Facets Of Creativity Research Articles

Creativity and the linguistic features of argumentative and narrative written task performance

This study investigated the relationship between creativity and the linguistic quality of the output in L2 written argumentative and narrative essays produced by 95 Hungarian secondary school students at intermediate to advanced level of proficiency. Participants also completed a figural creativity test which was standardized and validated for the target sample. The creativity test assessed creative fluency and elaboration, the abstractness of title and resistance to premature closure of the figurative representations. The lexical sophistication and diversity, syntactic complexity and elaboration, and cohesion and coherence of the students’ writing was analyzed with automated natural language processing tools. The interrelationship of creativity and the linguistic features of the argumentative and narrative texts was examined using correlational analyses. The results reveal a complex interplay of the role of different facets of creativity in L2 written task performance that varies across the two types of tasks.

The relationship between anger and creative performance: a three-level meta-analysis

ABSTRACT A substantial body of empirical research has focused on the interaction between creativity and mood, yet the results regarding the impact of anger on creative performance are notably varied. To clarify the overall relationship between the two, a three-level meta-analysis employing a random effects model was conducted. This analysis reviewed 115 effect sizes from 2,413 participants, revealing that anger is significantly positively correlated with creative performance (r = 0.184, 95% CI [0.111, 0.254]). The strength of this correlation was found to be moderated by the general and malevolent facets of creativity, as well as the procedures used for mood induction. Specifically, anger appears to enhance creative performance, particularly when it is elicited through imaginative processes and directed towards malevolent facet of creativity. However, the link between anger and creative performance was not influenced by the type of creative task used, the reported creative outcome, or the time limitation of the task. These findings contribute to refining the theoretical frameworks of mood and creativity and highlight the practical implications of utilising anger to moderate creative performance.

A System for Orchestrating Multiple Procedurally Generated Content for Different Player Profiles

We propose a system able to orchestrate the procedural generation of three creative facets (levels, narrative, and rules), using quality-diversity algorithms to promote diversity while converging to the desired solutions and able to satisfy different player's profiles. We aim to facilitate the project's reproducibility and extension by presenting the system's architecture and high-level design decisions and showcasing how we decoupled it enough to change algorithms. Our generation starts with a grammar-based quest generator that works as a frame for two quality-diversity algorithms: a level generator, which also creates locked-door puzzles, and an enemy generator, which selects their visuals based on their weapons. A rule-based profile analysis uses a pre-test questionnaire to classify the player into four profiles, and the quest generator creates different content for each of them. We use a game prototype to test our system with over 83 players, playing over 204 levels and answering a post-test questionnaire after each. Results show the game and contents were well-received, and there was a difference in perception between profiles. Players who played content based on their profile enjoyed it more than those playing content from another profile.

The neuronal basis of human creativity.

Human creativity is a powerful cognitive ability underlying all uniquely human cultural and scientific advancement. However, the neuronal basis of this creative ability is unknown. Here, I propose that slow, spontaneous fluctuations in neuronal activity, also known as "resting state" fluctuations, constitute a universal mechanism underlying all facets of human creativity. Support for this hypothesis is derived from experiments that directly link spontaneous fluctuations and verbal creativity. Recent experimental and modeling advances in our understanding of the spontaneous fluctuations offer an explanation for the diversity and innovative nature of creativity, which is derived from a unique integration of random, neuronal noise on the one hand with individually specified, deterministic information acquired through learning, expertise training, and hereditary traits. This integration between stochasticity and order leads to a process that offers, on the one hand, original, unexpected outcomes but, on the other hand, endows these outcomes with knowledge-based meaning and significance.

On the relationship between creative potential and creative achievement: Challenges and future directions

A central tenet in creativity research is that individual differences in creative achievement arise from the interplay of individual differences in creative potential. So far, however, measures of creative potential (e.g., divergent thinking ability) have explained only very limited variance in creative achievement. This article identifies eight conceptual and methodological challenges that require attention in the study of creative potential-achievement relationship, including considerations regarding the proper assessment of creative achievement, the scope and specificity of creative potential, forms of interaction and developmental dynamics, the role of mediating creative behaviors, environmental influences, and sample characteristics. These deliberations inform a model of individual differences in creativity, which outlines the structure and interplay of relevant components at the levels of creative potential, creative behavior, and creative achievement under the influence of the environment. Drawing a more detailed picture of the complexities associated with the creative potential-achievement relationship may help to improve and eventually also recognize limits to the prediction of creative achievement. Educational relevance and implication statementThis article highlights the many facets of creativity at the level of creative potential, creative behavior, and creative achievement, and proposes mechanisms of how creative potential manifests into creative achievement. Implication for educational practice include the understanding that different aspects of creative potential are relevant at different stages in creative development and for different creative domains, which has implications for the fostering of creative potential.

Kulturní rozdíly a jejich vliv na pojetí tvořivosti u studentů výtvarného oboru: Výzkumná studie založená na umění

Creativity is a construct shaped by society, its history and values. There is a global consensus on the importance of creativity for society, the economy and the individual. Yet, cultural context plays a significant role in describing the characteristics of creativity. This paper introduces the findings of a study focused on congruencies and differences in creative self-concept among art students on the US-Czech Republic-Taiwan axis. The study contributes to the understanding of the different facets of creativity and their importance in shaping an individual's creative self-concept. It particularly inspires didactic disciplines in promoting creativity not only in expressive fields.

Do authentic people generate more creative solutions to help others? The mediating role of dispositional and situational perspective-taking

As an extension of the existing literature on the association between authenticity and general and malevolent creativity, this study examines the link between authenticity and the prosocial facet of creativity, namely benevolent creativity (BC), and whether dispositional and situational perspective-taking functions as a mediator in this association. In Study 1, 284 participants (241 females; mean age = 20.43 years) were recruited to complete measures of authenticity, dispositional perspective-taking, and BC performance. The results revealed that although authenticity was not significantly correlated with BC fluency, flexibility, unusualness, and originality, the former can indirectly influence BC fluency through the mediating path of dispositional perspective-taking. In Study 2, 265 participants (203 females; mean age = 20.11 years) were recruited to complete measures of authenticity, situational perspective-taking, and BC performance. The results identified the mediating role of situational perspective-taking in the association between authenticity and BC fluency and flexibility. However, the aforementioned mediating effect was not observed in the link between authenticity and BC unusualness and originality. Taken together, our results indicate that both situational and dispositional perspective-taking can mediate the link between authenticity and the quantitative (rather than qualitative) facet of BC performance. The study's limitations and future research directions are discussed in detail.

Working With (Not Against) the Technology: GPT3 and Artificial Intelligence (AI) in College Composition

The use of artificial intelligence (AI) for improvement of writing is commonplace with word-processing software and cloudbased writing assistants such as Grammarly and Microsoft Word. However, more and more options are cropping up that move beyond assistance with grammar, spelling, and punctuation to complete essay generation. The free availability of AI essay generators has led to lamenting the coming death of college writing. But AI has been used in the previously noted examples for decades without such a reaction. In fact, the idea that the use of essay generating software is synonymous with academic dishonesty is as passé as worries about allowing students to use calculators or chalkboards. Both are tools that emerged by affording students a different type of learning which was not rote memorization. The questions now become how AI tools can and should be used to teach English composition and to what extent. In the conceptual age where AI is used to augment all other facets of human creativity, providing students with the tools they will need for effective communication becomes inevitable. These new AI tools may allow students to master grammar and syntax more quickly in order to move on to important research questions that will contribute to knowledge in their given fields. This study investigates the current and potential uses of AWE, AAG and AI essay generators in a first-semester English composition classroom. Students in the study were provided with the same assignments and learning outcomes as are standard in English, composition courses but were encouraged to use AI applications when prompted to discover the usefulness and limitations of such technology. Results from the study confirm that use of such tools does not automatically lead to plagiarism or academic dishonesty. On the contrary, higher-order thinking skills and metacognition are required to use AI tools appropriately to learn writing skills. Furthermore, the tools themselves became the topic covered in the class for the study and led to further social and ethical implications

Designing Our Own Board Games in the Playful Space: Improving High School Student’s Citizenship Competencies and Creativity through Game-Based Learning

The nurturing of a student’s core competencies and creativity has been promoted and prioritized as one of the main axes in education worldwide, which has also been emphasized in Taiwan’s new curriculum guidelines. This study aims to develop a new creative teaching and learning approach—“Self-designed Board Games” (SdBG), in which the students work in groups to design and play their self-designed board games in high school citizenship studies. The study further investigates the impact of SdBG on the students’ citizenship competencies and creativity. A quasi-experimental design was employed throughout one semester; 76 high school students were randomly assigned to either the experimental group (SdBG) or the comparison group (traditional lecturing teaching). The experimental group was asked to develop board games based on their interests and the learning contents of the 18- week semester. Later, all of the experimental group students played the board games developed by themselves and other fellow students. The main findings are as follows: (a) Citizenship competencies: the experimental group experienced a significant improvement in citizenship competencies, whereas no significant difference was found in the control group. (b) Creativity: the experimental group witnessed great improvements in all four facets of creativity, including fluency, flexibility, originality, and elaboration, whereas the control group experienced significant regression in all four facets in the pretest and post-test. To our knowledge, this is the first study that creates a so-called “Playful Space”, enabling students to play their self-designed board games and simultaneously investigates its impact on citizenship competencies and creativity. Evidence revealed that the SdBG is an effective approach in Citizenship studies, which offers the warrant for the study to make theoretical and practical contributions to the field and knowledge.

Artificial Intelligence : in Creation and Destruction of Human Creativity pertaining to the Schumpeter’s Gale

Technological innovation stands as a crucial element in the advancement of humanity. Artificial Intelligence (AI) is a cutting-edge innovation that is highly sought after in the present times. This powerful and novel technology profoundly influences numerous aspects of our lives. The extensive and swift integration of AI tools in various domains has prompted conversations regarding the significance of AI and its potential influence on creativity. The main objective of this research paper is to conduct a thorough investigation into the impact of AI on different facets of human creativity. It will explore the potential applications of AI as a supportive instrument to augment and facilitate human creative endeavours. Additionally, the paper will delve into the potential risks and drawbacks associated with AI’s involvement in artistic pursuits, highlighting its potentially detrimental effects and proposing possible solutions to safeguard our creative expression. This research integrates Joseph Schumpeter’s ‘Creative Destruction’ theory (Schumpeter’s Gale), to analyse why AI is viewed as a Creative Destruction in Human Creativity.

The AI Effect: Rethinking Design Workflows for Enhanced Productivity and Creativity

Advancements in artificial intelligence and machine learning are transforming how designers work with computers. This thesis explores the developing relationship between artificial intelligence (AI) and design processes, focusing on how it impacts the creation of digital experiences. This study examines the impact of AI on design, highlighting how AI can improve efficiency and creativity alongside ethical challenges and the need to preserve human uniqueness in digital creations. It investigates AI's effects on design workflows, creativity, and the designer's evolving role through interviews, content analysis, case studies, and surveys. The aim is to understand AI's influence on designer productivity, innovation, and ethical issues. The need for this research stems from significant changes in the design field due to AI, focusing on optimizing design workflows within ethical and user-centric frameworks. This thesis contributes to discussions on AI in design, advocating for a thoughtful integration of AI. It is based on assumptions about design's digital transformation and AI's ethical implications, framing the inquiry into this intricate topic. With an emphasis on the collaborative intelligence model, wherein human and AI synergies enhance design outcomes, the study investigates the practical, ethical, and creative facets of AI in design. This research aims to empower designers to navigate the evolving AI landscape effectively, advocating for a future where AI enhances human creativity and problem-solving in the design of compelling digital experiences.

Octahedral Creativity Framework

Abstract Currently, Rhodes’ 4p framework of creativity is the most widely accepted framework to understand creativity. In spite of this, there are many new theories focused on some facets of creativity that shape a fragmented puzzle with pieces that overlap and intertwine in a very complex way. The absence of an integrating framework adapted to the incursion of new theories prevents us from achieving that global vision of a finished puzzle, where each theory fits perfectly. The Octahedral Creativity Framework (OCF) fills this gap. It is built on Hermagoras´ framework of seven circumstances (who, in what way, what, where, when, why, and by what means) and 26 current frameworks and theories of creativity, including Rhodes’ 4P creativity framework (Person-who, Process-How, Product-what and Press-where/when). It is shaped as an octahedron, where the six main dimensions are placed on their vertices: Person, Product, Process, Environment, Motive, and Means. Factors derived from dimension interaction are located on its corresponding edges and faces. This research shows graphically how 26 of the main creativity frameworks and theories integrate their dimensions and factors in the OCF. The OCF provides a better understanding of the construct of creativity. This global integrative framework opens new research paths based on certain factors and their interaction with other close elements. The gain in knowledge also suggests pragmatic consequences in the lines of evaluating and teaching creativity not only to enhance economic development but to enhance our personal well-being.

Different Facets of Creativity in Employees Covering Non-Clinical to Clinical Manifestations of Burnout.

Empirical studies exploring the relationship between burnout and creativity are very rare. In the present study, a well-defined group of clinical burnout patients (n = 75) and two groups of working people showing high (n = 39) vs. low burnout symptoms (n = 62) were investigated. Participants completed various creativity tests including self-assessed facets of creativity, as well as psychometric measures of figural and verbal creativity. Furthermore, we examined individual and clinical characteristics that may influence creativity in burnout patients, such as depression, sleep quality, daytime fatigue, and cognitive measures (i.e., selective attention and executive control). The clinical burnout group scored lowest in all creativity tasks and cognitive tests. Additionally, they showed lower nighttime sleep quality and higher depression scores. However, creativity scores in both groups of working people were largely comparable, indicating that only more severe (i.e., clinical) manifestations of burnout are linked to creativity.

The logistics of fear: violence and the stratifying power of emotion

This article contributes to growing sociological interest in theorising fear by providing cross-class evidence of what people do when they are afraid and how their emotion strategies matter for broader inequalities. Drawing on and extending pragmatist approaches to the study of emotion, I conceptualise the logistics of fear as the strategies that people employ to manage fear when prompted by a large-scale threat at the societal level. I argue that fear in such contexts can quickly exacerbate inequality by means of the unequal resources people draw on to solve or manage fear on a daily basis. Drawing on qualitative fieldwork conducted in the midst of a violent criminal war in urban Mexico, I trace the restructuring of metropolitan nightlife as a three-stage process: destruction, dispersion, and classed re-concentration. Attention to classed variations in emotion strategies over time provides evidence of the destructive and creative facets of fear, as well as of its stratifying power. More broadly, this research puts forth a pragmatist approach to the study of emotion that centres emotion as a problem and social process.

The Changing Facets of American Novels of Romance: Interpreting the Creative Flux of Platonic Romance in Danielle Steel’s Safe Harbour versus Calvinist Romance in Marilynne Robinson’s Jack

The paper critically focuses on the creative facets of romance in Danielle Steel’s Safe Harbour and Marilynne Robinson’s Jack. Safe Harbour virtually harbours on mutual faith between an American widow Danielle who is also a social worker and a divorcee form New Zealand named Matt, who happens to be an artist too. In the novel, the youngest daughter of Danielle performs angelic role to bring about a transformation in thoughts and beliefs leading to the union of her mother with Matt. It seems as if the romance between them is more of Platonic than anything else leading to carrying out humanitarian responsibilities. Jack is one of its unique kinds of literary writings based on the love between two young persons Jack and Della of the two well-known racesof America. With the backdrop of the controversy that juxtaposes racial problems and human attributes with the paradigm of Calvinist romance which advocates for the stability and security of a strict religious system in a world that he finds unstable and even absurd without it. It examines how the author has tactfully revealed the pre-ordained bond of love between the two characters leaving behind the so- called social and religious dogmas. There is a reference to Black Lives Matter in the novel admixed with racial trauma whereas in the thematic context, it repeatedly investigates the connection between loneliness and eternal damnation; the soul’s isolation and its torment.

The development of creative search strategies

How does creativity develop? Creativity is a multi-faceted behavior and thus it is difficult to find measures for creativity that are both precise and comparable across development. Here, we examine the development of creativity using a “creative foraging” task. The task measures different facets of creativity which we compare between 4- to 8-year-old children and adults. We find that compared to adults, children spend a higher percentage of their search exploring, and their exploitation phases are less efficient. Moreover, children orient their search to a different and smaller region of the search space, but within that space they produce more unique creative products. Lastly, as children grow up, their creative products become more adult-like and their uniqueness decreases. Together, these results suggest that creative search changes across development, in the search strategy employed, in how the space of possibilities is navigated, and in what ideas are ultimately chosen.

Соната для альта и фортепиано в отечественном музыкальном искусстве первой трети XX в.: сочинения Н. А. Рославца и С. Н. Василенко

The study examines the little-known and rarely performed Sonatas for viola and piano by N. A. Roslavets and S. N. Vasilenko, famous musicians and public figures, major representatives of the Russian school of composition, written due to the growing interest in viola performance, technical and artistic capabilities of the instrument. This trend is based on a direct response tothe work of V. V. Borisovsky, who became one of the great interpreters of this repertoire and determined the path of its development up to the present time. The sonata for viola and piano has become a space for experiment, symbolizing the departure from academic canons, the emergence of an alternative type of thinking, the birth of original musical systems. Another facet of this process came to be the compositions written in line with romantic tendencies characteristic of the chamber ensemble in Russian music. The paper focuses on the stylistic and genre features of these compositions, their artistic content, close to the current trends of musical art of the first third of the 20th century. The author displays a diverse palette of intellectual and creative facets, and identifies characteristic features of the composer's handwriting of Roslavets and Vasilenko in the context of traditions and innovation, successive relationships and new aesthetic views.

Facets of creative potential in selected occupational fields

ABSTRACT Today, creativity is considered a success factor in many occupational fields and a core competence of the 21st century. In vocational education and training (VET), creativity is defined as problem-solving ability and ascribed to the transversal competences. Creativity is always context-dependent in terms of the work environment and specific demands of an occupation. To implement creativity didactically in the classroom and in the workplace, it is important to understand what creativity entails in the context of different occupations. Accordingly, the aim of this interview study was to conduct an initial investigation into the facets of creative potential in different occupations. Since a suitable instrument for measuring creativity does not exist in VET at time of writing, this study was based on theories and instruments used in psychology. The findings of this study show that in the four occupations studied (commercial clerk, specialist in care, IT specialist, and design engineer), different facets of creativity were relevant to successfully coping with creative situations. Overall, divergent and convergent thinking were identified as the most important facets of creativity in the professional creative situations examined.

Project-based learning oriented STEAM: the case of micro–bit paper-cutting lamp

The main purpose of the living technology curriculum is to cultivate students' interest in learning science and technology, and further to utilize their experience of learning instructions and develop their ability to integrate interdisciplinary knowledge and skills. In recent years, as countries have begun to emphasize the concept of interdisciplinary integration in the school education, STEM (Science, Technology, Engineering, and Mathematics, STEM) focuses on cultivating interdisciplinary talents. With this, STEAM highlights the role of ART because other dimensions of STEM are expected to be effectively integrated through the cultivation of aesthetics; the purpose of this study is to design a STEAM curriculum for elementary school children and to explore the impact of STEAM education on the creativity. The content of this course is based on the PBL (Project-Based Learning) with the teaching activities combining with “Chinese Paper-cutting” and “BBC micro: bit”. The teaching process is used the strategy of creative thinking instruction. The research method adopts a one-group pretest–posttest design based on a purposive sampling of 21 students from one class in an elementary school. The research tools included the records of learning feedback and the creativity assessment. The empirical findings show that the project-based learning incorporating STEAM activity has a positive significant influence on students’ development of creative recognition. Since the empirical results are constricted by the short-term STEAM course, the STEAM course with the art-oriented still benefits the STEAM education and Learning effectiveness of elementary school students. The implication of interdisciplinary interactive Lamp of Paper Carving with Micro:Bit is expected to contribute to further development of STEAM course. Since the curriculum is only last for few weeks, it is too short to affect the emotional facet of creativity. Future researches are suggested to extend the teaching period and evaluate the long-term influence of PBL STEAM on students' learning attitude.

A Multifaceted Approach to Measure Creativity across Cultures: The Role of the Centrality of Context in Divergent Thinking Tasks

AbstractCreativity is a multifaceted construct, yet traditionally measured as divergent thinking (DT) with originality as its main focus. As originality tends to be discouraged in East Asian cultures, this measurement discrepancy is especially problematic in cross‐cultural studies. Given cultural variations in the centrality of context, in the current study we added two context‐dependent dimensions to frequently used DT tasks: a holism dimension to Torrance repeated circles subscale and a usefulness dimension to the Alternates Uses Task (AUT). In Study 1, South Korean and Israeli students completed the Torrance subscale. As hypothesized, while Israelis evinced higher DT ability, Koreans demonstrated a holistic approach. In Study 2, Japanese and Israeli students completed the AUT. Once again, Israelis evinced higher DT ability. Although no significant difference was found on the usefulness dimension, within‐culture analysis indicated that relative to the DT dimensions (originality, flexibility, fluency), usefulness was the highest score among Japanese and the lowest among Israelis. Furthermore, in both studies the “Eastern” dimensions loaded on a separate factor than the DT dimensions, implying that they might represent distinct facets of creativity. We propose that adopting a multifaceted approach, offers a unique opportunity for understanding creativity in general and in a cross‐cultural context in particular.