Need for Uniqueness, Need for Cognition, and Creativity.

By S. Dollinger. 2003

186 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/4553579f5d6386898d52b58d489bcbea41e86f74

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

Preservice Teachers' Personality Traits and Engagement in Creative Activities as Predictors of Their Support for Children's Creativity (2014, background): “The short-form of Creative Behavior Inventory (CBI; Dollinger, 2003) personality and their degree of agreement with teaching practices that support children’s creativity.”
Mapping Dimensions of Creativity in the Life-Space (2009, methodology): “Moreover, measures of aesthetic preferences, such as the Barron-Welsh Art Scale, have been used as criteria for creativity (e.g., Dollinger, 2003; Eysenck, 1994).”
Creativity and conservatism (2007, background): “Dollinger / Personality and Individual Differences 43 (2007) 1025–1035”
Identity and Creativity (2005, methodology): “In a previous study, we used Hocevar’s (1979) 90-item CBI, and supplementary analyses from that sample were the basis for derivation of a 28-item short form (Dollinger, 2003).”
Assessing creativity with self-report scales: A review and empirical evaluation. (2012, methodology): “In addition to shifting the inventory toward common creative behaviors, Dollinger eliminated many of the domains in favor of a single factor consisting of common behaviors, most of which come from the art, crafts, and writing subscales of the original inventory. The revised scale thus lacks domain s”
Need for Cognition as an Antecedent of Individual Innovation Behavior (2014, background): “In this vein, Dollinger (2003) reported that need for cognition is positively related to selfreported creative behaviors and performance in various tasks such as drawings, photo essays, and dream reporting.”
Cantankerous creativity: Honesty–Humility, Agreeableness, and the HEXACO structure of creative achievement (2011, methodology): “The Creative Behavior Inventory (CBI; Dollinger, 2003 and Dollinger, 2007) is a 28-item scale that measures how often people have taken part in creative domains, with an emphasis on the domains of arts, crafts, creative writing, and drama.”
Assessment of real-life creativity: The Inventory of Creative Activities and Achievements (ICAA). (2017, methodology): “Available questionnaires include the Creative Behavior Inventory (CBI; Hocevar, 1979; revised version by Dollinger, 2003) and the Biographical Inventory of Creative Behavior (BICB; Batey, 2007).”
A Dynamic Definition of Creativity (2019, background): “Creators attach great value to something that is unique and different, and therefore questioning rather than conforming to established notions produces a need for being creative (Dollinger, 2011).”
A closer look at the creativity gap and why students are less creative at school than outside of school (2017, methodology): “The first version of the CAAC seems to have been Holland’s (1961) but as noted above, it has been updated and extended a number of times (e.g., An & Runco, 2016; Hocevar, 1980; Dollinger, 2003; Milgram&Hong, 1999; Paek et al., 2016; Runco, 1986; Runco et al., 2016a).”
An Empirical Review of Research Methodologies and Methods in Creativity Studies (2003–2012) (2014, methodology): “CAT was also applied to score responses to divergent thinking tests in several studies (n¼ 16, 8%; e.g., Dollinger, 2003; Friedman, 2009; Friedman, Forster, & Denzler, 2007; Kousoulas, 2010).”