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Concrete and verbal reinforcement in creative thinking of disadvantaged cildren.

The effects of verbal and concrete reinforcement on creative thinking were investigated in disadvantaged Israeli seventh-graders (N = 90) in a baseline-treatment design. When compared to a no-incentive condition, both concrete (giving a piece of candy for each response) and verbal reinforcement (giving verbal praise to each response) raised the level of ideational fluency on the abbreviated Wallach and Kogan creativity battery by 114% and 61%, respectively. The high correlations between baseline and incentive creativity scores were interpreted as supporting either cognition or motivation but not exclusively the former as the source of individual differences in creative thinking among these disadvantaged children.

Child

Extent of psychological differentiation and creativity.

Among the extensive array of studies relating Witkin's construct of psychological differentiation to many psychological functions and variables, none seem to have adequately tested its relationship to creativity, although these two variables have personality traits and development characteristics in common and require similar skills for effective performance. Eighty-five male high school students were separated according to Embedded Figures Test, and the extreme groups tested for creativity by eight factorially pure tests developed by Guilford, and by Schaefer and Anastasi's Biographical Inventory. Statistical procedures included analysis of covariance, analysis of variance, and a matrix of intercorrelations. With intelligence controlled, field-independent persons performed significantly better than field-dependent persons on measures of visualization, spontaneous flexibility, adaptive flexibility, and creativity in mathematics and science but not significantly better on the other six creativity tests.

Adolescent

Vicarious effects on the creative behavior of retarded and nonretarded children.

The effects of observing a model's overt display of a creative drawing response and hearing a description of these actions were assessed with 54 retarded and 68 nonretarded children. The modeled creative strategy was designed to be high in the dimension of elaboration. A multivariate research design was employed to assess the target dimension of elaboration, as well as to determine transfer to tasks of varying degrees of similarity to the model's task and to creative dimensions other than elaboration. The overt modeling of a creative strategy was most effective in improving elaboration, although verbal descriptions also aided performance. Retarded children were less able than nonretarded children to discriminate the essential elements of the model's elaboration strategy and displayed less acquisition of the elaboration strategy but showed comparable gradients of transfer.

Child

Creative potential in schizophrenia.

The purpose of this paper is to demonstrate the presence of creative potential in a group of hospitalized persons who have been categorized as schizophrenic. Previous work (Buck and Kramer, 1973, 1974) has made it obvious that considerable poetic skill exists in this group of people. While creative potential was apparent in large numbers of those we have worked with, it is unnecessary to claim that our present data represent all (or even a majority) of the hospital population. However, we are concerned with providing a more balanced perspective on the ego strength and creativity which are retained in people who are labeled schizophrenic-even those considered to be regressed. In the following selections, we will attempt to demonstrate, first, an openness to fantasy and an access to primary-process thought which is molded by sufficient technical skill to warrant being labeled poetry, and second, an active, reconstructive capacity which includes a clear intention of communicating with an audience. The technical skill and the reconstructive capacity are critical in substantiating the retention of ego strength necessary for the mobilization of secondary-process cognition. We are interested, therefore, in exploring poetry written with clarity, intelligibility, and cohesiveness, where the visual can be translated into the verbal, where the effort is directed toward communication rather than sorcery, and where sponteneity replacesstereotypy. In the case of originality of style-that is, artistic license-these distinctions may not always be clear; but where questions arise, the artist's ability to justify his own intentions becomes critical.

Cognition

Homosexuality and creativity.

Despite heightened interest in both homosexuality and creativity, as well as theoretical and anecdotal evidence linking the two, there are virtually no empirical data relevant to this hypothesized relationship. Four groups of homosexuals (activists, social homosexuals, clients of a college counseling center, and artistic homosexuals) and four groups of control heterosexuals matched on age, educational level, and verbal intelligence were administered a battery of tests that included nine measures of aspects of creativity. Of the 36 possible comparisons, nine significant mean differences were obtained, but in all cases homosexuals scored lower. There is thus no support for the contention that homosexuals are more creative.

Adult

Preference for stimulus complexity and architectural creativity.

Previous research linking creativity with preference for stimulus complexity was questioned. A measure of preference for stimulus complexity was derived from a previous study in which mean ratings of complexity of stimuli in the Welsh Figure Preference Test were obtained. Preferences for complexity by 116 architects in MacKinnon's (1961) study were unrelated to judged creativity. Barron-Welsh Art Scale scores of these subjects were significantly related to creativity only after the effects of preference for stimulus complexity were statistically removed.

Architecture

The curative and creative aspects of insight.

Insight is a sine qua non of the psychoanalytic process and is a condition, catalyst, and consequence of the psychoanalytic process. Analytic insight is defined and differentiated from other types of self-knowledge and awareness and from pseudo insight; there are different levels and underlying processes in the development of insight. The importance of insight is delineated in theory and therapy, in analyst and patient, and in psychoanalysis and psychotherapy. Psychoanalysis aims to minimize noninsightful influences and to maximize insight leading to structural change. Psychoanalysis is not without a goal, but has the inexorable goal of expanded insight. Clinical limitations to gaining and retaining insight are recognized. Stress is placed on the acquisition and creation of insight and its relation to ego development, analytic progress, and adaptive mastery. Insight and creativity are complementary, and insight has creative and novel configurations. Although it is organized and consolidated in conscious verbalization, insight may proceed outside awareness. An unnoticed case of Freud's provides an example of creative insight. The achievement of insight effects and reflects structural change. Clinical psychoanalysis maximizes insight and minimizes other therapeutic influences.

Adaptation, Psychological

Imaginary companions in childhood and adult creativity.

Case material is presented to illustrate the thesis that the ability to create an imaginary companion during childhood is an early expression of the special ego aptitudes found in creative individuals in adult life. Such "companions" allow these children to attempt to master creatively a variety of narcissistic mortifications suffered in reality and to displace unacceptable affects. In creative adults who had imaginary companions in childhood, the early fantasies serve as an organizing schema in memory for the childhood traumata. Stimuli in adult life which evoke the earlier traumata may revive the original imaginary companion fantasies. These then serve as nodal bases for the creation of specific adult works of art.

Adult

[Creativity in adolescence].

The phenomen of transitory artistic creativity in adolescence is discussed. Although adolescents have the same qualities as adults their artistic productivity varies. Various concepts of creativity as found in the literature are discussed, especially those comparing adult and adolescent personality. The different developmental stages of adolescence correspond to different stages of creativity which are the products of various ego stages and ego defense mechanisms during the three adolescent periods.

Adolescent

EEG frequency patterns associated with hallucinations in schizophrenia and "creativity" in normals.

This study attempts to define EEG power spectral patterns associated with hallucinatory behaviors in schizophrenia. Six unmedicated schizophrenics with Schneiderian criteria were interviewed and their tongue potentials were monitored and recorded on FM tape. Eye movements and tongue potentials were monitored and segments with artifacts were not used. Consecutive 4-sec intervals of EEG were analyzed in the frequency domain using fast Fourier transorm methods and serial power spectra plots obtained. The intrusiveness of the hallucinatory experience may be similar to the sudden internal experience of perceptual resolution in a creative task. Six normal controls were similarly monitored and analyzed while responding to tests of "creativity." In the 4-sec interval prior to reports of hallucinatory experiences, a frequency pattern of predominatly delta and theta power was found in 71.7% of the EEG segments. In the control group, 78.1% of the EEG segments preceding a creative response demonstrated a similar low frequency pattern which also differed significantly from the base line EEG frequency pattern.

Adult

Competency-based education and creative thinking.

When creativity is considered as an approach to problem-solving, rather than as an innate talent, then education can play an important role in its development. This paper postulates that competency-based education, because of its emphasis on stated objectives, feedback, self-evaluation, and alternative learning experiences, is an approach to curriculum design that should lead students to become more creative thinkers. A description of competency-based-education is given, and research on educational methods and creativity is surveyed. The implications of this type of program for occupational therapy education are considered.

Creativity

Family constellation and creativity: firstborn predominance among classical music composers.

Biographies of classical musci composers were examined for family constellation information. Usable data were found for 80 composers. Firstborns, especially only children, were found significantly more frequently than in a sample of creative writers studied by Bliss. Increased frequency of firstborns was also suggested in a study of musical performers by Raychaudhuri. Classical musci composition was seen as an ability more similar to usual academic pursuits than creative writing.

Birth Order

Einstein's creative thinking and the general theory of relativity: a documented report.

A document written by Albert Einstein has recently come to light in which the eminent scientist described the actual sequence of his thoughts leading to the development of the general theory of relativity. The key creative thought was an instance of a type of creative cognition the author has previously designated "Janusian thinking," Janusian thinking consists of actively conceiving two or more opposite or antithetical concepts, ideas, or images simultaneously. This form of high-level secondary process cognition has been found to operate widely in art, science, and other fields.

Creativity

Creativity and self-actualization in the aging personality.

Twenty-five residents (sixty-nine to ninety-three years old) of two Israeli homes for the elderly were investigated in order to see if there was a correlation between the creative attitude (self-actualizing personality) and the way of coping with the process of aging and attitude toward death. The results showed that the more creative-actualizing a personality, the better the coping with aging phenomena and the less denial of death.

Adaptation, Psychological

Insight and creativity.

The similarities between the process of creativity in art and science and the phenomenon of insight in psychoanalysis are examined according to the four criteria of thought: categorization, abstraction, context, and association. The thesis is that both creativity and insight are based on a synthesis of the operational modes of the primary and secondary processes.

Art

Procedures to increase some aspects of creativity.

Instructions reinforcement (team points), and practice were applied to four behaviorally defined creative behaviors of eight fourth- and fifth-grade students. All four aspects (number of different responses, fluency; number of verb forms, flexibility; number of words per response, elaboration; and statistical infrequency of response forms, originality) were demonstrated to be under experimental control. The procedures also raised students' scores on Torrance's tests of creativity. Application of the experimental procedures may well be practical for classroom teachers.

Child

Undergraduate self-perceptions of creativity and independence.

596 undergraduate students from 7 schools of a major university responded to a group of 20 questions relating to self-perceptions of creativity and independence employed in earlier studies of graduate faculty members and industrial inventors and producers. The hypothesis was that these students would tend to perceive of themselves in terms of popular expectations relating to the schools of their choice. The results indicated that students of architecture, engineering, liberal arts, and science tend to see themselves as significantly more independent, individualistic, and creative than students of business, education, and to some extent, agriculture.

Achievement

Creative activity and sex-role identity in elementary school children.

The relationship of creative activity to sex-role identity was examined in boys (N = 80) and girls (N = 56), aged nine to twelve, of above average intelligence. Endorsement of personal characteristics that cut across sex stereotypes was associated with participation in a wide variety of creative activities. When analyzed by specific activity, the relationship with sex-role followed a consistent pattern for boys and girls combined: male activities such as sports with scores on the masculine scale, female activity such as dance or art with scores on the feminine scale, and sexually indeterminate activities such as drama or social leadership with scores on both scales.

Aptitude