Thinking About Applications: Effects on Mental Models and Creative Problem-Solving

Barrett, J. D.; Peterson, David R.; Hester, Kimberly S.; Robledo, Issac C.; Day, Eric Anthony; Hougen, Dean F.; Mumford, Michael D.

doi:10.1080/10400419.2013.783758

Cited by 36 publications

(23 citation statements)

References 49 publications

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“…Four samples, each containing baseline assessments of creative problem‐solving, were gathered from four recent studies of creative performance (Barrett et al., ; Hester et al., ; Peterson et al., ; Robledo et al., ). All four studies used an identical approach to the measurement of creativity and used similar tasks of creative performance.…”

Section: Methodsmentioning

confidence: 99%

Gender Differences in the Measurement of Creative Problem‐Solving

Hardy

Gibson

2015

Journal of Creative Behavior

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Despite significant scholarly attention, the literature on the existence and direction of gender differences in creativity has produced inconsistent findings. In the present paper, we argue that this lack of consensus may be attributable, at least in part, to gender-specific inconsistencies in the measurement of creative problem-solving. To explore this possibility, we empirically tested assumptions of multiple-group measurement invariance using samples borrowed from four recent studies that assessed creative problem-solving (J.D. Barrett et al., 2013;. Across the four samples, apparent gender differences emerged on all three components of S.P. Besemer & K. O'Quin's (1999) three-facet model of creativity (i.e., quality, originality, and elegance) such that, on average, females appeared to exhibit higher baseline levels of creativity. However, in light of violations of measurement invariance assumptions across genders found in these samples, comparisons such as these may not ultimately be appropriate. Although the underlying factor structure and factor loadings on a unitary creativity factor were consistent across gender (i.e., weak factorial invariance), measurement in-equivalence assumptions were violated at the subfacet level (i.e., strong factorial invariance). Implications of these findings for understanding gender differences in creative problem-solving are discussed.

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Section: Methodsmentioning

confidence: 99%

Gender Differences in the Measurement of Creative Problem‐Solving

Hardy

Gibson

2015

Journal of Creative Behavior

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“…Creative responses tend to increase when problem-solvers have established mental models of their problem (Barrett et al 2013). The wide array of information students acquire compels the creation of an organizational structure.…”

Section: Building Mental Modelsmentioning

confidence: 98%

The role of problem-based learning in developing creative expertise

Gallagher¹

2015

Asia Pacific Educ. Rev.

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Contemporary real-world problems require creative solutions, necessitating the preparation of a new generation of creative experts capable of finding original solutions to ill-structured problems. Although much school-based training in creativity focuses on discrete skills, real-world creativity results from a multidimensional interaction between and among personal attributes, specific processes, internal or external Press for invention, and a valued Product. All of these are often set into action by an individual's Passion to create something new. Creative experts also tend to see creativity and problem-solving as deeply intertwined, especially when solving ill-structured problems. Students must experience all of these elements, including the emotional catalyst, if they are to understand the full creative process. Problem-based learning (PBL) can be used to immerse students in authentic scenarios that necessitate creative thought. An alignment is drawn between creativity theory and the inquiry-based structure of PBL. Evidence is provided documenting the efficacy of using PBL to promote various dimensions of creative thought from discrete strategies to more general characteristics of ''flow''. Evidence is also presented that PBL can be a tool in a reconceptualization of giftedness or talent by allowing teachers to see a more complete set of skills and abilities among their students.

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“…First, the more and less complex mental models presented were based on prior research by Mumford et al (2012b), Barrett et al (2013), and Robledo et al (2012) concerning the influence of mental models on performance in solving educational problems. To ensure the realism of these models, the variables and linkages were devised by consulting the education literature of school effectiveness (Macbeath & Mortimore, 2001;Patchen, 2004;Stockard & Mayberry, 1992), with the eight of the sixteen more essential variables being retained in the simple model.…”

Section: Mental Modelsmentioning

confidence: 99%