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-8448b6f56d-m8qmq Total loading time: 0 Render date: 2024-04-24T21:13:46.121Z Has data issue: false hasContentIssue false

2 - Creativity Research in English-Speaking Countries

Published online by Cambridge University Press:  05 June 2012

By
John Baer  and
James C. Kaufman
Edited by
James C. Kaufman  and
Robert J. Sternberg
John Baer
Affiliation:
Rider University
James C. Kaufman
Affiliation:
Assistant Professor of Psychology, California State University at San Bernardino
James C. Kaufman
Affiliation:
California State University, San Bernardino
Robert J. Sternberg
Affiliation:
Yale University, Connecticut
Get access

Summary

INTRODUCTION

The Geography of Thought: How Asians and Westerners Think Differently, a new book by Richard Nisbett (2003), convincingly argues that culture influences cognition in powerful (and experimentally verifiable) ways. Nisbett doesn't discuss creativity – it isn't even listed in his fairly extensive index – but his general conclusions are probably as true for creativity as they are for the kinds of cognition he does discuss. He reports numerous studies showing that Western subjects and various groups of Asian subjects respond very differently to a wide range of cognitive tasks. The lesson for psychologists, he tells us in his conclusion, “is that, had the experiments in question been done just with Westerners, they would have come up with conclusions about perceptual and cognitive processes that are not by any means general” (p. 192).

We are pleased that the book of which this chapter is part will help to correct the myopia that can limit the vision of Western creativity researchers. Creativity research in the English-speaking world is such a large field that it is easy to forget that it is just one part of the larger creativity puzzle. The many other pieces of that puzzle can tell us a great deal about the larger picture of which the English-speaking piece is but a part. Creativity research can also teach us much about the English-speaking piece itself by allowing us to understand this research in context.

Type
Chapter
Information
The International Handbook of Creativity , pp. 10 - 38
Publisher: Cambridge University Press
Print publication year: 2006

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

Albert, R. S., & Runco, M. A. (1999). A history of research on creativity. In Sternberg, R. J. (Ed.), Handbook of creativity (pp. 16–31). New York: Cambridge University PressGoogle Scholar
Aldrich, H. E., & Kenworthy, A. (1998). The accidental entrepreneur: Campbellian antinomies and organizational foundings. In Baum, Joel A. C. and McKelvey, Bill (Eds.), Variations in organization science: In honor of Donald T. Campbell (pp. 19–33). Newbury Park, CA: SageGoogle Scholar
Amabile, T. M. (1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43, 997–1013CrossRefGoogle Scholar
Amabile, T. M. (1983). The social psychology of creativity. New York: Springer-VerlagCrossRefGoogle Scholar
Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Boulder, CO: Westview PressGoogle Scholar
Argulewicz, E. N., Elliott, S. N., & Hall, R. (1982). Comparision of behavioral ratings of Anglo-American and Mexican-American gifted children. Psychology in the schools, 19, 469–4723.0.CO;2-X>CrossRefGoogle Scholar
Argulewicz, E. N., & Kush, J. C. (1984). Concurrent validity of the SRBCSS Creativity Scale for Anglo-American and Mexican-American gifted students. Educational and Psychological Research, 4, 81–89Google Scholar
Baldwin, A. Y. (2003). Understanding the challenge of creativity among African Americans. Inquiry, 22, 13–18Google Scholar
Baer, J. (1988). Long-term effects of creativity training with middle school students. Journal of Early Adolescence, 8, 183–193CrossRefGoogle Scholar
Baer, J. (1993). Creativity and divergent thinking: A task-specific approach. Hillsdale, NJ: ErlbaumGoogle Scholar
Baer, J. (1994). Divergent thinking is not a general trait: A multi-domain training experiment. Creativity Research Journal, 7, 35–46CrossRefGoogle Scholar
Baer, J. (1997a). Creative teachers, creative students. Boston: Allyn & BaconGoogle Scholar
Baer, J. (1997b). Gender differences in the effects of anticipated evaluation on creativity. Creativity Research Journal, 10, 25–31CrossRefGoogle Scholar
Baer, J. (1997c). The hidden costs of rewards and evaluation: Who gets hurt, and what teachers can do. Focus on Education, 41, 24–27Google Scholar
Baer, J. (1998a). The case for domain specificity in creativity. Creativity Research Journal, 11, 173–177CrossRefGoogle Scholar
Baer, J. (1998b). Gender differences in the effects of extrinsic motivation on creativity. Journal of Creative Behavior, 32, 18–37CrossRefGoogle Scholar
Baer, J. (1999). Gender differences in creativity. In Runco, M. A., & Pritzker, S. (Eds.), Encyclopedia of creativity (pp. 753–758). San Diego: Academic PressGoogle Scholar
Baer, J. (2003). Evaluative thinking, creativity, and task specificity: Separating wheat from chaff is not the same as finding needles in haystacks. In Runco, M. A. (Ed.), Critical creative processes (pp. 129–151). Cresskill, NJ: Hampton PressGoogle Scholar
Baer, J. (in press). Gender differences in creativity. In Runco, M. A. (Ed.), Creativity research handbook Vol. 3. Cresskill, NJ: Hampton Press
Baer, J., Kaufman, J. C., & Gentile, C. A. (2004). Extension of the consensual assessment technique to nonparallel creative products. Creativity Research Journal, 16, 113–117CrossRefGoogle Scholar
Bahr, M., Sears, J., Anderson, E., & Walker, K. (2003). Creative problem solving for general education intervention teams, 2002–2003. Terre Haute: Indiana State University, Blumberg Center. Available online at www.indstate.edu/soe/blumberg/cpsresearchGoogle Scholar
Barron, F. (1958). The psychology of imagination. Scientific American, 199, 150–166CrossRefGoogle ScholarPubMed
Barron, F. (1988). Putting creativity to work. In Sternberg, R. J. (Ed.), The nature of creativity (pp. 76–98). New York: Cambridge University PressGoogle Scholar
Barron, F., & Harrington, D. (1981). Creativity, intelligence, and personality. Annual Review of Psychology, 32, 439–476CrossRefGoogle Scholar
Basadur, M. S. (2005). Management: Synchronizing different kinds of creativity. In Kaufman, J. C. & Baer, J. (Eds.), Creativity across domains: Faces of the muse. (pp. 261–280). Mahwah, NJ: ErlbaumGoogle Scholar
Basadur, M. S., Graen, C. B., & Green, S. C. (1982). Training in creative problem solving: Effects on ideation and problem finding and solving in an I/O research organization. Organizational Behavior and Human Performance, 30, 41–70CrossRefGoogle Scholar
Basadur, M. S., Graen, G. B., & Scandura, T. A. (1986). Training effects on attitudes toward divergent thinking among manufacturing engineers. Journal of Applied Psychology, 71, 612–617CrossRefGoogle Scholar
Becker, M. (1995). Nineteenth-century foundations of creativity research. Creativity Research Journal, 8, 219–229CrossRefGoogle Scholar
Bem, D. (1972). Self-perception theory. In Berkowitz, L. (Ed.), Advances in experimental social psychology (Vol. 6, pp. 1–62). New York: Academic PressGoogle Scholar
Camara, W. J., & Schmidt, A. E. (1999). Group differences in standardized testing and social stratification (College Board Report No. 99–5). New York: College BoardGoogle Scholar
Campbell, D. T. (1960). Blind variation and selective retention in creative thought as in other knowledge processes. Psychological Review, 67, 380–400CrossRefGoogle ScholarPubMed
Carrington, D. C. (1974). Creative thinking abilities of Mexican youth. Journal of Cross-Cultural Psychology, 5, 492–504CrossRefGoogle Scholar
Castillo, L. C. (1998). The effect of analogy instruction on young children's metaphor comprehension. Roeper Review, 21, 27–31CrossRefGoogle Scholar
Christensen, P. R., Guilford, J. P., & Wilson, R. C. (1957). Relations of creative responses to working time and instructions. Journal of Experimental Psychology, 53, 82–88CrossRefGoogle ScholarPubMed
Clark, B. (1988). Growing up gifted (3rd ed.) Columbus, OH: MerrillGoogle Scholar
Clements, D. H. (1991). Enhancement of creativity in computer environments. American Educational Research Journal, 28, 173–187CrossRefGoogle Scholar
Coley, R. J. (2001). Differences in the gender gap: Comparisons across racial/ethnic groups in education and work. Princeton, NJ: Education Testing ServiceGoogle Scholar
Cox, C. M. (1926). The early mental traits of three hundred geniuses. Stanford, CA: Stanford University PressGoogle Scholar
Csikszentmihalyi, M. (1988). Society, culture, and person: A systems view of creativity. In Sternberg, R. J. (Ed.), The nature of creativity (pp. 325–339). New York: Cambridge University PressGoogle Scholar
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: HarperCollinsGoogle Scholar
Daniels, R. R., Heath, R. G., & Enns, K. S. (1985). Fostering creative behavior among university women. Roeper Review, 7, 164–166CrossRefGoogle Scholar
Davis, G. A., Houtman, S. E., Warren, T. F., Roweton, W. E., Mari, S., & Belcher, T. L. (1972). A program for training creative thinking: Inner city evaluation (Report No. 224). Madison, WI: Wisconsin Research and Development Center for Cognitive Learning (ERIC Document Reproduction Service No. ED070809)Google Scholar
deCharms, R. (1968). Personal causation. New York: Academic PressGoogle Scholar
DeMoss, K., Milich, R., & DeMers, S. (1993). Gender, creativity, depression, and attributional style in adolescents with high academic ability. Journal of Abnormal Child Psychology, 21, 455–467CrossRefGoogle ScholarPubMed
Dhillon, P. K., & Mehra, D. (1987). Asian Journal of Psychology and Education, 19, 1–10
Domino, G. (1974). Assessment of cinematographic creativity. Journal of Personality and Social Psychology, 30, 150–154CrossRefGoogle ScholarPubMed
Dudek, S. Z., Strobel, M. G., & Runco, M. A. (1993). Cumulative and proximal influences on the social environment and children's creative potential. Journal of Genetic Psychology, 154, 487–499CrossRefGoogle ScholarPubMed
Dudek, S. Z., & Verreault, R. (1989). The creative thinking and ego functioning of children. Creativity Research Journal, 2, 64–86CrossRefGoogle Scholar
Duncker, F. (1945). On problem solving. Psychological Monographs, 58(5), 270CrossRefGoogle Scholar
Eberle, B., & Stanish, B. (1980). CPS for kids. Buffalo, NY: D.O.K. PublishersGoogle Scholar
Fasko, D. (2001). Education and creativity. Creativity Research Journal, 13, 317–328CrossRefGoogle Scholar
Finke, R. A., Ward, T. B., & Smith, S. M. (1992). Creative cognition: Theory, research, and applications. Cambridge, MA: MIT PressGoogle Scholar
Fontenot, N. A. (1993). Effects of training in creativity and creativity problem finding on business people. Journal of Social Psychology, 133, 11–22CrossRefGoogle Scholar
Ford, C. M., & Sullivan, D. M. (2005). Selective retention processes that create tensions between novelty and value in business domains. In Kaufman, J. C. & Baer, J. (Eds.), Creativity across domains: Faces of the muse (pp. 245–260). Mahwah, NJ: ErlbaumGoogle Scholar
Freud, S. (1957). Leonardo da Vinci and a memory of his childhood. In Strachey, J. (Ed. and Trans.), The Standard edition of the complete works of Sigmund Freud, (Vol. Ⅺ, pp. 59–137). London: Hogarth Press. (Original work published 1910)Google Scholar
Fritz, R. L. (1993). Problem solving attitude among secondary marketing education students. Marketing Educators Journal, 19, 45–59Google Scholar
Furnham, A. (1999). Personality and creativity. Perceptual and Motor Skills, 88, 407–408CrossRefGoogle Scholar
Garcia, J. H. (2003). Nurturing creativity in Chicano populations: Integrating history, culture, family, and self. Inquiry, 22, 19–24Google Scholar
Gardner, H. (1988). Creative lives and creative works: A synthetic scientific approach. In Sternberg, R. J. (Ed.), The nature of creativity (pp. 298–321). New York: Cambridge University PressGoogle Scholar
Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, & Ghandi. New York: Basic BooksGoogle Scholar
Gilligan, C., Lyons, N., & Hanmer, T. (Eds.). (1990). Making connections: The relational worlds of adolescent girls at Emma Willard School. Cambridge, MA: Harvard University PressGoogle Scholar
Glover, J. A. (1976a). Comparative levels of creative ability in Black and White college students. Journal of Genetic Psychology, 128, 95–99CrossRefGoogle Scholar
Glover, J. A. (1976b). Compartive levels of creative ability among elementary school children. Journal of Genetic Psychology, 129, 131–135CrossRefGoogle Scholar
Glover, J. A. (1980). A creativity training workshop: Short-term, long-term, and transfer effects. Journal of Genetic Psychology, 136, 3–16CrossRefGoogle Scholar
Griffin, M. & McDermott, M. R. (1998). Exploring a tripartite relationship between rebelliousness, openness to experience and creativity. Social Behavior and Personality, 26, 347–356CrossRefGoogle Scholar
Gruber, H. E. (1981). Darwin on man: A psychological study of scientific creativity (2nd ed.). Chicago: University of Chicago PressGoogle Scholar
Gruber, H. E., & Davis, S. N. (1988). Inching our way up Mount Olympus: The evolving-systems approach to creative thinking. In Sternberg, R. J. (Ed.), The nature of creativity (pp. 243–270). New York: Cambridge University PressGoogle Scholar
Gruber, H. E., & Wallace, D. B. (1999). The case study method and evolving systems approach for understanding unique creative people at work. In Sternberg, R. J. (Ed.), Handbook of creativity (pp. 93–115). New York: Cambridge University PressGoogle Scholar
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454Google Scholar
Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53, 267–293CrossRefGoogle ScholarPubMed
Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-HillGoogle Scholar
Guilford, J. P., & Hoepfner, R. (1971). The analysis of intelligence. New York: McGraw-HillGoogle Scholar
Hadamard, J. (1949). The psychology of invention in the mathematical field. Princeton, NJ: Princeton University PressGoogle Scholar
Hampton, E. M. (2004). CPS for GEI district trainer and school-based team focus group report.Terre Houte: Indiana State University, Blumberg Center. Available online at www.indstate.edu/soe/blumberg/cpsresearchGoogle Scholar
Hargreaves, D. J. (1977). Sex roles in divergent thinking. British Journal of Educational Psychology, 47, 25–32CrossRefGoogle Scholar
Harty, H., Adkins, D. M., & Sherwood, R. D. (1984). Predictability of giftedness identification indices for two recognized approaches to elementary school gifted education. Journal of Educational Research, 77, 337–342CrossRefGoogle Scholar
Heath, S. B. (1983). Ways with words.Cambridge, U. K.: Cambridge University PressGoogle Scholar
Hedges, L. V., & Nowell, A. (1995). Sex differences in mental test scores, variability, and numbers of high-scoring individuals. Science, 269, 41–45CrossRefGoogle ScholarPubMed
Iscoe, I., & Pierce-Jones, J. (1964). Divergent thinking, age, and intelligence in white and negro children. Child Development, 35, 785–797Google ScholarPubMed
Jevons, W. S. (1877). The principles of science: A treatise on logic and scientific method. New York: MacmillanGoogle Scholar
Johnson-Laird, P. N. (1988). Freedom and constraint in creativity. In Sternberg, R. J. (Ed.), The nature of creativity (pp. 202–219). New York: Cambridge University PressGoogle Scholar
Kaltsounis, B. (1974). Race, socioeconomic status and creativity. Psychological Report, 35, 164–166CrossRefGoogle ScholarPubMed
Kaufman, J. C. (2005). Non-biased assessment: A supplemental approach. In Frisby, C. L. & Reynolds, C. R. (Eds)., Children handbook of multicultural school psychology (pp. 824–840). New York: Wiley
Kaufman, J. C., & Baer, J. (Eds.). (2005). Creativity across domains: Faces of the muse. Mahwah, NJ: ErlbaumGoogle Scholar
Kaufman, J. C., Baer, J., & Gentile, C. A. (2004). Racial and gender differences in creativity as measured by ratings of three writing tasks, Journal of Creative Behavior, 38, 56–69CrossRefGoogle Scholar
Kaufman, J. C., Gentile, C. A., & Baer, J. (2005). Do gifted student writers and creative writing experts rate creativity the same way?Gifted Child Quarterly, 40, 260–265CrossRefGoogle Scholar
Kay, S. I. (1998). Curriculum and the creative process: Contributions in memory of Harry Passow. Roeper Review, 21, 5–13CrossRefGoogle Scholar
Kelly, H. (1967). Attribution theory in social psychology. In Levine, D. (Ed.), Nebraska symposium on motivation (Vol. 15, pp. 192–238). Lincoln: University of Nebraska PressGoogle Scholar
Kelly, H. (1973). The processes of casual attribution. American Psychologist, 28, 107–128CrossRefGoogle Scholar
Kessler, C., & Quinn, M. E. (1987). Language minority children's linguistic and cognitive creativity. Journal of Multilingual and Multicultural Development, 8, 173–186CrossRefGoogle Scholar
King, L. A., McKee-Walker, L., & Broyles, S. J. (1996). Creativity and the five factor model. Journal of Research in Personality, 30, 189–203CrossRefGoogle Scholar
Knox, B. J., & Glover, J. A. (1978). A note on preschool experience effects on achievement, readiness, and creativity. Journal of Genetic Psychology, 132, 151–152CrossRefGoogle ScholarPubMed
Kogan, N. (1974). Creativity and sex differences. Journal of Creative Behavior, 8, 1–14CrossRefGoogle Scholar
Kogan, N. (1983). Stylistic variation in childhood and adolescence: Creativity, metaphor, and cognitive styles. In Mussen, P. H. (Ed.), Handbook of child psychology: Vol. 3. Cognitive development (4th ed., pp. 628–706). New York: WileyGoogle Scholar
Langley, P., & Jones, R. (1988). Computational models of scientific thought. In Sternberg, R. J. (Ed.), The nature of creativity (pp. 177–201). New York: Cambridge University PressGoogle Scholar
Langley, P., Simon, H. A., Bradshaw, G. L., & Zytkow, J. M. (1987). Scientific discovery: Computational explorations of the creative process. Cambridge, MA: MIT PressGoogle Scholar
Lepper, M., & Greene, D. (1975). Turning work into play: Effects of adult surveillance and extrinsic rewards on children's intrinsic motivation. Journal of Personality and Social Psychology, 31, 479–486CrossRefGoogle Scholar
Lepper, M., & Greene, D. (1978). The hidden costs of rewards. Hillsdale, NJ: ErlbaumGoogle Scholar
Lepper, M., Greene, D., & Nisbett, R. (1973). Undermining children's intrinsic interest with extrinsic rewards: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28, 129–137CrossRefGoogle Scholar
Lewis, C. D., & Houtz, J. C. (1986). Sex-role stereotyping and young children's divergent thinking. Psychological Reports, 59, 1027–1033CrossRefGoogle Scholar
Lieberson, S., & Mikelson, K. S. (1995). Distinctive African American names: An experimental, historical, and linguistic analysis of innovation. American Sociological Review, 60, 928–946.CrossRefGoogle Scholar
Loehlin, J. C. (1999). Group differences in intelligence. In Sternberg, R. J. (Ed.), Handbook of intelligence (pp. 176–193). New York: Cambridge University PressGoogle Scholar
Lubart, T. I. (1999). Creativity across cultures. In Sternberg, R. J. (Ed.), Handbook of creativity (pp. 339–350). New York: Cambridge University PressGoogle Scholar
Maciejczyk-Clapham, M., & Schuster, D. H. (1992). Can engineering students be trained to think more creatively?Journal of Creative Behavior, 26, 165–171Google Scholar
Manly, J. J., Miller, S. W., Heaton, R. K., Byrd, D., Reilly, J., Velasquez, R. J., Saccuzzo, D. P., Grant, I., & the HIV Neurobehavioral Research Center (HNRC) Group. (1998). The effect of Black acculturation on neuropsychological test performance in normal and HIV positive individuals. Journal of the International Neuropsychological Society, 4, 291–302Google ScholarPubMed
Masten, W. G., Plata, M., Wenglar, K., & Thedforf, J. (1999). Acculturation and teacher ratings of Hispanic and Anglo-American students. Roeper Review, 22, 64–65CrossRefGoogle Scholar
Masters, M. S., & Sanders, B. (1993). Is the genetic difference in mental rotation disappearing?Behavioral Genetics, 23, 337–341CrossRefGoogle Scholar
McCormack, A. J. (1971). Effects of selected teaching methods on creative thinking, self-evaluation, and achievement of studies enrolled in an elementary science education methods course. Science Teaching, 55, 301–307Google Scholar
McCormack, A. J. (1974). Training creative thinking in general education science. Journal of College Science Teaching, 4, 10–15Google Scholar
McCrae, R. R. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52, 1258–1265CrossRefGoogle Scholar
Meador, K. S. (1994). The effects of synectics training on gifted and non-gifted kindergarten students. Journal for the Education of the Gifted, 18, 55–73CrossRefGoogle Scholar
Melear, C. T., & Alcock, M. W. (1999). Learning styles and personality types of Black children: Implications for science education. Journal of Psychological Type, 48, 22–33Google Scholar
Micklus, C. S. (1982). Problems! Problems! Problems!Glassboro, NJ: Creative CompetitionsGoogle Scholar
Micklus, C. S. (1984). Odyssey of the mind. Glassboro, NJ: Creative CompetitionsGoogle Scholar
Micklus, C. S. (1986). OM-Aha!Glassboro, NJ: Creative CompetitionsGoogle Scholar
Mitchell, B. M. (1988). Hemisphericity and creativity: A look at the relationships among elementary-age low-income Hispanic children. Educational Research Quarterly, 2–5Google Scholar
Moreno, J. M., & Hogan, J. D. (1976). The influence of race and social-class level on the training of creative thinking and problem-solving abilities. Journal of Educational Research, 70, 91–95CrossRefGoogle Scholar
Morgan, R., & Maneckshana, B. (1996). The psychometric perspective: Lessons learned from 40 years of constructed response testing in the Advanced Placement Program. Paper presented at the annual meeting of the National Council of Measurement in Education in New York
Myers, I. B. (1962). Manual: The Myers-Briggs Type Indicator. Princeton, NJ: Educational Testing ServiceCrossRefGoogle Scholar
Myers, I. B., & McCaulley, M. H. (1992). Manual: A guide to the development and use of the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists PressGoogle Scholar
Nickerson, R. S. (1999). Enhancing creativity. In Sternberg, R. J. (Ed.), Handbook of creativity (pp. 392–430). Cambridge, England: Cambridge University PressGoogle Scholar
Nisbett, R. E. (2003). The geography of thought. New York: The Free PressGoogle Scholar
Noller, R. B., & Parnes, S. J. (1972). Applied creativity: The creative studies project: The curriculum. Journal of Creative Behavior, 6, 275–294CrossRefGoogle Scholar
Noller, R. B., Parnes, S. J., & Biondi, A. M. (1976). Creative authorbook. New York: Scribner'sGoogle Scholar
Osborn, A. F. (1953). Applied imagination: Principles and procedures for creative thinking. New York: Scribner'sGoogle Scholar
Parnes, S. J. (1972). Creativity: Unlocking human potential. Buffalo, NY: D.O.K. PublishersGoogle Scholar
Parnes, S. J., & Noller, R. B. (1972). Applied creativity: The creative studies project: Part results of the two year program. Journal of Creative Behavior, 6, 164–186CrossRefGoogle Scholar
Parnes, S. J., & Noller, R. B. (1973). Toward supersanity. Buffalo, NY: D.O.K. PublishersGoogle Scholar
Peeke, P. A., Steward, R. J., & Ruddock, J. A. (1998). Urban adolescents' personality and learning styles: Required knowledge to develop effective interventions in schools. Journal of Multicultural Counseling and Development, 26, 120–136CrossRefGoogle Scholar
Piirto, J. (2005). The creative process in poets. In Kaufman, J. C. & Baer, J. (Eds.), Creativity across domains: Faces of the muse. (pp. 1–22). Mahwah, NJ: ErlbaumGoogle Scholar
Plucker, J. A. (1998). Beware of simple conclusions: The case for the content generality of creativity. Creativity Research Journal, 11, 179–182CrossRefGoogle Scholar
Poincaré, H. (1913). The foundations of science. Lancaster, PA: Science PressGoogle Scholar
Price-Williams, D. R., Ramirez, M. III. (1977). Divergent thinking, cultural differences, and bilingualism. The Journal of Social Psychology, 103, 3–11CrossRefGoogle Scholar
Ramirez, M. III, & Castaneda, A. (1974). Cultural democracy, bicognitive development and education. New York: Academic PressGoogle Scholar
Rank, O. (1968). Art and artists: Creative urge and personality development. New York: Knopf. (Original work published 1932)Google Scholar
Renzulli, J. S. (1994). Schools for talent development: A practical plan for total school improvement. Mansfield Center, CT: Creative Learning PressGoogle Scholar
Rejskind, F. G., Rapagna, S. O., & Gold, D. (1992). Gender differences in children's divergent thinking. Creativity Research Journal, 5, 165–174CrossRefGoogle Scholar
Ribot, T. (1900). The nature of the creative imagination. International Monthly, 1, 648–675Google Scholar
Richardson, A. G. (1985). Sex differences in creativity among a sample of Jamaican adolescents. Perceptual and Motor Skills, 60, 424–426CrossRefGoogle Scholar
Ripple, R. E., & Jaquish, G. A. (1982). Developmental aspects of ideational fluency, flexibility, and originality: South Africa and the United States. South African Journal of Psychology, 12, 95–100CrossRefGoogle Scholar
Roe, A. (1946). Artists and their work. Journal of Personality, 15, 1–40CrossRefGoogle ScholarPubMed
Rose, L. H., & Lin, H. (1984). A meta-analysis of long-term creativity training programs. Journal of Creative Behavior, 18, 11–22CrossRefGoogle Scholar
Rump, E. E. (1982). Relationships between creativity, arts-orientation, and esthetic preference variables. Journal of Psychology, 110, 11–20CrossRefGoogle Scholar
Saeki, N., Fan, X., & Dusen, L. (2001). A comparative study of creative thinking of American and Japanese college students. Journal of Creative Behavior, 35, 24–36CrossRefGoogle Scholar
Shade, B. J. (1986). Is there an Afro-American cognitive style? An exploratory study. Journal of Black Psychology, 13, 13–16CrossRefGoogle Scholar
Simonton, D. L. (1976). Biographical determinants of achieved eminence: A multivariate approach to the Cox data. Journal of Personality and Social Psychology, 33, 218–226CrossRefGoogle ScholarPubMed
Simonton, D. L. (1988a). Creativity, leadership, and chance. In Sternberg, R. J. (Ed.), The nature of creativity (pp. 386–426). New York: Cambridge University PressGoogle Scholar
Simonton, D. L. (1988b). Scientific genius: A psychology of science. New York: Cambridge University PressGoogle Scholar
Simonton, D. L. (1994). Greatness: Who makes history, and why. New York: GuilfordGoogle Scholar
Simonton, D. L. (2005). Creativity in psychology: On becoming and being a great psychologist. In Kaufman, J. C. & Baer, J. (Eds.), Creativity across domains: Faces of the muse. (pp. 139–152). Mahwah, NJ: ErlbaumGoogle Scholar
Singer, D. G., & Singer, J. L. (1990). The house of make-believe: Children's play and the developing imagination. Cambridge, MA: Harvard University PressGoogle Scholar
Smith, S. M., Ward, T. M., & Finke, R. A. (Eds.). (1995). The creative cognition approach. Cambridge, MA: MIT PressGoogle Scholar
Spearman, C. (1931). Creative mind. New York: AppletonGoogle Scholar
Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge, England: Cambridge University PressGoogle Scholar
Sternberg, R. J. (1988). A three-facet model of creativity. In Sternberg, R. J. (Ed.), Handbook of creativity (pp. 125–147). New York: Cambridge University PressGoogle Scholar
Sternberg, R. J. (1996a). IQ counts, but what really counts is successful intelligence. NASSP Bulletin, 80, 18–23CrossRefGoogle Scholar
Sternberg, R. J. (1996b). Successful intelligence. New York: Simon & SchusterGoogle Scholar
Sternberg, R. J. (1999). A propulsion model of types of creative contributions. Review of General Psychology, 3, 83–100CrossRefGoogle Scholar
Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2001). The propulsion model of creativity applied to the arts and letters. Journal of Creative Behavior, 35, 75–101CrossRefGoogle Scholar
Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2002). The creativity conundrum: A propulsion model of kinds of creative contributions. New York: Psychology PressGoogle Scholar
Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2003). A propulsion model of creative leadership. Leadership Quarterly, 14(4–5), 455–473CrossRefGoogle Scholar
Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2004). A propulsion model of creative leadership. Innovation and Creativity Management, 13, 145–153CrossRefGoogle Scholar
Sternberg, R. J., & Lubart, T. I. (1991). An investment theory of creativity and its development. Human Development, 34, 1–31CrossRefGoogle Scholar
Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd. New York: The Free PressGoogle Scholar
Sternberg, R. J., & Lubart, T. I. (1996). Investing in creativity. American Psychologist, 51, 677–688CrossRefGoogle Scholar
Stricker, L. J., Rock, D. A., & Bennett, R. E. (2001). Sex and ethnic-group differences on accomplishment measures. Applied Measurement in Education, 14, 205–218CrossRefGoogle Scholar
Strom, R., & Johnson, A. (1989). Hispanic and Anglo families of gifted children. Journal of Instructional Psychology, 16, 164–172Google Scholar
Strom, R., Johnson, A., Strom, S., & Strom, P. (1992). Parental differences in expectations of gifted children. Journal of Comparative Family Studies, 23, 69–77Google Scholar
Strough, J., & Diriwaechter, R. (2000). Dyad gender differences in preadolescents' creative stories. Sex Roles, 43, 43–60CrossRefGoogle Scholar
Taber, T. H. (1983). The effects of creativity training on learning disabled students' creative expression. Journal of Learning Disabilities, 16, 264–265Google Scholar
Taber, T. H. (1985). Effect of instruction for creativity on learning disabled students' creative expression. Perceptual and Motor Skills, 61, 895–898Google Scholar
Thorne, A., & Gough, H. (1991). Portraits of type: An MBTI research compendium. Palo Alto, CA: Consulting Psychologists PressGoogle Scholar
Torrance, E. P. (1966). The Torrance Tests of Creative Thinking: Norms – technical manual. Lexington, MA: Personal PressGoogle Scholar
Torrance, E. P. (1971). Are the Torrance Tests of Creative Thinking biased against or in favor of the “disadvantaged” groups?Gifted Child Quarterly, 15, 75–80CrossRefGoogle Scholar
Torrance, E. P. (1972a). Can we teach children to think creatively?Journal of Creative Behavior, 6, 114–143CrossRefGoogle Scholar
Torrance, E. P. (1972b). Predictive validity of the Torrance Tests of Creative Thinking. Journal of Creative Behavior, 6, 236–252CrossRefGoogle Scholar
Torrance, E. P. (1973). Non-test indicators of creative talent among disadvantaged children. Gifted Child Quarterly, 17, 3–9CrossRefGoogle Scholar
Torrance, E. P. (1984). The role of creativity in identification of the gifted and talented. Gifted Child Quarterly, 28, 153–156CrossRefGoogle Scholar
Torrance, E. P. (1988). Creativity as manifest in testing. In Sternberg, R. J. (Ed.), The nature of creativity (pp. 43–75). New York: Cambridge University PressGoogle Scholar
Torrance, E. P. (1990). The Torrance Tests of Creative Thinking: Norms – technical manual (rev. ed.). Bensenville, IL: Scholastic Testing ServiceGoogle Scholar
Torrance, E. P., & Presbury, J. (1984). The criteria of success used in 242 recent experimental studies of creativity. Creative Child & Adult Quarterly, 9, 238–243Google Scholar
Treffinger, D. J. (1995). Creative problem solving: Overview and educational implications. Educational Psychology Review, 7, 191–205CrossRefGoogle Scholar
Wallace, D. M., & Gruber, H. E. (Eds.). (1989). Creative people at work: Twelve cognitive case studies. New York: Oxford University PressGoogle Scholar
Wallas, G. (1926). Art of thought. New York: Harcourt BraceGoogle Scholar
Wang, H., Zhang, J., Lin., L., & Xu, B. (1998). Study on the creativity attitude development of middle school students. Acta Psychologica Sinica, 30, 57–63Google Scholar
Ward, T. M., Smith, S. M., & Finke, R. A. (1999). Creative cognition. In Sternberg, R. J. (Ed.), Handbook of creativity (pp. 189–212). New York: Cambridge University PressGoogle Scholar
Wertheimer, M. (1945). Productive thinking. New York: HarperGoogle Scholar
Weisberg, R. W. (1988). Problem solving and creativity. In Sternberg, R. J. (Ed.), The nature of creativity (pp. 148–176). New York: Cambridge University PressGoogle Scholar
Weisberg, R. W. (1999). Creativity and knowledge: A challenge to theories. In Sternberg, R. J. (Ed.), Handbook of creativity (pp. 226–250). New York: Cambridge University PressGoogle Scholar
Wilson, R. L., Guilford, J. P., Christensen, P. R., & Lewis, D. J. (1954). A factor analytic study of divergent thinking abilities. Psychometrica, 19, 297–311CrossRefGoogle Scholar
Wolfradt, U., & Pretz, J. E. (2001). Individual differences in creativity: Personality, story writing, and hobbies. European Journal of Personality, 15, 297–310CrossRefGoogle Scholar
Zhiyan, T., & Singer, J. L. (1996). Daydreaming styles, emotionality, and the big five personality dimensions. Imagination, Cognition, and Personality, 16, 399–414CrossRefGoogle 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
×