Creativity and domain specificity: The effect of task type on multiple indexes of creative problem-solving

By R. Reiter‐Palmon, Marcy Young Illies, L. Cross, C. Buboltz, Thomas Nimps. 2009

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The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education. (2018, background): “Nonroutine problems support creativity in terms of finding novel solutions (e.g., Cropley, 2001; Guilford, 1967; Guilford & Hoepfner, 1971; Plucker et al., 2004; Reiter-Palmon et al., 2009; Torrance, 1965).”
The Genetic Basis of Creativity and Ideational Fluency (2011, methodology): “These were chosen primarily because of Reuter et al.'s (2002) findings about dopamine, as well as explicit hypotheses from Eysenck (1997) about the bases of creativity.”
Scoring divergent thinking tests: A review and systematic framework. (2019, methodology): “It has also been suggested that response quality can be assessed using a broader perspective aligned with the definition of creativity, which includes, for example, originality, appropriateness, or a combination of both (Forthmann, Holling, Çelik, Storme, & Lubart, 2017; Reiter-Palmon et al., 2009; ”