Relevant bibliographies by topics / Domains of creativity

Contents

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

Academic literature on the topic 'Domains of creativity'

Author: Grafiati
Published: 11 September 2021
Last updated: 1 February 2022

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Journal articles on the topic "Domains of creativity"

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LI, JIN, and HOWARD GARDNER. "How Domains Constrain Creativity." American Behavioral Scientist 37, no. 1 (September 1993): 94–101. http://dx.doi.org/10.1177/0002764293037001010.

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Cropley, David H., and James C. Kaufman. "The siren song of aesthetics? Domain differences and creativity in engineering and design." Proceedings of the Institution of Mechanical Engineers, Part C: Journal of Mechanical Engineering Science 233, no. 2 (May 31, 2018): 451–64. http://dx.doi.org/10.1177/0954406218778311.

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For many years, researchers have debated the role of “domain” in creativity. Opinion remains divided, but a common view is that creativity is a combination of domain-general elements, coupled with domain-specific manifestations, usually in the form of different kinds of products. Discussions of domains and creativity frequently take place in very broad, thematic terms, differentiating only between Arts and Sciences, with less attention given to differences within domains. The goal of this paper is to explore a single technological domain, studying differences between the micro-domains of Engineering and Industrial Design. Do engineers and industrial designers differ when evaluating the creativity of products? If they differ, what might be the underlying drivers of these differences? Contrary to expectations, not only were there significant differences between these groups, but evidence presented in this study suggests that engineers have difficulty differentiating between aesthetics and functionality, as components of product creativity, in contrast to industrial designers, who seem to possess a more discriminating eye.
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Lothwesen, Kai Stefan. "The profile of music as a creative domain in people’s conceptions: Expanding Runco & Bahleda’s 1986 study on implicit theories of creativity in a conceptual replication." Musicae Scientiae 24, no. 3 (September 25, 2018): 277–98. http://dx.doi.org/10.1177/1029864918798417.

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Concepts of creativity in music usually focus on explicit theoretical assumptions based on models from psychology research. In recent years, the fields of psychology and education have become increasingly interested in research on laypersons’ attitudes and assumptions about creativity. These implicit theories may complement or even contradict scholarly conceptualisations of creativity and its domain specificity. As a conceptual replication of the work by Runco and Bahleda (1986), this study aims to explore the dimensionality of subjective conceptions of creativity in different domains (arts, science, everyday life, music) by means of an open-ended questionnaire in an online survey ( N = 106). A content analysis of the data yielded 27 meta-categories; a correspondence analysis of their distribution across domains revealed differences between domain-specific conceptions. This indicates stereotypical structures regarding creativity in different domains, as expressed in the associations generated by the participants. Unlike science and the arts, music is described as having distinct aesthetic and emotional qualities. The participants’ musical expertise did not appear to significantly influence the generation of associations. With respect to these characterisations cited by the participants, the domain of everyday life seems to be antipodal to other domains and may therefore have served as a point of reference for the participants’ subjective experience of creativity and creative behaviour. These results confirm the findings of Runco and Bahleda (1986), perhaps even furthering them in terms of the analytical methods applied and the findings on the comparison of domains. Nevertheless, the potential of implicit theories (i.e. laypersons’ mindsets concerning the theoretical conceptualisation of musical creativity and its implications for music education) requires further study.
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Weisberg, Robert W. "Creativity and practice." Behavioral and Brain Sciences 21, no. 3 (June 1998): 429–30. http://dx.doi.org/10.1017/s0140525x98491234.

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The target article examines the role of practice in the development of excellence in several domains that vary in the degree of innovation involved. The authors do not differentiate domains, but they discuss the development of specifically creative skills only in passing. This commentary presents evidence that practice plays a role in the development of musical composition, through an examination of the careers of Mozart and the Beatles.
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Garcés, Soraia. "CREATIVITY IN SCIENCE DOMAINS: A REFLECTION." Atenea (Concepción), no. 517 (June 2018): 241–53. http://dx.doi.org/10.4067/s0718-04622018000100241.

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Li, Jin. "Creativity in Horizontal and Vertical Domains." Creativity Research Journal 10, no. 2-3 (April 1997): 107–32. http://dx.doi.org/10.1080/10400419.1997.9651213.

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Baer, John. "Generality of creativity across performance domains." Creativity Research Journal 4, no. 1 (January 1991): 23–39. http://dx.doi.org/10.1080/10400419109534371.

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Li, Jin. "Creativity in Horizontal and Vertical Domains." Creativity Research Journal 10, no. 2 (April 1, 1997): 107–32. http://dx.doi.org/10.1207/s15326934crj1002&3_3.

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Wielewicki, Patrícia, and Rui Ferreira Roda. "Contribution from different domains for creativity management in the context of innovation." Revista de Negócios 22, no. 1 (April 18, 2018): 20. http://dx.doi.org/10.7867/1980-4431.2017v22n1p20-46.

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Creativity is an ever-increasing theme of interest in the context of management due to its importance for the innovation process. Current literature suggests that the interaction between the concepts of innovation and creativity is not clear. Both phenomena are cognitive and nebulous concepts and therefore are difficult to access by traditional research approaches. Considering creativity management in the scope of innovation processes faced by organizations, this study aims at contributing for the clarifying the relation between creativity and innovation by analyzing it under the point of view of the three domains: design, haute cuisine and art. That research strategy is based on the need for a systemic view of creativity, standing out the growing interest in the field of creativity for the study of processes in different domains. The study articulates two investigation methods structured in two parts: (i) literature review and (ii) systematic literature review. Both methods are bound to the construction of a theoretical framework which points out contributes of the studied domains for the optimization of creative processes in the organizational context. The study suggests the existence of three integrated models of creativity management in the context of innovation, each one referring to a given domain analyzed. The framework presented is featured as a contribute for enterprises in the search for new creativity management models for innovation, as well as a starting point for the conception of a more robust theoretical body for the study of different creative processes in different domains in the context of innovation.
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Reid, Anna, and Peter Petocz. "Learning domains and the process of creativity." Australian Educational Researcher 31, no. 2 (August 2004): 45–62. http://dx.doi.org/10.1007/bf03249519.

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Dissertations / Theses on the topic "Domains of creativity"

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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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Håkansson, Frida. "Associations between autistic traits and creativity domains ​in the average adult population." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19681.

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The present study aimed to research links between autistic traits and creativity in the average adult population. The sample consisted of 108 adults,​ 60 females, 48 males, age 18-66 (M=34,90; SD=10,85), from 20 different social media pages who participated in the study through self-report questionnaires about autistic traits and creativity. The result shows that the autistic traits of difficulties in imagination and difficulties in social skills has associations with difficulties in creativity, while the autistic trait of attention to detail has associations with benefits in creativity. The creativity domains, differences between men and women and the method of self-report are discussed.
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Lewis, Tyler. "Creativity and Innovation: A Comparative Analysis of Assessment Measures for the Domains of Technology, Engineering, and Business." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2865.

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The purpose of this literature review is to investigate and discuss: (1) the characteristics measured by innovation assessments, and (2) the comparison of characteristics measured by creativity assessments with those of innovation assessments. This will be done by: (1) collecting creativity and innovation assessments, and (2) comparing and contrasting the characteristics measured by each assessment. This study reveals that innovation assessments do not measure the innovation process in its entirety. The findings show that creativity and innovation assessments lack in assessing the entire innovation process, assessing the innovation process on an individual level, and assessing an individual's change or growth in the innovation process. Based on the findings, future research needs to be done to develop an individualized innovation assessment.
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Kruger, Maria Elizabeth. "Creativity in the entrepreneurship domain." Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-08242004-145802.

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Tyagi, Vaibhav. "The risky side of creativity : a scientific investigation of creativity and domain specific risk taking." Thesis, University of Plymouth, 2017. http://hdl.handle.net/10026.1/9647.

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Previous researchers have often speculated about the role of risk taking in creativity, however this association has rarely been systematically investigated. This thesis explores the association between domain specific risk taking and creativity in human participants. It presents a systematic review of the speculations and scientific studies which aimed at uncovering the association between creativity and risk taking in various populations. This discussion aims to bring together the current knowledge centred around the link between risk taking and creativity and poses two overarching questions – Are creative individuals risk takers and if so, is this association domain specific? In five studies, the present research investigated these questions and found that creativity is strongly associated with risk taking in the social domain (but not in the financial, ethical, health/ safety or recreational domains). Additionally, with an aim to further disentangle the association between creativity and risk taking in specific populations and social situations, this thesis explored creativity in a specific group of individuals (sexual minority) who are speculated to be highly creative and are known to be more likely to take health/ safety risks such as smoking tobacco, consuming illegal drugs or engaging in unsafe sexual encounters. It was found that sexual minority (specifically bisexual individuals) were highly creative and were also more likely to take risks in various domains. As opposed to the sexual minority, another group of individuals in which creativity and risk taking are hypothesised to be different, consists of individuals who subscribe to the right-wing socio-political ideologies. As predicted, individuals who affiliated to the right-wing socio-political ideologies (in the United States) were found to be low on creativity and were significantly less likely to take risks, specifically in the social domain. A mediating role of social risk taking on the relationship between sociopolitical attitudes and creativity was also found. The research work presented in this thesis illustrates the role that social risk taking plays in creativity and paves way for the development of new ways to foster creativity.
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Blain, Peter J., and N/A. "A Computer Model of Creativity Based on Perceptual Activity Theory." Griffith University. School of Information and Communication Technology, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070823.171325.

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Perception and mental imagery are often thought of as processes that generate internal representations, but proponents of perceptual activity theory say they are better thought of as guided exploratory activities. The omission of internal representations in the perceptual activity account has led some to see it as computationally implausible. This thesis clarifies perceptual activity theory from a computational perspective, and tests its viability using a computer model called PABLO. The computer model operates in the Letter Spirit domain, which is a framework for creating stylistic variations on the lowercase letters of the Roman alphabet. PABLO is unlike other computer models of perception and mental imagery because it does not use data-structures to represent percepts and mental images. Mental contents are instead modelled in terms of the exploratory activity in which perceptual activity theory says they consist. PABLO also models the flexibility of imagery, and simulates how it can be harnessed and exploited by the system to generate a creative product. PABLO is a first attempt at an implementation of perceptual activity theory, but the results suggest that the theory is computationally viable, and that it has advantages over other theories of mental imagery in the context of creativity.
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De, Villiers Mary Ruth. "The dynamics of theory and practice in instructional systems design." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-02212003-180121.

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Li, Boyang. "Learning knowledge to support domain-independent narrative intelligence." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53376.

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Narrative Intelligence is the ability to craft, tell, understand, and respond appropriately to narratives. It has been proposed as a vital component of machines aiming to understand human activities or to communicate effectively with humans. However, most existing systems purported to demonstrate Narrative Intelligence rely on manually authored knowledge structures that require extensive expert labor. These systems are constrained to operate in a few domains where knowledge has been provided. This dissertation investigates the learning of knowledge structures to support Narrative Intelligence in any domain. I propose and build a system that, from an corpus of simple exemplar stories, learns complex knowledge structures that subsequently enable the creation, telling, and understanding of narratives. The knowledge representation balances the complexity of learning and the richness of narrative applications, so that we can (1) learn the knowledge robustly in the presence of noise, (2) generate a large variety of highly coherent stories, (3) tell them in recognizably different narration styles and (4) understand stories efficiently. The accuracy and effectiveness of the system have been verified by a series of user studies and computational experiments. As a result, the system is able to demonstrate Narrative Intelligence in any domain where we can collect a small number of exemplar stories. This dissertation is the first step toward scaling computational narrative intelligence to meet the challenges of the real world.
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Kilgour, A. Mark. "The Creative Process: The Effects of Domain Specific Knowledge and Creative Thinking Techniques on Creativity." The University of Waikato, 2007. http://hdl.handle.net/10289/2566.

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As we move further into the 21st century there are few processes that are more important for us to understand than the creative process. The aim of this thesis is to assist in deepening that understanding. To achieve this a review of the literature is first undertaken. Combining the many different streams of research from the literature results in the development of a four-stage model of the creative thinking process. The four stages are problem definition, idea generation, internal evaluation, and idea expression. While a large range of factors influence the various stages in this model, two factors are identified for further analysis as their effect on creativity is unclear. These two factors are domain-specific knowledge and creative thinking techniques. The first of these factors relates to the first stage of the creative thinking process (problem definition), specifically the extent to which informational cues prime domain specific knowledge that then sets the starting point for the creative combination process. The second factor relates to stage two of the model (idea generation), and the proposition by some researchers and practitioners that creative output can be significantly improved through the use of techniques. While the semantics of these techniques differ, fundamentally all techniques encourage the use of divergent thinking by providing remote associative cues as the basis for idea generation. These creative thinking techniques appear to result in the opening of unusual memory categories to be used in the creative combination process. These two potential influences on the creative outcomes of individuals: 1) domain specific knowledge, and 2) creative thinking techniques, form the basis for an experimental design. Qualitative and quantitative research is undertaken at two of the world's leading advertising agencies, and with two student samples, to identify how creative thinking techniques and domain-specific knowledge, when primed, influence creative outcomes. In order to measure these effects a creative thinking measurement instrument is developed. Results found that both domain-specific knowledge and creative thinking techniques are key influences on creative outcomes. More importantly, results also found interaction effects that significantly extend our current understanding of the effects of both primed domain-specific knowledge and creativity techniques on different sample populations. Importantly, it is found that there is no 'one size fits all' for the use of creative thinking techniques, and to be effectively applied, creative thinking techniques must be developed based upon the respondent's current domain and technique expertise. Moreover, the influence of existing domain-specific knowledge on individual creativity is also dependent upon how that information is primed and the respondent's knowledge of cognitive thinking strategies.
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Magnusson, Marcus. "The Creative Networker : Predicted Relations between Network Behavior and Creativity." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-377155.

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The purpose of the present study was to analyze the significance ofcreativity for network behavior. Similar to other network behavioral studiesthe multidimensional approach was utilized where networking was dividedinto sub dimensions with external and internal counterparts. The domainspecific approach to creativity was used in order to attempt to determinewhich creative domain is significant for different networking behaviors.106 individuals participated in the study and the sample is considered anon-random convenience sample. The results showed that certain networkbehaviors interacted with different creative domains. The creative domainof everyday and verbal creativity were both unique predictors of networkbehavior and were the creative domains who were the most relevant.Structural facets in the form of work experience, organizational size andbiological gender were also explored. Work experience was shown to be aweak moderating variable to the relationship of network behavior andcreativity. Organizational size had no significant results and biologicalgender was significant for two of the creative domains: Math / scientificand artistic creativity. Results from the present study provide furtherevidence towards an area which is relatively new. The findings can be usedto create an empirical foundation in recruitment scenarios which mayrequire individuals with particular set of psychological traits.
Syftet med denna studie var att undersöka interaktionen mellannätverksbeteende och kreativitet, samt att analysera om kreativitet är avsignifikant betydelse för nätverksbeteende. I linje med tidigare forskningom nätverksbeteende är denna studie av multidimensionell karaktär, därnätverksbeteende delas upp i interna samt externa komponenter. Dendomänspecifika paradigmen för kreativitet användes för att undersökavilka av de kreativa domänerna som är mest relevanta vidnätverksbeteende. 106 individer deltog i studien och urvalet var ettbekvämlighetsurval. Resultatet visade att några av de kreativa domäneninteragerade med nätverksbeteende, där vardaglig samt verbal kreativitetvar av högst relevans samt även unika prediktorer för nätverksbeteende. Destrukturella faktorerna arbetslivserfarenhet, organisationsstorlek samtbiologiskt kön undersöktes också. Arbetslivserfarenhet visade sig ha enmodererande effekt i relation till sambandet nätverksbeteende ochkreativitet, medan organisationsstorlek inte hade någon signifikant effekt.Resultatet för biologiskt kön indikerade att de kreativa domänenmatematisk/vetenskaplig och konstnärlig kreativitet var signifikanta, därmän skattade sig som något mer kreativa än vad kvinnor gjorde. Studiensresultat kan användas för att skapa en evidensbaserad grund irekryteringssammanhang samt i utformningen av psykometriska tester.
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Books on the topic "Domains of creativity"

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Kaufman, James C., Vlad P. Glaveanu, and John Baer, eds. The Cambridge Handbook of Creativity Across Domains. Cambridge: Cambridge University Press, 2017. http://dx.doi.org/10.1017/9781316274385.

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H. H. C. M. Christiaans. Creativity in design: The role of domain knowledge in designing. Utrecht: Uitgeverij Lemma, 1992.

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Bollier, David. Why the public domain matters: The endangered wellspring of creativity, commerce and democracy. Washington, D.C: New America Foundation, 2002.

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Kaufman, James C. Creativity Across Domains. Psychology Press, 2005. http://dx.doi.org/10.4324/9781410611925.

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Kaufman, James C., John Baer, and Vlad P. Glăveanu. Cambridge Handbook of Creativity Across Domains. Cambridge University Press, 2017.

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Creativity across domains: Faces of the muse. Mahwah, NJ: L. Erlbaum Associates, 2004.

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Creativity Across Domains: Faces of the Muse. Lawrence Erlbaum, 2004.

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C, Kaufman James, and Baer John, eds. Creativity across domains: Faces of the muse. Mahwah, N.J: Lawrence Erlbaum Associates, 2005.

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Kaufman, James C., and John Baer. Creativity Across Domains: Faces of the Muse. Taylor & Francis Group, 2014.

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Domain Specificity of Creativity. Elsevier, 2016. http://dx.doi.org/10.1016/c2013-0-09995-1.

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Book chapters on the topic "Domains of creativity"

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Wilson, Chris. "Creativity Across the Domains." In Encyclopedia of Educational Innovation, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2262-4_62-1.

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Baer, John. "Teaching for Creativity: Domains and Divergent Thinking, Intrinsic Motivation, and Evaluation." In Teaching Creatively and Teaching Creativity, 175–81. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5185-3_13.

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Beatty, Erin L., and Linden J. Ball. "Poetry and Design: Disparate Domains but Similar Processes." In Design Creativity 2010, 315–22. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-224-7_40.

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Reuter, Monika E. "Ten Domains That Have Explained Creativity… Or Maybe Not." In Creativity — A Sociological Approach, 16–39. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137531223_3.

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Starko, Alane Jordan. "The Development of Creativity Within Talent Domains." In Talent Development as a Framework for Gifted Education, 231–51. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238454-11.

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Kiriya, Ilya. "From Craft to Industry: Industrializing the Marginal Domains of Cultural Industries." In The Industrialization of Creativity and Its Limits, 163–74. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53164-5_11.

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Baer, John. "Content Matters: Why Nurturing Creativity Is So Different in Different Domains." In Creative Contradictions in Education, 129–40. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21924-0_8.

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Averill, James R. "Creativity in the Domain of Emotion." In Handbook of Cognition and Emotion, 765–82. Chichester, UK: John Wiley & Sons, Ltd, 2005. http://dx.doi.org/10.1002/0470013494.ch36.

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Thompson, Paul. "The Domain of Commercial Record Production." In Creativity in the Recording Studio, 69–90. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01650-0_4.

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Fischer, Gerhard, and Kumiyo Nakakoji. "Amplifying Designers’ Creativity with Domain-Oriented Design Environments." In Artificial Intelligence and Creativity, 343–64. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-017-0793-0_25.

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Conference papers on the topic "Domains of creativity"

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Frich, Jonas, Michael Mose Biskjaer, Lindsay MacDonald Vermeulen, Christian Remy, and Peter Dalsgaard. "Strategies in Creative Professionals' Use of Digital Tools Across Domains." In C&C '19: Creativity and Cognition. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3325480.3325494.

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El-Sayed, Mohamed E. M., and Jacqueline A. J. El-Sayed. "A Product Realization Approach to Creativity in Engineering Education." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64501.

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Product realization, which is the goal of any product development process from concept to production, usually means bringing a product to physical reality. Problem solving and design are two of the engineering activities for achieving the product development process goal. For this reason engineering education efforts are usually focused on problem solving as a building block for any educational course or program activities. In addition, some courses and curriculum threads are usually dedicated to design education and practices. The common restriction of realization to mean physical reality, however, limits the full understanding and potential of better problem solving and design education in engineering. In this paper, the realization process is expanded to include the virtual and perceptual realities as valid domains of the product realization process. These domains of realization and their interactions with the physical reality are studied. Also, the relationships between research, problem solving, and design are examined in the context of engineering product realization. Focus, in this study, is directed to the understanding of research, engineering problem solving, and design activities as a result of the expanded realization concept. This understanding aims at improving engineering education by focusing on the key issue of creativity in program and course design, delivery, and assessment. To illustrate the concepts, presented in the paper, several examples are included.
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El-Sayed, Mohamed E. M., and Jacqueline A. J. El-Sayed. "Creativity in Multi Objective Problem Solving." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89145.

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Problem solving is one of the main activities in achieving design and research goal. While problem solving in general is an activity aiming at transforming unacceptable state of reality to acceptable state of reality, problem solving in engineering is usually a means for tackling other activities such as design and research. By breaking down design and research into a set of engineering problem solving activities, the goals of complicated design and research projects can be achieved. For this reason, the transitions from design or research to problem solving in some cases are unidentifiable. The identification of the problem solving activity goals and the transition between the three activities, however, are essentials for creativity and achieving the desired objectives especially when dealing with conflicting objectives and constraints. In this paper, design, research, and problem solving are distinguished as realization activities performed in different reality domains with different beginning and ending states. These three activities use modeling and simulation as basic elements of mapping between realities to perform analysis and integration. While analysis and simulation are mainly the analytical actions, modeling and integration are mainly the creative actions. With these distinctions, the identification of problem solving activity goals, and transitions between activities, can be easily realized. Also, creativity and dealing with conflicting objectives can be greatly facilitated. To demonstrate these concepts and their implications some illustrative examples are discussed.
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Rotaru, Ramona Elena. "Some Aspects of the Creative Potential in Primary School Children." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/28.

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A notable theme in much recent primary education has been the concept of creativity. Nowadays it is highlighted the fact that creativity is directly responsible for the progress of the society. Creativity and creative potential are still seen as two abstracts concepts because literature in the field is updating day by day. The curriculum contributes the developing of trans and interdisciplinary activities. Throughout time, the most important innovations in different domains were possible only with the help of human who wanted to create something new, original and innovative. In this case, creativity plays a very important role. Developing the capacity of being creative, it is essential for surviving, as each of us is in great need of novelty and originality. The link between creativity and creative potential is very thin because it positively influences at the same time the educational process. In the article, the novelty is highlighted through the connections between creativity and creative potential in education and also, there are presented few theoretical interpretations of each concept. In order for an adult to become creative, fostering creativity and stimulating creative potential from an early age is required. The school system remains the main instrument, which society uses to cultivate and enhance creativity in young members, of school age. In this sense, the systemic modernization of education, in the light of pedagogy of creativity, is necessary. Although, the school play an essential role in training primary school children in order to be able to use their full creative potential in future productive activities. At the same time, creativity represents a condition of efficiency in both work and education. Creativity and creative potential in education stands for an important factor in developing primary school children in order to obtain an autonomous and creative personality.
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Chen, Liuqing, Feng Shi, Ji Han, and Peter R. N. Childs. "A Network-Based Computational Model for Creative Knowledge Discovery Bridging Human-Computer Interaction and Data Mining." 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/detc2017-67228.

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As a branch of computational creativity, Creative Knowledge Discovery (CKD) aims to search for valuable, previously unknown, or ignored, relationships between concepts, and create new patterns by taking advantage of existing patterns or by analogy to patterns in other domains. Data mining has been widely used in CKD research. However, most proposed mining algorithms lack a theoretical basis for computational creativity due to their origins in traditional knowledge discovery in databases (KDD), which stymies novelty. In addition, integration of human-computer interaction (HCI) is often overlooked for assisting discovery of creative knowledge despite the human end user possessing problem solving intelligence. To address these issues, a network-based computational model bridging human-computer interaction and data mining is proposed arising from an initial investigation on the theoretical basis of computational creativity. A corresponding creativity evaluation methodology, Multi-dimensional In-depth Long-term Case studies (MILCs) is also introduced. In order to evaluate the proposed model, a web tool called B-Link has been developed. Longitudinal interviews and a questionnaire survey have been conducted by applying the MILCs evaluation method. The success of finding novel items and obtaining inspiration in interviews as well as the positive survey rating results of all five creativity metrics have suggested that B-Link is able to guide thinking processes and aid creative knowledge discovery effectively, which demonstrates the capability of the proposed network-based computational creativity model integrating human-computer interaction and data mining.
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Chiu, I., and L. H. Shu. "Bridging Cross-Domain Terminology for Biomimetic Design." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-84908.

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This work aims to improve creativity and innovation in design by facilitating the use of cross-domain analogies, particularly from biological phenomena, as stimulus for concept generation. Rather than create an enormous database of biological knowledge to specifically support engineering design, we have chosen to take advantage of the large amount of biological knowledge already in natural-language format, e.g., books, journals, etc. Relevant biological analogies for any given design problem are found by searching for instances of functional keywords that describe the intended effect of the design solution in a natural-language corpus. However, the optimal choice of keywords, or search terms, is complicated by the fact that engineers and biologists may use differing domain-specific lexicons to describe related concepts. Therefore, an engineer without sufficient background in biology may not be able to identify keywords with biological connotation that are not obviously related to the engineering keywords. This paper describes efforts to bridge the gap in lexicons by examining words that frequently collocate with searched words. The biological meaningfulness of these bridge words is characterized by how frequently they occur within definitions of biological terms in a biology dictionary. Search words identified this way may not be obvious to domain novices, and may parallel those suggested by domain experts, thus facilitating the use of cross-domain ideas to support design. Our approach of generating bridge words with biological meaningfulness is generic and can be used to bridge any disparate domains (e.g., engineering and economics). Thus designers are enabled to quickly access relevant concepts from different domains to produce more innovative solutions.
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Waks, Shlomo. "Engineering Education: Prospective Research Issues." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59535.

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There exists an increasing gap between engineering developments and research on educating engineers. There is a need to investigate and develop pedagogical means for advancing engineering education. The problem stems from the fact that most engineering educators are concerned mainly with disciplinary engineering contents, while researchers in the educational domain concentrate on educational psychology and pedagogical aspects. There is not enough cooperation between engineering and education, thus avoiding the creation of synergetic interaction between the two domains in a given engineering education system or situation. This article deals with the question: what has to be investigated in engineering education in order to advance learning activities of students and updating engineers? We will analyze some issues, as they aroused during recent years in a series of research studies on engineering education around the world and in the Department of Education in Technology and Science at the Technion – Israel Institute of Technology. After analyzing the status of engineering education and emergence of relevant R&D activities, possible research questions are presented. For example: (1) How should the contents of an engineering curriculum be determined? By whom? (2) Is there a need for a recognized educational scholarship like that of the existing disciplinary scholarship? (3) Creativity and project work – what do engineering educators and students think about? (4) What are the conditions and means for advancing the learning process in a multimedia environment? (5) What are the pitfalls in using hypermedia during the learning process? (6) What is Self-Learning Regulation (SLR) and why is it an important issue in engineering education? Accordingly possible trends in engineering education research are proposed and discussed.
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Wadhwa, Sujata, Audrey Barlow, and Siddharth Jadeja. "Activity Based Learning: Overcoming Problems in Implementing OBE in Engineering Education During Transition Phase." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50210.

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National Board of Accreditation, India has become the signatories of the Washington Accord adopting outcome based education guidelines in order to impart the quality education in engineering institutes [14]. Outcome Based education (OBE) requires thorough assessment and evaluation of the students individually, with special focus on the overall development of the students. OBE is based more on student centric learning and less on the role of a faculty or the content part (taught) which requires modifications at grass root level in the University teaching learning scheme. It demands a transition of a lecturer into a facilitator. It also requires a paradigm shift in teaching learning process in engineering education (EE) system as OBE focuses more on development of all the three learning domains, contradictory to the traditional teaching learning process which focuses more on development of the cognitive domain and psychomotor domain only. According to the World Bank Report, the modern volatile and complex world demands from the engineers the core employability skills like critical thinking, problem solving, creativity and innovation, collaboration skill, communication skill which must be developed and honed during the course tenure so that they could become competent global engineers [2] [3]. This paper brings forth the out of box thinking and implementation concept of the OBE for UG program, through activity based students’ engagement, specially designed activity to achieve Programme Educational Outcomes (PEOs), Programme Outcomes (POs) and Course Learning Outcomes (CLOs). It intends to solve the problem of large classes through the implementation of the FLIP classroom model. A six month activity based teaching learning model had been adopted for different streams, involving more than 1500 engineering students. The outcome/s achieved by each activity had been termed as Activity Outcomes (AOs). This paper discusses the problems encountered during the implementation of OBE frame work for large class [4] in context with Indian environment and also strives to provide some methods to implement activity based learning to achieve desirable outcomes.
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Peppler, Kylie, Diane Glosson, Yasmin Kafai, Deborah Fields, and Kristin Searle. "Articulating creativity in a new domain." In the 8th ACM conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2069618.2069708.

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10

Jennings, Kyle E., Dean Keith Simonton, and Stephen E. Palmer. "Understanding exploratory creativity in a visual domain." In the 8th ACM conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2069618.2069656.

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