The Structure of Intellect

Guilford, J. P.

doi:10.1016/b978-1-4832-0087-3.50008-5

Cited by 105 publications

(141 citation statements)

References 15 publications

Supporting

Mentioning

136

Contrasting

Unclassified

Order By: Relevance

“…This suggests that type 2 thinking is required. Finke (1995) drew a distinction between divergent insight and convergent insight, based on divergent and convergent thinking (Guilford, 1956;Mednick, 1962). Insight problems (i.e.…”

Section: Illuminationmentioning

confidence: 99%

A Dual Process Account of Creative Thinking

Allen

Thomas

2011

Creativity Research Journal

View full text Add to dashboard Cite

Section: Illuminationmentioning

confidence: 99%

A Dual Process Account of Creative Thinking

Allen

Thomas

2011

Creativity Research Journal

View full text Add to dashboard Cite

“…In other words, originality could be a new thought, a new idea, a new object, a new product, a new process, a new art work, a new performance, or a newly interpreted expression (Morrison and Johnston 2006). In Guilford's (1956) "Structure of Intelligence", originality was considered as a divergent thinking ability, a high-level cognition process different from intelligence. Johnson (1993) and Guilford indicated divergent thinking as the originality ability of human beings.…”

Section: Creative Potential Developingmentioning

confidence: 99%

Effects of Curriculum Design on Students’ Creative Potential Developing — A Case Study on Students in the Department of Business Management

Lin¹,

Lin

2015

Acta Oeconomica

View full text Add to dashboard Cite

The rapid advance of science technology and civilization has resulted in people's activities being more complicated as various new problems are likely to occur at any time. Problem-solving abilities therefore become a basic competence to survive in modern societies. In the problem-solving process, the development of creativity is required to break through dilemmas. School education aims to cultivate students' decision-making and problem-solving competence. Nonetheless, the educational approaches and contents in Taiwan stress too much on mastery learning, and ignore the development of curiosity and creative potential.Aiming at the students in the department of business management in national universities in Taiwan, total 300 copies of questionnaires are distributed, and 187 valid copies are retrieved, with the retrieval rate 62%, in which each retrieved copy is regarded as a valid sample. The research fi ndings show that Curriculum Design presents partially positive effects on Fluency, Flexibility, Originality, and Elaboration in Creative Potential Developing and Background Variables reveal signifi cant moderating effects on the correlations between Curriculum Design and Creative Potential Developing.

show abstract

“…Psychologists (Guilford, 1956) distinguish the so called G-factor (general factor) as a general ability and several S-factors (special factors) specific for various activities. It is to consider the mutual interaction of all factors when studying the language system and the communication act.…”

Section: Classification Of Factors Of Foreign Language Phonic Competencementioning

confidence: 99%

Classification of factors of foreign language phonic competence

Kráľová¹

2016

View full text Add to dashboard Cite

Researchers have been investigating the relationship between foreign language learning and its variables and attempting to systematize the factors of influence for about fifty years. However, the classifications differ in their criteria and most of them lack the systematic character. We introduce the classification of factors related to foreign language phonic competence with the emphasis on the language system.

show abstract

The Structure of Intellect

Cited by 105 publications

References 15 publications

A Dual Process Account of Creative Thinking

A Dual Process Account of Creative Thinking

Effects of Curriculum Design on Students’ Creative Potential Developing — A Case Study on Students in the Department of Business Management

Classification of factors of foreign language phonic competence

Contact Info

Product

Resources

About