Effects of Training on the Divergent-Thinking Abilities of Kindergarten Children

Cliatt, Mary Jo Puckett; Shaw, Jean; Sherwood, Jeanne M.

doi:10.2307/1129544

Cited by 42 publications

(10 citation statements)

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“…The general model most commonly applied in creativity training is best defined by its focus on one key aspect of creative thought -idea generation. One approach applied in idea generation training is to provide people with guided practice as they work on a series of idea generation tasks similar to those found on divergent thinking tests (Cliatt, Shaw, & Sherwood, 1980;Glover, 1980). Another approach to idea generation training may be found in the Purdue Creative Thinking Program (Feldhusen, 1983;Speedie, Treffinger, & Feldhusen, 1971).…”

Section: Types Of Creativity Training: Approaches and Their Effectivementioning

confidence: 99%

Types of creativity training: Approaches and their effectiveness

Scott¹,

Leritz²,

Mumford

2004

Journal of Creative Behavior

177

117

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Prior meta‐analytic studies have provided evidence for the effectiveness of creativity training. In the present study, 156 training programs were obtained and a content analysis was used to appraise these programs with respect to: a) cognitive processes, b) training techniques, c) media, and d) types of practice exercises. A cluster analysis was used to determine the major types of training, as reflected in these variables, and meta‐analytic data were used to assess the effectiveness of each type of training. Overall, 11 common types of training were identified, all of which appeared to have some value. However, some types of training, specifically idea production and cognitive training, proved particularly effective while some commonly applied training strategies, specifically imagery training, proved less effective. The implications of these findings for the design of creativity training are discussed.

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Section: Types Of Creativity Training: Approaches and Their Effectivementioning

confidence: 99%

Types of creativity training: Approaches and their effectiveness

Scott¹,

Leritz²,

Mumford

2004

Journal of Creative Behavior

177

117

View full text Add to dashboard Cite

show abstract

“…However, only two studies tested children as young as 4 years (Dziedziewicz et al ., ; Subbotsky et al ., ), and none have tested younger children, likely because no DT measures existed for younger children until recently. While effective, these strategies would be unsuitable for 2‐year‐olds because they involved verbal skills (Cartledge & Krauser, ; Cliatt et al ., ; Lee et al ., ; Subbotsky et al ., ), creating pictures (Dziedziewicz et al ., ; Khatena, ), or advanced conceptual knowledge (Liberman et al ., ).…”

Section: Introductionmentioning

confidence: 99%

“…There have been several effective divergent thinking interventions in younger children (Cartledge & Krauser, ; Cliatt, Shaw, & Sherwood, ; Dziedziewicz, Oledzka, & Karwowski, ; Khatena, ; Lee, Bain, & McCallum, ; Liberman, Polack, Hameiri, & Blumenfeld, ; Subbotsky, Hysted, & Jones, ). These interventions involved various methods, such as giving children extensive practice in thinking divergently, for example, asking them many divergent thinking questions (Cliatt et al ., ; Dziedziewicz et al ., ; Khatena, ); giving explicit instructions on how to think divergently (Cartledge & Krauser, ; Lee et al ., ); priming spatial distance (Liberman et al ., ); and watching magical videos, such as Harry Potter (Subbotsky et al ., ). However, only two studies tested children as young as 4 years (Dziedziewicz et al ., ; Subbotsky et al ., ), and none have tested younger children, likely because no DT measures existed for younger children until recently.…”

Section: Introductionmentioning

confidence: 99%

Two‐year‐olds can socially learn to think divergently

Hoicka

Powell

Knight

et al. 2017

British J of Dev Psycho

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This study aimed to discover whether 2-year-olds can socially learn to think divergently. Two-year-olds (N = 22) who saw an experimenter model a high level of divergent thinking on the Unusual Box Test (modelling 25 different actions, once each) went on to demonstrate a higher level of divergent thinking themselves than (N = 22) children who saw a low level of modelling (five different actions, once each), where divergent thinking was measured by the number of different actions children produced that had not been modelled by the experimenter. Additionally, all children in both High and Low Divergence conditions had higher divergent thinking than imitation scores, where imitation involved copying the experimenter's previous actions. This is the first experiment to show that 2-year-olds' divergent thinking can be increased, and that 2-year-olds do so by socially learning to think more divergently.

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“…A Model for TrUl!ng TuchUIJ to EncouJIlge DIvergent Thlnldng In Young Children research on divergent thinking by kindergarten children, it was found that fewer than 10 percent of teachers' questions required children to use divergent thinking (Cliatt, Shaw & Sherwood, 1980). Many authorities have suggested ways teachers can encourage divergent thinking in their classrooms.…”

Section: Development Of a Model For Teacher Trainingmentioning

confidence: 99%