Abstract
Creativity commonly refers to the ability to generate ideas, solutions, or insights that are novel yet feasible. The ability to generate creative ideas appears to develop and change from childhood to adulthood. Prior research, although inconsistent, generally indicates that adults perform better than adolescents on the alternative uses task (AUT), a commonly used index of creative ideation. The focus of this study was whether performance could be improved by practicing alternative uses generation. We examined the effectiveness of creative ideation training in adolescents (13–16 years, N = 71) and adults (23–30 years, N = 61). Participants followed one of three types of training, each comprising eight 20-min practice sessions within 2 week time: (1) alternative uses generation (experimental condition: creative ideation); (2) object characteristic generation (control condition: general ideation); (3) rule-switching (control condition: rule-switching). Progression in fluency, flexibility, originality of creative ideation was compared between age-groups and training conditions. Participants improved in creative ideation and cognitive flexibility, but not in general ideation. Participants in all three training conditions became better in fluency and originality on the AUT. With regard to originality, adolescents benefitted more from training than adults, although this was not specific for the creative ideation training condition. These results are interpreted in relation to (a) the different underlying processes targeted in the three conditions and (b) developmental differences in brain plasticity with increased sensitivity to training in adolescents. In sum, the results show that improvement can be made in creative ideation and supports the hypothesis that adolescence is a developmental stage of increased flexibility optimized for learning and explorative behavior.
Highlights
Creativity is considered one of humans most complex as well as important behaviors
We see that age effects emerged on the combined Alternative Uses (AU)/Ordinary Characteristics (OC) task for the measures of AU originality and OC fluency
Age × Training Condition effects were not present on the alternative uses task (AUT) or rule-switching tasks; an interaction was present on the combined Alternative Uses/Ordinary Characteristics (AU/OC) task for the AU originality and AU fluency measures
Summary
Creativity is considered one of humans most complex as well as important behaviors. Its effects are evident and widespread, recognized in domains ranging from daily life problem solving to science and the arts. Within the creative cognition framework (e.g., Ward et al, 1999), creative capacity is considered inherent to normative human cognitive functioning, rather than an innate talent available to only a select few. Individual differences in creativity can be understood in terms of variations in the efficiency of such cognitive processes (e.g., Ward et al, 1999). The development and malleability of the underlying mental operations used in creative problem solving processes (e.g., Klingberg, 2010; Jolles et al, 2011; Karbach and Schubert, 2013) imply that creativity develops with training and age. Studies show that practice with creative ideation is highly effective in both adults (Glover, 1980; Bott et al, 2014; Kienitz et al, 2014), and children (Torrance, 1972; Cliatt et al, 1980)
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