The generality-specificity of creativity: Exploring the structure of creative potential with EPoC

Abstract

International audienceIt is increasingly acknowledged that creative potential involves partly a generalized ability, partly a set of domain-specific abilities, and partly a set of task-specific abilities. We extend and illustrate this view in a study of 482 children and adolescents, exploring the extent to which the scores variance of the Evaluation of Potential Creativity (EPoC)'s eight subtests can be decomposed by five variance components: thinking-process general, thinking-process specific, domain-specific, task-specific, and measurement error. A structural equation model derived from an extension of the multi-trait multi-method matrix analysis revealed that (1) the contribution of each variance component depends greatly on the task under consideration, and that (2) the contribution of a general creative thinking-process factor is overall limited. This study outlines the multidimensional and hierarchical structure of creative potential and the need to measure it with comprehensive test batteries sampling a range of creative tasks, domains and creative thinking-modes

Network centrality, knowledge searching and creativity: The role of domain

“…Kaufman (2012) identified five broad domains for creativity and creative expression that are not always related. Similarly, Barbot, Besancon, and Lubart (2016) found that domain-specific skills significantly influenced creative performance. Additionally, research has suggested that domain expertise is important for creativity (e.g., Mumford, Marks, Connelly, Zaccaro, & Johnson, 1998).…”

Креативность И Девиантность: Связь И Взаимодействие

“…Дискуссии относительно универсальности и специфичности креативности не могли не затронуть проблему креативного потенциала. На настоящий момент многие исследователи согласны с тем, что креативность является мно гомерным конструктом, включающим набор способностей и черт, оптималь ная комбинация которых варьируется в зависимости от области активности и задачи, для решения которой привлекаются творческие ресурсы (Barbot et al, 2016). К ресурсам относятся интеллектуальные способности, знания в опреде ленной области, когнитивные стили, личность, ее мотивация и эмоции, физи ческий и социокультурный контекст (Caroff, Lubart, 2012), качественное и количественное соотношение которых и составляет креативный потенциал (Corazza, 2016).…”

Methodological Issues in Measuring Creativity: A Systematic Literature Review

“…One of the most contentious issues related to the measurement of creativity is the domain-generality/specificity of creativity (Baer, 2012(Baer, , 2016Baer & McKool, 2009;Barbot, Besançon, & Lubart, 2016;Han, 2003;Han & Marvin, 2002;Ivcevic, 2007;Lubart & Guignard, 2004;Plucker, 1998;. This issue concerns the extent to which a person's creativity is relevant to the content domain or to the tasks within that domain (Diakidoy & Spanoudis, 2002).…”

“…Generally, the domain-generality view has prevailed in creativity research for several decades (Baer, 2015;Plucker, 2004). However, creativity researchers have started to shift their focus towards the domain-specificity view due to the existing evidence that goes against the domain-generality view, such as the notion that the work of eminent creative individuals throughout history is almost exclusively restricted to a single domain (Barbot et al, 2016;Chen et al, 2006;Zeng et al, 2011), the low correlations among creativity ratings in different domains (Chen et al, 2006), the limited power of general creativity instruments in predicting real-life creative achievement (Ayas & Sak, 2014) and the low transferability of the effect of task-specific creativity training programs to other tasks (Baer, 1994a;Barbot et al, 2011;Dow & Mayer, 2004).…”