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ERIC Number: ED077937
Record Type: RIE
Publication Date: N/A
Pages: 9
Abstractor: N/A
Reference Count: 0
Creativity: Concepts and Explorations.
Rookey, T. Jerome
The lack of a universal definition of creativity has led to the assessment of creativity according to the definition favored by the evaluator. These assessments fall into four groups. The first centers around the concept of the creative product; it assesses a tangible event or relationship that results from the creative process, which is implied but not assessed. In this group, the work of one person is evaluated by a second person or group. A second group is concerned with the psychological health of the creative person and uses very subjective assessment techniques. A third group studies the environment in which creativity occurs on the premise that creativity can be facilitated or debilitated by environmental manipulation. It investigates the past or present environment of a creator. A fourth group studies the creative process and consists of the affective and cognitive schools. The cognitive school views creativity as primarily an ability; the affective school views it as primarily an attitudinal phenomenon. These schools use observer, symbolic-task, remote associates, and interview approaches. These groups can be integrated and their functional relationships explained through a model based on a simple electric circuit: creative and convergent production are connected by an ability line which runs through an affective facet to draw from our experiences. As the attitude is depressed, creative production is short-circuited; as the attitude is heightened, creative production is increased. This model can be used to test a number of hypotheses about creativity. (KM)
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