Journal of Creative Behavior最新文献

Previous research has examined how creative potential develops during childhood and has identified peaks, slumps, and bumps during maturation. However, little is known about the causes of such changes. This study employed a longitudinal approach to assess predictors of change in creative ideation over 2 years in young people (N = 76) aged 14–20 years old at the first time point. The analysis employed frequentist and Bayesian methods to evaluate the effect of individual factors, such as openness to experience (assessed using the BFI-10 short form), and contextual factors, such as pursuing creative hobbies (measured with a leisure questionnaire). Openness at the first time point and change in openness over time predicted change in peak originality. Engagement in creative hobbies at the first time point predicted change in fluency. The findings support the contribution of individual factors, in the form of openness to experience, and contextual factors, in the form of engagement in creative hobbies, in the development of divergent thinking abilities in mid-adolescence and young adulthood. Altogether, this study suggests that interventions aimed at increasing time spent on creative activities and promoting openness to experience may enhance divergent thinking abilities, which are essential components of creative potential.

Little is known about creativity in old age. The aim of this study was to investigate to what extent the intensity of engaging in creative activities differs between older and younger people as well as older people with and without cognitive impairment. Moreover, we evaluated associations of creative activities with specific cognitive abilities. For this cross-sectional study, groups of younger people (n = 24), older cognitively healthy people (n = 24), and older cognitively impaired people (n = 23) were recruited via convenience sampling. Creative activities were assessed via the creative behavior inventory (CBI). Cognitive abilities were assessed via trail making test (TMT), standard progressive matrices (SPM), creative reasoning task (CRT), test of creative thinking-drawing production (TCT-DP), and alternate uses task (AUT). The intensity of engaging in creative activities was higher among younger people but was not significantly associated with being cognitively impaired. Only two cognitive abilities, the creative thinking scores CRT-Components and TCT-DP-Original, predicted creative activities. Both did not differ significantly between cognitively healthy and cognitively impaired older adults. The findings suggest that cognitively impaired older people still engage in creative activities, which might be due to their relatively sound creative thinking. Further studies should investigate whether engaging in creative activities can mitigate cognitive decline.

Where does creativity come from and what is its purpose? The paper revisits these ever-turning questions to correct the prevalent but, arguably, inaccurate historical interpretation of creativity as a concept that emerged in modernity. First, I substantiate that a close study of the ancient Greek texts suggests that although creativity seems to occupy a peripheral position in the ancient philosophical thinking, it is a central, yet, hidden, subject of speculation. Second, I overturn the worn-out view that the ancient Greek philosophy conceives creativity as a God-given talent breathed into a fortunate few. Last, I demonstrate that a more encompassing understanding of creativity is implied by several Greek philosophers. To achieve this, (a) I discuss the contemporary interpretations of the ancient notion; (b) I examine the historical origin and etymology of the Greek term demiourgein (“to create”) to discuss its relevant uses; and (c) I develop a nuanced framework for conceptualizing ancient creativity and its interrelation to human agency, politics, and social life.

A wandering mind is not always a creative mind. Anecdotes about ideas spontaneously entering awareness during walks, showers, and other off-task activities are plenty. The science behind it, however, is still inconclusive. Creativity might result from how thought context—whether thoughts are on-task or off-task—relates to thought dynamics—how thoughts unfold. To explore this, study 1 (n = 85) surveyed creative professionals about a single idea they had earlier in the day. The spontaneity of thoughts positively correlated with self-reported creativity, whereas off-task thoughts or doing something else did not. Study 2 (n = 180) replicated these findings in a student sample during an idea generation task and added that free movement of thoughts also correlates with self-reported originality during idea generation. As indicated by expert ratings, no relationship of thought dynamics and thought context was found with population-level creativity. Herewith, this study suggests that thought dynamics, rather than thought context, explain the often suggested relationship between mind wandering and creativity.

This intervention study examined the effectiveness of instructional support tailored toward two techniques (i.e., random associations and constraint identification) to strengthen children's creative problem-solving skills within upper-elementary science education. Five inquiry-based science lessons with ample opportunity for creative problem-solving (i.e., divergent and convergent thinking) were provided. Children were assigned to a condition with instructional support (n = 107) or without (n = 134). Domain-general and specific measures of divergent and convergent thinking were included, and reading comprehension as well as mathematical ability were taken into account. Repeated measures multivariate analyses of covariance revealed how all children improved in terms of domain-general convergent thinking, with a larger increase for children who performed better in mathematics. This shows a promising premise for future research focusing on the domain generality of convergent thinking and for the potential of transfer across domains. No additional improvement based on instructional support was found and children did not improve in terms of divergent thinking. The constraint identification and random associations technique might not be suitable for elementary school children, yet future research is necessary to validate such claims. Meanwhile, teachers could possibly support convergent thinking by simply providing exercises for divergent and convergent thinking.