Creativity is increasing in value worldwide, but the processes underlying various creative abilities remain ambiguous. The most frequently used assessments of creativity (i.e., divergent thinking tasks; creative problem-solving tasks) differ in surface features and are also rarely examined together. These inconsistencies, in addition to mixed findings in the literature, have caused considerable debate among creativity researchers concerning the particular roles of independent or dual processes that lead to success on different creativity tests. The present study expounded upon these mixed findings using a factor analytic method. The results indicated that individual differences in working memory and fluency ability impact performance on divergent thinking and creative problem-solving tasks, but to differing degrees. These results are discussed as supporting a dual-process view of creative thinking.

<p>This thesis develops a formalism of function tables, inspired by the work of D. Parnas. It adapts that formalism so as to apply to topological partial algebras, involving continuous partial functions on the reals. In particular, it studies semantics-preserving transformations between two classes of tables: normal and inverted. This leads to a 3-valued logic different from that used by Wei Lei (2007) who investigated the application of function tables to "error algebras".</p> / Master of Science (MSc)

The problem was to investigate the relationships between the incidence of figures of speech in selected types of pupils' compositions and pupils' divergent thinking.

Through a close analysis of Suzanne Collins’ Hunger Games series and Veronica Roth’s Divergent series, it will be shown that these two-current young adult dystopian book-film crossovers pose several relevant parallels to contemporary real-world problems. By deciphering a pattern on what garners their popularity, and most importantly analyzing the aspect of why they reached such levels of recognition, we can then begin to close in on just how important these two series are in representing the 21st century young American mindset. Taking into the equation also, how the overall-arching genre of dystopia has evolved with the times and has now adapted to reflect contemporary anxieties and fears. Looking into several elements such as a newfound desire for strong female roles, persuasive antagonists that are inspired by realistic historical precedents, and an unsettling desensitization towards violence and gore, we can then see that the successful equation of The Hunger Games and Divergent series reflects mainstream interests evocatively and effectively. It is not just an intervention into the encompassing utopian/dystopian tradition, but into today’s sociology. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

This research explores the relationship between mindsets and divergent thinking skills. Specifically, the research questions sought to answer whether there was a positive association between a higher presence of divergent thinking skills and a creative growth mindset, as well as the impact environment has on creative growth. A total of 184 second and sixth grade students from a larger urban school district were surveyed. Data collection included: student surveys, two divergent thinking assessments, direct observation of the students and teacher notes. Results indicate most students identify with a creative growth mindset, but are lacking specific strategies to demonstrate creative growth. In addition, reflective survey results revealed the impact environment can have in helping students recognize and apply the specific strategies and characteristics highly creative people possess.

The relationship between level of dogmatism and divergent-convergent abilities was investigated in a sample of high school subjects. Rokeach's Dogmatism Scale, Form E, and tests of divergent and convergent ability were administered to all subjects. On the basis of their performance on the Dogmatism Scale, three experimental groups were formed: high, medium , and low dogmatics. An analysis of the data showed dogmatism to be negatively correlated with originality, flexibility, composite divergent and composite convergent scores. Fluency was the only ability not negatively correlated with dogmatism. High dogmatic subjects performed convergent operations better than they performed divergent operations, while low dogmatic subjects performed both operations equally well.

The present study was designed to investigate the effects of divergent production activities with math inquiry and think aloud strategy of students with math difficulty. Multiple baseline across behaviors design was replicated across four participants. This research also investigated relationships between the interventions and creativity scores by employing pretest and posttest design as measured by the Torrance Tests of Creative Thinking (TTCT). The results varied with the participants and the interventions. The overall mean in all three treatments increased a mild degree based on descriptive statistics. All four participants showed a drastic variability in math problem solving. T-test results from the TTCT showed that there were significant differences in both fluency and flexibility scores. Elaboration and originality scores appeared unaffected since the instructions were mean in all three treatments increased to a mild degree based on descriptive statistics. All four primarily involved in fluency and flexibility creativity constructs. Originality was excluded as a measure and elaboration was not instructed intensely enough in the program. Conclusively, 5th grade students with math difficulty improved both think aloud and math inquiry scores based on visual/statistical inspection of Mean+Trend difference analysis. It was found that only math inquiry intervention was effective to a mild degree for three out of four participants. Fluency and flexibility scores increased as a result of divergent production activities, however not enough to say that overall creativity is fostered directly by the program. Issues emerged out of the math problem solving in terms of controlling variability and developing content materials for the instruction. Further research is needed to ascertain the effects of multiple interventions on students with math difficulty. Replications are needed to expand the findings to the development of viable instructions. Future study is also needed to use varied math inquiry skills and think aloud strategy in order to improve both problem solving ability and creativity associated with mathematics.

The present study was designed to investigate the effects of divergent production activities with math inquiry and think aloud strategy of students with math difficulty. Multiple baseline across behaviors design was replicated across four participants. This research also investigated relationships between the interventions and creativity scores by employing pretest and posttest design as measured by the Torrance Tests of Creative Thinking (TTCT). The results varied with the participants and the interventions. The overall mean in all three treatments increased a mild degree based on descriptive statistics. All four participants showed a drastic variability in math problem solving. T-test results from the TTCT showed that there were significant differences in both fluency and flexibility scores. Elaboration and originality scores appeared unaffected since the instructions were mean in all three treatments increased to a mild degree based on descriptive statistics. All four primarily involved in fluency and flexibility creativity constructs. Originality was excluded as a measure and elaboration was not instructed intensely enough in the program. Conclusively, 5th grade students with math difficulty improved both think aloud and math inquiry scores based on visual/statistical inspection of Mean+Trend difference analysis. It was found that only math inquiry intervention was effective to a mild degree for three out of four participants. Fluency and flexibility scores increased as a result of divergent production activities, however not enough to say that overall creativity is fostered directly by the program. Issues emerged out of the math problem solving in terms of controlling variability and developing content materials for the instruction. Further research is needed to ascertain the effects of multiple interventions on students with math difficulty. Replications are needed to expand the findings to the development of viable instructions. Future study is also needed to use varied math inquiry skills and think aloud strategy in order to improve both problem solving ability and creativity associated with mathematics.

“After the group had played [improvisation] game[s]…colours became brighter, people and spaces seem of a different size, focus is sharper. Our normal thinking dulls perception…” Keith Johnstone (1979, pg. 131) Improvisation is considered to be both the process and product of creativity. It involves the creation of new ideas, on the spur of the moment that are novel and unplanned. Spontaneity, the ability to do something on the spot with no prior preparation is seen as a key element of improvisation and distinction in relation to creativity. The process of improvisation involves thinking in different ways and as a result, could influence our thought processes. It is important to note here that while we are interested in the process of improvisation, it is only possible to measure this through the product. The product is therefore seen as a direct outcome of the process of thinking that occurs during improvisation. It has been suggested that improvisation could relate to cognitive processes (Karakelle, 2009; Schmidt, Goforth & Drew, 1975; Scott, Harris & Rothe, 2001). This program of research therefore aims to identify the cognitive changes in relation to the process of improvisation. This is measured by looking at cognitive tasks pre and post improvisation. Several studies were therefore conducted investigating the effects of improvisation on various cognitive abilities, with a focus on differences between divergent and convergent thinking; (i) the Effect of Verbal Improvisation on Mood, Creativity and Cognition; (ii) verbal improvisation in relation to divergent and convergent thinking; (iii) dance improvisation in relation to divergent and convergent thinking; (iv) Divergent thinking; Differences among expert and novice improvisers and (v) length of Treatment; Cognitive effects following a shorter improvisation treatment length. As a result of the above experiments, results were extended to a clinical sample of Parkinson’s disease. An extensive investigation was also carried out investigating the scoring of method of the Alternative Uses Task (AUT; Guilford, 1957b). Furthermore, the level of cognitive load as a result of improvisation was investigated by observing gesture in improvisation. Taken together, results showed that after a series of verbal improvisation activities, participants improved in scores of divergent thinking tasks. However, this was not observed in scores of convergent thinking tasks. Issues surrounding reliability of the scoring method of the AUT were also discussed. However, this did not affect the consistency of the results observed in this program of research. A theory of schemas was applied to the process of improvisation as a result of the cognitive changes that occured, such that improvisation helps people think in more original and flexible ways by improving access to schemas and working memory.

Thesis (Ed. D.)--Illinois State University, 1983. / Title from title page screen, viewed May 17, 2005. Dissertation Committee: Max R. Rennels (chair), Marilyn P. Newby, Susan Amster, Robert Stefl, Forrest Wisely. Includes bibliographical references (leaves 108-112) and abstract. Also available in print.