Performance on creativity measures with examination‐taking instructions intended to induce high or low levels of test anxiety

Everyday creativity, eminent creativity, and health: “Afterview”; for CRJ Issues on creativity and health

“…Several articles specifically address its nature (e.g., Cropley, 1990;Flach, 1990;Richards & Kinney, 1990;Schuldberg, 1990), and after introducing a "product" definition, we will begin with these. Many other CRJ articles consider relevant research questions based on noneminent levels of innovation (e.g., AlSabaty & Davis, 1989; Barron & Bradley, 1990;Burke, Chrisler, & Devlin, 1989;Dudek &: Verrault, 1989;Eisenman, 1990;Heinzen, 1989;Hoppe & Kyle, 1990;Rothenberg, 1990;Smith, Michael, & Hocevar, 1990;Smith & van der Meer, 1990). Some will be considered along with the theoretical viewpoints, but the studies of bipolar disorders will be discussed together at the end.…”

“…There is, if you will, enough disruption to stir the waters without sinking the boat. Examples include anxiety (e.g., Smith, Michael, &: Hocevar, 1990), and a moderate level of challenge (Burke et al, 1989;Heinzen, 1989). With bipolar mood disorders, the optimal situation may be harder to define, because we must consider frequency as well as intensity of mood states.…”

Creative Cognitive Processes in Higher Education

“…Focusing on the “press” component, research suggests that authority figures can have an impact on an individual's creative expression. Parental influence on the creativity of children is readily studied in younger populations (Jonsson & Carlsson, ; Meador, ), but studies have also explored specific behaviors of teachers that have been found to decrease or increase creativity (Baloche, ; Smith, Michael, & Hocevar, ; Sternberg, ). Smith et al.…”

“…Smith et al. () found that high‐anxiety test instructions led to lower creative performance scores in high‐school students, while Baloche () found that the implementation of problem‐solving activities, open discussions, and flexibility in lesson plans led to higher scores on creative performance at the end of the school year. Even relatively simple changes to task instructions from others can alter creative output, such as directions to generate more ideas (Paulus, Kohn, & Arditti, ) or to explicitly be more creative (Rietzschel, Nijstad, & Stroebe, ).…”

Methodological Issues in Measuring Creativity: A Systematic Literature Review

“…Van Mondfrans et al (1971) revealed that an untimed condition increased creativity scores on figural tasks, but did not have a significant effect on the scores on verbal tasks. Also, Smith, Michael, and Hocevar (1990) greatly across creativity tasks (artistic, verbal and mathematical), ranging from 1% on verbal tasks to 30% on artistic tasks. Hence, the characteristics of the task appear to act as an additional moderating variable that needs to be considered when investigating the variations in creativity under different testing conditions.…”