Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-76fb5796d-wq484 Total loading time: 0 Render date: 2024-04-25T10:44:45.860Z Has data issue: false hasContentIssue false

3 - Mix and Match

Opportunities, Conditions, and Limitations of Cross-Domain Creativity

from Part I - Creativity and Domain

Published online by Cambridge University Press:  15 September 2017

By
Joanna Szen-Ziemiańska ,
Izabela Lebuda  and
Maciej Karwowski
Edited by
James C. Kaufman ,
Vlad P. Glăveanu  and
John Baer
James C. Kaufman
Affiliation:
University of Connecticut
Vlad P. Glăveanu
Affiliation:
Universitetet i Bergen, Norway
John Baer
Affiliation:
Rider University, New Jersey
Get access

Summary

Abstract

Is it possible to be creatively successful in many domains? In this chapter, we explore this question and discuss potential mechanisms of cross-domain creativity (CDC). To this end, we start with defining CDC, present its hypothetical trajectories in development, and explore the role of domain-general creative potential for CDC. We pay special attention to a creative self-concept as an important factor shaping creative activity and creative achievement in various domains. A small simulation study that estimates the number of polymaths in the world today concludes this chapter.

Type
Chapter
Information
The Cambridge Handbook of Creativity across Domains , pp. 18 - 40
Publisher: Cambridge University Press
Print publication year: 2017

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Acar, S., & Runco, M. A. (2012). Psychoticism and creativity: A meta-analytic review. Psychology of Aesthetics, Creativity, and the Arts, 6, 341–350.Google Scholar
Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45, 357–376.Google Scholar
Amabile, T. M. (1996). Creativity in context. Oxford: Westview Press, Inc.Google Scholar
Angelou, M. (1982). Creativity: It’s the thought that counts (Mary Ardito, Interviewer). Bell Telephone Magazine, 1, 32.Google Scholar
Baer, J. (1996). The effects of task-specific divergent-thinking training. Journal of Creative Behavior, 20, 183–187.Google Scholar
Baer, J. (1998). The case for domain specificity of creativity. Creativity Research Journal, 11, 173–177.Google Scholar
Baer, J. (2015). The importance of domain-specific expertise in creativity. Roeper Review, 37, 165–178.Google Scholar
Baer, J., & Kaufman, J. C. (2005). Bridging generality and specificity: The Amusement Park Theoretical (APT) model of creativity. Roeper Review, 27, 158–163.Google Scholar
Baer, J., & Kaufman, J. C. (2008). Gender differences in creativity. Journal of Creative Behavior, 42, 75–105.Google Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.Google Scholar
Barbot, B., Besançon, M., & Lubart, T. (2015). Creative potential in educational settings: Its nature, measure, and nurture. Education 3–13, 43, 371–381.Google Scholar
Barbot, B., & Lubart, T. (2012). Creative thinking in music: Its nature and assessment through musical exploratory behaviors. Psychology of Aesthetics, Creativity, and the Arts, 6, 231–242.Google Scholar
Barbot, B., Randi, J., Tan, M., Levenson, C., Friedlaender, L., & Grigorenko, E. L. (2013). From perception to creative writing: A multi-method pilot study of a visual literacy instructional approach. Learning and Individual Differences, 28, 167–176.Google Scholar
Barbot, B., Tan, M., Randi, J., Santa-Donato, G., & Grigorenko, E. L. (2012). Essential skills for creative writing: Integrating multiple domain-specific perspectives. Thinking Skills and Creativity, 7, 209–223.Google Scholar
Barbot, B., & Tinio, P. P. L. (2015). Where is the “g” in creativity? A specialization-differentiation hypothesis. Frontiers of Human Neuroscience, 8, 1041.Google Scholar
Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18, 447–457.Google Scholar
Beghetto, R. A. (2016). Creative learning: A fresh look. Journal of Cognitive Education and Psychology, 15, 6–23.Google Scholar
Benedek, M., Borovnjak, B., Neubauer, A. C., & Kruse-Weber, S. (2014). Creativity and personality in classical, jazz and folk musicians. Personality and Individual Differences, 63, 117–121.Google Scholar
Berkowitz, A. L. (2010). The improvising mind: Cognition and creativity in the musical moment. New York, NY: Oxford University Press.Google Scholar
Boccia, M., Piccardi, L., Palermo, L., Nori, R., & Palmiero, M. (2015). Where do bright ideas occur in our brain? Meta-analytic evidence from neuroimaging studies of domain-specific creativity. Frontiers in Psychology, 6, DOI: 10.3389/fpsyg.2015.01195Google Scholar
Caroff, X., & Lubart, T. I. (2012). Multidimensional approach to detecting creative potential in managers. Creativity Research Journal, 24, 13–20.Google Scholar
Carson, S. H., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity, and factor structure of the creative achievement questionnaire. Creativity Research Journal, 17, 37–50.Google Scholar
Colangelo, N., Kerr, B., Hallowell, K., Huesman, R., & Gaeth, J. (1992). The Iowa Inventiveness Inventory: Toward a measure of mechanical inventiveness. Creativity Research Journal, 5, 157–163.Google Scholar
Csikszentmihályi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper/Collins.Google Scholar
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education: A systematic literature review. Thinking Skills and Creativity, 8, 80–91.Google Scholar
Davis, C. D., Kaufman, J. C., & McClure, F. H. (2011). Non-cognitive constructs and self-reported creativity by domain. Journal of Creative Behavior, 45, 188–202.Google Scholar
Detterman, D., & Ruthsatz, J. (1999). Toward a more comprehensive theory of exceptional abilities. Journal for the Education of the Gifted, 22, 148–158.Google Scholar
DeYoung, C. G. (2014). Openness/intellect: A dimension of personality reflecting cognitive exploration. In Cooper, M. L. & Larsen, R. J. (Eds.), APA handbook of personality and social psychology: Personality processes and individual differences (pp. 369–399), Vol. 4. Washington, DC: American Psychological Association.Google Scholar
Dollinger, S. J., Urban, K. K., & James, T. A. (2004). Creativity and openness: Further validation of two creative product measures. Creativity Research Journal, 16, 35–47.Google Scholar
Dowds, B. N. (1998). Helping students make connections across disciplines. Creativity Research Journal, 11, 55–60.Google Scholar
Eccles, J. S., Wigfield, A., Harold, R., & Blumenfeld, P. B. (1993). Age and gender differences in children’s self- and task perceptions during elementary school. Child Development, 64, 830–847.Google Scholar
Ericsson, K. A. (1996). The road to expert performance: empirical evidence from the arts and sciences, sports, and games. Mahwah, NJ: Erlbaum.Google Scholar
Ericsson, K. A., Roring, R. W., & Nandagopal, K. (2007). Giftedness and evidence for reproducibly superior performance: An account based on the expert performance framework. High Ability Studies, 18, 3–56.Google Scholar
Eysenck, H. J. (1993). Creativity and personality: Suggestions for a theory. Psychological Inquiry, 4, 147–178.Google Scholar
Eysenck, H. J. (1995). Genius: The natural history of creativity. Cambridge, UK: Cambridge University Press.Google Scholar
Eysenck, H. J., & Furnham, A. (1993). Personality and the Barron-Welsh Art Scale. Perceptual and Motor Skills, 76, 837–838.Google Scholar
Feinstein, J. S. (2006). The nature of creative development. Stanford, CA: Stanford University Press.Google Scholar
Feist, G. J. (1998). A meta-analysis of the impact of personality on scientific and artistic creativity. Personality and Social Psychological Review, 2, 290–309.Google Scholar
Feist, G. J. (2004). The evolved fluid specificity of human creative talent. In Sternberg, R. J., Grigorenko, E. L., & Singer, J. L. (Eds.), Creativity: From potential to realization (pp. 57–82). Washington, DC: American Psychological Association.Google Scholar
Feist, G. J. (2006). The psychology of science and the origins of the scientific mind. New Haven and London: Yale University Press.Google Scholar
Feist, G. J. (2010). The function of personality in creativity: The nature and nurture of the creative personality. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge handbook of creativity (pp. 113–130). New York, NY: Cambridge University Press.Google Scholar
Feist, G. J., & Barron, F. X. (2003). Predicting creativity from early to late adulthood: Intellect, potential, and personality. Journal of Research in Personality, 37, 62–88.Google Scholar
Feldman, D. H. (1989). Creativity: Proof that development occurs. In Damon, W. (Ed.), Child development today and tomorrow (pp. 240–260). San Francisco, CA: Jossey-Bass.Google Scholar
Fink, A., & Woschnjak, S. (2011). Creativity and personality in professional dancers. Personality and Individual Differences, 51, 754–758.Google Scholar
Glăveanu, V. P. (2015). Creativity as a sociocultural act. Journal of Creative Behavior, 49, 165–180.Google Scholar
Glăveanu, V. P., & Tanggaard, L. (2014). Creativity, identity, and representation: Towards a socio-cultural theory of creative identity. New Ideas in Psychology, 34, 12–21.Google Scholar
Gluck, J., Ernst, R., & Unger, F. (2002). How creative define creativity: Definitions reflect different types of creativity. Creativity Research Journal, 14, 55–67.Google Scholar
Gray, C. E. (1966). A measurement of creativity in western civilization. American Antropologist, 68, 1384–1417.Google Scholar
Gute, G., Gute, D. S., Nakamura, J., & Csikszentmihályi, M. (2008). The early lives of highly creative persons: The influence of the complex family. Creativity Research Journal, 20, 343–357.Google Scholar
Hambrick, D. Z., Oswald, F. L., Altmann, E. M., Meinz, E. J., Gobet, F., & Campitelli, G. (2014). Deliberate practice: Is that all it takes to become an expert? Intelligence, 45, 34–45.Google Scholar
Jauk, E., Benedek, M., & Neubauer, A. C. (2013). The road to creative achievement: A latent variable model of ability and personality predictors. European Journal of Personality, 28, 95–105.Google Scholar
Jaussi, K. S., Randel, A. E., & Dionne, S. D. (2007). I am, I think I can, and I do: The role of personal identity, self-efficacy, and cross-application of experiences in creativity at work. Creativity Research Journal, 2–3, 247–258.Google Scholar
Karwowski, M. (2011). It doesn’t hurt to ask … But sometimes it hurts to believe: Polish students’ creative self-efficacy and its predictors. Psychology of Aesthetics, Creativity, and the Arts, 5, 154–164.Google Scholar
Karwowski, M. (2012). Did curiosity kill the cat? Relationship between trait curiosity, creative self-efficacy and creative personal identity. Europe’s Journal of Psychology, 8, 547–558.Google Scholar
Karwowski, M. (2014). Creative mindset: Measurement, correlates, consequences. Psychology of Aesthetics, Creativity, and the Arts, 8, 62–70.Google Scholar
Karwowski, M. (2015a). Notes on creative potential and its measurement. Creativity: Theories – Research – Applications, 2, 4–17.Google Scholar
Karwowski, M. (2015b). Peers effect on students’ creative self-concept. Journal of Creative Behavior, 49, 211–225.Google Scholar
Karwowski, M. (2016). Dynamic of the creative self-concept: Changes and reciprocal relations between creative self-efficacy and creative personal identity. Creativity Research Journal, 28, 99–104.Google Scholar
Karwowski, M. (2017). Subordinated and rebellious creativity at school. In Beghetto, R. A. & Sriraman, B. (Eds.), Creative Contradictions in Education (pp. 89–114). The Netherlands: Springer.Google Scholar
Karwowski, M., & Barbot, B. (2016). Creative self-beliefs: Their nature, development, and correlates. In Kaufman, J. C. & Baer, J. (Eds.), Cambridge companion to reason and development (pp. 302–326). New York: Cambridge University Press.Google Scholar
Karwowski, M., Gralewski, J., & Szumski, G. (2015). Teachers’ effect on students’ creative self-concept is moderated by students’ gender. Learning and Individual Differences, 44, 1–8.Google Scholar
Karwowski, M., & Jankowska, D. M. (2016). Four faces of creativity at school. In Beghetto, R. A. & Kaufman, J. C. (Eds.), Nurturing creativity in the classroom (pp. 357–354). New York: Cambridge University Press.Google Scholar
Karwowski, M., & Lebuda, I. (2016). The big five, the huge two and creative self-beliefs: A meta-analysis. Psychology of Aesthetics, Creativity, and the Arts, 10, 214–232.Google Scholar
Karwowski, M., & Lebuda, I. (2017). Creative self-concept: A surface characteristic of creative personality. In Feist, G., Reiter-Palmon, R. & Kaufman, J. C. (Eds.), Handbook of creativity and personality (pp. 84–101). Cambridge: Cambridge University Press.Google Scholar
Karwowski, M., Lebuda, I., Wisniewska, E., & Gralewski, J. (2013). Big Five personality factors as the predictors of creative self-efficacy and creative personal identity: Does gender matter? Journal of Creative Behavior, 47, 215–232.Google Scholar
Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6, 298–308.Google Scholar
Kaufman, J. C., & Baer, J. (2004). Sure, I’m creative – but not in math! Self-reported creativity in diverse domains. Empirical Studies of the Arts, 22, 143–155.Google Scholar
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of General Psychology, 13, 1–12.Google Scholar
Kaufman, J. C., & Beghetto, R. A. (2013). In praise of Clark Kent: Creative metacognition and the importance of teaching kids when (not) to be creative. Roeper Review, 35, 155–165.Google Scholar
Kaufman, J. C., Beghetto, R. A., Baer, J., & Ivcevic, Z. (2010). Creative polymathy: What Benjamin Franklin can teach your kindergartener. Learning and Individual Differences, 4, 380–387.Google Scholar
Kaufman, J. C., Cole, J. C., & Baer, J. (2009). The construct of creativity: Structural model for self-reported creativity ratings. Journal of Creative Behavior, 43, 119–134.Google Scholar
Kaufman, S. B. (2013). Opening up openness to experience: A four-factor model and relations to creative achievement in the arts and sciences. Journal of Creative Behavior, 47, 233–255.Google Scholar
Kaufman, S. B., & Kaufman, J. C. (2007). Ten years to expertise, many more to greatness: An investigation of modern writers. Journal of Creative Behavior, 41, 114–124.Google Scholar
Kaufman, S. B., Quilty, L. C., Grazioplene, R. G., Hirsh, J. B., Gray, J. R., Peterson, J. B., & DeYoung, C. G. (2016). Openness to experience and intellect differentially predict creative achievement in the arts and sciences. Journal of Personality, 84, 248–258.Google Scholar
Kim, K. H. (2008). Meta-analyses of the relationship of creative achievement to both IQ and divergent thinking test scores. Journal of Creative Behavior, 42, 106–130.Google Scholar
King, L. A., McKee Walker, L., & Broyles, S. J. (1996). Creativity and the five-factor model. Journal of Research in Personality, 30, 189–203.Google Scholar
Kwasnik, M., & Karwowski, M. (under review). The order matters: Asking about creative activity calibrates creative self-concept.Google Scholar
Larson, L. M., Rottinghaus, P. J., & Borgen, F. H. (2002). Meta-analyses of Big Six interests and Big Five personality factors. Journal of Vocational Behavior, 61, 217–239.Google Scholar
Lebuda, I. (2014). Big-C research – the big challenge? Reflections from research into eminent creativity in the light of the investment theory of creativity. Creativity: Theories-Research-Application, 1, 33–45.Google Scholar
Lebuda, I., & Csikszentmihályi, M. C. (2017). Me, myself, I, and creativity: Self-concepts of eminent creators. In Karwowski, M. & Kaufman, J. C. (Eds.), The creative self: Effect of beliefs, self-efficacy, mindset, and identity, (pp. 137–152). San Diego: Academic Press.Google Scholar
Lebuda, I., & Karwowski, M. (2013). Tell me your name and I’ll tell you how creative your work is: Author’s name and gender as factors influencing assessment of product originality in four different domains. Creativity Research Journal, 25, 137–142.Google Scholar
Lim, H. S., & Choi, J. N. (2009). Testing an alternative relationship between individual and contextual predictors of creative performance. Social Behavior and Personality, 37, 117–136.Google Scholar
Lubart, T. I., Zenasni, F., & Barbot, B. (2013). Creative potential and its measurement. International Journal for Talent Development and Creativity, 1, 41–51.Google Scholar
Lubinski, D., & Benbow, C. P. (2000). States of excellence. American Psychologist, 55, 137–150.Google Scholar
Martindale, C., & Dailey, A. (1996). Creativity, primary process cognition, and personality. Personality and Individual Differences, 20, 409–414.Google Scholar
McCrae, R. R. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52, 1258–1265.Google Scholar
Milgram, R. M., & Hong, E. (1994). Creative thinking and creative performance in Adolescents as predictors of creative attainments in adults. In Subotnik, R. F. & Arnold, K. D. (Eds.), Beyond Terman. Contemporary longitudinal studies of giftedness and talent (pp. 212–228). New Jersey: Ablex.Google Scholar
Mourgues, C., Barbot, B., Tan, M., & Grigorenko, E. L. (2014). The interaction between culture and the development of creativity. In Jensen, L. A. (Ed.). The Oxford handbook of human development and culture: An interdisciplinary perspective. New York: Oxford University Press.Google Scholar
Onarheim, B., & Friis-Olivarius, M. (2013). Applying the neuroscience of creativity to creativity training. Frontiers in Human Neuroscience, 76, 56.Google Scholar
Perleth, C., & Heller, K. A. (1994). The Munich longitudinal study of giftedness. In Subotnik, R. F. & Arnold, K. D. (Eds.), Beyond Terman. Contemporary longitudinal studies of giftedness and talent (pp. 77–114). New Jersey: Ablex.Google Scholar
Plucker, J. A. (1999). Is the proof really in the pudding? Reanalysis of Torrance’s longitudinal data. Creativity Research Journal, 12, 103–114.Google Scholar
Plucker, J. A., & Beghetto, R. A. (2004). Why creativity is domain general, why it looks domain specific, and why the distinction does not matter. In Sternberg, R. J., Grigorenko, E. L., & Singer, J. L. (Eds.), Creativity: From potential to realization (pp. 153–167). Washington, DC: American Psychological Association.Google Scholar
Plucker, J. A., & Zabelina, D. (2009). Creativity and interdisciplinarity: One creativity or many creativities? ZDM, The International Journal on Mathematics Education, 41, 5–11.Google Scholar
Prabhu, V., Sutton, C., & Sauser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creativity Research Journal, 20, 53–66.Google Scholar
Richards, R. (1990). Everyday creativity, eminent creativity, and health: ‘Afterview’ for CRJ issues on creativity and health. Creativity Research Journal, 3, 300–326.Google Scholar
Richards, R. (2010). Everyday creativity: Process and way of life—Four key issues. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge handbook of creativity (pp. 189–215). Cambridge: University Press.Google Scholar
Robertson, K. F., Smeets, S., Lubinski, D., & Benbow, C. P. (2010). Beyond the threshold hypothesis: Even among gifted and top math/science graduate students, cognitive abilities, vocational interests, and lifestyle preferences matter for career choice, performance, and persistence. Current Directions in Psychological Science, 19, 346–351.Google Scholar
Root-Bernstein, R. S., Bernstein, M., & Garnier, H. (1995). Correlations between avocations, scientific style, work habits, and professional impact of scientists. Creativity Research Journal, 8, 115–137.Google Scholar
Root-Bernstein, R. S., & Root-Bernstein, M. (2004). Artistic scientists and scientific artists: The link between polymathy and creativity. In Sternberg, R. J., Grigorenko, E. L., & Singer, J. L. (Eds.), Creativity: From potential to realization (pp. 127–151). Washington: American Psychological Association.Google Scholar
Rostan, S. M. (2005). Educational intervention and the development of young art students’ talent and creativity. Journal of Creative Behavior, 39, 237–261.Google Scholar
Runco, M. A. (1990). Implicit theories and ideational creativity. In Runco, M. A. & Albert, R. S. (Eds.), Theories of creativity (pp. 234–252). Thousand Oaks, CA, US: Sage Publications, Inc.Google Scholar
Runco, M. A. (2003). Education for creative potential. Scandinavian Journal of Educational Research, 47, 318–324.Google Scholar
Runco, M. A., & Acar, S. (2012). Divergent thinking as an indicator of creative potential. Creativity Research Journal, 24, 66–75.Google Scholar
Runco, M. A., Millar, G., Acar, S., & Cramond, B. (2010). Torrance tests of creative thinking as predictors of personal and public achievement: A fifty-year follow-up. Creativity Research Journal, 22, 361–368.Google Scholar
Runco, M. A., Noble, E. P., Reiter-Palmon, R., Acar, S., Ritchie, T., & Yurkovich, J. M. (2011). The genetic basis of creativity and ideational fluency. Creativity Research Journal, 23, 376–380.Google Scholar
Russ, S. (2014). Pretend play in childhood: Foundation of adult creativity. Washington DC: American Psychological Association.Google Scholar
Ruthsatz, J., Detterman, D. K., Griscom, W. S., & Cirullo, B. A. (2008). Becoming an expert in the musical domain: It takes more than just practice. Intelligence, 36, 330–338.Google Scholar
Sawyer, R. K. (2012). Explaining creativity: The science of human innovation (2nd edn.). New York: Oxford University Press.Google Scholar
Silvia, P. J., Beaty, R. E., Nusbaum, E. C., Eddington, K. M., Levin-Aspenson, H., & Kwapil, T. R. (2014). Everyday creativity in daily life: An experience-sampling study of “little c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 8, 183–188.Google Scholar
Silvia, P. J., Kaufman, J. C., & Pretz, J. E. (2009b). Is creativity domain-specific? Latent class models of creative accomplishments and creative self-descriptions. Psychology of Aesthetics, Creativity, and the Arts, 3, 139–148.Google Scholar
Silvia, P. J., Nusbaum, E. C., Berg, C., Martin, C., & O’Connor, A. (2009a). Openness to experience, plasticity, and creativity: Exploring lower-order, higher-order, and interactive effects. Journal of Research in Personality, 43, 1087–1090.Google Scholar
Silvia, P. J., Wigert, B., Reiter-Palmon, R., & Kaufman, J. C. (2012). Assessing creativity with self-report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and the Arts, 6, 19–34.Google Scholar
Simonton, D. K. (1991). Creative productivity through the adult years. Generations: Journal of the American Society on Aging, 15, 13–16.Google Scholar
Simonton, D. K. (1994). Greatness: Who makes history and why. New York: The Guilford Press.Google Scholar
Simonton, D. K. (1998). Career paths and creative lives: A theoretical perspective on late life potential. In Adams-Price, C. (Ed.), Creativity and successful aging: Theoretical and empirical approaches (pp. 3–18). New York: Springer.Google Scholar
Simonton, D. K. (2002). Great psychologists and their times: Scientific insights into psychology’s history. Washington: American Psychological Association.Google Scholar
Simonton, D. K. (2009). Varieties of (scientific) creativity: A hierarchical model of domain-specific disposition, development, and achievement. Perspectives on Psychological Science, 4, 441–452.Google Scholar
Simonton, D. K. (2013). Creative performance, expertise acquisition, individual differences, and developmental antecedents: An integrative research agenda. Intelligence, 45, 66–73.Google Scholar
Snow, C. P. (1964). The two cultures. London: Cambridge University Press.Google Scholar
Spear, L. P. (2013). Adolescent neurodevelopment. Journal of Adolescent Health, 52, 7–13.Google Scholar
Stavridou, A., & Furnham, A. (1996). The relationship between psychoticism, trait creativity and the attentional mechanism of cognitive inhibition. Personality and Individual Differences, 21, 143–153.Google Scholar
Sternberg, R. J. (2002). Creativity as a decision. American Psychologist, 57, 376.Google Scholar
Sternberg, R. J., & Lubart, T. I. (1992). Buy low and sell high: An investment approach to creativity. Current Directions in Psychological Science, 1, 1–5.Google Scholar
Szen-Ziemiańska, J. (2015). Uwarunkowania osiągnięć twórczych na wczesnych etapach kariery naukowej. [Conditions of creative achievement in the early periods of scientific career]. Unpublished doctoral dissertation. University of Social Sciences and Humanities, Warsaw, Poland.Google Scholar
Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45, 1137–1148.Google Scholar
Tierney, P., & Farmer, S. M. (2011). Creative self-efficacy development and creative performance over time. Journal of Applied Psychology, 96, 277–293.Google Scholar
Urban, K. (2005). Assessing creativity: The test for Creative Thinking – Drawing production (TCT-DP). International Education Journal, 6, 272–280.Google Scholar
Urban, K. K. (1991). On the development of creativity in children. Creativity Research Journal, 4, 177–191.Google Scholar
von Stumm, S., Chung, A., & Furnham, A. (2011). Creative ability, creative ideation and latent classes of creative achievement: What is the role of personality? Psychology of Aesthetics, Creativity, and the Arts, 5, 107–114.Google Scholar
Weiner, E. (2016). The geography of genius. New York: Simon & Schuster.Google Scholar
Weisberg, R. W. (1999). Creativity and knowledge: A challenge to theories. In Sternberg, R. J. & Sternberg, R. J. (Eds.), Handbook of creativity (pp. 226–250). New York, NY: Cambridge University Press.Google Scholar
Welch, G., Papageorgi, I., Haddon, E., Creech, A., Morton, F., & de Bézanac, C. (2008). Musical genre and gender as factors in higher education learning in music. Research Papers in Education, 23, 203–217.Google Scholar
Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81.Google Scholar
Wolfradt, U., & Pretz, J. E. (2001). Individual differences in creativity: Personality, story writing, and hobbies. European Journal of Personality, 4, 297–310.Google Scholar
Woody, E., & Claridge, G. (1977). Psychoticism and thinking. British Journal of Social and Clinical Psychology, 16, 241–248.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×