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SARGSYAN, SYUZAN. "MENTAL DISEASE AND CREATIVE ACTIVITY." Main Issues Of Pedagogy And Psychology 15, no. 3 (December 19, 2017): 72–79. http://dx.doi.org/10.24234/miopap.v15i3.204.
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The article deals with issues related to the psychology of creativity, in particular, how pathological changes in the human psychology affect the visual activity. Disease can expand the scope of the artist?s psychological experience, which allows him to perceive the world more acutely. Sometimes mental illnesses have the ability of disclosing the creative potential of a person.
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Stevenson, Claire, Matthijs Baas, and Han van der Maas. "A Minimal Theory of Creative Ability." Journal of Intelligence 9, no. 1 (February 16, 2021): 9. http://dx.doi.org/10.3390/jintelligence9010009.
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Despite decades of extensive research on creativity, the field still combats psychometric problems when measuring individual differences in creative ability and people’s potential to achieve real-world outcomes that are both original and useful. We think these seemingly technical issues have a conceptual origin. We therefore propose a minimal theory of creative ability (MTCA) to create a consistent conceptual theory to guide investigations of individual differences in creative ability. Building on robust theories and findings in creativity and individual differences research, our theory argues that creative ability, at a minimum, must include two facets: intelligence and expertise. So, the MTCA simply claims that whenever we do something creative, we use most of our cognitive abilities combined with relevant expertise to be creative. MTCA has important implications for creativity theory, measurement, and practice. However, the MTCA isn’t necessarily true; it is a minimal theory. We discuss and reject several objections to the MTCA.
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Jauk, Emanuel, Mathias Benedek, and Aljoscha C. Neubauer. "The Road to Creative Achievement: A Latent Variable Model of Ability and Personality Predictors." European Journal of Personality 28, no. 1 (January 2014): 95–105. http://dx.doi.org/10.1002/per.1941.
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This study investigated the significance of different well–established psychometric indicators of creativity for real–life creative outcomes. Specifically, we tested the effects of creative potential, intelligence, and openness to experiences on everyday creative activities and actual creative achievement. Using a heterogeneous sample of 297 adults, we performed latent multiple regression analyses by means of structural equation modelling. We found openness to experiences and two independent indicators of creative potential, ideational originality and ideational fluency, to predict everyday creative activities. Creative activities, in turn, predicted actual creative achievement. Intelligence was found to predict creative achievement, but not creative activities. Moreover, intelligence moderated the effect of creative activities on creative achievement, suggesting that intelligence may play an important role in transforming creative activities into publically acknowledged creative achievements. This study supports the view of creativity as a multifaceted construct and provides an integrative model illustrating the potential interplay between its different facets. © 2013 The Authors. European Journal of Personality published by John Wiley & Sons Ltd on behalf of European Association of Personality Psychology.
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Munisah, Eny. "MULTIMEDIA PEMBELAJARAN UNTUK PENINGKATAN KREATIVITAS MELUKIS DI TAMAN KANAK-KANAK." Edukasi Lingua Sastra 17, no. 1 (April 14, 2019): 72–83. http://dx.doi.org/10.47637/elsa.v17i1.107.
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Multimedia learning is very near with visual communication. The visualization of concept which is given to the learner as the conbination of pictur, diagram,graph, draft, and chart should become one. Creativity is the origin, suitable,and functional. The origin and the suittable painting of kindergarten is periodic,typology, and other.Painting of kindergarden is a pra-chart periode, while typology is visual and non visual type the indication who seldom appear with painting of children is stereotype, tranparant, lying down, perpendicular, and finanity. There are three creatives personality, they are: 1). open with experience, 2). the ability to evaluate situation based on standars of personality, 3). the ability to do experiment to play with concept. The condition above is used as basic toimprove the ability of kindergarten in peinting. They will play computer, painting, make a creative something if every person has three criterias above so he/she has a good psychology that will support to create a creative creation.
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von Stumm, Sophie, Audrey Chung, and Adrian Furnham. "Creative ability, creative ideation and latent classes of creative achievement: What is the role of personality?" Psychology of Aesthetics, Creativity, and the Arts 5, no. 2 (May 2011): 107–14. http://dx.doi.org/10.1037/a0020499.
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Mazilov, Vladimir A., and Yurii N. Slepko. "Creative Person. A.N. Leontiev and Russian Psychology." Moscow University Psychology Bulletin, no. 2 (2023): 46–66. http://dx.doi.org/10.11621/lpj-23-15.
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Background. The study of the contribution of Alexei Nikolaevich Leontiev to the development of Russian psychological science makes it possible to evaluate his outstanding personal qualities, organizational skills, and the talent of a scientist and researcher. Objective. The study is aimed to analyze the role of A.N. Leontiev in the development of Russian psychology as a field of independent scientific knowledge. Methods. The material was obtained in the study of memories on the life and work of A.N. Leontiev. The analysis of theoretical and methodological research on the problems of psychological science was also conducted. Results. The analysis showed that A.N. Leontiev is one of the few psychologists who took responsibility for the development of psychological science in the USSR. This was reflected in the systematic and fundamental organizational activity, in the creation of psychological faculties, scientific journals, training of personnel for psychological institutions. A.N. Leontiev played a significant role in the rapprochement of Soviet and foreign psychology, acquaintance of Soviet psychologists with the research of psychologists abroad. At the same time, A.N. Leontiev managed to make a significant contribution to the solution of theoretical and methodological issues of world psychology. It is asserted that the achievements of A.N. Leontiev in the areas of organizational, scientific, research activities are explained by a combination of personal qualities of a scientist associated with the ability to think strategically, see a systematic solution to problems, and take responsibility. Conclusion. The most significant achievements of A.N. Leontiev are associated with institutionalizing psychology, training psychological personnel, solving fundamental theoretical and methodological problems of Soviet psychology. Despite the vast research on the personality and activity of A.N. Leontiev within Russian psychological science, the task of archival work with sources and materials remains of great importance. There is an urge for broad generalization of the results in the life and creative paths of the scientist, for the spread of materials about A.N. Leontiev among modern young psychologists.
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Lin, Chia-Yi, and Seokhee Cho. "Predicting Creative Problem-Solving in Math From a Dynamic System Model of Creative Problem Solving Ability." Creativity Research Journal 23, no. 3 (July 2011): 255–61. http://dx.doi.org/10.1080/10400419.2011.595986.
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Bollimbala, Ashish, P. S. James, and Shirshendu Ganguli. "The effect of Hatha yoga intervention on students' creative ability." Acta Psychologica 209 (September 2020): 103121. http://dx.doi.org/10.1016/j.actpsy.2020.103121.
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Sutherland, Jennifer A., and Keith J. Topping. "Collaborative Creative Writing in Eight‐Year‐Olds: Comparing Cross‐Ability Fixed Role and Same‐Ability Reciprocal Role Pairing." Journal of Research in Reading 22, no. 2 (June 1999): 154–79. http://dx.doi.org/10.1111/1467-9817.00080.
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Beskrovnaya, Olga V. "Features of performing creative tasks in the discipline “Psychology and Pedagogy” by foreign students." Psychological-Pedagogical Journal GAUDEAMUS, no. 49 (2021): 73–79. http://dx.doi.org/10.20310/1810-231x-2021-20-3(49)-73-79.
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We analyze the experience of performing an integrated creative task in the discipline “Psychology and Pedagogy” by foreign students – future doctors. The psychological and pedagogical issues of interaction with foreign students of the 1st year in the learning process are presented. An algorithm has been developed for them to independently perform a creative task in psychology related to self-examination of personality. In the classroom and in the process of self-training, the primary formation of reproductive organization is the ability to act at a given pace while maintaining the sequence of operations. Further, creative organization is formed, aimed at independent planning and modeling of activities, based on real-life objective and subjective conditions. The forming moral and ideological qualities of future doctors in the process of performing their creative task of preparing a psychological and pedagogical portrait of a person are responsibility, compassion and mercy, organization, self-control, conscientiousness, reflexivity, etc. The interrelation of these personal qualities with the future professional activity of medical students is substantiated. The options for performing this creative task by foreign students are presented.
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Li, Dan Ying, and Jian Zhong Li. "Visual Psychology and View Methods in Modern Calligraphy Education." Applied Mechanics and Materials 121-126 (October 2011): 1183–85. http://dx.doi.org/10.4028/www.scientific.net/amm.121-126.1183.
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This paper introduces composition of painting and western view methods as part of specialized training in college calligraphy education, so as to enlarge students’ visual information, improve their ability of analyzing calligraphy works, cultivate creative thought, increase their sensitivity to inspiration from various art forms besides calligraphy, and help them develop the habit of observing with great sensitiveness.
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Li, Yangping, Roger E. Beaty, Simone Luchini, Weiping Hu, and Yoed N. Kenett. "The role of semantic memory networks in crystallized intelligence and creative thinking ability." Learning and Individual Differences 111 (April 2024): 102426. http://dx.doi.org/10.1016/j.lindif.2024.102426.
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Franklin, Kristin W., and Dewey G. Cornell. "Rorschach Interpretation With High-Ability Adolescent Females: Psychopathology or Creative Thinking?" Journal of Personality Assessment 68, no. 1 (February 1997): 184–96. http://dx.doi.org/10.1207/s15327752jpa6801_15.
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Gomaa Abdullah, Dr Hanan. "Intelligent Thinking and its Relationship to Creative Thinking and the Center of Control." Psychology and Education Journal 58, no. 1 (January 1, 2021): 2136–45. http://dx.doi.org/10.17762/pae.v58i1.1091.
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The current research aims to identify the level of subtle thinking and its relationship to creative thinking and the control center of university students. It also attempts to show the differences in the arithmetic averages of subtle thinking, creative thinking and the control center according to gender, while finding the correlation between the three research variables. The research sample was chosen in a random, stratified, proportional method, and thus it was (300) male and female students: (187) in the College of Education and (113) in the College of Basic Education/ Al-Mustansiriya University. The study uses statistical and psychometric analysis represented by honesty and consistency. Also, the researcher prepared the measure of the control center. The results showed that university students have clever thinking, and that the students ’ability to fluency showed a higher degree than the ability of flexibility and originality. Then the ability of flexibility and finally ability of originality emerged. The results of the research show that there is no relationship between smart thinking and the control center, while there was a relationship between smart thinking and creative thinking.
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Jiang, Lan, Chunliang Yang, Zhongling Pi, Yangping Li, Shaohang Liu, and Xinfa Yi. "Individuals with High Metacognitive Ability Are Better at Divergent and Convergent Thinking." Journal of Intelligence 11, no. 8 (August 12, 2023): 162. http://dx.doi.org/10.3390/jintelligence11080162.
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Is metacognitive ability a predictor of creative performance? Previous studies have produced conflicting findings. To clarify whether this relationship exists, the current study used eye tracking techniques and vocal thinking reports to explore creativity differences in individuals with different levels of metacognitive ability. One hundred and twelve participants completed the Metacognitive Ability scale, and were divided into two groups (with thirty participants in each group) based on their metacognition scores (the highest and lowest 27% of metacognitive ability scores). Then, participants in both groups completed two creative thinking tasks (AUT and CCRAT) while their eye behaviors were recorded by eye tracking. The results showed that participants with high metacognitive ability were better at divergent thinking, as evidenced by greater fixation and saccade counts, as well as smaller saccade amplitudes in the AUT task. In addition, Bayesian analyses provide anecdotal evidence that participants with high metacognitive ability tended to be better at convergent thinking. Furthermore, eye tracking results demonstrated that they exhibited longer fixation duration and more fixation count on the materials in the CCRAT task. These findings reflect an important role of metacognition in creative thinking, especially in divergent thinking.
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Sternberg, Robert J., Elena L. Grigorenko, Michel Ferrari, and Pamela Clinkenbeard. "A Triarchic Analysis of an Aptitude-Treatment Interaction." European Journal of Psychological Assessment 15, no. 1 (January 1999): 3–13. http://dx.doi.org/10.1027//1015-5759.15.1.3.
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Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.
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Jonason, Peter K., Emma N. Richardson, and Leith Potter. "Self-reported creative ability and the Dark Triad traits: An exploratory study." Psychology of Aesthetics, Creativity, and the Arts 9, no. 4 (November 2015): 488–94. http://dx.doi.org/10.1037/aca0000037.
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Shakhnoza Sabirova, Timur Sabirov, Antonina Kosheleva,. "Rational Forms And Methods Of Learning In Creative Universities Of Uzbekistan." Psychology and Education Journal 58, no. 1 (January 29, 2021): 178–93. http://dx.doi.org/10.17762/pae.v58i1.756.
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The purpose of the article is to outline the most effective forms and methods of teaching in universities of a creative nature in the Republic of Uzbekistan. The authors of the article pay serious attention to the current forms of education in an innovative manner. The article presents educational forms of training in creative universities, which are used in Uzbekistan and have proven their effectiveness in training. A special place is given to the forms and means of teaching, the orientation of teaching to a creative audience, the use of innovative methods that have proven their rationality in the process of educating creative workers that meet modern requirements for specialists in creative professions in modern conditions. The authors focused their attention on the problems of forming a harmoniously developed personality in the educational process of creative universities. The results of the research consist in the scientific and theoretical study and identification from the pedagogical point of view of the problems of forming a harmonious personality in the educational space. New approaches have been studied and applied in the education of Uzbekistan; favorable conditions for the effective development of the creative potential of students are highlighted. When considering the peculiarities of the educational process in creative universities, a special place was given to the creation of mechanisms for flexible thinking in students, in which the ability to vary the methods of solving various creative problems arises, to choose the most optimal ways to solve them, to find the most original forms of embodiment.
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Bokhorst, Frank D. "Intelligence and Creative Thinking Ability in Learning to Perform a Non-Entrenched Colour-Naming Task." South African Journal of Psychology 19, no. 1 (March 1989): 28–33. http://dx.doi.org/10.1177/008124638901900105.
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Using a non-entrenched colour-naming task originally introduced by R.J. Sternberg, information-processing analysis of performanoe by student volunteer subjects was done before and after extensive computer-assisted training. Mean response latency and error rates improved substantially after training, and the degree of change was substantially correlated with the Torrance Tests of Creative Thinking (TTCT). Correlations with the Cattell Culture Fair Intelligence Test (Cattell test) were equivocal due to the low power of the present research design. The evidence showed a possible relationship between non-entrenchment, task novelty and creative thinking ability. Information processing analysis of performance based on the a priori model used in the original Sternberg experiment yielded results similar to previous research findings. This justified a conclusion that the model was robust for both pre- and post-training performance.
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Kruse, Jordanna A., Casey S. Martin, Noah Hamlin, Emma Slattery, Eibhlis M. Moriarty, Lucy K. Horne, Barbara Ozkalp-Poincloux, et al. "Changes of creative ability and underlying brain network connectivity throughout the lifespan." Brain and Cognition 168 (June 2023): 105975. http://dx.doi.org/10.1016/j.bandc.2023.105975.
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Ebrahim, Fawzy. "Comparing creative thinking abilities and reasoning ability of deaf and hearing children." Roeper Review 28, no. 3 (March 2006): 140–47. http://dx.doi.org/10.1080/02783190609554353.
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KVAS, Olena, Violeta HORODYSKA, Svitlana IVAKH, Anna FEDOROVYCH, Ivanna ZEMAN, and Iryna SVISTELNYK. "Modeling of Information Support for the Development of Creative Abilities in Students in the Context of Philosophy Education." WISDOM 19, no. 3 (September 25, 2021): 139–50. http://dx.doi.org/10.24234/wisdom.v19i3.492.
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Creativity is defined as a general ability that combines general intelligence, personality traits, and the ability to think productively. The creativity of psychology students is a mandatory characteristic of a holis- tic personality because of the appropriate psychological and pedagogical conditions and the high level of formation of his professional and personal qualities. The purpose of the article is to systematise the process of increasing the creativity of psychology students with the help of mechanisms and elements of the func- tional model of IDEF0 in the context of the philosophy of education. It allows us to improve the process of developing students’ creativity by using the modern management model IDEF0, which is unique and in- teresting. For the specification of the methodology for increasing creativity among psychology students, it has been chosen the methodology of functional modelling and a graphical description of processes (IDEF0). The article considers the specifics of students of higher educational institutions and psychologists in particular. In the future, the IDEF0 model should be applied to other students in the context of the phi- losophy of education.
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Vasylenko, Olena Mykolayivna, Yevhen Potapchuk, Dariia Karpova, Larysa Podkorytova, Olena Kuleshova, Liudmyla Mikheieva, and Oksana Varhata. "Diagnosis of Features of Creativity Development of Future Psychologists: Gender Aspect." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 4 (December 6, 2022): 408–22. http://dx.doi.org/10.18662/rrem/14.4/648.
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The article examines the gender characteristics of the development of creativity in students of psychology who study at a higher education institution. In the process of research, it has been found out that the concept of "creativity" means the ability of a person to produce new and unusual ideas, think unconventionally, solve problems creatively and quickly. It has been found that creativity has many definitions, each researcher considers this concept from a certain point of view, highlighting one or another aspect of creativity. The article finds that students' creativity includes various indicators: originality, uniqueness, curiosity, developed imagination, propensity to reasonable risks, interest in complex things and ideas and more. Therefore, the authors of the article emphasize the need to use in the educational process of higher education methods that promote comprehensive training of future professionals and the development of their creative thinking. To study the gender features of the development of creativity in future psychologists, the authors of the article conducted an empirical study among students of psychology studying at Khmelnytskyi National University. According to the results of the study, it is established that most students of psychology have average levels of development of personal traits of creativity, creative abilities and creative potential. But girls studying in Psychology have a slightly better level of development of creative potential and creative abilities than boys who also study in this specialty. Based on the results of the research, recommendations for students-psychologists on the development of creativity as an important component of their successful future professional activity have been developed.
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Sastre-Riba, Sylvia, Eduardo Fonseca-Pedrero, and Antoni Castelló-Tarrida. "Stability of Measure In High Intellectual Ability: Preliminary Results." Anales de Psicología 34, no. 3 (August 1, 2018): 510–18. http://dx.doi.org/10.6018/analesps.34.3.315181.
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Despite there having been improvements in efficiency and ease on test scoring for individuals with high intellectual ability, the stability of these scores is not assured. The main objective of our research is a preliminary detection of variations in test scores from a group of children that were identified as having HIA. This was done by means of a single-time assessment of children currently following an enrichment program. A total of n=26 students participated (19 male and 7 female) in the study. The age range was between 12 and 17 years, being the average age 13.89 years (SD = 1.09 years). Differential Aptitude Test (DAT-5) and Torrance Test of Creative Thinking (TTCT) were used to assess the logical-deductive intellectual skills and creative thinking. The results show that test scores may change in a considerable amount in many supposedly HIA individuals. More than 30% of the variance cannot be attributed to common components in the two measurements points. The scores in creativity were the most fluctuating, something that could be expected of these scales having the lowest reliability indexes. Only eight participants remain steady, according to the one standard deviation criterion, and it is quite notorious that two participants show a decrease in three subscales out of five. On the other hand, two other participants have shown an increase in one subscale as well as a decrease in another. In order to foster HIA individuals and their wellbeing, it is essential to be careful with mistaken diagnoses (false-negatives and false-positives), given the fact that they will lead to developmental consequences.
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Shiyan, O. A., and A. A. Baranova. "Children’s Narratives as a Space for Manifestation and Way of Diagnostics of Creative Abilities of Senior Preschoolers." Cultural-Historical Psychology 18, no. 1 (2022): 50–59. http://dx.doi.org/10.17759/chp.2022180105.
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This paper discusses the approbation of an assessment tool for the creative abilities of preschoolers — dialectical structures and symbolic images — on the basis of children's narratives. Fifty-seven preschoolers of 6—7 years old from two preschool groups in Moscow took part in the approbation of the “Three Stories” technique. The groups contrasted in the quality of education, The significance of differences between the classrooms was defined using ECERS-3 and CASRS (Creative Ability Support Rating Scale). We analyzed whether there is a connection between the success of creating narratives and the results of diagnosing dialectical thinking, symbolic realism of imagination and creativity. In the approbation of the “Three Stories” technique, significant correlations were revealed between successful use of dialectical structures in a story-making and the results of diagnostics of dialectical thinking. The latter was executed with two corresponding tools: "What can be simultaneously?" (p=0,01) and "Dialectical stories" (p=0,05). Both dialectical structures and symbolic images in children's narratives demonstrated significant differences in contrasting groups (p=0,05). This approbation substantiated the validity of the technique for the study of creative abilities on the ground of children's narratives. The study allows us to consider children's narratives in terms of their resource for understanding and diagnosing (and, in the future, developing) the creative abilities of preschoolers.
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Orozco Gómez, Martha Lucía, Radu Bogdan Toma, José Luis Cuesta Gómez, and María Merino Martínez. "UBUIngenio: extracurricular enrichment programme for the improvement of high ability students’ creative thinking." Revista Latinoamericana de Psicología 55 (2023): 212–18. http://dx.doi.org/10.14349/rlp.2023.v55.23.
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Background: High-ability students require effective educational strategies. This study introduces and evaluates a curriculum enrichment programme aimed at enhancing creativity. The programme is based on a competency framework and was implemented using variations of Project-Based Learning (PBL) strategies. Method: A quasi-experimental design compared two interventions using pre-test and post-test groups. The first intervention (N = 38) involved a 12-week PBL unit focused on designing a video game using block-based programming through Scratch. The second intervention (N = 51), also lasting 12 weeks, comprised three separate projects involving vectorial design and programming of an Arduino-based robot. Both interventions used strategies for creative-thinking development. The sample included high-ability students from 8 to 12 years of age. Results: Both interventions significantly increased creativity, with no statistical differences between them. This suggests that both types of PBL interventions effectively improved participants’ creativity. Conclusions: This study suggests that PBL-based curricular enrichment programmes are effective in fostering creativity among high-ability students.
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Lim, Hyoun Sook, and Jin Nam Choi. "Testing an alternative relationship between individual and contextual predictors of creative performance." Social Behavior and Personality: an international journal 37, no. 1 (February 1, 2009): 117–35. http://dx.doi.org/10.2224/sbp.2009.37.1.117.
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Existing studies have been focused mainly on the effects of individual and contextual factors on creativity, leaving unaddressed the intermediate processes through which these predictors affect creativity. Based on previous theoretical arguments, we proposed that individuals' cognitive and affective states with regard to creativity comprise the direct antecedents of creative performance. Specifically, we hypothesized that creativity efficacy and positive attitude toward creativity mediate the effects on creative performance of individual creative ability, supportive leadership, and constructive group norms. The empirical results based on multisource, longitudinal panel data clearly indicate that these cognitive and affective process variables mediate the effects of both individual and contextual variables on creative performance. These findings reveal potential psychological processes that should be targeted when educators and managers design interventions to increase creative performance of individuals.
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RAHAYUNİNGSİH, Sri, Sirajuddin SİRAJUDDİN, and Muhammad IKRAM. "Using Open-ended Problem-solving Tests to Identify Students’ Mathematical Creative Thinking Ability." Participatory Educational Research 8, no. 3 (August 1, 2021): 285–99. http://dx.doi.org/10.17275/per.21.66.8.3.
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Schack, Gina D. "Effects of a Creative Problem-Solving Curriculum on Students of Varying Ability Levels." Gifted Child Quarterly 37, no. 1 (January 1993): 32–38. http://dx.doi.org/10.1177/001698629303700105.
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Taheri, Mohammad Ali, Monir Haddad, and Soraya Behboodi. "A Comparison of the Definition of Intelligence in Psychology and Psymentology." Scientific Journal of Cosmointel 1, no. 5 (April 17, 2022): 74–79. http://dx.doi.org/10.61450/joci.v1i5.49.
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Psymentology, or the supra-holistic approach to the study of the mind (mento) and psyche (psychology), is an Iranian complementary medicine founded by Mohammad Ali Taheri that identifies the mind and the psyche as distinct and separate from one another. Psymentology holds a very broad and supra-holistic view of human beings and the universe and aims to identify the various existential dimensions of the mind as well as the psyche and to heal the maladies related to both. In psychology, what is known as IQ (Intelligence Quotient), representing the potential of learning, computation, language, comprehension, memory, and abstract reasoning, from the standpoint of Psymentology, are considered “Wisdom” (Aql) or “Apparent Intelligence” that are aspects of Wisdom (Aql) and are called WQ (Wisdom Quotient). In Psymentolgoy, “creativity” is defined as the “Inner Intelligence” (Bātin), a potential in all humans that needs to be activated. This activation requires a high degree of thirst for knowledge and discovery of Truth, in addition to other measures. According to the Theory of Intelligence in Psymentology, Intelligence is the ability to create and bring about new information in various fields; Wisdom (Aql), on the other hand, is the ability to apply, make use of, and utilize anything; while Memory is the ability to store and recall information. The ability to memorize information and events and the recollection of them is represented as MQ (Memory Quotient), which in Psymentology, unlike in psychology, is not considered among the faculties of Wisdom (Aql), but it does function in relation to Wisdom and Intelligence. Most current education systems are based on a memory-oriented approach that relies on rote memorization of the material. However, it is imperative for the education systems to be creativity-oriented if they are to foster the growth and development of individuals and help human societies thrive and flourish. For this to occur, it is necessary to activate the creative potential in children and adolescents, which is not activated through simple memorization of content; otherwise, their mental capabilities will gradually diminish over time and will be replaced by stereotypical teachings that are dry and devoid of any creative spark. Although with respect to scientific discoveries, human intuition is known to have elicited creativity, to this day, no method has been proposed to cultivate and enhance this faculty. Psymentology aims to introduce novel methods to make accessing constructive and productive insights and intuitions possible that would promote human growth and evolution and would lead to the activation of the creative genius in individuals and the emergence of new ideas in various areas of knowledge.
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Sternberg, Robert J. "La théorie triarchique de l'intelligence." L’Orientation scolaire et professionnelle 23, no. 1 (1994): 119–36. http://dx.doi.org/10.3406/binop.1994.1477.
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This article describes a triarchic theory of human intelligence, according to which intelligence comprises three aspects : analytical ability, creative-synthetic ability, and practical ability. People strong in analytical ability do well in traditional schooling and testing, although they are not necessarily the best equipped for the tasks of life after schooling ends. People strong in creative ability do not necessarily do well in school, and sometimes are regarded by teachers as uncooperative. These same problems can plague them in later life if they are in environments that demand conformity. People strong in practical ability adapt well to the demands of life, although they may not be the best students in traditional schools. Ideally, a person balances some of each of these abilities in order to meet the various challenges of the environment. According to the theory, intelligence is therefore multifaceted. Intelligence involves purposive adaptation to, shaping of, and selection of real-world environments, and is best expressed when a person knows his or her strengths and weaknesses, and capitalizes on the strengths at the same time he or she compensates for or remediates weaknesses.
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Popadić, Ksenija. "Meditacija i kreativnost / Meditation and Creativity." AM Journal of Art and Media Studies, no. 11 (November 15, 2016): 131–40. http://dx.doi.org/10.25038/am.v0i11.154.
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This paper is a pioneering attempt to draw attention to the connection between meditation and creativity. The author compares the creative process to the process of meditation. Meditation, just like the creative process, results in a piece of creative work, which informs us about the possibility of using meditation as a creative technique with the aim of improving our creativity. The first part of the paper defines the basic concepts: creativity and meditation. The paper goes on to inform us about the place that meditation takes in contemporary psychology. The author explains that various kinds of meditation techniques can be divided into two groups: concentration meditations and mindfulness (or vipassana) meditations. The paper gives special attention to higher states of consciousness or the so called flow that can be described as the optimal state of consciousness in which levels of cognitive functioning are at themaximum. There are also examples illustrating how the skills that help us get into the flow state are developed. The conclusion is that meditation directly increases one’s ability to assess the quality of the content one is dealing with, whether it is by observing, using or creating it. Although this area has not been the subject of scientific studies so far, based on some case studies (involving meditation masters), it can be confidently stated that there is a clear connection between meditation and creativity, meaning that people who meditate regularly are at the same time increasing their creative abilities and creative output.
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Shen, Chengchun, and Aili Qi. "An Adaptive Learning Mode of “Public Psychology” Based on Creative Thinking with Virtual Simulation Technology." International Journal of Emerging Technologies in Learning (iJET) 15, no. 23 (December 11, 2020): 131. http://dx.doi.org/10.3991/ijet.v15i23.18957.
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Due to the outbreak of COVID-19, the teaching of psychology in college has become especially important, posting higher requirements on the teaching content and purpose of the course of psychology. Nowadays, the traditional course of public psychology in college only focuses on the prevention and correction of psychological problems among college students, but educators ignore the importance of teaching students to understand psychological problems through relevant courses, making it impossible to achieve the expected effect of mental health education for students. Colleges should apply the notion of positive mental health education in the course of public psychology designed for college students. Students can better adapt to the society only when they have sound mental quality. According to requirement of “the zone of proximal development” a conceptual framework of the course was established in this study based on adaptation theory in which students are encouraged to think independently, as required by and an autonomous learning situation was created for students with psychological problems. At the same time, the education and teaching programming software named Scratch was adopted and integrated in the virtual simulated experimental teaching system of psychology. The integrated teaching system included the management of psychological teaching software, the monitoring of psychological experimental process, the query and analysis of psychological experimental data and the management of academic experimental resources, forming an integrated teaching environment with adaptive learning functions. In the end, the ant colony algorithm was used to mine a learning mode that is commensurate with the learner’s knowledge level, meets the learner’s resource preferences and satisfies the learner’s needs for learning activities, and this learning mode was identified as the best application mode for the learning of public psychology. It was revealed in practice that the adaptive learning mode of psychology based on virtual simulation technology can improve students’ learning initiative for the course of public psychology and increase their independent innovation ability.
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Verhaeghen, Paul, Alexandra N. Trani, and Shelley N. Aikman. "On Being Found: How Habitual Patterns of Thought Influence Creative Interest, Behavior, and Ability." Creativity Research Journal 29, no. 1 (January 2, 2017): 1–9. http://dx.doi.org/10.1080/10400419.2017.1263504.
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Bicer, Ali, Aysenur Bicer, Mary Capraro, and Yujin Lee. "Mathematical Connection is at the Heart of Mathematical Creativity." Creativity. Theories – Research - Applications 10, no. 1-2 (December 1, 2023): 17–40. http://dx.doi.org/10.2478/ctra-2023-0002.
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Abstract Although teaching mathematics for creativity has been advocated by many researchers, it has not been widely adopted by many teachers because of two reasons: 1) researchers emphasized and investigated mathematical creativity in terms of product dimension by looking at what students have at the end of problem-solving or -posing activities, but they neglected the creative processes students use during mathematics classrooms, and 2) creativity is an abstract construct and it is hard for teachers to interpret what it means for students to be creative in mathematics without further guidance. These can be eliminated by employing techniques of mathematical connections as tools because using mathematical connections can help teachers make sense of how to promote the creative processes of students in mathematics. Because making mathematical connections is a process of linking ideas in mathematics to other ideas and this is a creative act for students to take to achieve creative ideas in mathematics, using the strategies of making mathematical connections has the potential for teachers to understand what it means for students to be creative in mathematics and what it means to teach mathematics for creativity. This paper has two aims to 1) illustrate strategies for making mathematical connections that can also help students’ creative processes in mathematics, and 2) investigate the relationship among general mathematical ability, mathematical creative ability, and mathematical connection ability by reviewing theoretical explanations of these constructs and several predictors (e.g., inductive/deductive ability, quantitative ability) that are important for these constructs. This paper does not only provide examples and techniques of mathematical connection that can be used to foster creative processes of students in mathematics, but also suggests a potential model depicting the relationship among mathematical creativity, mathematical ability, and mathematical connection considering previously suggested theoretical models. It is important to note that the hypothesized model (see Figure 4) suggested in the present paper is not tested through statistical analyses and it is suggested that future research be conducted to show the relationship among the constructs (mathematical connection, mathematical creativity, mathematical ability, and spatial reasoning ability).
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Mouchiroud, Christophe, and Todd Lubart. "Social creativity: A cross-sectional study of 6- to 11-year-old children." International Journal of Behavioral Development 26, no. 1 (January 2002): 60–69. http://dx.doi.org/10.1177/016502540202600111.
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We assessed children’s social creativity through interviews during which participants imagined original solutions to interpersonal problems. In addition, we compared performances in the social domain with those obtained in object-oriented problem-solving tasks such as the Unusual Uses of a Box creativity test designed by Torrance (1974) and the Similarities subtest of the WISC (1996). A total of 88 French children participated in this study. First, we observed links between social creativity tasks as well as consistent developmental trends showing that social creativity can be considered as a unitary construct. Second, with regard to the integration or differentiation of creative abilities in children’s development, results showed a distinct creative ability in the social domain for younger children and the emergence of a more general creative ability in older children. Third, the relationship between fluency and originality indices was stable across age groups and task domains, supporting Simonton’s constant-probability-of-success model (1990) for children. Implications for the study of creative abilities in the social domain and for understanding how children interact with others in various social settings are discussed.
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Puspitasari, Tita, and Dwinesa Anggraeni. "Pendekatan Games Dalam Meningkatkan Motivasi Belajar Siswa Bagi Relawan Gemma Insani Indonesia." Jurnal Komunitas : Jurnal Pengabdian kepada Masyarakat 1, no. 2 (January 30, 2019): 16–21. http://dx.doi.org/10.31334/jks.v2i1.288.
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The aim of this workshop is to become Gemma Insani volunteers have got the ability of classroom management and basic knowlegde about education psychology is related how the way to give the students motivate by using games in learning process. The event is followed by 25 volunteers Gemma Insani Depok. The methods are used in the workshop such presentation, discussion and question and answer, and simulation from the volunteers. The result of the workshop are (1) to train the volunteers’ teaching ability who have got different education background. In application kinds of games that used for all subjects in education level. This event can help hopefully to motivate the students in learning. (2) to use kind of methods in learning process so the student will not feel bored, and (3) be able to have creative thinking in creating or making games based on student- education level.
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Park, Gregory, David Lubinski, and Camilla P. Benbow. "Ability Differences Among People Who Have Commensurate Degrees Matter for Scientific Creativity." Psychological Science 19, no. 10 (October 2008): 957–61. http://dx.doi.org/10.1111/j.1467-9280.2008.02182.x.
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A sample of 1,586 intellectually talented adolescents (top 1%) were assessed on the math portion of the SAT by age 13 and tracked for more than 25 years. Patents and scientific publications were used as criteria for scientific and technological accomplishment. Participants were categorized according to whether their terminal degree was a bachelor's, master's, or doctorate degree, and within these degree groupings, the proportion of participants with at least one patent or scientific publication in adulthood increased as a function of this early SAT assessment. Information about individual differences in cognitive ability (even when measured in early adolescence) can predict differential creative potential in science and technology within populations that have advanced educational degrees.
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Rominger, Christian, Andreas R. Schwerdtfeger, Mathias Benedek, Corinna M. Perchtold-Stefan, and Andreas Fink. "Ecological Momentary Assessment of Creative Ideation." European Psychologist 27, no. 3 (July 2022): 177–90. http://dx.doi.org/10.1027/1016-9040/a000471.
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Abstract. Creative ideas in daily life show substantial variation in quality. Yet, most studies investigate the creative ideation process in highly controlled laboratory contexts, which challenges the ecological validity of creativity research findings. In this article, we advocate the use of ambulatory assessments of creative ideation to gain deeper insight into the variability of ideation processes (between- and within-subjects) in everyday life. We demonstrate this approach by the example of the ambulatory battery of creativity (ABC), which constitutes a reliable and valid approach to assess divergent thinking ability in the verbal and figural domain in everyday life context. Furthermore, it differentiates between-person and within-person variation of creative ideation performance. The first part of this paper will shortly describe the general approach using ABC as an example. In the second part, we use the 7 C’s heuristic to explore applications and implications of this novel method for creativity research. We focus on four C’s with special relevance for ambulatory assessment: Creator, Creating, Context, and Curricula. To this end, we review the findings of strongly controlled laboratory studies and discuss and illustrate applications of the ambulatory assessment. We conclude that the assessment of creative ideation performance in the field might help move the spotlight of creative ideation research from the laboratory to more naturalistic settings. This would increase the ecological validity of creative ideation research and facilitate fresh or unprecedented perspectives on past and future questions on a person’s creative potential and its moment-to-moment fluctuation.
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Ekinci, Birsen. "The Relationships Among Sternberg's Triarchic Abilities, Gardner's Multiple Intelligences, and Academic Achievement." Social Behavior and Personality: an international journal 42, no. 4 (May 15, 2014): 625–33. http://dx.doi.org/10.2224/sbp.2014.42.4.625.
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In this study I investigated the relationships among Sternberg's Triarchic Abilities (STA), Gardner's multiple intelligences, and the academic achievement of children attending primary schools in Istanbul, Turkey. Participants were 172 children (93 boys and 81 girls) aged between 11 and 12 years. STA Test (STAT) total scores were significantly and positively related to linguistic, logical-mathematical, and intrapersonal test scores. Analytical ability scores were significantly positively related to only logical-mathematical test scores, practical ability scores were only related to intrapersonal test scores, and the STAT subsections were significantly related to each other. After removing the effect of multiple intelligences, the partial correlations between mathematics, social science, and foreign language course grades and creative, practical, analytical, and total STAT scores, were found to be significant for creative scores and total STAT scores, but nonsignificant for practical scores and analytical STAT scores.
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Et al., Zukhra Karabaevna Ismailova. "The Method of Creative Learning of Higher Education Institute’s Teachers in the Courses of Advanced Training and Retraining of Staff." Psychology and Education Journal 58, no. 2 (February 1, 2021): 1295–305. http://dx.doi.org/10.17762/pae.v58i2.2273.
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In this article, one of the global tasks of innovative development in the world is creativity, acmeological competence and professionalism of teachers around the world, including the creation of new ideas for creativity in people, the ability to solve complex processes, the creative approach to professional activities, the ability to take reasonable risks and professional competence. development of creativity, traditional and modern teaching methods through information and communication technologies and programs, socio-economic problems, such as intellectual resources, in order to create an appropriate role in the increase, the listed action strategy for the further development of the Republic of Uzbekistan includes the following areas: “further improvement of the lifelong education system, expanding opportunities for high-quality educational services, continuing the policy of training highly qualified specialists in accordance with modern requirements labor market. " In this regard, the importance of creativity of higher education teachers is emphasized.
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Et al., Zukhra Karabaevna Ismailova. "METHODS OF TRAINING OF TEACHERS OF TECHNICAL UNIVERSITY ON ADVANCED TRAINING COURSES." Psychology and Education Journal 58, no. 1 (January 15, 2021): 2896–904. http://dx.doi.org/10.17762/pae.v58i1.1184.
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In this article, one of the global tasks of innovative development in the world is creativity, acmeological competence and professionalism of teachers around the world, including the creation of new ideas for creativity in people, the ability to solve complex processes, the creative approach to professional activities, the ability to take reasonable risks and professional competence. development of creativity, traditional and modern teaching methods through information and communication technologies and programs, socio-economic problems, such as intellectual resources, in order to create an appropriate role in the increase, the listed action strategy for the further development of the Republic of Uzbekistan includes the following areas: “further improvement of the lifelong education system, expanding opportunities for high-quality educational services, continuing the policy of training highly qualified specialists in accordance with modern requirements labor market. " In this regard, the importance of creativity of higher education teachers is emphasized.
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Forthmann, Boris, David Jendryczko, Jana Scharfen, Ruben Kleinkorres, Mathias Benedek, and Heinz Holling. "Creative ideation, broad retrieval ability, and processing speed: A confirmatory study of nested cognitive abilities." Intelligence 75 (July 2019): 59–72. http://dx.doi.org/10.1016/j.intell.2019.04.006.
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Haswan, Haswan, Dewi Asriani Ridzal, and Veni Rosnawati. "Analysis of Students Creative Thinking Abilities Through Project-Based Learning in Environmental Knowledge Courses." Jurnal Pijar Mipa 19, no. 1 (January 15, 2024): 33–36. http://dx.doi.org/10.29303/jpm.v19i1.6328.
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The competency of creative thinking for students is very important in the era of global competition because of the level of complexity. This is because creative thinking skills are included in the six competencies that must be possessed in competition in the 21st century. This is because creative thinking skills are included in the six competencies that must be possessed in facing competition in the 21st century. Project-based learning is one method that can be used to train and improve students' creative thinking skills. This research aims to analyze students' critical thinking abilities through a project-based learning model in environmental knowledge courses. The method used in this research is descriptive. The research subjects consisted of 38 participants. The instrument used in this research is an essay test, and four indicators of creative thinking skills are considered: fluency thinking, flexible thinking, original thinking, and elaboration ability. The data analysis technique used is descriptive. The research results show that students' creative thinking abilities in environmental knowledge courses are in the high (creative) category, with a total score for all indicators is 74,75. It indicates that project-based learning is an effective strategy adapted to train and improve students' creative thinking abilities. Project-based learning is an innovative student-centered learning method where students can work autonomously to construct their learning. This is thought to cause students' creative thinking ability scores in environmental knowledge courses to be in the high category.
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De Joode, Tom. "The manipulation of task constraints and the effect on creative performance of youth soccer players." Current Issues in Sport Science (CISS) 8, no. 2 (February 14, 2023): 043. http://dx.doi.org/10.36950/2023.2ciss043.
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Creativity is a popular topic that has been increasingly researched over the years. Recently, creativity is suggested as a relational concept (Zahno & Hossner, 2020). This conceptualization implies that creativity is not solely an individual ability. By contrast, creative actions emerge in the athlete’s search to adapt to task and environmental constraints (Orth et al., 2017; Withagen & van der Kamp, 2018). Manipulating task constraints that serve to increase variability might, therefore, evoke creative actions. Such manipulations in soccer are often conducted in training situations with small sided games. This was recently shown with a numerical assessment of creative actions comparing small sided soccer games (SSGs) with 11v11 matches in elite adult soccer players (Caso & van der Kamp, 2020). They found that players performed more actions, a broader action repertoire and more creative actions in smaller formats (5v5, 6v6 and 7v7) than in an 11v11 format. The purely quantitative method of Caso & van der Kamp (2020), however, uses an arbitrarily 5% benchmark for originality. More importantly, although subjective, the coaches opinions are not meaningless and should not be neglected.
Our research examined whether the latter task manipulation also increased the action repertoire and creative performance of elite youth soccer players (O11-O13). A numerical method was introduced, assessing creative performances as a frequency of the action types emerging in an environment. A notational video-analysis identified all (not-) functional actions. Next, a threshold defined whether the action was original. This threshold has been determined with expert coaches ranking action types following the procedure of the consensual assessment technique (CAT; Amabile, 1996). If the action was both original and functional, then it was defined a creative action. The data consisted of 293 minutes small sided game (4v4) and 263 minutes regular sided game (11v11). Results indicated that small sided games hold relative more actions, more functional action and more creative actions compared with regular sided games. This is in line with previous studies, that small sided games induce more variation of actions which increase the possible emergence of creative actions (Orth et al., 2017).
References
Amabile, T. M., Amabile, T. M., Collins, M. A., Conti, R., Phillips, E., Picariello, M., Ruscio, J., & Whitney, D. (1996). Creativity in Context: Update to The Social Psychology of Creativity (1st ed.). Routledge.
Caso, S., & van der Kamp, J. (2020). Variability and creativity in small-sided conditioned games among elite soccer players. Psychology of Sport and Exercise, 48, Article 101645. https://doi.org/10.1016/j.psychsport.2019.101645
Orth, D., van der Kamp, J., Memmert, D., & Savelsbergh, G. J. P. (2017). Creative motor actions as emerging from movement variability. Frontiers in Psychology, 8, Article 1903. https://doi.org/10.3389/fpsyg.2017.01903
Withagen, R., & van der Kamp, J. (2018). An ecological approach to creativity in making. New Ideas in Psychology,49, 1–6. https://doi.org/10.1016/j.newideapsych.2017.11.002
Zahno, S., & Hossner, E.-J. (2020). On the issue of ceveloping creative players in team sports: A systematic review and critique from a functional perspective. Frontiers in Psychology, 11, Article 575475. https://doi.org/10.3389/fpsyg.2020.575475
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Kim, Hyunjee Hannah, Jin Nam Choi, and Arif Nazir Butt. "Reflected self-efficacy and creativity: The power of being recognized by others toward individual creative performance." Social Behavior and Personality: an international journal 47, no. 8 (August 7, 2019): 1–13. http://dx.doi.org/10.2224/sbp.8223.
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Reflected self-efficacy, defined as one's perception of how others assess one's ability to perform a task, may be a meaningful predictor of creative performance over and above self-assessed self-efficacy. We examined if reflected self-efficacy, compared to self-assessed self-efficacy, is a more meaningful predictor of creative performance. A sample of 141 Master of Business Administration students completed measures of self-efficacy, reflected self-efficacy, proactive social management, team trust, and creative performance. Results showed that reflected self-efficacy had superior incremental validity compared to self-assessed self-efficacy, and that reflected self-efficacy affected individual creativity via the mediator of proactive social engagement. This relationship was more pronounced when a focal team member's trust toward the team was low (vs. high). Our findings support the importance of the functions of social aspects of self-efficacy in enhancing individual creativity.
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Et al., Piyanun Klaichun. "Evaluation of Guidelines for PPICC: Purpose and Processing on Ideation and Creative Innovations for Competency Innovator." Psychology and Education Journal 58, no. 1 (January 15, 2021): 3924–28. http://dx.doi.org/10.17762/pae.v58i1.1433.
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This research was aimed to 1) determine the current and desirable states, and the priority needs index for PPICC: Purpose and Processing on Ideation and Creative Innovations for Competency Model. Mixed methods research was employed and undertaken in 2 phrases. Phase 1 investigated the model. The qualitative research approach to multiple case study collected data from 2 case studies in order to provide a profound understanding of the subject being investigated and allow for applying the research results to similar context. Phrase 2 investigated the priority needs index for PPICC: Purpose and Processing on Ideation and Creative Innovations for Competency Model. Phase 2 utilizing interviews with 30 experts in human resource development, digital technology, and education administration. Instruments comprise structured questionnaires, guidelines propriety, and feasibility evaluation form. Analyses involve descriptive statistics i.e. frequency, percentage, mean, and standard deviation, PNI Modified, and content analysis.
Results of the evaluation of Phase 1 investigated the model was PPICC: Purpose and Processing on Ideation and Creative Innovations for Competency. Results of the evaluation of Phase 2 investigated that the overall of current and desirable states are at a moderate and highest level, respectively. The highest values of priority need index elements are as follows: The first priority need index fell on Discovery Skill of Ideation Innovations is Creative Mind. Professional Teachers found Skill for Collaboration and problem- solving creative skill, Creating Innovations is to Put to other Use, Goals of successful factors for the development of instructors to have different characteristics are Inspirer, Environment management for learning and teaching found that procurement, resource support, and learning resources for the development of the students to be innovative. Processing is Establish University. Discovery Skill of Ideation Innovations is Creative Mind. Competency Innovator found that Ideation in learning and teaching management found that - build interaction in learning through connection and networking, and the least is Purpose which is Stamina. Therefore, an important mechanism for the development of innovative skills must come from the cooperation of the public sector, the private sector, educational institutes, and the family institute to develop skills, knowledge and ability to keep pace with today's world effectively.
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Bernstein, Brian O., David Lubinski, and Camilla P. Benbow. "Psychological Constellations Assessed at Age 13 Predict Distinct Forms of Eminence 35 Years Later." Psychological Science 30, no. 3 (January 29, 2019): 444–54. http://dx.doi.org/10.1177/0956797618822524.
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This investigation examined whether math/scientific and verbal/humanistic ability and preference constellations, developed on intellectually talented 13-year-olds to predict their educational outcomes at age 23, continue to maintain their longitudinal potency by distinguishing distinct forms of eminence 35 years later. Eminent individuals were defined as those who, by age 50, had accomplished something rare: creative and highly impactful careers (e.g., full professors at research-intensive universities, Fortune 500 executives, distinguished judges and lawyers, leaders in biomedicine, award-winning journalists and writers). Study 1 consisted of 677 intellectually precocious youths, assessed at age 13, whose leadership and creative accomplishments were assessed 35 years later. Study 2 constituted a constructive replication—an analysis of 605 top science, technology, engineering, and math (STEM) graduate students, assessed on the same predictor constructs early in graduate school and assessed again 25 years later. In both samples, the same ability and preference parameter values, which defined math/scientific versus verbal/humanistic constellations, discriminated participants who ultimately achieved distinct forms of eminence from their peers pursuing other life endeavors.
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Zhou, Ying. "Design psychology and visual communication on consumers’ social anxiety disorder." CNS Spectrums 28, S2 (October 2023): S84—S85. http://dx.doi.org/10.1017/s1092852923004637.
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BackgroundConsumer social anxiety disorder is a common psychological problem that affects consumers’ social behavior and purchase decisions, and in severe cases, affects patients’ social circle and quality of life. This research is to study the effects of cultural and creative design and visual communication strategies on consumer social anxiety disorder from the perspective of design psychology and to provide effective intervention tools and strategies.Subjects and Methods200 consumers with social anxiety disorder were selected as the experimental group, and another 200 consumers with anxiety were selected as the control group. Generalized Anxiety Disorder-7 (GAD-7) scale was used to evaluate the two groups. In each cycle, the two groups of consumers were tested for social anxiety disorder scores until the end of three courses.ResultsThe mean scores of the experimental and control groups were 18 and 17, respectively, after one course of treatment and 13 and 18 after three courses. After receiving the intervention of cultural and creative design and visual communication, the anxiety level was significantly reduced, the social ability was improved, and the performance in daily social scenes was more confident. However, anxiety levels and sociability did not change significantly in the control group.ConclusionsCreative design and visual communication strategies based on the perspective of design psychology have a positive impact on consumer social anxiety disorder. It provides directions for the provision of effective intervention strategies and tools, offering an important theoretical and practical value for the design industry and psychological therapy.
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Bermejo, María-Rosario, María-José Ruiz-Melero, Javier Esparza, Mercedes Ferrando, and Rosa Pons. "Una Nueva Medida de la Creatividad Científica: El estudio de sus propiedades psicométricas." Anales de Psicología 32, no. 3 (July 28, 2016): 652. http://dx.doi.org/10.6018/analesps.32.3.259411.
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<p>The purpose of this paper is to study the psychometric proprieties of a new test aimed to measure scientific creativity, the Creative Scientific Ability Test (C-SAT, Sak & Ayas, 2011). The test has been validated in different Turkish samples, showing an adequate reliability (α = .87, Ayas & Sak, 2014). The test is composed of five tasks that measure scientific creativity in different areas of knowledge: Biology, Chemistry, Physics, Ecology and an interdisciplinary task. For each task, a Creative Quotient (CQ) is calculated as a combination of Fluency (number of valid answers) and Flexibility (different approaches in the solution). The test also allows us to differentiate three scientific-creative thinking processes (hypothesis generation, hypothesis evaluation and evidence verification). 344 students from Compulsory Secondary Education took part in this study. The results point out a good reliability (<em>α</em> = .705) and an adequate inter-rater agreement (ranging from average ICC .80 to .98). In addition, the unifactorial structure of the test was verified using CFA, which agree with the authors’ previous results (Ayas & Sak, 2014; Sak & Ayas, 2013), even when a structure of three creative process can be considered.</p>