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Descriptors:
Creativity; Individual Differences; Creative Thinking; Creative Activities; Athletics; Correlation; Experiments

Abstract:
Previous studies have shown that a predominant tendency in creative generation tasks is to base new ideas on well-known, specific instances of previous ideas (e.g., basing ideas for imaginary aliens on dogs, cats or bears). However, a substantial minority of individuals has been shown to adopt more abstract approaches to the task and to develop more original products as a result. Because domain knowledge is sometimes thought to be associated with more abstract representations, it is possible that these individual differences are linked to how much people have learned about the domain in question. The present study explored the relationship between domain knowledge, the tendency to rely on specific domain instances and both the originality and practicality of outcomes in a task in which participants designed novel sports. In addition to designing novel sports, participants rated their own knowledge about and participation in sports, and they took a short test of sport knowledge. As in previous studies, there were individual differences in approaches to the task, and participants who relied on specific known sports (e.g., basketball) produced less original designs. Neither the measures of sport knowledge nor the measure of sport participation related to the tendency to rely on specific instances in developing the novel sports or to the originality of those creations. However, there were links between tested knowledge and the rated practicality of the designs. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Creativity Tests; Check Lists; Adolescents; Academically Gifted; Creativity; Test Construction; Personality Traits; Student Behavior; Risk; Motivation; Art Expression; Talent; Theories; Predictor Variables; Recreational Activities

Abstract:
This paper examines the structure of implicit theories of creativity in a sample of gifted adolescents and describes the development and use of the Creative Self Checklist and the Creative Individual Checklist, adjective checklists designed to assess endorsement of creativity-related personality and behavioral attributes. Findings indicate that the gifted rate aspects of risk-taking and inquisitiveness as primary facets of their own creativity while defining artistic abilities and energy and motivation as important parts of creativity in others. This study also assessed the role that these implicit theories play in the display of creative behaviors with regard to both performance on creativity tests and participation in creative hobbies. Findings indicate that while performance on creativity measures is predictive of creative hobby participation, greater self-endorsement of beliefs that are positively related to creativity also significantly predict creative behaviors. (Contains 6 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cognitive Processes; Creative Thinking; Creative Writing; Creativity

Abstract:
Explores the use of conceptual combination in Stephen Donaldson's development of ideas for his fantasy books. Uses Donaldson's own account to illustrate the general principles of a creative cognition approach to understanding creativity and the role of the process of conceptual combination. Assesses links between Donaldson's and others' anecdotal accounts of creativity and laboratory investigations. Argues for a convergence approach. (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Child Development; Cognitive Development; Cognitive Processes; Creative Thinking; Creativity; Gifted; Secondary Education

Abstract:
Fifty-four gifted adolescents performed a creative generation task in which they imagined and drew fruit that might exist on another planet. They developed fruit that was rated as more original than developed by college students, and did so regardless of whether they were explicitly instructed to be more creative. (CR)

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Descriptors:
College Students; Creative Thinking; Creativity; Divergent Thinking; Higher Education; Imagination; Innovation; Problem Solving; Space Exploration; Thinking Skills

Abstract:
This study examined the impact of three conditions on how subjects (105 college students) generated ideas about imaginary extraterrestrials. Results are discussed in terms of constraints on innovation, ways of overcoming those constraints, and the general tendency for new ideas to preserve many of the central properties of existing concepts. (Author/DB)

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Descriptors:
Classification; Cognitive Processes; Creativity; Higher Education; Imagination; Undergraduate Students

Abstract:
Results of 5 experiments involving 385 undergraduates imagining animals from another galaxy are consistent with the idea that similar structures and processes underlie creative and noncreative aspects of cognition. The concept of structured imagination and the role of characteristic properties are explored. (SLD)

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Descriptors:
Child Development; Classification; Concept Formation; Holistic Approach; Learning Processes; Young Children

Abstract:
Addresses Nelson's commentary on Ward, Vela, and Hass' study of children's category learning (both of which are in this issue). Discusses the issue of whether a holistic processing view provides a better account of children's learning than does an analytical view. (PCB)

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Adults; Child Development; Classification; Concept Formation; Holistic Approach; Learning Processes; Young Children

Abstract:
Three experiments examined the modes of processing that children and adults use in learning family-resemblance categories. Children and adults exhibited primarily analytic, rather than holistic, modes of learning. (PCB)

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Age Differences; Classification; Cognitive Development; Decision Making; Elementary Education; Elementary School Students; Grade 2; Higher Education; Learning Processes; Preschool Children; Preschool Education; Undergraduate Students

Abstract:
Studied the way in which 32 preschoolers aged three-five years, 28 second-graders and 64 undergraduates generalized from a labeled exemplar to other potential members of the same category. Results indicated that preschoolers focused mostly on single attributes in making category decisions and older individuals primarily exhibited multiple attribute rules. (RJC)

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Descriptors:
Age Differences; Classification; Cognitive Style; Elementary School Students; Holistic Approach; Intermediate Grades; Learning Disabilities

Abstract:
Fourth- and fifth-grade learning-disabled and nondisabled children were shown cartoon faces and required to learn which faces exemplified criterial attribute (analytic) and family resemblance (holistic) concept category membership. Children performed equally well on criterial attribute tasks, but learning-disabled children did less well on family resemblance tasks. (Author/BB)

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