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In this study, examining the relationships among age, culture, training in the fine arts, the technical and aesthetic properties of drawings, and realized artistic giftedness, the researchers intermixed the juvenile drawings executed by critically acclaimed artists with artworks executed by contemporary North American and Chinese North American children. When judges from the North American culture and from the Chinese North American culture, blind to this mix, assessed the drawings, assessments made by the representatives of both cultures were more alike than they were different. Only the North American judges' assessments, however, suggest that the art students' life drawings were more technically and aesthetically successful, and more creative, on the average, than the non-art students' drawings. These judges also gave the juvenilia the highest scores in technical skill and the lowest scores in creativity independent of technical skill and aesthetic success. Conclusions and implications stress the role of technical skill in the development of artistic potential. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Three major themes are discussed in this chapter. The first is the uniqueness of each creative person. The chapter explores a possible rapprochement of ideas about giftedness, creativity, and human variability and draws on Piaget's thinking, but not so much his well-known ideas about universals of human development as his ideas about creativity, including his own. Approaching the subject from this angle leads to the insistence on the uniqueness of each creative person. The second theme is the question of collaboration. If each creative person is unique, how can unique individuals enjoy a social existence? Can they collaborate, and if so, how? The last theme is the evolving systems approach to creative work. The chapter sketches briefly the evolving systems approach to creative work and attempts to show how it contributes to our understanding of human diversity. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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examine the concept of moral responsibility / is there a domain or moral responsibility (in which someone might be gifted or creative) that might have the same epistemological standing as, for example, the domain of mathematics or music / how does moral responsibility differ from moral judgment, which has been the main target of investigations in the field of moral development raise some questions about the relevance of moral responsibility to all gifted and creative individuals / does being gifted or creative impose a special moral responsibility on an individual / does it equip him or her better to handle both normal and special responsibilities / do gifted and creative people feel such moral responsibility / how does moral responsibility develop linking giftedness and creative thinking with moral responsibility and the threat to human survival moral responsibility and psychology / developmental theory and giftedness / William James / B. F. Skinner / Charles E. Osgood (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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- Book Section (2)
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Año de publicación
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Entre 1900 y 1999
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Entre 1980 y 1989
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- 1985 (1)
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Entre 1980 y 1989
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Entre 2000 y 2026
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Entre 2000 y 2009
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Entre 2000 y 2009
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