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This handbook focuses on the development and nurturance of creativity across the lifespan, from early childhood to adolescence, adulthood, and later life. It answers the question: how can we help individuals turn their creative potential into achievement? Each chapter examines various contexts in which creativity exists, including school, workplace, community spaces, and family life. It covers various modalities for fostering creativity such as play, storytelling, explicit training procedures, shifting of attitudes about creative capacity, and many others. The authors review research findings across disciplines, encompassing the work of psychologists, educators, neuroscientists, and creators themselves, to describe the best practices for fostering creativity at each stage of development.
This handbook lays out the science behind how animals think, remember, create, calculate, and remember. It provides concise overviews on major areas of study such as animal communication and language, memory and recall, social cognition, social learning and teaching, numerical and quantitative abilities, as well as innovation and problem solving. The chapters also explore more nuanced topics in greater detail, showing how the research was conducted and how it can be used for further study. The authors range from academics working in renowned university departments to those from research institutions and practitioners in zoos. The volume encompasses a wide variety of species, ensuring the breadth of the field is explored.
This textbook is a systematic and straightforward introduction to the interdisciplinary study of creativity. Each chapter is written by one or more of the world's experts and features the latest research developments, alongside foundational knowledge. Each chapter also includes an introduction, key terms, and critical thought questions to promote active learning. Topics and authors have been selected to represent a comprehensive and balanced overview. Any reader will come away with a deeper understanding of how creativity is studied – and how they can improve their own creativity.
How are intelligence and creativity related? Given the dynamic and complex nature of both constructs, this question is a nuanced one. This chapter first discusses how creativity is represented in intelligence theories (such as Guilford’s Structure of Intellect, CHC, and successful intelligence, and how intelligence is represented in creativity theories (such as systems and componential theories, domain-based theories, and cognitive theories). Next, empirical studies are reviewed. The threshold theory, which proposes that intelligence and creativity are related but only up to about an IQ of 120, has received mixed support. More recent studies using sophisticated statistical analyses have found more evidence. A reliance on measures of divergent thinking and g as the sole tests of creativity and intelligence may also limit much existing research.