Multiple Creativities? Investigating Domain-Specificity of Creativity in Young Children

By K. Han, Christine A. Marvin. 2002

110 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Visual Arts and Performing Arts

View Paper: https://www.semanticscholar.org/paper/6a51e570937d631a089ff241b62bdb2756913b77

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In Experimental and Cognitive Psychology

In Visual Arts and Performing Arts

Citations in the corpus

Differential Effects of Divergent Thinking, Domain Knowledge, and Interest on Creative Performance in Art and Math (2011, background): “On the other hand, research supporting the domain-specific view includes correlational studies reporting low correlations among divergent thinking and expert ratings of creative performance in different domains (Baer, 1993 , 1994 ; Han & Marvin, 2002 ).”
Assessing Creativity in the Classroom (2011, background): “These principles included the need to multiply the assessment approaches to yield a more complete picture of an individual's potential for creativity, as recommended by many other authors [27, 28, 31, 72].”
Approaches to Measuring Creativity: A Systematic Literature Review (2017, methodology): “This may help to explain the low correlations and domainspecificity of creativity scores evaluated using the CAT in different domains (e.g. Baer, 1991, 1994a, 1994b, Han, 2003; Han & Marvin, 2002).”
Creative potential in educational settings: its nature, measure, and nurture (2015, background): “…these conceptual andmethodological barriers is tomultiply the assessment approaches to yield a more complete picture of an individual’s potential for creativity (Barbot, Besançon, and Lubart 2011; Feldhusen and Goh 1995; Fishkin and Johnson 1998; Han and Marvin 2002; Hunsaker and Callahan 1995).”
The Adaptable Mind in Design: Relating Personality, Cognitive Style, and Creative Performance (2005, background): “The need for domain-specific inquiry into creativity is supported both theoretically (Csikszentmihalyi, 1990, 1996) and by recently emerging studies (Baer, 1991, 1998; Han, 2003; Han & Marvin, 2002; James & Asmus, 2001) that examined creativity across multiple domains.”