Environmental Factors in Creative Function

Weisberg, Paul; Springer, Kayla J.

doi:10.1001/archpsyc.1961.01710180038005

Cited by 70 publications

(22 citation statements)

References 4 publications

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“…Suler (1980), claims: "Creativity is not some mysterious, invariable trait but a cognitive function shaped both by the immediate environment and by the larger cultural and historical context in which the individual lives" (p. 161). Research has shown many examples of how the environment is able to nurture or inhibit creativity in children (e.g., O'Brien etal, 1954;Weisberg& Springer, 1961;Torrance, 1965aTorrance, , 1970aDreyer& Wells, 1966;Stein, 1967;Haddon & Lyton, 1968Torrance, 1970bTorrance, , 1975Berretta, 1971;Bishop & Chace, 1971;Miller & Gerard, 1979;Jeanrenaud & Bishop, 1980;Thomas & Berk, 1981;Henessey & Amabile, 1988;Jenkins & others, 1988;Walberg, 1988;Jellen & Urban, 1989;Soriano de Alencar, 1989, andMellou, 1993).…”

Section: Young Children's Creativitymentioning

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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Section: Young Children's Creativitymentioning

confidence: 99%

Can Creativity be Nurtured in Young Children?

Mellou

1996

Early Child Development and Care

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“…Pratt (1939) observes that, as a teacher supplies the right materials during long play periods, s/he also supplies new opportunities to see, to hear, to smell, to enrich the simple beginnings, and new productions are made by the children. Research generally supports the view that in order to develop a creative personality, the parent-child relationship should be non-possessive though not unaffectionate encouraging selfreliance and independence (Weisberg & Springer, 1961). It was found that the non-intrusive, non-authoritarian attitudes of parents are associated with creativity in children (Drevdahl, 1964), while the more vigilant, intrusive, and demanding mothers have more uncreative children (Getzels & Jackson, 1967).…”

Section: Elenimelloumentioning

confidence: 82%

The case of intervention in young children's dramatic play in order to develop creativity

Mellou

1994

Early Child Development and Care

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“…Second, it is not uncommon to use part of the activities from the Torrance Tests of Creative Thinking to conduct creativity-related research (e.g., Fleming and Weintraub 1962;Lieberman 1965;Torrance 1962;Weisberg and Springer 1961). The developer of TTCT even stated in the manual and scoring guide that ''...no effort was made to select activities that would be highly correlated with one another'' (Torrance 1974, Verbal Form A, p. 10).…”

Section: Limitationsmentioning

confidence: 99%

Difference in time influencing creativity performance between design and management majors

Wang

Peck

Chern

2008

Int J Technol Des Educ

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This study is aimed to obtain a better understanding of difference in time of day as a factor influencing creativity performance between design and management programs students. Two hundred and ninety-seven college students, consisting of 154 design majors and 143 management majors at a university, participated in this study. Two idea generation tasks adapted from the Torrance Tests of Creative Thinking verbal tests were used to collect data on their creativity performance across school time intervals. The results show that the distributions of creativity performance across school time intervals reveal statistically significant differences in the fluency and originality measures between the two disciplines. Further, for the design majors, statistically significant differences are found in the fluency, originality, and elaboration measures of creativity; for the management majors, no difference is found for any of the creativity measures. That is, time of school day is a concern in creativity performance for the design students but not a significant factor for their counterparts. It is suggested that the timing issue should be taken into account when we try to assess the instructional and learning performance of creativity-related courses. An open mind and awareness of program differences are expected. More alternatives to improve time-constrains in traditional in-class learning and instruction are also suggested at the end, to create a more individualized and flexible learning environment for creativity.

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Environmental Factors in Creative Function

Cited by 70 publications

References 4 publications

Can Creativity be Nurtured in Young Children?

Can Creativity be Nurtured in Young Children?

The case of intervention in young children's dramatic play in order to develop creativity

Difference in time influencing creativity performance between design and management majors

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