The effectiveness of creativity training: A quantitative review

By Ginamarie Scott, Lyle E. Leritz, Michael D. Mumford. 2004

1,151 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/dceda3e2e0cdd19a53be234566abe0f34caca2c2

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In Applied Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Creativity and Planning: Training Interventions to Develop Creative Problem-Solving Skills (2006, background): “Second, the task examines performance in a domain different from that considered in training thereby insuring that issues bearing on the transfer of training could be addressed (Scott et al., 2004).”
The Impact of Metacognitive Instruction on Creative Problem Solving (2015, background): “A taxonomy of metacognition includes knowledge of cognition and regulation of cognition (Baker, 1989; Schraw & Moshman, 1995).”
The Importance of Domain-Specific Expertise in Creativity (2015, background): “Scott, Leritz, and Mumford (2004) conducted a metaanalysis of all creativity training research over the preceding half century and came the conclusion that “well-designed creativity training programs typically induce gains in performance” (p. 361).”
Problem identification and construction: What do we know, what is the future? (2009, background): “Finally, Scott, Leritz, and Mumford (2004) conducted a meta-analysis on creativity training and its relation to creativity improved training outcomes and creative performance across multiple studies.”
Climate for Creativity: A Quantitative Review (2007, background): “Unlike studies conducted in other areas, for example training and evaluation (Scott et al., 2004), climate studies vary widely in the nature and amount of material reported, which bears on the context in which the study was conducted.”
The Efficacy of Teaching Creativity: Assessment of Student Creative Thinking Before and After Exercises (2011, background): “Indeed, practically all of the studies that have evaluated the effectiveness of creativity education did so when the training was in the format of a stand-alone creativity course or program (e.g., Basadur et al., 1990; Birdi, 2005; Clapham, 1997; Fontenot, 1992; Kabanoff & Bottger, 1991; Scott et al”
How to develop creative imagination?: Assumptions, aims and effectiveness of Role Play Training in Creativity (RPTC) (2008, background): “A value of the analyses presented by Scott et al. (2004) can be seen in the great detail of presented data, frequently forming a source of interesting conclusions.”