About Creativity, Giftedness, and Teaching the Creatively Gifted in the Classroom

By Uğur Sak. 2004

101 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Visual Arts and Performing Arts

View Paper: https://www.semanticscholar.org/paper/e5f7fd859b56ae6b512fe74251fcb236453c31ef

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Amy Willerson
2. Dianna R. Mullet
3. Linda Hsu
4. Lisa Tseng
5. Hsueh-Chih Chen
6. Po-Sheng Huang
7. K. Lamb
8. Shu-Ling Peng

In Visual Arts and Performing Arts

1. Amy Willerson
2. Dianna R. Mullet
3. K. Lamb
4. Todd Kettler

Citations in the corpus

• Teachers’ Perceptions of Creativity in the Classroom (2018, background): “Teachers commonly describe creative students as imaginative (Runco, Johnson, & Raina, 2002; Sak, 2004), artistic (Chan & Chan, 1999), intellectual (Gralewski & Karwowski, 2013), independent or unique (Liu & Lin, 2014), and curious (Scott, 1999).”
• The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity (2017, background): “…ability to produce new and appropriate ideas or products through a series of cognitive processes (Boden, 2004; Piffer, 2012; Plucker et al., 2004; Sak, 2004; Sternberg & Lubart, 1995), such as divergent thinking, representation changes, insight, and remote association (Guilford, 1956; Knoblich…”