It is accepted fact that people often disagree with each other when they evaluate the creativity ... more It is accepted fact that people often disagree with each other when they evaluate the creativity or originality of a product. At least three types of factors have been found to influence judgements of creativity, including people's own originality, product characteristics, and evaluation criteria. However, little research has systematically investigated those influences, especially their interactions. In addition, the underlying cognitive mechanisms of the influences are still unknown. The purpose of the present study, therefore, was to first examine how evaluations of creativity depend on rater's originality, on the variations in two underlying dimensions of creativity in products-originality and usefulness, and on variations in criteria. A further aim was to investigate the cognitive underpinning of those influences on the basis of both the associated theory of creativity and spreading-activation theory. Two experiments were conducted. In Experiment one, 156 students in a Chinese university completed an Alternative Uses test (AUT) and two creativity ratings tasks using different criteria. The results of Experiment 1 demonstrate that highly original people, compared to their less original counterparts, tend to give lower ratings to others' ideas 1) when they use explicit criteria, which emphasize the unusual aspect of creativity, to evaluate creative as well as strange ideas, and 2) when they use the implicitly theory of creativity to evaluate strange ideas. In Experiment two, another 151 students completed an AUT task, a distance rating task, and an originality rating task. The results indicate that highly original raters' tendency of underestimation is more apparent when the products being evaluated are the combinations of remote ideas/concepts, which suggests that perceived semantic distance mediates the effect of rater's originality on ratings of originality.
Despite widespread evidence of modeling effects across a wide range of human behaviors, empirical... more Despite widespread evidence of modeling effects across a wide range of human behaviors, empirical support for the role of modeling on creativity has been mixed and limited. In this study, 138 Chinese middle school students were separated into two groups, with one completing divergent thinking (DT) tasks and the other completing artistic creativity tasks. Half of each group were exposed to highly creative models beforehand, and half were exposed to no models. Results provide evidence of significant and large modeling effects on both DT and artistic creativity, although post hoc analyses suggest that the DT effects are largely restricted to verbal DT tasks.
Despite the importance to researchers and organizations of how creativity contributes to effectiv... more Despite the importance to researchers and organizations of how creativity contributes to effective leadership and how leadership contributes to group and organizational creativity, our knowledge regarding this interrelationship remains largely limited. A review of the literature based on both theoretical grounds and empirical evidence reveals that studies examining the intersection between creativity and leadership in organizations are divergent in terms of how they conceptualize this relationship. A multi-level framework is used to synthesize the knowledge in both creativity and leadership disciplines , with multiple themes having been found at each level of the framework.
The purpose of this study is to consider how the 21st-century learning framework reflects princip... more The purpose of this study is to consider how the 21st-century learning framework reflects principles of creativity. This article provides a qualitative analysis of the Partnership for 21st Century's (P21) policy documents, with a specific focus on how the principles of creativity, one of the 4Cs (creativity, critical thinking, collaboration, and communication) of the P21 learning framework, are reflected in these documents. Applying concepts from the conceptual and empirical literature on creativity, this article reveals substantive differences between English and science–technology–engineering–mathematics (STEM; mathematics and science) maps. The article also explores the role of technology in teaching creativity while addressing the new set of standards. Our findings have implications for reformers and practitioners who strive to address issues of creativity and innovation in policy and instruction.
It is accepted fact that people often disagree with each other when they evaluate the creativity ... more It is accepted fact that people often disagree with each other when they evaluate the creativity or originality of a product. At least three types of factors have been found to influence judgements of creativity, including people's own originality, product characteristics, and evaluation criteria. However, little research has systematically investigated those influences, especially their interactions. In addition, the underlying cognitive mechanisms of the influences are still unknown. The purpose of the present study, therefore, was to first examine how evaluations of creativity depend on rater's originality, on the variations in two underlying dimensions of creativity in products-originality and usefulness, and on variations in criteria. A further aim was to investigate the cognitive underpinning of those influences on the basis of both the associated theory of creativity and spreading-activation theory. Two experiments were conducted. In Experiment one, 156 students in a Chinese university completed an Alternative Uses test (AUT) and two creativity ratings tasks using different criteria. The results of Experiment 1 demonstrate that highly original people, compared to their less original counterparts, tend to give lower ratings to others' ideas 1) when they use explicit criteria, which emphasize the unusual aspect of creativity, to evaluate creative as well as strange ideas, and 2) when they use the implicitly theory of creativity to evaluate strange ideas. In Experiment two, another 151 students completed an AUT task, a distance rating task, and an originality rating task. The results indicate that highly original raters' tendency of underestimation is more apparent when the products being evaluated are the combinations of remote ideas/concepts, which suggests that perceived semantic distance mediates the effect of rater's originality on ratings of originality.
Despite widespread evidence of modeling effects across a wide range of human behaviors, empirical... more Despite widespread evidence of modeling effects across a wide range of human behaviors, empirical support for the role of modeling on creativity has been mixed and limited. In this study, 138 Chinese middle school students were separated into two groups, with one completing divergent thinking (DT) tasks and the other completing artistic creativity tasks. Half of each group were exposed to highly creative models beforehand, and half were exposed to no models. Results provide evidence of significant and large modeling effects on both DT and artistic creativity, although post hoc analyses suggest that the DT effects are largely restricted to verbal DT tasks.
Despite the importance to researchers and organizations of how creativity contributes to effectiv... more Despite the importance to researchers and organizations of how creativity contributes to effective leadership and how leadership contributes to group and organizational creativity, our knowledge regarding this interrelationship remains largely limited. A review of the literature based on both theoretical grounds and empirical evidence reveals that studies examining the intersection between creativity and leadership in organizations are divergent in terms of how they conceptualize this relationship. A multi-level framework is used to synthesize the knowledge in both creativity and leadership disciplines , with multiple themes having been found at each level of the framework.
The purpose of this study is to consider how the 21st-century learning framework reflects princip... more The purpose of this study is to consider how the 21st-century learning framework reflects principles of creativity. This article provides a qualitative analysis of the Partnership for 21st Century's (P21) policy documents, with a specific focus on how the principles of creativity, one of the 4Cs (creativity, critical thinking, collaboration, and communication) of the P21 learning framework, are reflected in these documents. Applying concepts from the conceptual and empirical literature on creativity, this article reveals substantive differences between English and science–technology–engineering–mathematics (STEM; mathematics and science) maps. The article also explores the role of technology in teaching creativity while addressing the new set of standards. Our findings have implications for reformers and practitioners who strive to address issues of creativity and innovation in policy and instruction.
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