In Praise of Convergent Thinking

Cropley, Arthur J.

doi:10.1207/s15326934crj1803_13

Cited by 794 publications

(723 citation statements)

References 21 publications

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“…Domain expertise (see Ericsson et al, 2007) forms the cognitive substrate for creativity; for example Cropley (2006) argued that contributed to the creative insight leading to the theory of evolution through natural selection (Gruber, 1995). Csikszentmihalyi and colleagues delineated 'domain' (i.e.…”

Section: Theoretical and Evidential Implicationsmentioning

confidence: 99%

Wallas’ Four-Stage Model of the Creative Process: More Than Meets the Eye?

Sadler‐Smith

2015

Creativity Research Journal

164

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Based on a detailed reading of Graham Wallas' Art of Thought (1926) it is argued that his four-stage model of the creative process (Preparation, Incubation, Illumination, Verification), in spite of holding sway as a conceptual anchor for many creativity researchers, does not reflect accurately Wallas' full account of the creative process. Instead it is suggested that a five-stage model that gives due recognition to the detailed treatment Wallas gave to the Intimation stage is a more authentic representation of his explanation of creativity. A version of this model with three levels of 'proximity to consciousness' (non-consciousness; fringe consciousness; consciousness) and five stages (Preparation; Incubation; Intimation; Illumination; Verification) is presented as a general conceptual architecture within which relevant concepts and theories from more recent creativity research, including neuroscience and intuition, are positioned and from which a number of implications are drawn.

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Section: Theoretical and Evidential Implicationsmentioning

confidence: 99%

Wallas’ Four-Stage Model of the Creative Process: More Than Meets the Eye?

Sadler‐Smith

2015

Creativity Research Journal

164

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“…Cropley, 2006). However, the education system in the UK emphasises convergent thinking skills (Wilson, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…In contrast, divergent thinking tests have dominated the field of creativity assessment for decades (Runco & Acar, 2012). Divergent thinking involves producing multiple answers or alternative answers from available information, as well as making unexpected combinations, remote associations and transforming information (Cropley, 2006). Divergent thinking is associated with exploratory learning style (Dirkes, 1978).…”

Section: Introductionmentioning

confidence: 99%

Creative Storytelling In Childhood Is Related To Exam Performance At Age 16

Toivainen

Malanchini

Oliver

et al. 2017

The European Proceedings of Social and Behavioural Sciences

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Creativity is only partly recognised in education. A recent meta-analysis estimated a correlation of r = 0.22 between creativity and educational achievement across many international student samples of all educational levels. In the meta-analysis, creativity was measured with a variety of measures, including divergent thinking and remote association tasks. The differences in the measures influenced the strength of the relationship between creativity and educational achievement. More research is needed to establish reliable measures of creativity, especially in primary school children, whose creativity remains poorly evaluated. The present study measured creativity in written stories in children at age 9 using the Consensual Assessment Technique (CAT). The study employed a longitudinal design, using CAT creativity scores as a predictor of educational achievement at age 16. Each of the stories from 59 children were coded by 6 different judges for 10 dimensions, including creativity. The inter-rater reliabilities between the judges for the 10 dimensions were high (α = .76 -.95). Among the dimensions, a factor analysis revealed two factors: Creative Expressiveness and Logic. The Creative Expressiveness factor explained an additional 7 % of variance in English grades, but not in Maths, beyond intelligence, previous achievement and personality traits associated with creativity. Overall, the study showed that CAT is a robust and reliable measure to detect verbal creativity in childhood. The results also suggest that early creativity predicts later academic achievement, calling for more attention to early creativity assessment and development.

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“…Andererseits zeigen Menschen weitgehende Einigkeit bei der Beurteilung der Kreativität einer Person, was darauf hinweist, dass Kreativität ein quantifizierbarer Aspekt von Ideen ist, gleichzeitig gibt es doch substantielle interindividuelle Variabilität hinsichtlich dieser Kreativitätseinschätzungen (Benedek et al 2016) . Während die Einschätzung eigener Ideen hinsichtlich ihrer Kreativität eine kreativem Potential zugrunde liegende Fähigkeit zu sein scheint (Cropley 2006), handelt es sich bei der Einschätzung fremder Ideen um eine weiterreichende Fähigkeit.…”

Section: Motivationale Merkmaleunclassified

Teacher Student Assessment Austria (TESAT)

et al. 2017

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Teacher Student Assessment Austria (TESAT)Concept, characteristics, and first findings Abstract Successful school education is not only based on students' aptitude but also on their teachers' behavior and therefore their cognitive and non-cognitive predispositions, thus making the selection of appropriate candidates for this job critical. Apart from attraction-strategies and a good system for teacher education eligible candidates can be recruited by means of selection and self-selection. This paper presents a new, scientifically developed selection tool for teacher education, consisting of three modules. This new selection tool is used for student selection at 20 university-level institutions in Austria. It consists of (1) a self-selection tool, which is only used for this purpose and not for assessment and which deals with motivational and personalitybased traits relevant for the job of a teacher and gives information to the candidates about the requirements of the career. (2) a standardized computer-based test battery, assessing cognitive, linguistic, emotional, creativity-and personality-related traits. (3) a face-to-face-assessment which is a strictly standardized interview with a duration of approximately 10 min. In this interview, further qualities relevant for becoming a teacher are assessed: verbal and non-verbal communication skills, motivational variables or the ability of self-reflection. Further studies and evaluations encompass a longitudinal view on teacher personality and validations based on real-life criteria from the teacher-life. First results on prognostic validity for academic success are reported.

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In Praise of Convergent Thinking

Cited by 794 publications

References 21 publications

Wallas’ Four-Stage Model of the Creative Process: More Than Meets the Eye?

Wallas’ Four-Stage Model of the Creative Process: More Than Meets the Eye?

Creative Storytelling In Childhood Is Related To Exam Performance At Age 16

Teacher Student Assessment Austria (TESAT)

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