Sawyer, R. Keith
Explaining Creativity: The Science of Human Innovation Buch
2, Oxford University Press, 2012, ISBN: 9780199737574.
Abstract | BibTeX | Schlagwörter: Brainstorming, Mythen, O
@book{Sawyer2012,
title = {Explaining Creativity: The Science of Human Innovation},
author = {R. Keith Sawyer},
isbn = {9780199737574},
year = {2012},
date = {2012-01-12},
publisher = {Oxford University Press},
edition = {2},
abstract = {Explaining Creativity is an accessible introduction to the latest scientific research on creativity. In the last 50 years, psychologists, anthropologists, and sociologists have increasingly studied creativity, and we now know more about creativity than at any point in history. It considers not only arts like painting and writing, but also science, stage performance, and business innovation. Until about a decade ago, creativity researchers tended to focus on highly valued activities like fine art painting and Nobel prize winning science. Sawyer brings this research up to date by including movies, music videos, cartoons, video games, hypertext fiction, and computer technology. For example, this is the first book on creativity to include studies of performance and improvisation. Sawyer draws on the latest research findings to show the importance of collaboration and context in all of these creative activities. Today's science of creativity is interdisciplinary; in addition to psychological studies of creativity the book includes research by anthropologists on creativity in non-Western cultures, and research by sociologists about the situation, contexts, and networks of creative activity. It brings these approaches together within the sociocultural approach to creativity pioneered by Howard Becker, Mihaly Csikszentmihalyi, and Howard Gardner. The sociocultural approach moves beyond the individual to consider the social and cultural contexts of creativity, emphasizing the role of collaboration and context in the creative process.},
keywords = {Brainstorming, Mythen, O},
pubstate = {published},
tppubtype = {book}
}
Explaining Creativity is an accessible introduction to the latest scientific research on creativity. In the last 50 years, psychologists, anthropologists, and sociologists have increasingly studied creativity, and we now know more about creativity than at any point in history. It considers not only arts like painting and writing, but also science, stage performance, and business innovation. Until about a decade ago, creativity researchers tended to focus on highly valued activities like fine art painting and Nobel prize winning science. Sawyer brings this research up to date by including movies, music videos, cartoons, video games, hypertext fiction, and computer technology. For example, this is the first book on creativity to include studies of performance and improvisation. Sawyer draws on the latest research findings to show the importance of collaboration and context in all of these creative activities. Today's science of creativity is interdisciplinary; in addition to psychological studies of creativity the book includes research by anthropologists on creativity in non-Western cultures, and research by sociologists about the situation, contexts, and networks of creative activity. It brings these approaches together within the sociocultural approach to creativity pioneered by Howard Becker, Mihaly Csikszentmihalyi, and Howard Gardner. The sociocultural approach moves beyond the individual to consider the social and cultural contexts of creativity, emphasizing the role of collaboration and context in the creative process.
Nemeth, Charlan J.; Personnaz, Bernard; Personnaz, Marie; Goncalo, Jack A.
The liberating role of conflict in group creativity: A study in two countries Artikel
In: European Journal of Social Psychology, Bd. 34, Nr. 4, S. 365–374, 2004.
Abstract | Links | BibTeX | Schlagwörter: Brainstorming, Mythen, O
@article{Nemeth2004,
title = {The liberating role of conflict in group creativity: A study in two countries},
author = {Charlan J. Nemeth and Bernard Personnaz and Marie Personnaz and Jack A. Goncalo},
url = {https://doi.org/10.1002/ejsp.210
https://www.researchgate.net/publication/252896556_The_liberating_role_of_conflict_in_group_creativity_A_study_in_two_countries},
doi = {10.1002/ejsp.210},
year = {2004},
date = {2004-07-02},
journal = {European Journal of Social Psychology},
volume = {34},
number = {4},
pages = {365–374},
abstract = {Researchers of group creativity have noted problems such as social loafing, production blocking, and especially, evaluation apprehension. Thus, brainstorming techniques have specifically admonished people ‘not to criticize’ their own and others' ideas, a tenet that has gone unexamined. In contrast, there is research showing that dissent, debate and competing views have positive value, stimulating divergent and creative thought. Perhaps more importantly, we suggest that the permission to criticize and debate may encourage an atmosphere conducive to idea generation. In this experimental study, traditional brainstorming instructions, including the advice of not criticizing, were compared with instructions encouraging people to debate—even criticize. A third condition served as a control. This study was conducted both in the United States and in France. Results show the value of both types of instruction, but, in general, debate instructions were superior to traditional brainstorming instructions. Further, these findings hold across both cultures. Results are discussed in terms of the potential positive value of encouraging debate and controversy for idea generation.},
keywords = {Brainstorming, Mythen, O},
pubstate = {published},
tppubtype = {article}
}
Researchers of group creativity have noted problems such as social loafing, production blocking, and especially, evaluation apprehension. Thus, brainstorming techniques have specifically admonished people ‘not to criticize’ their own and others' ideas, a tenet that has gone unexamined. In contrast, there is research showing that dissent, debate and competing views have positive value, stimulating divergent and creative thought. Perhaps more importantly, we suggest that the permission to criticize and debate may encourage an atmosphere conducive to idea generation. In this experimental study, traditional brainstorming instructions, including the advice of not criticizing, were compared with instructions encouraging people to debate—even criticize. A third condition served as a control. This study was conducted both in the United States and in France. Results show the value of both types of instruction, but, in general, debate instructions were superior to traditional brainstorming instructions. Further, these findings hold across both cultures. Results are discussed in terms of the potential positive value of encouraging debate and controversy for idea generation.