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Corola-publishinghouse/Science/2062_a_3387

Structure-of-Intellect model”, Journal of Applied Psychology, 74, pp. 797-804. Baer, J. (1993a), Divergent thinking and creativity: A task-specific approach, Erlbaum, Hillsdale, NJ. Baer, J. (1993b,), „Why you shouldn’t trust creativity tests”, Educational Leadership, 80-83, decembrie/ianuarie. Baer, J. (1994a), „Divergent thinking is not a general trait: A multi-domain training experiment”, Creativity Research Journal, 7, pp. 35-36. Baer, J. (1994b), „Performance assessments of creativity: Do they have long-term stability?”, Roeper Review, 17, pp. 7-11. Baer, J. (1994c), „Why yon still shouldn

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
Green, S.G. (1982), „Training in creative problem solving: Effects on ideation and problem finding in an applied research organization”, Organizational Behavior and Human Performance, 30, pp. 41-70. Basadur, M.S., Graen, G.B., Scandura, T.A. (1986), „Training effects on attitudes toward divergent thinking among manufacturing engineers”, Journal of Applied Psychology, 71, pp. 612-617. Basadur, M., Hausdorf, P.A. (1996), „Measuring divergent thinking attitudes related to creative problem solving and innovation management”, Creativity Research Journal, 9, pp. 21-32. Basadur, M.S., Wakabayashi, M., Graen, G.B.

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
organization”, Organizational Behavior and Human Performance, 30, pp. 41-70. Basadur, M.S., Graen, G.B., Scandura, T.A. (1986), „Training effects on attitudes toward divergent thinking among manufacturing engineers”, Journal of Applied Psychology, 71, pp. 612-617. Basadur, M., Hausdorf, P.A. (1996), „Measuring divergent thinking attitudes related to creative problem solving and innovation management”, Creativity Research Journal, 9, pp. 21-32. Basadur, M.S., Wakabayashi, M., Graen, G.B. (1990), „Individual problem solving styles and attitudes toward divergent thinking before and after training”, Creativity Research Journal, 3

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
71, pp. 612-617. Basadur, M., Hausdorf, P.A. (1996), „Measuring divergent thinking attitudes related to creative problem solving and innovation management”, Creativity Research Journal, 9, pp. 21-32. Basadur, M.S., Wakabayashi, M., Graen, G.B. (1990), „Individual problem solving styles and attitudes toward divergent thinking before and after training”, Creativity Research Journal, 3, pp. 22-32. Baxter, G.P., Shavelson, R.J., Goldman, S.R., Pine, J. (1992), „Evaluation of procedure-based scoring for hands-on science assessment, Journal of Educational Measurement, 29, pp. 1-17. Begley, S. (1995), „Gray matters

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
or less: A bio-ecological treatise on intellectual development, Prentice-Hall, Englewood Cliffs, NJ. Chand, I., Runco, M.A. (1992), „Problem-finding skills as components in the creative process”, Personality and Individual Differences, 14, pp. 155-162. Clapham, M.M. (1996), „The construct validity of divergent scores in the Structure-of-Intellect Learning Abilities Test”, Educational and Psychological Measurement, 56, pp. 287-292. Cline, V.B., Richards, J. M., Jr., Abe, C. (1962), „The validity of a battery of creativity tests in a high school sample”, Educational and Psychological Measurement

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
322-326. Hargreaves, D.J., Galton, M.J., Robinson, S. (1996), „Teachers’ assessments of primary children’s classroom work in the creative arts”, Educational Research, 38, pp. 199-211. Harrington, D.M. (1975), „Effects of explicit instructions to «be creative» on the psychological meaning of divergent thinking test scores”, Journal of Personality, 43, pp. 434-454. Kattie, J. (1980), „Should creativity tests be administered under testlike conditions? An empirical study of three alternative conditions”, Journal of Educational Psychology, 72, pp. 87-98. Hattie, J., Rogers, H.J. (1986), „Factor

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
in the study of creativity”, în J.A. Glover, R.R. Ronning și C.R. Reynolds (eds.), Handbook of creativity (pp. 53-75), Plenum, New York. Hocevar, D., Miehael, W.B. (1979), „The effects of scoring formulas on the discriminant validity of tests of divergent thinking”, Educational and Psychological Measurement, 39, pp. 917-921. Hoepfner, R., Hemenway, J. (1973), Test of Creative Potential, Monitor, Hollywood, CA. Holland, J.L. (1959), „Some limitations of teacher ratings as predictors of creativity”, Journal of Educational Psychology, 50, pp. 219-223. Holland

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
1990), „The accidental economist”, Creativity Research Journal, 3, pp. 125-129. Rubenson, D.L., Runco, M.A. (1992), „The psychoeconomic approach to creativity”, Nerv Ideas in Psychology, 10, pp. 131-147. Runco, M.A. (1984), „Teachers’ judgments of creativity and social validation of divergent thinking tests”, Perceptual and Motor Skills, 59, pp. 711-717. Runco, M.A. (1985), „Reliability and convergent validity of ideational flexibility as a function of academic achievement”, Perceptual and Motor Skills, 61, pp. 1075-1081. Runco, M.A. (1986a), „The discriminant validity

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
Motor Skills, 59, pp. 711-717. Runco, M.A. (1985), „Reliability and convergent validity of ideational flexibility as a function of academic achievement”, Perceptual and Motor Skills, 61, pp. 1075-1081. Runco, M.A. (1986a), „The discriminant validity of gifted children’s divergent thinking test scores”, Gifted Child Quarterly, 30, pp. 78-82. Runco, M.A. (1986b), „Divergent thinking and creative performance in gifted and nongifted children”, Educational and Psychological Measurement, 46, pp. 375-384. Runco, M.A. (1986c), „Maximal performance on divergent thinking tests

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
ideational flexibility as a function of academic achievement”, Perceptual and Motor Skills, 61, pp. 1075-1081. Runco, M.A. (1986a), „The discriminant validity of gifted children’s divergent thinking test scores”, Gifted Child Quarterly, 30, pp. 78-82. Runco, M.A. (1986b), „Divergent thinking and creative performance in gifted and nongifted children”, Educational and Psychological Measurement, 46, pp. 375-384. Runco, M.A. (1986c), „Maximal performance on divergent thinking tests by gifted, talented, and nongifted children”, Psychology in the Schools, 23, pp. 308-315. Runco

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
children’s divergent thinking test scores”, Gifted Child Quarterly, 30, pp. 78-82. Runco, M.A. (1986b), „Divergent thinking and creative performance in gifted and nongifted children”, Educational and Psychological Measurement, 46, pp. 375-384. Runco, M.A. (1986c), „Maximal performance on divergent thinking tests by gifted, talented, and nongifted children”, Psychology in the Schools, 23, pp. 308-315. Runco, M.A. (1987a), „The generality of creative performance in gifted and nongifted children”, Gifted Child Quarterly, 31, pp. 121-125. Runco, M.A. (1987b), „Interrater

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
of children’s art”, Child Study Journal, 19, pp. 177-189. Runco, M.A. (1989b), „Parents’ and teachers’ ratings of the creativity of children”, Journal of Social Behavior and Personality, 4, pp. 73-83. Runco, M.A. (1991), „The evaluative, valuative, and divergent thinking of children”, Journal of Creative Behavior, 25, pp. 311-319. Runco, M.A., Albert, R.S. (1985), „The reliability and validity of ideational originality in the divergent thinking of academically gifted and nongifted children”, Educational and Psychological Measurement, 45, pp. 483-501

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
Behavior and Personality, 4, pp. 73-83. Runco, M.A. (1991), „The evaluative, valuative, and divergent thinking of children”, Journal of Creative Behavior, 25, pp. 311-319. Runco, M.A., Albert, R.S. (1985), „The reliability and validity of ideational originality in the divergent thinking of academically gifted and nongifted children”, Educational and Psychological Measurement, 45, pp. 483-501. Runco, M.A., Albert, R.S. (1986), „The threshold theory regarding creativity and intelligence: An empirical test with gifted and nongifted children”, Creative Child and Adult Quarterly

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
creativity”, Child Study Journal, 23, pp. 91-113. Runco, M.A., McCarthy, K.A., Svenson, E. (1994), „Judgments of the creativity of artwork from students and professional artists”, Journal of Psychology, 128, pp. 23-31. Runco, M.A., Mraz, W. (1992), „Scoring divergent thinking tests using total ideational output and a creativity index”, Educational and Psychological Measurement, 52, pp. 213-221. Runco, M.A., Noble, E.E., Luptak, Y. (1990), „Agreement between mothers and sons on ratings of creative activity”, Educational and Psychological Measurement, 50

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
Educational and Psychological Measurement, 52, pp. 213-221. Runco, M.A., Noble, E.E., Luptak, Y. (1990), „Agreement between mothers and sons on ratings of creative activity”, Educational and Psychological Measurement, 50, pp. 673-680. Runco, M.A., Okuda, S.M. (1988), „Problem finding, divergent thinking, and the creative process”, Journal of Youth and Adolescence, 17, pp. 211-220. Runco, M.A., Okuda, S.M. (1991), „The instructional enhancement of the flexibility and originality scores of divergent thinking tests”, Applied Cognitive Psychology, 5, pp. 435-441. Runco, M.

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
pp. 673-680. Runco, M.A., Okuda, S.M. (1988), „Problem finding, divergent thinking, and the creative process”, Journal of Youth and Adolescence, 17, pp. 211-220. Runco, M.A., Okuda, S.M. (1991), „The instructional enhancement of the flexibility and originality scores of divergent thinking tests”, Applied Cognitive Psychology, 5, pp. 435-441. Runco, M.A., Okuda, S.M., Thurston, B.J. (1987), „The psychometric properties of four systems for scoring divergent thinking tests”, Journal of Psychoeducational Assessment, 2, pp. 149-156. Runco, M.A., Pezdek, K. (1984

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
M.A., Okuda, S.M. (1991), „The instructional enhancement of the flexibility and originality scores of divergent thinking tests”, Applied Cognitive Psychology, 5, pp. 435-441. Runco, M.A., Okuda, S.M., Thurston, B.J. (1987), „The psychometric properties of four systems for scoring divergent thinking tests”, Journal of Psychoeducational Assessment, 2, pp. 149-156. Runco, M.A., Pezdek, K. (1984), „The effect of television and radio on children’s creativity”, Human Communications Research, 11, pp. 109-120. Runco, M.A., Smith, W.R. (1992), „Interpersonal and

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
Taylor, C.W., Williams, F.E. (eds.) (1966), Instructional media and creativity, Wiley, New York. Taylor, D.W. (1960), „Thinking and creativity”, Annals of the New York Academy of the Sciences, 91, pp. 108-127. Thompson, B., Anderson, B.V. (1983), „Construct validity of the divergent production subtests from the Structure-of-Intellect Learning Abilities Test”, Educational and Psychological Measurement, 43, pp. 651-655. Torrance, E.P. (1962), Guiding creative talent, Prentice-Hall, Englewood Cliffs, NJ. Torrance, E.P. (1965), Rewarding creative behavior, Prentice-Hall, Englewood Cliffs, NJ. Torrance, E.P. (1967), „The Minnesota

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
psihometrică și cognitivă) în scopul îmbunătățirii procesului de înțelegere a creativității. Manipularea informațiilor și a strategiilor Multe experimente manipulează datele experimentale furnizate subiecților înainte de rezolvarea problemelor sau de efectuarea diferitele probe creative. Aparent, astfel de manipulări informaționale pot stimula gândirea divergentă, perspicacitatea, intuiția și rezolvarea creativă a problemelor. De obicei, manipularea se manifestă prin comenzi orale, textuale sau prin suport audio și video. Instructajul probelor cu final deschis Hyman (1964) a manipulat instructajul și datele oferite subiecților înainte de fi supuși la

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
instructajul și datele oferite subiecților înainte de fi supuși la probele cu final deschis. În unul dintre experimentele sale, Hyman a administrat la 166 de studenți o probă turistică având final deschis care reprezenta, în esență, o probă practică de gândire divergentă. Studenților li se cerea să ofere metode diverse de sporire a numărului de turiști europeni în Statele Unite ale Americii. Unele subgrupuri de studenți au primit, de asemenea, informații despre patru soluții originale, altele despre patru soluții obișnuite. Un alt grup

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
asupra diferențelor individuale; într-o situație ca aceasta, diferențele individuale pot explica dependența problemei de interesele subiecților. În cercetările ulterioare, Harrington (1975) propune comunicarea explicită a datelor în timpul instructajului experimental cu scopul măririi scorurilor de originalitate la testele de gândire divergentă. Runco (1985) a dezvoltat ideea și a demonstrat o creștere a cotelor la flexibilitate independentă de scorurile la originalitate, ceea ce relevă că cele două procese cognitive sunt distincte; de asemenea, el sugerează că flexibilitatea ideației nu garantează prezența ideilor originale

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
au dispus subiecții. Întrebările lor au avut un caracter mai curând ipotetic, astfel încât să permită considerarea cât mai multor opțiuni posibile. În realitate, întrebările puse în cadrul acestui experiment au fost similare cu cele din componența unui test standard de gândire divergentă intitulat testul „ce s-ar întâmpla dacă” („what if”) (Torrance, 1974). Spre deosebire de Greenfield și asociații lui (1981), Runco și Pezdek (1984) nu au detectat diferențe de originalitate a finalurilor sub influența tipurilor diferite de suporturi media. Aspectul problematic al respectivei

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
originalitatea categoriilor și a exemplarelor, ambele derivate din scorurile acordate de comisia de experți în urma unei evaluări adaptate astfel încât să fie consensuală. Analiza covarianței le-a permis lui Baughman și Mumford să controleze variațiile raționamentului general, ale capacității de gândire divergentă și de rezolvare problemelor. Rezultatele obținute au arătat că manipularea folosită pentru facilitarea descoperirii soluțiilor „a influențat originalitatea, [dar] numai atunci când era aplicată în tandem”. Aparent, „utilizarea eficientă a operațiilor de căutare și schematizare poate avea loc în două modalități

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
presupun un final închis și originalitatea este redusă în cazul problemelor cu final închis. De exemplu, probleme similare celor nouă puncte prezintă un număr limitat de soluții și, în acest sens, ele solicită mai curând gândirea convergentă, nu pe cea divergentă (Guilford, 1968; Runco, 1992a). Pe de altă parte, datorită finalului deschis al variabilelor dependente utilizate de Baughman și Mumford (1995), subiecții examinați au avut posibilitatea să rezolve problemele într-un mod original. Sarcinile cu final deschis prezintă, de asemenea, avantajul

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]
progresiv la formarea unei reprezentări explicite sub forma unei idei sau a unei teorii” (p. 72). Rezumat Utilizarea diversificată a problemelor sau probelor în cercetările experimentale de creativitate este un element esențial. Deși deja am analizat comparativ probele de gândire divergentă și convergentă, investigarea formelor nonverbale de creativitate realizată de Baker-Sennett și Ceci (1996) și Bowers și colaboratorii săi (1990) a constituit, de asemenea, un pas important. Există și alte date care vin în sprijinul distincției dintre creativitatea verbală și cea

Manual de creativitate by Robert J. Sternberg [Corola-publishinghouse/Science/2062_a_3387]