PubMed HealthSearch

SEARCH · PubMed Health

Results for “Creativity”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 19 recordsLinked to original sources

EEG differences as a function of creativity, stage of the creative process, and effort to be original.

Results of two experiments examining the relationship between creativity and EEG alpha wave presence are reported. In Experiment 1, it was found that more creative subjects exhibited higher alpha indices during an analogue of creative inspiration than during an analogue of creative elaboration. This pattern was not found in less creative subjects. In Experiment 2 a similar effect was found in a more controlled setting and shown to be specific to creative subjects when they are instructed to be original but not when they are given no such instructions. No consistent relationship between creativity and basal EEG alpha activity was found.

Alpha Rhythm

The Torrance Tests of Creative Thinking and the Rorschach Inkblot Test: relationships between two measures of creativity.

The purpose of this study is to determine whether there are any significant correlations between the subscores and total scores of the Torrance Tests of Creative Thinking and the Rorschach Inkblot Test, as scored by the Rorschach Index of Repressive Style. Twenty-six teachers of Grades 3, 4, and 5 and 51 fourth grade students were given, by group administration, the Torrance Tests of Creative Thinking and the Rorschach Inkblot Test. Results show that although neither the Total Verbal, Total Non-verbal nor Over-all Torrance scores correlate significantly with either the Rorschach Human Movement score or with the Rorschach Total Movement score (HM + FM + m), there are significant relationships between the Total RIR, m score and the Over-all Torrance score. The main conclusion is that the Rorschach HM and Total M score measure artistic, associative, intuitive creativity, while the Torrance Tests of Creative Thinking and RIR Total score measure divergent thinking.

Aptitude Tests

Creative thinking and juvenile delinquency: a study of delinquent and nondelinquent youth on the Torrance Tests of Creative Thinking.

Using the T.T.C.T. this study examined the creative thinking of 32 delinquent and 32 nondelinquent adolescent males. The delinquent group was composed of juveniles on parole status. The nondelinquent group was composed of public school students. On the variables of IQ, age, and socioeconomic class, t-test results indicated no significant differences, except on socioeconomic class, between the groups. Analysis of variance procedures were performed to determine the possibility of an interaction between levels of intelligence and delinquent status with regard to verbal and figural creativity test scores. There were no significant main effects or interaction between IQ and adjudication status with respect to figural creativity. There was a significant main effect due to adjudication status for the dependent variable of verbal creativity scores, respectively while blocking on the intelligence variable. The results were parallel to the ANOVAS which did not specifically control for the intelligence variable between the two groups.

Adolescent

Creativity and imagery in men and women.

This study investigated the relationship between creativity, imagery, and sex-role orientation in men and women. Instruments measuring creativity, creative production, imagery, and sex-role orientation were administered to 163 students enrolled in introductory psychology. The results showed that creative ability and vividness of imagery were related in women but not in men, whereas creative ability and creative production were related in men but not in women. Creative ability correlated with femininity whereas creative production correlated with masculinity. The author concluded that: (1) men and women show differing patterns of cognitive functioning in the creative process; and (2) men and women differ in the utilization of their creative capacity possibly due to the influence of sex-role stereotypes.

Auditory Perception

Beneficial and detrimental modeling effects on creative response production.

Enhancement of creativity through various educational "training" methods or external factors fostering creative production has long been demonstrated. The assumption has been that creativity exists as a given quantity in trait form, or that progressive learning takes place. Social observational modeling is investigated here as a technique that can both increase and decrease level of creative production in the individual despite every opportunity presented to respond freely and without (a) resort to any direct education or reinforcement methods or (b) the presence of environmental constraints. One hundred and twenty female university students were assessed for creativity on one figural and one verbal task of the Torrance Tests of Creative Thinking and the components of fluence, flexibility, originality, and elaboration. Ss then observed either high, low, or no figural creative model performance based on normative responses of past Ss and were reassessed on alternate test forms. Reassessment showed both predicted increases and decreases in component verbal creativity scores.

Creativity

[The relationship between mental health, socialization and creativity].

It is shown, that there are two traditions of thought in research as well as in psychotherapy which foster different assumptions about the relationship between a persons creativity and his mental well-being and between his creativity and the child-rearing practice of his parents. One tradition suggests that most creative people have experienced more intense suffering during childhood than others. The other tradition takes the opposite position, that a permissive, non-authoritarian home environment is most conducive for later creativity. Results of empirical research relevant to this questions have been contradictory, partly due to considerable methodological difficulties, and partly due to the ideological biasis of the experimenters and reviewers. Our own research on the child rearing practices and attitudes related to creative/non-creative 12-year old children of both sexes, as measured by questionnaires and observations of mother-child interaction, opposes the latter tradition. We have observed that mothers of high creative children behave more active and evaluating when engaged in dyadic problem solving situations with their children, and this pattern is symmetrically reflected in the behavior of their children. Mothers of low creative children, however, interact in a more guarded and cautious manner, yet with more visible demonstrations of positive affect. Questionnaire data on the fathers' attitudes on child-rearing seems to oppose the belief that creative children have permissive, non-authoritarian fathers.

Attitude

A cognitive style approach to creative thought.

Creative thinking was explored from several approaches to further understanding of the interrelationship of perception, personality, and cognition. College students (N = 45) were administered the Group Embedded Figures Test (GEFT), the Remote Associates Test (RAT), a questionnaire concerning RAT strategy, and two self-report scales. Field independent subjects were found to be significantly (p less than .001) more creative than field dependents. Correlations between the RAT and GEFT and the self-report measures of conformity and creativity, while largely nonsignificant, were in the predicted directions. Results demonstrated that advanced strategy levels and insightful responses were significantly related to high performance on the RAT. Theoretical links between cognitive style and Piagetian concepts were discussed in regard to creative thought. Overall, these findings support the contention that the creative processes should be studied, not as isolated structures, but with relational and multifaceted emphasis.

Cognition

Promoting creativity in nursing education.

Shortly after the University of Iowa implemented a new, integrated curriculum in 1974, a study of creativity was initiated because one goal of the process curriculum is to foster creativity. Hypotheses of no difference between beginning and graduating students and between old and new curriculum students were tested by means of Student's t test with Activities 5, 6, and 7 of Verbal Form A, Torrance Tests of Creative Thinking used as the criterion measure. The null hypotheses were rejected in favor of the beginning students and the old curriculum students, respectively (p less than .05). Hypotheses of no relationship between creativity and American College Testing scores and admit grade point average were tested by computing Pearson product moment correlation coefficients. All values of r were nonsignificant. Further research on a number of aspects of creativity in nursing is suggested.

Creativity

Masculinity-femininity in fathers of creative male adolescents.

This study investigated the relationship of paternal masculinity-femininity to filial creativity in a sample of high school students and their fathers. Thirty-one male high school students were identified as creative on the basis of teacher nominations and scores on the Remote Associates Test. An equal size control group of students matched on sex, educational level, grade point average, and geographical residence was formed. Fathers of both experimental and control students were administered a battery of tests which included a variety of masculinity-femininity measures. The results seem to support the general hypothesis that creativity is related to parental identification as a function of a less conventional sex-role stereotype, and the more specific hypothesis that there is a relation between paternal masculinity-femininity and filial creativity.

Adolescent

The creative arts therapies as "real therapies".

Elements of a standard definition of psychotherapy are used to support the argument that the creative arts therapies should not be characterized as adjunctive therapies, or discredited as not being "real therapies." Two concepts widely acknowledged as important in the application of the creative arts therapies are discussed: first, that the nonverbal media employed by creative arts therapists tap emotional rather than cognitive processes and evoke responses more directly and immediately than traditional verbal therapies, and, second, that creative arts therapies are reality-based and provide a more immediate and real link to a patient's experience than something he can portray only verbally.

Attitude of Health Personnel

Creativity and schizophrenia: an equality of empirical constructs.

The possibility that schizophrenia and creativity are two aspects of the same process is discussed, and parallels between different types of schizophrenia and different factors of creativity are sought. The discussion begins at a theoretical level,but its main thrust is an analysis of the research literature at an empirical level. Similarities are pointed out between tasks used for the purpose of operationally defining the schizophrenic 'deficit' and tasks used to define creativity. Some evidence is found for different subtypes of schizophrenics exhibiting different factors or types of creativity.

Acute Disease

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

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