by Robert J. Sternberg PhD
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The research presented in this volume suggests that divergent thinking is an important component of the creative process. Divergent thinking tests are probably the most commonly used measure of children's potential for creative thinking. There are a number of unanswered questions about children's divergent thinking and creativity which are answered throughout the volume and may be identified as themes in the research. The first theme is that the capacity for divergent thinking may not be normally distributed across all levels of ability (a relevant premise is that creative abilities are not evenly distributed across domains of performance and achievement). A second theme is that divergent thinking is influenced by the conditions under which it is assessed. A third theme of the book is methodological; several chapters explore existing evaluations of divergent thinking tests. A final theme is that divergent thinking is important for both basic and applied research. From the perspective of basic research, the divergent thinking model offers an empirically supported view of a cognitive process. From the applied perspective, divergent thinking can be viewed as one component of giftedness and predictive of several expressions of real-world creativity.
The research presented in this volume suggests that divergent thinking is an important component of the creative process. Divergent thinking tests are probably the most commonly used measure of children's potential for creative thinking. There are a number of unanswered questions about children's divergent thinking and creativity which are answered throughout the volume and may be identified as themes in the research. The first theme is that the capacity for divergent thinking may not be normally distributed across all levels of ability (a relevant premise is that creative abilities are not evenly distributed across domains of performance and achievement). A second theme is that divergent thinking is influenced by the conditions under which it is assessed. A third theme of the book is methodological; several chapters explore existing evaluations of divergent thinking tests. A final theme is that divergent thinking is important for both basic and applied research. From the perspective of basic research, the divergent thinking model offers an empirically supported view of a cognitive process. From the applied perspective, divergent thinking can be viewed as one component of giftedness and predictive of several expressions of real-world creativity.
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This is a report from a longitudinal investigation of exceptional giftedness in early adolescence. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Line Meanings, Journal of Educational Psychology, Gifted Child Quarterly, Journal of Creative Behavior, Journal of Personality, Pattern Meanings, American Psychologist, Child Development, Cambridge University Press, Psychological Reports, San Diego, Discussion These, Teacher Evaluation, Psychological Review, Journal of Psychology, Phi Delta Kappan, Developmental Psychology, Journal of Genetic Psychology, Quartile Four, Annual Review of Psychology, Basic Books, Child Study Journal, Fluency Instances, Harvard University Press New!
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
This is a report from a longitudinal investigation of exceptional giftedness in early adolescence. Read the first page Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Line Meanings, Journal of Educational Psychology, Gifted Child Quarterly, Journal of Creative Behavior, Journal of Personality, Pattern Meanings, American Psychologist, Child Development, Cambridge University Press, Psychological Reports, San Diego, Discussion These, Teacher Evaluation, Psychological Review, Journal of Psychology, Phi Delta Kappan, Developmental Psychology, Journal of Genetic Psychology, Quartile Four, Annual Review of Psychology, Basic Books, Child Study Journal, Fluency Instances, Harvard University Press New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 26
books:
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20
books
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- Educational Psychology by WILEY on 5 pages
- Educational Psychology by Robert J. Sternberg on 5 pages
- Educational Psychology by Robert A. Davis on 5 pages
- Child Development (4th Edition) by Robert S. Feldman on page 10, and page 39
- Social Psychology by Donald C. Pennington on page 30, and page 111
See all 26 books this book cites
- Different Minds: Gifted Children With Ad/Hd, Asperger Syndrome, and Other Learning Deficits by Deirdre V. Lovecky on page 224, and Back Matter
- More Ways Than One: Fostering Creativity in the Classroom (Creativity Research) by Arthur J. Cropley in Front Matter
- Taken by Surprise: A Dance Improvisation Reader by Ann Cooper Albright on page 193
- Understanding and Recognizing Creativity: The Emergence of a Discipline (Publications in Creativity Research) by Scott G. Isaksen in Front Matter
- Creativity and Affect: (Publications in Creativity Research) by Melvin P. Shaw in Front Matter
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