A procedure for increasing word association originality and its transfer effects.

Maltzman, Irving; Bogartz, William; Breger, Louis

doi:10.1037/h0045940

Cited by 85 publications

(28 citation statements)

References 6 publications

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“…Although the recordings of an independent observer may eliminate the potentially confounding effects of unplanned contingencies generated by the experimenter's behavior, the studies that have taken this precaution have generally used the same ob- Glover & Sautter Multiple baseline (1977) across behaviors (group design) Goetz (1981) Multiple baseline across subjects Goetz & Baer (1972) Ryan & Winston Multiple baseline (1978) across (Glover & Gary, 1976;Glover & Sautter, 1977). Only one study did not involve any such checks (Maltzman, Bogartz, & Breger, 1958).…”

Section: Specific Design Characteristics and Difficultiesmentioning

confidence: 99%

Behavior Analytic Studies of Creativity: A Critical Review

Winston

Baker

1985

BEHAV ANALYST

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Studies that treat creativity as operant behavior were critically reviewed. Of the twenty studies, most met minimal requirements for methodological adequacy; all provided at least some evidence for increased creative responding. Major difficulties involved potential confounds between instructions and contingencies, lack of an independent record of the training interaction, lack of social validation data, and very limited evidence for generalization. Several issues were discussed: problems in the behavioral definition of creativity, objections to the use of contingent reinforcement, and the need for empirical analysis of the creative process.As noted by Bijou (1979) and Sloane, Endo, and Della-Piana (1980), the experimental analysis of behavior is often criticized for failure to deal with complex human phenomena such as creativity. Such a criticism is no longer tenable: Studies conducted over the past 13 years clearly address the experimental analysis ofcreativity. What remains unclear is the methodological and conceptual adequacy of these studies and whether the research has dealt with the special problems of creativity. Recent reviews by Goetz (1982) and Sloane et al. (1980) have summarized some ofthe behavioral work but have not provided a comprehensive and critical review.In this paper, we review published studies on the training of creativity as operant behavior. The behavior analytic conception of creativity will first be described, followed by a review of the methodological characteristics and findings of the empirical studies. Finally, we will discuss some ofthe difficulties raised by the analysis of such a complex, subjective, and highly valued activity as creativity. Specifically, the discussion will focus on problems in (a) the definition of a creative response, (b) the use ofcontingent reinforcement, and (c) the analysis of the creative process.The studies included in this review were

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Section: Specific Design Characteristics and Difficultiesmentioning

confidence: 99%

Behavior Analytic Studies of Creativity: A Critical Review

Winston

Baker

1985

BEHAV ANALYST

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“…Many researchers, have concluded that creativity can be nurtured in individuals (e.g., Maltzman et al, 1958;Maltzman, 1960;Lane et al, 1982;Trostle & Yawkey, 1982;Goetz, 1989;Leff & Nevin, 1990;Moore, 1990;and Smith & Carlsson, 1990). Leff& Nevin (1990), for example, stress that their experience with hundreds of education students and inservice teachers gives confidence that "creative thinking can indeed be facilitated and nurtured" (p. 36).…”

Section: Introductionmentioning

confidence: 99%

Can Creativity be Nurtured in Young Children?

Mellou

1996

Early Child Development and Care

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Yes, certainly, it can be nurtured using the appropriate creative environment: (a) schools with continuous enrichment of their environment; (b) creative programmes for developing creative thinking; and (c) creative teachers and creative ways of teaching. It can be concluded then that interaction with the everyday creative environment, is the most powerful possibility of nurturing creativity in individuals, and especially in children.

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“…Dale suggested that the creative moment occurred when interacting factors resulted in new associations. The capacity for divergent associations characterized several early proposals about creative potential (Maltzman, 1960;Maltzman, Bogartz, & Breger, 1958;M. T. Mednick, Mednick, & Mednick,1964;S.…”

Section: Discussionmentioning

confidence: 99%