Creating the Conditions for Creativity in Reader Response to Literature

Colvin, Carolyn; Bruning, Roger H.

doi:10.1007/978-1-4757-5356-1_19

Cited by 3 publications

(2 citation statements)

References 25 publications

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“…Increasingly, young children are encouraged to use invented spellings (Chomsky, 1971(Chomsky, , 1979 in order to express themselves in writing. For most students, it is argued, it is more functional for teacher and learner to focus upon the 'making of meaning' through reading, writing, and speaking within a community of writers and readers (Colvin and Bruning, 1989;Iser, 1974Iser, , 1978Rosenblatt, 1976) than on critiquing the technical aspects of expression. These technical aspects, while ultimately important to effective expression, can be developed better in the service of the primary purposes for writing-making meaning and communication with others (Calkins, 1986;Graves, 1983;Rosenblatt, 1976).…”

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Is writing affected by spelling performance and beliefs about spelling?

Rankin

Bruning

Timme

et al. 1993

Applied Cognitive Psychology

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This study examined relations between self-efficacy and outcome expectancy beliefs and spelling and writing performance. Perceptions about spelling and writing were assessed in 258 collegeage participants. Spelling performance was measured through a 50-item spelling test and writing performance by a holistically scored writing sample. The most highly correlated variables included spelling outcome expectancy and writing outcome expectancy, spelling selfefficacy and writing self-efficacy, spelling performance and spelling self-efficacy, and spelling and writing performance. A causal model relating perceptions, spelling performance, and writing performance was proposed and its appropriateness estimated. Direct effects on spelling were found for spelling self-efficacy, while spelling self-efficacy had indirect effects on writing performance and spelling had a direct effect on writing performance. The causal model was discussed in terms of changing conceptions of writing instruction and traditional views of the role of spelling as a necessary component of good writing.While spelling never has occupied more than a fraction of the attention devoted to reading, good spelling nonetheless has been regarded by many parents and educators as an essential goal in the development of literacy. Traditionally, spelling instruction involves time set aside daily for spelling activities: these include pretesting, study, and post-testing of words on predetermined lists; a systematic method of study; drill and practice of isolated words; and activities that encourage students to write the words in a meaningful context (see review by Brown, 1990). This bottomup philosophy (Yellin, 1986), emphasizing rules, drill, repetition, and memorization of word lists, has its roots as far back as the late 1700s when Noah

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mentioning

confidence: 99%

Is writing affected by spelling performance and beliefs about spelling?

Rankin

Bruning

Timme

et al. 1993

Applied Cognitive Psychology

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“…Bower (1981;Gilligan & Bower, 1984) constatou que, quando eram os nódulos emocionais a serem activados, a propagação na rede mnésica era mais forte e, consequentemente, havia nela maior espaço percorrido. Desta forma, alguns autores (Colvin & Brunning, 1989;Necka, 1994) relacionaram uma mais forte activação dos nódulos (emocionais) com a maior facilidade de realização de associações distantes, inesperadas, entre a informação, já que são activados nódulos mais longínquos do inicial, logo, havendo maior facilidade em respostas criativas.…”

Section: A Organização Mnésica Da Informaçãounclassified

A pessoa e o processo criativos: análise de testemunhos de inventores independentes portugueses

Morais

2004

revistacomsoc

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ResumoA investigação sobre criatividade fornece, há décadas, características sobre a personalidade do indivíduo criativo e sobre o processo, sobretudo cognitivo, de criar. Esses dados têm sido obtidos por estudos empíricos sobre criadores reconhecidos socialmente e pessoas criativas no seu quotidiano. Tornam-se, assim, tais características, úteis ferramentas de análise do trabalho criativo em diversos contextos e, por sua vez, os resultados dessas análises vêm reforçar ou problematizar a teorização prévia. Constitui--se então este ciclo de investigação/acção que caracteriza a ciência. Este artigo poderá ilustrar um desses momentos de interacção, neste caso entre as palavras de quem cria e conceitos interpretativos acerca de criatividade. Analisam-se quatro entrevistas a inventores independentes portugueses, do sexo masculino, provenientes de níveis de escolaridade, experiências profissionais e zonas geográficas diferentes, tomando como grelha de leitura dimensões da personalidade criativa e do processamento cognitivo típico de quem cria. Vão-se, então, intercalando explanações teóricas com frases ilustrativas dos entrevistados, clarificando-se as segundas e reforçando a credibilidade das primeiras. Vai-se tentando contribuir, desta forma, para a consolidação do que constitui a pessoa e o processo criativos, partindo das palavras vivas de criadores.Palavras-chave: criatividade; personalidade criativa; cognição criativa; inventores independentes IntroduçãoHá anos atrás, prefaciei o meu trabalho de doutoramento dizendo 'Não sou criadora. Vivo esse tremendo dilema de ser sensível ao que os outros criam sem a capacidade de acompanhá-los. Posso, porém, tentar entender o que neles acontece (…). E, nessa aproximação, posso talvez colaborar para a propagação de gestos que são afirmações construtivas de individualidade, de gestos eternos, mesmo que efémeros,

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Teaching and learning from a cognitive perspective

Bruning

1993

The Teacher Educator

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Creating the Conditions for Creativity in Reader Response to Literature

Cited by 3 publications

References 25 publications

Is writing affected by spelling performance and beliefs about spelling?

Is writing affected by spelling performance and beliefs about spelling?

A pessoa e o processo criativos: análise de testemunhos de inventores independentes portugueses

Teaching and learning from a cognitive perspective

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