Relevant bibliographies by topics / Divergent thinking

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Divergent thinking'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Divergent thinking"

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Kogan, Nathan. "Diverging From Divergent Thinking." Contemporary Psychology: A Journal of Reviews 39, no. 3 (March 1994): 291–92. http://dx.doi.org/10.1037/034001.

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Eysenck, H. J. "Divergent thinking." Personality and Individual Differences 15, no. 1 (July 1993): 116. http://dx.doi.org/10.1016/0191-8869(93)90056-9.

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Mayer, Richard E. "Creativity = Divergent Thinking + Evaluative Thinking." Contemporary Psychology 49, no. 3 (June 2004): 368–69. http://dx.doi.org/10.1037/004365.

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DEMETRULIAS, DIANA MAYER, and REBECCA J. SHAW. "ENCOURAGING DIVERGENT THINKING." Nurse Educator 10, no. 6 (November 1985): 12–17. http://dx.doi.org/10.1097/00006223-198511000-00007.

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Man, Na, Kechao Wang, and Lin Liu. "Using Computer Cognitive Atlas to Improve Students' Divergent Thinking Ability." Journal of Organizational and End User Computing 33, no. 6 (November 2021): 1–16. http://dx.doi.org/10.4018/joeuc.20211101.oa25.

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Human society has entered the era of intelligence. Social development in the era of intelligence has spawned a large number of intelligent applications. Intelligent applications have put forward unprecedented requirements on the level of cognitive intelligence of machines, and the realization of machine cognitive intelligence depends on knowledge map technology. Divergent thinking is an important part of thinking and an important indicator for measuring innovative thinking. The research in this article found that after the experiment, the associated probabilities of the F values of fluency, flexibility, uniqueness, semantic divergence, graphical divergence, and problem divergence were 0.389, 0.442, 0.594, 0.267, 0.319, and 0.478, which were all greater than the significance level of 0.05, That is, the divergent thinking ability of the experimental group has been significantly improved. The results of this study show that the use of computer cognitive maps can improve students' divergent thinking ability.
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NURSA’BAN, EVA. "STUDI KORELASI KECENDRUNGAN BERPIKIR DIVERGEN DAN KONVERGEN DENGAN HASIL BELAJAR KIMIA SISWA KELAS X MAN 2 MATARAM TAHUN PELAJARAN 2012/2013." Lensa : Jurnal Kependidikan Fisika 1, no. 1 (June 22, 2013): 50. http://dx.doi.org/10.33394/j-lkf.v1i1.73.

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Chemical material contains concepts of formulas that must be completed by the students. The purpose of this research is to know: (1) correlation of divergent thinking character with achievement of chemistry learning of class X MAN 2 Mataram academic year 2012/2013; (2) correlation of convergent thinking characters with chemistry learning outcomes. This type of research is correlational. The subjects of the study were 166 students of class X. Data thinking characters are collected using questionnaires of divergent / convergent thinking characters. Learning result data is obtained at the end of semester. Data analysis used is Pearson product moment correlation. The results show that there is a negative correlation between diverging thinking characters and learning outcomes. This means that the higher the tendency of divergent thinking of the students, the lower the learning result, this is proved by the value of r-test (-0.121) <-r-tabel (-0,044). In addition, convergent thinking characters are positively correlated between convergent thinking characters and learning outcomes. This means that the higher the tendency of convergent students thinking, then the learning result will be high, this is proved by the value of r-test (0.048)> r-table (0.044). We conclude that: (1) the divergent thinking character of the students is negatively correlated with the learning outcomes; (2) the convergent thinking characters in the students are positively correlated with the learning outcomes.
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Fahad Javaid, Syed, and James Paul Pandarakalam. "THE ASSOCIATION OF CREATIVITY WITH DIVERGENT AND CONVERGENT THINKING." Psychiatria Danubina 33, no. 2 (June 25, 2021): 133–39. http://dx.doi.org/10.24869/psyd.2021.133.

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Booton, Sophie A., Elena Hoicka, Aneyn M. O'Grady, Hiu Ying Nicole Chan, and Victoria A. Murphy. "Children's divergent thinking and bilingualism." Thinking Skills and Creativity 41 (September 2021): 100918. http://dx.doi.org/10.1016/j.tsc.2021.100918.

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Abbasi, Kamran. "A riot of divergent thinking." Journal of the Royal Society of Medicine 104, no. 10 (October 2011): 391. http://dx.doi.org/10.1258/jrsm.2011.11k038.

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Runco, Mark A. "Divergent Thinking, Creativity, and Giftedness." Gifted Child Quarterly 37, no. 1 (January 1993): 16–22. http://dx.doi.org/10.1177/001698629303700103.

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Dissertations / Theses on the topic "Divergent thinking"

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MORONI, Federica. "Divergent Thinking in Atypical Parkinsonism." Doctoral thesis, Università degli studi di Bergamo, 2017. http://hdl.handle.net/10446/84793.

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Creativity is strongly dependent on divergent thinking and divergent thinking appears to be strongly linked to frontal lobe function. Since Parkinson's disease (PD) depends also on a dysfunction of the frontal lobe, with this research we aim to investigate if a change in the divergent thinking of patients with this diagnosis can be observe. Moreover, since the atypical parkinsonism is a group of neurodegenerative diseases involving the combination of parkinsonian symptoms and other neurological signs, we would make a comparison between atypical parkinsonism (PKS) and PD cognitive and creative level. An appropriate battery of neuropsychological tests was given to 13 patients with idiopathic PD, to 13 multiple system atrophy (MSA) patients, to 13 patients with progressive sopranuclear palsy (PSP) and 13 normal control subjects (HC). An exploratory survey on 4 corticobasal degeneration (CBD) was conducted too. The Abbreviated Torrance Tests of Creative Thinking for Adults (ATTA), a known test assessing creativity along the dimensions of fluency, flexibility, originality and elaboration was used to examine divergent thinking. Nobody of the subjects plays a creative work. Comparing all the data we found that creative PSP level is lower then other groups. Instead, the creative PD and HC level are similar. The result seems to confirm the central role of frontal lobes in creativity. In particular, we hypotesize the involvement of dopaminergic midbrain circuits and limbic system while the role of dopaminergic treatment remains doubtful.
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Moir, Philip. "Training continuing educators for divergent thinking /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/7698.

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Merwood, Andrew. "Divergent thinking and ADHD : a systematic review." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698980.

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Objective: ADHD may be associated with enhanced divergent thinking (DT); however, the extent to which this is a consistent finding across empirical studies is unclear. Accordingly, this paper reviews the association between ADHD and DT. Method: A systematic review of case/control studies was completed. There were 179 records identified, of which 10 met inclusion criteria for this review. Results: The majority of studies were of low-to-moderate quality and it was therefore not possible to meta-analyse the results across studies. A narrative review indicated only modest case/control differences in DT and for only some DT domains, specifically for Originality and Flexibility. Conclusions: Overall, these findings indicate that DT is not impaired among individuals with ADHD and is possibly enhanced in the domains of Originality and Flexibility; however these findings are limited by the low quality of included studies. High quality research into ADHD and DT is therefore required in future.
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Dillon, Jessica A. "Play, Creativity, Emotion Regulation and Executive Functioning." Cleveland, Ohio : Case Western Reserve University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1259873634.

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Thesis(M.A.)--Case Western Reserve University, 2010
Title from PDF (viewed on 2010-01-28) Department of Psychology Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center
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Katz, Hilary Einhorn. "Mood and divergent thinking: One role of affect in creativity." Case Western Reserve University School of Graduate Studies / OhioLINK, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=case1058551383.

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Routhier, Sylvie. "Étude du langage logo au préscolaire : la vérification des capacités de programmation et l'influence de ce langage sur le développement des facteurs de la pensée divergente /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1986. http://theses.uqac.ca.

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Mémoire (M.Ed)--Université du Québec à Chicoutimi, 1986.
"Mémoire présenté à l'Université du Québec à Chicoutimi en vue de l'obtention de la maîtrise en éducation" CaQCU Document électronique également accessible en format PDF. CaQCU
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Hodge, H. Jane F. "Divergent thinking and Sschmidt's schema theory as a function of problem solving methodology in physical education." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59393.

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The purpose of this study was to explore the relationship between divergent thinking and Schmidt's schema theory of motor learning in a population of first year University physical education students.
Problem solving teaching methodology was used as the intervention program in this study and the main sources of data were the Torrance Tests of Creative Thinking and tests of Schmidt's schema theory designed by the researcher. Descriptive data were used to explain the intervention program.
A mixed model analysis of variance was used to compare the pre-test and post-test performance on Torrance Tests of Creative Thinking (TTCT), and the Pearson product-moment correlation technique was used to compare the results of the TTCT post-test and the Schmidt test.
Results showed minimal differences attributable to the intervention and no relationships between the two tests. Analysis of the descriptive data suggests several limitations to the intervention program and some suggestions for further research are offered.
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FRIGGE', PAOLA. "RICONOSCERE, POTENZIARE, COMPRENDERE IL PENSIERO DIVERGENTE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/315.

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Poche qualità umane hanno un così forte impatto sulla nostra esistenza quanto la creatività (Scott et al., 2004). Il presente progetto di ricerca raccoglie le sfide identificate da Houtz (2003) come cruciali per la ricerca psicologica: riconoscere, potenziare e comprendere la creatività. Il progetto si focalizza sul concetto di pensiero divergente (Guilford, 1956) come risvolto cognitivo della creatività e si divide in tre studi. Il primo studio presenta un contributo alla validazione del Wallach Kogan Creativity Test (1965). Nel secondo studio ill WKCT, validato nel primo studio, insieme al Test di pensiero creativo (Sprini e Tomasello, 1989 - versione italiana del Torrance Test of Creative Thinking, Torrance 1966) è servita per valutare l'efficacia di un training di pensiero creativo. Nel terzo studio a 306 soggetti di seconda media sono stati somministrati i seguenti strumenti: Big Five Questionnaire – Children (Barbaranelli et al.,1998), Test di pensiero creativo - forma A, parte verbale (Sprini e Tomasello, 1989) versione italiana del Torrance Test of Creative Thinking (TTCT; Torrance, 1966) e una serie di item utilizzati da Choi (2004). Quindi è stata condotta una path analysis per testare un modello in cui personalità, motivazione, pensiero divergente e variabili contestuali sono predittori dell'atteggiamento creativo.
Improving creative thinking is a crucial challenge for the progress of human beings and nations (Florida, 2002). The research project aims at recognizing, fostering and understanding divergent thinking (Guilford, 1956) as cognitive aspect of creativity. The project consists of 3 studies. First study is a contribution to the Italian validation of Wallach Kogan Creativity Test (1965) with subjects aged 12. Second study is an experimental research conducted in a school with children 12 years old. A group of them followed a three-months-training that aimed at fostering divergent thinking abilities, another group served as control. Pretest and posttest were administered using Wallach Kogan Creativity Test (1965) previously validated and also the Italian version of Torrance Test of Creative Thinking (Torrance, 1966) in the verbal form (Sprini & Tomasello, 1989). Third study presents a path analysis to test a model in which personality, motivation, divergent thinking and contextual variables are predictors of a creative aptitude.
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FRIGGE', PAOLA. "RICONOSCERE, POTENZIARE, COMPRENDERE IL PENSIERO DIVERGENTE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/315.

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Poche qualità umane hanno un così forte impatto sulla nostra esistenza quanto la creatività (Scott et al., 2004). Il presente progetto di ricerca raccoglie le sfide identificate da Houtz (2003) come cruciali per la ricerca psicologica: riconoscere, potenziare e comprendere la creatività. Il progetto si focalizza sul concetto di pensiero divergente (Guilford, 1956) come risvolto cognitivo della creatività e si divide in tre studi. Il primo studio presenta un contributo alla validazione del Wallach Kogan Creativity Test (1965). Nel secondo studio ill WKCT, validato nel primo studio, insieme al Test di pensiero creativo (Sprini e Tomasello, 1989 - versione italiana del Torrance Test of Creative Thinking, Torrance 1966) è servita per valutare l'efficacia di un training di pensiero creativo. Nel terzo studio a 306 soggetti di seconda media sono stati somministrati i seguenti strumenti: Big Five Questionnaire – Children (Barbaranelli et al.,1998), Test di pensiero creativo - forma A, parte verbale (Sprini e Tomasello, 1989) versione italiana del Torrance Test of Creative Thinking (TTCT; Torrance, 1966) e una serie di item utilizzati da Choi (2004). Quindi è stata condotta una path analysis per testare un modello in cui personalità, motivazione, pensiero divergente e variabili contestuali sono predittori dell'atteggiamento creativo.
Improving creative thinking is a crucial challenge for the progress of human beings and nations (Florida, 2002). The research project aims at recognizing, fostering and understanding divergent thinking (Guilford, 1956) as cognitive aspect of creativity. The project consists of 3 studies. First study is a contribution to the Italian validation of Wallach Kogan Creativity Test (1965) with subjects aged 12. Second study is an experimental research conducted in a school with children 12 years old. A group of them followed a three-months-training that aimed at fostering divergent thinking abilities, another group served as control. Pretest and posttest were administered using Wallach Kogan Creativity Test (1965) previously validated and also the Italian version of Torrance Test of Creative Thinking (Torrance, 1966) in the verbal form (Sprini & Tomasello, 1989). Third study presents a path analysis to test a model in which personality, motivation, divergent thinking and contextual variables are predictors of a creative aptitude.
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Deltner, Johan. "Varaktig förgänglighet : En undersökning av kreativitet inom ramen för ett historiskt tänkande kring kontinuitet och förändring." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44286.

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Creative thinking is a popular and ambiguous ability but so far we have limited knowledge about how creativity work within history education. The purpose of this study was therefore to investigate how individual creativity and a historical thinking with a focus on continuity and change relate to each other within history education. Data was collected with the help of an authentic history assignment and analyzed with qualitative content analysis and statistical correlations. A constructivist framework with a specific focus on the The Geneplore Model of Creativity and Historical thinking was chosen to guide the analysis. Results point to several similarities between creativity and historical thinking on continuity and change, with both concepts focusing on constructing new and meaningful knowledge. Here, the strongest correlation was found between creative thinking and reflections about change through history. The analysis also pointed to cognitive processes with a particularly promising potential to develop both creative and historical thinking, namely divergent thinking with the purpose to generate several alternative answers, and janusian thinking with the purpose to generate contradictory perspectives. Further, the analysis also revealed some differences between creativity and historical thinking on continuity and change. Here, thinking creatively with help of distant analogical thinking was particularly difficult since those conclusions seldom were rooted in historical facts. In fact, many of the creative conclusion identified in this study showed a potential to develop students understanding of the past, but were still in an undeveloped stage. These results indicate a need for a continued critical exploration of creative answers after initially being generated. In sum, the identified similarities and differences between creative and historical thinking on continuity and change demonstrate that creativity could play a role in the development of students historical understanding and points to a promising direction for future research interested in creative comparisons over time.
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Books on the topic "Divergent thinking"

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Divergent thinking. Norwood, N.J: Ablex Pub. Corp., 1991.

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Wilson, Leah. Divergent thinking: YA authors on Veronica Roth's Divergent trilogy. Dallas, Texas: Smart Pop, an imprint of BenBella Books, Inc., 2014.

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Divergent thinking and creative potential. New York, N.Y: Hampton Press, 2012.

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Creativity and divergent thinking: A task-specific approach. Hillsdale, N.J: L. Erlbaum Associates, 1993.

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McMillan, Michael. Paper airplane: A lesson for flying outside the box. New York, N.Y: Simon & Schuster, 2004.

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Paper airplane: A lesson for flying outside the box. New York, N.Y: Simon & Schuster, 2004.

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Paper airplane: The flight of change. West Dundee, Ill., USA: McMillan Associates, 2001.

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Creativity and children's literature: New ways to encourage divergent thinking. Santa Barbara, CA: Libraries Unlimited, 2014.

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The agile mind. Oxford: Oxford University Press, 2012.

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Bardeggia, Mary-Catherine. Fantasy behavior, divergent thinking, and conceptual tempo in school-age children. [s.l: s.n.], 1988.

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Book chapters on the topic "Divergent thinking"

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Runco, Mark A. "Divergent Thinking." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 754–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-15347-6_430.

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Baer, John, and James C. Kaufman. "Divergent Thinking." In Being Creative Inside and Outside the Classroom, 13–60. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-840-7_2.

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Runco, Mark A. "Divergent Thinking." In The Palgrave Encyclopedia of the Possible, 1–9. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-98390-5_31-1.

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Runco, Mark A. "Divergent Thinking." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 1–5. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6616-1_430-2.

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Runco, Mark A. "Divergent Thinking." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 542–46. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3858-8_430.

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Furnham, Adrian. "Divergent thinking." In Managing People in a Downturn, 58–60. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230307209_19.

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Runco, Mark A. "Divergent Thinking." In The Palgrave Encyclopedia of the Possible, 429–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90913-0_31.

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Razumnikova, Olga M. "Divergent Versus Convergent Thinking." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 759–65. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-15347-6_362.

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Razumnikova, Olga M. "Divergent Thinking and Learning." In Encyclopedia of the Sciences of Learning, 1028–31. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_580.

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Razumnikova, Olga M. "Divergent Versus Convergent Thinking." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 1–7. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6616-1_362-2.

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Conference papers on the topic "Divergent thinking"

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Lu, Zhongxi, Jinli Luo, and Hongji Yang. "Emotions Behind Divergent Thinking." In 2021 8th International Conference on Dependable Systems and Their Applications (DSA). IEEE, 2021. http://dx.doi.org/10.1109/dsa52907.2021.00083.

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Wang, Zhenzhen. "Unconscious decision minds and divergent thinking model." In 2017 13th International Conference on Natural Computation, Fuzzy Systems and Knowledge Discovery (ICNC-FSKD). IEEE, 2017. http://dx.doi.org/10.1109/fskd.2017.8393054.

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Baoshan Mi. "Divergent thinking based on the symbol design." In Conceptual Design (CAID/CD). IEEE, 2008. http://dx.doi.org/10.1109/caidcd.2008.4730691.

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Offutt, Jeff, and Kesina Baral. "Designing Divergent Thinking, Creative Problem Solving Exams." In 2022 IEEE/ACM 44th International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET). IEEE, 2022. http://dx.doi.org/10.1109/icse-seet55299.2022.9794155.

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Offutt, Jeff, and Kesina Baral. "Designing divergent thinking, creative problem solving exams." In ICSE '22: 44th International Conference on Software Engineering. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3510456.3514162.

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Santamarina, Virginia, María de-Miguel-Molina, Blanca De-Miguel, and Mª Ángeles Carabal. "ART THINKING AS A CATALYST FOR STEAM STRATEGIES. TOWARDS A DIVERGENT THINKING." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0288.

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Wang, Yan. "Cultivate Students' Divergent Thinking in Total Differential Teaching." In 2017 International Conference on Humanities Science, Management and Education Technology (HSMET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hsmet-17.2017.230.

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Mei, Mei, and Ali A. Minai. "Divergent thinking in a neurodynamical model of ideation." In 2016 International Joint Conference on Neural Networks (IJCNN). IEEE, 2016. http://dx.doi.org/10.1109/ijcnn.2016.7727421.

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Zaharia, Iuliana. "Nascent Managers’ Initial Assessment Of Divergent Thinking Trait." In 2nd Central and Eastern European LUMEN International Conference - Multidimensional Education and Professional Development. Ethical Values. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.03.104.

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Razumnikova, Olga, and Vladislav Kagan. "Age-Associated Developmental Trajectories For Verbal Divergent Thinking." In International Conference on Language and Technology in the Interdisciplinary Paradigm. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.12.48.

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Reports on the topic "Divergent thinking"

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Glennie, Alex, Nyangala Zolho, and Hugo Cuello. A Comparison of the Characteristics of TAFTIE and RELAI Innovation Agencies. Inter-American Development Bank, November 2022. http://dx.doi.org/10.18235/0004551.

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This report brings together the results of a comparative analysis of the Latin American Network of Innovation Agencies (RELAI) and the European Network of Innovation Agencies (TAFTIE). This research has aimed to foster links between innovation agencies in Europe and Latin America in order to strengthen relationships and create opportunities for learning to take place. Our starting place is a comparison of the ways in which TAFTIE and RELAI agencies are similar, as well as the areas where they diverge. With this report, we hope to stimulate thinking about the variety of roles that innovation agencies can take on and how they can become more effective learning organizations, capable of adapting and evolving in response to changing contexts and able to learn from the experience of their peers worldwide.
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