Creativity and cognition:<i>Producing effective novelty</i>

Cropley, Arthur J.

doi:10.1080/02783199909553972

Cited by 116 publications

(72 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Using either divergent or convergent thinking alone leads to the production of different kinds of ideas or solutions (Cropley 1999). When only divergent thinking is used, ideas have greater variability, but they often lack focus, which can create inefficiencies.…”

Section: Background Literaturementioning

confidence: 99%

Training Auditors to Perform Analytical Procedures Using Metacognitive Skills

Plumlee

Rixom

Rosman

2014

The Accounting Review

View full text Add to dashboard Cite

ABSTRACT:Although lower-level auditors increasingly carry out mandatory analytical procedures (APs) in audits, they do not perform as well as partners and managers. In order to improve performance in APs by lower-level auditors, we investigated tasks requiring creativity, where training in metacognition-consciously thinking about one's thought process-improves task performance. As a result, we train lower-level auditors to use a sequential thought process comprised of two metacognitive skills: divergent thinking, where they generate explanations for unusual evidence, followed by convergent thinking, where they evaluate explanations generated and eliminate those judged infeasible. To test the efficacy of our training, we conducted an experiment with three conditions: both divergent and convergent thinking, divergent thinking only, and a control. We found that training auditors in only divergent thinking increases both the number and quality of explanations generated for an unusual situation. However, the combination of divergent and convergent thinking training leads to improved explanation generation over divergent thinking alone and, more importantly, leads to a greater likelihood of generating and choosing the correct explanation.

show abstract

Section: Background Literaturementioning

confidence: 99%

Training Auditors to Perform Analytical Procedures Using Metacognitive Skills

Plumlee

Rixom

Rosman

2014

The Accounting Review

View full text Add to dashboard Cite

show abstract

“…As análises, verificando o nível de criatividade de alunos com habilidades acadêmicas, talentosos ou indicados para ambas áreas, geraram alguns pontos interessantes que corroboram a literatura da área (Cropley, 1999;Plucker, 1999;Rejskind, 2000;Massé & Gagné, 2002). Os resultados assinalaram que alunos talentosos apresentaram nível de criatividade superior aos alunos com habilidades acadêmicas.…”

Section: Discussão E Conclusãounclassified

Avaliação das práticas educacionais de um programa de atendimento a alunos superdotados e talentosos

Maia-Pinto¹,

Fleith²

2004

Psicol. Esc. Educ.

View full text Add to dashboard Cite

ResumoEste estudo teve como objetivo avaliar o rendimento acadêmico e a criatividade de alunos de um programa de atendimento a alunos superdotados e talentosos, investigar a percepção de professores, alunos e mães acerca das atividades e estratégias educacionais implementadas no programa, bem como examinar a extensão em que tais atividades e práticas educacionais se diferenciam das utilizadas em sala de aula regular. Participaram do estudo 77 alunos, do ensino fundamental e médio, que freqüentavam o programa; 11 professores que atuavam no programa, 6 professores de sala de aula regular e 6 mães de alunos do programa. Os resultados indicaram que alunos com habilidade em áreas acadêmicas apresentaram rendimento acadêmico superior aos da área artística que, por sua vez, obtiveram escores superiores no teste de criatividade. A percepção de professores, alunos e mães acerca das atividades empregadas no programa era positiva. As práticas educacionais utilizadas no programa diferenciavam-se moderadamente das implementadas na sala de aula regular.Palavras-chave: Práticas educacionais; Alunos superdotados; Avaliação de Programa educacional. EVALUATION OF EDUCATIONAL PRACTICES OF A GIFTED AND TALENTED PROGRAM AbstractThis study evaluated the impact of a program designed to meet the needs of gifted and talented students on the academic performance and creativity of its participants, to investigate teachers', students' and parents' perception of activities and strategies implemented in the program, as well as to examine the extent to which activities and educational strategies adopted in the program differ from the ones used in the regular classes. Seventy-seven students who attended the program, 11 teachers who worked in the program, 6 teachers from regular clasrooms and 6 parents of students from the program participated in this study. The results indicated that academically gifted students had a better academic performance than talented students, who obtained a higher score in the creativity test. The perception of teachers, students and parents about activities developed in the program was positive. Educational practices implemented in the program were moderately different from that adopted in regular classrooms.Keywords: Educationalpractices; Giftedstudents; Educational Program Evaluation. INTRODUÇÃOA presença, em sala de aula, de crianças com características fora do padrão da classe é uma constante preocupação para os educadores. Quase sempre, trabalhar com essa criança é um desafio para o professor. Quando o aluno apresenta um rendimento abaixo da média da classe, o professor logo percebe. As ações para este fim são, hoje, bem divulgadas no ambiente escolar e há um certo consenso de que esta criança precisa de um atendimento extra ou de estratégias de ensino especiais que favoreçam o seu desenvolvimento. No entanto, se a criança apresenta um desempenho acima da média, sobressaindo-se de alguma maneira, na maioria das vezes, o que acontece é o reconhecimento de que este é um ótimo aluno, com um futuro brilhante. Entre...

show abstract

“…It is well known that when individuals encounter something new or novel, they make sense of, or deal with, the new thing by applying knowledge and solution strategies they already have; the more relevant knowledge one has, the more one thinks in an assimilative manner (Cropley, 1999). One effect of this is cognitive economy.…”

Section: Hypotheses Related To Researchmentioning

confidence: 99%

“…Analogical transfer is one kind of comparison that is particularly useful when trying to acquire an understanding of something new or novel (Gentner, 1983). People deal with new encounters by reapplying knowledge and solution strategies they already have (Cropley, 1999). For example, Roehm and Sternthal (2001) provide evidence that consumers evaluate target products (new products that they are not familiar with) through a process of analogical transfer in which they compare the new product with an existing product they are more familiar with.…”

Section: Structural Alignment Theory and Opportunity Recognitionmentioning

confidence: 99%

“…Gentner (1983) explains that analogy is primarily a mechanism for conveying that domains share relational structure despite the arbitrary differences in the objects or components that make up the domains. Structural Alignment Theory is relevant to a broad variety of cognitive comparative processes, such as: creativity, categorization, decision-making, visual-spatial transfer and problem solving (Markman & Gentner, 1993 (Fiet, 2007), causing assimilative thinking (Cropley, 1999) and cognitive economy (Busenitz & Barney, 1997).…”

Section: Technologies Are Under-exploited the Context Of This Dissermentioning

confidence: 99%

See 1 more Smart Citation

Is that an opportunity? : a multilevel investigation of the individual-opportunity nexus and opportunity beliefs.

Mattingly¹

View full text Add to dashboard Cite

Creativity and cognition:Producing effective novelty

Cited by 116 publications

References 36 publications

Training Auditors to Perform Analytical Procedures Using Metacognitive Skills

Training Auditors to Perform Analytical Procedures Using Metacognitive Skills

Avaliação das práticas educacionais de um programa de atendimento a alunos superdotados e talentosos

Is that an opportunity? : a multilevel investigation of the individual-opportunity nexus and opportunity beliefs.

Contact Info

Product

Resources

About