A Dual-state Model of Creative Cognition for Supporting Strategies that Foster Creativity in the Classroom

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Improvisation facilitates divergent thinking and creativity: Realizing a benefit of primary school arts education (2015, background): “…of novel ideas and to evaluate them in order to produce ideas that will be of value to the context in which they are generated (e.g. Campbell, 1960; Finke, Ward & Smith, 1992; Gabora, 2005; Guilford, 1956; Howard-Jones, 2002; Simonton, 1999; see Sowden, Pringle & Gabora, 2015 for a synthesis).”
The shifting sands of creative thinking: Connections to dual-process theory (2014, background): “The dual-stage models of Basadur (1995), Howard-Jones (2002), and Finke et al. (1992) and the theory of the emergence of a creative insight proposed by Gabora and Ranjan (2013) suggest shifting between types of thinking occurs in series.”
Creativity in technology education: providing children with glimpses of their inventive potential (2009, background): “Howard-Jones (2002) has called attention to this, pointing out that generative thought processes are different from the analytical processes that are meant to refine them.”