Research on Creativity in Israel

Milgram, Roberta M.; Livne, Nava L.

doi:10.1017/cbo9780511818240.011

Cited by 7 publications

(3 citation statements)

References 52 publications

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“…Creativity can be defined as the ability to generate new, adaptive ideas or novel solutions to problems that may have substantial value to humanity (Runco and Jaeger, 2012). Creative thinking relies on divergent thinking (Milgram and Livne, 2006;Runco, 2010). Divergent thinking is the ability to produce multiple ideas and associations to a given problem.…”

Section: Introductionmentioning

confidence: 99%

Verbal and Figural Creativity in Children With Autism Spectrum Disorder and Typical Development

2020

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Previous studies have shown that individuals with autism spectrum disorder (ASD) demonstrate lower performance on creativity tasks. Yet, recent findings suggest that individuals with ASD are not necessarily impaired in verbal creativity, as measured by the novel metaphor generation task. The current study investigates verbal and figural creativity in 40 children with ASD (aged 11-14 years) and 39 peers with typical development (TD) (aged 11-15 years). We also tested the contribution of executive functions to the creative performance. A sentence completion questionnaire was used to test creative verbal generation, while a task of drawing non-existent objects was used to assess figural abilities. The results indicate that children with ASD generated a greater quantity of creative metaphors and showed greater use of a specific kind of representational change on the figural creativity task: cross-category insertions (e.g., a house with a tail). However, no correlation was found between the metaphor generation task and the use of cross-category insertions for either group. Results also showed that, whereas phonemic fluency contributed to the explained variance in novel metaphor generation in the ASD group, fluid intelligence, although only marginally, contributed to variance in novel metaphor generation in the TD group. These findings suggest that verbal creativity and figural creativity are two separate abilities relying on different cognitive resources. Our results show that those with ASD and TD differ in the cognitive abilities they use to perform the metaphor generation task. The research points to a unique creative cognition profile among children with ASD.

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Section: Introductionmentioning

confidence: 99%

Verbal and Figural Creativity in Children With Autism Spectrum Disorder and Typical Development

2020

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“…In this test creative thinking is defined operationally as ideational fluency, that is, the ability to generate a large number of unusual, high quality responses to a stimulus. The test has been translated into six languages and used over the years in Israel and other parts of the world (Milgram, Dunn, & Price, 1993) with research participants across a wide age range from age 3 years (Milgram, Moran, Sawyers, & Fu, 1987;Moran, Milgram, Sawyers, & Fu, 1983) to adults (Milgram & Hong, 1994; Milgram & Livne, 2006). Consistent findings confirmed the reliability, construct validity, and even predictive validity of the instrument (Hong & Milgram, 1991; Milgram, Milgram, Rosenbloom, & Rabkin, 1978; Milgram & Rabkin, 1980).…”

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confidence: 99%

“…Studies conducted using the two instruments have provided considerable empirical support for the postulated relationship between domain-general and domain-specific creative thinking abilities in a wide variety of domains (Dabsatni & Ditur, 2006; Davidovitch & Milgram, 2006). Hong & Milgram, 2008a; Milgram & Livne, 2005, 2006) and demonstrated that both are important cognitive abilities in problem solving in many domains across a wide-age range.…”

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Creative thinking as a predictor of creative problem solving in architectural design students.

Casakin

Davidovitch

Milgram

2010

Psychology of Aesthetics, Creativity, and the Arts

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The findings demonstrated that creative thinking, operationally defined as the cognitive ability to generate a large number of original ideas/solutions predicted creative thinking in solving problems in architecture. Research participants were 111 students of architectural design. A strong correlation was found between the predictor and criterion measures, r ϭ .45, p Ͻ .001. Creative problem solving in architectural design was more highly correlated with the verbal than with the figural component of the creative thinking measure, r ϭ .51, p Ͻ .001 and r ϭ .31, p Ͻ .005, respectively. The findings suggest the potential benefits of including both domain-general tests of ideational fluency and domain-specific tests of creative thinking in architectural problem solving in admission procedures for departments of architecture.

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Preparing Indian Children for 21st Century Through Design Education: Results from Workshops in Delhi Govt Schools

Pagaria,

Pratap,

Dahiya

et al. 2023

Smart Innovation, Systems and Technologies

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Research on Creativity in Israel

Cited by 7 publications

References 52 publications

Verbal and Figural Creativity in Children With Autism Spectrum Disorder and Typical Development

Verbal and Figural Creativity in Children With Autism Spectrum Disorder and Typical Development

Creative thinking as a predictor of creative problem solving in architectural design students.

Preparing Indian Children for 21st Century Through Design Education: Results from Workshops in Delhi Govt Schools

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