Relevant bibliographies by topics / Creativity

Academic literature on the topic 'Creativity'

Author: Grafiati
Published: 4 June 2021
Last updated: 22 June 2024

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Creativity":

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Simonton, Dean Keith. "Teaching Creativity." Teaching of Psychology 39, no. 3 (June 21, 2012): 217–22. http://dx.doi.org/10.1177/0098628312450444.

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In the past decade, the psychological study of creativity has accelerated greatly. To facilitate the teaching of creativity, I provide an overview of the recent literature. The overview begins by discussing recent empirical results and research trends. This discussion specifically treats creativity’s cognitive, differential, developmental, and social aspects. Then I outline central controversies in the study of creativity. These debates concern the nature of creative thought (domain-specific vs. generic processes), creative development (nature vs. nurture), and creative persons (psychopathology vs. mental health). The article closes by asking not just how to teach creativity but also how to teach creativity creatively.
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Freedman, Joan, Paul Calhoun, and Anne Altemus. "Teaching Creativity Creatively." Educational Media International 33, no. 2 (June 1996): 78–83. http://dx.doi.org/10.1080/0952398960330209.

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du Pont de Bie, Alexis I. "Teaching Creativity — Creatively with Psychosynthesis." Gifted Education International 3, no. 1 (January 1985): 43–46. http://dx.doi.org/10.1177/026142948500300108.

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The title suggests that creativity is inherently teachable. This author believes that to be so. More important is the argument that the student can achieve an expansion of successful creative problem-solving through the use of psychosynthesis and allied techniques in transpersonal psychology. This paper will discuss the philosophical raison d'être of teaching creativity and examples of a practicum for use in the classroom or work place.
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Brinkman, David J. "Teaching Creatively and Teaching for Creativity." Arts Education Policy Review 111, no. 2 (January 27, 2010): 48–50. http://dx.doi.org/10.1080/10632910903455785.

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Haran, Jyotsna. "Creativity is Creativity." Management Accountant Journal 57, no. 4 (April 30, 2022): 52. http://dx.doi.org/10.33516/maj.v57i4.52-54p.

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Jeffries, Karl. "Creativity Diagnostics : Software Applications for Creativity Enhancement." International Conference on Business & Technology Transfer 2004.2 (2005): 71–78. http://dx.doi.org/10.1299/jsmeicbtt.2004.2.0_71.

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Knox, Brian D. "Semantic Processing Theory Could Help Explain the Effectiveness of Creativity Incentives: A Numerical Experiment." Journal of Management Accounting Research 32, no. 3 (January 17, 2020): 155–78. http://dx.doi.org/10.2308/jmar-18-051.

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ABSTRACT Two seminal accounting studies find that output creativity is insensitive to creative effort: workers simplify creativity-weighted contracts by focusing on increasing creativity, but they cannot increase output creativity enough to compensate for sacrifices they make to output quantity. Other studies, however, find evidence that output creativity is sensitive to creative effort. To examine these differing results, I use a numerical experiment: I model workers in quantity contracts and creativity-weighted contracts, and I proxy creative effort as workers' choice between fine semantic processing (less creative) and coarse semantic processing (more creative). My numerical experiment's results show (1) output creativity's sensitivity to creative effort when the task is less inherently creative and (2) output creativity's insensitivity to creative effort when the task is more inherently creative. More inherently creative tasks effectively require coarse semantic processing in both contracts, limiting workers' ability to give incrementally more creative effort in response to creativity incentives. Data Availability: Data are available upon request.
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Charise, Andrea, and Stefan Krecsy. "The Manual of Disaster: Creativity, Preparedness, and Writing the Emergency Room." University of Toronto Quarterly Forthcoming (July 16, 2021): e2021002. http://dx.doi.org/10.3138/utq.91.1.002.

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This essay offers a critical examination of creativity discourse at the intersection of two discipli-nary fields: health and humanities. In contrast to creativity’s longstanding associations with mak-ing, imitation, or invention, we examine the relatively recent emergence of what we call creativi-ty’s preparatory capacity, particularly within critical discussions of healthcare and illness narratives. Working with fictional representations of the emergency room in physician-writer Jay Baruch’s short story collection Fourteen Stories: Doctors, Patients, and Other Strangers (2007), we identify how particular narrative techniques are revealed in a range of emergency scenarios—both within and beyond the fictional setting—and what such deployments of creativity might signal for the future of literary studies more broadly.
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Priest, Thomas. "Using Creativity Assessment Experience to Nurture and Predict Compositional Creativity." Journal of Research in Music Education 49, no. 3 (October 2001): 245–57. http://dx.doi.org/10.2307/3345710.

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The purpose of this inquiry was to examine students' assessments of musical creativity in relation to their ability to function creatively as composers. Compositions collected from 54 nonmusic majors enrolled in music fundamentals classes were used as a measure of compositional creativity. Independent judges reached acceptable levels of agreement in assessing musical creativity and other dimensions allowing students to be placed into high-, middle-, and low-creativity groups. Additionally, students completed Creativity and Craftsmanship Assessments (CCA) by listening to sets of 5 exemplary compositions produced by students previously enrolled in the course. Students' verbal descriptions of creativity and craftsmanship from the CCA were categorized. A chi-square analysis of the students' descriptions yielded statistically significant differences between high-, middle-, and low- creativity groups. Students in the high-creativity group were more likely to cite temporal factors as contributing to creativity and craftsmanship than were students in the middle- or low-creativity groups (p < .01); students in the low- and middle-creativity groups were more likely to use metaphors than were students in the high-creativity group (p < .05).
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Župić, Ajdina, Hana Hodžić, and Merjem Sušić. "Creativity in Teaching Nature and Society." Društvene i humanističke studije (Online) 8, no. 3(24) (December 31, 2023): 533–50. http://dx.doi.org/10.51558/2490-3647.2023.8.3.533.

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The main goal of this paper is to point out the concept of creativity in teaching, specifically creativity in the teaching of Nature and Society. Nature and society, as a subject, provide many opportunities to express the creativity that we carry within us through the role of a teacher, as well as to teach students how to be creative. The paper highlights examples of different teaching units that indicate ways to encourage creativity in students and awaken their imagination. Through teaching, through tasks that the teacher creatively devises, we encourage students to think creatively and act, in addition to acquiring knowledge more permanently and functionally. Possibilities of creating Nature and Society lessons through creative examples and experiments, as well as evaluating and measuring creativity, were presented. The work results indicated that creative teachers create their fruits, which are called creative students, that they are causally connected, and that creativity is a synonym for an expert and professional teacher.
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Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Creativity":

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FRIGGE', PAOLA. "RICONOSCERE, POTENZIARE, COMPRENDERE IL PENSIERO DIVERGENTE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/315.

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Poche qualità umane hanno un così forte impatto sulla nostra esistenza quanto la creatività (Scott et al., 2004). Il presente progetto di ricerca raccoglie le sfide identificate da Houtz (2003) come cruciali per la ricerca psicologica: riconoscere, potenziare e comprendere la creatività. Il progetto si focalizza sul concetto di pensiero divergente (Guilford, 1956) come risvolto cognitivo della creatività e si divide in tre studi. Il primo studio presenta un contributo alla validazione del Wallach Kogan Creativity Test (1965). Nel secondo studio ill WKCT, validato nel primo studio, insieme al Test di pensiero creativo (Sprini e Tomasello, 1989 - versione italiana del Torrance Test of Creative Thinking, Torrance 1966) è servita per valutare l'efficacia di un training di pensiero creativo. Nel terzo studio a 306 soggetti di seconda media sono stati somministrati i seguenti strumenti: Big Five Questionnaire – Children (Barbaranelli et al.,1998), Test di pensiero creativo - forma A, parte verbale (Sprini e Tomasello, 1989) versione italiana del Torrance Test of Creative Thinking (TTCT; Torrance, 1966) e una serie di item utilizzati da Choi (2004). Quindi è stata condotta una path analysis per testare un modello in cui personalità, motivazione, pensiero divergente e variabili contestuali sono predittori dell'atteggiamento creativo.
Improving creative thinking is a crucial challenge for the progress of human beings and nations (Florida, 2002). The research project aims at recognizing, fostering and understanding divergent thinking (Guilford, 1956) as cognitive aspect of creativity. The project consists of 3 studies. First study is a contribution to the Italian validation of Wallach Kogan Creativity Test (1965) with subjects aged 12. Second study is an experimental research conducted in a school with children 12 years old. A group of them followed a three-months-training that aimed at fostering divergent thinking abilities, another group served as control. Pretest and posttest were administered using Wallach Kogan Creativity Test (1965) previously validated and also the Italian version of Torrance Test of Creative Thinking (Torrance, 1966) in the verbal form (Sprini & Tomasello, 1989). Third study presents a path analysis to test a model in which personality, motivation, divergent thinking and contextual variables are predictors of a creative aptitude.
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FRIGGE', PAOLA. "RICONOSCERE, POTENZIARE, COMPRENDERE IL PENSIERO DIVERGENTE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/315.

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Poche qualità umane hanno un così forte impatto sulla nostra esistenza quanto la creatività (Scott et al., 2004). Il presente progetto di ricerca raccoglie le sfide identificate da Houtz (2003) come cruciali per la ricerca psicologica: riconoscere, potenziare e comprendere la creatività. Il progetto si focalizza sul concetto di pensiero divergente (Guilford, 1956) come risvolto cognitivo della creatività e si divide in tre studi. Il primo studio presenta un contributo alla validazione del Wallach Kogan Creativity Test (1965). Nel secondo studio ill WKCT, validato nel primo studio, insieme al Test di pensiero creativo (Sprini e Tomasello, 1989 - versione italiana del Torrance Test of Creative Thinking, Torrance 1966) è servita per valutare l'efficacia di un training di pensiero creativo. Nel terzo studio a 306 soggetti di seconda media sono stati somministrati i seguenti strumenti: Big Five Questionnaire – Children (Barbaranelli et al.,1998), Test di pensiero creativo - forma A, parte verbale (Sprini e Tomasello, 1989) versione italiana del Torrance Test of Creative Thinking (TTCT; Torrance, 1966) e una serie di item utilizzati da Choi (2004). Quindi è stata condotta una path analysis per testare un modello in cui personalità, motivazione, pensiero divergente e variabili contestuali sono predittori dell'atteggiamento creativo.
Improving creative thinking is a crucial challenge for the progress of human beings and nations (Florida, 2002). The research project aims at recognizing, fostering and understanding divergent thinking (Guilford, 1956) as cognitive aspect of creativity. The project consists of 3 studies. First study is a contribution to the Italian validation of Wallach Kogan Creativity Test (1965) with subjects aged 12. Second study is an experimental research conducted in a school with children 12 years old. A group of them followed a three-months-training that aimed at fostering divergent thinking abilities, another group served as control. Pretest and posttest were administered using Wallach Kogan Creativity Test (1965) previously validated and also the Italian version of Torrance Test of Creative Thinking (Torrance, 1966) in the verbal form (Sprini & Tomasello, 1989). Third study presents a path analysis to test a model in which personality, motivation, divergent thinking and contextual variables are predictors of a creative aptitude.
3

Broderick, Jane Tingle. "Creativity." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4235.

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Zomrawy, Elrashid. "Relaxation creativity." This title; PDF viewer required Home page for entire collection, 2007. http://archives.udmercy.edu:8080/dspace/handle/10429/9.

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Mahon, Nik. "Fostering creativity." Thesis, Southampton Solent University, 2008. http://ssudl.solent.ac.uk/632/.

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This research documents the design, development and delivery of a two year programme of creative problem solving (CPS) workshops which were incorporated into the syllabus of the BA (Hons) Advertising course at Southampton Solent University. The initial phase of this research involved an examination of creative problem solving techniques and approaches, together with the teaching, learning and assessment sttrategies employed to evaluate creative products, processes and individuals themselves. This is supplemented by an audit of course content across other advertising degree programmes within the United Kingdom and an extensive survey of senior advertising creatives and account executives, examining the qualities they seek in undergraduate recruits. This three-pronged approach, focusing on research into creativity, current practice in advertising education and the requirements of the advertising industry provided the practical and theoretical framework on which the programme was subsequently designed. The second phase of the research, examines the impact of the programme on the creative performance of the students participating in the workshops. The results of divergent thinking tests administered before and after the first year of the programme, together with journal entries and observational notes made at the time of delivery, provide evidence that structured training in the use of CPS techniques can enhance creative ability and promote originality and creative fluency. A new theoretical model to explain the dynamic relationship between frequency, relevancy and originality of ideas is proposed together with various strategies for stimulating ideas and sustaining the frequency of idea generation. Subsequent to this, the research identifies new techniques for idea generation and proposes alternative systems for briefing creatives and fostering creativity in higher education and the workplace.
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Kubicek, Brett V. (Brett Vincent) 1972. "Political creativity." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28499.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Political Science, 2004.
Includes bibliographical references (p. 279-297).
This thesis is about political change and the possibilities for politically creative individuals to achieve desired change. To identify such possibilities, I argue that we should employ a catalog of analytical tools from the social, psychological and cognitive sciences, organized in three sets. One covers social dynamics, the social mechanisms behind stability and change, either sudden or incremental; the second captures ordinary differences among group members in how they understand conditions, react to events, and connect to others; and the third set deals with extraordinary differences in mindsets and aptitudes which may enable individuals to exert considerable influence on conditions. A fundamental problem is the difficulty of separating the impact of individual action (agency) from effects of social conditions and trends (structure), given that political events involve interaction of the two. My solution is to focus onprojects for political change, which are long-term endeavors that go against prevailing conditions and conventional ideas, and which focus upon changing one broad element of the political landscape (such as to restructure inter-group relations, to empower a previously weak constituency, to change certain status quo ideas and practices, or to reshape particular institutions of government). Such long-term work by specific actors facilitates analysis of whether they (and people in similar positions) face extraordinary problems, and whether extraordinary differences are necessary to bring creative political change. The first half of this thesis builds the three toolsets and an approach for applying them to considerations of political creativity. The second half supports this theory building by demonstrating that the tools and
(cont.) approach are useful and feasible, through applications to several studies of efforts at political change, which achieved varying levels of success. Overall, the idea is to coordinate findings about the dynamics of social conditions and about individual characteristics, to better understand possibilities for political creativity.
by Brett V. Kubicek.
Ph.D.
7

Modig, Erik. "Understanding advertising creativity : how perceptions of creativity influence advertising effectiveness." Doctoral thesis, Handelshögskolan i Stockholm, Institutionen för Marknadsföring och strategi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hhs:diva-1951.

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Today advertisers face the challenge of securing advertising effectiveness by producing advertisement that gets the consumers’ attention and shape their attitudes and behavior. One suggested way to reach these objectives is creativity. Both advertising industry professionals, awards, effectiveness reports and research support this notion that what makes advertising effective is creative excellence. However, research has shown that advertising professionals seems to have little formalized understanding about how advertising creativity work and how it is defined and measured. Current research need to better understand the response to creative advertisements by documenting how advertising professionals and consumer assess and value creativity. By applying new perspectives and new theories this thesis investigate the effects advertising creativity has on consumers. The thesis reviews the academic research on advertising creativity and contributes with five articles to increase the understanding of advertising creativity and how perceptions of creativity influence advertising effectiveness. In so doing, it plays a part in advertisers understanding and use of advertising creativity.

Diss. Stockholm : Handelshögskolan i Stockholm, 2012. Sammanfattning jämte 5 uppsatser.

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Jones, Simon Philip. "Chaos and creativity : towards a pragmatics of creativity in theatre." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245424.

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Vasconcellos, Sílvio Luís de. "Does creativity matter?: assessing roles of creativity on international involvement." Universidade do Vale do Rio dos Sinos, 2016. http://www.repositorio.jesuita.org.br/handle/UNISINOS/5402.

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Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-06-28T13:48:21Z No. of bitstreams: 1 Sílvio Luís de Vasconcellos_.pdf: 1134005 bytes, checksum: 78155a4aea372344a4600c9d07d1857d (MD5)
Made available in DSpace on 2016-06-28T13:48:21Z (GMT). No. of bitstreams: 1 Sílvio Luís de Vasconcellos_.pdf: 1134005 bytes, checksum: 78155a4aea372344a4600c9d07d1857d (MD5) Previous issue date: 2016-03-30
CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Este estudo investiga o papel direto da criatividade organizacional - como um recurso de alto nível - durante o envolvimento internacional, bem como propõe que a criatividade organizacional nutre tanto a capacidade inovadora quanto a empreendedora como mediadoras para o envolvimento internacional da firma. Em um sentido objetivo, a capacidade inovadora medeia essa relação, uma vez que criatividade promove a inovação. Em um sentido subjetivo, é a capacidade empreendedora que exerce esse papel, oferecendo alternativas para resolver problemas quando a firma enfrenta a incerteza inerente à arena internacional. A investigação empírica ocorreu em firmas pertencentes à indústria audiovisual brasileira, resultando em 78 respostas válidas. Esta pesquisa é um estudo exploratório-descritivo construído em duas fases principais: em primeiro lugar, uma fase exploratória investigou não só a literatura, mas também o ambiente empírico por meio de entrevistas com especialistas visando ampliar o conhecimento sobre o campo. Em segundo lugar, uma fase descritiva avaliou o ambiente por uma abordagem quantitativa baseada em uma survey. A técnica de análise utilizada foi a análise de regressão. Os resultados confirmaram as hipóteses desenvolvidas nesta pesquisa. Os resultados sugerem que há uma relação direta entre a criatividade organizacional com o envolvimento internacional. Além disso, evidenciou que a relação entre criatividade organizacional com o envolvimento internacional da empresa se intensifica, quando as capacidades inovadora e a empreendedora medeiam essa relação. As limitações deste estudo refletem sua singularidade. Além de investigar um tema subjetivo, a pesquisa abrangeu apenas um setor da economia criativa em apenas um país, o Brasil. Este estudo tem implicações em várias esferas, como organizacionais, industriais e governamentais. A originalidade deste estudo engloba não só uma explanação sobre o papel da criatividade organizacional no envolvimento internacional das empresas que se fazem parte da economia criativa, mas também contribui para ampliar e tomar em conjunto abordagens teóricas sobre criatividade, inovação, empreendedorismo e internacionalização, ao nível organizacional de investigação.
This study investigates the direct role of organizational creativity - as a leading resource - during the international involvement as well as proposes that organizational creativity nurtures both innovative and entrepreneurial capabilities as mediators for the international involvement of the firm. In an objective sense, the innovative capability mediates such relationship once creativity nurtures innovation. In a subjective sense, entrepreneurial capability intermediates this relationship while offering alternatives to solve problems when the firm faces the uncertainty inherent in the international arena. The empirical investigation took place in firms embedded in the Brazilian audiovisual industry, resulting in 78 valid responses. This research is an exploratory-descriptive study built in two main stages: Firstly, an exploratory stage investigated not only the literature but also the environment using interviews with experts to enlarge knowledge about the field. Secondly, a descriptive stage evaluated the field by a quantitative approach based on a survey. The analysis technique applied was regression analysis. Results confirmed the hypotheses designed in this research. We found evidence that there is a direct relationship between organizational creativity with international involvement. Moreover, it was evident that the relationship between organizational creativity with the international involvement intensifies when innovative and entrepreneurial capabilities mediate this relationship. Limitations of this study reflect its singularity. Besides investigating a subjective theme, the research covered just one industry of creative economy in just one country, Brazil. The study has implications in several spheres, such as theoretical, organizational, industrial, and public policies. The originality of this study encompasses not only an explanation of the role of organizational creativity in the international involvement of firms engaged in the creative economy, but also contributes to enlarge and take together theoretical approaches about creativity, innovation, entrepreneurship, and internationalization, at the organizational level of investigation.
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Tonrey, Donna Ann. "Creativity and psychotherapy." View full text, 2001.

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Books on the topic "Creativity":

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Gregerson, Mary Banks, James C. Kaufman, and Heather T. Snyder, eds. Teaching Creatively and Teaching Creativity. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-5185-3.

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Kaufman, James C., Heather Snyder, and Mary Banks Gregerson. Teaching creatively and teaching creativity. New York, NY: Springer, 2013.

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Hui, Desmond. Architettura e creatività: Architecture and creativity. Firenze: Alinea, 2008.

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Steptoe, John. Creativity. New York: Clarion Books, 1997.

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Meyers, Herbert, and Richard Gerstman, eds. Creativity. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592728.

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Hawkins, Harriet. Creativity. Abingdon, Oxon ; New York, NY : Routledge, 2017. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315748153.

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Dale, Timpe A., ed. Creativity. New York, N.Y: Facts on File Publications, 1987.

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1941-, Brockman John, ed. Creativity. New York: Simon & Schuster, 1993.

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Mihaly, Csikszentmihalyi. Creativity. New York: HarperCollins, 2007.

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Lerner, Helene. Creativity. New York, NY: HarperCollins Publishers, 1993.

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Book chapters on the topic "Creativity":

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Eagle, Lynne, Barbara Czarnecka, Stephan Dahl, and Jenny Lloyd. "Creativity and creativity tactics." In Marketing Communications, 98–122. Second edition. | Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003089292-5.

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Weis, Bernd X. "Creativity." In From Idea to Innovation, 221–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54171-1_7.

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Willison, Kevin. "Creativity." In Encyclopedia of Personality and Individual Differences, 929–32. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1057.

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Makel, Matthew C., and Jonathan A. Plucker. "Creativity." In Handbook of Giftedness in Children, 247–70. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-74401-8_13.

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Arfken, Michael. "Creativity." In Encyclopedia of Critical Psychology, 325–27. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_58.

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Levesque, Roger J. R. "Creativity." In Encyclopedia of Adolescence, 569–71. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_165.

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Tudor, Megan E., Tessy T. Pumaccahua, Bethany A. Pritchard, and James C. Kaufman. "Creativity." In Encyclopedia of Child Behavior and Development, 425–30. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_723.

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Stanley, David. "Creativity." In Clinical Leadership in Nursing and Healthcare, 167–83. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119253785.ch9.

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Barrère, Christian. "Creativity." In Encyclopedia of Law and Economics, 445–46. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-7753-2_126.

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Barrère, Christian. "Creativity." In Encyclopedia of Law and Economics, 1–2. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4614-7883-6_126-1.

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Conference papers on the topic "Creativity":

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Segalerba, Gianluigi, and Kathrin Bouvot. "Creativity, Promotion of Creativity and Destruction of Creativity." In 14th European Conference on Creativity in Innovation. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.154.13.

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In our analysis we would like to expose some ideas on creativity, promotion of creativity and destruction of creativity. Our general intent is to show that creativity is not reserved to geniuses but, on the contrary, belongs to all individuals. Moreover, we aim to describe how creativity can be promoted in the individuals in the different ages of their life. Finally, we wish to expose that creativity is a disposition which always needs to be cultivated with all possible care: for creativity can be easily damaged or even destroyed because of a false education of the individuals or due to negatively organised work environments.
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Moraru, Gina-Maria. "ACADEMIC CREATIVITY VERSUS INDUSTRIAL CREATIVITY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0697.

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Hass, Robert. "Creativity." In Companion to the 20th annual ACM SIGPLAN conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1094855.1094856.

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Edmonds, Ernest. "Creativity." In Conference companion. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/223355.223499.

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Bennett, Vicki E., KyuHan Koh, and Alexander Repenning. "Computing creativity." In Proceeding of the 44th ACM technical symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2445196.2445302.

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Herrmann, Thomas, Angela Carell, and Jan Nierhoff. "Creativity barometer." In the 8th ACM conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2069618.2069688.

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Williams, Alison. "Creativity syntax." In the 8th ACM conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2069618.2069755.

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Duch, W. "Computational Creativity." In The 2006 IEEE International Joint Conference on Neural Network Proceedings. IEEE, 2006. http://dx.doi.org/10.1109/ijcnn.2006.246714.

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Rauch, Barbara. "Emotional creativity." In C&C '13: Creativity and Cognition 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2466627.2481239.

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Zünd, Fabio, Mattia Ryffel, Stéphane Magnenat, Alessia Marra, Maurizio Nitti, Mubbasir Kapadia, Gioacchino Noris, Kenny Mitchell, Markus Gross, and Robert W. Sumner. "Augmented creativity." In SA'15: SIGGRAPH Asia 2015. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818427.2818460.

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Reports on the topic "Creativity":

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Galenson, David. Understanding Creativity. Cambridge, MA: National Bureau of Economic Research, May 2010. http://dx.doi.org/10.3386/w16024.

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Petri, Christopher. Spotlight: Creativity. HundrED, November 2020. http://dx.doi.org/10.58261/seou4148.

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Abstract:
Sir Ken Robinson’s 2006 TED talk “Do schools kill creativity?” was a clarion call that sparked a groundswell of support to foster creativity, which has since become central to discussions around school change globally. Today, almost every educator agrees that we need to consider creativity as a fundamental skill to be cultivated in schools. The question is how. HundrED and The LEGO Foundation have teamed up to answer that question by shining a Spotlight on 20 leading innovations fostering creativity in the world today.
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Biasi, Barbara, Michael Dahl, and Petra Moser. Mental Health, Creativity, and Wealth. Cambridge, MA: National Bureau of Economic Research, October 2021. http://dx.doi.org/10.3386/w29422.

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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Creativity. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003742.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.
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Costa, Pedro, João Seixas, and Ana Roldão. From ‘Creative Cities’ to ‘Urban Creativity’? Space, Creativity and Governance in the Contemporary City. DINÂMIA'CET-IUL, 2009. http://dx.doi.org/10.7749/dinamiacet-iul.wp.2009.80.

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Richelle, Marc N., Bruno Boulanger, Anne-Michelle Ingebos, and Martine Lahak. Behavioral Variability, Learning Processes, and Creativity. Fort Belvoir, VA: Defense Technical Information Center, March 1992. http://dx.doi.org/10.21236/ada248894.

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Richelle, Marc N. Behavioral Variability, Learning Processes, and Creativity. Fort Belvoir, VA: Defense Technical Information Center, September 1990. http://dx.doi.org/10.21236/ada228056.

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Kost’, Stepan. THE CONCEPT OF CREATIVITY IN JOURNALISM. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11092.

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Abstract:
The article analyzes some theoretical and practical aspects of creativity. The author shares his opinion that the concept of creativity belongs to the fundamental concepts of philosophy, psychology, literature, art, pedagogy. Creativity is one of the important concepts of the theory of journalism. The author does not agree with the extended definition of creativity. He believes that journalistic activity becomes creativity when it is free and associated with the creation and establishment of new national and universal values, with the highest intensity of intellectual and moral strength of the journalist, when journalism is a manifestation of civic position, when this activity combines professional skills and perfect literary form.The author also believes that literary skill and the skill of a journalist are not identical concepts, because literary skill is a component of journalistic skill.
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Min, Seoha. Exploring Apparel Design Students’ Perception on Creativity. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1717.

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Amabile, Teresa, and Stanley Gryskiewicz. Creativity in the R&D laboratory. Center for Creative Leadership, 1987. http://dx.doi.org/10.35613/ccl.1987.1088.

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