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PubMed1977

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↗

PubMed1975

An investigation of the relationship between cognitive tempo and creativity in preschool-age children.

70 preschool-age children were administered a modified version of the Matching Familiar Figures test as well as a modified version of the picture completion task from the Torrance Tests of Creative Thinking. Sex of subject and cognitive tempo were combined factorially with type of creativity measure in a 2 times 2 times 4 repeated-measures design. A significant effect for cognitive tempo was found showing reflective subjects scoring higher than impulsive subjects on each measure of creativity.

Child, Preschool↗

PubMed1992

[Creative moments during analytical processes].

Examples from his clinical work are used by the author to illustrate creative instances during analysis. First, there appear a dis-idealization and a threat of chaos, followed by mourning, reparation and sublimation. The creative function originates in a patient's attempt to objectify his or her ego in different ways--which involves a phantasy of being re-born in order to love someone and be loved in turn. It represents a triumph of life over death, of health over madness. In other words, the creative function means putting psychic chaos into order with pre-existing elements by means of original, new, better-integrated changes.

Adult↗

PubMed1979

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↗

PubMed1979

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↗

PubMed1979

[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↗

PubMed1978

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↗

PubMed1978

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↗

PubMed1976

Homospatial thinking in creativity.

"Homospatial thinking" consists of actively conceiving two or more discrete entities occupying the same space, a conception leading to the articulation of new identities. Homospatial thinking has a salient role in the creative process in the following wide variety of fields: literature, the visual arts, music, science, and mathematics. This cognitive factor, along with "Janusian thinking," clarifies the nature of creative thinking as a highly adaptive and primarily nonregressive form of functioning.

Art↗

PubMed1977

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↗

PubMed1979

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↗

PubMed1978

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↗

PubMed1978

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↗

PubMed1975

Time experiences, self-actualizing values, and creativity.

The Personal Orientation Inventory (POI), the Inventory of Temporal Experiences (ITE), and the Adjective Check List (ACL) were administered to 80 subjects. Sixteen scores were derived from the POI, 4 from the ITE and a Creativity score for the ACL. The resulting intercorrelations were interpreted in the light of the theories of Maslow and Hugenholtz which postulate a convergence of self-actualization, creativity, and certain experiences of time. The present study presents some evidence for the expected convergence and contributes to the construct validity of several of the variables studied.

Adolescent↗

PubMed1976

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↗

PubMed1975

Relationship of autonomous imagery and creative self-perceptions.

107 Marshall University students were categorized as less, moderate, and more autonomous imagers according to the Gordon Test of Visual Imagery Control. More autonomous imagers obtained higher mean creative perception scores than moderate and less autonomous imagers, and moderate imagers obtained higher scores on creative perception than less autonomous imagers as measured by Something About Myself.

Creativity↗

PubMed1975

Profile of perceptual-cognitive traits and personality style of possible relevance to creative productivity.

The amount of illusory movement perceived on the autokinetic test, manifestations of primary process expression on the Rorschach, and creative productivity as measured by the Torrance Tests of Creative Thinking, were collected from 47 volunteer college students. Those individuals who expressed primary process thinking as blatant affect and the fusion of images, and elaborated on a stimulus pictorially, had extensive movement on the autokinetic test (P less than .05). We further delineated certain personality characteristics of these individuals employing a 26-item bipolar questionnaire. They are among other things, active, striving, assertive, in touch with and free to express emotion, rebellious, incautious, self-determing, productive, motivated to influence others, and excelling in producing objects or ideas which are unique.

Adult↗

PubMed1975

Perceptual stability, image size, binocularity and creativity.

24 male and female Ss, divided into three groups of 8 Ss each on the basis of their creativity test scores, were tested under fully counterbalanced conditions involving three sizes of Necker cubes, viewed under both monocular and binocular conditions. The response measure was number of figure of reversals experienced during 2-min. viewing periods for each set of conditions. Image size was statistically significant, while creativity levels and viewing conditions were not.

Adolescent↗