Creativity and Breadth of Attention

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“…associated with it, to investigate the possibility of maximizing related positive outcomes and recognize any associated risks. It has been previously suggested that creative people pay greater attention to irrelevant information (e.g., Ey senck, 1995; Kasof, 1997;Mendelsohn & Griswold, 1966). Because attention guides learning (Mackintosh, 1975), this should result in creative people learning more about irrelevant information.…”

“…In order to measure creativity, we chose a measure relating to creative ideation, or ability to generate creative ideas. Because defocused attention has theoretically been proposed to enable individuals to generate creative ideas (e.g., Ansburg & Hill, 2003;Eysenck, 1995;Kasof, 1997;Mendelsohn & Griswold, 1966), such a measure should be best placed to detect a relationship between learning for irrelevant cues and creative-idea generation.…”

Analysis of Factors Influencing Creative Personality of Elementary School Students

“…Learners with a higher degree of creative potential are also likely to control their attentiveness (Vartanian, 2009). Attentiveness in various subject areas is correlated to student performance in creative activities (Kasof, 1997;Mendelsohn, 1976).…”

“…Individual and environmental factors, such as the size of right premotor cortex (Zhu et al, 2016), selective concentration (Eysenck, 1993;Kasof, 1997;Mendelsohn, 1976;Tarver, Buss, & Maggiore, 1979), family income, art achievement and mathematics achievement (Sung & Kim, 2011), scope of focused attention (Vartanian, 2009), academic achievement (Getzels & Jackson, 1962;Park & Yoon, 2004) have been reported as being positively correlated to student creativity. Also, students' reflection influenced their creativity (Hao et al, 2016).…”

“…Creative people are good at changing the degree of attentiveness depending on the kind or character of task (Vartanian, 2009) Creative performance is correlated positively with breath of attentiveness (Kasof, 1997).…”