Current Search: Creative thinking (x)
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- Title
- RELATIONSHIP BETWEEN BRAIN DOMINANCE, GENDER, AND IMPROVEMENT IN CREATIVE THINKING SKILLS.
- Creator
- CIPES, CHARLOTTE E., Florida Atlantic University, Kauffman, Dan
- Abstract/Description
-
This study analyzed the relationship between brain dominance, gender, and improvement in creative thinking skills. The creative skills studied were fluency, originality, abstractness of titles, elaboration, resistance to closure and the creativity index. In addition to investigating the possible relationships between brain dominance, gender, and improvement in creative thinking skills, the question of whether or not improvement occurred was also examined. Brain dominance was determined by a...
Show moreThis study analyzed the relationship between brain dominance, gender, and improvement in creative thinking skills. The creative skills studied were fluency, originality, abstractness of titles, elaboration, resistance to closure and the creativity index. In addition to investigating the possible relationships between brain dominance, gender, and improvement in creative thinking skills, the question of whether or not improvement occurred was also examined. Brain dominance was determined by a self-report instrument. This instrument was based upon brain dominance research. The subjects were 63 high school students in grades 9 through 12. These subjects were enrolled in three separate classes. The subjects' ages ranged from 14 to 19 years of age. Subjects were administered the Human Information Processing Survey, a self-report learning style instrument, and the Torrance Test of Creative Thinking, a test of creative thinking skills. The scores on the Human Information Processing Survey were used to determine the subjects' brain dominance. The Torrance Test of Creative Thinking was used in a pretest and posttest design as a measure of improvement of the creative thinking skills. The results of this study indicated a significant improvement for selective creative thinking skills following a four week series of special activities. Significant relationships with brain dominance and gender were found between specific creative thinking skills.
Show less - Date Issued
- 1987
- PURL
- http://purl.flvc.org/fcla/dt/11910
- Subject Headings
- Creative thinking, Brain
- Format
- Document (PDF)
- Title
- EFFECTS OF AN ADMINISTRATIVE PLAN FOR EXCELLENCE IN CREATIVE ARTS EXPERIENCES ON THE DEVELOPMENT OF CREATIVITY IN FIRST GRADERS.
- Creator
- KELLEY, RAMONA M. DANIEL., Florida Atlantic University, Urich, Ted R.
- Abstract/Description
-
Problem. The problem of this study was to investigate the effects of an administrative plan for excellence in creative arts experiences on the development of creativity in first graders. For purposes of this study, an administrative plan for excellence in creative arts experiences for first graders was developed and implemented. Procedures. A pretest of the Torrance Figural Tests of Creative Thinking was administered to the first grade population of Northboro Elementary School prior to...
Show moreProblem. The problem of this study was to investigate the effects of an administrative plan for excellence in creative arts experiences on the development of creativity in first graders. For purposes of this study, an administrative plan for excellence in creative arts experiences for first graders was developed and implemented. Procedures. A pretest of the Torrance Figural Tests of Creative Thinking was administered to the first grade population of Northboro Elementary School prior to implementation of the ten-week administrative plan for excellence in creative arts experiences. A Torrance post-test was administered upon completion of the creative arts experiences. To determine the significance of mean gain score differences on the dimensions of fluency, flexibility, originality, and elaboration of thinking, the data were subjected to one-way analysis of covariance. The .05 level of significance was selected on which to evaluate the results. Two covariates, the Torrance pretest and the Otis-Lennon School Ability Test, were used in the design. Findings. The mean gains in originality and elaboration of thinking, based on the Torrance Tests of Creative Thinking, of children participating in the creative arts experiences and children not participating in the creative arts experiences differed significantly during the ten-week period. No mean gains in fluency and flexibility of thinking, based on the Torrance Tests of Creative Thinking, were made by the experimental group or the control group during the ten-week period. Recommendations. An administrative plan for excellence in creative arts experiences encompassing an entire school year could be developed. An in-service program designed to raise the level of awareness regarding the significance of developing children's creative thinking skills could be offered for teachers and administrators. A replication of this study at the same grade level or at another primary grade level could provide useful input to be utilized in the planning of arts programs which contribute to the development of creativity in children. An administrative model which would promote the combining of the creative arts with the other disciplines could be developed.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11823
- Subject Headings
- Creative ability in children, Creative thinking
- Format
- Document (PDF)
- Title
- The self-examination: A learning methodology, reexamined.
- Creator
- Weiner, Jutta., Florida Atlantic University, Smiley, Lydia R., Courtney, David W.
- Abstract/Description
-
This study extends and partially replicates an investigation by David W. Courtney, titled The Self-Examination: A Learning Methodology, conducted in 1974 with two groups of students enrolled in an interdisciplinary art course. The original study was adapted to an art appreciation course. The purpose of this study was to reexamine the efficacy of the self-examination (SE) to promote creative thinking and aesthetic perception as well as a favorable student attitude toward the course. The study...
Show moreThis study extends and partially replicates an investigation by David W. Courtney, titled The Self-Examination: A Learning Methodology, conducted in 1974 with two groups of students enrolled in an interdisciplinary art course. The original study was adapted to an art appreciation course. The purpose of this study was to reexamine the efficacy of the self-examination (SE) to promote creative thinking and aesthetic perception as well as a favorable student attitude toward the course. The study was conducted with two groups of students enrolled in an art appreciation course at Palm Beach Community College North in the Fall semester of 1989. The experimental group wrote two SEs and the control group wrote one comparison paper and took a multiple-choice examination. Both groups also took multiple-choice quizzes and final examinations. Pretest-posttest analyses of the test for creativity and aesthetic perception, using t-tests, and of the course evaluation, using multivariate tests of significance, indicated no significant difference between the experimental and control groups.
Show less - Date Issued
- 1990
- PURL
- http://purl.flvc.org/fcla/dt/12261
- Subject Headings
- Study skills, Self-culture, Creative thinking
- Format
- Document (PDF)
- Title
- An Empirical Test of a General Theory of Problem-Solving.
- Creator
- Hall, Justin, Shaw, Eric H., Florida Atlantic University, College of Business, Department of Marketing
- Abstract/Description
-
The purpose of this research is to better understand how marketers and consumers solve problems. This research first reviews the problem-solving literature, discusses several areas of confusion related to problem-solving, and offers solutions. After resolving the confusion, this research then develops a theoretical model of problemsolving. Four hypotheses are derived from the model, and then empirically tested. The model states that the distinct cognitive domain of problem-solving begins with...
Show moreThe purpose of this research is to better understand how marketers and consumers solve problems. This research first reviews the problem-solving literature, discusses several areas of confusion related to problem-solving, and offers solutions. After resolving the confusion, this research then develops a theoretical model of problemsolving. Four hypotheses are derived from the model, and then empirically tested. The model states that the distinct cognitive domain of problem-solving begins with problem recognition. Given a problem, associative memory and associative activation provide a solution (H #1). This solution is either satisfactory or unsatisfactory. If satisfactory, the individual engages in the satisficing process and accepts the solution (H#2). If unsatisfactory, the individual engages in the decision-making process and searches for information related to an alternative solution (H #3). Thus, the difference between satisficing and decision-making is the search for information (H #4). Problemsolving ends when an intended solution is chosen. A pretest and two studies are conducted to test the four hypotheses. The Pretest demonstrated situations that elicited problem recognition. Study 1 tested hypothesis #1 and found that at least 75 percent of the time associative memory and associative activation provided a solution. Study 2 tested hypotheses #2, #3, and #4. Hypotheses #2 and #3 were tested using a two-way ANOVA, Chi-Square, and Point Biserial Correlation and hypothesis #4 was tested using an independent sample t-test and Point Biserial Correlation. Results of all empirical tests confirm each of the hypotheses, which in turn support the theoretical model.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004807, http://purl.flvc.org/fau/fd/FA00004807
- Subject Headings
- Game theory., Problem solving., Decision making., Management science., System theory., Creative thinking., Creative ability in business.
- Format
- Document (PDF)
- Title
- Hello down there.
- Creator
- Polansky-Shiman, Risa, Bucak, Ayse Papatya, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of English
- Abstract/Description
-
As an undergraduate journalism student, I was taught the “little person, big picture” reportage technique – in essence, using an individual’s story to illuminate a larger issue. In this collection, in which I aim for honesty and relatability, I position myself as the “little person” in essays meant to convey one individual’s experiences and thoughts in hopes of touching another individual who’s gone through similar experiences or had similar thoughts.
- Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004409, http://purl.flvc.org/fau/fd/FA00004409
- Subject Headings
- Social psychology, Identity (Psychology) in literature, Creative thinking, Creation (Literary, artistic, etc.)
- Format
- Document (PDF)
- Title
- Fostering Creativity Using Special Library Collections: A Case Study of The Arthur & Mata Jaffe Center For The Book Arts.
- Creator
- Binder, Andrew D., Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This dissertation examines the Arthur & Mata Jaffe Center for the Book Arts (JCBA) at Florida Atlantic University, focusing on creativity. Sixteen artists whose artwork is collected by the center were chosen to provide an overview of the creative process of book artists: Susan Allix, Julie Chen, Béatrice Coron, Johanna Drucker, Timothy Ely, Karen Hanmer, Linda K. Johnson, Marie Marcano, Bea Nettles, Matthew Reinhart, Robert Sabuda, Susan Joy Share, Keith Smith, Beth Thielen, Carol Todaro, and...
Show moreThis dissertation examines the Arthur & Mata Jaffe Center for the Book Arts (JCBA) at Florida Atlantic University, focusing on creativity. Sixteen artists whose artwork is collected by the center were chosen to provide an overview of the creative process of book artists: Susan Allix, Julie Chen, Béatrice Coron, Johanna Drucker, Timothy Ely, Karen Hanmer, Linda K. Johnson, Marie Marcano, Bea Nettles, Matthew Reinhart, Robert Sabuda, Susan Joy Share, Keith Smith, Beth Thielen, Carol Todaro, and Marshall Weber. The artists and the JCBA were selected for this study not only because these artists‘ books provide a unique opportunity to explore the creative processes of their makers, since many points of creative decision must be made, but also because artist‘s books by definition are often conceived, written, designed, printed, and bound by an individual artist. The list contains several artists who have been important to the historical development of the artist‘s book or pop-up publishing fields. Their influence ranges in scope from the historical to the international, national, and local, especially in terms of the JCBA. This dissertation should be useful to creativity researchers and students of the book arts because it is the first study to use qualitative research and creativity studies as a lens to investigate the artifacts and creative processes of artists in the book arts genre, as well as the first to use the case study approach to examine a book arts center and its educational practices with the focus of creativity research. With these goals in mind, concept maps were first created to document the artists‘ internal and external processes of creation, while master composite maps were compiled to facilitate a meta-analysis of their experienced creativity. The JCBA was then profiled, and its educational programs, practices, and policies were documented in order to describe and demonstrate how it encourages the creativity of book artists, as well as how its creativity-enhancing practices are established and traced into associated organizations. A model of how the organization does this is proposed and discussed with the intention of enhancing this effect at the JCBA and in other book arts organizations.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004650, http://purl.flvc.org/fau/fd/FA00004650
- Subject Headings
- Artists' books -- United States -- History -- Case studies, Creation (Literary, artistic, etc.), Creative ability, Creative thinking, Jaffe Center for Book Arts, Jaffe, Mata, Jaffe, Arthur
- Format
- Document (PDF)
- Title
- Predictors of undergraduate academic success.
- Creator
- Glick-Cuenot, Sheri L., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
This study attempted the answer to two primary questions: (a) Are strategic thinking skills possessed by college students prior to university matriculation related to their academic success in college, and (b) How does the predictive accuracy afforded by these skills compare to that from high school grade point average or standardized test scores?
- Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004287, http://purl.flvc.org/fau/fd/FA00004287
- Subject Headings
- Achievement in education, Creative thinking, Educational tests and measurements, Learning, Psychology of, Prediction of scholastic success -- Mathematical models, Strategic planning
- Format
- Document (PDF)
- Title
- An exploratory investigation of sources of individual differences in chemistry performance: The potential role of visual and verbal working memory and student affect in chemistry problem solving.
- Creator
- Klein, Jason, Florida Atlantic University, Hecht, Steven A., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
This was an exploratory study of factors that predict individual differences in chemistry learning. Consistent with cognitive learning theory, working memory was assumed to be an important predictor of chemistry knowledge. Measures of chemistry affect, cognitive ability, demographics and mathematical ability were examined in relation to visual/schematic and algebra-like stoichiometry chemistry word problem solving ability and strategy use. 139 undergraduate students (91 females, 48 males) at...
Show moreThis was an exploratory study of factors that predict individual differences in chemistry learning. Consistent with cognitive learning theory, working memory was assumed to be an important predictor of chemistry knowledge. Measures of chemistry affect, cognitive ability, demographics and mathematical ability were examined in relation to visual/schematic and algebra-like stoichiometry chemistry word problem solving ability and strategy use. 139 undergraduate students (91 females, 48 males) at a major Southeastern university participated in this study (Age ranged from 18 to 39 years (M = 20.70 years of age)). Perceived usefulness of the chemistry material, mathematical ability, GPA, and SGPA uniquely predicted conceptual stoichiometry problem solving ability.
Show less - Date Issued
- 2006
- PURL
- http://purl.flvc.org/fcla/dt/13382
- Subject Headings
- Reasoning (Psychology), Chemistry--Study and teaching (Secondary), Thought and thinking, Problem solving, Creative ability in technology
- Format
- Document (PDF)
- Title
- A neuropsychological examination of the effects of mindfulnesss meditation in elementary school children.
- Creator
- Klco, Sara Elizabeth., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Many recent studies have confirmed that mindfulness meditation has wide ranging potential to improve the mental health and well-being of adults, though few studies have explored its potential to help younger populations. In the current study, a sample of 4th and 2nd grade students was trained in the techniques of mindfulness meditation. Baseline electroencephalograms (EEGs) were taken before the training, and again after a 10 week period of daily meditation practice. Measures of attention,...
Show moreMany recent studies have confirmed that mindfulness meditation has wide ranging potential to improve the mental health and well-being of adults, though few studies have explored its potential to help younger populations. In the current study, a sample of 4th and 2nd grade students was trained in the techniques of mindfulness meditation. Baseline electroencephalograms (EEGs) were taken before the training, and again after a 10 week period of daily meditation practice. Measures of attention, creativity, affect, depression, behavioral inhibition/activation, emotion regulation, impulsive/aggressive behaviors, and social anxiety were also administered before and after the meditation practice period. Results indicate that mindfulness meditation produces increased relative left-frontal alpha activation, a brain pattern that has been associated with increased positive affect and more adaptive coping responses to aversive events. Significant post-meditation improvements in depression and creativity were also found in the experimental condition.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2100574
- Subject Headings
- Education, Humanistic, Meditation, Health aspects, Medicine, Psychosomatic, Mind and body, Self-esteem in children, Neuropsychology, Children, Counseling of, Creative thinking in children
- Format
- Document (PDF)
- Title
- Investigating Approaches to Media Literacy: An Analysis of Media Literacy Organizations.
- Creator
- Francis, Michael, Hyslop-Margison, Emery, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
Media literacy is a competency needed for success in the 21st century yet a clear purpose does not exist that is useful in curriculum design. The purpose of this study was to investigate a combined (eclectic) approach to media literacy education according to selected international media literacy organizations. Determining an eclectic approach from subject area experts will be useful in designing and integrating media literacy curriculum. Methodologically, this study was a qualitative content...
Show moreMedia literacy is a competency needed for success in the 21st century yet a clear purpose does not exist that is useful in curriculum design. The purpose of this study was to investigate a combined (eclectic) approach to media literacy education according to selected international media literacy organizations. Determining an eclectic approach from subject area experts will be useful in designing and integrating media literacy curriculum. Methodologically, this study was a qualitative content analysis and is thematic in nature using a constant comparative method of analysis. Supporting frameworks were established through standards based curriculum development and Schwab’s (1969, 1971, 1973, 1983) ideas of practical deliberation. Purposive heterogeneous sampling was utilized in identifying media literacy organizations from countries considered leaders in media education. This included organizations from Australia, Canada, and the United Kingdom. The primary approaches throughout all identified countries include an arts, critical, literacy, protectionist, and tool approach to media literacy. Through the process of curriculum deliberation, it is necessary to reconcile these approaches into one eclectic approach. Although individual subject areas may focus on one approach, it is important to consider all approaches equally during curriculum deliberation. In comparing an eclectic approach to Florida language arts standards (modeled after the Common Core State Standards), it was discovered that an eclectic approach to media literacy is not present. These standards focus almost exclusively on a literacy approach despite state statue requiring the full integration of media literacy. Language arts standards also remain focused on print media despite acknowledging that students should be prepared for success in the 21st century. This is a media saturated world and every subject should implement media literacy principles and approaches that prepare students to succeed in it.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004592, http://purl.flvc.org/fau/fd/FA00004592
- Subject Headings
- Mass media in education., Media literacy--Curricula., Visual learning., Information technology--Management., Mobile communication systems in education., Creative thinking--Study and teaching.
- Format
- Document (PDF)
- Title
- Creativity in an arts integrated third space: a case study of elementary school students in an international collaboration.
- Creator
- Hyatt, Susan, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
This qualitative case study examined the impact of an arts integrated international collaboration on elementary school students’ creativity when the students were communicating and creating exclusively through a technological third space. Two organizations, one in the U.S. and one in Mexico, served as the sites for the case study. Five findings emerged from the study relating to the nature of creativity and two findings related to the impact on students’ creativity when engaged in arts...
Show moreThis qualitative case study examined the impact of an arts integrated international collaboration on elementary school students’ creativity when the students were communicating and creating exclusively through a technological third space. Two organizations, one in the U.S. and one in Mexico, served as the sites for the case study. Five findings emerged from the study relating to the nature of creativity and two findings related to the impact on students’ creativity when engaged in arts-integrated international collaboration. The findings for the first question were: 1. Students and teaching artists view creativity as a process that is reflexive and engaging, 2. When reflecting on their work, students and teaching artists see creativity as an interplay of ideas and are open to and capable of modifying their ideas to achieve creative results, 3. Creative work is relative to the individual and is directly correlated to both originality and effort, 4. Students and teaching artists value creativity as a means for both self-expression and communication, 5. A collaborative environment sets the stage for creative behavior in terms of inviting feedback, providing constructive criticism, and sharing ideas. For the second question relating to impact, the two findings were: 1. Teaching and learning in the third space becomes a recursive process, and 2. Students work in new modes of communication in order to bridge cultures.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004293, http://purl.flvc.org/fau/fd/FA00004293
- Subject Headings
- Arts -- Study and teaching (Elementary) -- Case studies, Creative thinking in children -- Case studies, Curriculum planning -- Case studies, Group work in education -- Case studies, Interdisciplinary approach in education -- Case studies, Space perception -- Case studies, Virtual reality -- Case studies
- Format
- Document (PDF)