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Relevant bibliographies by topics / Divergent thinking Creative thinking

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Academic literature on the topic 'Divergent thinking Creative thinking'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Divergent thinking Creative thinking"

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Kuypers, K. P. C., J. Riba, M. De la Fuente Revenga, S. Barker, E. L. Theunissen, and J. G. Ramaekers. "Ayahuasca enhances creative divergent thinking." European Neuropsychopharmacology 26 (October 2016): S705—S706. http://dx.doi.org/10.1016/s0924-977x(16)31842-9.

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Runco, Mark A. "Children's divergent thinking and creative ideation." Developmental Review 12, no. 3 (1992): 233–64. http://dx.doi.org/10.1016/0273-2297(92)90010-y.

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Altarriba, Jeanette, and Mary C. Avery. "Divergent Thinking in Survival Processing: Did Our Ancestors Benefit From Creative Thinking?" Evolutionary Psychology 19, no. 1 (2021): 147470492199402. http://dx.doi.org/10.1177/1474704921994028.

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The survival processing advantage is a robust mnemonic device in which information processed for its relevance to one’s survival is subsequently better remembered. Research indicates that elaborative processing may be a key component underlying this memory effect, and that this mechanism resembles divergent thinking, whereby words with a greater number of creative uses in a given scenario are better remembered. If this particular function underpins adaptive memory, then individual differences in creativity may play a part in the degree to which people benefit from this advantage. We expected t

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Kuypers, K. P. C., J. Riba, M. de la Fuente Revenga, S. Barker, E. L. Theunissen, and J. G. Ramaekers. "Ayahuasca enhances creative divergent thinking while decreasing conventional convergent thinking." Psychopharmacology 233, no. 18 (2016): 3395–403. http://dx.doi.org/10.1007/s00213-016-4377-8.

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Willings, David. "Creative Writing." Gifted Education International 5, no. 1 (1987): 24–28. http://dx.doi.org/10.1177/026142948700500105.

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The writer suggests that one can consider five modes of thinking; the non-creative or convergent modes which are defensive thinking and productive thinking and the creative or divergent modes which are adaptive thinking, elaborative thinking and developmental thinking. The author supports his argument with case studies of artistic, creative writing and gives details of a writing programme designed to identify these modes and consequently develop them.

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Nu'man, Mulin. "Eksplorasi berpikir kreatif melalui discovery learning Bruner." Humanika 20, no. 1 (2020): 13–30. http://dx.doi.org/10.21831/hum.v20i1.29265.

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Creative thinking is an essential component of advanced mathematical thinking. The components of creative thinking are lateral thinking (creating one’s own and non-routine ways), divergent thinking (using a variety of ways), and convergent-integrative thinking (using patterns in other situations). One way to develop creative thinking is learning with Bruner’s discovery learning model, namely learning with an enactive, iconic, and symbolic stage. Learning activities with Bruner’s discovery learning on the material of the two-variable linear equation system (SPLDV) to explore creative thinking a

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Huo, Kun. "Performance Incentives, Divergent Thinking Training, and Creative Problem Solving." Journal of Management Accounting Research 32, no. 1 (2020): 159–76. http://dx.doi.org/10.2308/jmar-52479.

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ABSTRACT Creativity theory suggests that effective solutions to creative problems depend on both divergent and convergent thinking (Cropley 2006). Using an experiment in which participants solve insight problems, I investigate the effect of incentive schemes on creative problem-solving performance. I find that both piece-rate pay and a flat wage plus public recognition generate higher performance with divergent thinking training than without. Consistent with the idea that incentives may promote more convergent thinking than divergent thinking, piece-rate pay generates lower creative problem-so

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Rigon, Arianna, Justin Reber, Nirav N. Patel, and Melissa C. Duff. "Traumatic brain injury and creative divergent thinking." Brain Injury 34, no. 6 (2020): 793–800. http://dx.doi.org/10.1080/02699052.2020.1753810.

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Myszkowski, Nils, Martin Storme, Andrés Davila, and Todd Lubart. "Managerial creative problem solving and the Big Five personality traits." Journal of Management Development 34, no. 6 (2015): 674–84. http://dx.doi.org/10.1108/jmd-12-2013-0160.

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Purpose – The purpose of this paper is to provide new elements to understand, measure and predict managerial creativity. More specifically, based on new approaches to creative potential (Lubart et al., 2011), this study proposes to distinguish two aspects of managerial creative problem solving: divergent-exploratory thinking, in which managers try to generate several new solutions to a problem; and convergent-integrative thinking, in which managers select and elaborate one creative solution. Design/methodology/approach – In this study, personality is examined as a predictor of managerial creat

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Yang, Chao-Chin, Chin-Shen Wan, and Wen-Bin Chiou. "Dialectical Thinking and Creativity among Young Adults: A Postformal Operations Perspective." Psychological Reports 106, no. 1 (2010): 79–92. http://dx.doi.org/10.2466/pr0.106.1.79-92.

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This study used a post-Piagetian perspective to investigate the relation of dialectical thinking and creative performance in early adulthood. The modified version of the Social Paradigm Belief Scale was employed to measure the development of formal and dialectical thinking among 454 young adults, ages 23 to 40 years ( M = 32.1, SD = 4.8). The Divergent Thinking Test estimated their creative performance. Scores on dialectical thinking were positively correlated and scores on formal thinking were negatively correlated with Divergent Thinking Test scores. Planned contrasts indicated that particip

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Dissertations / Theses on the topic "Divergent thinking Creative thinking"

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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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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<br>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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Lee, Alexis W. "Self-Perceptions of Creativity and Creative Performance in Adolescents." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1512480470553754.

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Hedblom, Maria. "The Role of Working Memory in Creative Insight : Correlation analysis of working memory capacity, creative insight and divergent thinking." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-89603.

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There is an ongoing debate about the components and processes of creativity. Within the subfield of creative insight, which is often considered to be the first measurable part of creativity, the role of working memory is discussed. Since creative insight appears to happen without conscious planning, the involvement of working memory appears to be limited; a hypothesis supported by several studies. However, there are several studies that support an opposing hypothesis. Namely, that creativity, including creative insights, is a form of divergent thinking and that working memory is needed for div

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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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Jančiulytė, Augusta. "Ikimokyklinio amžiaus vaikų (5-7 m.) kūrybiškumo ypatumai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2005. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20050609_153334-86053.

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The development of a creative personality is becoming more and more significant in the rapidly changing world. The aim of this work is to reveal the peculiarities of 5 –7 year old children verbal and nonverbal creative thinking. In the first (theoretical) part problems of creativity and creative thinking are analysed. In the second (practical) part the results of research on the indices of verbal and nonverbal creative thinking of pre – school children (5–7) are analysed. The object of research – creativity of 5 – 7 year children and education of creativity. The aim of research – to reveal th

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Jesurun, Timothy. "Picking a Winner: How We Choose Our Most Creative Ideas." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1396604876.

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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 T

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Lundgren, Henrik. "Hur den kreativa inlärningsprocessen kan tillämpas i undervisningen, examineringen och bedömningen av elever i Företagsekonomi 2 på gymnasiet." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31502.

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This thesis aims to examine how individual teachers in the upper secondary school manage to comply with the requirements from three different agents within the schoolsystem; the requirements of the The national agency for education in Sweden regarding formative assessment and standardisation of grading, the requirement of the students regarding ”backward-pedagogy”, and requirement of the society regarding developing the student’s independence and creative ability. Semi-structured interviews with three teachers teaching Business Administration at one upper secondary school in Malmo was conducte

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Puryear, Jeb S. "The Role of Chosen Creativity Measurements in Observed Relationships to Personality." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849658/.

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Creativity is a complex construct that is conceptualized and measured in multiple ways. This study examined the relationship between creativity and personality taking this into account. It was hypothesized that applying different conceptions and measures would cause variation in the creativity-personality relationship. The participants (N = 224) were undergraduate students completed six creativity measures, a personality inventory, and a demographic questionnaire. Personality predicted more creative production (R2 = .277) than creative potential (R2 = .176) and more self-reported creativity (R

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Books on the topic "Divergent thinking Creative thinking"

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Divergent thinking. Ablex Pub. Corp., 1991.

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Divergent thinking and creative potential. Hampton Press, 2012.

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

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

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

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Paper airplane: The flight of change. McMillan Associates, 2001.

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Gold-Vukson, Micheal. The invisible unicorn: A divergent thinking exercise book, all grades : blackline masters. GCT, Inc., 1989.

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Marji, Gold-Vukson, ed. The invisible unicorn: A divergent thinking exercise book, all grades : blackline masters. GCT, Inc., 1989.

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Palladino, Lucy Jo. The Edison trait: Saving the spirit of your nonconforming child. Times Books, 1997.

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Palladino, Lucy Jo. Dreamers, discoverers & dynamos: How to help the child who is bright, bored, and having problems in school. Ballantine Books, 1999.

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Book chapters on the topic "Divergent thinking Creative thinking"

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

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Baer, John. "Teaching for Creativity: Domains and Divergent Thinking, Intrinsic Motivation, and Evaluation." In Teaching Creatively and Teaching Creativity. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5185-3_13.

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

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Furnham, Adrian. "Divergent thinking." In Managing People in a Downturn. 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. 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. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3858-8_430.

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

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Suematsu, Chihiro. "Logical Thinking/Creative Thinking." In Management for Professionals. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06889-3_9.

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Hughes, Vera. "Creative Thinking." In People Skills. Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-12527-2_12.

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Chen, Chaomei. "Creative Thinking." In Turning Points. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19160-2_2.

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Conference papers on the topic "Divergent thinking Creative thinking"

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Nix, Anthony, Ryan Arlitt, Sebastian Immel, Mark Lemke, and Rob Stone. "Investigating Divergent Thinking in Creativity Exercises Through Alternative Uses Tests." In ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/detc2014-35335.

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Creativity is a valuable skill for today’s workplace and one that universities should be emphasizing in the classroom. Teaching creativity usually involves the completion of “creative exercises” that help an individual understand how to think outside the box. Often individuals that are considered creative “practice” creativity on a daily basis, either through their own will or through their occupation, which increases their creative potential. Creativity is shown to be divided into multiple aspects, one of which is divergent thinking. This study examines participants’ divergent thinking skills

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Ortega-Tudela, Juana M., Elena M. Diaz-Pareja, África M. Cámara-Estrella, and Mercedes LLorent-Vaquero. "DESIGN THINKING IN FUTURE TEACHERS TRAINING." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end070.

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Innovation in education entails not only the incorporation of technological tools and applications, but also the implementation of methodologies that could break the inertia and incorporate processes of Divergent Thinking. Future teachers must be creative professionals capable of developing professional activities to improve and not only to replicate the social experience in order to create new learning experiences. In this way, the main aim of our work was to explore how the use of Design Thinking Methodology improves learning processes in a group of 75 college students of the Primary Educati

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Deo, Saurabh, Katja Hölttä-Otto, and Günther H. Filz. "Creativity and Engineering Education: Assessing the Impact of a Multidisciplinary Project Course on Engineering Students’ Creativity." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22250.

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Abstract Creativity is the essential driving force, and creative engineers are the drivers entrusted to propel the technology-driven industry to the pinnacle of innovations in all engineering sectors. Accordingly, creativity is being integrated into engineering education in different ways, from a single lecture to more extensive curriculum level approaches. In this paper, we measured the effect of a multidisciplinary project course, a joint effort between the School of Arts, Design and Architecture, and the School of Engineering, on students’ creativity. In particular, we assessed the Original

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Sánchez Estrada, Omar Eduardo, Mario Gerson Urbina Pérez, and Karla Georgina Pérez González. "Reflections on the creative process, analysis of strategic models for the development of creative thinking in the Industrial Designer." In INNODOCT 2019. Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10210.

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The purpose of this article is to analyze the different strategic models to understand and identify the factors that hinder the ability to develop divergent, open thinking free of technical and emotional bias to produce new and valuable things, or to apply solutions in a wide variety of ways. Studies on creators in the field of psychology, the process of development of traditional creativity applied in the degree in industrial design of the University Center UAEM Valle de Chalco in Mexico, and analogical reasoning through the sources of inspiration for creative production were taken into accou

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Van Goch, Merel. "Creativity in liberal education before and after study commencement." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8228.

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In today’s society, creativity is an important quality. Creativity is defined as the ability to produce something novel and valuable as defined within a social context and it involves skills such as divergent thinking, problem solving and perspective taking. This study assesses the creative potential of students before and after commencement of an interdisciplinary, liberal undergraduate program. In between measurements, students followed a course in connective thinking through creative reading and writing. The results showed that students’ creative potential developed over time. Implications

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Ali, Farhan. "Adopting SCAMPER`S Strategies to Incorporate the Sustainability Concepts Within Architectural Design Process." In INTERNATIONAL CONFERENCE ON ARCHITECTURAL AND CIVIL ENGINEERING 2020. Cihan University-Erbil, 2021. http://dx.doi.org/10.24086/aces2020/paper.160.

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Thinking creatively, is a necessary condition of the Design process to transform ideas into novel solutions and break barriers to creativity. Although, there are many techniques and ways to stimulate creative thinking for designers, however, this research paper adopts SCAMPER; which is acronym of: Substitute- Combine-Adapt- Modify or Magnify-Put to another use-Eliminate-Reverse or Rearrange- to integrate the sustainability concepts within architectural design process. Many creative artifacts have been designed consciously or unconsciously adopting SCAMPER strategies such as rehabilitation and

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Shah, Jami J., Roger E. Millsap, Jay Woodward, and S. M. Smith. "Applied Tests of Design Skills: Divergent Thinking Data Analysis and Reliability Studies." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28886.

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A number of cognitive skills relevant to conceptual design were identified. They include Divergent Thinking, Visual Thinking, Spatial Reasoning, Qualitative Reasoning and Problem Formulation. A battery of standardized tests have been developed for these skills. We have previously reported on the contents and rationale for divergent thinking and visual thinking tests. This paper focuses on data collection and detailed statistical analysis of one test, namely the divergent thinking test. This particular test has been given to over 500 engineering students and a smaller number of practicing engin

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Kwon, Jieun, Luke Bromback, and Barry Kudrowitz. "Divergent Thinking Ability + Interest = Creative Ideas: Exploring the Relationships Between Cognitive Creativity Assessments and Product Design Idea Generation." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67261.

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The external validity of existing creativity tests was examined in the product-design field. To examine the external validity, this study adopted the Consensual Assessment Technique (CAT), by which industry leaders directly rate product ideas for their creativity. A simple correlation analysis showed that among three broadly used creativity tests (Remote Associations Test, Alternative Uses Test, and Torrance Test for Creative Thinking), only the Alternative Uses Test (AUT) was found to predict creativity in the product-design industry. In addition to the correlations analysis, two factors, pro

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Bicer, Ali, Yujin Lee, Robert M. Capraro, Mary M. Capraro, Luciana R. Barroso, and Michael Rugh. "Examining the Effects of STEM PBL on Students’ Divergent Thinking Attitudes Related to Creative Problem Solving." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028431.

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Milovanovic, Julie, Mo Hu, Tripp Shealy, and John Gero. "Evolution of Brain Network Connectivity in the Prefrontal Cortex During Concept Generation Using Brainstorming for a Design Task." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22563.

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Abstract The research results presented in this paper explore the temporal changes in central regions of the prefrontal cortex (PFC) during design brainstorming. Design mobilizes a range of cognitive processes such as problem analysis and framing, concept generation, decision-making, visual reasoning and creative problem solving. Concept generation is supported by an iteration of divergent and convergent thinking. The process of brainstorming focuses primarily on divergent thinking. Measurement techniques from neuroscience were used to quantify neurocognitive activation during concept generati

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Reports on the topic "Divergent thinking Creative thinking"

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Allen, Charles D. Creative Thinking for Senior Leaders: An Essay on Creative Thinking for Military Professionals. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada595111.

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Gouker, Brian. Creative Thinking for Strategic Leaders. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada416589.

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Allen, Charles D. Creative Thinking for Individuals and Teams. An Essay on Creative Thinking for Military Professionals. Defense Technical Information Center, 2009. http://dx.doi.org/10.21236/ada511957.

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Jussel, Paul C. In or Out of the Box: A Leader's Creative Thinking. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada378262.

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Chae, May. Stimulating Creative Thinking: Project Based Learning to Design Fashionable Adaptive Clothing. Iowa State University. Library, 2019. http://dx.doi.org/10.31274/itaa.8254.

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Cho, Seunghye. Creative Design Thinking Process: Fashion Is Cyclical Then, Now, and Future. Iowa State University. Library, 2019. http://dx.doi.org/10.31274/itaa.8310.

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Scoular, Claire, and Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent ap

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Why Flat Information Structures Enable Creative Thinking. IEDP Ideas for Leaders, 2017. http://dx.doi.org/10.13007/654.

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