The decline in skill levels is quite unusual, yet many have noticed such an unusual pattern in relation to the development of creativity and imagination. He has published seven books, including Creativity and Divergent Thinking: A Task-Specific Approach; Creative Teachers, Creative Students; and Creativity Across Domains: Faces of the Muse (with James C. Kaufman).
Contributors
Learning Research Institute Institut for Psykologi California State University San Bernardino, Californien Mia Kein¨anen.
Acknowledgments
Introduction
To what extent does creativity and imagination decline in childhood, when students advance in their knowledge and acquire reasoning skills. The Cognitive Perspectives section concludes with a chapter by Kein¨anen, Sheridan and Gardner who argue for a model of creativity that focuses on two axes – horizontal versus vertical creativity and modular versus broad situational creativity – that can help to understand the different explain types of expertise required. for different kinds of creativity.
COGNITIVE PERSPECTIVES
Expertise and Reason in Creative Thinking Evidence from Case Studies and the Laboratory
From the beginning, as can be seen in the first sketch, he worked out the overall structure of the painting. In conclusion, there is nothing in the light problem that interferes with the use of the box as a shelf or holder for the light.
Creative Genius, Knowledge, and Reason The Lives and Works of Eminent Creators
Nevertheless, the acquisition of expertise is so simple that even computers can be programmed to display scientific creativity of the first order. Additionally, some have argued that the amount of creative potential is a positive function of the amount of domain-specific expertise acquired (e.g., Ericsson, 1996). Even more significant is the fact that creative development is not necessarily a positive monotonic function of the level of formal education attained (Simonton, 1983).
In art, by contrast, much of the substance of formal education can be irrelevant to creative development, if not outright harmful. In other words, the best work is more likely to occur during the early peak of a career rather than late in a career. Like the difference in age at career start, individual differences in potential do not affect the overall shape of the career trajectory.
These and other more detailed predictions of the model have been verified in empirical tests (Simonton, 1997).
Dynamic Processes Within Associative Memory Stores
Theoretically, any process that reduces the associative status of the primary associates or increases the associative status of the remote associates will serve to flatten AHs. Rather, what was important was the initial state of the association between the category and exemplar. In this case, an increase in inhibition, consistent with the RIF-induced increase in associative strength of the close associates, would be necessary for recall of distant associates.
Thus, creative and less creative people differ in cortical arousal only under specific circumstances: during the inspirational stages of the creative process. After reaching a criterion level of performance, they engaged in retrieval practice for half of the pairs. Therefore, one can speculate that these two phenomena are actually two sides of the same coin.
2003) claimed that rTMS of the left frontotemporal lobe improved certain skills such as drawing (although not necessarily the drawing ability per se, but rather the ability to capture perspective, kinetics, and certain marked details) and the ability to detect drawing. frequently overlooked double words during proofreading in a subset of their participants (4/11 in drawing, 2/11 in proofreading).
The Creativity of Everyday Moral Reasoning Empathy, Disgust, and Moral Persuasion
Like Piaget (1932), his interest lay in the development of the cognitive operations responsible for moral judgment in general. This is unfortunate because the expansion and contraction of the moral circle presents an important problem for the psychology of morality. Once the basis of impartiality is present, it is not difficult to see how reason can partially explain the expansion of the moral circle.
The motivation (or action tendency, in the words of some emotion theorists) associated with disgust is the rejection of the polluting substance. It is not enough to know one or even two of these points. the same goes for the other emotions. This is precisely the strategy used by proponents of the Gaia hypothesis (Lovelock, 1979), who speak of the Earth as a living organism and refer to it using an anthropomorphic proper name, Gaia (the name is taken from the Greek earth goddess ).
Indeed, a well-told story with a sympathetic protagonist can serve as one of the most effective sources of moral persuasion.
Reasoning and Personal Creativity Mark A. Runco
Before I go any further, I should defend the idea, mentioned above, that everyone has one central aspect of creative potential – the ability to construct original interpretations. They favored "conservative values", were uncomfortable with complexity and uncertainty, and were "moralistic". The creative women in the same sample valued rebelliousness, independence, introspection, philosophical interests and productivity. Different choices will of course have different numbers of information terms. information is weighted according to personal values [V1, V2 and V3, in Eq. 1) The price and economic condition in this equation opens the door to some very interesting questions about socioeconomic status, extrinsic motives, and other economic and psychoeconomic influences on creativity (see Rubenson & Runco Runco, Lubart, & Getz, in press), but for now we focus on I3.
This individual may use the same decision-making process, and even the same three factors (ie the I terms in the equation), but his or her values will lead to a different choice. Equation (2) specifies an answer, but this criterion (i.e. the behavior predicted and modeled) can be a choice (e.g. which answer to give to the teacher earlier) or it can be more generative, more expressive, less be reactive (eg what train of thought should I follow?). This was important early in the field because it was possible that creativity was just another type of intelligence or even dependent on traditional intelligence (eg IQ).
This fully captures what we find in the data (e.g. the scatter plots) and has the further benefit of describing what is found across the range of scores.
Alternative Knowledge Structures in Creative Thought
The use of conceptual schemata in analogical transfer has led scholars to hypothesize that schematic knowledge also plays a key role in creative problem-solving efforts. The use of examples in problem solving can occur through a number of mechanisms (Kolodner & Simpson, 1989). Although example-based knowledge has received less attention in studies of creative thought than associational and schematic knowledge, available evidence suggests that people use examples in creative problem solving.
Observational studies of technical innovation by Kolodner (1993) and Koplinka, Brandan, and Lemmon (1988) also point to the use of case-based knowledge in creative problem solving. Second, how do these three knowledge systems interact in the course of people's creative problem-solving efforts. Case-based knowledge also proves to be particularly useful in carrying out two other creative problem-solving processes.
The activation of schematic knowledge during people's creative problem-solving efforts can also sometimes become a source of difficulty.
The Role of the Knowledge Base in Creative Thinking John F. Feldhusen
Scott also argues that the knowledge base is organized into a system that has depth and breadth as well as schema. For the purposes of this chapter, it is essential to note that, based on his lifetime of research on creative processes, Urban proposes that memory functions and the knowledge base are fundamental components of the overall creative thinking process. The knowledge base of the creative mind, the creative expert, the creative genius, is vast.
The knowledge base also makes the creative individual sensitive and responsive to the phenomena he experiences in the world around him. On the contrary, it is undoubtedly true that at all levels of adaptive and creative processing, the knowledge base is crucial and fundamental. Thus, teaching at a level and pace appropriate to the precocious learner's knowledge base or teaching focused on precocity may be ideal.
It seems clear that adaptive-creative behavior requires a memory input called a knowledge base.
The Role of Domain Knowledge in Creative Problem Solving
An important first step is to define key concepts such as problem, problem solving, and mathematical problem solving. What is math problem solving? Mathematical problem solving is solving problems that involve mathematical content, such as the problems in Table 8.1. Solving mathematical problems generally involves well-defined operators, such as the rules of arithmetic and algebra.
In the remainder of this chapter, I explore exemplary research about how mathematical problem solving relates to each of the five types of knowledge listed in Table 8.2. This research is consistent with the idea that improving students' knowledge of relational statements results in improvements in their performance in solving mathematical problems. The fifth type of knowledge listed in Table 8.2 is metacognitive knowledge, which involves one's beliefs about solving mathematical problems.
When students hold unproductive beliefs, such as the idea that word problems don't have to make sense, their problem-solving performance can suffer.
Creative Thinking and Reasoning Can You Have One Without the Other?
Halpern (2003) defined creative thinking as "[t]hining that leads to an outcome that is new (or unusual) and appropriate (or good)" (p.191). Interestingly, Nickerson (1999) stated that research on the relationship between creativity and reasoning skills showed a link between creativity/creative thinking and problem solving. This, in turn, should improve students' ability for creative thinking and problem solving (de Groot, 1965).
Current research on the concepts of open-mindedness and wisdom seems to point to a connection with creative thinking and reasoning. There are also the motivational factors described in this chapter that are related to creative thinking and reasoning. As mentioned earlier, there seems to be a link between openness and thinking and creative thinking.
The research discussed in this chapter indicates that motivation influences both creative thinking and reasoning.
From Alexithymia, Borne of Trauma and Oppression, to Symbolic Elaboration, the Creative Expression of
Thus, a wide variety of oppressive social experiences that are highly embarrassing, painful, or massively traumatic contribute to alexithymia, lack of creativity, and, it will be argued, underdevelopment of the rational mind. In the everyday world we assume that other people's emotional reactions are very similar to our own. But this assumption should not be accepted uncritically, because pathologies such as alexithymia render people unable to function with the normal efficiency necessary to send emotional signals to themselves and to other people and to have "normal" human relationships. with other people in which both self and others are cared for, empathized and understood.
According to Plutchik and Durkheim, there is a primordial duality at the starting point of the development of emotions, because in the human infant there are two basic emotional states, a positive state of pleasure and interest1 and a negative state of worry (Tomkins1963, p. 77- 87; Izard, 1980, pp. 202–206). From infancy to early childhood, the human brain develops complex mechanisms that enable adaptive responses to life's most basic and universal problems. Anger and fear develop as primary reactions to positive and negative experiences of hierarchy, generally to social relations based on authority; acceptance and aversion to experiences of identity and conditionally equal social relations; joy
1 Although Izard (1980) emphasizes interest (which includes anticipation, anticipation, and exploration) in the infant's sensory-affective processes—which plays an important role in selective attention—feelings of contentment and calmness also characterize positive human affect. a baby.