? + ? = creativity.

By B. Hennessey, Teresa M. Amabile. Public Health Nursing, 2018

5,108 citations recorded by the source corpus.

Thinking process is the importance of learning and observing prior to the process of ideating solutions. As managers, we can create venues for our people to learn and observe… to create time and space for deeper understanding in a manner that is de-linked from advocating solutions.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/554a101711119ff8103bc75e1e1d7ad51d9c7e39

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In Experimental and Cognitive Psychology

Citations in the corpus

Applied Tests of Design Skills—Part 1: Divergent Thinking (2012, neutral): “They include Abbreviated Torrance 2002 [40], Meeker test [41], Meeker SOI checklist [42], Torrance [43], Guilford alternative uses [44], Wallach and Kogan [45], and Guilford ARP [46].”
Beyond Big and Little: The Four C Model of Creativity (2009, neutral): “One event took place at the 1950 meeting of the American Psychological Association, when Guilford (1950) used his presidential address to argue that the area of creativity was an understudied yet essential field.”
When Putting Work Off Pays Off: The Curvilinear Relationship between Procrastination and Creativity (2020, neutral): “…creativity in the presence of intrinsic motivation and opportunities to develop novel solutions to problems, answering calls for new research on the behavioral antecedents of creativity (Runco, 2004) and curvilinear relationships more generally (Grant & Schwartz, 2011; Pierce & Aguinis, 2013).”
PROGRESSION IN STUDENT CREATIVITY IN SCHOOL: FIRST STEPS TOWARDS NEW FORMS OF FORMATIVE ASSESSMENTS (2013, neutral): “From his perspective, the ‘creative personality is then a matter of those traits that are characteristics of creative persons’ (Guilford, 1950).”
Toward a broader conception of creativity: A case for "mini-c" creativity. (2007, neutral): “This productoriented focus not only confounds productivity with creativity (Runco, 2004b) but precludes efforts aimed at studying the more personal experience of creativity (e.g., the mini-c creative insight of a jazz student who discovers how to combine two jazz “riffs”).”
Rumination for innovation? Analysing the longitudinal effects of work-related rumination on creativity at work and off-job recovery (2017, positive): “Indeed, creativity helps employees to cope with and adapt to change and to solve work problems (Cropley, 1990; Runco, 2004).”
Creating a Vision of Creativity: The First 25 Years (2006, neutral): “Numerous research investigations (summarized in Lubart, 1994, and Sternberg & Lubart, 1991, 1995) have supported the importance of certain personality attributes for creative functioning.”
A Conservation of Resources Perspective on Negative Affect and Innovative Work Behaviour: the Role of Affect Activation and Mindfulness (2016, positive): “Among these, job-related affects have been identified as relevant psychological determinants of creative and innovative behaviour in the workplace (Anderson et al. 2014; Hennessey and Amabile 2010).”
The Why and How of the Integrative Review (2020, neutral): “Identification of possible paradigmatic or metatheoretical reasons for divergence Hennessey and Amabile (2010) example, their review would be integrative to the degree that the themes at the mental level were juxtaposed with themes in the individual and group levels.”
Influence of Experiences on Memories, Satisfaction and Behavioral Intentions: A Study of Creative Tourism (2016, neutral): “These activities can inspire tourists to become actively involved at a destination and thus is the base for creative tourism (Runco, 2004).”
The Social Psychology of Creativity (2003, neutral): “…the individual difference variables that contribute to high levels of creativity was later fueled by J.P. Guilford who, in 1950, in his presidential address to the American Psychological Association, argued that ‘the psychologist’s problem is that of creative personality’ (Guilford, 1950, p. 444).”
Reconceptualizing the Role of Creativity in Art Education Theory and Practice (2009, positive): “Some think that children can demonstrate talent in a nurnber of areas, but cannot be creative because cteativity involves changing a domain and ways of thinking within that domain (Csikszentmihalyi, 1996; Feldman, 1999; Winner and Martino, 1993).”
The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education. (2018, neutral): “…a consensus regarding the definition of creativity that is new and useful (Batey, 2012; Batey & Furnham, 2006; Kaufmann & Baer, 2012; Mumford, 2003; Runco, 2007) for generating new ideas, solutions, or answers (Duff, Kurczek, Rubin, Cohen & Tranel, 2013) as related to problem solving…”
A Dynamic Definition of Creativity (2019, neutral): “Theories of individual creativity, i.e., the “four-stage model” (Wallas, 1926), divergent thinking (Guilford, 1950), conceptual recombination (Mumford & Gustafson, 1988), and Csikszentmihalyi’s (1996) psychological theory on the flow state, all share an assumption that the mind is the “site” of…”
The cognitive neuroscience of creativity (2004, neutral): “…and a number of theories have been proposed from those viewpoints (Amabile, 1983; Csikszentmihalyi, 1996; Eysenck, 1993; Gardner, 1993; Gruber, 1981; Guilford, 1950; Martindale, 1995; Mednick, 1962; Simonton, 1988; Sternberg & Lubart, 1995; Ward, Smith, & Finke, 1999; Wertheimer, 1982).”
The psychology of creativity: A critical reading (2014, neutral): “Creativity scholars are well aware of the fact that divergent thinking is not synonymous with creativity (Runco, 2007) but, because it is considered to tell us something relevant about at least the cognitive processes involved in creating, it has become one of the golden standards of the discipline ”