Relation of Object Curiosity to Psychological Adjustment in Children

HE term creativity is used with something approaching gay abandon by both psychologists (Yamamoto, 1965) and people in general (Bruner, 1962;Morreale, 1969), but is most appropriately applied where there is evidence of achievements that are original and make a meaningful contribution to culture. Writers on creativity would surely agree that if the term is to be applied to people who in the strict sense are not creative, the links between these and eminent creators must be established clearly. However, these links have not been clarified adequately, and when, they are, one popular approach to creativity will rest on uncertain foundations.Creativity research can be categorized in a number of ways (e.g., Golann, 1963). This article suggests that there are two major approaches to creativity in normal populations. In one, products are rated on a continuum of creativity, and the personal and social factors associated with creative achievement are examined. In the other, the central concern of this article, it is assumed that there is a trait (or traits) of creativity-the psychological significance of the trait and its contribution to creative production are examined.The first approach has been used in the study of eminent or high-level creators (e.g., Helson & Crutchfield, 1970a;MacKinnon, 1965;Taylor & Ellison, 1967) and with less outstanding subjects (e.g., Csikszentmihalyi & Getzels, 1970;Holland, 1961). If this approach to creativity in normal populations is adopted, the continuity between eminent and everyday creativity resides in the criteria for judging the creativity of products. It is not necessary to assume a normally distributed trait 1 Requests for reprints should be sent to John G. Nicholls,

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“…Penny and McCann (1964) found positive relations for sixth but not fourth graders. Maw and Maw (1965) and McReynolds, Acker, and Pietila (1961) …”

Section: Research Evidencementioning

confidence: 99%

Creativity in the person who will never produce anything original and useful: The concept of creativity as a normally distributed trait.

Nicholls¹

1972

American Psychologist

124

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“…Curiosity is thought to motivate learning and activates reward circuitry in the brain through a mechanism that guides an individual to new information [Kidd & Hayden, ]. McReynolds, Acker, and Pietila [] found that curiosity in children was related to psychological adjustment. Curiosity is associated with job performance and academic outcomes [Hassinger‐Das & Hirsh‐Pasek, ] thus connecting curiosity to flourishing.…”

Section: Introductionmentioning

confidence: 99%

Flourishing in children with autism spectrum disorders

et al. 2019

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Flourishing is an indicator of positive mental health and is important for children's development and well-being. We used variables from the National Survey of Children's Health 2016 as indicators of flourishing (difficulty making friends, is bullied, bullies others, shares ideas with family, argues, finishes tasks, does all homework, shows curiosity, stays calm, and cares about doing well in school) to compare differences in parent perceptions of their children with and without autism spectrum disorder (ASD). We anticipate that these findings will help identify intervention targets to support the well-being of individuals with ASD. Children between 6 and 17 years of age, without intellectual disability, brain injury, cerebral palsy, or Down syndrome were included. Total participants were 34,171 controls (male/female = 17,116/17,155) and 812 with ASD (male/female = 668/144). Factor analysis resulted in three-factor structures (social competence, behavioral control, and school motivation) with good model fit (root mean square error of approximation = 0.08, comparative fit index = 0.92, Tucker-Lewis index = 0.89). The multivariate regression model and propensity score with inverse probability of treatment weighting (PS-IPTW) method revealed that children with ASD had lower scores in the social competence and behavioral control factors compared to the control group (all P < 0.05). However, no significant differences were found in the school motivation factor between the two groups (P > 0.05) in both multivariate regression model and PS-IPTW method. Findings suggest that social competence and behavioral control are indicators of flourishing and are important intervention targets to increase flourishing among children with ASD. Autism Res 2019, 12: 952-966. Health 2016 to examine differences in parent perceptions of the indicators of flourishing (difficulty making friends, is bullied, bullies others, shares ideas with family, argues, finishes tasks, does all homework, shows curiosity, stays calm, and cares about doing well in school) between children with and without autism spectrum disorders (ASD). We anticipate that this information will help to identify therapeutic targets to support the well-being of individuals with ASD. Children between 6 and 17 years old, without intellectual disability (ID), brain injury (BI), cerebral palsy (CP), or Down syndrome (DS) were included. From the total (N = 50,212), we excluded children under age 6 (n = 14,494), those who once, but do not currently have ASD (n = 81), and those with ID (n = 432), BI (n = 170), CP (n = 35), and DS (n = 17), resulting in 34,983 records used. Total participants, age 6-17 years, were 34,171 controls (male/female = 17,116/17,155) and 812 with ASD (male/female = 668/144). Factor analysis resulted in the identification of three flourishing categories among the indicator variables (social competence, behavioral control, and school motivation). Children with ASD had lower scores in the social competence and behavioral control factors compared to the cont...

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“…This conclusion was based on the negative correlations found between teachers' ratings of psychological adjustment and object curiosity. Moreover, McReynolds et al (1961) found object curiosity to be positively related to teachers' ratings of sixth-grade children's originality and, similarly, Penney and McCann (1964) found reactive curiosity to be positively correlated with performance of sixth-grade children on the Unusual Uses Test. Penney and McCann (1964) have constructed the Children's Reactive Curiosity Scale, (RCS) which purportedly measures the reactive curiosity of children in grades 4, 5, and 6.…”

Section: University Of Waterloomentioning

confidence: 85%

Reactive Curiosity and Manifest Anxiety in Children

Penney

1965

Child Development

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Relation of Object Curiosity to Psychological Adjustment in Children

Cited by 21 publications

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Creativity in the person who will never produce anything original and useful: The concept of creativity as a normally distributed trait.

Creativity in the person who will never produce anything original and useful: The concept of creativity as a normally distributed trait.

Flourishing in children with autism spectrum disorders

Reactive Curiosity and Manifest Anxiety in Children

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