Association, Overlap, and Inhibition: A Study of Implicit Theories of Creativity

Abstract

After more than six decades of systematic study of creativity, there is still no agreement regarding components essential to define creativity. Prior studies of implicit and explicit theories have suggested adding criteria to the standard definition of what creativity is; however, an alternative approach is to explore what creativity is not. The current investigation aimed to study both perspectives. The social validation method was employed in Study 1 (an open-ended questionnaire) to identify laypeople’s notions of creativity using content analysis of participant responses (n = 92). Results from Study 1 were used to build a quantitative questionnaire employed in Study 2 (n = 306). Descriptive statistics and Spearman Rank Correlations were used to analyze participant ratings in Study 2, showing consistent agreement that creativity is highly related to and overlapped with Imagination, Artistic Expression, Innovation, Originality, and Invention, while Knowledge, Ability, Unconventional Behavior, Morality, and Insanity were less related to and overlapped with creativity. Both implicit and explicit theories agreed on Originality and Innovation and disagreed on Artistic Expression, Imagination, and Invention. Usefulness received low ratings, although it is considered in all creativity definitions. Morality was not rated to be closely associated with creativity. Detailed findings are discussed with suggestions for future studies.

Arts and Creativity in Hong Kong Kindergartens: A Document Analysis of Quality Review Reports

“…implications This study reveals the need to reconsider the rationale and goals of the Arts and Creativity learning area within Hong Kong's official Curriculum Guide (CDC, 2017). As explained in the Introduction, creativity in the arts involves several recursive components that require exploration, discovery, experimentation, and ultimately time and freedom (Abdulla Alabbasi et al, 2020;Campbell & Scott-Kassner, 2019;Fox & Schirrmacher, 2015). However, the QR reports suggest that Hong Kong kindergartens cannot guarantee the basic conditions for creativity to emerge, due to multiple factors.…”

“…Western ECE scholars have defined the notion of creativity in terms of "originality, imagination, divergent thinking, and the ability to create something new or to combine things in novel but meaningful ways" (Essa & Burnham, 2019, p. 214). Scholars focusing on different art forms concur in that fostering creativity in the arts requires three recursive components: (a) exploration and/or discovery of elements pertaining to the art form at hand; (b) experimentation and/or improvisation with said elements; and (c) creation, composition, and/or performance of original final products (Abdulla Alabbasi et al, 2020;Campbell & Scott-Kassner, 2019;Fox & Schirrmacher, 2015).…”

“…Descriptive statistics (frequencies and percentages) were used to examine the presence of these art forms in the QR reports. Literal excerpts are presented to illustrate the most common activity types alluded to.To address Goal 3, three analytic domains were identified drawing on the literature reviewed in the Introduction, namely: 3.1) Learning Conditions & Environment(Fleming et al, 2019); 3.2) Teachers' Pedagogical Practices(Abdulla Alabbasi et al, 2020;Campbell & Scott-Kassner, 2019;Fox & Schirrmacher, 2015); and 3.3) Children's Behaviors and Reactions…”

Utilizing Creativity for Adolescents’ Recovery in Inpatient Psychiatric Hospital (IPH)

“…Over the decades, the scientific research on creativity and the creative process has shown the function of navigating complex challenging thoughts (Abdulla Alabbasi et al, 2020;Furnham et al, 2008;Kaugman & Gregoir, 2016;Kaufman & Kaufman, 2009;Runco, 2014). Creative processes allow us to navigate complexity, contradictions, and multiple points of view (Barron, 1969).…”