Journal
CREATIVITY RESEARCH JOURNAL
Volume 17, Issue 4, Pages 321-326Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1207/s15326934crj1704_3
Keywords
-
Ask authors/readers for more resources
This study explored performances on 3 types of creativity tasks (real-world problem, figural, and verbal; Torrance, 1974) in 22 6th-grade students and 22 university students from Hong Kong. As compared to 6th-grade students' scores, university students' scores (both quality and quantity) were significantly higher on the real-world problem and significantly lower on the figural task. On the verbal task, the groups did not differ. Results are interpreted in terms of an interaction between task structures and students' knowledge bases. Knowledge enhances one's performance in knowledge-rich creativity tasks, whereas functional fixedness may occur in knowledge-lean tasks.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available