Abstract intelligence and art appreciation.

Carroll, Herbert A.; Eurich, Alvin C.

doi:10.1037/h0072776

Cited by 16 publications

(4 citation statements)

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“…With completely different subjects, this finding is now confirmed by the correlation of variable 8 with variables 9 and 10 (or, with a consensus standard of esthetic value, variable 7). 7 4. For reactions to visual art, the consensus measure (variable 7) is negatively rather than positively related to measures of agreement with standards of value derived from expert judgment.…”

Section: Discussionmentioning

confidence: 99%

Observations on the Meaning of Some Measures of Esthetic Sensitivity

Child

1964

The Journal of Psychology

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Section: Discussionmentioning

confidence: 99%

Observations on the Meaning of Some Measures of Esthetic Sensitivity

Child

1964

The Journal of Psychology

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“…In light of the above questions it is unsurprising that for the better part of the last century researchers investigated the connection between personality and visual art preferences (Carroll & Enrich, 1932; Child, 1962, 1965; Eysenck, 1940; Juhasz & Paxson, 1978; Robertoux, Carlier, & Chaguiboff, 1971; Rosenbluh, Owen, & Pohler, 1972; Tobacyck, Myers, & Bailey, 1979; Wilson, Ausman, & Matthews, 1973). Some of this work has focused on personality correlates of aesthetic preferences for basic visual features using varying‐sided polygons (Looft & Baranowski, 1971; Rawlings, Twomey, Burns, & Morris, 1998a; Eysenck, 1972) or line drawings of varying complexity (Dellas & Gaier, 1970; Zuckerman, Bone, Neary, Magelsdorff, & Brustman, 1972).…”

mentioning

confidence: 99%

Who art thou? Personality predictors of artistic preferences in a large UK sample: The importance of openness

Chamorro‐Premuzic

Reimers

Hsu

et al. 2009

British J of Psychology

167

135

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The present study examined individual differences in artistic preferences in a sample of 91,692 participants (60% women and 40% men), aged 13-90 years. Participants completed a Big Five personality inventory (Goldberg, 1999) and provided preference ratings for 24 different paintings corresponding to cubism, renaissance, impressionism, and Japanese art, which loaded on to a latent factor of overall art preferences. As expected, the personality trait openness to experience was the strongest and only consistent personality correlate of artistic preferences, affecting both overall and specific preferences, as well as visits to galleries, and artistic (rather than scientific) self-perception. Overall preferences were also positively influenced by age and visits to art galleries, and to a lesser degree, by artistic self-perception and conscientiousness (negatively). As for specific styles, after overall preferences were accounted for, more agreeable, more conscientious and less open individuals reported higher preference levels for impressionist, younger and more extraverted participants showed higher levels of preference for cubism (as did males), and younger participants, as well as males, reported higher levels of preferences for renaissance. Limitations and recommendations for future research are discussed.

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“…Moreover, a highly gifted child is ahead of the middle groups in all respects; the same dependence is found in children occupying extreme positions on the other end of the spectrum. No definite connections were detected in children with average scores (Carroll, Eurich, 1932).…”

Section: Discussionmentioning

confidence: 83%

The Quality of Aesthetic Development in The Context of An Art Festival as A Condition for The Overall Development of Children and Adolescents

Boyakova

Savenkova

Torshilova

2020

PyR

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The article examines the problem of the aesthetic development of children and adolescents as a fundamental condition for the quality of education and the modern approach to educational process organization in the context of interaction of general and additional education. The authors disclose this direction of research from the point of a long-term experimental study conducted by researchers at the Institute of Art Education and Cultural Studies of the Russian Academy of Education in the period from the middle of the 20th and the beginning of the 21st century. The analysis of materials of a substantial scientific study of the problem of measuring the aesthetic development of children on the example of Russia and the studies by the leading foreign scientists is carried out. The authors raise the issues related to solving this problem in modern educational organizations and schools. The article identifies the modern pedagogical principles and conditions for the implementation of the basics of aesthetic development including the aesthetic perception of the works of art by children of different ages in the practice of children's educational organizations. The resolution of the problem of high-quality modern education is found in creating a well-organized subject and spatial environment, changing all the components of education and upbringing, and highlighting the fundamental cultural core in them.

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Abstract intelligence and art appreciation.

Cited by 16 publications

References 0 publications

Observations on the Meaning of Some Measures of Esthetic Sensitivity

Observations on the Meaning of Some Measures of Esthetic Sensitivity

Who art thou? Personality predictors of artistic preferences in a large UK sample: The importance of openness

The Quality of Aesthetic Development in The Context of An Art Festival as A Condition for The Overall Development of Children and Adolescents

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