The Association of Creativity With Divergent and Convergent Thinking

Javaid, Syed Fahad; Pandarakalam, James Paul

doi:10.24869/psyd.2021.133

Cited by 7 publications

(4 citation statements)

References 24 publications

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“…Diversos autores sostienen que la creatividad no es una dicotomía entre el pensamiento divergente y el convergente, sino más bien una mezcla armoniosa entre ambos. Sobre tales premisas, puede decirse que el concepto de creatividad sigue siendo ambiguo, y que el uso de tareas de resolución de problemas para evaluar este concepto tiene una validez de constructo limitada 37 .…”

Section: Pensamientos Divergente Y Convergenteunclassified

“…En cuanto a la medición de originalidad, se consideraron las respuestas que no se hayan repetido, y Con relación al nivel de elaboración, se contabilizaron la cantidad de palabras utilizadas por respuesta, y de acuerdo a un orden descendente, se mostraron así: Ingeniería Civil (82), Ingeniería en Telecomunicaciones (81), Derecho (75), Ingeniería Industrial (74), Psicología (71), Letras (65), Comunicación (63), Educación ( 53), Ingeniería Informática ( 43), Administración (37), Economía (37), Relaciones (29) y Contaduría (24) (figura 8).…”

Section: Autopercepción Pensamiento Divergente Y Soluciones Creativasunclassified

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Creatividad en estudiantes universitarios venezolanos: creencias, percepciones y habilidades

Martínez,

Vélez,

Carvajal

2024

JNeuroedu

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Esta investigación buscó ahondar en la comprensión de la creatividad en una muestra de estudiantes universitarios venezolanos como parte de un proyecto neuroeducativo denominado C.R.E.A. (Creación, Retención, Emoción, Atención) que tiene como norte la comprensión, búsqueda y promoción de la creatividad a nivel educativo. Los objetivos fueron: conocer las creencias acerca del rol del cerebro en la creatividad, indagar la percepción de la creatividad asociada con las carreras ofrecidas y evaluar posibles relaciones entre dicha percepción, el nivel de pensamiento divergente y la puesta en práctica de soluciones creativas. El estudio fue exploratorio, con una muestra de 26 estudiantes, dos por carrera, de ambos sexos, de entre 20 y 27 años de edad, de la Universidad Católica Andrés Bello, en Caracas. Se diagnosticó la autopercepción de la creatividad mediante cuestionarios y se utilizó el Test de Usos Alternativos de Guilford para evaluar el pensamiento divergente y la puesta en práctica de la creatividad. La creencia predominante en la muestra estudiada asoció la creatividad con el hemisferio cerebral derecho y con las carreras humanísticas, aunque, en término de soluciones creativas, fueron los estudiantes de las carreras de ingeniería los que produjeron la mayor cantidad de soluciones creativas, con un importante nivel de elaboración. Asimismo, se encontró una relación estrecha entre el nivel de pensamiento divergente y la puesta en práctica de las respuestas creativas, pero no entre la autopercepción de la creatividad y el potencial creativo.

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Section: Pensamientos Divergente Y Convergenteunclassified

Section: Autopercepción Pensamiento Divergente Y Soluciones Creativasunclassified

Creatividad en estudiantes universitarios venezolanos: creencias, percepciones y habilidades

Martínez,

Vélez,

Carvajal

2024

JNeuroedu

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“…Instead, divergent thinking represents a spontaneous and free form of thought and exemplifies the ability to find many new solutions to an open problem. Currently, divergent thinking itself is recognized as one of the main indicators of a person's creative potential [6,7].…”

Section: Introductionmentioning

confidence: 99%

The tools of cognitive creativity assessment

Khramtsov,

Muratova,

Vikarenko

et al. 2024

INJ

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Background. The purpose of the study was to assess the occurrence of disorders in the field of cognitive creativity in patients with minimal manifestations of leukoencephalopathy. Materials and methods. The study was carried out in the Expert Health Center in 2021–2022. We have examined 43 patients aged 45–60 years who had hyperintense foci in the white matter of the brain on magnetic resonance imaging, meeting Fazekas 1 criteria, and preserved cognitive abilities according to the MMSE and MoCA (≥ 25 and ≥ 26 points, respectively). As a control, 20 people of the same age with Fazekas 0 were examined, including 9 people employed in the creative professions. Additionally, all participants were examined using the Divergent Association Task (DAT). Statistical processing of the obtained results was performed by methods of dispersion and correlation analysis using Statistica 14.1 software (TIBCO, USA). Results. The average age of patients in the main group was 53.1 ± 0.3 years, while in the controls, it was 52.6 ± 0.5 years. In patients with signs of minimal microangiopathy of cerebral vessels, the MMSE score was on average 26.4 ± 0.2 points, and MoCA — 27.0 ± 0.3 points, while in the control group, 27.8 ± 0.2 and 28.1 ± 0.3 points, respectively (p < 0.05). In the main group, the DAT was on average 59.0 ± 1.3 %, while in the controls, it was 81.9 ± 1.1 % (Z = 3.8; p = 0.0001). The highest indicators of DAT were found in workers of creative specialties — 85.0 ± 0.9 % (Z = 2.7; p = 0.008). Conclusions. There was demonstrated that 95.0 % of patients with minimal manifestations of leukoencephalopathy caused by microangiopathy had a decrease in creative abilities (DAT 59.0 ± 1.3 vs. 81.9 ± 1.1 %; Z = 3.8; p = 0.0001). The coefficient of internal agreement of the DAT test αk was 0.7 with a reproducibility of 85.7 %, which allows recommending the method for use in clinical practice. The method of assessing associative tasks on divergent thinking has a higher sensitivity (97.7 %) than traditional methods of evaluating cognitive abilities at subclinical stages of chronic cerebral blood flow disorders.

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“…exercise challenges should be investigated. Therefore, the link between the development of motor creativity and the relevance structures of training programs deepens, and strategies can be introduced as interesting elements to support the promotion of motor creativity (An et al, 2016;Javaid & Pandarakalam, 2021;Richard et al, 2018Richard et al, , 2021.…”

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confidence: 99%

The effect of games based on divergent and convergent thinking on motor competence and creativity in children aged 7-8 years

Alipour¹,

Dehkordi²,

Entezari³

2023

Acta Gymnica

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Background: Children's creativity and motor competence are expandable factors that are related to convergent and divergent thinking processes. Objective: This study aimed to investigate the effect of games based on divergent and convergent thinking on motor competence and creativity in children aged 7-8 years. Methods: Participants aged 7.41 ± 0.39 years (n = 34) were selected based on inclusion criteria and were divided randomly into three groups (divergent thinking, convergent thinking, and control). Participants performed their group interventions in eighteen training sessions (six weeks period). The nonlinear training approach was used to manipulate divergent thinking and linear training was used in the group of manipulating convergent thinking. Each child completed the Movement Assessment Battery for Children -Second Edition to assess motor competence. The Bertsch Test was used to assess motor creativity. Results: In motor competence, the results revealed significant main effects for groups (p < .001) and time (p < .001) as well as significant groups by time interaction effect (p < .001). The divergent thinking group (M = 32.50) was significantly better than the control group (M = 24.79, p < .001), and the convergent thinking group (M = 28.81, p = .003). In motor creativity, the results revealed significant main effects for groups (p < .001) and time (p < .001) as well as significant groups by time interaction effect (p < .001). The divergent thinking group (M = 13.27, p < .001) and the convergent thinking group (M = 12.36, p = .016) were significantly better than the control group (M = 10.63). However, no significant difference was found between the divergent thinking and convergent thinking groups. Conclusions: Physical education teachers and educators are recommended to use the divergent thinking training approach to promote students' motor competence. Also, simple adjustments in the exercise program in the form of games can help children's motor creativity. However, more research is suggested to explore divergent and convergent learning mechanisms.

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The Association of Creativity With Divergent and Convergent Thinking

Cited by 7 publications

References 24 publications

Creatividad en estudiantes universitarios venezolanos: creencias, percepciones y habilidades

Creatividad en estudiantes universitarios venezolanos: creencias, percepciones y habilidades

The tools of cognitive creativity assessment

The effect of games based on divergent and convergent thinking on motor competence and creativity in children aged 7-8 years

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