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Creativity is an important facet of giftedness. Creativity is, however, very difficult to define and measure. Divergent thinking tests are often used, though of course they really just estimate the potential for creative thought. In the past few years, the technologies for the assessment and enhancement of divergent thinking have changed dramatically. This article reviews the most recent research on divergent thinking. Several new assessment techniques are reviewed, including those using either lenient or stringent solution standards, those relying on ideational pools (examinees' total output of ideas), and those involving qualitative aspects of ideation. Recent research showing moderately high predictive validity coefficients is also reviewed. The role played by evaluation and valuation in the divergent thinking process is outlined, as is the role of problem definition and problem identification. Special considerations for the creativity of gifted children are noted throughout the article, and specific directions for future research on the divergent thinking of gifted children are presented in the conclusion. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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The relationship of creativity with high-level abilities varies from domain to domain. And just as creative skills often contribute to high-level performances, accomplishment can result from processes and capacities other than creativity. Creativity depends on originality; that is the only facet of creativity on which everyone agrees. Accomplishment and achievement, on the other hand, may reflect other problem-solving skills besides creative problem solving, including some that are more convergent than divergent. Accomplishment also involves persistence, Zeitgeist, and luck, as well as talent. In the remainder of this chapter I focus on creativity, keeping in mind what was just proposed about creativity sometimes being involved in accomplishment, and sometimes interacting with other kinds of abilities, but also recognizing that sometimes creativity is merely potential and unrelated to accomplishment and achievement. This view is consistent with several definitions of giftedness wherein creativity is one aspect of giftedness, and contributes to gifted-level performances, but at the same time can be separated from it. In this chapter I focus even further and explore the extracognitive bases of creativity. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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This chapter outlines a view of creativity that pinpoints a mechanism that underlies all creative work, including that of children and adults, and that allows objective study and assessment. It is grounded in existing theories of lifespan development, and it translates easily to practice. Examples of such practices are discussed throughout this chapter. This chapter also compares this theory of creative giftedness with other existing theories. We will see that there are both points of agreement and points of disagreement. First, the mechanism underlying original and creative activity is described. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)
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what is creativity and why is it important / how is creativity measured and studied empirically / what are the major findings that have resulted from past research and what are the trends in current research / what are the implications of these research findings for educational practice four categories of giftedness / levels of giftedness construct validity / individual differences / creativity and personal-social adjustment in gifted children / learning style (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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creativity, identity formation, and career choice come together in the late teens or early twenties for most people / the two samples of exceptionally gifted boys in math/science or with exceptionally high IQs . . . whom I have been following longitudinally during the past 12 years are not exceptions / a sizable number . . . in each sample had made educational or career choices that differed from those mentioned and expected of them years earlier and from those made by the majority of boys in their particular sample / these subjects I discuss as "crossovers" to highlight the fact that they have moved from the career plans determined earlier . . . in the study giftedness, education, and the achievement of eminence dangers and impediments: family and culture (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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[reviews the debate] about the actual role of creativity in giftedness / our view is that all truly gifted children are creative / we offer predictions about the learning styles of these children / predictions are based on three areas of research / the first focuses on the personality traits that characterize creative children / the second covers the cognitive characteristics of creativity (e.g., divergent thinking, problem-finding and evaluative skills, and creative strategies) / the third emphasizes educational preferences of creative children / these preferences involve relationships with teachers and peers (i.e., grouping preferences) (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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