Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-24T21:09:28.891Z Has data issue: false hasContentIssue false

9 - Creative Development in Children from a Measurement Perspective

from Part II - The Development of Creativity

Published online by Cambridge University Press:  19 November 2021

By
Dimitrios Zbainos  and
Todd Lubart
Edited by
Sandra W. Russ ,
Jessica D. Hoffmann  and
James C. Kaufman
Sandra W. Russ
Affiliation:
Case Western Reserve University, Ohio
Jessica D. Hoffmann
Affiliation:
Yale University, Connecticut
James C. Kaufman
Affiliation:
University of Connecticut
Get access

Summary

The present chapter is concerned with the methods and tools that have been proposed and used to assess creativity in children and adolescents. Creativity across developmental periods is a moving target. The 7 Cs framework highlights the main facets of creativity that have appeared in the literature (Lubart, 2017). These Cs provide a framework for examining creativity assessment in terms of Creators (creative people), Creating (the act of producing new work), Collaborations (interactions with close others during creation), Context (the physical and social environment), Creation (the new production and its characteristics), Consumption (the uptake and adoption of creative work), and Curricula (teaching and developing creativity through education).

Keywords

creativity developmentmeasurementcreatorcreatingcontextcollaborationscreationsconsumptioncurriculum
Type
Chapter
Information
The Cambridge Handbook of Lifespan Development of Creativity , pp. 176 - 205
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ahmadi, N., Peter, L., Lubart, T., & Besançon, M. (2019). School environments: Friend or foe for creativity education and research? In Mullen, C. A. (Ed.), Creativity under duress in education? Creativity theory and action in education (vol. 3, pp. 255–266). Cham: Springer.CrossRefGoogle Scholar
Amabile, T. M. (1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43(5), 997–1013.Google Scholar
Amabile, T. M. (1983). The social psychology of creativity. New York: Springer-Verlag.Google Scholar
Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview Press.Google Scholar
Amabile, T. M., Conti, R., Coon, H., Lazenby, J., & Herron, M. (1996). Assessing the work environment for creativity. Academy of Management Journal, 39(5), 1154–1184. doi:10.5465/256995Google Scholar
Anderson, N. R., & West, M. A. (1998). Measuring climate for work group innovation: Development and validation of the team climate inventory. Journal of Organizational Behavior, 19(3), 235–258. doi:10.1002/(sici)1099-1379(199805)19:3<235::aid-job837>3.0.co;2-c3.0.CO;2-C>CrossRefGoogle Scholar
Arnold, K. D., Subotnik, R. F., & Ross, M. (2011). Longitudinal studies. In Runco, M. A. & Pritzker, S. R. (Eds.), Encyclopedia of creativity (2nd ed., pp. 62–67). San Diego, CA: Academic Press.Google Scholar
Baer, J. (2017). Why you are probably more creative (and less creative) than you think. In Karwowski, M. & Kaufman, J. C. (Eds.), The creative self (pp. 259–273). San Diego, CA: Academic Press.CrossRefGoogle Scholar
Baer, J., & Kaufman, J. C. (2019). Assessing creativity with the consensual assessment technique. In Lebuda, I. & Glăveanu, V. P. (Eds.), The Palgrave handbook of social creativity research (pp. 27–37). Cham: Springer International.Google Scholar
Barbot, B. (2011). Brief big five (BB5). Paris: Editions Hogrefe.Google Scholar
Barbot, B., Besançon, M., & Lubart, T. (2016). The generality–specificity of creativity: Exploring the structure of creative potential with EPoC. Learning and Individual Differences, 52, 178–187. doi:10.1016/j.lindif.2016.06.005CrossRefGoogle Scholar
Barbot, B., & Heuser, B. (2017). Creativity and identity formation in adolescence: A developmental perspective. In Karwowski, M. & Kaufman, J. C. (Eds.), The creative self (pp. 87–98). San Diego, CA: Academic Press.CrossRefGoogle Scholar
Barbot, B., Lubart, T. I., & Besançon, M. (2016). “Peaks, slumps, and bumps”: Individual differences in the development of creativity in children and adolescents. New Directions for Child and Adolescent Development, 2016(151), 33–45. doi:10.1002/cad.20152CrossRefGoogle ScholarPubMed
Beaty, R. E., Benedek, M., Silvia, P. J., & Schacter, D. L. (2016). Creative cognition and brain network dynamics. Trends in Cognitive Sciences, 20(2), 87–95. doi:10.1016/j.tics.2015.10.004CrossRefGoogle ScholarPubMed
Beghetto, R. A. (2019). From static to dynamic: Toward a socio-dynamic perspective on creativity in classrooms. In Lebuda, I. & Glăveanu, V. P. (Eds.), The Palgrave handbook of social creativity research (pp. 473–485). Cham: Springer International.Google Scholar
Beghetto, R. A., & Corazza, G. E. (Eds.). (2019). The dynamic definition of creativity: Implications for creativity assessment. Cham: Springer International.Google Scholar
Beghetto, R. A., & Karwowski, M. (2017). Toward untangling creative self-beliefs. In Karwowski, M. & Kaufman, J. C. (Eds.), The creative self (pp. 3–22). San Diego, CA: Academic Press.Google Scholar
Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53–69. doi:10.1080/13598139.2014.905247Google Scholar
Benedek, M., & Fink, A. (2019). Toward a neurocognitive framework of creative cognition: The role of memory, attention, and cognitive control. Current Opinion in Behavioral Sciences, 27, 116–122. doi:10.1016/j.cobeha.2018.11.002Google Scholar
Benedek, M., & Jauk, E. (2019). Creativity and cognitive control. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge handbook of creativity (2nd ed., pp. 200–223). New York: Cambridge University Press.Google Scholar
Besançon, M., & Lubart, T. (2008). Differences in the development of creative competencies in children schooled in diverse learning environments. Learning and Individual Differences, 18(4), 381–389. doi:10.1016/j.lindif.2007.11.009Google Scholar
Besançon, M., & Lubart, T. I. (2020). Longitudinal studies of creativity. In Runco, M. A & Pritzer, S (Eds.), Encyclopedia of creativity (3rd ed., pp. 56–61). New York: Academic Press.Google Scholar
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40. doi:10.1023/a:1021302408382Google Scholar
Carruthers, L., & MacLean, R. (2019). The dynamic definition of creativity: Implications for creativity assessment. In Beghetto, R. A. & Corazza, G. E. (Eds.), Dynamic perspectives on creativity: New directions for theory, research, and practice in education (pp. 207–223). Cham: Springer International.Google Scholar
Clapham, M. M., Cowdery, E. M., King, K. E., & Montang, M. A. (2005). Predicting work activities with divergent thinking tests: A longitudinal study. The Journal of Creative Behavior, 39(3), 149–166. doi:10.1002/j.2162-6057.2005.tb01256.xGoogle Scholar
Corazza, G. E. (2016). Potential originality and effectiveness: The dynamic definition of creativity. Creativity Research Journal, 28(3), 258–267. doi:10.1080/10400419.2016.1195627Google Scholar
Cramond, B., Matthews-Morgan, J., Bandalos, D., & Zuo, L. (2005). A report on the 40-year follow-up of the Torrance Tests of Creative Thinking: Alive and well in the new millennium. Gifted Child Quarterly, 49(4), 283–291. doi:10.1177/001698620504900402CrossRefGoogle Scholar
Csikszentmihalyi, M. (2014). Society, culture, and person: A systems view of creativity. In Csikszentmihalyi, M. (Ed.), The systems model of creativity: The collected works of Mihaly Csikszentmihalyi (pp. 47–61). Dordrecht: Springer Netherlands.Google Scholar
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education – A systematic literature review. Thinking Skills and Creativity, 8, 80–91. doi:10.1016/j.tsc.2012.07.004Google Scholar
Ekvall, G. (1996). Organizational climate for creativity and innovation. European Journal of Work and Organizational Psychology, 5(1), 105–123. doi:10.1080/13594329608414845Google Scholar
Elliott, J. G., Grigorenko, E. L., & Resing, W. C. M. (2010). Dynamic assessment. In Peterson, P., Baker, E., & McGaw, B. (Eds.), International encyclopedia of education (2nd ed., pp. 220–225). Oxford: Elsevier.Google Scholar
Feist, G. J. (1998). A meta–analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290–309. doi:10.1207/s15327957pspr0204_5Google Scholar
Feist, G. J. (2010). The function of personality in creativity. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge handbook of creativity (pp. 113–130). New York: Cambridge University Press.Google Scholar
Feist, G. J. (2019). The function of personality in creativity: Updates on the creative personality. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge handbook of creativity (2nd ed., pp. 353–373). New York: Cambridge University Press.CrossRefGoogle Scholar
Feist, G. J., & Barron, F. X. (2003). Predicting creativity from early to late adulthood: Intellect, potential, and personality. Journal of Research in Personality, 37(2), 62–88. doi:10.1016/S0092-6566(02)00536-6CrossRefGoogle Scholar
Feuerstein, R., Klein, P. S., & Tannenbaum, A. J. (1991). Mediated learning experience (MLE): Theoretical, psychosocial and learning implications. London: Freund, c1991 (1994 printing).Google Scholar
Fletcher, J., Lyon, G. R., Fuchs, L., & Barnes, M. A. (2007). Learning disabilities: From identification to intervention. New York; London: Guilford.Google Scholar
Gagné, F. (2009). Debating giftedness: Pronat vs. antinat. In Shavinina, L. V. (Ed.), International handbook on giftedness (pp. 155–204). Chicago, IL: Springer.Google Scholar
Gardner, K. G., & Moran, J. D. (1990). Family adaptability, cohesion, and creativity. Creativity Research Journal, 3(4), 281–286. doi:10.1080/10400419009534361Google Scholar
Gentner, D. (1988). Analogy. In Bechtel, W. & Graham, G. (Eds.), A companion to cognitive science (pp. 107–113). Oxford: Blackwell.Google Scholar
Glăveanu, V. P. (2011). How are we creative together? Comparing sociocognitive and sociocultural answers. Theory & Psychology, 21(4), 473–492. doi:10.1177/0959354310372152Google Scholar
Glăveanu, V. P. (2013). Rewriting the language of creativity: The Five A’s framework. Review of General Psychology, 17(1), 69–81. doi:10.1037/a0029528Google Scholar
Glăveanu, V. P. (2015). Creativity as a sociocultural act. The Journal of Creative Behavior, 49(3), 165–180. doi:10.1002/jocb.94Google Scholar
Glăveanu, V. P. (2016). The psychology of creating: A cultural-developmental approach to key dichotomies within creativity studies. In Glăveanu, V. P. (Ed.), The Palgrave handbook of creativity and culture research (pp. 205–223). London: Palgrave Macmillan.Google Scholar
Glăveanu, V. P. (2017). The creative self in dialogue. In Karwowski, M. & Kaufman, J. C. (Eds.), The creative self (pp. 117–135). San Diego, CA: Academic Press.CrossRefGoogle Scholar
Glăveanu, V. P. (2019). Studying creativity as a social process: The use of subjective cameras. In Lebuda, I. & Glăveanu, V. P. (Eds.), The Palgrave handbook of social creativity research (pp. 163–173). Cham: Springer International.Google Scholar
Glick, J. (1987). Prologue. In Rieber, R. W (Ed.), The collected works of L. S. Vygotsky (vol. 4, The history of the development of higher mental functions, pp. 5–16). New York: Plenum Press.Google Scholar
Grigorenko, E. L. (2008). Dynamic assessment and response to intervention: Two sides of one coin. Journal of Learning Disabilities, 42(2), 111–132. doi:10.1177/0022219408326207Google Scholar
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454.CrossRefGoogle ScholarPubMed
Guilford, J. P. (1967). The nature of human intelligence: New York: McGraw-Hill.Google Scholar
Gustafson, S., Svensson, I., & Fälth, L. (2014). Response to intervention and dynamic assessment: Implementing systematic, dynamic and individualised interventions in primary school. International Journal of Disability, Development and Education, 61(1), 27–43. doi:10.1080/1034912X.2014.878538Google Scholar
Haywood, H. C., & Lidz, C. S. (2007). Dynamic assessment in practice: Clinical and educational applications. Cambridge: Cambridge University Press.Google Scholar
Heilman, G., & Korte, W. B. (2010). The role of creativity and innovation in school curricula in the EU27. Luxembourg: Publications Office of the European Union.Google Scholar
Helson, R. (1999). A longitudinal study of creative personality in women. Creativity Research Journal, 12(2), 89–101. doi:10.1207/s15326934crj1202_2Google Scholar
Hennessey, B. A. (2010). The creativity–motivation connection. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge handbook of creativity (pp. 342–365). New York: Cambridge University Press. doi:10.1017/CBO9780511763205.022CrossRefGoogle Scholar
Hunter, S. T., Bedell, K., & Mumford, M. D. (2007). Climate for creativity: A quantitative review. Creativity Research Journal, 19(1), 69–90. doi:10.1080/10400410709336883Google Scholar
Jaussi, K. S., Randel, A. E., & Dionne, S. D. (2007). I am, I think I can, and I do: The role of personal identity, self-efficacy, and cross-application of experiences in creativity at work. Creativity Research Journal, 19(2–3), 247–258. doi:10.1080/10400410701397339Google Scholar
Karwowski, M. (2008). Creative climate as a preventive factor for youths’ risk behaviours. New Educational Review, 16 (3–4), 175–184.Google Scholar
Karwowski, M. (2011). Teacher personality as predictor of perceived climate for creativity. The International Journal of Creativity and Problem Solving, 21(1), 37–52.Google Scholar
Karwowski, M. (2019). Classroom creative climate: From a static to a dynamic perspective. In Lebuda, I. & Glăveanu, V. P. (Eds.), The Palgrave handbook of social creativity research (pp. 487–499). Cham: Springer International.Google Scholar
Karwowski, M., & Barbot, B. (2016). Creative self-beliefs: Their nature, development, and correlates. In Kaufman, J. C. & Baer, J. (Eds.), Creativity and reason in cognitive development (2nd ed., pp. 302–326). Cambridge: Cambridge University Press.Google Scholar
Karwowski, M., & Gralewski, J. (2013). Threshold hypothesis: Fact or artifact? Thinking Skills and Creativity, 8, 25–33. doi:10.1016/j.tsc.2012.05.003Google Scholar
Karwowski, M., & Lebuda, I. (2017). Creative self-concept. In Feist, G. J., Kaufman, J. C., & Reiter-Palmon, R. (Eds.), The Cambridge handbook of creativity and personality research (pp. 84–101). Cambridge: Cambridge University Press.Google Scholar
Karwowski, M., Lebuda, I., Wiśniewska, E., & Gralewski, J. (2013). Big five personality traits as the predictors of creative self-efficacy and creative personal identity: Does gender matter? The Journal of Creative Behavior, 47(3), 215–232. doi:10.1002/jocb.32Google Scholar
Kaufman, J. C., & Baer, J. (2004). Sure, I’m creative – but not in mathematics!: Self-reported creativity in diverse domains. Empirical Studies of the Arts, 22(2), 143–155. doi:10.2190/26hq-vhe8-gtln-bjjmGoogle Scholar
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The Four C model of creativity. Review of General Psychology, 13(1), 1–12. doi:10.1037/a0013688Google Scholar
Kaufman, J. C., & Beghetto, R. A. (2013). In praise of Clark Kent: Creative metacognition and the importance of teaching kids when (not) to be creative. Roeper Review, 35(3), 155–165. doi:10.1080/02783193.2013.799413Google Scholar
Kaufman, J. C., Beghetto, R. A., & Watson, C. (2016). Creative metacognition and self-ratings of creative performance: A 4-C perspective. Learning and Individual Differences, 51, 394–399. doi:10.1016/j.lindif.2015.05.004Google Scholar
Kaufman, J. C., & Glăveanu, V. P. (2019). A review of creativity theories: What questions are we trying to answer? In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge handbook of creativity (2nd ed., pp. 27–43). New York: Cambridge University Press.Google Scholar
Kim, K. H. (2006). Can we trust creativity tests? A review of the Torrance Tests of Creative Thinking (TTCT). Creativity Research Journal, 18(1), 3–14. doi:10.1207/s15326934crj1801_2Google Scholar
Kim, K. H. (2008). Meta-analyses of the relationship of creative achievement to both IQ and divergent thinking test scores. The Journal of Creative Behavior, 42(2), 106–130. doi:10.1002/j.2162-6057.2008.tb01290.xGoogle Scholar
Kim, K. H. (2011). The APA 2009 Division 10 debate: Are the Torrance Tests of Creative Thinking still relevant in the 21st century? Psychology of Aesthetics, Creativity, and the Arts, 5(4), 302–308. doi:10.1037/a0021917Google Scholar
Koestler, A. (1964). The act of creation. London: Hutchinson.Google Scholar
Kozbelt, A. (2008). Longitudinal hit ratios of classical composers: Reconciling “Darwinian” and expertise acquisition perspectives on lifespan creativity. Psychology of Aesthetics, Creativity, and the Arts, 2(4), 221–235. doi:10.1037/a0012860Google Scholar
Kozbelt, A., Beghetto, R. A., & Runco, M. A. (2010). Theories of creativity. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge handbook of creativity (pp. 20–47). New York: Cambridge University Press.Google Scholar
Lee, K. H. (2005). The relationship between creative thinking ability and creative personality of preschoolers. International Education Journal, 6 (2), 194–199.Google Scholar
Lehman, H. C. (1953). Age and achievement. Princeton, NJ: Princeton University Press.Google Scholar
Lubart, T. (2017). The 7 C’s of creativity. The Journal of Creative Behavior, 51 (4), 293–296.CrossRefGoogle Scholar
Lubart, T., Besançon, M., & Barbot, B. (2011). EPoC: Evaluation du Potentiel Créatif. Paris: Hogrefe.Google Scholar
Lubart, T., Besançon, M., & Barbot, B. (2019). Creative potential: Assessment issues and the EPoC Battery/Potencial creativo: temas de evaluación y bactería EPoC. Studies in Psychology, 40 (3), 540–562.Google Scholar
Lubart, T., & Georgsdottir, A. (2004). Creativity: Developmental and cross-cultural issues. In Lau, S., Hui, A. N. N., & Ng, G. Y. C. (Eds.), Creativity: When East meets West (pp. 23–54). River Edge, NJ: World Scientific.Google Scholar
Lubart, T., Glăveanu, V., De Vries, H., Camargo, A., & Storme, M. (2019). Cultural perspectives on creativity. In Kaufman, J. & Sternberg, R. (Eds.), The Cambridge handbook of creativity (pp. 421–447). New York: Cambridge University Press. doi:10.1017/9781316979839.022Google Scholar
Lubart, T., & Lautrey, J. (1998). Family environment and creativity [Paper presentation]. XVth Biennial Meeting of the International Society for the Study of Behavioral Development (ISSBD), Bern, Switzerland.Google Scholar
Lubart, T. I. (2001). Models of the creative process: Past, present and future. Creativity Research Journal, 13 (3–4), 295–308.Google Scholar
Lubart, T. I., Pacteau, C., Jaquet, A. Y., & Caroff, X. (2010). Children’s creative potential: An empirical study of measurement issues. Learning and Individual Differences, 20, 388–392.Google Scholar
McCrae, R. R., & Costa, P. T. Jr (1997). Personality trait structure as a human universal. American Psychologist, 52(5), 509–516. doi:10.1037/0003-066X.52.5.509Google Scholar
Michel, M., & Dudek, S. Z. (1991). Mother–child relationships and creativity. Creativity Research Journal, 4(3), 281–286. doi:10.1080/10400419109534400Google Scholar
Moran, S., & John-Steiner, V. (2003). Creativity in the making: Vygotsky’s contemporary contribution to the dialectic of development and creativity. In Sawyer, R. K., John-Steiner, V., Moran, S., Sternberg, R. J., Feldman, D. H., Nakamura, J., & Csikszentmihalyi, M. (Eds.), Creativity and development (pp. 61–90). Oxford; New York: Oxford University Press.Google Scholar
Murphy, R. (2011). Dynamic assessment, intelligence and measurement. Chichester; Malden, MA: Wiley-Blackwell.Google Scholar
Navarro, J. J., & Lara, L. (2017). Dynamic assessment of reading difficulties: Predictive and incremental validity on attitude toward reading and the use of dialogue/participation strategies in classroom activities. Frontiers in Psychology, 8(173). doi:10.3389/fpsyg.2017.00173Google Scholar
Neubauer, A. C., Jauk, E., Benedek, M., & Dunst, B. (2014). The relationship between intelligence and creativity: New support for the threshold hypothesis by means of empirical breakpoint detection. Personality and Individual Differences, 60, S44. doi:10.1016/j.paid.2013.07.128Google Scholar
Neves-Pereira, M. S. (2019). Microgenetic analysis and creativity: Analyzing psychological change processes. In Lebuda, I. & Glăveanu, V. P. (Eds.), The Palgrave handbook of social creativity research (pp. 145–161). Cham: Springer International.Google Scholar
Ng, A. K. (2003). A cultural model of creative and conforming behavior. Creativity Research Journal, 15(2–3), 223–233. doi:10.1080/10400419.2003.9651414Google Scholar
Nijstad, B. A., & Paulus, P. B. (2003). Group creativity: Common themes and future directions. In Paulus, P. B. & Nijstad, B. A. (Eds.), Group creativity: Innovation through collaboration (pp. 326–339). New York: Oxford University Press.Google Scholar
Olson, D. H., Portner, J., & Lavee, Y. (1985). Family cohesion and adaptability evaluation (FACES III). St. Paul, MN: Family Social Science, University of Minnesota.Google Scholar
Park, G., Lubinski, D., & Benbow, C. P. (2007). Contrasting intellectual patterns predict creativity in the arts and sciences: Tracking intellectually precocious youth over 25 years. Psychological Science, 18(11), 948–952. doi:10.1111/j.1467-9280.2007.02007.xGoogle Scholar
Plucker, J. A. (1999). Is the proof in the pudding? Reanalyses of Torrance’s (1958 to present) longitudinal data. Creativity Research Journal, 12(2), 103–114.Google Scholar
Plucker, J. A., Makel, M. C., & Qian, M. (2019). Assessment of creativity. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge handbook of creativity (2nd ed., pp. 44–68). New York: Cambridge University Press.Google Scholar
Pretz, J. E., & McCollum, V. A. (2014). Self-perceptions of creativity do not always reflect actual creative performance. Psychology of Aesthetics, Creativity, and the Arts, 8(2), 227–236. doi:10.1037/a0035597Google Scholar
Renzulli, J. S. (2086). The three-ring conception of giftedness: A developmental model for creative productivity. In Sternberg, R. J. & Davidson, J. E. (Eds.), Conceptions of giftedness (pp. 53–92). New York: Cambridge University Press.Google Scholar
Resing, W. C. M. (2013). Dynamic testing and individualized instruction: Helpful in cognitive education? Journal of Cognitive Educational Psychology, (1), 81–95. doi:10.1891/1945-8959.12.1.81CrossRefGoogle Scholar
Rhodes, M. (1961). An analysis of creativity. Phi Delta Kappan, 72(7), 305–310.Google Scholar
Rieber, R. W., & Wollock, J. (1997). The instrumental method in psychology. In Rieber, R. W. & Wollock, J. (Eds.), The collected works of L. S. Vygotsky: Problems of the theory and history of psychology (pp. 85–89). Boston, MA: Springer US.Google Scholar
Root-Bernstein, R., & Root-Bernstein, M. (2011). Life stages of creativity. In Runco, M. A. & Pritzker, S. R. (Eds.), Encyclopedia of creativity (2nd ed., pp. 47–55). San Diego, CA: Academic Press.Google Scholar
Rothenberg, A. (1996). The janusian process in scientific creativity. Creativity Research Journal, 9(2–3), 207–231. doi:10.1080/10400419.1996.9651173Google Scholar
Runco, M. A. (2011). Appendix II: Tests of creativity. In Runco, M. A. & Pritzker, S. R. (Eds.), Encyclopedia of creativity (2nd ed., pp. 547–551). San Diego, CA: Academic Press.Google Scholar
Runco, M. A. (2014). Creativity: Theories and themes: Research, development, and practice (2nd ed.). San Diego, CA: Elsevier.Google Scholar
Runco, M. A., & Acar, S. (2012). Divergent thinking as an indicator of creative potential. Creativity Research Journal, 24(1), 66–75. doi:10.1080/10400419.2012.652929Google Scholar
Runco, M. A., Acar, S., & Cayirdag, N. (2017). A closer look at the creativity gap and why students are less creative at school than outside of school. Thinking Skills and Creativity, 24, 242–249. doi:10.1016/j.tsc.2017.04.003Google Scholar
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24 (1), 92–96. doi:10.1080/10400419.2012.650092Google Scholar
Runco, M. A., Millar, G., Acar, S., & Cramond, B. (2010). Torrance Tests of Creative Thinking as predictors of personal and public achievement: A fifty-year follow-up. Creativity Research Journal, 22(4), 361–368. doi:10.1080/10400419.2010.523393Google Scholar
Sawyer, R. K. (2003). Creativity and development. Oxford; New York: Oxford University Press.Google Scholar
Sawyer, R. K. (2017). Group genius: The creative power of collaboration. New York: Basic Books.Google Scholar
Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16(4), 361–388. doi:10.1080/10400410409534549Google Scholar
Simonton, D. K. (1997). Creative productivity: A predictive and explanatory model of career trajectories and landmarks. Psychological Review, 104(1), 66–89. doi:10.1037/0033-295X.104.1.66Google Scholar
Smolucha, F. (1992). A reconstruction of Vygotsky’s theory of creativity. Creativity Research Journal, 5(1), 49–67. doi:10.1080/10400419209534422Google Scholar
Sternberg, R. J. (2018). A triangular theory of creativity. Psychology of Aesthetics, Creativity, and the Arts, 12(1), 50–67. doi:10.1037/aca0000095Google Scholar
Sternberg, R. J., & Grigorenko, E. L. (2001). Guilford’s Structure of Intellect Model and Model of Creativity: Contributions and limitations. Creativity Research Journal, 13(3–4), 309–316. doi:10.1207/S15326934CRJ1334_08Google Scholar
Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic testing: The nature and measurement of learning potential. Cambridge: Cambridge University Press.Google Scholar
Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2002). The creativity conundrum: A propulsion model of kinds of creative contributions. New York: Psychology Press.Google Scholar
Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York; London: Free Press.Google Scholar
Storme, M., Lubart, T., Myszkowski, N., Cheung, P. C., Tong, T., & Lau, S. (2017). A cross-cultural study of task specificity in creativity. Journal of Creative Behavior, 51 (3), 263–274.Google Scholar
Storme, M., Myszkowski, N., Çelik, P., & Lubart, T. (2014). Learning to judge creativity: The underlying mechanisms in creativity training for non-expert judges. Learning and Individual Differences, 32, 19–25.Google Scholar
Tavani, J. L., Caroff, X., Storme, M., & Collange, J. (2016). Familiarity and liking for music: The moderating effect of creative potential and what predict the market value. Learning and Individual Differences, 52, 197–203.Google Scholar
Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45(6), 1137–1148. doi:10.5465/3069429Google Scholar
Tierney, P., & Farmer, S. M. (2004). The Pygmalion process and employee creativity. Journal of Management, 30(3), 413–432. doi:10.1016/j.jm.2002.12.001Google Scholar
Torrance, E. P. (1971). Some validity studies of two brief screening devices for studying the creative personality. Journal of Creative Behavior, 5(2), 94–103. doi:10.1002/j.2162-6057.1971.tb00879.xGoogle Scholar
Torrance, E. P. (1972). Career patterns and peak creative achievements of creative high school students twelve years later. Gifted Child Quarterly, 16(2), 75–88. doi:10.1177/001698627201600201Google Scholar
Torrance, E. P. (1974). Torrance Tests of Creative Thinking: Directions manual and scoring guide, figural test booklet B. Lexington, MA: Personnel Press.Google Scholar
Torrance, E. P. (1981). Predicting the creativity of elementary school children (1958–80) – and the teacher who “made a difference.” Gifted Child Quarterly, 25(2), 55–62. doi:10.1177/001698628102500203Google Scholar
Torrance, E. P. (1987). Creative motivation scale. Bensenville, IL: Scholastic Testing Service.Google Scholar
Torrance, E. P. (2008). Torrance Tests of Creative Thinking: Norms–technical manual, figural (streamlined) forms A & B. Bensenville, IL: Scholastic Testing Service.Google Scholar
Urban, K. K., & Jellen, H. G. (1986). Assessing creative potential via drawing production: The Test for Creative Thinking–Drawing Production (TCT-DP). Giftedness: A Continuing Worldwide Challenge, 163–169.Google Scholar
Vincent-Lancrin, S., González-Sancho, C., Bouckaert, M., de Luca, F., Fernández-Barrerra, M., Jacotin, G., … Vidal, Q. (2019). Fostering students’ creativity and critical thinking: What it means in school, educational research and innovation. Éditions OECD, Paris. doi:10.1787/62212c37-enGoogle Scholar
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian & East European Psychology, 42(1), 7–97. doi:10.1080/10610405.2004.11059210Google Scholar
Wallach, M. A., & Kogan, N. (1965). Modes of thinking in young children: A study of the creativity-intelligence distinction. Oxford: Holt, Rinehart and Winston.Google Scholar
Wallas, G. (1926). The art of thought. London: J. Cape.Google Scholar
Ward, T. B. (2007). Creative cognition as a window on creativity. Methods, 42(1), 28–37. doi:10.1016/j.ymeth.2006.12.002Google Scholar
Ward, T. B., & Kolomyts, Y. (2010). Cognition and creativity. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge handbook of creativity (pp. 93–112). New York: Cambridge University Press.Google Scholar
Ward, T. B., & Kolomyts, Y. (2019). Creative cognition. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge handbook of creativity (2nd ed., pp. 175–199). New York: Cambridge University Press.Google Scholar
Ward, T. B., Smith, S. M., & Vaid, J. (1997). Conceptual structures and processes in creative thought. In Ward, T. B., Smith, S. M., & Vaid, J. (Eds.), Creative thought: An investigation of conceptual structures and processes (pp. 1–27). Washington, DC: American Psychological Association.Google Scholar
Zbainos, D., & Tziona, A. (2019). Investigating primary school children’s creative potential through dynamic assessment. Frontiers in Psychology, 10, 733–733. doi:10.3389/fpsyg.2019.00733Google Scholar
Zeng, L., Proctor, R. W., & Salvendy, G. (2011). Can traditional divergent thinking tests be trusted in measuring and predicting real-world creativity? Creativity Research Journal, 23(1), 24–37. doi:10.1080/10400419.2011.545713Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×