Toward the Prediction and Stimulation of Creativity
Bibliographic Data
| ID | 11011053 |
|---|---|
| Authors | Rhona Ochse (University of South Africa, corresponding author) |
| Year | 1989 |
| Volume | 19 |
| Issue | 3 |
| Pages | 113-121 |
| Publication date | 1989-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | South African Journal of Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0081-2463 • E-ISSN: 2078-208X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/008124638901900301 |
| OpenAlex | W2315441387 |
| Language | EN |
| Citations received | 1 |
| References cited | 18 |
In this article, various conceptions of creativity are briefly considered, the assumption that findings relating to one type of creativity may be generalized to another is questioned, a pattern of characteristics and experiences that are typical of eminent productive creators is focused on, and some of the implications for the prediction and promotion of productive creativity are pointed out. In combination, consistent findings of various types of past research seem to form a pattern. They suggest that three factors, acting in concert, contribute to the development of the persistent motivation that is typical of productive creators: (a) values relating to intellectual achievement; (b) precocious development of basic ability in a relevant domain; and (c) stress. These influences apparently cause a tendency to engage in independent intellectual pursuits which offer palliation, afford a sense of control, build a wider repertoire of skill and knowledge than is usually gained through adherence to a curriculum, and establish a habit of working alone. Among the implications of findings relating to eminent creators is that creativity may best be predicted by creative mentors in the relevant field and is promoted by development of skill, intellectual values and high standards, rather than freedom from discipline or evaluation
Creativity · Curriculum · Developmental psychology · Epistemology · Field (mathematics) · Intellectual development · Pedagogy · Political science · Promotion (chess) · Repertoire · Creativity in Education and Neuroscience · Evaluation of Teaching Practices · Neuroscience, Education and Cognitive Function · Psychology · Social Psychology
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The Social Psychology of Creativity
Creative types in mathematics1
Configurations of Culture Growth
Parental loss and genius
Cognitive Development and Parental Loss among the Gifted, the Exceptionally Gifted and the Creative
The Nobel Prizes for the Sciences from 1901-1950--An Essay in Sociological Analysis
Comparison of scientific and literary ability
Birth Order, Eminence and Higher Education
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.03 |
| Citation span | 1992 - 1992 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |