portrait (blue)" by Vincent Van Gogh, as examples of different forms of mad rhetorics as a way in which to demonstrate the application of the theory of "mad rhetorics" and the role "radical creativity" plays in the construction of mad rhetorics by "mad rhetors" play in society.
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Botch, Catherine F. "Creativity, the lateral path less taken lateral thinking in the art classroom /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only.xxx, 1997. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1997.Source: Masters Abstracts International, Volume: 45-06, page: 2745. Typescript. Abstract precedes thesis as preliminary leaves iv-v. Includes bibliographical references (leaves 98-103).
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Kristiansen, Glenn. "Creative problem solving : the roles of moods and emotions." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708122.
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BOWERS, ROBERT SIDNEY EARL. "MANAGING CREATIVITY FOR PRODUCTIVITY: RATIONALE, DESIGN AND PROGRAMS (INNOVATION, CREATIVE, INVENTION, INNOVATE, CREATION)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188177.
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This study presents an operational definition of creativity within the contexts of business, school and community. A design for the strategic management of creativity is developed. Suggestions are made for programs to increase effectiveness in the use of creative skills. Creativity has been viewed in the past as something that happens rather than deliberate activity directed to specific goals. Numerous studies have failed to find a significant relationship between measurements of creative skills and intelligence as delimited by IQ tests and other measures of performance. Creativity can be distinguished as a category, process and quality of intelligence, and both can be defined in qualitative and theoretical terms. Models are constructed in the study to classify creativity. The components of the creative act can be tracked. A model sets parameters and categories for investigations to permit variation of content in a relatively stable sequence of steps. The sequence can be extracted as a method to process ideas from any discourse.
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Puskas, Marcia L. "Creative play and child development." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/185.
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Eastman, Jennifer A. "The effects of expected evaluation and reward on motivation and creativity in Turkish children." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23322.
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Tateishi, Isaku. "Impact of Group Collaboration on the Improvement of Individual Creative Thinking Ability." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3059.
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Creativity plays a crucial role in innovation, and innovation is essential for any organization's continuous success and survival. Past creativity research focused on the studies of individual creativity (West, 2009); however, in recent years there has been an increased emphasis on understanding how a group of people work together to produce creative ideas and products (Paulus & Nijstad, 2003). This collaborative creativity process is often referred to as group creativity. Despite the increased interest in group creativity, there is still a lack of empirical studies (Taggar, 2002). This study explored the impact of group collaboration on the improvement of individual creative thinking ability. During the 2009–2010 school year, approximately 120 undergraduate technology and engineering students participated in the Innovation Boot Camp (IBC), a creativity training program. The participants were teamed up with people from different majors and asked to work together to design an innovative solution to a problem. Their individual creativity was also measured before and after the IBC using the Torrance Test of Creative Thinking (TTCT). Interestingly, a significant TTCT score improvement was found only in a few groups, but not in all groups. This study qualitatively analyzed video-recorded team interactions of three groups that significantly increased their creativity scores (improved groups) and three groups who did not (non-improved groups). The findings of this analysis revealed six major differences between the improved and non-improved groups. These differences were (1) idea and information exchange, (2) critique, (3) idea improvement, (4) prototype design, (5) challenging solution, and (6) engagement level. Based on these differences, this report presents a theory that could explain how group collaboration can improve individual creative thinking ability. The implications of the study findings for future research were also discussed.
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Garberich, Mark David. "The nature of inspiration in artistic creativity." Diss., Connect to online resource - MSU authorized users, 2008.
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Von, Solms Woudi. "Business school creativity amongst MBA students at Nelson Mandela Metropolitan University." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/4255.
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Innovation allows for competitive advantage. Competitive advantage and innovation lead to economic growth. For innovation to occur, creativity is necessary. All individuals are creative, but continuous practice is necessary to be creative. The process from creativity to innovation and competitive advantage and economic growth involves three stages. The first stage involves educating primary and secondary school children to be creative across different domains. Current school systems focus on mathematical and linguistic skills. Examples of domains are linguistic, performance, mechanicalscientific and artistic. These creative domains can be taught through encouraging children to use their imagination and different methods. In primary and secondary education little-c creativity and mini-c creativity are developed. Little-c creativity involves developing problem solving skills. Mini-c creativity involves the ability to recognise personal creative events, not necessarily recognised by others. Tertiary education involves students gaining knowledge in a specific domain. While studying to gain knowledge and conduct research on a specific domain, practicing creativity is still important. Upon completion of tertiary education the second stage in creating economic growth through creativity and innovation commences. This second stage involves organisations hiring creative employees that have knowledge within a domain similar to the organisation‟s industry. Creative employees develop creative ideas. The creative ideas allow for innovative products to be developed. Innovative products satisfy customer needs and lead to competitive advantage. Managers should encourage employees to be innovative. Employees that are motivated and encouraged to take risks develop a talent within the domain that they are employed in. The ability to be creative and innovative leads to pro-creativity and big-c creativity. Pro-c creativity refers to a talent being developed over approximately ten years. Big-c creativity involves creating products that benefits society positively. Upon creating products that benefit society, competitive advantage is created that allows for the third stage of creating economic growth to commence. This third stage involves economic growth that stems from innovation and creative individuals. Countries currently focus on stage two where they aim to encourage innovation amongst organisations. There is a realisation that to be innovative,creativity is necessarily and that creativity must be taught by means of education. This research study will use a questionnaire by Kaufman (2009, 2012, 2013) to determine how creative students perceive they are and whether they are capable of recognising different levels of creativity. A similar study was conducted in Germany and Mexico. Professor Alexander Brem was asked for the questionnaire. The questionnaire was translated from German to English. The objective is to determine whether students perceive themselves to be creative, thus being innovative within their organisations and indirectly allowing for competitive advantage and economic growth. Kaufmans‟ questionnaire was distributed to Nelson Mandela Metropolitan University Masters in Business Administration students. Ethics clearance was granted and answering the questionnaire was optional.To draw conclusions an Exploratory Factor Analysis was done on creative domains and the levels of creativity students are able to recognise. The first Exploratory Factor Analysis revealed performance creativity as the first factor, mechanicalscientific creativity as the second factor, scholarly creativity as the third factor and artistic creativity as the fourth factor. The second Exploratory Factor Analysis grouped pro-c creativity, big-c creativity and little-c creativity as the first factor, not being able to recognise creativity as the second factor and mini-c creativity as the third factor. The individual results from each factor were discussed. Each factor was further analysed by comparing gender, age, year‟s work experience and type of students to the type and level of creativity. The results show three trends. Firstly, results indicated that respondents perceived themselves to be predominantly scholarly and mathematical-scientific creative. This result is synonymous with secondary research that states that educational institutions focus on enhancing linguistic and mathematical skills amongst students and that developing skills in other domains are seen as less important. Secondly, the ability of students to recognise different levels of creativity decreases from big-creativity to pro-c creativity; pro-c creativity to little-c creativity and little-c creativity to mini-c creativity. Students are therefore better able to recognise large inventions than smaller inventions. Thirdly, results indicated that creativity levels do not differ when gender, age, year‟s work experience and type of students are compared. In this research study the above statements will be discussed in detail.
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Rogers, Angela Louise. "NMMU students' perceptions of their creativity." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/8037.
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Creativity is seen as the driving force behind innovation. It can even be said to be the same process. It is critical to implement the creativity in order for innovation to actually take place. This combination of creativity and innovation is required for economic growth, sustainability, continuous improvement and competitive edge for organisations. Creativity is more than just artistic ability but includes scientific and problem solving steps and basic everyday creativity. This combination would be key in government departments, organisations and universities today. People’s perception on creativity could hamper their growth and development in this key area, not only for themselves but of others that they come into contact with. People’s perception on creativity is that it is either a genius form in either artistic or musical terms or it is not at all creative. They do not necessarily view the everyday tasks as creative. The research approach for this study is positivistic and deductive. The students’ perception of creativity is gathered using a quantitative questionnaire, where they rank their perceptions. The questionnaire was from an international study and it was made available to all students at the Nelson Mandela Metropolitan University. The data analysis will be both descriptive and inferential in nature. The research seeks to examine students’ perception of their own creativity and how they rate various creative products or services. Students are on their way to the pinnacle in their fields and the creativity should therefore be at its peak to be able to take full advantage and to get maximum benefit from it. The research will gain insight into their perception via a questionnaire where they need to rate themselves. The literature review will investigate creativity, innovation and the links between them. It will analyse the importance of innovation to business and the unlocking of creativity. There are many differing ways to unlock and stimulate creativity and some of these are addressed.
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Geyser, Richard Conrad. "The relationship between personality type and creative preference." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52009.
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Thesis (MA) -- Stellenbosch University, 2000.ENGLISH ABSTRACT: As the human race enters the new millennium it is challenged by factors such as continuos changed, demand for improved quality and increased competition of global proportions. This requires of organisations to be more responsive to change as well as that individuals will need to position themselves to meet the challenges of the knowledge era. These challenges demand creativity in order to meet the demands for value adding contributions to the organisation. The above mentioned situation gives rise to a number of questions: Firstly, how can the creative processes of an individual be assessed? Secondly, what role does personality play as an indicator of creativity? Lastly, can the knowledge concerning the relationship between creativity and personality be applied to enhance the expression of creativity in the working environment? This research is aimed at investigating the relationship between personality dimensions and creative thinking preferences. 305 managers from the 1st, 2nd and 3rd reporting levels of an organisation in the aviation maintenance and manufacturing industry took part in the study. Two instruments were used namely the Myers-Briggs Type Indicator Step II, to assess the personality dimensions and the Neethling Brain Instrument (NBI) to assess the subjects creative thinking preference. A Pearson Product Moment analysis was conducted to determine the correlation between the subscales of the MBTI Step II personality dimensions and the NBI. Next a Principal Component analysis was conducted to determine if any of the NBI thinking style preferences measure the same factor as the subscales of the MBTI Step II, as well as to reduce the number of variables used to determine if a significant relationship exists between the principle dimensions of the MBTI and thinking styles of the NBI. Finally, a regression analysis was performed to determine if the principle dimensions of the MBTI Step II are significantly related to the thinking style dimensions of the NBI. The results of the Pearson Product Moment correlation indicated that significant correlations exist between the sub-scales of the MBTI Step II and the NBI thinking preferences. However, the significance of these correlations range from weak to strong, posing a challenge with regard to determining which of these correlations have any practical value. The results of the Principle Component analysis indicated the existence of four distinct factors, which are common to both the MBTI Step II, and the NBI. However, it was of interest to note that two of the dimensions of the NBI each loaded on two of the factors leading to the conclusion that these two dimensions each measure two unique factors. The results of the Regression analysis provided evidence that the NBI measures two dimensions of the MBTI Step II. Firstly, a preference for thinking is measured by the L1, Upper Left quadrant scale of the NBI and a preference for feeling is measured by the R2, Right Lower quadrant scale of the NBI. Secondly, that a combination of the Judging/Perceiving and Sensing/Intuition preferences are related as follows. The R1, Right Upper quadrant preference scale measures a combination of Perceiving and Intuition. The L2, Left Lower quadrant scale appears to measure a combination of Judging and Sensing. An obvious question that arises is, which personality type is more creative? The process perspective on creativity would appear to indicate that certain personality types have a preference for contributing more effectively to specific parts of the creative process. Thus it can be concluded that no single personality type is more creative than the other is, but that creativity requires the use of all the functions of Personality Type. The key to creativity is the integration of all the Type functions both preferred and not preferred in a synergistic manner. This requires recognition that creativity will require the expenditure of significant amounts of psychic energy to apply non-preferred functions in the process of being creative.
AFRIKAANSE OPSOMMING: Organisasies wat die nuwe millenuim betree het, staar toenemende uitdagings in die gesig. Faktore soos konstante verandering, toenemende eise vir die verbetering van kwaliteit en die verhoging in kompetisie wereldwyd, stel aan organisasies hoer eise om vinniger te reageer op verandering. Dit verg ook van individue om hulself te posisioneer ten einde die uitdagings van die kennis-era aan te durf. Die uitdagings vereis kreatiwiteit om aan die eise van waarde-toevoeging in die organisasie by te dra. Die voorafgenoemde situasie laat 'n paar vrae ontstaan. Eerstens, hoe ‘n individu se kreatiewe prosesse geevalueer kan word, tweedens watter rol persoonlikheid speel as ‘n aanduider van kreatiwiteit en laastens of kennnis van die verband tussen kreatiwiteit en persoonlikheid prakties toegepas kan word om die uitdrukking van kreatiwiteit in die werksomgewing te verhoog. Hierdie navorsing is daarop gemik om die verband tussen persoonlikheidsdimensies en kreatiewe denk voorkeure te ondersoek. 305 bestuurders in die eerste, tweede en derde rapporteringsvlak van 'n lugvaart vervaardiging en onderhoud organisasie het aan die navorsing deelgeneem. Twee meetinstrumente is gebruik in die navorsing naamlik die Myers-Briggs Type Indicator Step II, om die persoonlikheidsdimensies te meet en die Neethling Brein Instrument (NBI) om die individue se kreatiewe denkvoorkeure te meet. Die Pearson Produk Moment ontleding is gebruik om die korrelasie tussen die persoonlikheidsdimensie sub-skale van die MBTI Step II en die NBI te bepaal. Daarna is 'n Hoofkomponent ontleding uitgevoer om te bepaai of enige van die NBI denk voorkeurstyle dieselfde faktor as die MBTI Step II subskale meet, asook om die aantal veranderlikes te verminder om sodoende te bepaai of daar ‘n betekenisvolle verband bestaan tussen die hoofdimensies van die MBTI Step II en die denkstyle van die NBI. Laastens is ‘n Regressie ontleding gebruik om te bepaai of die hoofdimensies van die MBTI Step II ‘n betekenisvolle verband toon met die denkstyl dimensies van die NBI. Die resultate van die Pearson Produk Moment ontleding het daarop gedui dat daar ‘n betekenisvolle korrelasie bestaan tussen die sub-skale van die MBTI Step II en die NBI denk voorkeure. Die betekenisvolheid van die korrelasies wissel egter van swak tot sterk korrelasies, wat ‘n uitdaging skep in terme van die bepaling van die korrelasies wat enige praktiese waarde inhou. Die resultate van die Hoofkomponent ontleding het die bestaan van vier kenmerkende faktore aangedui wat biede algemeen is in die MBTI Step II, en die NBI. Dit was egter interressant om te merk dat twee van die NBI se dimensies op twee verskillende faktore gelaai het. Die gevolgtrekking wat gemaak word is dat die twee dimensies elk twee afsonderlike faktore meet. Die resultate van die Regressie Ontleding het aangedui dat die NBI twee dimensies van die MBTI Step II meet. Eerstens, word ‘n voorkeur vir “Thinking” gemeet deur die L1, Linker Bokantste kwadrant op die NBI en 'n voorkeur vir “Feeling” word gemeet deur die R2, Regter Onderkantste kwadrant van die NBI. Tweedens, dat 'n kombinasie van “Judging/Perceiving” en "Sensing/Intuition” voorkeure die volgende verband toon. Die R1 Regter Bokantste kwardrant meet 'n voorkeur vir ‘n kombinasie van “Intuition” en “Perceiving”. Die L2 Linker Onderkantste kwadrant meet ‘n voorkeur vir 'n kombinasie van “Sensing" en “Judging”. ‘n Ooglopende vraag wat gevra word is die van watter persoonlikheidstipe meer kreatief is? Uit die prossess perspektief wat geneem is in die studie, wil dit voorkom dat sekere persoonlikheidstipes ‘n voorkeur het om meer effektief te kan bydra tot specifieke gedeeltes van die kreatiewe prosess. Die afleiding kan dus gevorm word dat geen enkele persoonlikeidstipe meer kreatief is as die ander nie, maar eerder dat die gebruik van al die funksies van persoonlikheidstipe nodig is om kreatiewiteit te ontsluit. Die sleutel tot kreatiewiteit is dus die sinergistiese integrasie van al die Tipe funksies, beide die waarvoor ‘n voorkeur bestaan en die waarvoor daar nie ‘n voorkeur is nie. Dit verg ook die besef dat kreatiwieteit die spandering van groot hoeveelhede psigiese energie benodig, om funksies waarvoor daar nie 'n voorkeur is nie, toe te pas om die kreatiewe process te volbring.
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Sobhany, Maryam Saffaripour. "Creativity quotient: a statistical instrument for combining cognitive and personality components of creative thinking." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/49843.
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Creative thinking is a multi-faceted trait. It encompasses a constellation of intellectual abilities and personality characteristics. In this study cognitive and personality components of creative thinking were included in an instrument. From the relevant literature the most important cognitive components in order of importance were problem finding, original problem solving, general problem solving, knowledge, and attentiveness to detail. Lack of conformity was suggested to be the most important personality component. Measures of these components of creative thinking were developed. Data were obtained by interviewing 110 third-grade children (M = 8.9 yrs), from which 80 sets were randomly selected to develop a scoring scheme. The scoring scheme was utilized to derive a statistical equation to quantify creative thinking for each individual. To ascertain the reliability and consistency of the developed scoring scheme, the author and two graduate students independently scored the remaining data (30 sets). The coefficient of variability for the three groups of scores were computed by means of pooled estimate of variance. This quantity was found to be .02 which is remarkably small. The relative contribution of each component to creative thinking and the interrelationship between them have been discussed. whether problem finding and problem solving are two separate cognitive processes was also discussed.Ed. D.
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Van, der Post Leda. "A computing studio method for teaching design thinking." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1128.
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Current trends in technology have led to a need for creativity and innovation in the design of contemporary digital products and systems. This has resulted in design thinking and creative design process having a higher profile in digital design practice. In turn, this has impacted computing education, by creating a need for computing students to develop creativity and design thinking skills. Creative design is taught using design studio teaching methods, which require a culture, environment and activities that are different to the teaching methods used in traditional computing education. Some computing academics have implemented courses using aspects of studio teaching methods, but no clear guidelines for a computing academic without creative design experience to fully apply studio teaching methods in courses could be found. The reason for the change in the role of design in the digital domain and how it affected the needs of computing students was investigated and a comparison of typical design studio and computing teaching methods was conducted using a learning systems model adapted for this specific purpose. This led to an identification of areas that required further investigation, or gaps in the knowledge of how to adapt design studio methods for use within a traditional computing education environment. These gaps were used as the basis for identifying a set of research questions for an empirical study. An exploratory case study was conducted at the Nelson Mandela Metropolitan University to answer the research questions. Three computing academics implemented studio teaching methods within three separate modules, following provisional guidelines devised from the preliminary research. Feedback was collected from the lecturers and the students registered for the modules regarding their experiences. It was found that it would be possible for computing academics to implement aspects of a design studio approach within the existing computing environment. An explicit teaching method, termed the computing studio teaching method, was developed from the results of the case study. This teaching method aims to provide computing academics with little or no creative design experience with explicit methods for implementing modified design studio teaching methods in order to promote creativity and design thinking within traditional computing modules. This teaching method will be tested, validated and refined in future research.
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Gascón, Luis Daniel. "Artists and crooks: A correlational examination of creativity and criminal thinking." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3298.
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This study explores some of the possible correlations between creativity and criminal thinking evident in the literature in an attempt to link the two forms of cognition. An understanding of the concept of Malevolent Creativity can serve the purpose of elucidating another component of the criminal personality.
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Prachumporn, Suwantra McCarthy John R. Mogilka Judith Ann. "Effects of the creativity training program on preschoolers." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521343.
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Thesis (Ph. D.)--Illinois State University, 1994.Title from title page screen, viewed April 14, 2006. Dissertation Committee: John R. McCarthy, Judith A. Mogilka (co-chairs), David L. Tucker, James C. Palmer. Includes bibliographical references (leaves 118-121) and abstract. Also available in print.
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Bolus, Oriole Mphumelelo. "Design thinking : shaping the way industrial design business models create, deliver and capture value." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2462.
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Thesis (MTech (Industrial Design))--Cape Peninsula University of Technology, 2016.The purpose of this Master’s Thesis is to explore the application of Design Thinking as a valuable resource to any organisation, in this studies case the business model. Furthermore, it seeks to describe how the concept of ‘Design Thinking’ is shaping business models in the context of industrial design. By developing a language for and a description of these intersections and interdisciplinary roles. Consensus regarding the concepts of Design Thinking and the business model still needs development since this emerging area has become more established. An applied contextual research approach inevitably paints a new picture using the concepts and will also develop a language to assist design education, researchers and entrepreneurs in the industrial design praxis. The competitive advantage of any business is now driven even more by the intersection between different fields and disciplines. At this intersection exists the opportunity to understand the relationship between Design Thinking (a methodology that is grounded in industrial design) and the business model (a global concept for the logic of business) to help decision makers develop more sustainable pathways for design entrepreneurship. This research also addresses aspects of the changing role of industrial design and devotes the findings to the creative industries in South Africa. The research was conducted using a qualitative methodology, taking an applied context case study approach. Data were gathered from industry experts and three core cases: Thingking (design-maker consultants), Research Unit (a leather and luxury apparel company) and Nomanini, (provider of mobile solutions in the electronic domain).
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Gingras, Ginette. "The development of a motor creativity test using fluency and flexibility measures /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66004.
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Still, Frederick George. "Digital Collage-Access to inspiration: The use of multimedia as a catalyst for creative thought." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2891.
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This paper takes the position that creativity can be enhanced by multimedia. Computer software was designed and a study was conducted to measure that proposition. The author used participant self-analysis as a means to gather data on creativity enhancement holding to the presupposition that people can tell when they are creative and when their creativity is inhibited. The results of the study supported the belief that multimedia and the software designed for that purpose was able to enhance creativity.
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Pan, Yee Lin. "The development of creative thinking in adolescents in Hong Kong : a sociocultural interpretation /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19508.pdf.
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Tisone, Jon Mark. "Enhancement of creative abilities in middle school students using computer technologies compared to traditional approaches /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513409571.
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Ferholt, Beth. "The development of cognition, emotion, imagination and creativity as made visible through adult-child joint play perezhivanie through playworlds /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3356247.
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Thesis (Ph. D.)--University of California, San Diego, 2009.Title from first page of PDF file (viewed July 2, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 257-264).
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Cairns, Robert J. "A test of selected aspects of Peter Webster's conceptual model of creative thinking in music." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28544.pdf.
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Theberge, Janice E. "The effect of guided imagery exercises on the creative performance of fourth grade students." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999thebergej.pdf.
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Channarong, Pornrungroj Rennels Max R. "A comparison of creativity test scores between Thai children in a Thai culture and Thai-American children who were born and reared in an American culture." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227171.
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Thesis (Ed. D.)--Illinois State University, 1992.Title from title page screen, viewed January 18, 2006. Dissertation Committee: Max R. Rennels (chair), Marilyn P. Newby, Thomas E. Malone, Larry D. Kennedy. Includes bibliographical references (leaves 116-119) and abstract. Also available in print.
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Hellen, Kimberly Ann. "Maternal attitudes and their influence on the creativity level of preschool children." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1169.
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Thesis (M.S.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains viii, 72 p. Includes abstract. Includes bibliographical references (p. 46-52).
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Wright, David, University of Western Sydney, Faculty of Social Inquiry, and School of Social Ecology. "Creativity and embodied learning." THESIS_FSI_SEL_Wright_D.xml, 1998. http://handle.uws.edu.au:8081/1959.7/534.
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This thesis looks at the way in which drama education constructs opportunities for learning. Constructivism and self-organising systems theory are used to further understand how individuals and societies construct their own learning. Important in this process is the self-conscious experience of the learner. The notion of being ‘in learning’ rather than outside of and observing the learning is central. This consciousness facilitates the creation of meaning, which plays a role in determining the manner in which further participation in learning occurs, hence further learning. This emphasises the process of learning over the product of learning. The function that language and emotion serve in this process also deserves consideration. This perspective upon process has a considerable impact upon the way in which learners make meaning and the way in which they approach learning. Questions surrounding a consciousness of participation bring the senses, the feelings, the emotions and other physical experience to the fore. They require that the learning of the body be experienced. Embodied learning is insufficiently acknowledged and theorised in drama education. Through bringing together constructivism, systems theory, drama education and contemporary performance theory this thesis argues for a greater recognition of the relationship between the body and learning.Doctor of Philosophy (PhD)
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Wakerley, Eleanor. "The use of squiggling : a play technique as a diagnostic aid in the assessment of secondary school-age children with Asperger syndrome." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/2930.
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Winnicott’s (1968, 1993) play technique squiggling was piloted as a measure of creative thinking abilities and a potential diagnostic aid in the assessment of Asperger syndrome. The internal consistency and inter-rater reliability of squiggling was found to be acceptable. Mixed results were found between the six subscales in terms of concurrent validity with the Torrance Tests of Creative Thinking (TTCT: Torrance, Bal & Safter, 2008). Squiggling subscales Elaboration and Imagination showed signs of psychometric strength. However, Fluency and Originality require revision. Concurrent validity of the subscales Flexibility and Integration were not established. A matched-participants design enabled testing of hypothesised differences in creative thinking abilities with children with Asperger syndrome using the TTCT (Torrance et al., 2008): Abstractedness, Fluency, Originality, Integration, Elaboration, Resistance to Premature Foreclosure and Flexibility. Children with Asperger syndrome demonstrated a significantly higher level of elaboration and abstract imagination in their drawings relative to a comparison group of typically-developing children matched on age, visual motor integration ability and non-verbal IQ. Findings indicate partial support for the Weak Central Coherence Theory (Shah and Frith, 1983) and Leslie’s (1987) Meta-Representational Deficit hypothesis. Children with Asperger syndrome demonstrated understanding and expression of abstract concepts as graphical representations, thereby supporting their use in clinical assessments and interventions. No support was found for the Executive Dysfunction Theory (Pennington & Ozonoff, 1996) or for the Hyper-Systemising Theory (Baron-Cohen, 2006). Some limitations include the heterogeneity of the clinical group, and the possible confounding effects of verbal intellectual abilities, extrinsic rewards and performance anxiety. Major strengths of the study include a successful matching procedure and the finding of group differences with large effect sizes on particular creative thinking abilities.
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Bisno, Margaretta H. "Memories of parental attitudes and child-rearing behaviors among the intellectually gifted and creative /." Connect to CIFA website:, 1996. http://ourworld.compuserve.com/homepages/pdwerner/cifa1.htm.
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Burns, Bonita J. "A comparative study of serial line and random questioning as approaches to developing inferential comprehension skills of gifted learners." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/517131.
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The purpose of the study was to determine if a prepared serial or sequential line of teacher questioning, immediately following the reading of a narrative selection, is a more effective method of teaching to increase inferential comprehension skills of gifted learners that a random questioning method of teaching. The setting for the study was a magnet elementary school for gifted children in a midwest metropolitan area. Forty-nine gifted, fifth grade students were randomly selected for inclusion in the study to target differences in inferential comprehension mastery resultant to intervening questioning treatment.A norm referenced pre-test and post-test was utilized to determine the degree of effectiveness in assessing inferential comprehension skills in long term mastery learning. The null hypothesis was tested by using Analysis of Covariance. Weekly tests were used to assess short term mastery of inferential comprehension. The null hypothesis was tested by using Multiple Analysis of Variance. The .05 level of significance was established as the critical probability level for the non-acceptance of hypotheses.Findings1. After a six week intervening treatment comparing the effects of a serial and random questioning line with gifted learners measured by pre and post-test instruments of a norm referenced test, non-significant gains were made by the experimental group attributable to the type or line of questioning utilized.2. There existed a difference between the groups over the individual tests measured. Gifted learners were affected in short term mastery of inferential comprehension skills as indicated in scores on three weekly five item tests.Conclusions1. There is no difference in inferential comprehension skill mastery between the control and experimental group after a six week serial questioning treatment as measured on the Comprehensive Test of Basic Skills, Form U, Level G, grade 5.2. There is a difference in inferential comprehension skill mastery between the control and experimental group as assessed during the six week treatment for a serial line of questioning of three day per week measurements.
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Kimbrough, Heather E. "What are effective methods of teaching critical thinking skills to middle school students?" Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Kimbrough_H%20MITthesis%202007.pdf.
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Greene, Debra Blatt. "An Analysis of the Peer Relationships of Gifted and Gifted-Creative Primary Students." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331836/.
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The purpose of this study was to compare the peer relationships of highly gifted and highly gifted-highly creative primary students in a gifted classroom of a public school. The study was conducted using thirty-one highly gifted first, second, and third graders who had scores of 140 or better on the WISC-R, WPPSI, or Otis-Lennon.
At the beginning of the school year, the Creativity Assessment Packet was administered to the class. The top 20 percent scorers in the class (termed gifted-creative) and those who scored in the bottom 20 percent of the class (termed gifted) on the CAP were targeted for observation. In addition, a sociogram was administered to each student individually for the purpose of determining each child's social status. A bivariate correlation coefficient was employed to express the degree of any relationship between creativity scores and rankings on the class sociogram. Observational anecdotes were used in the discussion of the
sociometric results.
The following findings resulted from the study. The gifted-creative students, as a group, ranked higher on a class sociogram on measures of friendship and choice of academic work partners than did the gifted group. On sociometric measures of choice of creative work partners, there was no significant difference. During observations, the gifted students displayed approximately the same amount of positive verbal behaviors as the gifted-creative students. The gifted students did exhibit more isolated behavior, especially during academic tasks, than.did their gifted creative counterparts. The gifted-creative group displayed much more verbal and physical aggression than the gifted group.
This report concludes that in the gifted classroom under investigation, gifted-creative and gifted pupils differ in their peer relationships thus supporting findings documented in past research. However, information from the sociogram seemed to suggest that the gifted-creative students, as a group, achieved higher social status within this gifted classroom than the gifted students.
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Ricciardelli, Lina. "Childhood bilingualism, metalinguistic awareness and creativity /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phr492.pdf.
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Lawrence, Ian Richard. "Modes of thinking in young children and the use of analogies in obtaining insights in creative problem solving." Thesis, University of Brighton, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261624.
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Hector, Juliann. "Hooking the big idea: Working titles in creative problem solving by young Latino adolescents." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1522.
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Problem representation/problem finding skills are frequently the catalyst facilitating adroit knowledge base access and subsequent positive creative outcomes in adult populations. To determine whether judged creativity is similarly enhanced through young adolescents' use of a working title representation strategy within a curriculum knowledge base, 40 Latino partyicipants at two Southern California middle schools received brief written interactive directions for one of two different types of problem representation or a third, non-representational control group.
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Vann, Lora J. "Self-concept and creative potential of urban parochial school children : analysis by grade, race, and socio-economic status." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/438084.
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The purpose of this study was to analyze scores of urban parochial elementary school pupils for The Piers-Harris Children's Self Concept Scale (behavior, intellectual/school status, and anxiety) and for the Torrance Tests of Creativity (fluency, originality, and elaboration). Second, differences between groups divided according to grade, race, and socioeconomic status (SES) were examined. Third, relationships between self-concept and creative potential were investigated. The sample population included 163 pupils, grades 1-6, in a large midwestern city. Multivariate and univariate analysis of variance were used to test four null hypotheses applying the .05 level of confidence.Findings1. Significant differences were found in mean scores obtained by the total group of parochial school pupils indicating more positive self-concepts and lower degree of creativity when compared with the normative population for the two instruments employed.2. No statistical differences were found between primary and intermediate levels for the total group nor for the non-black subgroup. When the subgroup of Blacks was examined separately, differences indicated that intermediate pupils scored significantly higher in creativity than Blacks at the primary level.3. No statistically significant differences were found between any of the groups when divided between high and low socio-economic status.4. Differences were evidenced within certain subgroups when the subjects were divided into Black/non-black groups on the following variables on the Piers-Harris instrument (behavior and anxiety) and on the Torrance instrument (fluency, originality, and elaboration).Conclusions1. Positive self-concept revealed by the sample might be associated with environmental factors, school setting, selectivity of the study body and influence as reference group, philosophical foundations of the parochial schools, or other contributing factors.2. Lower degree of creativity could result from environmental atmosphere, academic expectations of the schools, and/or parential influences.3. Differences evidenced by Blacks on the variables (behavior, anxiety, fluency, originality, and elaboration) might be related to the influences of peer/referent groups, particularly in intermediate grades.4. Parochial school attendance appears to be a stabilizing influence in self-concept of behavior.5. Black students showed an increase in spontaneity and confidence in measures of creative tendencies. How this related to a reduction in positive experiences of self-concept is less obvious.Recommendations for additional research were provided.
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Warner, Scott A. "The effects on student's personality preferences from participation in Odyssey of the Mind." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1481.
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Thesis (Ed. D.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains ix, 156 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 106-111).
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Antoniuk, Jan. "Living artistry in teaching : one teacher's story /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq22700.pdf.
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Lam, Tsz-ki. "Developing creativity and problem solving through story telling for preschool children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35372941.
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LaFrance, Edith B. (Dee). "A comparative analysis of creative thinking patterns in children who are gifted, learning disabled, and gifted with learning disabilities." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/6717.
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Creative thinking is dynamic; its growth can be fostered in a democratic atmosphere with instruction and experiences which encourage the use of all mind functions. This study integrates two models of creative thinking and extends the existing research to include, not only gifted children, but also children who are learning disabled and children who are gifted with learning disabilities. Children who are gifted with learning disabilities (gifted/LD) are often achieving at below grade level because their high abilities mask their extreme learning disabilities and their learning disabilities mask their high cognitive abilities. Unable to produce at the expected rate or standard, they are frequently given programming which excludes them from activities which might develop their potential in gifted behaviours. Unidentified and misunderstood, the gifted/LD, like the learning disabled children, perceive school as an experience in failure; self-esteem is lowered and the school experience is left behind as quickly as possible. Cognitive as well as creative thinking patterns are compared in these three groups of exceptional children by examining, through both quantitative and qualitative analyses, their subtest scores on the Wechsler Intelligence Scale for Children and their performance on figural designs as well as creative writing. Teachers in four Boards of Education were interviewed individually. They were aware of creative thinking characteristics in gifted and gifted/LD children but not in learning disabled children. Since the revised Wechsler Intelligence Scale for Children assessed only cognitive functioning, it was after administering tests of creative thinking that learning disabled children's strengths became apparent. These were intuitive creative aspects as expressed in figural form completion and expressing positive and negative feelings in their stories. Gifted/LD children were more similar to gifted than to learning disabled children in cognitive as well as other creative thinking abilities. This study should assist teachers and clinicians to identify creative thinking differences between gifted and gifted/LD and between gifted/LD and learning disabled children. By using their creative abilities while meeting educational needs, teachers are heightening self-esteem and encouraging the realization of their students' fuller potential.
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De, la Cruz Rey E. Morreau Lanny E. Lian Ming-Gon John. "The effects of creative drama on the social and oral language skills of children with learning disabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604368.
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Thesis (Ed. D.)--Illinois State University, 1995.Title from title page screen, viewed April 20, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Frances E. Anderson, Mack L. Bowen, Julie Brinker. Includes bibliographical references (leaves 112-133) and abstract. Also available in print.
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Donley, Kevin Scott. "Coding in the Curriculum: Learning Computational Practices and Concepts, Creative Problem Solving Skills, and Academic Content in Ten to Fourteen-Year-Old Children." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/514678.
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Educational PsychologyPh.D.
The fundamentals of computer science are increasingly important to consider as critical educational and occupational competencies, as evidenced by the rapid growth of computing capabilities and the proliferation of the Internet in the 21st century, combined with reimagined national education standards. Despite this technological and social transformation, the general education environment has yet to embrace widespread incorporation of computational concepts within traditional curricular content and instruction. Researchers have posited that exercises in computational thinking can result in gains in other academic areas (Baytak & Land, 2011; Olive, 1991), but their studies aimed at identifying any measurable educational benefits of teaching computational concepts to school age children have often lacked both sufficient experimental control and inclusion of psychometrically sound measures of cognitive abilities and academic achievement (Calao, Moreno-León, Correa, & Robles, 2015). The current study attempted to shed new light on the question of whether using a graphically-based computer coding environment and semi-structured curriculum –the Creative Computing Course in the Scratch programming language –can lead to demonstrable and significant changes in problem solving, creative thinking, and knowledge of computer programming concepts. The study introduced 24 youth in a summer educational program in Philadelphia, PA to the Scratch programming environment through structured lessons and open-ended projects for approximately 25 hours over the course of two weeks. A delayed treatment, control trial design was utilized to measure problem solving ability with a modified version of the Woodcock-Johnson Tests of Cognitive Abilities, Fourth Edition (WJ-IV), Concept Formation subtest, and the Kaufman Tests of Educational Achievement, Third Edition (KTEA-3) Math Concepts and Applications subtest. Creative problem solving was measured using a consensual assessment technique (Amabile, 1982). A pre-test and post-test of programming conceptual knowledge was used to understand how participants’ computational thinking skills influenced their learning. In addition, two questionnaires measuring computer use and the Type-T (Thrill) personality characteristic were given to participants to examine the relationship between risk-taking or differences in children’s usage of computing devices and their problem solving ability and creative thinking skills. There were no differences found among experimental and control groups on problem solving or creative thinking, although a substantial number of factors limited and qualified interpretation of the results. There was also no relationship between performance on a pre-test of computational thinking, and a post-test measuring specific computational thinking skills and curricular content. There were, however, significant, moderate to strong correlations among academic achievement as measured by state standardized test scores, the KTEA-3 Math Concepts and Applications subtest, and both the pre and post Creative Problem Solving test developed for the study. Also, higher levels of the Type T, or thrill-seeking, personality characteristic were associated with lower behavioral reinforcement token computer “chips," but there were no significant relationships among computer use and performance on assessments. The results of the current study supported retention of the null hypothesis, but were limited by small sample size, environmental and motivational issues, and problems with the implementation of the curriculum and selected measures. The results should, therefore, not be taken as conclusive evidence to support the notion that computer programming activities have no impact in other areas of cognitive functioning, mathematic conceptual knowledge, or creative thinking. Instead, the results may help future researchers to further refine their techniques to both deliver effective instruction in the Scratch programming environment, and also target assessments to more accurately measure learning.
Temple University--Theses
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Dahl, Waldemar Werner. "The effects of classroom environment on creativity and question asking in grade seven science classes." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25374.
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Current evaluations in science education research of discovery based science programs give no clear indication of the merit of these new science programs.
Getzels and Jackson's studies in creativity suggest that permissive
and authoritarian family environments may influence development of creativity and IQ respectively in children.
It was reasoned that findings relating family and school environments
to creativity could have relevance in science education where discovery based science programs are having a profound effect on altering science classroom environment. It was hypothesized that permissive science classroom environments would produce significantly higher posttest creativity means than the control.
Since a current science education goal is to enhance student question
asking skill (e.g. Inquiry Training) and since findings indicate question asking styles are related to aptitudes, it is hypothesized that high creative and high permissive groups will have significantly higher factual and yes-no question score means whereas high intelligence and low permissive groups will have significantly higher explanation question score means.
Creativity tests used in this study include Guilford's Uses Test and the Question Test from Torrance's Ask-and-Guess Test. The Question Test also yields factual, yes-no, and explanation question scores.
To assess classroom environment, the Classroom Environment Scale was developed. Item choices were classified by seven judges into the three environmental categories. The sample consisted of four grade seven classes, three experimental
and one control. Experimental groups were taught the ESS unit, Batteries and Bulbs. The experimental groups included a semipermissive group which was taught the unit according to suggestions in the teacher's guide, and the permissive and authoritarian groups which, respectively, had less and more teacher control of classroom environment than the semi-permissive group. Experimental groups were shown to have significantly different classroom environment means in the direction expected.
Data for testing hypotheses of this project came from a field experiment and a field study. For the field experiment a before and after design was used, analysis of covariance being employed on the group post creativity means with significant covariates derived from step-down regression analysis of pretest data. All significance levels are at the 5% level.
Results of the field experiment indicate that for the more valid creativity test, the Uses Test, the group post creativity means of the permissive and authoritarian groups were significantly larger than the control group post mean. With the Question Test, which lacked discriminant validity in regard to intelligence, only the authoritarian group post creativity mean was significantly larger than the control post mean.
For the field study high and low groups were formed using medians of creativity, intelligence and classroom environment as cutoffs, with analysis of variance and the F-test used to detect significant differences
in means of question scores or question gains of these high and low groups. When question gain data showed non-normality the Chi-square test was used with significance at 1%.
Field study results show that the high creative group had significantly
higher mean yes-no and factual question scores than the low creative group, whereas the high intelligence group had a significantly higher mean explanation question score than the low intelligence group.
Chi-square analysis revealed significant divergence in factual and explanation question gains for low and high permissive groups.
For aptitude-environment interaction low aptitude-low permissive interactions contribute most to divergence of factual question gains and high aptitude-low permissive interactions contribute most to divergence of explanation question gains. Strongest divergences in group question gains came from intelligence environment interaction.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Parker, Donald John. "Training for fluency, flexibility and originality in native Indian children." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25503.
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In the last twenty years a great deal of research into training for creativity has been conducted (Blank, 1982). Guilford (1950, 1959, 1962) and Warren and Davis (1969) reported that productivity increased with training for creativity using the morphological synthesis technique. Research in creativity training has been concerned generally with white middle class school children. There has been no research on training for creativity in Canadian Native Indians (Blank, 1982).
The purpose of this study was to investigate the effects of training for creativity on fluency, flexibility, and originality of Canadian Native Indian children. Children from the Chahalis Indian Reserve of British Columbia (grades three through six) were assigned to control (n=7) and experimental (n=7) groups. The control group received no training for creativity while, the experimental group experienced two weeks of training (20 minutes per day) for creativity with blocks, sticks, and tanagrams. Torrance Tests of Creative Thinking were used to assess creativity.
Pre-training scores of the control and experimental groups were compared using one-way ANOVAs. Group differences were deemed non-significant. These results indicated that the assignment of children to the groups was not biased in favour of the more creative versus the less creative and that the post-training results of the groups could be compared for gains in potential creativity since both groups had exhibited similar levels of creativity before training.
The results of post-training one-way ANOVAs indicated significant gains in originality scores of the experimental group for the Incomplete Figures Test and the Circles Test. ANCOVAs, which included pre-training scores as covariates, had the same outcomes as post-training one-way ANOVAs.
Paired t-tests comparing pre- and post-training scores within groups indicated that there were no significant improvements in control group test scores. The experimental group showed significant, improvements in flexibility and originality scores of the Circles Test and in originality scores of the Incomplete Figures Test. Factors which influenced the results of this study were discussed and suggestions for further research were given. In spite of these factors, the results of the data analyses indicated that creativity of Native Indian children will improve with training.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Scicchitano, Dorothy. "A descriptive study of the relationship between Gardner's seven styles of learning and artistic ability in fourth grade children." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1994. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1994.Source: Masters Abstracts International, Volume: 45-06, page: 2752. Typescript. Abstract precedes thesis as [3] preliminary leaves. Includes bibliographical references (leaves 49-50).