Relations between imagination and creativity

Woolley, Jacqueline D.; Bunce, Louise; Boerger, Elizabeth A.

doi:10.1016/b978-0-12-816400-6.00008-0

Cited by 8 publications

(6 citation statements)

References 69 publications

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“…Several correlational studies have explored the relationship between fantasy play and creative thinking (for a review, see Woolley, Bunce & Boerger, 2020 ). For example, Russ & Grossman-McKee (1990) reported a positive correlation between the degree to which children incorporated fantastical elements into their play and AUT Flexibility scores.…”

Section: Reviewmentioning

confidence: 99%

“…A large body of evidence suggests that these experiences occur across the lifespan and have been reported throughout history. For example, almost all children engage in fantasy play ( Woolley, Bunce & Boerger, 2020 ), bizarre dreams have been reported for millennia ( Bulkeley, 2016 ), conjurors have entertained audiences for hundreds of years ( Lamont & Steinmeyer, 2018 ), and almost every culture has developed some form of magical storytelling ( Warner, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

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Experiencing the impossible and creativity: a targeted literature review

Wiseman

Watt

2022

PeerJ

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Previous work suggests that unexpected and surprising experiences (e.g., living in another culture or looking at surreal images) promotes creative thinking. This targeted literature review examines whether the inherent cognitive disruption associated with experiencing the seemingly impossible has a similar effect. Correlational and experimental research across six domains (entertainment magic, fantasy play, virtual reality and computer gaming, dreaming, science fiction/fantasy, and anomalous experiences) provided consistent support for the hypothesis. In addition, anecdotal evidence illustrated the possible impact that the creative output associated with each of these areas may have had on technology, science, and the arts. It is argued that impossible experiences are an important driver of creative thinking, thus accounting for reports of such experiences across the lifespan and throughout history. The theoretical and practical implications of this work are discussed, along with recommendations for future research.

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Section: Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Experiencing the impossible and creativity: a targeted literature review

Wiseman

Watt

2022

PeerJ

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“…To the best of our knowledge, this study is the first to test meditations that differ in intentions and to examine their effects on graphic and verbal creativity and responsibility. Therefore, no comparison with existing studies can be made, but because they are distinct measures and both important, both (graphic and verbal) should be included in future creativity assessment (Woolley et al, 2020).…”

Section: Main Findingsmentioning

confidence: 99%

Differential effects of digital mindfulness‐based interventions on creative potential and responsibility among middle school students

Kevin,

Todd,

Rebecca

et al. 2024

Brit J of Edu Psychol

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BackgroundCreativity and responsibility are enhanced by meditation among adults, but such effects have not been studied in adolescents. Moreover, the determinants of the ethical effect (such as responsibility) of meditation are unclear.AimsTo address this gap by investigating the impact of digital in‐class meditation programmes in middle school, focusing on intentions (self‐centred vs. responsibility‐centred), on adolescents' creative potential and sense of responsibility. These intentions are operationalized by different purpose‐based meditations.MethodsWe conducted a cluster randomized controlled trial involving 107 year 7 adolescents from six classes, assigning them to two experimental groups and an active control group. Pre‐ and post‐intervention assessments were conducted over an 11‐week period, including a creativity (EPoC) test comprising four exercises (graphic and verbal, divergent and convergent thinking), a responsibility and a mindfulness scale.ResultsOur findings revealed no discernible effects on divergent thinking or self‐reported mindfulness. However, we observed significant differences in graphic and verbal convergent creative thinking, as well as impacting responsibility scores, between a responsibility‐centred meditation group and a self‐centred meditation group. Moreover, distinctions were noted between control and self‐centred meditation groups and between some classes. Effect sizes indicated that the interventions had a moderate but significant impact on the variables measured.ConclusionOur study reveals the effectiveness of digital meditation interventions in enhancing convergent creative thinking and responsibility among middle‐school students. Notably, it shed new light on the importance of meditation intentions, which may be as significant as the form of meditation itself.

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“…Therefore, it is important to understand the circumstances in which fantasy proneness is most likely to support creativity. It is also important to address the question of what mechanism may be affecting the relation between fantasy proneness and creativity in order to understand the nature and development of creativity and how to support creative thinking (Woolley et al, 2020).…”

Section: Fantasy Proneness Openness To Experience and Creativitymentioning

confidence: 99%

“…Creativity is often considered a two-dimensional construct, requiring both an original idea, and one that innovates, or serves a purpose by conferring some real-world benefit in the context in which it is developed (Amabile, 1982; Hoff, 2013). There is much debate about whether creativity is domain specific or domain general (Baer, 2012; Plucker, 1998; Woolley et al, 2020). Domain specific advocates argue that creative ability is unique to specific areas or domains of cognition, such as writing poetry or creating sculptures.…”

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confidence: 99%

Openness to Experience Mediates the Relation Between Fantasy Proneness and Creative Thinking

Bunce

Boerger

2022

Imagination, Cognition and Personality

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Fantasy proneness has recently been related to creative thinking. To try and explain this link, we examined whether the relation was mediated by Openness to Experience (openness) because fantasy proneness and openness involve an imaginative thinking style. Study 1 assessed fantasy proneness (Creative Experiences Questionnaire), openness, and creative (divergent) thinking in 87 undergraduates (77% women, mean age 21 years). Study 2 replicated the method with museum visitors of similar age (58% women, mean age 23 years). Our hypotheses received partial support: although fantasy proneness did not directly predict creativity in either study, bivariate correlations in both studies revealed that fantasy proneness positively predicted openness, and openness positively predicted creativity. In addition, openness mediated the relation between fantasy proneness and creativity, but only in Study 2. These findings reveal potentially useful relations between fantasy proneness, openness, and creativity, and show that findings from student populations are not necessarily generalizable.

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Relations between imagination and creativity

Cited by 8 publications

References 69 publications

Experiencing the impossible and creativity: a targeted literature review

Experiencing the impossible and creativity: a targeted literature review

Differential effects of digital mindfulness‐based interventions on creative potential and responsibility among middle school students

Openness to Experience Mediates the Relation Between Fantasy Proneness and Creative Thinking

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