Effects of a Creativity Training Program on Stimulus Preferences

Abstract

It has been suggested that modifications of a person's cognitive style may be instrumental in facilitating creative behaviour. From this, it was hypothesized that effective creativity training programs, as well as improving abilities associated with creativity should necessarily influence particular aspects of an individual's cognitive style; in this case, stimulus preferences. 36 Ss participated: E Ss completed a creativity training program; controls were students who had enrolled for the creativity training program but not yet commenced it (C1), and students who had completed a developmental reading program (C2). The Alternate Uses Test was used to measure the effects of the training on fluency and flexibility; the Revised Art Scale was used to measure stimulus preferences of Ss. Description of the data by simple analyses of variance and Duncan's multiple-range test supported the hypothesis. The discussion presents suggestions for development of future creativity training programs.

Give your ideas some legs: The positive effect of walking on creative thinking.

“…GAU depends on cognitive flexibility (Benedek, Konen, & Neubauer, 2012), so that people can avoid locking into a single category of uses. For example, in the following study, one person heard “button” and generated “as a doorknob for a dollhouse, an eye for a doll, a tiny strainer, to drop behind you to keep your path.” The GAU has exhibited various forms of validity (Gibson, Folley & Park, 2009; Harrington, Block, & Block, 1983; Stimson, 1968), and it has been used to assess the success of creativity training (Renner & Renner, 1971).…”

“…For example, in the following study, one person heard "button" and generated "as a doorknob for a dollhouse, an eye for a doll, a tiny strainer, to drop behind you to keep your path." The GAU has exhibited various forms of validity (Gibson, Folley & Park, 2009;Harrington, Block, & Block, 1983;Stimson, 1968), and it has been used to assess the success of creativity training (Renner & Renner, 1971). Guilford (1967) argued that divergent thinking is distinct from convergent thinking.…”

Impact of Acute Physical Activity on Children's Divergent and Convergent Thinking: The Mediating Role of a Low Body Mass Index

“…The task has exhibited various forms of validity (Gibson, Folley, & Park, 2009;Harrington, Block, & Block, 1983;Stimson, 1968) and interrater reliability (Cronbach's alpha ¼ 1.00 [Fluency];.85 [Flexibility]; .71 [originality]; Colzato et al, 2013). GAU has also been used to test the success of creativity training (Renner & Renner, 1971). Two independent evaluators rated the ideas generated by the participants.…”