Week 4 NJ Kang Creativity What is that creative individuals do Sensing creative problems Sensing problems or difficulties Making guesses or hypotheses about the problems Evaluating the hypotheses and possibly revising them ID: 543622
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Slide1
Theories of Creativity
Week 4 NJ Kang, CreativitySlide2
What is that creative individuals do?Slide3
Sensing creative problems.
Sensing problems or difficulties
Making guesses or hypotheses about the problems
Evaluating the hypotheses, and possibly revising them
Communicating the resultsSlide4
Dillon, Torrance, Dewey & Wallace,
Getzels
Slide5
What allows them to do it?Slide6
Rothenburg &
Hausman
, 1976
Mozart, Poet, Luck, God, beside himself, Slide7
Rothenburg &
Hausman
, 1976
A poet is a light and winged thing, and holy, and never able to compose until he has become inspired and is beside himself, and reason is no longer in himSlide8
Aristotle
Did not believe that creative products came through mystical intervention or unique creative processes.
He believed that just as plants and animals produced young in a rational law.
Result of “Cool headwork and technical knowledge (
vernon
, 1975)Slide9
Creativity? Which is right? Slide10
Theories of Creativity
Psychoanalytic
Theories
Behaviorist or
Associatinonist
Theories
Humanist Theories
Development of Creativity and Social InteractionsSlide11
Psychoanalytic
Theories
(
Lee,
Jin
-young &
Sinhye
)Slide12
Psychoanalytic Theories
Freud’s approach (ego, id)
Kris and
Kubie
(regression to ego. inspirational phase,
elaborational
phase)
Jung’s Theory
(highlighted role of influences e.g. culture, religion, arts)
Contemporary Psychoanalysts
-Rothenberg and Miller (1990)
repressed childhood trauma used in creative products
)Slide13
Three aspects of human personality, Freud. Slide14
Rothenberg (1990)Slide15
Rothenberg (1990)Slide16
Rothenberg (1990)
Creative processes characterizes them as being under the conscious control of the creator– healthy, logical control of illogical mental connections.Slide17
Behaviorist or
Associationist
Theories.Slide18
Behaviorist or
Associationist
Theories.
Human activities as resulting from a series of stimuli and responses. Slide19
Skinner (1972) and the chicken
A poet is no more responsible for the content or structure of a poem than a chicken is responsible for laying an egg.
The more creativity or activities approaching creativity are reinforced, the more they should occur. Slide20
Mednick’s
(1962) associative theory
The production of ideas a s the result of stimuli and responses, but he theorized that creative ideas result from a particular type of response, the bringing together of remote unrelated ideas. Slide21
Remote ideas together
Ability of associations with stimulus
Stimulus Slide22
Remote ideas together
Ability of associations with stimulus
Stimulus
Reward, practice, instruction Slide23
Humanist
Theories
Krystle
Slide24
Humanist theories
The focus is on normal growth and the development of mental health.
Creativity as the culmination of well-adjusted mental developmentSlide25
Maslow’s (1954) theories
Two types of creativity. Slide26
Maslow’s (1954) theories
A high-level of this tend to do everything creatively
More spontaneous and expressive than average, more natural and less controlled or inhibited,
The ability to express ideas freely without self-criticism
Paralleled the innocent, happy creativity of secure children.
Every human being has this abilitySlide27
Rogers’ Approach
Personality variables
Creativity is the product of healthy human growth.
Man’s tendency to actualize himself, to become his potentialities
The emergence of novel products through the interaction of an individual and the environment. Slide28
Rogers’ ApproachSlide29
Development of Creativity and Social
Interactions
Hyun
BaeSlide30
Development of Creativity and Social Interactions
The longitudinal development of creativity across time.
Socio-cultural analysis of human thoughtSlide31
Vigotsky’ creativity Slide32
Vigotsky’ creativity
Interaction with people and social contextSlide33
Vigotsky’ creativity
Individuals use creative processes internally as they transform incoming social and cultural messages into a mind and personality.
Creative processes or ideas do not develop within individuals but in interactions among individuals within a socio cultural context. Slide34
Creativity, Intelligence, and CognitionSlide35
Creativity, Intelligence, and Cognition
Guilford’s Structure of the Intellect (1959, 1986, 1988)
Perkins, Weisberg, and Myth Busting (1981, 1988b, 1994)
Creative Cognition (1997, 1999, 2001)
The Ultimate Mechanics: Creativity and Computers (1988, 1991, 1992, 1994, 1999, 2006)Slide36
Creativity, Intelligence, and Cognition
The relationship between creativity and intelligence.
There is a strong, positive relationship between creativity and intelligence the more intelligent the person, the more likely he or she is to be creative. Slide37
Guilford’s (1959, 1986, 1988) Structure of the Intellect
Each type of content can be matched with each operation or product to form a separate cell of the cube associated with a particular intellectual ability.
content
Products
Operation
visual
auditory
symbolic
semantic
transformations
systems
relations
classes
units
implicationsSlide38
Guilford’s (1959, 1986, 1988) Structure of the Intellect
content
Products
Operation
visual
auditory
symbolic
semantic
transformations
systems
relations
classes
units
implications
evaluatin
convergent
Divergent
Memory retentionSlide39
Guilford
Did not portray creativity as rooted in conflict and childhood trauma or as a manifestation of mental health.
Similar to any other aspect of intelligence, it represented to him a pattern of
cognitive strengths
that include, but are not limited to, the abilities to produce diverse responses to varied tasks.
They do not view creativity itself as a mysterious force unlike other human experiences, but rather a s a manifestation of the same sorts of processes found in other types of thought. Slide40
Divergent thinking,
Fluency: generating many ideas
Flexibility: generating different types of ideas or ideas from different perspectives
Originality :generating unusual ideas)
Elaboration: adding to ideas to improve them Slide41
Creative Cognition
Creativity occurs along a wide range of activities, beginning with the very ordinary processes of language use and concept development and extending to ideas representing fundamental shifts in various domains.
The creative cognition approach concentrates primarily on the cognitive processes and conceptual structures that produce creative ideas.