Academic literature on the topic 'Personality and creative ability'
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Journal articles on the topic "Personality and creative ability"
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Burch, Gerald F., Jana J. Burch, and John H. Batchelor. "Group Creative Problem Solving: The Role of Creative Personality, Process and Creative Ability." Quality Innovation Prosperity 23, no. 3 (November 30, 2019): 38. http://dx.doi.org/10.12776/qip.v23i3.1286.
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<p><strong>Purpose:</strong> Team creativity is an important factor in developing new ideas for organisations. In spite of years of creativity research, little is known about various team aspects and their affect on team creativity. This study looks at the incremental explanatory value that team creative personality and divergent thinking skill processes have on team creativity.</p><p><strong>Methodology/Approach:</strong> Individual personality, creative personality, and divergent thinking skills were collected from 349 students at a large public university in the southeast US. These students were then randomly assigned to 105 teams where they developed a novel product. Individual attributes were averaged to create team attributes that were used to determine correlations with the product creativity. Hierarchical regression was used to evaluate incremental explanatory values for each of the independent variables.</p><p><strong>Findings:</strong> Group creative personality adds approximately 36 percent more explanatory power than cognitive ability and traditional personality measures in predicting team creativity. Creative processes, like team divergent thinking ability, further increased the R<sup>2</sup> of our model from 0.54 to 0.65 demonstrating that team processes affect team creativity.</p><p><strong>Research Limitation/implication:</strong> The task used in this study was not as complex as problems being considered by organizations. However, the results are expected to be indicative of the process used for more complex problems. It is also difficult to assign causality since correlations were used to verify some of our hypothesis.</p><strong>Originality/Value of paper:</strong> This research expands the findings of team creativity by identifying factors that increase team creativity.
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Sitorus, Jonni, Nirwana Anas, and Ermaliana Waruhu. "Creative thinking ability and cognitive knowledge: Big Five personality." Research and Evaluation in Education 5, no. 2 (December 26, 2019): 85–94. http://dx.doi.org/10.21831/reid.v5i2.22848.
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This research aims at describing the ability and level of student’s creative thinking and student’s cognitive knowledge. It is qualitative research to search for data and information. Operationally, this research was conducted with some steps namely: (1) giving a set of big five personality test to 215 students to determine their personality type, (2) giving a set of creative thinking test of 215 students to measure the ability and level of their creative thinking, and (3) choosing one student randomly from each student’s personality type to be interviewed to search their cognitive knowledge. The results show that every student has a creative thinking ability, but the level of creative thinking varies. The category of student’s creative thinking ability based on Big Five Personalities is 'moderate or high'. The level of student’s creative thinking based on the big five personality is 'very creative, creative, quite creative or less creative'. The student’s cognitive knowledge based on the big five personality is drawing, designing, ascertaining, dividing, reasoning, analogy, imagining, utilizing, solving, understanding, determining, mentioning, and using trial and error.
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Arumningsih, Eys, Rina Dwi Setyawati, and Yanuar Hery Murtianto. "Students' Creative Thinking Ability in Solving Open-Ended Problems Based on Personality Type." Hipotenusa: Journal of Mathematical Society 5, no. 2 (December 17, 2023): 121–31. http://dx.doi.org/10.18326/hipotenusa.v5i2.280.
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This study aims to determine the creative thinking ability of junior high school students in solving open ended problems in terms of students' different personality types. This type of research is descriptive qualitative with instruments in the form of Hippocrates - Galenus personality type questionnaire and written test of creative thinking ability on pythagorean theorem material. The subjects of this study consisted of 31 students of class VIII A of Walisongo 1 Semarang Junior High School. The results of this study showed that (1) the results of filling out the personality type questionnaire from 31 respondents obtained 29% of students with sanguinis personality type, 19% of students with choleric personality type, 23% of students with melancholic personality type and 29% of students with phlegmatic personality type. (2) subjects with melancholic personality type have high creative thinking ability, subjects with sanguinis and choleric personality type have moderate creative thinking ability, while subjects with phlegmatic personality type have low creative thinking ability. This study also shows that each student with a different personality type can affect the creative thinking ability of each student.
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Lee, Ga Hyung. "MEDIATING EFFECTS OF CREATIVE HOME ENVIRONMENT AND SELF-DIRECTED LEARNING ABILITY ON THE RELATIONSHIP BETWEEN CREATIVE PERSONALITY AND CREATIVE ACHIEVEMENT INTENTION." Creativity Studies 17, no. 1 (April 5, 2024): 178–91. http://dx.doi.org/10.3846/cs.2024.15551.
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This study verified the mediating effects of creative home environment and self-directed learning ability on the relationship between creative personality and creative achievement intention of university students. Creative personality was set as independent variable, creative home environment and self-directed learning ability as mediating variables, and creative achievement intention as dependent variable. This study was conducted from June 10 to July 10, 2019 in Seoul, South Korea, and the participants were 587 university students. Data was collected through an online–offline test and analysed using SPSS Statistics 25.0. Creative personality affected creative achievement intention through the medium of creative home environment. However, self-directed learning ability had no mediating effect in the influence of creative personality on creative achievement intention. Therefore, creative home environment is important to improve the creative achievement intention of university students. Further, that the family’s environmental support affects the creative achievement intention to express creativity in course of development bears implications for parent education.
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Munisah, Eny. "MULTIMEDIA PEMBELAJARAN UNTUK PENINGKATAN KREATIVITAS MELUKIS DI TAMAN KANAK-KANAK." Edukasi Lingua Sastra 17, no. 1 (April 14, 2019): 72–83. http://dx.doi.org/10.47637/elsa.v17i1.107.
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Multimedia learning is very near with visual communication. The visualization of concept which is given to the learner as the conbination of pictur, diagram,graph, draft, and chart should become one. Creativity is the origin, suitable,and functional. The origin and the suittable painting of kindergarten is periodic,typology, and other.Painting of kindergarden is a pra-chart periode, while typology is visual and non visual type the indication who seldom appear with painting of children is stereotype, tranparant, lying down, perpendicular, and finanity. There are three creatives personality, they are: 1). open with experience, 2). the ability to evaluate situation based on standars of personality, 3). the ability to do experiment to play with concept. The condition above is used as basic toimprove the ability of kindergarten in peinting. They will play computer, painting, make a creative something if every person has three criterias above so he/she has a good psychology that will support to create a creative creation.
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Go, Min Seong, and Su jin Jeong. "The Influences of Playfulness, Empathic Ability and Creative Personality of Early Childhood Teachers on the Interactions between Teachers and Children." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 22 (November 30, 2022): 883–901. http://dx.doi.org/10.22251/jlcci.2022.22.22.883.
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Objectives This study purpose to analyze the influences of playfulness, empathic ability and creative personality of early childhood teachers on the interactions between teachers and children by reviewing general trends about them, and figuring out their relations.
Methods This survey research of early childhood teachers in Gyeongnam and Gyeongbuk area, Data were collected from December 28, 2020 to January 22, 2021, using 335 collected questionnaires were analyzed through SPSS 25.0 program.
Results Playfulness, empathic ability, creative personality and interactions between teachers and children of early childhood teachers were generally higher than the middle levels and they had statistically significant differences depending on general characteristics including age, education, institutional type, career and children’s age in classes in charge. All playfulness, empathic ability, creative personality and interactions between teachers and children had significantly positive correlations. The factor with the highest influences on interactions between teachers and children was creative personality, and then, emphatic ability, playfulness followed in order.
Conclusions In order to make higher qualitative interactions between teachers and children, it is necessary to prepare systematic education and programs to develop early childhood teacher’s playfulness, empathic ability, and creative personality.
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von Stumm, Sophie, Audrey Chung, and Adrian Furnham. "Creative ability, creative ideation and latent classes of creative achievement: What is the role of personality?" Psychology of Aesthetics, Creativity, and the Arts 5, no. 2 (May 2011): 107–14. http://dx.doi.org/10.1037/a0020499.
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Kim, Eun Joo. "Differences in Creative Personality and Attitude, Creative Problem Solving, and Convergence Thinking of College Students According to Self-Regulation and Cognitive Flexibility Training VR Program Participation." Journal of Curriculum and Teaching 11, no. 8 (November 9, 2022): 250. http://dx.doi.org/10.5430/jct.v11n8p250.
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This study used a cognitive flexibility training VR program that can view and solve problems from various perspectives, self-regulation, and self-regulation with the super cognitive ability required for creativity to improve college students' creative personality and attitude, creative problem solving, and convergence thinking ability. In addition, differences in creative personality and attitude, creative problem solving, and convergence thinking ability were analyzed before and after participation in the program. In this study, 55 students were recruited voluntarily among four-year E University students in Gyeonggi-do. The experimental tool is VR content developed by FNI Co., Ltd. The main contents are mainly composed of improving self-control ability, strengthening positivity, and enhancing interpersonal relationships. The IBM SPSS Statistics 25 program was used to analyze the collected data to test the research question. First, frequency analysis and descriptive statistical analysis were performed to examine the mean and standard deviation of the sociodemographic factors and measurement variables of the subjects. Moreover, to determine how consistently the measuring instrument was used, the reliability was validated by calculating the Cronbach's coefficient value. Furthermore, factor analysis was utilized to minimize the number of items in the developed measurement tool by removing variables unrelated to the component to be studied. Factor analysis has the purpose of reducing variables, removing unnecessary variables, identifying variable characteristics, evaluating the validity of measurement items, and creating variables using factor scores. In addition, to confirm the statistical significance of the average values of creative personality and attitude, creative problem solving, and convergence thinking before and after participating in the VR program, a matched-sample t-test was performed. As a result of the study, it was found that participation in the self-regulation and cognitive flexibility VR program had a positive effect after participation compared to before participation in creative personality and attitude, creative problem solving, and convergence thinking.
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郭, 亚男. "The Relation between Creative Thinking Ability in Prototype Elicitation, Zeigarnik Effect and Creative Personality." Advances in Psychology 05, no. 04 (2015): 145–253. http://dx.doi.org/10.12677/ap.2015.54034.
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Stratan-Artyshkova, Tetyana. "CREATIVE AND PERFORMANCE TRAINING OF THE FUTURE TEACHER OF MUSIC ART IN THE CONTEXT OF THE HUMANISTIC PARADIGM OF EDUCATION." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 33–36. http://dx.doi.org/10.36550/2415-7988-2021-1-195-33-36.
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The article reveals the peculiarities of creative-performance training of a future teacher of musical art; analyzes the definitions of «creativity» and «performance»; proves the expediency and effectiveness of composer-performer activity in the formation of author ability, ability of a future specialist to self-expression and self-actualization in his own work. Music performance is undoubtedly a creative process, and creativity involves the creation of new products and does not exist without performance. Thus, creative-performance training of future teachers of musical art becomes significant and innovative, as it is based not only on the ability to creatively perceive, perform and interpret musical works (instrumental, vocal, choral), to express themselves in performing activities (co-creation), but also assumes the ability of future teachers to self-create, to be both the author and performer of their own work. The meaning of professional training, its qualitative characteristic is the creative and performing training of the future teacher of musical art, which is due to the theory and practice of musical education, the originality of musical and pedagogical activity and consists in solving pedagogical problems by means of musical art, is aimed at developing a personality capable of self-expression and self-realization, capable of perceiving new knowledge and experience, organizing the conditions necessary to express its subjectivity, uniqueness, unique essence.In the complex process of creative-performance activity based on artistic perception-interpretation, design of artistic image, musical work - to its creative presentation the self-expression and self-actualization of future specialists is carried out. This process implies self-realization of own forces, abilities, talents, opportunities, disclosure of all reserves of creative activity of personality, the whole complex of individual-personal qualities, objectification of essence forces in own production, various social activity, leads to transformation of personality into a subject of own life and profession.
Dissertations / Theses on the topic "Personality and creative ability"
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Nelson, Christopher Barnaby. "The Creative process : a phenomenological and psychometric investigation of artistic creativity /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001401.
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Geyser, Richard Conrad. "The relationship between personality type and creative preference." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52009.
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Thesis (MA) -- Stellenbosch University, 2000.ENGLISH ABSTRACT: As the human race enters the new millennium it is challenged by factors such as continuos changed, demand for improved quality and increased competition of global proportions. This requires of organisations to be more responsive to change as well as that individuals will need to position themselves to meet the challenges of the knowledge era. These challenges demand creativity in order to meet the demands for value adding contributions to the organisation. The above mentioned situation gives rise to a number of questions: Firstly, how can the creative processes of an individual be assessed? Secondly, what role does personality play as an indicator of creativity? Lastly, can the knowledge concerning the relationship between creativity and personality be applied to enhance the expression of creativity in the working environment? This research is aimed at investigating the relationship between personality dimensions and creative thinking preferences. 305 managers from the 1st, 2nd and 3rd reporting levels of an organisation in the aviation maintenance and manufacturing industry took part in the study. Two instruments were used namely the Myers-Briggs Type Indicator Step II, to assess the personality dimensions and the Neethling Brain Instrument (NBI) to assess the subjects creative thinking preference. A Pearson Product Moment analysis was conducted to determine the correlation between the subscales of the MBTI Step II personality dimensions and the NBI. Next a Principal Component analysis was conducted to determine if any of the NBI thinking style preferences measure the same factor as the subscales of the MBTI Step II, as well as to reduce the number of variables used to determine if a significant relationship exists between the principle dimensions of the MBTI and thinking styles of the NBI. Finally, a regression analysis was performed to determine if the principle dimensions of the MBTI Step II are significantly related to the thinking style dimensions of the NBI. The results of the Pearson Product Moment correlation indicated that significant correlations exist between the sub-scales of the MBTI Step II and the NBI thinking preferences. However, the significance of these correlations range from weak to strong, posing a challenge with regard to determining which of these correlations have any practical value. The results of the Principle Component analysis indicated the existence of four distinct factors, which are common to both the MBTI Step II, and the NBI. However, it was of interest to note that two of the dimensions of the NBI each loaded on two of the factors leading to the conclusion that these two dimensions each measure two unique factors. The results of the Regression analysis provided evidence that the NBI measures two dimensions of the MBTI Step II. Firstly, a preference for thinking is measured by the L1, Upper Left quadrant scale of the NBI and a preference for feeling is measured by the R2, Right Lower quadrant scale of the NBI. Secondly, that a combination of the Judging/Perceiving and Sensing/Intuition preferences are related as follows. The R1, Right Upper quadrant preference scale measures a combination of Perceiving and Intuition. The L2, Left Lower quadrant scale appears to measure a combination of Judging and Sensing. An obvious question that arises is, which personality type is more creative? The process perspective on creativity would appear to indicate that certain personality types have a preference for contributing more effectively to specific parts of the creative process. Thus it can be concluded that no single personality type is more creative than the other is, but that creativity requires the use of all the functions of Personality Type. The key to creativity is the integration of all the Type functions both preferred and not preferred in a synergistic manner. This requires recognition that creativity will require the expenditure of significant amounts of psychic energy to apply non-preferred functions in the process of being creative.
AFRIKAANSE OPSOMMING: Organisasies wat die nuwe millenuim betree het, staar toenemende uitdagings in die gesig. Faktore soos konstante verandering, toenemende eise vir die verbetering van kwaliteit en die verhoging in kompetisie wereldwyd, stel aan organisasies hoer eise om vinniger te reageer op verandering. Dit verg ook van individue om hulself te posisioneer ten einde die uitdagings van die kennis-era aan te durf. Die uitdagings vereis kreatiwiteit om aan die eise van waarde-toevoeging in die organisasie by te dra. Die voorafgenoemde situasie laat 'n paar vrae ontstaan. Eerstens, hoe ‘n individu se kreatiewe prosesse geevalueer kan word, tweedens watter rol persoonlikheid speel as ‘n aanduider van kreatiwiteit en laastens of kennnis van die verband tussen kreatiwiteit en persoonlikheid prakties toegepas kan word om die uitdrukking van kreatiwiteit in die werksomgewing te verhoog. Hierdie navorsing is daarop gemik om die verband tussen persoonlikheidsdimensies en kreatiewe denk voorkeure te ondersoek. 305 bestuurders in die eerste, tweede en derde rapporteringsvlak van 'n lugvaart vervaardiging en onderhoud organisasie het aan die navorsing deelgeneem. Twee meetinstrumente is gebruik in die navorsing naamlik die Myers-Briggs Type Indicator Step II, om die persoonlikheidsdimensies te meet en die Neethling Brein Instrument (NBI) om die individue se kreatiewe denkvoorkeure te meet. Die Pearson Produk Moment ontleding is gebruik om die korrelasie tussen die persoonlikheidsdimensie sub-skale van die MBTI Step II en die NBI te bepaal. Daarna is 'n Hoofkomponent ontleding uitgevoer om te bepaai of enige van die NBI denk voorkeurstyle dieselfde faktor as die MBTI Step II subskale meet, asook om die aantal veranderlikes te verminder om sodoende te bepaai of daar ‘n betekenisvolle verband bestaan tussen die hoofdimensies van die MBTI Step II en die denkstyle van die NBI. Laastens is ‘n Regressie ontleding gebruik om te bepaai of die hoofdimensies van die MBTI Step II ‘n betekenisvolle verband toon met die denkstyl dimensies van die NBI. Die resultate van die Pearson Produk Moment ontleding het daarop gedui dat daar ‘n betekenisvolle korrelasie bestaan tussen die sub-skale van die MBTI Step II en die NBI denk voorkeure. Die betekenisvolheid van die korrelasies wissel egter van swak tot sterk korrelasies, wat ‘n uitdaging skep in terme van die bepaling van die korrelasies wat enige praktiese waarde inhou. Die resultate van die Hoofkomponent ontleding het die bestaan van vier kenmerkende faktore aangedui wat biede algemeen is in die MBTI Step II, en die NBI. Dit was egter interressant om te merk dat twee van die NBI se dimensies op twee verskillende faktore gelaai het. Die gevolgtrekking wat gemaak word is dat die twee dimensies elk twee afsonderlike faktore meet. Die resultate van die Regressie Ontleding het aangedui dat die NBI twee dimensies van die MBTI Step II meet. Eerstens, word ‘n voorkeur vir “Thinking” gemeet deur die L1, Linker Bokantste kwadrant op die NBI en 'n voorkeur vir “Feeling” word gemeet deur die R2, Regter Onderkantste kwadrant van die NBI. Tweedens, dat 'n kombinasie van “Judging/Perceiving” en "Sensing/Intuition” voorkeure die volgende verband toon. Die R1 Regter Bokantste kwardrant meet 'n voorkeur vir ‘n kombinasie van “Intuition” en “Perceiving”. Die L2 Linker Onderkantste kwadrant meet ‘n voorkeur vir 'n kombinasie van “Sensing" en “Judging”. ‘n Ooglopende vraag wat gevra word is die van watter persoonlikheidstipe meer kreatief is? Uit die prossess perspektief wat geneem is in die studie, wil dit voorkom dat sekere persoonlikheidstipes ‘n voorkeur het om meer effektief te kan bydra tot specifieke gedeeltes van die kreatiewe prosess. Die afleiding kan dus gevorm word dat geen enkele persoonlikeidstipe meer kreatief is as die ander nie, maar eerder dat die gebruik van al die funksies van persoonlikheidstipe nodig is om kreatiewiteit te ontsluit. Die sleutel tot kreatiewiteit is dus die sinergistiese integrasie van al die Tipe funksies, beide die waarvoor ‘n voorkeur bestaan en die waarvoor daar nie ‘n voorkeur is nie. Dit verg ook die besef dat kreatiwieteit die spandering van groot hoeveelhede psigiese energie benodig, om funksies waarvoor daar nie 'n voorkeur is nie, toe te pas om die kreatiewe process te volbring.
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Walker, Marie. "Creativity and depression : personality correlates of depression in autobiographies of creative versus non-creative achievers." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=67522.
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This study focused on depression-proneness in the creative achiever compared to the eminent but non-creative achiever. Forty-eight subjects' (25 male, 23 female) autobiographies were assessed on personality using the California Q-Set (Block, 1961). Creative achievers were divided into visual and literary creators while the control group was made up of political, military and social leaders. The Q-Set items were divided into the five factors of personality (neuroticism, extraversion, openness, agreeableness and conscientiousness) according to McCrae, Costa and Busch (1986). Using factor analysis, neuroticism was further divided into 6 facets, two of which corresponded to Costa and McCrae's depression and impulsivity items. Results showed that creative achievers scored significantly higher than controls on neuroticism and openness, while controls scored significantly higher on conscientiousness. Creative achievers rated significantly higher than controls on depression-proneness and impulsivity, with literary artists scoring particularly high on depression-proneness. Creativity as a method for controlling depression is discussed.
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Naud, Talana. "The relationship between personality and creativity A psychometric study /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05222007-124454.
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Morrison, John David. "Group composition and creative performance /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9315956.
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Malakate, Anna. "Assessing creative potential : recruitment and selection in creative SMEs in the UK." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=174685.
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This thesis tackles the assessment of job candidates‟ creative potential through the processes of recruitment and selection in UK creative SMEs. Literature on individual creativity (Rogers, 1954; Oldham and Cummings, 1996; Sternberg and Lubart, 1996; Sternberg, O‟Hara and Lubart, 1997; West, 1997; Simonton, 2000), has placed importance on the individual characteristics and personality traits that distinguish a creative individual from a non-creative. Lack of knowledge regarding creativity assessment through recruitment and selection in creative SMEs has triggered the author to investigate this area. The author has designed a theoretical framework which comprises three elements, namely personality traits, individual knowledge, skills and abilities (KSAs) and team KSAs, which, according to the literature review, need to be taken into account when assessing individuals‟ creative potential in creative SMEs. This framework was tested with the use of a mixed methodological approach. Firstly, the qualitative approach involved the performance of 17 interviews with the owners/managers and directors of creative SMEs in Scotland. The quantitative approach involved the design and distribution of a questionnaire to a larger sample of creative companies across the UK, which resulted in 140 answered questionnaires. From the analysis of these data, interesting findings arose which indicated that creative SMEs use a mix of criteria when assessing job candidates‟ creativity. Personality traits, individual and team KSAs were highlighted, as well as the importance of motivation, which influenced selection decisions. Variations on the importance of such criteria were evident when the researcher investigated the different creative sectors and the different positions the respondents held. The most commonly used recruitment and selection practices in creative SMEs were provided. Additionally, differences in the recruitment methods used between creative SMEs who have and have not won creative awards were highlighted.
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Blackmon, Kristen N. "Creative Self-Efficacy and Personality: From Imagination to Creativity." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248380/.
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Imagination and creative self-efficacy are important components of the creative process and outcomes but are rarely investigated together. To explore the relationship between personality factors, imaginative thinking, and creative self-efficacy, survey responses were gathered from university students in a southwestern region in the United States (n = 1,731). Personality was measured using the International Personality Item Pool (IPIP), imagination was measured using the Imaginative Capability Scale (ICS), and creative self-efficacy was measured using items based on reliability in previous studies. Participants were asked to complete the three surveys along with demographic information through an online format. Confirmatory factor analysis (CFA) was conducted first to confirm measurements used. After fit indices confirmed measurement models used, subsequent analyses were conducted using structural equation modeling (SEM). The model of best fit supported creative self-efficacy as a strong predictor of all three factors of imagination. Additionally, the model indicated a strong relationship between conscientiousness and conceiving imagination as well as other notable relationships with personality factors.
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Sobhany, Maryam Saffaripour. "Creativity quotient: a statistical instrument for combining cognitive and personality components of creative thinking." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/49843.
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Creative thinking is a multi-faceted trait. It encompasses a constellation of intellectual abilities and personality characteristics. In this study cognitive and personality components of creative thinking were included in an instrument. From the relevant literature the most important cognitive components in order of importance were problem finding, original problem solving, general problem solving, knowledge, and attentiveness to detail. Lack of conformity was suggested to be the most important personality component. Measures of these components of creative thinking were developed. Data were obtained by interviewing 110 third-grade children (M = 8.9 yrs), from which 80 sets were randomly selected to develop a scoring scheme. The scoring scheme was utilized to derive a statistical equation to quantify creative thinking for each individual. To ascertain the reliability and consistency of the developed scoring scheme, the author and two graduate students independently scored the remaining data (30 sets). The coefficient of variability for the three groups of scores were computed by means of pooled estimate of variance. This quantity was found to be .02 which is remarkably small. The relative contribution of each component to creative thinking and the interrelationship between them have been discussed. whether problem finding and problem solving are two separate cognitive processes was also discussed.Ed. D.
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Weakland, Marie A. "Creativity, openness to experience, and environmental support in problem solving." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1124872.
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The relationship between the personality trait of openness to experience and problem solving ability in environments offering various levels of informational support in the form of analogous problems was investigated using 173 participants. I suspected the strongest positive relationship in an environment offering moderate support and that individuals who were high on openness to experience would be likely to see that previous presented information was analogous in nature. There was no relationship between penness to experience and problem solving ability as a function of the environment or in general. However, students given a high level of support solved significantly more problems than those participants receiving no support. Also, more students solved the problems when they saw an analogous connection between the experimental and the demonstration problems. An implication may be that problem solving ability can be taught using analogies, if the information is complete and students are able to determine the relevance to future problems.Department of Psychological Science
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Camfield, David Alan. "The biological basis of openness to experience." Swinburne Research Bank, 2008. http://hdl.handle.net/1959.3/49815.
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Thesis (PhD) - Swinburne University of Technology, Brain Sciences Institute, 2008.[A thesis submitted for the degree of] Doctor of Philosophy, Brain Sciences Institute, Swinburne University of Technology - 2008. Typescript. Includes bibliographical references (p. 250-272) and index.
Books on the topic "Personality and creative ability"
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Ivani︠u︡k, T. I. Tvorchestvo i lichnostʹ. Moskva: TOR, 2006.
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Gumerova, R. V. Mir tvorcheskoĭ lichnosti: Monografii︠a︡. Ufa: VĖGU, 2009.
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Melrose, Linda. The creative personality and the creative process: A phenomenological perspective. Lanham, MD: University Press of America, 1989.
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Milʹman, V. Ė. Motivat︠s︡ii︠a︡ tvorchestva i rosta: Struktura, diagnostika, razvitie : teoreticheskoe, ėksperimentalʹnoe i prikladnoe issledovanie dialektiki sozidanii︠a︡ i potreblenii︠a︡. Moskva: [s.n.], 2005.
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Lekhner, E. A. Tvorchestvo i lichnostʹ: Mezhvuzovskii sbornik nauchnykh trudov. Moskva: Moskovskii oblastnoi pedagog. in-t im. N.K. Krupskoi, 1985.
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D, Parnes Sid Ph, ed. Great insights on human creativity: Transforming the way we live, work, educate, lead, and relate : Volume 1. Blacksburg, VA: Unity Scholars, Inc., 2002.
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Abū Nizār Muḥammad Maḥmūd Daḥrūj. Falsafat al-takwīn: Naẓarāt fī al-nafs wa-al-ḥayāh bayna al-adab wa-drāmā ṣināʻat al-ibdāʻ. al-Qāhirah: al-Muʻassasah al-ʻArabīyah lil-ʻUlūm wa-al-Thaqāfah, 2019.
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Therivel, William A. High creativity unmasked: Persons & civilizations : the GAM/DP theory of personality and creativity, genetic endowment, assistances, misfortunes, division of power. Minneapolis, Minn: Kirk House Publishers, 2010.
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1896-1934, Vygotskiĭ L. S., Kudri︠a︡vt︠s︡ev V. T, and Rossiĭskiĭ gosudarstvennyĭ gumanitarnyĭ universitet. Institut psikhologii im. L.S. Vygotskogo., eds. Perspektivy razvitii︠a︡ kulʹturno-istoricheskoĭ teorii: Materialy VII Mezhdunarodnykh chteniĭ pami︠a︡ti L.S. Vygodskogo, 14-17 noi︠a︡bri︠a︡ 2006 g. : 110-letii︠u︡ so dni︠a︡ rozhdenii︠a︡ L.S. Vygotskogo posvi︠a︡shchaetsi︠a︡. Moskva: Fond L.S. Vygodskogo, 2006.
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Rodríguez, María Aracelly Quiñones. Resiliencia: Resignificación creativa de la adversidad. [Bogotá]: Universidad Distrital Francisco José de Caldas, 2007.
Find full textBook chapters on the topic "Personality and creative ability"
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Lew, Kyoung-hoon. "Relationships among Creative Thinking Ability, Creative Personality and Motivation." In Communications in Computer and Information Science, 120–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-35251-5_17.
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Gorelik, Gennady E., and Victor Ya Frenkel. "Creative Personality." In Matvei Petrovich Bronstein and Soviet Theoretical Physics in the Thirties, 123–41. Basel: Birkhäuser Basel, 1994. http://dx.doi.org/10.1007/978-3-0348-8488-4_6.
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Feist, Gregory J. "Creative Personality." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 495–502. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-15347-6_185.
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Feist, Gregory J. "Creative Personality." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 1–7. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6616-1_185-2.
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Feist, Gregory J. "Creative Personality." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 344–49. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3858-8_185.
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Gorelik, Gennady E., and Victor Ya Frenkel. "Creative Personality." In Matvei Petrovich Bronstein, 123–41. Basel: Springer Basel, 1994. http://dx.doi.org/10.1007/978-3-0348-0200-0_6.
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Szostak, Michał. "Creative personality." In Humanistic Management, Organization and Aesthetics, 146–92. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003458029-5.
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de Witt, Patricia. "Creative Ability." In Occupational Therapy in Psychiatry and Mental Health, 3–32. Oxford: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118913536.ch1.
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Feist, Gregory J. "The Creative Personality." In Creativity and Innovation, 181–98. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233930-14.
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Feist, Gregory J. "The Creative Personality." In Creativity and Innovation Theory, Research, and Practice, 45–66. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003233923-5.
Full textConference papers on the topic "Personality and creative ability"
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Lew, Kyoung-hoon, Jung-hwan Park, Kyung-cheol Lee, and Sun-mee Kang. "The Relationship Among Creativity Thinking Ability, Creative Personality and Creative Product." In Education 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.36.14.
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Lee, Kyunghwa, and Jusung Jun. "Developmental Characteristics of Creative Thinking Ability and Creative Personality of Elementary School Children in Korea." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.92.10.
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Vyshpinska, Yaryna. "Formation of Creative Personality of Students Majoring in «Preschool Education» in the Process of Studying the Methods of Musical Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/38.
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The body of the article goes on to discuss the creative models of a student’s personality’s development in the process of mastering the course «Theory and methods of musical education of the preschool children». In general, the teacher's profession accumulates a big number of opportunities for the creative improvement of a would-be teacher's personality. All types of activities used while working with children in the process of mastering the artistic competencies (like fine arts, modeling, designing, appliqué work or musical activities) require not only technical skills, but also sufficient creative imagination, lively idea, the ability to combine different tasks and achieve the goals. Achieving this task is possible if students are involved into the process of mastering the active types of musical activities – singing, musical-rhythmic and instrumental activity, development of aesthetic perception of musical works. While watching the group of students trying to master the musical activity, it is easy to notice that they are good at repeating simple vocal and music-rhythmic exercises. This is due to the young man's ability to imitate. Musical and instrumental activities require much more efforts and attention. It is focused on the types and methods of sound production by the children's musical instruments, the organization of melodic line on the rhythm, the coherence of actions in the collective music: ensemble or the highest form of performance – orchestra. Other effective forms of work include: the phrase-based study of rhythmic and melodic party, the ability to hear and keep the pause, to agree the playing with the musical accompaniment of the conductor, to feel your partner, to follow the instructions of the partiture. All the above-mentioned elements require systematic training and well selected music repertoire. Students find interesting the creative exercises in the course of music-performing activities which develop musical abilities, imagination and interpretive skills of aesthetic perception of music, the complex of improvisational creativity in vocal, musical-rhythmic and instrumental activity. The experiments in verbal coloring of a musical work are interesting too. Due to the fact that children perceive music figuratively, it is necessary for the teacher to learn to speak about music in a creative and vivid way. After all, music as well as poetry or painting, is a considerable emotional expression of feelings, moods, ideas and character. To crown it all, important aspects of the would-be teacher’s creative personality’s development include the opportunities for practical and classroom work at the university, where they can develop the musical abilities of students as well as the professional competence of the would-be specialist in music activity. The period of pedagogical practice is the best time for a student, as it is rich in possibilities and opportunities to form his or her creative personality. In this period in the process of the direct interaction with the preschool-aged children students form their consciousness; improve their methodical abilities and creative individuality in the types of artistic activity.
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Celmiņa, Daiga. "Imagination in the Creative Self-Expression of Students in Secondary School Literature Classes." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.80.
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The paper’s aim is to make topical the role of imagination in thinking processes and learning cognition and in the creative self-expression of students in secondary school Literature classes. The paper summarizes theoretical pedagogical and psychological findings about imagination in cognitive activity and links them with the author’s practical experience in the work of a secondary school Literature teacher. The research issue is how to stimulate imagination in secondary school students’ cognitive activity during literature classes, thereby promoting their creative self-expression and self-experience. This issue is topical when contemplating the formation of a creative personality and a skilled, creative reader. The role of imagination is regarded from three viewpoints: the relation of imagination to the development of thinking; the role of imagination in creative self-expression and self-experience of students; creative exercises in secondary school literature classes as imagination stimulators. In the learning process related to artistic cognition, connection between scientific and artistically directed cognitive activity is relevant because the development of a free and creative personality requires linking of critical thinking, imagination and emotional attitudes, which in turn forms creative self-experience of students, the ability to use knowledge, skills and attitudes acquired in the learning process of diverse life situations. Creative problem tasks in Literature classes are one of the pedagogical means to encourage students to look for connections between different science fields, topics, facts, events, objects, phenomena, images and draw independent take-aways and conclusions, as well as encourage students to express themselves creatively. The research methods: literature analysis, content analysis, self-experience analysis, survey.
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Vidineev, V. N. "ON THE FORMATION OF ARTISTIC TASTE IN FUTURE FINE ARTS TEACHERS." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/86.
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One can argue what is more important for an artist-teacher: the ability to draw or the possession of a developed artistic taste. Both are equally important. Higher education presupposes a versatile personality: both a theorist and a practitioner. In a huge number of works of art created by mankind, it is necessary to be able to select the most perfect and beautiful. The presence of personal preferences will help in choosing and forming the creative personality of the future artist-teacher.
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Stikute, Elita, and Anita Skalberga. "Secondary School Level Creative Tasks for Studying Poetry." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.53.
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The present study endeavors to analyze the challenges encountered by readers when interpreting poetry, and the development of their creative potential. Voluminous decoding of poetry texts is possible in the learning process if creative process is offered, which in turn enables to look for new ways of reading and explore comprehension labyrinths. Literature studies at secondary school require the development of creative task taxonomy, which would assist the reader – student to explore their creative potential and develop it deliberately. Creativity is beneficial in any area and can enrich every aspect of one’s life. It is not an inherent gift but a mastered ability to see the world, interact with it and respond accordingly. The main components of creativity can be categorised in two groups: cognitive (divergent thinking, general knowledge and thinking skills) and personality (focusing on the task and determination to complete it, motivation, tolerance towards the unknown) components. The prerequisites for creativity are connected with the educator’s attitude and expectations, as well as the ability to create a suitable environment, situations, learning tasks, because without them neither creative thinking nor action can be manifested. The educator is the initiator as well as the facilitator of the creative process, thinking and action. Based on the study of poetry of A. Čaks at secondary school, the article introduces the requirements and criteria for the development of creative tasks. The aim of the research is, based on the study of A. Čaks’ poetry in secondary school, to identify the conditions and criteria for developing creative tasks. The study was conducted using qualitative content analysis of students’ works and a case study as the research methods. The results of the case study indicate that when the teacher creates an appropriate environment and atmosphere, students are offered various creative tasks, and students can choose them according to their abilities, students willingly engage in the performance of various creative tasks. The developed methodological framework for introducing A. Čaks’ poetry is original and unprecedented in the history of literature methodology. The developed methodology can be used for the study of the personality and creative work of a specific poet (A. Čaks) as well as adapted and adjusted for the study of other writers. The ideas can be used by both practising and future literature teachers. The developed methodological framework and its results have been presented to prospective educators in the course “Methods of Teaching Latvian Literature,” educators in various continuing education courses, and at the scientific conference of the University of Latvia. Educators have highly appreciated the developed materials.
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Grecu, Vasile. "Theoretical-methodological suggestions regarding musical thinking and the development of the creative potential of pianist students." In Conferința științifică internațională "Învăţământul artistic – dimensiuni culturale". Academy of Music, Theatre and Fine Arts, Republic of Moldova, 2022. http://dx.doi.org/10.55383/iadc2022.12.
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The rational logical beginning in musical thinking makes the musician’s life not only emotional, but also intellectual, and the artistic activity for musical thinking involves efficient performance communication. The performer tends to impress with his ability to create a magical world with events and transformations, cooperating with the human spirit and feeling. The expected result is the fertilization of the factors that are involved in the formation of a cultivated, balanced personality. At the same time, the phenomenon of thinking in the artistic activity becomes essential, determining the general objective of musical education, and with this musical thinking becomes a fundamental pillar of the piano school.
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Knyazeva, Elena. "About the role of the content line of ICT in ensuring psychological safety of students in virtual environment." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-21.
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The article shows the importance of creation of content line of the discipline “Information Communication Technologies” to ensure psychological safety of students in virtual environment. Wide development and application of information technologies is an external side of information civilization, the main trend in formation of information society. Like any other process, the process of informatization of the society has both positive and negative sides. To avoid the latter cause irreparable harm to the development of personality and become dangerous for it, they should be studied already now, and possible consequences of digital addiction, leading to desocialization, mechanical way of thinking, inability to cope with creative tasks, problems with psychological and physical health, should be prevented. To ensure psychological safety in the context of student’s future profession, the tasks of the ICT course should be relevant, topical, and consequently interesting to the student in terms of their practical orientation in combination with mandatory elements of independence. The content analysis, carried out as a result of pedagogical experiment, has revealed competence of students in problems, related to the use of network technologies in daily life and in educational environment. Discussions, seminars, brainstorming have revealed information literacy of high school students, their understanding and ability to resist the influence of the worldwide web. The student audience sees Internet as a tool for the development of the society, on the one hand, and a threat to the development of personality, on the other. Their information literacy lies in the ability to solve identified problems. Education of an active, thinking consumer of information is the main credo, one of the main aims of the discipline, which teaches information technologies, its psychological and pedagogical task.
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Fotova Čiković, Katerina. "The Impact of Personality Traits and Internal Locus of Control on Entrepreneurial Intention." In 8th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2022. http://dx.doi.org/10.31410/eraz.s.p.2022.73.
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A country’s economic growth and development are closely linked to entrepreneurship and innovation, which is why entrepreneurs are recognized as one of the key drivers of the economy. Moreover, job creation, employment and innovation of products and services not only affect the national economy but also the global economy. Having that in mind, it is comprehensible why the ability to understand and predict entrepreneurial intention (EI) turned into a central category that is widely researched in the literature. The main goal of this PRISMA-guided systematic literature review is to identify, present and qualitatively analyse relevant papers regarding entrepreneurial intention, personality traits and especially the internal locus of control. Moreover, other goals are to highlight the importance and influence of personality traits and the internal locus of control on entrepreneurial intentions and to present the findings regarding the interrelatedness of entrepreneurial intention, internal locus of control and personality traits. This article uses a systematic review according to the PRISMA statement guidelines with stringent selection criteria to include relevant articles on the impact of personality traits and internal locus of control on entrepreneurship (i.e. entrepreneurial intentions). The two largest scientific databases, i.e. Scopus and Clarivate Web of Science databases have been explored with the key phrases „PERSONALITY TRAITS“, “INTERNAL LOCUS OF CONTROL” and “ENTREPRENEURIAL INTENTION”. This PRISMA method led to a total of 9 relevant papers regarding the impact and influence of personality traits and internal locus of control on entrepreneurship (i.e. entrepreneurial intentions). The scientific contribution of this paper is mirrored in the presentation of these relevant articles, their findings and in raising awareness among academic members, researchers and governments across the globe regarding the traits that impact entrepreneurial intentions, with a special focus on the findings regarding the internal locus of control. This article provides practical implications for national governments regarding their entrepreneurial policies, support system and climate.
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Marin, Dramnescu, and Vladimir Enachescu. "THE ROLE OF MODELS PROMOTED THROUGH THE MEDIA IN THE BUILD OF PERSONALITY." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-011.
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The phenomenology of observing the behavior of others can provide learning contexts similar to direct experimentation. In other words, we are put in the framework of learning to behave and become, in various situations of life, by being careful and observing various behaviors of others. The method of modelling or appealing to the behavior of a model is based on the use of analogy, that is to understand, reproduce or reproduce in a simplified, schematically approximated form of manifestations or phenomena that are more difficult or impossible to detect or to observe through direct observation. The ability of educators to use symbols, understood as an intrinsic quality and as a specific resource, gives them the opportunity to represent their events, analyse their experiences, communicate with each other, anticipate their future through the act of to plan, to innovate, or to be creative in the educational environment. As a result, for a model to be imitated, its behaviors, actions, operations must be perceived and memorized in a symbolic form and the necessary skills are available. However, fulfilling these conditions does not necessarily mean that these behaviors will develop, because the performance of a person is conditioned by strengthening mechanisms, many of which are also indirect action. Our paper is based on a research conducted through teenager students regarding the role of mass-media in building their personality. Our findings and recommendations are student centred aiming their personal and academic performance in addition with the optimization of their behaviour and of the quality of life.
Reports on the topic "Personality and creative ability"
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Шестопалова (Бондар), Катерина Миколаївна. Психологічні механізми взаємозв'язку антиципації та життєвої компетентності особистості. Київ. Психологія і суспільство, 2013. http://dx.doi.org/10.31812/123456789/4111.
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Розглянуто взаємозв’язок феномену життєвої компетентності та процесу антиципації на ціннісно-смисловому рівні, що дозволило теоретично обґрунтувати та емпірично виокремити механізм децентрації. Водночас проведена демаркація між компонентами життєвої компетентності та описано осягання людиною життєвих смислових узмістовлень у формі граничних смислів. На цьому підґрунті проаналізовано динаміку смислоутворення та виділено основні тенденції розвитку граничних смислів в осіб з антиципаційною спроможністю/неспроможністю, що уможливило теоретичне висвітлення специфіки механізму децентрації залежно від індивідуально-особистісних, гендерних та вікових особливостей особистості. In the article the correlation of a phenomenon of life competence and the process of anticipation on the value-semantic level has been considered, which allowed theoretically substantiate and empirically differentiate the mechanism of decentration. At the same time the demarcation between the components of life competence has been made. On these grounds the dynamics of sense creation has been analyzed and the main trends of the development of limitation senses of persons with anticipational ability/inability have been distinguished, which made possible theoretical enlightening the specifics of the mechanism of decentration depending on individual-personal, gender and age characteristics of personality.
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Los, Josyp. Панорама сенсів: аргументи авторитетів світоглядної публіцистики. Ivan Franko National University of Lviv, March 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11731.
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The article deals with the problem of the meaningfulness (essence) of the worldview journalism in the context of the argumentative resources of the work of influentive authors, for which the missionary role of the word is decisive. The search for meaning has been debated for centuries by orators, philosophers, psychologists, writers, sociologists, historians, journalists, and so on. In addition to other factors, a combination of the principles of worldview journalism and conceptual humanitarianism gives effective results. The author explores the acute problem of the effectiveness of a journalistic text through the prism of knowing the truth, meaning, since this is precisely where the source of wisdom is found; we are talking about spirituality, culture, historical memory. As influental authors proved with their arguments, the collection of facts is not enough, it is important to find the meaning of the existence of the individual, communities, and humanity. A number of examples show how the speakers of worldview journalism use all texts, not only from the archives: we are talking about poetry, art, in general, about literature, which revealed the most truth. Figuratively speaking, it is not only about the world of borders, it is important to consider horizons. Turning information into a commodity, focusing on “seasonal” interest based on the materialism of facts, or the inadequacy of many concepts and categories, the faking of media, relativity, obscurity of texts, anti-culture, in other words, the revolution of nihilism inevitably relativizes the very essence of journalism. If creative life is a manifestation of the freedom of the spirit, based on authentic truth, then we should strive to achieve the “extension of vision”, to master combinatorial (combinative) thinking. The ability to think in this way differs from ordinary logic in which the main universal thing remains in the center of attention, and the personality is not lost in individual details. Consequently, we can build a genealogy of ordered things and concepts, feel their inner relationship. Key words: meaning, worldview, journalism, argument, influence, moral principles, creativity.
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Demeuov, Аrman, Ordenbek Mazbayev, Gulbanu Aukenova, Ihor Kholoshyn, and Iryna Varfolomyeyeva. Pedagogical possibilities of tourist and local history activities. EDP Sciences, June 2021. http://dx.doi.org/10.31812/123456789/4620.
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In the new socio-economic conditions in the education system, forms of organization of tourist and local history activities are developing, which are based on traditions, experience of extracurricular and extracurricular work, taking into account the changes that have occurred in the country. Life requires that the tasks facing educational institutions are resolved quickly and have not just any solution, but one that optimizes the pedagogical process. At the same time, these requirements come into conflict with the state of the education system, the limited ability of most parents to create conditions for the full development of the child. The tasks facing the education system can be implemented in tourism and local history activities. The main task is to create the necessary conditions for the comprehensive development of the child’s personality, his social adaptation in the process of participation in various types of tourist and local history activities. However, the school teacher is not ready to organize and conduct tourist and local history activities at school, as he is not professionally prepared for this activity. Questions of the organization, forms and methods of teacher training for the organization of tourist and local history activities are practically not reflected in the educational and methodological literature. There are no scientific studies that would allow us to effectively solve the pedagogical tasks of preparing the organizers of tourist and local history activities in the school.
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Hotsur, Oksana, and Anastasiia Bila. Епістолярна спадщина Олени Теліги як виразник творчої особистості. Ivan Franko National University of Lviv, March 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11723.
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The scientific research considers and analyzes the epistolary heritage of Olena Teliha. Excerpts from her correspondence are presented, which testify to the formation of a brilliant woman, a creative personality who played an extremely important role in the struggle for the formation of Ukrainian statehood. It is from the letters that we learn that for her letters are almost an ideal way of communication. The epistolary heritage of Olena Teliha allows us to reveal the vision of the main processes in her personal life against the background of the general historical discourse. In addition, the main communicative visions that determine her creative personality are highlighted: communicative vision of friendship, love, creation of literary talent, perseverance and strength, resistance to rejection. Attention is focused on the importance of studying and researching the epistolary heritage of creative personalities in the context of social communications. From the quoted letters, which are distinguished by their sincerity and accuracy of expression, it is possible to determine and formulate what positions and ideas the civic activist, poet and publicist adhered to. In addition, we can see the line of consistency in the formation of a creative personality who not only lives and writes, but acts – creates history, its moment, the value of which is felt and understood by future generations. It is found that the life path in its interconnection with historical circumstances and social environment influenced the formation of the creative personality of the genius poet and publicist. The peculiarities of the epistolary of Olena Teliha are determined by the circumstances, people and personalities that she had to face in life. The promising areas of research are the letters of Olena Teliha, which are in the archives of other countries and the allocation of journalistic and documentary aspects of her epistolary heritage. Keywords: epistolary heritage, letters, public figure, journalism, creative personality.
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Berlin, Noémie, Jan Dul, Marco Gazel, Louis Lévy-Garboua, and Todd Lubart. Creative Cognition as a Bandit Problem. CIRANO, May 2023. http://dx.doi.org/10.54932/anre7929.
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This paper characterizes creative cognition as a multi-armed bandit problem involving a trade-off between exploration and exploitation in sequential decisions from experience taking place in novel uncertain environments. Creative cognition implements an efficient learning process in this kind of dynamic decision. Special emphasis is put on the optimal sequencing of divergent and convergent behavior by showing that divergence must be inhibited at one point to converge toward creative behavior so that excessive divergence is counterproductive. We test this hypothesis in two behavioral experiments, using both novel and well-known tasks and precise measures of individual differences in creative potential in middle and high school students. Results in both studies confirmed that a task-dependent mix of divergence and convergence predicted high performance in a production task and better satisfaction in a consumption task, but exclusively in novel uncertain environments. These predictions were maintained after controlling for gender, personality, incentives, and other factors. As hypothesized, creative cognition was shown to be necessary for high performance under the appropriate conditions. However, it was not necessary for getting high grades in a traditional school system.
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Bogdanov, Sergey I. Electronic educational resource "Ambulance and emergency medical care for mental disorders and behavioral disorders at the prehospital stage". SIB-Expertise, January 2024. http://dx.doi.org/10.12731/er0784.29012024.
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The Electronic educational resource (hereinafter referred to as EER) “Basic aspects of narcology” is designed for 36 training hours. This distance learning course aims to develop communicative competence, prepare for solving standard problems of professional activity using information resources, medical and biological terminology, and is also aimed at optimizing the educational process at the university, creating conditions for achieving the required level of modern education and comprehensive development of the personality of students . The EER was developed in accordance with the Federal State Educational Standard of Higher Education. Intended for medical school students as a material that allows future doctors to become more in-depth acquainted with the basic aspects of narcology, as well as for psychiatrists, psychiatrists-narcologists, and doctors of other specialties who, due to the specifics of their work, systematically interact with patients with drug addiction pathology. The EER was developed by Doctor of Medical Sciences, Associate Professor, highly qualified psychiatrist-narcologist with 37 years of experience in the specialty of psychiatry-narcology. The structure of the EER is classic and includes an abstract, glossary, instructions for working with the course, brief information about the authors, a methodological block, 4 lectures in presentation format and video lectures on the following topics: “Ethanol from the birth of modern civilization to the creation of new stars”, “Alcoholism”, “General issues of addiction” and “Classification of substances and drugs that cause addiction.” To control the studied material, clinical tasks and final testing on the topic being studied are used. To receive feedback from cadets and students, there is a feedback form. A student who has mastered the program is able to possess professional competencies, including the ability to: professionally navigate issues of terminology and definitions related to the subject of the educational material; master the amount of knowledge on the mechanisms of the effects of psychoactive substances on the human body; correctly navigate the issues of modern classification of surfactants; correctly diagnose pathological conditions associated with chronic ethanol intoxication; apply distance educational technologies (DET) in professional activities; use automated information systems and knowledge bases in professional activities.
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Bogdanov, Sergey I. Electronic educational resource "Basic aspects of narcology". SIB-Expertise, January 2024. http://dx.doi.org/10.12731/er0783.29012024.
Full textAbstract:
The electronic educational resource (hereinafter referred to as EER) “Basic aspects of narcology” is designed for 36 training hours. This distance learning course aims to develop communicative competence, prepare for solving standard problems of professional activity using information resources, medical and biological terminology, and is also aimed at optimizing the educational process at the university, creating conditions for achieving the required level of modern education and comprehensive development of the personality of students . The EER was developed in accordance with the Federal State Educational Standard of Higher Education. Intended for medical school students as a material that allows future doctors to become more in-depth acquainted with the basic aspects of narcology, as well as for psychiatrists, psychiatrists-narcologists, and doctors of other specialties who, due to the specifics of their work, systematically interact with patients with drug addiction pathology. The EER was developed by Doctor of Medical Sciences, Associate Professor, highly qualified psychiatrist-narcologist with 37 years of experience in the specialty of psychiatry-narcology. The structure of the EER is classic and includes an abstract, glossary, instructions for working with the course, brief information about the authors, a methodological block, 4 lectures in presentation format and video lectures on the following topics: “Ethanol from the birth of modern civilization to the creation of new stars”, “Alcoholism”, “General issues of addiction” and “Classification of substances and drugs that cause addiction.” To control the studied material, clinical tasks and final testing on the topic being studied are used. To receive feedback from cadets and students, there is a feedback form. A student who has mastered the program is able to possess professional competencies, including the ability to: professionally navigate issues of terminology and definitions related to the subject of the educational material; master the amount of knowledge on the mechanisms of the effects of psychoactive substances on the human body; correctly navigate the issues of modern classification of surfactants; correctly diagnose pathological conditions associated with chronic ethanol intoxication; apply distance educational technologies (DET) in professional activities; use automated information systems and knowledge bases in professional activities.
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Yatsenko, Halyna, and Andriy Yatsenko. Використання креативних методів навчання під час викладання дисциплін «Історія української журналістики» і «Креативний текст». Ivan Franko National University of Lviv, March 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11736.
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It is emphasized on the use of creative methods in teaching journalism disciplines at the Faculty of Journalism of the Ivan Franko National University of Lviv. The main creative teaching methods are described: the brainstorming method, the «circle of ideas» method, the alternative history method, the morphological analysis method, the hyperbolization method, the «Skamper» method, the Synectics methods. It has been demonstrated that creative teaching methods improve the learning effectiveness and new competencies obtaining. Key words: creative teaching methods; online platform; project work; training courses; personality; learning effectiveness.
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Korol, A. Non-traditional Methods of Teaching Based on Emotional and Evocative Dramatic Art in the Creative Development of the Personality. Lardy Publishing House, 2018. http://dx.doi.org/10.31812/123456789/3287.
Full textAbstract:
Non-traditional methods of teaching are ways of improvement to the activity of the individual in the process of learning and creative work. It is the result from the destruction of usual stereotypes in knowledge and skills that starts off mechanisms of spontaneous activities, an integration of logical and evocative components. Current study examines the method of emotional and evocative drama art as a way of improvement to effectiveness in the learning and creative activities of the personality.
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Білоус, О. С. Український фольклор як засіб морально-естетичного становлення особистості школяра. ПДПУ ім. К. Д. Ушинського, 2002. http://dx.doi.org/10.31812/123456789/3317.
Full textAbstract:
The article deals with the meaning of folklore as the means of a moral-aesthetic making of a pupil’s personality. The author’s conclusions are based on the opinions of famous pedagogues and musicians. The curriculum in Music analysis, the recommendations concerning the broadening of a used repertoire of a folk music creative work in the practice of a compulsory school at the expense of introduction of the material of an folk creative work are given.