John Baer
Biographic Data
| ID | 4500853 |
|---|---|
| NAME | John Baer |
| GIVEN NAMES | John |
| FAMILY NAME | Baer |
| SIGNATURE | BAER J |
| AFFILIATIONS | Rider University |
| ORCID | 0000-0002-8758-0030 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
How to Teach Creativity When There's No Such Thing as Creativity
There is an infinity of realized and potential creative things, creative ideas, and creative performances, and yet there is no such thing as creativity, at least not in the two ways most of us think about creativity. (1) There is no general essence of creativity, no indispensable factor or shared quality that is an intrinsic part of all creative ideas, performances, or products. Creativity and expertise are very different things, but what makes a…
Advancing Creativity Theory and Research: A Socio‐cultural Manifesto
This manifesto, discussed by 20 scholars, representing diverse lines of creativity research, marks a conceptual shift within the field. Socio‐cultural approaches have made substantial contributions to the concept of creativity over recent decades and today can provide a set of propositions to guide our understanding of past research and to generate new directions of inquiry and practice. These propositions are urgently needed in response to the t…
The Cambridge Handbook of Creativity across Domains
Creativity is of rising interest to scholars and laypeople alike. Creativity in the arts, however, is very different from creativity in science, business, sports, cooking, or teaching. This book brings together top experts in the field from around the world to discuss creativity across many different domains. Each chapter includes clear definitions, intriguing research, potential measures, and suggestions for development or future directions. Aft…
Cambridge Handbook of Creativity Across Domains
The Cambridge Handbook of Creativity
The Cambridge Handbook of Creativity is a comprehensive scholarly handbook on creativity from the most respected psychologists, researchers and educators. This handbook serves both as a thorough introduction to the field of creativity and as an invaluable reference and current source of important information. It covers such diverse topics as the brain, education, business, and world cultures. The first section, 'Basic Concepts', is designed to in…
Gender Differences in Creativity
Research on gender differences in creativity, including creativity test scores, creative achievements, and self‐reported creativity is reviewed, as are theories that have been offered to explain such differences and available evidence that supports or refutes such theories. This is a difficult arena in which to conduct research, but there is a consistent lack of gender differences both in creativity test scores and in the creative accomplishments…
Bridging generality and specificity: The amusement park theoretical (APT) model of creativity
One of the most contentious areas in creativity theory is the question of domain specificity. How we conceptualize creativity — as something that transcends content domains, or as something that varies depending on the domain in question — has important implications for both creativity research and creativity training programs. The Amusement Park Theoretical (APT) model of creativity is the first creativity theory to successfully bridge the gap b…
Does Artistic Creativity Decline during Elementary School
Some psychologists have argued that artistic creativity declines during the elementary school years. This hypothesis was tested by having 108 students in kindergarten and Grades 3, 4, and 5 produce collages which were then judged for creativity using a consensual assessment technique. Contrary to the hypothesis of a creative decline, artistic creativity on this collage-making task as rated by 18 undergraduate art education students was higher amo…
Long-Term Effects of Creativity Training with Middle School Students
The effectiveness of a creativity-training program was investigated. Two matched eighth-grade classes of high-ability students (N = 48) were chosen for the study. The experimental group spent three days and two nights at an outdoor school learning to use the Osborne-Parnes model of creative problem solving. There was no treatment for the control group. Just prior to the training both groups were tested, and six months after the training they were…
Long-Term Effects of Creativity Training with Middle School Students
The effectiveness of a creativity-training program was investigated. Two matched eighth-grade classes of high-ability students (N = 48) were chosen for the study. The experimental group spent three days and two nights at an outdoor school learning to use the Osborne-Parnes model of creative problem solving. There was no treatment for the control group. Just prior to the training both groups were tested, and six months after the training they were…
Long-Term Effects of Creativity Training with Middle School Students
The effectiveness of a creativity-training program was investigated. Two matched eighth-grade classes of high-ability students (N = 48) were chosen for the study. The experimental group spent three days and two nights at an outdoor school learning to use the Osborne-Parnes model of creative problem solving. There was no treatment for the control group. Just prior to the training both groups were tested, and six months after the training they were…
Does Artistic Creativity Decline during Elementary School
Some psychologists have argued that artistic creativity declines during the elementary school years. This hypothesis was tested by having 108 students in kindergarten and Grades 3, 4, and 5 produce collages which were then judged for creativity using a consensual assessment technique. Contrary to the hypothesis of a creative decline, artistic creativity on this collage-making task as rated by 18 undergraduate art education students was higher amo…
Bridging generality and specificity: The amusement park theoretical (APT) model of creativity
One of the most contentious areas in creativity theory is the question of domain specificity. How we conceptualize creativity — as something that transcends content domains, or as something that varies depending on the domain in question — has important implications for both creativity research and creativity training programs. The Amusement Park Theoretical (APT) model of creativity is the first creativity theory to successfully bridge the gap b…
Gender Differences in Creativity
Research on gender differences in creativity, including creativity test scores, creative achievements, and self‐reported creativity is reviewed, as are theories that have been offered to explain such differences and available evidence that supports or refutes such theories. This is a difficult arena in which to conduct research, but there is a consistent lack of gender differences both in creativity test scores and in the creative accomplishments…
The Cambridge Handbook of Creativity
The Cambridge Handbook of Creativity is a comprehensive scholarly handbook on creativity from the most respected psychologists, researchers and educators. This handbook serves both as a thorough introduction to the field of creativity and as an invaluable reference and current source of important information. It covers such diverse topics as the brain, education, business, and world cultures. The first section, 'Basic Concepts', is designed to in…
The Cambridge Handbook of Creativity across Domains
Creativity is of rising interest to scholars and laypeople alike. Creativity in the arts, however, is very different from creativity in science, business, sports, cooking, or teaching. This book brings together top experts in the field from around the world to discuss creativity across many different domains. Each chapter includes clear definitions, intriguing research, potential measures, and suggestions for development or future directions. Aft…
Cambridge Handbook of Creativity Across Domains
Advancing Creativity Theory and Research: A Socio‐cultural Manifesto
This manifesto, discussed by 20 scholars, representing diverse lines of creativity research, marks a conceptual shift within the field. Socio‐cultural approaches have made substantial contributions to the concept of creativity over recent decades and today can provide a set of propositions to guide our understanding of past research and to generate new directions of inquiry and practice. These propositions are urgently needed in response to the t…
How to Teach Creativity When There's No Such Thing as Creativity
There is an infinity of realized and potential creative things, creative ideas, and creative performances, and yet there is no such thing as creativity, at least not in the two ways most of us think about creativity. (1) There is no general essence of creativity, no indispensable factor or shared quality that is an intrinsic part of all creative ideas, performances, or products. Creativity and expertise are very different things, but what makes a…
Creativity (8 works) · Creativity in Education and Neuroscience (8 works) · Psychology (8 works) · Social Psychology (8 works) · Creativity technique (4 works) · Epistemology (4 works) · Mathematics education (4 works) · Developmental psychology (3 works) · Education, Achievement, and Giftedness (3 works) · Engineering (3 works)