Creativity and Development

By R. Sawyer, Vera John-Steiner, S. Moran, Robert J. Sternberg, David Feldman, J. Nakamura, Mihály Csíkszentmihályi. 2003

186 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/9f95c9d8c59ef99dee0487cb9491b136ec9e4548

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In Experimental and Cognitive Psychology

Citations in the corpus

Creative Teaching: Collaborative Discussion as Disciplined Improvisation (2004, background): “Improvising ensembles are similarly heteroglossic, as the voices of the performers meld together through a give and take whereby intersubjectivity is collaboratively emergent (Sawyer, 2003c).”
Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective (2009, methodology): “In fact, from the perspective of emergent development, it is considered impossible to deduce the child‟s development as a whole from any observations of their previously learnt behaviour or behaviours (Sawyer, 2003).”
Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning. (2011, background): “At its best, collaborative learning (see Littleton & Häkkinen, 1999) is a shared and creative knowledge construction process between team members committed to the divided evaluation of the learning process (Barnes & Todd, 1995; Sawyer, 2003; Wells & Arauz, 2006).”
Breaking away from set patterns of thinking: Improvisation and divergent thinking (2013, background): “This definition of improvisation suggests that key to the production of improvisation is the concept of the unknown Hargreaves, 1999; Lockford & Pelias, 2004; Sawyer, 2003).”
Designs for Collective Cognitive Responsibility in Knowledge-Building Communities (2009, methodology): “Distributed frameworks for social interaction within the community emerge from individual actions and interactions, with causal influence on individuals (Sawyer, 2002, 2003), sustaining members to participate in the ongoing knowledge-building practice, as a persistent pattern.”
Children and creativity: A most (un)likely pair? (2011, background): “…productions can be ‘valuable’ indeed for parents and teachers, but for as long as there is no constituted domain and field for them, they remain “peripheral to every culture” and, as such, “the creativity of such productions is not very relevant” (Csikszentmihalyi in Sawyer et al., 2003, p. 220).”