Group Discussion and Individual Creativity

André, Thomas; Schumer, Harry; Whitaker, Patricia

doi:10.1080/00221309.1979.9710530

Cited by 12 publications

(9 citation statements)

References 9 publications

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“…A different set of uses-for-thlnqs tasks fOllowed under conditions where all subjects performed independently. Subjects who had first participated in groups produced significantly more responses under individual conditions (Andre et al, 1979), concluded that "the group discussion apparently acts as a catalyst for the subsequent individual activity". It is suggested that the "catalyst" at work in the Andre et al experiments can be seen for the present study to additionally exercise the different orientations in the high-diverse groups.…”

Section: Resultsmentioning

confidence: 99%

Group Size & Member Diversity Influence on Creative Performance

Thornburg¹

1991

Journal of Creative Behavior

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Section: Resultsmentioning

confidence: 99%

Group Size & Member Diversity Influence on Creative Performance

Thornburg¹

1991

Journal of Creative Behavior

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“…This is despite the fact that this condition most limited the number of novel actions children could produce, as the 25 modelled actions could not count towards their divergent thinking scores if the experimenter modelled them first. This converges with past research finding a high level of creativity increases others' creativity in open‐ended tasks (Andre et al ., ; Belcher, ; Hoicka & Akhtar, ; Nielsen & Christie, ; Wisdom & Goldstone, ; Yi et al ., ; Zimmerman & Dialessi, ).…”

Section: Discussionmentioning

confidence: 99%

“…In one study, adults came up with different uses for familiar objects. Adults in groups copied each other, leading to more ideas on a subsequent individual task, compared to adults who always worked alone (Andre, Schumer, & Whitaker, ). Adults with the option to imitate others in a search task produce more creative search solutions (Wisdom & Goldstone, ).…”

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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“…Adults' DT is also influenced through observing others. For instance, if adults worked in groups to come up with different uses for a familiar object, they later came up with more uses for a different object on their own, compared to adults who always worked individually (Andre, Schumer, & Whitaker, 1979). Adults who have the opportunity to copy others in a search task come up more of their own creative solutions to the task (Wisdom & Goldstone, 2011).…”

Section: One-year-olds' and Parents' Creativitymentioning

confidence: 99%

Individual differences and age-related changes in divergent thinking in toddlers and preschoolers.

Berg¹,

Hoicka²

2014

Developmental Psychology

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Divergent thinking shows the ability to search for new ideas, which is an important factor contributing to innovation and problem solving. Current divergent thinking tests allow researchers to study children’s divergent thinking from the age of 3 years on. This article presents the first measure of divergent thinking that can be used with children as young as 2 years. The Unusual Box test is a nonverbal and nonimitative test in which children play individually with a novel toy and novel objects. Divergent thinking is scored as the number of different actions performed. Study 1 shows that the Unusual Box test is a valid measure of divergent thinking as it correlates with standard measures of divergent thinking in 3- and 4-year-olds. Study 2 indicates that the test can be used with 2-year-olds, as it shows high test–retest reliability, demonstrating that 2-year-olds can think divergently. Across both studies, individual differences and age-related changes were found, indicating that some children are better at divergent thinking than others and that children’s divergent thinking increases with age. This test will allow researchers to gain insight into the early emergence of divergent thinking.

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Group Discussion and Individual Creativity

Cited by 12 publications

References 9 publications

Group Size & Member Diversity Influence on Creative Performance

Group Size & Member Diversity Influence on Creative Performance

Two‐year‐olds can socially learn to think divergently

Individual differences and age-related changes in divergent thinking in toddlers and preschoolers.

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