Creativity: Understanding Innovation in Problem Solving, Science, Invention, and the Arts

By R. Weisberg. 2006

620 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/95e36219a9fa368be313da61e74c4f43fbb27ea2

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Citations in the corpus

Approaches to Measuring Creativity: A Systematic Literature Review (2017, background): “…the key assumption behind the development of divergent thinking tests is that creativity represents a general and identical construct across all domains, and hence the items included in these tests are relatively content-free and domain -independent (Diakidoy & Spanoudis, 2002; Weisberg, 2006).”
Ready, Set, Create: What Instructing People to "Be Creative" Reveals About the Meaning and Mechanisms of Divergent Thinking (2014, background): “Since then, creativity research has for the most part adhered to associative models of creative thought (e.g., Runco, 2007) despite the surprisingly small amount of direct evidence that creativity works this way (see Benedek & Neubauer, 2013; Beaty & Silvia, 2012; Weisberg, 2006).”
The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity (2017, background): “In recent years, some scholars have proposed the domain-specificity perspective (Baer, 1998, 2012; Gardner, 1983; Silvia, Kaufman, & Pretz, 2009; Weisberg, 2006) and claim that creativity in different domains involves diverse http://dx.doi.org/10.1016/j.tsc.2017.06.001 Received 25 March 2017;…”
On the Usefulness of “Value” in the Definition of Creativity (2015, methodology): “Similarly, before developing the double-helix model of DNA, Watson and Crick proposed a three-stranded helix (the triple helix), which was almost immediately rejected by their peers (and also by Watson and Crick), and so was of no value (Weisberg, 2006a).”
Insight versus analysis: Evidence for diverse methods in problem solving (2013, methodology): “The just-cited research is but a small sample of studies that have been brought forth as support for a basic distinction between the two modes of problem solving (for additional information, see Weisberg, 2006, chap.”
Revenge of the “Neurds”: Characterizing Creative Thought in Terms of the Structure and Dynamics of Memory (2010, background): “Although some posit that creativity involves everyday thought processes such as remembering, planning, reasoning, and restructuring (Perkins, 1981; Weisberg, 2006a, 2000b), others argue that there are cognitive processes unique to creativity.”
Toward an integrated theory of insight in problem solving (2015, methodology): “I have elsewhere discussed that example in more detail (Weisberg, 2006a, chapter 1), pointing out the many places where analytic thinking played a role.”
The Neuropsychological Connection Between Creativity and Meditation (2009, background): “Unlike problem-solving where attention is drawn to using heuristics, knowledge, or expertise (Weisberg, 2006), sanyama concentrates on the problem without consciously attempting to solve it.”
Creativity and Discovery as Blind Variation: Campbell's (1960) BVSR Model after the Half-Century Mark (2011, background): “To be sure, creativity and discovery are often considered to represent separate phenomena (Weisberg, 2006).”
Creative and critical thinking: Independent or overlapping components? (2018, background): “Later, creativity researchers (e.g., Jankowska & Karwowski, 2015; Kaufman & Plucker, 2011; Weisberg, 2006) questioned the idea that creative ability can be understood as a synonym of divergent thinking alone, since it involves deductive and inductive thinking, as well as the use of problem solving s”
On the Cognitive Benefits of Cultural Experience: Exploring the Relationship between Studying Abroad and Creative Thinking (2012, background): “Contemporary creativity researchers are beginning to empirically explore creative thinking within distinct fields (e.g., Kaufman, 2006; Mumford et al., 2010; Weisberg, 2006) and are finding promising results that demonstrate numerous unique expressions of creativity across domains.”
A Problem and Project-Based Learning (PBL) Approach to Motivate Group Creativity in Engineering Education (2012, unknown): “In the problem-solving processes, some skills relating to creativity can be improved, such as critical thinking, divergent thinking and imagination [37–38].”