Adoleseents, Creativity, and Media

Wade, Serena E.

doi:10.1177/000276427101400305

Cited by 12 publications

(7 citation statements)

References 7 publications

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“…In our view, the latter analysis provided a better test of the predictive value of divergent thinking because there is little logic in attempting to explain TV viewing in terms of a variable that is itself an alternative measure of TV viewing. Finally, Wade (1971) found a negative relationship between total viewing and aggregate scores on three divergent thinking tests after controlling for intelligence. In the two remaining studies summarized in Table 5, creative imagination was related not only to total viewing but also to the frequency with which violent programs were watched (J. L. Singer et al, 1984a;Zuckerman et al, 1980).…”

Section: Correlational Studiesmentioning

confidence: 84%

Influence of TV on daydreaming and creative imagination: A review of research.

Valkenburg¹,

Voort²

1994

Psychological Bulletin

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The research literature is reviewed on the influence of TV on daydreaming and creative imagination. The hypotheses proposed to explain why TV might influence children's and adults' daydreaming and creative imagination positively (stimulation hypothesis) or negatively (reduction hypothesis) are discussed. The hypotheses that propose that existing daydreaming patterns result in changes in viewing behavior are also discussed. The weight of the available evidence favors the hypotheses that TV viewing stimulates daydreaming and reduces creative imagination, although decisive evidence of a causal relationship is lacking. The assumptions that underlie the hypotheses about TV's relationship to daydreaming and creative imagination are analyzed and whether these assumptions have been supported by research is established.

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Section: Correlational Studiesmentioning

confidence: 84%

Influence of TV on daydreaming and creative imagination: A review of research.

Valkenburg¹,

Voort²

1994

Psychological Bulletin

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“…Creative children are more likely to have parents who took part in fantasy play with them. Wade (1971) found that approval of fantasy behavior by parents has a positive relationship with creativity. However, many parents attempt to prematurely eliminate fantasy from the child's thinking (Torrance, 1962(Torrance, , 1964.…”

Section: Belief In Hard-work and A Devaluing Of Playmentioning

confidence: 99%

Exploring the Interactions between Asian Culture (Confucianism) and Creativity

Kim

2007

Journal of Creative Behavior

103

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According to Csikszentmihalyi (1988), creativity is a very complex interaction among a person, a field, and a culture. In keeping with this approach, a look at Asian culture in relation to its impact on creativity is in order. While people may vary in their native capacity for creativity, it is in the individual's interaction with the macrocosm where creative expression can be found. Therefore, this paper will explore the four principles of Confucianism, and how they compare to creativity research in order to discover how Asian culture influences creativity; and what we can do to enhance our students' creative capacity.Common understanding considers creativity to be an inborn ability, but most research concludes that this explanation is insufficient (Torff, 1999). Although people may vary in their native capacity for creativity, it is in the individual's interaction with the macrocosm where creative expression can be found. Thus, a focus on enhancement of domain-and creativityrelated skills is insufficient to enhance overall creativity if the cultural setting does not also accommodate creative growth and expression. showing a tendency for people from Confucian societies to be less creative than people from Western societies may indicate that there are elements within Confucianism that inhibit creativity. Therefore, this study will explore the four principles of Confucianism and how they compare to creativity research, and to discover how East Asian culture influences creativity. Through making people aware of their belief systems and how they may

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“…Traditionally, the study of creativity has been approached from four perspectives; (a) the product created, (b) the process of creating, (c) the person of the creator, or (d) the environment in which creation comes about (Dellas & Gaier, 1970;Klein, 1982;Mooney, 1963;Rhodes, 1960). Moreover, it is almost universally defined by making reference to the idea of novelty and uniqueness (Ayisi, 1972;Barron, l965;Flanagan, 1963;Fromm,1959;Jackson & Messick, 1965;Karlins, 1967;MacKinnon, 1961MacKinnon, , 1962Mead, 1959;Mednick, 1962;Rogers, 1959Rogers, , 1961Shouksmith, 1970;Stein, 1974;Vervalin, 1962;Wade, 1971).…”

mentioning

confidence: 99%

Stimulating Children's Creativity and Curiosity: Does Content and Medium Matter?

Rubenstein

2000

Journal of Creative Behavior

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Effects of print, television and content on children's creativity, and measures of possibility and curiosity were examined. Eight science TV programs were identified as low or high creative and eight illustrated booklets were developed to mirror the programs' content. Fifth and sixth on‐grade‐level‐readers were randomly assigned to one of four conditions: High Content TV, Low Content TV, High Content Print or Low Content Print. Students then completed the Torrance Tests of Creative Thinking, The Possibilities Index and The Children's Science Curiosity Scale. Low Content significantly outscored High Content on Visual Originality and High Content significantly outscored Low Content on measures of possibility and curiosity. Results suggest content has more effect on creativity and attitude than media.

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Adoleseents, Creativity, and Media

Cited by 12 publications

References 7 publications

Influence of TV on daydreaming and creative imagination: A review of research.

Influence of TV on daydreaming and creative imagination: A review of research.

Exploring the Interactions between Asian Culture (Confucianism) and Creativity

Stimulating Children's Creativity and Curiosity: Does Content and Medium Matter?

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