Simplifying Theories of Creativity and Revisiting the Criterion Problem: A Comment on Simonton's (2009) Hierarchical Model of Domain-Specific Disposition, Development, and Achievement

ABSTRACT Simonton's (2009 , this issue) hierarchical model represents a useful contribution to studies of creativity and eminence. Simonton breaks all kinds of new ground by extrapolating the hierarchy to the arts and humanities, interpolating it within disciplines, and relating it to family background and disposition. This commentary poses a few questions about the hierarchical model and proposes an alternative. I also introduce a candidate for a simple theory of creativity that focuses on a universally shared capacity. This simple theory complements Simonton's hierarchical view, though his applies best to actual performance and the simple theory of creativity applies to creative potential.     

Creativity and Self-esteem in Adolescence: A Study of Their Domain-Specific,Multivariate Relationships

Although empirical investigations on the Creative Self have historically started with a focus on self-esteem, the literature on its relationship with creative performance remains thin and inconsistent, with estimated relationships ranging from moderate and negative, to strongly positive. Discrepancies may be explained by the domain-specificity of both creativity and self-esteem that have been widely overlooked in this line of work. Therefore, this study explores the multivariate relationships between creativity in three domains (Music, Literary-Verbal, Graphic) and self-esteem in seven domains (e.g., Academic, Emotional) among 170 adolescents. Creative productions were scored by four raters, and latent consensus in each domain captured using a multi-informant latent-consensus model in SEM. This model was further extended in a structural model reveling that (a) creativity is mainly domain-specific, and (b) the contribution of domain-specific self-esteem on domain-specific creativity greatly varies according to both the domains of creativity and self-esteem. Up to 30% of the variance in creative performance was explained by “domain-relevant” self-esteem facets, and a moderate contribution of creative self-esteem across creativity domains. Results are discussed in light of several important methodological directions for this line of work, as well as its implications for creativity-based interventions designed to support positive self-esteem development in adolescence.     

Critical Thinking Disposition and Scientific Creativity: The Mediating Role of Creative Self-Efficacy

This study explores the relationship between critical thinking disposition and scientific creativity and examines the hypothesized mediating role played by creative self-concept (trait-like creative self-efficacy). A large sample (N = 1,153) of Chinese high school students filled the Critical Thinking Disposition Inventory and revised trait-like creative self-efficacy scale, and then solved Scientific Creativity Test for Adolescent. Structural equation modeling has demonstrated that students’ critical thinking disposition was positively related to their creative self-concept and scientific creativity, and creative self-concept fully mediated the link between critical thinking disposition and scientific creativity. We discuss these findings in terms of the hypothetical role played by creative self-concept for creative functioning.     

Social Undermining, Support Satisfaction, and Affect: A Domain-Specific Lagged Effects Model

Using a latent variable structural equation modeling approach, relations among social undermining, support satisfaction, and affect were studied in a sample of 330 college students. Longitudinal analyses revealed lagged reciprocal relations over a 1-week interval between (1) social undermining and negative affect and (2) support satisfaction and positive affect. Cross-domain associations, by comparison, were nonsignificant; social undermining was unrelated to positive affect and social support was uncorrelated with negative affect. These results provide support for a domain-specific model of social relations and affect.     

Achievement and Power Motives, Performance Feedback, and Creativity

Undergraduate students in engineering and science completed the Thematic Apperception Test, which was scored for achievement motivation and also for power motivation. They later participated in an experiment in which they first provided a solution to an engineering problem. The experimenter then gave them preprogrammed, written feedback on how well they performed in two conditions of the experiment (positive or negative feedback) and no feedback in a third condition. Feedback was couched in the language of both achievement and power imagery. Last, students rendered solutions to a second engineering problem—the water-for-Tonya problem. Two students who had completed a course in the psychology of creativity performed ratings of each solution on dimensions designated as creativity and complexity. Ratings for the two dimensions moderately correlated with one another (r = .62) and therefore were combined and summed across the two evaluators to form a single overall Creativity score. Achievement motivation correlated positively with Creativity score in the positive- and negative-feedback conditions (rs = .43 and .38) but not significantly in the no-feedback condition (r = .10). Power motivation correlated positively with Creativity in the positive-feedback condition (r = .32), and negatively in the negative-feedback condition (r = −.25), but not significantly in the no-feedback condition (r = .17). Multiple regression/correlation analysis lent further support to these findings. A major conclusion that these data suggest is a differential response to negative feedback. Achievement-motivated people appear to benefit from it, whereas power-motivated people do not.     

Malevolent Creativity: A Functional Model of Creativity in Terrorism and Crime

Although creativity is often seen as an aspect of self-fulfillment, it is important to recognize its social effects. The traditional view is that these should be beneficial, creativity thus being benevolent. However, those who wish to do deliberate harm to others can also display creativity, in this case malevolent creativity. This is governed by the same principles as benevolent creativity, differing only in its intended purpose. Like any creativity, malevolent creativity can be examined through its products. Concepts from research on creative products provide important insights into the activities of terrorists and criminals, especially the idea of competing solutions. The key ideas in malevolent creativity are summarized in 11 principles; recognizing these helps in developing more effective means for counteracting terrorism.     

不同学业成就中学生创造性思维的差异研究

本研究采用创造力量表对990名不同学业成就中学生的创造性思维进行研究,结果发现:(1)高学业成就组中学生的创造性思维、发散思维和聚合思维显著高于低学业成就组.(2)高低学业成就组中学生创造性思维、发散思维和聚合思维表现出年级差异性.(3)高低学业成就组中学生的创造性思维都随着年级发展而上升,但是两组的高峰期却出现差异,高学业成就组创造力高峰出现在初二和高二,而低学业成就组出现在高一.(4)发散思维的发展趋势上,高学业成就组呈现出曲折上升的趋势,而低学业成就组整体的发展趋势平稳.(5)高低学业成就组中学生聚合思维的发展趋势相似,都呈现出在初中阶段上升到高中阶段趋于稳定,并且在高中阶段两组的水平接近.     

Rejoinder to Commentaries on Malevolent Creativity: A Functional Model of Creativity in Terrorism and Crime,Cropley, Kaufman,and Cropley

In this rejoinder Cropley et al. respond to commentaries made regarding the article “Malevolent Creativity: A Functional Model of Creativity in Terrorism and Crime.” Each commentary adds valuable additional insight into the issue of creativity that does harm.     

Learning Style,Metacognition and Creativity as Predictors of the Foreign Language Achievement: A Structural Equation Modeling Approach

This current study sought to examine the role of creativity, metacognition and VAK learning style in foreign language achievement. To collect the data, a sample of 122 Iranian English as Foreign Language learners participated in this research. Participants completed Creativity Instrument by Abedi (Creat Res J 14(2):267–276, 2002), Metacognitive Awareness Inventory by Schraw and Dennison (Contemp Educ Psychol 19:460–475, 1994), and visual, aural, and kinesthetic (VAK) learning style initially designed by Chislett and Chapman (VAK Learning Styles Self-Assessment Questionnaire, 2005. http://www.businessballs.com) and modified and validated by the present study researchers using confirmatory factor analysis. Learners’ scores at the end of the term were aggregated as the measure of foreign language achievement. Its reliability was also checked and approved applying Cronbach’s α. According to the findings, all three independent variables positively and significantly predict students’ language achievement, creativity (14.63%); metacognition (29.78%); and VAK learning style (7.20%). Although each of them had a unique impact on foreign language achievement, metacognition outweighs creativity and VAK learning style as the predictor of foreign language achievement. Furthermore, there is a significant difference between genders on all the variables.     

Varieties of Perspectives on Creativity: Reply to Commentators

ABSTRACT— In this reply, I concentrate on two broad issues raised by the four commentaries in this issue: the hierarchical model of domains and individual differences in creativity. In the first case, I cite additional research to address the contrast between "hard" and "soft" domains and the application of this contrast to children, adolescents, and noneminent adults. In the second case, I introduce two recent studies to confirm the model's predictions regarding personal creative achievement. I hope that the original article, the commentaries, and this reply will inspire future inquiries into creativity in all its disciplinary varieties.     

An Investigation of the Relationship between Age,Achievement, and Creativity in Mathematics

In this exploratory study, I investigate the relationship between age, knowledge, and creativity in mathematics, by looking at to what extent does grade level, controlled for mathematical achievement, influence mathematical creativity and what characterizes the relationship between grade level, mathematical achievement and mathematical creativity. This was accomplished in two steps. In the first part, 301 students, 184 grade eight students and 117 grade eleven students, were given a creative mathematics test. A 3 × 2 ANOVA indicates that the older students were more creative; however, there was a significant interaction effect between grade level and achievement in mathematics on mathematical creativity. In the second part, an inductive content analysis was performed on the solutions of high achievers in grade eleven and grade eight. The results indicate that high achievers in grade eight are more creative than high achievers in grade eleven, but the nature of the task mediates the relationship between creativity and knowledge.     

认知抑制对科学创造力和艺术创造力的影响

研究通过2个实验,考察不同高低抑制水平对科学创造力和艺术创造力的影响。通过安排不同难度的Simon任务（不一致试次占70%或10%）来消耗被试的认知资源,达到操纵被试的抑制水平,以侧抑制任务的前后测来评估被试抑制水平的变化情况,实验1和实验2分别以科学创造力测验和粘贴画任务测量被试的科学创造力和艺术创造力。结果发现,在科学创造力测验上,高抑制水平组被试的流畅性和灵活性得分显著高于低抑制水平组;在粘贴画任务中,低抑制水平组被试的创造性、可爱程度、综合印象得分以及总分均显著高于高抑制水平组。表明高认知抑制水平有利于科学创造力,低认知抑制水平有利于艺术创造力,认知抑制对科学创造力和艺术创造力的影响存在分离效应。     

创造性人格与员工创造力:一个被调节的中介模型研究

本文基于动机行动和成就动机理论,构建一个被调节的中介模型以检验创造性人格对员工创造力产生的作用机理。以251套来自主管-下属配对的问卷数据为样本,实证分析结果表明:创造性人格可预测员工创造力产生,学习目标导向与绩效证明目标导向在两者之间起部分中介作用;内在动机能够强化个体目标导向对创造力的作用,并显著正向调节创造性人格对员工创造力的间接效应。最后,论文讨论了研究发现对员工创造力产生的理论和实践意义。     

科技人员创造动机与创造力的研究

本研究初步探讨了我国科技人员创造动机与创造力的关系及其基本特征。 1 74名科技人员回答了成就目标、内部动机与外部动机、创造动机和创造力问卷。研究结果表明我国科技人员有较高的创造力和创造动机水平 ,在动机中内部动机水平最高。在动机与创造力的关系上 ,内部动机对创造力的直接与间接影响均达到了显著水平 ,外部动机对创造力的负面影响没有达到显著水平 ,任务目标对创造力无影响 ,自我目标对创造力的积极影响未达到显著水平。     

Creativity and Psychoticism: An Overinclusive Model

There is increasing research evidence that religious involvement is associated both cross-sectionally and prospectively with better physical health, better mental health, and longer survival. These relationships remain substantial in size and statistically significant with other risk and protective factors for morbidity and mortality statistically controlled. In this article, we review the social and psychological factors that have been hypothesized to explain the health-promoting effects of religious involvement. The four potential psychosocial mechanisms that have received empirical attention are health practices, social support, psychosocial resources such as self-esteem and self-efficacy, and belief structures such as sense of coherence. Evidence concerning these potential mediators is mixed and inconsistent, suggesting there is more to be learned about the pathways by which religion affects health. Other possible explanations for the salubrious effects of religious involvement on health and longevity are discussed.     

Genes for Psychosis and Creativity: A Promoter Polymorphism of the Neuregulin 1 Gene Is Related to Creativity in People With High Intellectual Achievement

ABSTRACT— Why are genetic polymorphisms related to severe mental disorders retained in the gene pool of a population? A possible answer is that these genetic variations may have a positive impact on psychological functions. Here, I show that a biologically relevant polymorphism of the promoter region of the neuregulin 1 gene (SNP8NRG243177/rs6994992) is associated with creativity in people with high intellectual and academic performance. Intriguingly, the highest creative achievements and creative-thinking scores were found in people who carried the T/T genotype, which was previously shown to be related to psychosis risk and altered prefrontal activation.