THOUGHT TRAIN CREATIVE HOW TO

The word creativity has its roots in the Latin term creЕЌ, which means вЂњto create, to make,вЂќ and commonly refers to the ability to generate ideas or problem solutions that are original (i.e., novel) and useful (i.e., effective) (for example, Amabile 1983 Mumford 2003 Sternberg and Lubart 1999). Creativity has not only been recognized in the sciences and the arts (Feist and Gorman 1998 MacKinnon 1962 Sternberg and Lubart 1996) but has also been shown to play an important role in everyday problem solving (Cropley 1990 Mumford et al. It allows us to fly to the moon, create art, develop computers, and cure illnesses. The current findings have important implications for educational and organizational settings, as they suggest that this brief creativity training (or one employing similar cognitive techniques) could be implemented to facilitate creative thinking skills.Д¬reative thinking can be considered one of the key competencies for the twenty-first century, and its effects are widespread.

In addition to these divergent thinking skills, the training also improved convergent thinking and produced marginal improvements in creative problem solving skills. Moreover, the findings of the current study shed light on a possible underlying mechanism for these improvements in creativity, that is, cognitive flexibility. Importantly, the creativity level of the ideas generated during the divergent thinking task improved post-training. Following the creativity training, improvements were observed across a variety of creative performance measures. To control for a possible instrumentation threat, two versions of each task were created and counterbalanced between the pre- and post-measure across participants.

The effectiveness of the training was tested by means of a pre- and post-training comparison employing creativity measures that relied on divergent thinking, convergent thinking, and creative problem solving skills.

THOUGHT TRAIN CREATIVE HOW TO

Undergraduate university students ( NвЂ‰=вЂ‰32) participated in the creativity training, which was a single session of 1.5В h and employed a cognitive approach (i.e., participants were shown how to apply creative thinking techniques in a systematic fashion). The main objective of the current project was to develop and scientifically test a brief, domain-unspecific creativity training. The increased focus on innovation combined with recent reports of decrements in creative performance brings attention to the need to develop creative thinking skills at both the educational and business levels. Creative thinking skills can be considered one of the key competencies for the twenty-first century-they allow us to remain flexible and provide us with the capacity to deal with the opportunities and challenges that are part of our complex and fast-changing world.

Thought train creative