Why Isn't Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research

Plucker, Jonathan A.; Beghetto, Ronald A.; Dow, Gayle T.

doi:10.1207/s15326985ep3902_1

Cited by 1,320 publications

(845 citation statements)

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“…It acknowledges the distinction between 'big c creativity' which focuses on the work of the genius (such as the work of Gardner, 1993;Simonton, 1994) and 'little c' or 'everyday' creativity (such as the work of Craft, 2000;2001, Kaufman andBaer, 2006;Plucker, Beghetto, and Dow, 2004;Sternberg, Grigorenko, and Singer, 2004). The PT work also seeks to explore what Beghetto & Kaufman (2007) call 'mini-c' creativity, in other words the processes involved in personal meaning-construction at an everyday level.…”

Section: Situating Possibility Thinking In Policy and Wider Literaturementioning

confidence: 99%

Possibility thinking: culminative studies of an evidence-based concept driving creativity?

et al. 2013

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Section: Situating Possibility Thinking In Policy and Wider Literaturementioning

confidence: 99%

Possibility thinking: culminative studies of an evidence-based concept driving creativity?

et al. 2013

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“…On the one hand, the small number of articles devoted to eminent creativity and the lack of qualitative research in this field could form a niche for researchers. On the other hand however, it may indicate saturation of the market, or specific editorial policy, rejecting articles on the subject (Plucker, Beghetto & Dow, 2004, 1985Plucker & Beghetto, 2003) or those conducted within a specific research paradigm-in the end, psychobiographical studies are sometimes treated as quasiscientific, concerning individuals, not general regularities (Simonton, 2009). …”

Section: Challenge 4 Publication Of the Study Resultsmentioning

confidence: 99%

Big C Research – The Big Challenge? Reflections from Research into Eminent Creativity in the Light of the Investment Theory of Creativity

Lebuda¹

2014

Creativity

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“…También la creatividad se ha definido como la interacción de multitud de aptitudes, procesos y ambiente, por el cual se crea un producto perceptible de manera individual o grupal, que es útil y novedoso dentro de un contexto social (Plucker, Beghetto y Dow, 2004).…”

Section: Desarrollounclassified

Neuropsicología del proceso creativo. Un enfoque educativo

López-Fernández

Salguero

2017

Rev. Complut. Educ

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Resumen. Vivimos en un contexto y en una sociedad en constante cambio, que requiere que las personas se adapten a las nuevas circunstancias en las que nos hallamos. La creatividad es uno de los elementos más importantes a tener en cuenta como facilitador de la adaptación. Por todo ello, es de especial relevancia su estudio desde todas las perspectivas científicas. Por este motivo, el objetivo del presente estudio es aportar un mejor entendimiento de la creatividad desde un enfoque neuropsicológico, dado el carácter multidimensional del constructo. Se ha llevado a cabo una revisión de algunas investigaciones que estudian la creatividad desde la neurociencia y se propone una visión de las funciones neuropsicológicas implicadas en dicho proceso, en función de la fase en la que nos encontramos ante actividades creativas y que fueron establecidas por Wallas (1926): preparación, incubación, iluminación y verificación. Los resultados muestran que hay funciones cognitivas de especial relevancia en cada una de las fases y estructuras cerebrales con gran activación en las distintas etapas del proceso creativo. Por último, se propone con esta nueva perspectiva del estudio de la creatividad, un punto de partida para realizar otras investigaciones. Palabras clave: Creatividad; funciones cognitivas; neuropsicología; proceso creativo; educación.[en] Neuropsychology of the creative process. An educational approach Abstract. We live in a context and in a changing society, which requires individuals to adapt to the new circumstances in which we find ourselves. Creativity is one of the most important elements to consider in facilitating adaptation.. Therefore, it is particularly important to study from all scientific perspectives. Therefore, the objective of this study is to provide a better understanding of creativity from a neuropsychological approach given the multidimensional construct. It has conducted a review of research studying neuroscience creativity and vision of neuropsychological functions involved in this process, depending on the phase in which we face the creative activities that were established by Wallas (1926) proposal: preparation, incubation, illumination and verification. The results show that there there are cognitive functions especially relevant in each of the phases c and brain structures with high activation in the various stages of the creative process. Finally, it is proposed with this new perspective of the study of creativity, a starting point for future research.

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Why Isn't Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research

Cited by 1,320 publications

References 104 publications

Possibility thinking: culminative studies of an evidence-based concept driving creativity?

Possibility thinking: culminative studies of an evidence-based concept driving creativity?

Big C Research – The Big Challenge? Reflections from Research into Eminent Creativity in the Light of the Investment Theory of Creativity

Neuropsicología del proceso creativo. Un enfoque educativo

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