Cantitate/Preț
Produs

Creativity and Divergent Thinking

De (autor)
Notă GoodReads:
en Limba Engleză Carte Hardback – August 1993
Descriere de la o altă ediție sau format:
Do general-purpose creative-thinking skills -- skills like divergent thinking, which is touted as an important component of creative thinking no matter what the task domain -- actually make much of a contribution to creative performance? Although much recent research argues against such domain-transcending skills -- including several new studies reported in this book -- the appeal of such general skills remains strong, probably because of the theoretical economy and power such skills would provide. Divergent thinking, in particular, has had an incredible staying power. Despite its many flaws, divergent thinking remains the most frequently used indicator of creativity in both creativity research and educational practice, and divergent thinking theory has a strong hold on everyday conceptions of what it means to be creative.
Reviewing the available research on divergent thinking, this book presents a framework for understanding other major theories of creativity, including Mednick's associative theory and a possible connectionist approach of creativity. It reports a series of studies (including the study that won APA's 1992 Berlyne Prize) that demonstrate the absence of effects of general creative-thinking skills across a range of creativity-relevant tasks, but indicate that training in divergent thinking does in fact improve creative performance across diverse task domains. The book then ties these findings together with a multi-level theory, in which a task-specific approach to creativity is strengthened by recasting some divergent-thinking concepts into domain- and task-specific forms.
This book fills the gap between divergent-thinking theory and more recent, modular conceptions of creativity. Rather than advocate that we simply discard divergent thinking -- an approach that hasn't worked, or at least hasn't happened, because of many attacks on its validity and usefulness -- this book shows how to separate what is useful in divergent-thinking theory and practice from what is not. It shows that divergent-thinking training can be valuable, although often not for the reasons trainers think it works. And it offers specific suggestions about the kinds of creativity research most needed today.
Citește tot Restrânge
Toate formatele și edițiile
Toate formatele și edițiile Preț Express
Carte Paperback (1) 22197 lei  Economic 18-30 zile +8956 lei  10-18 zile
  Psychology Press – 29 Feb 2016 22197 lei  Economic 18-30 zile +8956 lei  10-18 zile
Carte Hardback (1) 55937 lei  Economic 18-30 zile
  Lawrence Erlbaum Associates Inc – August 1993 55937 lei  Economic 18-30 zile

Preț: 55937 lei

Preț vechi: 62850 lei
-11%

Puncte Express: 839

Preț estimativ în valută:
11280 12715$ 10050£

Carte disponibilă

Livrare economică 05-17 iulie

Preluare comenzi: 021 569.72.76

Specificații

ISBN-13: 9780805812954
ISBN-10: 0805812954
Pagini: 136
Dimensiuni: 161 x 231 x 13 mm
Greutate: 0.28 kg
Ediția: 1
Editura: Lawrence Erlbaum Associates Inc
Colecția Psychology Press

Textul de pe ultima copertă

Do general-purpose creative-thinking skills -- skills like divergent thinking, which is touted as an important component of creative thinking no matter what the task domain -- actually make much of a contribution to creative performance? Although much recent research argues against such domain-transcending skills -- including several new studies reported in this book -- the appeal of such general skills remains strong, probably because of the theoretical economy and power such skills would provide. Divergent thinking, in particular, has had an incredible staying power. Despite its many flaws, divergent thinking remains the most frequently used indicator of creativity in both creativity research and educational practice, and divergent thinking theory has a strong hold on everyday conceptions of what it means to be creative.

Reviewing the available research on divergent thinking, this book presents a framework for understanding other major theories of creativity, including Mednick's associative theory and a possible connectionist approach of creativity. It reports a series of studies (including the study that won APA's 1992 Berlyne Prize) that demonstrate the absence of effects of general creative-thinking skills across a range of creativity-relevant tasks, but indicate that training in divergent thinking does in fact improve creative performance across diverse task domains. The book then ties these findings together with a multi-level theory, in which a task-specific approach to creativity is strengthened by recasting some divergent-thinking concepts into domain- and task-specific forms.

This book fills the gap between divergent-thinking theory and more recent, modular conceptions of creativity. Rather than advocate that we simply discard divergent thinking -- an approach that hasn't worked, or at least hasn't happened, because of many attacks on its validity and usefulness -- this book shows how to separate what is useful in divergent-thinking theory and practice from what is not. It shows that divergent-thinking training can be valuable, although often not for the reasons trainers think it works. And it offers specific suggestions about the kinds of creativity research most needed today.